Kindergarten School Lipay Elementary School - Palauig District Teaching Dates September 12-16, 2022

Daily Lesson Log Teacher Arjay S. Fariñas Week No. 4

Content Focus Ang Aking Kakayahan Quarter One
Most Essential 1. Nasasakilos ang sariling kakayahan sa iba’t ibang paraan, hal. pag-awit, pagsayaw, at iba pa (KPKGM-lg-3)
Learning 2. Naisasagawa ang mga sumusunod na kilos sa pagtugon sa ritmong mabagal at mabilis (paglakad, pagtakbo, pagkandirit,
Competencies paglundag/pagtalon, paglukso) (KPKGM-le-2)
3. Identify letter, number or word that is different from the group (LLKVPD-00-6)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME (September 12, 2022)
Arrival Time
(8:00am-8:10am)
National Anthem
Opening Prayer
Routine Exercise
Activities Kumustahan
Attendance
Balitaan
Meeting Time 1
(8:10am-8:20am)
Messages Ang bawat bata ay may mga
kakayahan. Maaari mong
maipakita ang mga
kakayahang ito sa iba’t ibang
paraan tulad ng pagsayaw,
pagkanta, pagtula at iba pa.
Questions  Ano ang iyong kakayahan
na maaari mong maipakita
at maipagmalaki sa iyong
mga kaklase?
(September 13, 2022) (September 14, 2022)
National Anthem National Anthem
Opening Prayer Opening Prayer
Exercise Exercise
Kumustahan Kumustahan
Attendance Attendance
Balitaan Balitaan
Ang iba’t ibang bahagi ng Ang mga letra sa alpabeto ay
ating katawan ay maaari magkakaiba o hindi pare-
nating igalaw sa ritmong pareho. Ang bawat letra ay
ating nais, mabilis man o may kanya-kanyang pangalan
mabagal. at tunog.
 Ano ano ang mga bahagi  Anong mga letra ang
ng ating katawan na bumubuo sa iyong
maaari nating igalaw sa pangalan? Nakikilala mo
ritmo ng sayaw? ba ang pangalan at tunog
ng mga ito?
 Alin sa mga letra ang
naiiba?
(September 15, 2022) (September 16, 2022)
National Anthem National Anthem
Opening Prayer Opening Prayer
Exercise Exercise
Kumustahan Kumustahan
Attendance Attendance
Balitaan Balitaan
Ang mga bilang ay Ang kakayahan mong makita
magkakaiba o hindi pare- at masabi ang naiiba sa bawat
pareho. Ang kakayahan mong grupo ng mga salita ay
makilala at masabi ang makakatulong na mapaunlad
pagkakaiba-iba ng bawat ang kakayahan mong
bilang ay makakatulong sa bumasa.
iyo na mapaunlad pa ang
kakayahan mong bumilang.
 Gamit ang ating mga  Anong salita ang naiiba sa
daliri, sabay-sabay tayong bawat grupo?
magbilang mula isa
hanggang sampu. (Use a different set of
words.)
 Alin sa mga bilang ang
naiiba?

