Kindergarten School Lipay Elementary School Teaching Dates May 15-19, 2023

Daily Lesson Log Teacher Arjay S. Fariñas Week No. 3

Content Focus Pagpapangkat ng mga Bagay ayon sa Kulay, Hugis, Laki, Tekstura, Quarter Four
at Timbang
Most Essential
Learning Classify objects according to observable properties like size, color, shape, texture, and weight (PNEKPP-00-1)
Competencies

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME (May 15, 2023) (May 16, 2023) (May 17, 2023) (May 18, 2023) (May 19, 2023)
Arrival Time
(7:30am-7:40am)
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
(7:40am-7:50am)
Messages Makikilala mo ang isang Makikilala ang isang bagay Makikilala ang isang bagay Malalaman natin ang tekstura Masasabi mong mabigat o
bagay batay sa kulay nito. batay sa hugis. Ang parisukat, batay sa laki. Maaaring ito ay ng isang bagay sa magaan ang isang bagay sa
Ang pula, dilaw, at asul ay parihaba, tatsulok, bilog at malaki o maliit. Maaari din pamamagitan ng ating pamamagitan ng
ang mga pangunahing kulay. biluhaba ay ang pangunahing itong pinakamalaki, pandama. Sa paghawak at pagkumpara sa dalawang
Ang lila, kahel, at berde ay mga hugis. pinakamahaba, o pinaka pagdikit sa bagay ay isang bagay. Gumagamit tayo ng
ang pangalawang kulay, at maiksi batay sa mga bagay na paraan para malaman kung timbangan para malaman
iba pang kulay gaya ng makikita. ito ay makinis o magaspang, ang tamang timbang ng nais
kayumanggi, itim, at puti. malambot o matigas. timbangin.

Questions  Ano ano ang mga kulay na
makikita natin sa ating
paligid?
 Ano ang mga pangunahing
kulay?
 Ano ang mga pangalawang
kulay?
(Isulat sa pisara ang sagot
ng mga bata at talakayin ito
 Ano ano ang mga hugis na
makikita sa ating paligid?
 Magbigay ng mga bagay
na hugis bilog? Tatsulok?
Parisukat? Parihaba?
(Isulat sa pisara ang sagot
ng mga bata at talakayin
ito pagkatapos.)
 Magbigay ng bagay na  Magbigay ng matitigas na
malaki. bagay.
 Magbigay ng bagay na  Magbigay ng malalambot
maliit. na bagay.
 Magbigay ng bagay na  Magbigay ng mga bagay na
maiksi. may makinis na tekstura.
 Magbigay ng bagay na  Magbigay ng mga bagay na
mahaba. may magaspang na
tekstura.
 Magbigay ng mabibigat
na bagay.
 Magbigay ng magagaang
bagay.
(Isulat sa pisara ang sagot
ng mga bata at talakayin ito
pagkatapos.)
 pagkatapos.) (Isulat sa pisara ang sagot ng (Isulat sa pisara ang sagot ng
mga bata at talakayin ito mga bata at talakayin ito
pagkatapos.) pagkatapos.)
Competencies Classify objects according to observable properties like size, color, shape, texture, and weight (PNEKPP-00-1)
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)
Teacher-Supervised Sorting Colors Shapes Boxes Comparing Height Touch and Tell Weight Chart
Activity
 Classify objects according  Classify objects according  Arrange objects one after  Use the senses to observe  Compare objects based
to observable properties to observable properties another in a series/sequence and perform simple on their size, length,
like size, color, shape, like size, color, shape, according to a given experiments in classifying weight/mass; big/little,
texture, and weight) texture, and weight) attribute (size, length) and objects (e.g., texture – longer/shorter,
(PNEKPP-00-1) (PNEKPP-00-1) describe their relationship soft/hard, smooth/rough; heavier/lighter
 Tell which objects/pictures  Tell which objects/pictures (big/bigger/biggest or taste – salty, sweet, sour) (MKME-00-2)
are the same based on are the same based on long/longer/longest) (PNEKBS-Id-6)  Classify objects
color, shape, size, direction, color, shape, size, direction, (MKSC-00-10)  Classify objects according according to observable
and other details (T-shirt and other details (T-shirt  Classify objects according to observable properties properties like size,
with collar and without with collar and without to observable properties like size, color, shape, color, shape, texture,
Competencies collar) (LLKVPD-Id-1) collar) (LLKVPD-Id-1) like size, color, shape, texture, and weight) and weight)
texture, and weight) (PNEKPP-00-1) (PNEKPP-00-1)
(PNEKPP-00-1)  Demonstrate an  Tell which
 Tell which objects/pictures understanding that objects objects/pictures are the
are the same based on are made from one or more same based on color,
color, shape, size, direction, materials like metal, shape, size, direction,
and other details (T-shirt plastic, wood, paper and other details (T-shirt
with collar and without (PNEKPP-00-2) with collar and without
collar) (LLKVPD-Id-1) collar) (LLKVPD-Id-1)

