Kindergarten School PISA ELEMENTARY SCHOOL Teaching Dates September 19-23, 2022

Daily Lesson Log Teacher SARAH MAE G. VILLANUEVA Week No. 5

Content Focus Ang aking katawan. Ako ay may pandama na tumutulong sa Quarter One
akin para ako ay matuto.
Most Essential 1. Nakikilala ang mga pangunahing emosyon (tuwa, takot, galit, at lungkot) SEKPSE-00-11
Learning 2. Trace, copy, and write different strokes: scribbling (free hand), straight lines, slanting lines, combination of straight and
Competencies slanting lines, curves, combination of straight and curved and zigzag. LLKH-00-6

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS (September 19, (September 20, (September 21, (September 22, (September 23,
OF TIME 2022) 2022) 2022) 2022) 2022)
Arrival Time
(7:00-7:30)
National Anthem National Anthem National Anthem National Anthem National Anthem
Opening Prayer Opening Prayer Opening Prayer Opening Prayer Opening Prayer
Routine Exercise Exercise Exercise Exercise Exercise
Activities Kumustahan Kumustahan Kumustahan Kumustahan Kumustahan
Attendance Attendance Attendance Attendance Attendance
Balitaan Balitaan Balitaan Balitaan Balitaan
Meeting Time 1
(7:30-7:50)
Messages Ginagamit ko ang Mayroon akong Mayroon akong Tula: Pandinig Mayroon akong 2
aking mga paa para dalawang dalawang Mensahe: Mayroon tainga.
sa ibat ibang bagay. mata. Nakakikita mata. Nakakikita akong dalawang Nakakarinig ako
ako gamit ang ako gamit ang (2) tainga. dahil sa aking
aking mga mata. aking mga mata. Nakakarinig ako tainga.
dahil sa
aking mga tainga.

Questions Ano kaya ang Ano ang makikita Ano ang Ano - ano ang mga Ano ang maaring
mangyayari kung natin sa mangyayari kung tunog mangyari kung
wala tayong paa? ating paligid? hindi ka nakakita na ating naririnig? hindi tayo
nang maayos sa nakakarinig ng
klase? maayos sa ating b
Paano Paaralan?
nakaaapekto ang Bahay?Ano-ano
mahinang paningin ang ibig
sa pagkatuto? sabihin /
Ano ang maaari kahulugan ng
mong gawin kung bawat tunog?
mayroon kang (sirena,
malabong kalembang)
 paningin?
Competencie Nakikilala ang mga pangunahing emosyon (tuwa, takot, galit, at lungkot) SEKPSE-00-11
s Trace, copy, and write different strokes: scribbling (free hand), straight lines, slanting lines,
combination of straight and slanting lines, curves, combination of straight and curved and zigzag.
LLKH-00-6
Transition to The teacher gives instructions on how to do the independent activities, answers any questions, and tells
Work Period the learners to do their assigned tasks within the allotted time.
1
Work Period 1
(7:50-8:25)
Teacher- Pamamatnubay ng Pamamatnubay ng Pamamatnubay ng Pamamatnubay ng Pamamatnubay ng
Supervised Guro: Guro: Guro: Guro: Poster: Mga Guro: Poster: Ano-
Activity Poster : Paa Mga nakakatawang Nakabatay sa tunog na naririnig anong mga bagay
mukha,Nakabatay Literatura : Ano sa ang
sa literatura: ang iyong nakita? paaralan. nagbibigay ng
Maskara ng tunog?
mga karakter

Competencie Malayang Malayang Malayang Malayang Malayang

s Paggawa: Paggawa: Paggawa: Paggawa: Paggawa:
(Mungkahing (Mungkahing (Mungkahing (Mungkahing (Mungkahing
Gawain) Gawain) Gawain) Gawain) Gawain)
 Pagbabakat ng  Pagbabakat ng  Pagbabakat ng  Pagbabakat ng  Pagbabakat ng
paa paa paa paa paa
SKMP-00-7 SKMP-00-7 SKMP-00-7 SKMP-00-7 SKMP-00-7
PNEKBS-Id-2 PNEKBS-Id-2 PNEKBS-Id-2 PNEKBS-Id-2 PNEKBS-Id-2
PNEKBS-1j-7 PNEKBS-1j-7 PNEKBS-1j-7 PNEKBS-1j-7 PNEKBS-1j-7