Competencies  Nasasakilos ang sariling kakayahan sa iba’t ibang paraan, hal. pag-awit, pagsayaw, at iba pa (KPKGM-lg-3)
 Naisasagawa ang mga sumusunod na kilos sa pagtugon sa ritmong mabagal at mabilis (paglakad, pagtakbo, pagkandirit, paglundag/pagtalon, paglukso)
(KPKGM-le-2)
 Identify letter, number or word that is different from the group (LLKVPD-00-6)
 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
(8:20am-9:05am)
Teacher-Supervised Poster: I Can
Activity (KTG, p. 38)
 Naipakikita ang tiwala sa
sarili na tugunan ang
sariling pangangailangan
nang mag-isa. Hal.
maghugas ng kamay,
kumain, magbihis,
magligpit, tapusin ang
gawaing nasimulan
(SEKPSE-Ie-5)
 Nakagagawa nang nag-iisa
(KAKPS-00-3)
 Naisasagawa ang simpleng
gawain nang maluwag sa
Competencies kalooban
Nakapagsesipilyo)
(KAKPS-00-4)
 Nakalilikha ng iba’t ibang
bagay sa pamamagitan ng
malayang pagguhit
(SKMP-00-1)
 Express simple ideas
through symbols (e.g.,
drawings, invented
spelling) (LLKC-00-1)
 Identify the activities they
Learning Checkpoints can do by themselves
 Sorting: Blue/Green Colors
Independent  Memory Game (Things I Can Do in School) (KTG, p. 41)
Activities  What’s Different (Worksheet)
 Naming Activities (Worksheet)
Movement Story
(KTG, p. 39-40)
 Nakagagalaw (martsa,
palakpak, tapik, padyak,
lakad, lundag at iba pa)
nang angkop sa ritmo at
indayog bilang tugon sa
himig na
napapakinggan/awit na
kinakanta
(KPKPF-Ia-2)
 Naisasagawa ang mga
sumusunod na kilos
lokomotor sa pagtugon sa
ritmong mabagal at
mabilis (paglakad,
pagtakbo, pagkandirit,
paglundag/pagtalon,
paglukso)
(KPKGM-Ie-2)
 Nagagamit ang mga kilos
lokomotor at di-lokomotor
sa paglalaro, pag-
eehersisyo, pagsasayaw
(KPKGM-Ig-3)
 Demonstrate movements
using different body parts
(PNEKBS-Ic-3)
 Do movements using their
body
Name Necklace What Number is Different? Same and Different Words
(KTG, p. 54) (Worksheet) (Worksheet)
 Naisasagawa ang mga  Recognize and identify  Identify letter, number or
sumusunod na kasanayan: numerals 0 to 10 word that is different from
pagbakat, pagkopya ng (MKC-00-2) the group
larawan, hugis, at titik  Read and write numerals 0 (LLKVPD-00-6)
(KPKFM-00-1.4) to 10  Identify the letters of one’s
 Nakikilala ang sarili (MKC-00-3) given name
(SEKPSE-00-1)  Identify letter, number or (LLKAK-Ic-1)
- pangalan at apelyido word that is different from
(SEKPSE-Ia-1.1) the group
 Recognize one’s given (LLKVPD-00-6)
name by sight
(LLKAK-Ia-6)
 Identify the letters of one’s
given name
(LLKAK-Ic-1)
 Write one’s given name
(LLKH-00-5)
 Identify the letters in a  Identify the different  Identify the different
given name numbers in a group words in a group
  Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)
 Tell which objects/pictures are the same based on color, shape, size, direction, and other details (T-shirt with collar and without collar) (LLKVPD-Id-1)
Competencies
 Naisasagawa ang mga sumusunod na kasanayan: pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
 Identify letter, number, or word that is different from the group (LLKVPD-00-6)
 Sort and classify according to color
 Match the same pictures
Learning Checkpoints
 Identify the different letters, numbers, and words in a group
 Name classroom activities
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
(9:05am-9:15am)
Questions/Activity Let the learners present their Let learners enumerate the Let the learners present their Song: Alin Ang Naiba? Let the learners present their
output. things they can do by output. output.
themselves.