 Sort objects or pictures  Classify objects according  Compare two objects to  Use their senses to  Answer questions about
according to their color to their respective shape decide which is tall or perform simple the chart
Learning Checkpoints short experiments in classifying .
objects (texture –
soft/hard)
 Shape Hunt
 Color Hunt
Independent Activities
 Size Sorting
 Comparing Length (long/short)
Competencies  Classify objects according to observable properties like size, color, shape, texture, and weight) (PNEKPP-00-1)
  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)
 Arrange objects one after another in a series/sequence according to a given attribute (size, length) and describe their relationship (big/bigger/biggest or
long/ longer/longest) (MKSC-00-10)
 Napagsisikapang matapos ang sinimulang gawain sa itinakdang oras (KAKPS-00-1)
 Compare objects based on their size, length, weight/mass; big/little, longer/shorter, heavier/lighter (MKME-00-2)
 Describe objects based on attributes/properties (shapes, size, its use, and functions) (MKSC-00-4)
 Group objects that are alike (MKSC-00-5)
 Shape Hunt: Look for objects which belong to specific shape.
 Color Hunt: Look for objects which belong to specific color.
Learning Checkpoints
 Size Sorting: Identify and sort objects according to size.
 Comparing Length (long/short): Compare two objects according to length.
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 Song: The Shape Song Song: Big or Small Let the learners present their Let the learners present their
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 in 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)
Transition to Story 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
Time proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Story Time
(9:10am-9:25am)
Story
Pre-reading Activity  Theme: Any age and a  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 culturally appropriate
story about the things we story about the things we story about the things we story about things in the story about the things we
can do in school. can do with blocks. can do with art materials. environment with different can do in school with our
lines. classmates.
 Define difficult words.  Define difficult words.  Define difficult words.  Define difficult words.  Define difficult words.

