Kindergarten School PISA ELEMENTARY SCHOOL Teaching Dates Aug. 30 – Sept.

2, 2022
Daily Lesson Log Teacher SARAH MAE G. VILLANUEVA Week No. 2
Content Focus Nakikilala ang Sarili Quarter One
Most Essential 1. Nasasabi ang mga sariling pangangailangan nang walang pag-aalinlangan. SEKPSE-If-3
Learning 2. Nakasusunod sa mga itinakdang tuntunin at gawain (routines) sa paaralan at silid-aralan. SEKPSE-IIa-4
Competencies

BLOCKS OF MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

TIME (HOLIDAY) (August 30, 2022) (August 31, 2022) (September 1, 2022) (September 2, 2022)
Arrival Time
(7:00-7:30)
National Anthem National Anthem National Anthem National Anthem
Opening Prayer Opening Prayer Opening Prayer Opening Prayer
Exercise Exercise Exercise Exercise
Routine
Kumustahan Kumustahan Kumustahan Kumustahan
Activities
Attendance Attendance Attendance Attendance
Balitaan Balitaan Balitaan Balitaan

Meeting Time 1
(7:30-7:50)
Messages Ako ay masaya. Ako ay galit. Sumusunod tayo sa mga Maraming lugar sa ating
Ako ay malungkot. Ako ay takot. alituntunin/patakaran sa lobb paaralan. Marami tayong
ng silid-aralan. gawain sa bawat lugar na ito.
Tayo ay maraming emosyong May mga pagkakataong Kabilanng sa mga ito ay ang
nararamdaman. Maaaring nakakaramdam tayo ng takot silid-aklatan, palaruan,
saya, lungkot, galit o takot. o galit. canteen, silid-aralan at
tanggapan ng punong-guro.

Questions  Ano ang nararamdaman mo
pagkagising sa umaga?
 Ano ang nararamdaman mo
habang naglalakad papasok
sa paaralan?
 Ano ang nararamdaman mo
kapag nabibigyan ka ng
star sa klase?
 Ano ang nararamdaman mo  Bakit kailangan ng  Ano pa ang ibang
kapag nakakakita ka ng alituntunin/patakaran lugar sa paarlan?
ahas? sa loob ng silid-aralan?
 Sino-sino ang makikita
 Ano naman ang  Anong mga alituntunin ditto?
nararamdaman mo kapag ang nagpapanatili ng
nakikita mong inaaway ang kalinisan at kaayusan  Ano ang maaaring
iyong kapatid? ng silid-aralan? gawin sa mga lugar na
ito?
 Ano-ano ang mga
alituntunin sa loob ng
silid-aralan ang dapat
nating sundin?
 Competencies 1. Nasasabi ang mga sariling pangangailangan nang walang pag-aalinlangan. SEKPSE-If-3
2. Nakasusunod sa mga itinakdang tuntunin at gawain (routines) sa paaralan at silid-aralan. SEKPSE-IIa-4
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 allotted
Transition to Work
time.
Period 1
Work Period 1
(7:50-8:25)
Teacher-Supervised Masaya at Malungkot Birthday Invitation Making Things I Like, Things I Don’t Introduce Yourself
Activity (KTG, p. 54-55) Like
1. Nasasabi ang mga 1. Nasasabi ang mga 1. Nasasabi ang mga 1. Nasasabi ang mga
sariling sariling sariling sariling
pangangailangan nang pangangailangan nang pangangailangan nang pangangailangan
walang pag- walang pag- walang pag- nang walang pag-
aalinlangan. aalinlangan. aalinlangan. aalinlangan.
SEKPSE-If-3 SEKPSE-If-3 SEKPSE-If-3 SEKPSE-If-3
Competencies
2. Nakasusunod sa mga 2. Nakasusunod sa mga 2. Nakasusunod sa mga 2. Nakasusunod sa mga
itinakdang tuntunin at itinakdang tuntunin at itinakdang tuntunin at itinakdang tuntunin
gawain (routines) sa gawain (routines) sa gawain (routines) sa at gawain (routines)
paaralan at silid- paaralan at silid- paaralan at silid- sa paaralan at silid-
aralan. aralan. aralan. aralan.
SEKPSE-IIa-4 SEKPSE-IIa-4 SEKPSE-IIa-4 SEKPSE-IIa-4

