DAILY LOG LESSON PLAN / WEEKLY LEARNING PLAN FOR KINDERGARTEN WITH PSS AND HG

INTEGRATION
Grade KINDERGARTEN- DORA
School CALFUNGAL ELEMENTARY SCHOOL Level/Section
Teacher MARY ROSE M. DESTAJO Session MORNING AND AFTERNOON
Content Focus Kahalagahan ng Pag-iingat sa Sarili sa Loob at Labas ng Tahanan
Sub Topic  Letter Ww
Date April 11-14,2023
Integration  (PSS Activity) Quarter 3 Week 9/ 28
 Homeroom Guidance
Content Standards Performance Standards MELC CODE
Ang bata ay Ang bata ay • Nakikilala ang KPKPKK-Ih-3
nagkakaroon ng pagunawa nakapagpapamalas ng kahalagahan ng mga
sa kakayahang pagsasagawa ng mga tuntunin: pag-iwas sa
pangalagaan ang pangunahing kasanayan paglalagay ng maliit
sariling kalusugan at ukol sa pansariling na bagay sa bibig,
kaligtasan kalinisan sa pang-arawaraw ilong, at tainga, hindi
na pamumuhay at paglalaro ng posporo,
pangangalaga para sa maingat na paggamit
sariling kaligtasan ng
matutulis/matatalim
na bagay tulad ng
kutsilyo, tinidor,
 gunting, maingat na
pag-akyat at pagbabasa hagdanan,
pagtingin sa kaliwa’t
kanan bago tumawid
sa daan,
pananatiling kasama
ng nakatatanda kung
nasa sa matataong
lugar
Learning Objectives:
OBJECTIVES At the end of the lesson, the learners are expected to:
Pagkatapos ng aralin, ang bata ay inaasahang:
A. Makilala ang mga bagay na hindi dapat ilagay sa bibig, ilong at teynga
B. Maintindihan ang kahalagahan sa pag-iingat sa paggamit ng posporo, matatalim at matutulis na bagay
C. Mailayo ang mga bagay na maging sanhi ng disgrasya
D. Maiwasan ang aksidente sa pagtwaid sa kalsada
E. Matukoy ang mga lugar na pwedeng puntahan ng mga bata na may kasamang matanda

Personal and Social Development, Communication and Language, Literacy, Numeracy, Physical and Natural environment, Expressive arts and Design, Physical Development
Learning Area

1. K to 12 Most Essential Learning Competencies

References 2.National Kindergarten Curriculum Teacher’s Guide
3. Homeroom Guidance
4.Psychosocial Support Activity for Teachers and learners

THURSDAY FRIDAY
MONDAY TUESDAY WEDNESDAY
BLOCKS OF (April 13, 2023) (April 14, 2023)
(April 10, 2023) (April 11, 2023) (April 12, 2023)
TIME HOLIDAY HOLIDAY
Arrival Time
(7:30- 7:40)AM
(12:30-12:40) PM
National Anthem National Anthem National Anthem National Anthem National Anthem
Opening Prayer Opening Prayer Opening Prayer Opening Prayer Opening Prayer
Exercise Exercise Exercise Exercise Exercise
Kumustahan Kumustahan Kumustahan Kumustahan Kumustahan
Routine
Attendance Attendance Attendance Attendance Attendance
Activities
Kantahan Kantahan Kantahan Kantahan Kantahan
Balitaan Balitaan Balitaan Balitaan Balitaan
Setting of Standards Setting of Standards Setting of Standards Setting of Standards Setting of Standards
Rubrics Presentation Rubrics Presentation Rubrics Presentation Rubrics Presentation Rubrics Presentation
 HOMEROOM
GUIDANCE Quarter 3-Module 9 Week 6 to 7 – When I Grow Up
ACTIVITY
INTEGRATION
Meeting Time 1
(7:40- 7:50) AM
(12:40-12:50) PM
Messages Ang paglalagay ng anumang Ang posporo, lighter at kandila Ang paghawak ng matatalim at Ang pag-akyat at pagbaba sa Ang letrang Ww ay binubuo
bagay sa bibig, ilong, at tainga ay mga bagay na hindi dapat matutulis na bagay tulad ng hagdan ay kailangan ng lubos ng malaki at maliit na letra.
ay dapat iwasan upang hinahawakan o pinaglalaruan. kutsilyo, gunting, karayom at na pag-iingat. Sa pagtawid sa Nagsisimula sa letrang Ww
makaiwas sa kapahamakan. Ito ay maaaring pagsimulan ng tinidor ay hindi ligtas para sa kalsada ay tumigin sa iyong ang mga salitang tulad ng
sunog. mga batang katulad mo. Ang kanan at kaliwa, maaari rin walo, watawat, waling-waling
patnubay ng nakatatanda ay magpasama sa nakatatanda. at walis.
kailangan sa anumang gawain. Laging tandan na huwag
sumama sa mga taong hindi mo Gumamit ng larawan sa
kakilala. pagpapakilala ng letrang Ww.