 Motivation question: What
are the things you can do in
school?
 Motive question: What do
 Motivation question: What  Motivation question: What  Motivation question: What  Define difficult words.
can you do with blocks? can you create using art are the different lines that Motivation question:
materials? you can see in your What are the new things
 Motive question: What do surroundings? you learned?
you think are the structures  Motive question: What do
 you think are the things
one does in school in the
story?
During Reading Ask comprehension questions.
Post Reading  What are the things that
you can do in school?
Draw your plans.
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 with the allotted time.
Work Period 2
(9:25am-10:05am)
Teacher-Supervised Graphing Activities
Activity
 Count objects with one-to-
one correspondence up to
quantities of 10
(MKC-00-7)
 Create simple pictographs
(MKAP-00-2)
 Discuss simple pictographs
(MKAP-00-3)
Competencies
 Create and discuss
simple pictographs
Learning Checkpoints
Independent Activities  Block Play
 Construction Toys
 Number Coverall
made with blocks in the
story?
 What did the characters
make with the blocks?
 What can you do with the
blocks? Demonstrate
 things can you use?
1,2,3 Blocks
 Count objects with one-to-
one correspondence up to
quantities of 10
(MKC-00-7)
 Arrange objects one after
another in a
series/sequence according
to a given attribute (size,
length) and describe their
relationship
(big/bigger/biggest or long/
longer/longest)
(MKSC-00-10)
 Compare objects based on
their size, length,
weight/mass
(MKME-00-2)
 Arrange objects one after
another in a series/
sequence according to a
given attribute
you think are the things
used in the story to create
art?
 What can you do with the
different art materials?
 If art materials are not
available, what other
Give Me
 Listen discriminately and
respond appropriately, i.e.,
speak loudly/softly when
asked, asked to adjust
volume of television/radio
(LLKAPD-Id-6)
 Listen discriminately and
respond appropriately
Motive question: What do
you think are the different
lines that we could see in
the story?
 What are things in the
story that has a straight
line? Slanting lines?
Curved Line?
Ilang Hakbang?
 Use nonstandard
measuring tools e.g. length
– feet, hand, piece of string,
capacity – mug/glass, mass
– stone, table blocks
(MKME-00-1)
 Use their feet to measure
the distance
 Motive question: What do
you think will the
characters learn in the
story?
 Who is the main character
of the story?
 What did he/she learn?
Play and Work Together
 Count objects with one-to-
one correspondence up to
quantities of 10
(MKC-00-7)
 Listen discriminately and
respond appropriately,
i.e., speak loudly/softly
when asked, asked to
adjust volume of
television/radio
(LLKAPD-Id-6)
 Listen discriminately
and respond
appropriately
  Playdough Numerals
 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)
 Naisasagawa ang mga sumusunod na kasanayan: pagmomolde ng luwad (clay), pagbuo ng puzzles (KPKFM-00-1.5)
Competencies  Nakapagmomolde ng luwad (clay) sa nais na anyo (SKMP-00-6)
 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)
 Block Play: Use the blocks to build structures or models.
 Construction Toys: Use the construction toys to build structures or models.
Learning Checkpoints
 Playdough Numerals: Form numerals 1-10 using playdough.
 Number Coverall: Understand the number concept of 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 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
Light Physical Activity
may be used.
Indoor Activity/ Light Physical Activity
(10:05am-10:25am)
Move That Body Unstructured Free Play Dance Unstructured Free Play Body and Ball
Activities
 Nakagagalaw (martsa,  Naisasagawa ang mga  Nakagagalaw (martsa,  Naisasagawa ang mga  Nakakasasali sa mga
palakpak, tapik, padyak, sumusunod na kilos palakpak, tapik, padyak, sumusunod na kilos laro, o anumang pisikal
lakad, lundag at iba pa) lokomotor sa pagtugon sa lakad, lundag at iba pa) lokomotor sa pagtugon sa na gawain at iba’t ibang
nang angkop sa ritmo at ritmong mabagal at nang angkop sa ritmo at ritmong mabagal at mabilis paraan ng pag-
indayog bilang tugon sa mabilis (paglakad, indayog bilang tugon sa (paglakad, pagtakbo, eehersisyo (KPKPF-00-
himig na pagtakbo, pagkandirit, himig na pagkandirit, 1)
napapakinggan/awit na paglundag/pagtalon, napapakinggan/awit na paglundag/pagtalon,  Nakikipaglaro sa dalawa
kinakanta paglukso) kinakanta paglukso) o tatlong bata gamit ang
(KPKPF-Ia-2) (KPKGM-Ie-2) (KPKPF-Ia-2) (KPKGM-Ie-2) isang laruan
Competencies  Naisasagawa ang  Nagagamit ang mga kilos  Naisasagawa ang  Nagagamit ang mga kilos (SEKPKN-Ig-2)
paggalaw/pagkilos ng lokomotor at di-lokomotor paggalaw/pagkilos ng lokomotor at di-lokomotor  Nagagamit ang mga kilos
iba’tibang bahagi ng sa paglalaro, pag- iba’tibang bahagi ng sa paglalaro, pag- lokomotor at di-
katawan sa saliw ng awitin eehersiyo, pagsasayaw katawan sa saliw ng awitin eehersiyo, pagsasayaw lokomotor sa paglalaro,
nang may kasiyahan (KPKGM-Ig-3) nang may kasiyahan (KPKGM-Ig-3) pag-eehersisyo,
(KPKGM-Ia-1) (KPKGM-Ia-1) pagsasayaw
(KPKGM-Ig-3)
 Demonstrate movements
using different body
parts (PNEKBS-Ic-3)
 Move according to the rhythm of the song
Learning Checkpoints  Demonstrate movements using different body parts
 Play with others using one toy
 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)
 The learners classify  The learners classify  The learners classify  The learners classify  The learners classify
objects according to objects according to objects according to sizes objects according to objects according to
Activities colors. shapes. whether long or short, big texture whether smooth or weight whether light or
or small. rough, soft or hard. heavy.

Wrap-Up Questions/  The teacher takes note if  The teacher takes note if  The teacher takes note if  The teacher takes note if  The teacher takes note if
Activity the learners are able to the learners are able to the learners are able to the learners are able to the learners are able to
classify objects according classify objects according classify objects according classify objects according classify objects
to observable property like to observable property like to observable property like to observable property like according to observable
color. shapes. sizes. texture. property like weight.
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 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