 Identify the emotion that  Say their birthday  Name/identify the things  Use proper expression in
Learning the picture shows. they like/things they don’t introducing oneself.
Checkpoints like

 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)

1. Nasasabi ang mga sariling pangangailangan nang walang pag-aalinlangan. SEKPSE-If-3

Competencies 2. Nakasusunod sa mga itinakdang tuntunin at gawain (routines) sa paaralan at silid-aralan. SEKPSE-IIa-4

 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
 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
Transition to
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
Meeting Time 2
(8:25 – 8:40)
Questions/Activity  Activity: Coloring the  Charades: Classroom  Charades: Classroom  Charades:
emotions Rules Rules Classroom Rules
 Spin the Wheel:  Spin the Wheel:  Spin the Wheel:
Classroom Routine/ Classroom Routine/ Classroom Routine/
Rules Rules Rules
 School Red Collage  School Red Collage  School Red Collage
 Writer’s Workshop: I  Writer’s Workshop: I  Writer’s Workshop:
can do many things in can do many things in I can do many things
school school in school

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 hands.
Transition to Health
Break/
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
Quiet Time
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 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
(8:55 – 9:35)
Story
Pre-reading Activity  Theme: Any age and a  Theme: Any age and a  Theme: Any age and a  Theme: Any age and a
culturally appropriate culturally appropriate culturally appropriate culturally appropriate
story about similarities and story about where we live. story about things they like story about children
differences between boys and dislike. growing.
and girls.

 Define difficult words.  Define difficult words.  Define difficult words.  Define difficult words.

 Motivation question: What
are the similarities and
differences between boys
and girls?
 Motive question: What do
 Motivation question: What
are the different things we
do during birthdays?
 Motive question: What do
you think are the different
 Motivation question: What
are the things you like or
dislike?
 Motive question: Why do
people have different likes
 Motivation question: How
can you say that you are
growing?
 Motive question: What did
the characters do while
 you think are the things done during and dislikes? they were growing?
similarities and birthdays in the story?
differences between boys
and girls in the story?

During Reading Ask comprehension questions.

Post Reading  What are the similarities
and differences between
boys and girls in the story?
(List down the learners’
answers)
 What did the characters do
to celebrate their birthday?
 What objects can be found
in the birthday
celebration? Identify the
beginning sounds of these
objects. (Demonstrate how
to identify the beginning
sound.)
 What are the things that
the character in the story
likes?
 What are the things that
the character in the story
dislikes?
 What did you learn from
the story?
 Who is the main speaker
in the story?
 What did the character do
while he/she was
growing?
 What can you do while
you are growing?

After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells the
Transition to Work
learners to do their assigned tasks within the allotted time.
Period 2
Work Period 2
(9:55-10:40)
Graph: How many letters are Awit: Magagawa Natin, This Gawain: Gawain:
in your name? is the Way Finger Play: Open, Shut Them Sauluhin ang iba’t ibang
Teacher-Supervised
lugar sa paaralan gamit ang
Activity
mapa ng paaralan.