 Maliit na libro:  Maliit na libro:  Maliit na libro:  Maliit na libro:  Maliit na libro:
Nakikita ko ang Nakikita ko ang Nakikita ko ang Nakikita ko ang Nakikita ko ang
mga bagay sa mga bagay sa mga bagay sa mga bagay sa mga bagay sa
paligid. paligid. paligid. paligid. paligid.
SKPK-00-1 SKPK-00-1 SKPK-00-1 SKPK-00-1 SKPK-00-1
SKMP-00-2 SKMP-00-2 SKMP-00-2 SKMP-00-2 SKMP-00-2

 Libro ng mga  Libro ng mga  Libro ng mga  Libro ng mga  Libro ng mga
hugis: Bilog hugis: Bilog hugis: Bilog hugis: Bilog hugis: Bilog
SKPK-00-2 SKPK-00-2 SKPK-00-2 SKPK-00-2 SKPK-00-2
SKMP-00-3 SKMP-00-3 SKMP-00-3 SKMP-00-3 SKMP-00-3
MKSC-00-4 MKSC-00-4 MKSC-00-4 MKSC-00-4 MKSC-00-4

 Mga tunog sa  Mga tunog sa  Mga tunog sa  Mga tunog sa  Mga tunog sa
lata lata lata lata lata
PNEKBS-Ic-4 PNEKBS-Ic-4 PNEKBS-Ic-4 PNEKBS-Ic-4 PNEKBS-Ic-4
 PNEKBS-Id-6 PNEKBS-Id-6 PNEKBS-Id-6 PNEKBS-Id-6 PNEKBS-Id-6

 Libro ng mga  Libro ng mga  Libro ng mga  Libro ng mga  Libro ng mga
tainga: Nakarinig tainga: Nakarinig tainga: Nakarinig tainga: Nakarinig tainga: Nakarinig
ako ng ibat ibang ako ng ibat ibang ako ng ibat ibang ako ng ibat ibang ako ng ibat ibang
tunog tunog tunog tunog tunog
LLKAPD-Ie-1 to 5 LLKAPD-Ie-1 to 5 LLKAPD-Ie-1 to 5 LLKAPD-Ie-1 to 5 LLKAPD-Ie-1 to 5

 Show readiness  Name and  Say their  Name/identify  Use proper

to try new identify the birthday the things they expression in
experiences things and like/things they introducing
Learning
 Decorate their clothes that don’t like oneself.
Checkpoints
name tag belong to
girls/boys

 Name Design (KTG, p. 56-57)

 Name Necklace (KTG, p. 54)
Independent
 Play dough: My Birthday Cake (KTG, p. (KTG, p. 57)
Activities
 Sequencing Pictures (KTG, p. 58)

 Nakikilala ang sarili: pangalan at apelyido (SEKPSE-Ia-1.1)¸ gulang/kapanganakan (SEKPSE-Ic-

1.3)
 Recognize one’s given 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)
 Naisasagawa ang mga sumusunod na kasanayan: pagmomolde ng luwad (clay), pagbuo ng puzzles
(KPKFM-00-1.5)
Competencie
s  Nakaguguhit, nakapagpipinta at nakapagkukulay ng iba’t ibang bagay o gawain (dekorasyon sa
“name tag”, kasapi ng mag-anak , gawain ng bawat kasapi ng mag-anak, mga alagang hayop, mga
halaman sa paligid) (SKMP-00-2)
 Nakapagmomolde ng luwad (clay) sa nais na anyo (SKMP-00-6)
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 Identify sequence of events (before, after, first, next, last) (MKSC-00-9)
 Describe how one grows and changes (PNEKBS-Ij-7)

