Kindergarten School Juan P.

Guadiz Elementary School Teaching Dates April 3-7, 2023

Daily Lesson Log Teacher Karen Jennifer F. Urubio Week No. 8
Content Focus Dami ng Isang Pangkat ng mga Bagay na Hindi Nagbabago Quarter Third
Kahit Nagbago ang Ayos
Most Essential Tell that the quantity of a set of objects does not change even though the arrangement has changed (i.e., the child should be
Learning Competency able to tell that one set of counters placed in one-to-one correspondence and then rearranged still has the same quantity)
(MKSC-00-23)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME
(April 3, 2023) (April 4, 2023) (April 5, 2023) (April 6, 2023) (April 7, 2023)
Arrival Time
(7:30am-7:40am)

Holy Week
National Anthem National Anthem National Anthem
Opening Prayer Opening Prayer Opening Prayer
Routine Exercise Exercise Exercise
Activities Kumustahan Kumustahan Kumustahan
Attendance Attendance Attendance
Balitaan Balitaan Balitaan
Meeting Time 1
(7:40am-7:50am)

Messages Maaaring gamitin ang mga
hugis sa pagbibilang.
Tandaan na hindi nagbabago
ang bilang nito kahit
nagbabago ng ayos.
Maaaring gumamit ng
larawan ng mga emosyon
bilang pamilang. Tandaan na
hindi magbabago ang bilang
nito kahit na maiba ang
pagkakaayos.
Holy
Ang letrang Qq ay may
malaki at maliit na letra.
Maraming pangalan ng lugar
at tao ang nag-uumpi sa
letrang Qq, halimbawa nito
ay Quiapo, Quezon, Quentin
at Queenie. Ang mga salitang

Questions  Anong mga hugis ang  Natatandaan mo pa ba ang
maaari nating gamitin iba’t ibang uri ng
bilang pamilang? emosyon? Ano-ano ang
mga ito?
 Magbabago ba ang bilang
ng mga hugis sa isang  Kaya mo bang bilangin
grupo kung binago natin ang mga emosyon sa
ang kanilang mga larawan?
puwesto?
 Magbabago ba ang bilang
ng mga emosyon sa isang
Week
Queen, question mark, quail,
quarter, quick at quiz ay
nagsisimula rin sa letrang Qq.
 Ano ang tunog ng letrang
Qq?
 Paano isulat ang malaking
letrang Q? Maliit na
letrang q?
 Ano-ano ang mga salita na
nagsisismula sa letrang
Qq?
 grupo kung binago natin
ang kanilang mga
puwesto?

Competencies  Tell that the quantity of a set of objects does not change even though the arrangement has changed (i.e., the child should be able to tell that one set of
counters placed in one-to-one correspondence and then rearranged still has the same quantity) (MKSC-00-23)
Transition to Work 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
Period 1 allotted time.
Work Period 1
(7:50am-8:35am)

Holy Week
Teacher-Supervised Colorful Shapes How do you feel today? Tracing Letter Qq
Activity
 Recognize simple shapes  Nakikilala ang mga  Identify the sounds of
in the environment pangunahing emosyon letters orally given
(MKSC-00-1) (tuwa, takot, galit, at (LLKPA-Ig-1)
 Identify two to three lungkot)  Identify the letters of the
dimensional shapes: (SEKPSE-00-11) alphabet (mother tongue,
Competencies
square, circle, triangle, orthography)
rectangle (LLKAK-Ih-3)
(MKSC-00-2)  Pagbakat, pagkopya ng
larawan, hugis at titik
(KPKFM-00-1.4)
 Identify shapes in the  Name common things  Name their favorite fruits  Recognize their feelings  Trace letter Qq
environment inside the classroom and vegetables and be able to express
Learning Checkpoints
 Name and sound the letter their emotions
Qq
 Letter Qq Writing (KTG, p. 403)
 Uppercase-lowercase Match
Independent Activities
 Words that start with letter Qq
 Letter Qq Mosaic
 Identify the sounds of letters orally given (LLKPA-Ig-1)
 Identify the letters of the alphabet (mother tongue, orthography) (LLKAK-Ih-3)
Competencies  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)
 Pagbakat, pagkopya ng larawan, hugis at titik (KPKFM-00-1.4)
 Write the letter Qq properly
 Match the uppercase and lowercase letters
Learning Checkpoints  Name and sound out letter Qq
 Find words which the first letter starts with the letter Qq
 Decorate letter Qq creatively
Transition to Meeting 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 the
 Time 2 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.
Meeting Time 2
(8:35am-8:45am)
Questions/Activity 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
work. work. work. work. work.
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 Health hands.
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.
Health Break/Quiet Time
(8:45am-9:10am)
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 teacher
Transition to Story
proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Time
Story Time
(9:10am-9:25am)
Story

Pre-reading Activity  Theme: Any age and
culturally appropriate
story about different kinds
of shapes.
 Define difficult words.
 Theme: Any age and
culturally appropriate
story about emotions.
 Define difficult words.
 Motivation question: How
Holy
 Theme: Any age and
culturally appropriate
story about emotions.
 Define difficult words.
 Motivation question: How

Week
 Motivation: What is your do you feel today? do you feel today?
favorite shape?
 Motive question: Can you  Motive question: Can you
 Motive: Can you identify describe the feeling of describe the feeling of
the shapes of different being happy? Sad? Angry? being happy? Sad? Angry?
objects inside the Worries? Surprised? Worries? Surprised?
classroom?
During Reading Ask comprehension questions.