Questions  Bakit delikado ang  Ano ano ang mga maaaring  Bakit kailangan nating mag-  Ano ano mga dapat tandaan  Ano ang unang tunog ng
paglalagay ng anumang mangyari kapag tayo ay ingat sa paggamit ng mga sa pagtawid sa kalsada? bawat larawan? Bigkasin
bagay sa loob ng bibig, ilong naglaro ng posporo, lighter matatalim at matutulis na ito.
at tainga? at kandila? bagay?

Competencies  Nakikilala ang kahalagahan ng mga tuntunin: pag-iwas sa paglalagay ng maliit na bagay sa bibig, ilong, at tainga, hindi paglalaro ng posporo, maingat na paggamit
ng matutulis/matatalim na bagay tulad ng kutsilyo. Tinidor, gunting, maingat na pag-akyat at pagbaba sa hagdanan, pagtingin sa kaliwa’t kanan bago tumawid sa
daan, pananatiling kasama ng nakatatanda kung nasa matataong lugar (KPKPKK-Ih-3)
 Identify the letter of the alphabet (LLKAK-Ih-3)
Identify the sound of letter orally given (LLKPS-Ig-1)
PSST ACTIVITY “Confidence Drawing”
INTEGRATION (See PSYCHOSOCIAL SUPPORT ACTIVITY PACK)p45
The teacher gives instructions on how to do the independent activities, answers any questions, and tells the learners to do their assigned tasks within the
Transition to allotted time. (USING VERBAL CUE/S)
Work Period 1

Work Period 1
(7:50-8:35)AM
(12:50-1:35)PM
Teacher- I Keep Myself Safe Introduce Letter Ww Letter Ww Hunt Road Sign Coloring Ww Substitute
Supervised Spot the Letter Ww KTG, p. 416 KTG, p. 401-402 KTG, p. 416
Activity KTG, p. 400
 Competecies  Nakikilala ang kahalagahan
ng mga tuntunin: pag-iwas sa
paglalagay ng maliit na
bagay sa bibig, ilong, at
tainga, hindi paglalaro ng
posporo, maingat na
paggamit ng
matutulis/matatalim na bagay
tulad ng kutsilyo. Tinidor,
gunting, maingat na pag-
akyat at pagbaba sa
hagdanan, pagtingin sa
kaliwa’t kanan bago tumawid
sa daan, pananatiling kasama
ng nakatatanda kung nasa
matataong lugar
(KPKPKK-Ih-3)
 Identify the sounds of
letters orally given
(LLKPA-Ig-1)
 Identify several words that
begin with the same sound
as the spoken word
(LLKPA-Ig-7)
 Name objects that begin
with a particular letter of
the alphabet (LLKV-00-5)
 Identify the letter of  Nakikilala ang  Identify the sounds of
alphabet (mother tongue, kahalagahan ng mga letters orally given
orthography) tuntunin (LLKPA-Ig-1)
(LLKAK-Ih-3) (KPKPKK-Ih-3)  Name common objects/
 Count objects with one –to-  Get information from things in the environment
one correspondence up to simple environmental (LLKV-00-1)
quantities of 10 prints
(MKC-00-7) (LLKSS-00-3)
 Rote count up to 20
(MKSC-00-12)
 Compare two groups of
objects to decide which is
more or less, or if they are
equal
(MKC-00-8)