 Count the letters in their name and write the numerals

 Know how old they are
Learning
 Make recognizable figures out of clay and blocks
Checkpoints
 Sequence the pictures correctly

Transition to 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 learners to start packing away the materials they
Meeting
used and be ready for Meeting Time 2. A transition song or a countdown may be used.
Time 2
Meeting Time 2
(8:25 – 8:40)
Questions/ Mensahe: Tula: Mata Awit: Do You Know Gawain: Paggawa Mensahe: Ang
Activity Nakakikita tayo ng  Pag-usapan Gawain: ng Kahulugan ng ibang tunog ay
bilog ang gamit ng Magkatunog ba?  Pangungusap mataas at ang iba
na bagay sa ating mga mata ay mababa. Ang
paligid. Ang bilog ibang tunog ay
ay walang tuwid at mahina, ang iba ay
kanto. malakas.
Tanong: Ano - Gawain: Sound
anong bagay na Trip: Two Little
 bilog ang and
inyong nakikita  Ikot-ikot
sa paligid?
The teacher commends the learners for the work they did in Work Period Time 1 and tells them to
Transition to prepare for recess time/health break by sanitizing their hands.
Health
Break/ After their health break, the teacher reminds the children to pack away the things they used during
Quiet Time 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
(8:40 – 8:55)
While singing a transition song, the teacher “wakes” the learners up and tells them that it’s time to
Transition to listen to a story. When the learners are ready, the teacher proceeds with the pre-reading activities and
Story Time makes sure that the learners are listening attentively.

Story Time
(8:55 – 9:35)
Story
Pre-reading  Theme: Any age  Theme: Any age  Theme: Any age  Theme: Any age  Theme: Any
Activity and a culturally and a culturally and a culturally and a culturally age and a
appropriate appropriate appropriate appropriate culturally
story about story about story about story about appropriate
names. similarities and where we live. things they like story about
differences and dislike. children
between boys growing.
and girls.
 Define difficult  Define difficult  Define difficult
words.  Define difficult words. words.  Define difficult
 words. words.
 Motivation  Motivation  Motivation
question: Who  Motivation question: What question: What  Motivation
has a unique question: What are the different are the things question: How
name in the are the things we do you like or can you say
class? similarities and during dislike? that you are
differences birthdays? growing?
 Motive question: between boys  Motive
Why do you and girls?  Motive question: Why  Motive
think having a question: What do people have question: What
name is very  Motive do you think are different likes did the
important? question: What the different and dislikes? characters do
do you think things done while they were
are the during growing?
similarities and birthdays in the
differences story?
between boys
and girls in the
story?

During Ask comprehension questions.

Reading
Post Reading  Who are the  What are the  What did the  What are the  Who is the
characters in similarities and characters do to things that the main speaker
the story? differences celebrate their character in in the story?
between boys birthday? the story likes?
 Sequence the and girls in the  What did the
event. (Use story? (List  What objects  What are the character do
pictures) down the can be found in things that the while he/she
learners’ the birthday character in was growing?
answers) celebration? the story
Identify the dislikes?  What can you
beginning do while you
sounds of these  What did you are growing?
objects. learn from the
(Demonstrate story?
how to identify
the beginning
sound.)
 After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and
Transition to
independent activities, answers any questions, and tells the learners to do their assigned tasks within the
Work Period
allotted time.
2
Work Period 2
(9:55-10:40)
Pamamatnubay ng Pamamatnubay ng Pamamatnubay ng Pamamatnubay ng Pamamatnubay ng
Guro: Guro: Guro: Guro: Guro:
Teacher- Nakabatay sa Iskrapbook Maskara ng mga Pag-uuri : Lagyan Patern ng mga
Supervised Literatura: Saan karakter mo ako ng laso Gulay at Prutas
Activity nagpunta ang bilog
na itlog?