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
(9:15am-9:25am)
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
(9:25am-9:55am)
Story
Pre-reading Activity  Theme: Any age and a  Theme: Any age and  Theme: Any age and a  Theme: Any age and a  Theme: Any age and a
culturally appropriate culturally appropriate culturally appropriate culturally appropriate culturally appropriate
story about their talents story about the things we story about words with story about numbers. story about words that are
that they can showcase to can do with our body. different letters. different from one another.
their classmates.
 Define difficult words.  Define difficult words.  Define difficult words.  Define difficult words.
 Define difficult words.  Motivation question:  Motivation question: What  Motivation question: What
What can you do using letters make up your  Motivation question: Can are the words that come to
 Motivation question: What your body? name? we count 1 to 10? your mind when you heard
talent or skill do you have? the word “friend’?
 Motive question: What do  Motive question: Why do  Motive question: Where
 Motive question: In what you think are the we have different names? can we use numbers?  Motive question: What do
 way, we can share our
talent with other people?
During Reading Ask comprehension questions.
Post Reading  What makes the character
special?
 What did you learn from
the 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 the
Period 2 learners to do their assigned tasks within the allotted time.
Work Period 2
(9:55am-10:40am)
Teacher-Supervised Writing Number (1)
Activity
 Recognize and identify
numerals 0 to 10
(MKC-00-2)
 Read and write numerals 0
to 10
(MKC-00-3)
Competencies
 Trace and write number 1  Match two identical body  Count objects whose
Learning Checkpoints
Independent  Block Play (KTG, p. 44)
Activities  Tracing Numbers
 Number Coverall (KTG, p. 45)
movements done in the
story?
 What did the characters do  Who are the characters in
with their bodies?
 What words rhyme with the  Why do the characters
different parts of the body?
It’s a Match (Worksheet) Count and Write
 Match object, pictures
based on properties
/attributes in one-to-one
correspondence
- object to object
- object to picture
- picture to picture
(MKAT-00-1)
 Describe objects based on
attributes/properties
(shapes, size, its use and
functions)
(MKSC-00-4)
 Recognizes symmetry
(own body, basic shapes)
(MKSC-00-11)
movements
 What are the names of the
the story? characters in the story?
 What did you learn from
have different names? the story?
Hand Game
(KTG, p. 73-74)
 Count objects with one-  Count objects with one-
to-one correspondence up to-one correspondence
to quantities of 10 up to quantities of 10
(MKC-00-7) (MKC-00-7)
 Read and write numerals  Tell that the quantity of a
0 to 10 set of objects does not
(MKC-00-3) change even though the
 Identify the sounds of arrangement has
letters orally given changed (i.e., the child
(LLKAPD-Id-6) should be able to tell that
 Identify the letters of the one set of counters
alphabet (mother tongue, placed in one-to-one
orthography) correspondence and then
(LLKAK-Ih-3) rearranged still has the
same quantity) (MKSC-
00-23)
 Add quantities up to 10
using concrete objects
(MKAT-00-8)
 Add quantities up to 3
names have the same using concrete objects
beginning letter
you think will the
characters learn in the
story?
 Who is the main character
of the story?
 What did he/she learn?
Word Syllable Clap/Stamp
 Identify several words
that begin with the same
sound as the spoken
word (LLKPA-Ig-7)
 Tell the number of
syllables in given spoken
words
(LLKPA-Ig-8)
 Count objects with one-
to-one correspondence
up to quantities of 10
(MKC-00-7)
 Clap or stamp the
number of syllables of a
given word
  Number Cross Out
 Nakikipaglaro sa dalawa o tatlong bata gamit ang isang laruan (SEKPKN-Ig-2)
 Naisasagawa ang mga sumusunod na kasanayan: paglikha ng mga modelo pangkaraniwang bagay sa paligid (KPKFM-00-1.6)
Competencies  Recognize and identify numerals 0 to 10 (MKC-00-2)
 Match numerals to a set of concrete objects from 0 to 10 (MKC-00-4)
 Tell which two letters, numbers, or words in a group are the same (LLKVPD-Ie-4)
 Use the blocks to build structures or models
 Use the construction toys to build structures or models
Learning Checkpoints  Trace numerals
 Understand the number concept of 1-3
 Identify which number in a given set is different
Transition to Indoor/ 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,
Light Physical 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 countdown may
Activity be used.
Indoor Activity/ Light Physical Activity
(10:40am-10:55am)
Paint Me A Picture (Act Out) Unstructured Free Play Letter Train Number Game Unstructured Free Play
Activities
(KTG, p. 62)
 Nagagamit ang mga kilos  Naisasagawa ang mga  Nakapaghihintay ng  Nagagamit ang mga kilos  Naisasagawa ang mga
lokomotor at di-lokomotor sumusunod na kilos kanyang pagkakataon lokomotor at di-lokomotor sumusunod na kilos
sa paglalaro, pag- lokomotor sa pagtugon sa (KAKPS-00-12) sa paglalaro, pag- lokomotor sa pagtugon sa
eehersisyo, pagsasayaw ritmong mabagal at  Natatawag ang mga eehersiyo, pagsasayaw ritmong mabagal at
(KPKGM-Ig-3) mabilis (paglakad, kalaro at ibang tao sa (KPKGM-Ig-3) mabilis (paglakad,
 Demonstrate movements pagtakbo, pagkandirit, kanilang pangalan  Recognize and identify pagtakbo, pagkandirit,
using different body parts paglundag/pagtalon, (KAKPS-00-13) numerals 0 to 10 paglundag/pagtalon,
(PNEKBS-Ic-3) paglukso)  Nakapagbubuo ng (MKC-00-2) paglukso)
(KPKGM-Ie-2) pagkakaibigan (KPKGM-Ie-2)
Competencies
 Nagagamit ang mga kilos (KMKPAra-00-5)  Nagagamit ang mga kilos
lokomotor at di-lokomotor  Identify the letters of one’s lokomotor at di-lokomotor
sa paglalaro, pag- given name sa paglalaro, pag-
eehersiyo, pagsasayaw (LLKAK-Ic-1) eehersiyo, pagsasayaw
(KPKGM-Ig-3)  Identify the letters of the (KPKGM-Ig-3)
alphabet (mother tongue,
orthography)
(LLKAK-Ih-3)

 Demonstrate movements using different body parts

 Follow instruction
Learning Checkpoints
 Arrange themselves accordingly
 Participate in the game actively
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
(10:55am-11:00am)
 Learners showcase their  Learners demonstrate  Learners identify the  Learners identify the  Learners identify the
talents in different ways. movements using their different letters in a different numbers in a different words in a
Activities
body parts. group. group. group.

Wrap-Up Questions/  The teacher acknowledges the learners’ sharing and encourages them to come back so they can still learn more.
Activity
Dismissal Routine The teacher reminds the learners to sanitize their hands and to always follow the health protocols.

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:

ARJAY S. FARIÑAS JONEL P. DECANO

Teacher Principal I