Learning Check  Identify ways on how to be  Recognize the letter Ww  Identify the letter Ww in a  Copy the color of the road  Substitute the beginning
points safe from any form of and its sound and give group of letters. signs on the pictures. sound of word to /w/.
danger. words that begin with /w/.
 Writing Letter Ww  Writing Letter Ww  Writing Letter Ww  Writing Letter Ww
 Writing Letter Ww  Letter Ww Lacing  Letter Ww Lacing  Letter Ww Lacing  Letter Ww Lacing
Independent
 Letter Ww Lacing  Picture Puzzle (Ww)  Picture Puzzle (Ww)  Picture Puzzle (Ww)  Picture Puzzle (Ww)
Activities
 Picture Puzzle (Ww) Match and Color Letter Ww  Match and Color Letter Ww Match and Color Letter Ww  Match and Color Letter Ww
 Match and Color Letter Ww Qq
 Pagbakat, pagkopya ng larawan, hugis at titik (KPKFM-00-1.4)
 Naisasagawa ang sumusunod na kasanayan; pagbuo ng puzzles (KPKFM-00-1.5)
 Trace, copy and write the letters of the alphabet: combination of straight and slanting lines (K,M,N,V,W,X,Y,Z) (LLKH-00-3)
Competencies
 Identify the letter of the alphabet (LLKAK-Ih-3)
 Identify the sounds of letters orally given (LLKPS-Ig-1)
 Identify the lower case for each upper-case letter or vice versa (LLKH-00-4)
 riting Letter Ww: Recognize, trace, and write letter Ww.
Learning
 Letter Ww Lacing: Lace yarn on Letter Ww cutout.
Checkpoints  Picture Puzzle (Ww): Complete picture puzzles whose names start with the letter Ww.
The teacher reminds the learners about the time left in Work Period Time 1 around 15 minutes before Meeting Time 2. After 10 minutes, the teacher tells
Transition to
the learners to start packing away the materials they used and be ready for Meeting Time 2. A transition song or a countdown may be used. (USING
Meeting Time 2
VERBAL CUE/S)
Meeting Time 2
(8:35-8:45)AM
(1:35-1:45)PM
Let the learners present their Let the learners present their Let the learners present their Let the learners present their Let the learners present their
Activity work. work. work. work. work.
Questions Song: Sampung mga Daliri  Ask the learners to give  Ask the learners to count the  Ask the learners to spot the Song: The Letter Ww Song
other words that start with letters in very given words. letter Ww in every given
the letter Ww. word. https://www.youtube.com/watch?
v=MbUIYnDZZ-M
The teacher commends the learners for the work they did in Work Period Time 1 and tells them to prepare for recess time/health break by sanitizing their
Transition to hands.
Health Break/
Quiet Time After their health break, the teacher reminds the children to pack away the things they used during recess time, clean up their eating area, throw their trash
in the trash bin, sanitize their hands, and have their Quiet Time. ((USING VERBAL CUE/S)
Supervised Let the learners do the following before taking snacks/ food.
RECESS  Washing hands
(8:45-9:00)AM  Pray
(1:45-2:00)PM  Eat
 Clean the area
Health Break/Quiet Time/ Nap Time
(9:00-9:10)AM
(2:00-2:10)PM
While singing a transition song, the teacher “wakes” the learners up and tells them that it’s time to listen to a story. When the learners are ready, the
Transition to Story teacher proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Time (USING VERBAL CUE/S)