* Nasasabi ang mga sariling
pangangailangan nang
walang pag-aalinlangan.
SEKPSE-If-3
* Nakasusunod sa mga
Competencies
itinakdang tuntunin at gawain
(routines) sa paaralan at
silid-aralan. EKPSE-IIa-4
* Nasasabi ang mga sariling
pangangailangan nang
walang pag-aalinlangan.
SEKPSE-If-3
* Nakasusunod sa mga
itinakdang tuntunin at gawain
(routines) sa paaralan at
silid-aralan. EKPSE-IIa-4
* Nasasabi ang mga sariling
pangangailangan nang
walang pag-aalinlangan.
SEKPSE-If-3
* Nakasusunod sa mga
itinakdang tuntunin at gawain
(routines) sa paaralan at
silid-aralan. EKPSE-IIa-4
* Nasasabi ang mga sariling
pangangailangan nang
walang pag-aalinlangan.
SEKPSE-If-3
* Nakasusunod sa mga
itinakdang tuntunin at
gawain (routines) sa
paaralan at silid-aralan.
EKPSE-IIa-4

Learning  Tell and count the  Compare two groups of  Measure distance using  Answer questions about
Checkpoints numbers of letters in their objects to decide which is feet. the chart.
names. 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)

Competencies
Collect data on one variable (e.g., sex /boys or girls) through observation and asking questions (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

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,
Transition to Indoor/
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
Light Physical
be used.
Activity
Indoor Activity/ Light Physical Activity
(9:35 – 10:15)
Count and Turn (1,2,3) The Birthday Train Arrange Yourselves We Are Growing
Activities
(KTG, p. 18) (KTG, p. 63) (KTG, p. 63-64) (KTG, p. 64)
Competencies  Nakasasali sa mga laro,  Nakikilala ang sarili:  Naisasagawa ang mga  Naisasagawa ang mga
o anumang pisikal na - gulang/kapanganakan sumusunod na kilos sumusunod na kilos
gawain at iba’t ibang -gusto/di-gusto lokomotor sa pagtugon sa lokomotor sa pagtugon sa
paraan ng pag-eehersisyo (SEKPSE-00-1) ritmong mabagal at mabilis ritmong mabagal at
(KPKPF-00-1) (SEKPSE-Ic-1.3) (paglakad, pagtakbo, mabilis (paglakad,
 Naipakikita ang (SEKPSE-IIc-1.4) pagkandirit, pagtakbo, pagkandirit,
panimbang sa  Recite rhymes and poems, paglundag/pagtalon, paglundag/pagtalon,
pagsasagawa ng iba’t and sing simple paglukso) paglukso)
ibang kilos ng katawan, jingles/songs in the mother (KPKGM-Ie-2) (KPKGM-Ie-2)
 gaya ng paglukso- tongue, Filipino and/or  Nagagamit ang mga kilos  Nagagamit ang mga kilos
luksong pahalinhinan ang English lokomotor at di-lokomotor lokomotor at di-lokomotor
mg apaa (skipping), (LLKOL-Ia-2) sa paglalaro, pag- sa paglalaro, pag-
pagtulay nang di eehersiyo, pagsasayaw eehersiyo, pagsasayaw
natutumba sa tuwid na (KPKGM-Ig-3) (KPKGM-Ig-3)
guhit, pag-akyat at
pagbaba sa hagdanan
(KPKGM-00-4)
 Rote count up to 20
(MKSC-00-12)

 Introduce themselves properly and identify the name of their classmates

 Say their birthday and their wishes
Learning
Checkpoints  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 Physical Activity time and get ready to do the wrap-up
Transition to
activities in Meeting Time 3. A transition song or countdown may be used.
Meeting Time 3
Indoor Activities
(10:15 – 10:35)
Pammatnubay ng Guro: Ilang Pammatnubay ng Guro: Ilang Pammatnubay ng Guro: Ilang Pammatnubay ng Guro:
Dangkal Dangkal Dangkal Ilang Dangkal

Malayang Paggawa: Malayang Paggawa: Malayang Paggawa: Malayang Paggawa:

Activities (Mungkahing Gawain) (Mungkahing Gawain) (Mungkahing Gawain) (Mungkahing Gawain)
 Block Play: different  Construction Toys  Same and Different:  Measure It: variety
areas in the school Materials inside the of objects found
classroom inside the classroom
.
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.
(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