Malayang Malayang Malayang Malayang Malayang

Paggawa: Paggawa: Paggawa: Paggawa: Paggawa:
(Mungkahing (Mungkahing (Mungkahing (Mungkahing (Mungkahing
Gawain) Gawain) Gawain) Gawain) Gawain)
Mobile: Mga Mobile: Mga Mobile: Mga Mobile: Mga Mobile: Mga
bagay na nakita ng bagay na nakita ng bagay na nakita ng bagay na nakita ng bagay na nakita ng
bilog na itlog bilog na itlog bilog na itlog bilog na itlog bilog na itlog
SKMP-00-2 SKMP-00-2 SKMP-00-2 SKMP-00-2 SKMP-00-2
SKMP-00-4 SKMP-00-4 SKMP-00-4 SKMP-00-4 SKMP-00-4

Paglalaro ng Paglalaro ng Paglalaro ng Paglalaro ng Paglalaro ng

“Table Blocks” “Table Blocks” “Table Blocks” “Table Blocks” “Table Blocks”
MKSC-00-1 to 4 MKSC-00-1 to 4 MKSC-00-1 to 4 MKSC-00-1 to 4 MKSC-00-1 to 4

Competencie Playdough Playdough Playdough Playdough Playdough

s MKC-00-2 MKC-00-2 MKC-00-2 MKC-00-2 MKC-00-2
KPKFM-00-1.5 KPKFM-00-1.5 KPKFM-00-1.5 KPKFM-00-1.5 KPKFM-00-1.5
KPKFM-00-1.6 KPKFM-00-1.6 KPKFM-00-1.6 KPKFM-00-1.6 KPKFM-00-1.6
SKMP-00-6 SKMP-00-6 SKMP-00-6 SKMP-00-6 SKMP-00-6

Bead Stringing Bead Stringing Bead Stringing Bead Stringing Bead Stringing
SKMP-00-3 SKMP-00-3 SKMP-00-3 SKMP-00-3 SKMP-00-3
SKMP-00-8 SKMP-00-8 SKMP-00-8 SKMP-00-8 SKMP-00-8

Number Books: Number Books: Number Books: Number Books: Number Books:
Bilog na Itlog Bilog na Itlog Bilog na Itlog Bilog na Itlog Bilog na Itlog
MKC-00-7 MKC-00-7 MKC-00-7 MKC-00-7 MKC-00-7
MKSC-00-23 MKSC-00-23 MKSC-00-23 MKSC-00-23 MKSC-00-23
 KPKFM-00-1.3 KPKFM-00-1.3 KPKFM-00-1.3 KPKFM-00-1.3 KPKFM-00-1.3
  
Learning  Tell the  Tell and count  Compare two  Measure  Answer
 number of the numbers of groups of distance using questions
syllables in letters in their objects to feet. about the
their names. names. decide which chart.
Checkpoints is more or less,
or if they are
equal.

 Shape Match (KTG, p. 16)

 Graph: How many clothes for boys and girls?
Independent
 Let’s Match: Who has the same height? (KTG, p. 62)
Activities
 Open and Count (KTG, p. 62)

 Describe objects based on attributes/properties (shapes, size, its use and functions) (MKSC-00-4)
 Group objects that are alike (MKSC-00-5)
 Sort and classify objects according to one attribute/property (shape, color, size, function/use)
(MKSC-00-6)
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 Compare two groups of objects to decide which is more or less, or if they are equal (MKC-00-8)
 Recognize and identify numerals 0 to 10 (MKC-00-2)
Competencie
 Collect data on one variable (e.g., sex /boys or girls) through observation and asking questions
s
(MKAP-00-1)
 Create simple pictographs (MKAP-00-2)
 Discuss simple pictographs (MKAP-00-3)
 Compare objects based on their size, length, weight/mass (MKME-00-2)
 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)