Story Time
(9:10-9:25)AM
(2:10-2:25)PM
Story SORPRESA NI MAMA
Pre-reading Activity  Theme: Any age and a culturally appropriate story about names.
 Define difficult words.
 Ask Motivation question and Motive question
During Reading Ask comprehension questions
Use big books
Post Reading Apply the art of questioning.
 Who are the characters in the story?
 What did you learn from the story?
Transition to After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and
Work Period 2 tells the learners to do their assigned tasks within the allotted time. (USING VERBAL CUE/S)
Work Period 2
(9:25-10:05)AM
(2:25-3:05)PM
Teacher- More or Less Spin It Math Equations Problem Solving Mixed up Numbers Number Picking
Supervised KTG, p. 420 KTG, p. 422 KTG, p. 420-421 KTG, p. 407-408 KTG p. 407
Activity
 Add quantities up to 10  Count objects with one-to-  Solve simple addition and  Compare two groups of  Recognize and identify
using concrete objects to one correspondence up to subtraction number stories objects to decide which is numerals 0 to 10
represent the concept of quantities of 10 read by the teacher using a more or less, or if they are (MKC-00-2)
addition. (MKC-00-7) variety of ways and equal
(MKAT-00-8)  Write addition and describe and explain the (MKC-00-8)
subtraction number strategies used  Arrange three numbers
sentences using concrete (MKAT-00-11) from least to greatest and
representations greatest to least
Competencies (MKAT-00-10) (MKC-00-6)
 Identify the number that
comes before, after, or in
between
(MKC-00-5)
 Recognize and identify
numerals 0 to 10
(MKC-00-2)
 The teacher checks if the  The teacher checks if the  The teacher checks if the  The teacher checks if the  The teacher checks if the
Learning learners were able to put learners were able to fill in learners were able to solve learners were able to learners were able to
Checkpoints together sets to make up 9. the blanks to write a math math problems using arrange the numbers in the recognize the numerals
equation. concrete objects. correct sequence. picked.
 Block Play  Block Play
 Writing Number 9  Writing Number 9  Block Play  Block Play  Block Play
Independent  Playdough (9)  Playdough (9)  Writing Number 9  Writing Number 9  Writing Number 9
Activities  Number Match (0-9)  Number Match (0-9)  Playdough (9)  Playdough (9)  Playdough (9)
Number Match (0-9) Number Match (0-9) Number Match (0-9)

 Read and write numerals 0 to10 (MKC-00-3)

Competencies  Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 Recognize and identify numerals 0 to 10 (MKC-00-2)

 Play manipulative toys or individual game which follows a set rule. Observe safety measures.
Learning
Checkpoints

Transition to The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor Activity/Light Physical Activity. After 10
 minutes, the teacher tells the learners to start packing away the materials they used and be ready for Indoor/Light Physical Activity. A transition song or
Indoor/ Light countdown may be used.
Physical Activity

Indoor/Outdoor Activity
(10:05-10:25)AM
(3:05-3:25) PM
Fun Indoor
Activities
Transition to The teacher tells the learners to help pack away the materials they used in the Indoor Activity/Light Physical Activity time and get ready to do the wrap-
Meeting Time 3 up activities in Meeting Time 3. A transition song or countdown may be used. (USING VERBAL CUE/S)
Meeting Time 3
(10:25-10:30)AM
(3:25-3:30)PM
Wrap-Up 1. The teacher takes note if the learners are able to learn precautionary measures in keeping them safe from harm.
Questions/ Activity 2. The teacher takes note if the learners are able to tell the harmful effect of playing with flammable materials.
3. The teacher takes note if the learners are able to tell safety measures and the harm of using sharp and pointed materials
4. The teacher takes note if the learners are able to tell and recognize road signs.
5. The teacher takes note if the learners are able to name and sound the letter Ww.
Dismissal Routine Using Verbal cue/s the leaners shall

 Fixing things inside the classroom.

 Return the chairs and table arrangement
Activities  Put the trash in the garbage
 Full in line
 Do hand signal and gestures- (Teacher and Learner/s bonding)
REMEDIATION
(10:30-11:30)AM Writing, Reading and Numeracy Remediation
(3:30-4:30)PM Learners who need follow up and need intervention will undergo remediation.

Performance Task Checklist: Rewards Remarks

1. Do the task given?
(Yes or No) 5 stars Superb!
2. Use proper materials to do the task or
specific job? (Yes or No)
3. Demonstrate the proper actions.
(Yes or No)
4. Produce a passable quality of works? 3-4 stars Believe in yourself! You can do it!
(Yes or No)
5. Do the task on time?
(Yes or No)

1-2 stars One more try!

FEEDBACKING

LEARNER/S LEARNING MONITORING PLAN

Name of learner/s Learning Intervention Strategies Monitoring

Learner’s Needs
Area Provided Date

Insignificant Significant
Mastery
Progress Progress
REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What
works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can
REFLECTION provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who earned 80% in the

evaluation.

B. No. of learners who require additional activities

for remediation.
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did this work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Prepared by: Noted by:

MARY ROSE M. DESTAJO ADRIAN L. LADRES

Teacher I School Head