Holy
Post Reading  Who are the characters in  What did the character  What makes her happy?
the story? feel? Sad?

 What are the things they
saw? What are the shapes
of the objects they saw?
 Do you think the characters
 What makes her happy?  Do you share the same
Sad? feelings with her? 
 Do you share the same  What did you learn from
feelings with her? story?
 Week
learned something? What
are these things. What did you learn from
story?

Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells
Period 2 the learners to do their assigned tasks within the allotted time.
Work Period 2
(9:25am-10:05am)

The Same Set of Shapes
Teacher-Supervised
Comparison
Activity
 Tell that the quantity of a
set of objects does not
change even though the
arrangement has changed
The Same Set of Emotions
Comparison
 Tell that the quantity of a
set of objects does not
change even though the
arrangement has
Holy
Numbers Comparison
 Tell that the quantity of a
set of objects does not
change even though the
arrangement has

Week
(i.e., the child should be changed (i.e., the child changed (i.e., the child
able to tell that one set of should be able to tell should be able to tell that
counters placed in one-to- that one set of counters one set of counters
one correspondence and placed in one-to-one placed in one-to-one
Competencies
then rearranged still has correspondence and then correspondence and then
the same quantity) rearranged still has the rearranged still has the
(MKSC-00-23) same quantity) same quantity)
 Count objects with one-to- (MKSC-00-23) (MKSC-00-23)
one correspondence up to  Count objects with one-  Count objects with one-
quantities of 10 to-one correspondence to-one correspondence
(MKC-00-7) up to quantities of 10 up to quantities of 10
(MKC-00-7) (MKC-00-7)
 Compare set of shapes  Compare set of concrete  Compare set of fruits or  Compare set of emotions  Compare numbers
Learning Checkpoints with the same number objects with the same vegetables with the same with the same number
number number
 Block Play
 It’s a Match
Independent Activities
 Equal Numbers
 Writing Numbers 1-10
Competencies  Match numerals to a set of concrete objects (MKC-00-4)
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 Tell that the quantity of a set of objects does not change even though the arrangement has changed (i.e., the child should be able to tell that one set of
counters placed in one-to-one correspondence and then rearranged still has the same quantity) (MKSC-00-23)
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
  Match objects, pictures based on properties /attributes in one-to-one correspondence - object to object - object to picture - picture to picture (MKAT-00-1)
 Build structures of blocks with different shapes and colors
 Match the numerals with the correct number of figures
Learning Checkpoints
 Match pair of numbers
 Write numerals 1-10
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
Transition to Indoor/
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
Light Physical Activity
countdown may be used.
Indoor Activity/ Light Physical Activity
(10:05am-10:25am)

Activities Unstructured Free Play
 Nakasasali sa mga laro, o
anumang pisikal na
gawain at iba’t ibang
paraan ng pageehersisyo
(KPKPF-00-1)
 Nagagamit ang mga kilos
Unstructured Free Play
 Nakasasali sa mga laro, o
anumang pisikal na
gawain at iba’t ibang
paraan ng pageehersisyo
(KPKPF-00-1)
 Nagagamit ang mga kilos
Holy
Unstructured Free Play
 Nakasasali sa mga laro, o
anumang pisikal na
gawain at iba’t ibang
paraan ng pageehersisyo
(KPKPF-00-1)
 Nagagamit ang mga kilos

Week
lokomotor at di-lokomotor lokomotor at di-lokomotor lokomotor at di-lokomotor
Competencies
sa paglalaro, pag- sa paglalaro, pag- sa paglalaro, pag-
eehersisyo, pagsasayaw eehersisyo, pagsasayaw eehersisyo, pagsasayaw
(KPKGM-Ig-3) (KPKGM-Ig-3) (KPKGM-Ig-3)
 Naipakikita ang  Naipakikita ang  Naipakikita ang
pagpapahalaga sa maayos pagpapahalaga sa maayos pagpapahalaga sa maayos
na pakikipaglaro na pakikipaglaro na pakikipaglaro
(KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19)
Learning Checkpoints  Pretend to be in a place in the community where people can have fun
Transition to Meeting 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-up
Time 3 activities in Meeting Time 3. A transition song or countdown may be used.
Meeting Time 3
(10:25am-10:30am)

Activities  The learners talk about
the set of shapes with the
same number
Wrap-Up Questions/  The teacher checks if the
Activity learners were able to tell
that the quantity of a set
of shapes does not
change even though the
arrangement has
changed.
Dismissal Routine The teacher reminds the learners to sanitize their hands and to always follow the health protocols.
 The learners talk about the  The learners talk about the
set of emotions with the
same number
 The teacher checks if the
learners were able to tell
that the quantity of a set of
shapes does not change
even though the
arrangement has changed
Holy Week
name and sound of letter
Qq.
 The teacher checks if the
learners were able to give
words that starts with the
letter Qq.
REMARKS
REFLECTION 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 provide for you so that
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: Checked:

KAREN JENNIFER F. URUBIO REYNALDO D. CABUSI

Teacher School Head