 Know two to three-dimensional shapes: square, circle, triangle, rectangle

 Count and compare the number of clothes which belong to boys and girls
Learning
 Match the pictures correctly
Checkpoints
 Count up to three objects correctly

Transition to The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before
Indoor/ Indoor Activity/Light Physical Activity. After 10 minutes, the teacher tells the learners to start packing
Light away the materials they used and be ready for Indoor/Light Physical Activity. A transition song or
Physical countdown may be used.
Activity
Indoor Activity/ Light Physical Activity
(9:35 – 10:15)
Activities Name Chain Count and Turn The Birthday Arrange We Are Growing
(KTG, p. 18) (1,2,3) Train Yourselves (KTG, p. 64)
 (KTG, p. 18) (KTG, p. 63) (KTG, p. 63-64)
 Nakikilala ang  Nakasasali sa  Nakikilala ang  Naisasagawa  Naisasagawa
sarili: mga laro, o sarili: ang mga ang mga
1.1 pangalan at anumang - sumusunod na sumusunod na
apelyido pisikal na gulang/kapanga kilos lokomotor kilos lokomotor
(SEKPSE-00-1) gawain at nakan sa pagtugon sa sa pagtugon sa
(SEKPSE-Ia- iba’t ibang -gusto/di-gusto ritmong ritmong
1.1) paraan ng (SEKPSE-00-1) mabagal at mabagal at
 Natatawag ang pag- (SEKPSE-Ic- mabilis mabilis
mga kalaro at eehersisyo 1.3) (paglakad, (paglakad,
ibang tao sa (KPKPF-00- (SEKPSE-IIc- pagtakbo, pagtakbo,
kanilang 1) 1.4) pagkandirit, pagkandirit,
pangalan  Naipakikita  Recite rhymes paglundag/pagt paglundag/pagt
(KAKPS-00-13) ang and poems, and alon, paglukso) alon, paglukso)
 Use the proper panimbang sa sing simple (KPKGM-Ie-2) (KPKGM-Ie-2)
expression in pagsasagawa jingles/songs in  Nagagamit ang  Nagagamit ang
introducing ng iba’t ibang the mother mga kilos mga kilos
oneself kilos ng tongue, Filipino lokomotor at di- lokomotor at di-
e.g., I am/My katawan, gaya and/or English lokomotor sa lokomotor sa
Competencie name is ______ ng paglukso- (LLKOL-Ia-2) paglalaro, pag- paglalaro, pag-
s (LLKVPD-Ia- luksong eehersiyo, eehersiyo,
13) pahalinhinan pagsasayaw pagsasayaw
ang mg apaa (KPKGM-Ig-3) (KPKGM-Ig-3)
(skipping),
pagtulay nang
di natutumba
sa tuwid na
guhit, pag-
akyat at
pagbaba sa
hagdanan
(KPKGM-00-
4)
 Rote count up
to 20
(MKSC-00-
12)

Learning  Introduce themselves properly and identify the name of their classmates
Checkpoints  Say their birthday and their wishes
 Arrange themselves accordingly
 Participate actively in a game
 The teacher tells the learners to help pack away the materials they used in the Indoor Activity/Light
Transition to
Physical Activity time and get ready to do the wrap-up activities in Meeting Time 3. A transition song or
Meeting
countdown may be used.
Time 3
Indoor Activities
(10:15 – 10:35)
 Learners say  Learners  Learners line  Learners  Learners
their full identify the up according identify their introduce
name. things that to the month likes and themselves
belong to boys of their dislikes. and share
or girls. birthday their feelings
before going and thoughts
Activities out. about their
experiences
during their
first week
inside the
school.

Wrap-Up  The teacher acknowledges the learners’ sharing and encourages them to come back so they can still
Questions/ learn more.
Activity

Dismissal Routine
The teacher reminds the learners to sanitize their hands and to always follow the health protocols.
(10:35 – 10:45)

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 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:

SARAH MAE G. VILLANUEVA MARY ANN B. LUZON

Adviser Head Teacher I