Kindergarten School Tantangan Central Elementary School Teaching Dates May 1-5, 2023

Daily Lesson Log Teacher Anjannete F. Timoteo Week No. 1

Content Focus Mga Hayop sa Paligid Quarter Fourth
Most Essential - Name common animals (PNEKA-Ie-1)
Learning Competency - Observe, describe, and examine common animals using their senses (PNEKA-IIIh-2)
- Identify the needs of animals (PNEKA-IIIg-5)
- Identify ways to care for animals (PNEKA-IIIg-6)
- Identify and describe how animals can be useful (PNEKA-IIIg-7)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME (April 18, 2022)
Arrival Time
(7:30am-7:40am)
National Anthem
Opening Prayer
Routine Exercise
Activities Kumustahan
Attendance
Balitaan
Meeting Time 1
(7:40am-7:50am)
Messages May iba’t ibang hayop sa
ating paligid. May mga hayop
na maaaring alagaan sa loob
ng tahanan tulad ng aso at
pusa. Ang ibang hayop
naman ay inaalagaan sa bukid
tulad ng kalabaw, kambing at
baka.
(April 19, 2022) (April 20, 2022)
National Anthem National Anthem
Opening Prayer Opening Prayer
Exercise Exercise
Kumustahan Kumustahan
Attendance Attendance
Balitaan Balitaan
Ang mga hayop ay Ang mga hayop ay may mga
nangangailangan ng tahanan pangangailangan upang
na masisilungan na mabuhay tulad ng pagkain at
magbibigay sa kanila ng tubig.
proteksiyon sa init ng araw at
lamig ng ulan. May mga hayop na kumakain
lamang ng halaman at ang iba
ay kumakain ng karne.
Mayroon ring mga hayop na
kumakain ng parehong
halaman at karne.
(April 21, 2022) (April 22, 2022)
National Anthem National Anthem
Opening Prayer Opening Prayer
Exercise Exercise
Kumustahan Kumustahan
Attendance Attendance
Balitaan Balitaan
Bukod sa tahanang Hindi lamang pagkain,
masisilungan, pagkain at damit at pagmamahal ang
tubig na maiinom, ang mga kayang ibigay ng mga hayop
hayop ay nangangailangan rin sa tao, kaya rin nilang
ng pagmamahal, pag-aalaga magbigay ng serbisyo o
at proteksiyon. tulong sa trabaho tulad ng
kalabaw na katulong ng
magsasaka sa bukid. Maaari
rin silang gamiting
transportasyon.

Questions  Ano anong mga hayop ang
maaaring alagaan sa loob
ng tahanan? Sa bukid?
(Isulat ang sagot ng mga
bata.)
 Saan nakatira ang mga
hayop?
 Sa paanong paraan
nakatutulong ang tahanan
sa mga hayop?
 Ano anong mga hayop ang  Sa paanong paraan mo  Sa paanong paraan
kumakain ng karne? maipapakita ang nakatutulong ang mga
Halaman? Karne at pagmamahal sa mga hayop sa tao?
halaman? hayop?
 Ano ano ang mga
pangangailangan ng
hayop upang mabuhay?
 Competencies  Name common animals (PNEKA-Ie-1)
 Observe, describe, and examine common animals using their senses (PNEKA-IIIh-2)
 Identify the needs of animals (PNEKA-IIIg-5)
 Identify was to care for animals (PNEKA-IIIg-6)
 Identify and describe how animals can be useful (PNEKA-IIIg-7)
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 Paper Plate Animal Mask Animal Homes Animals Eat, Too Commitment Board Matching Animals to their Uses
Activity KTG, p. 515-516 KTG, p. 533 KTG, p. 531 KTG, p. 514 KTG, p. 516-517

Competencies  Naisasagawa ang mga
sumusunod na kasanayan
pagpilas/paggupit/pagdikit
ng papel
(KPKFM-00-1.3)
 paglikha ng mga modelo
pangkaraniwang bagay sa
paligid
(KPKFM-00-1.6)
 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)
 Observe, describe, and
examine common animals
using their senses
(PNEKA-IIIh-2)
 Naisasagawa ang mga
sumusunod na
kasanayan:
pagpilas/paggupit/
pagdikit ng papel
(KPKFM-00-1.3)
pagbakat, pagkopya ng
larawan, hugis, at titik
(KPKFM-00-1.4)
paglikha ng mga modelo
pangkaraniwang bagay
sa paligid
(KPKFM-00-1.6)
 Nakalilikha ng iba’t
ibang bagay sa
pamamagitan ng
malayang pagguhit
(SKMP-00-1)
 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)
 Identify the needs of
animals
(PNEKA-III g-5)
 Name common animals
(PNEKA-Ie-1)
 Group animals according
to certain characteristics
(how they look/ body,
coverings/ parts, how
they move, sounds they
make, what they eat,
where they live)
(PNEKA-IIIi-4)
 Express simple ideas
through symbols (e.g.,
drawings, invented
spelling)
(LLKC-00-1)
 Naipakikita ang  Identify and describe
pagtulong at how animals can be
pangangalaga sa useful (PNEKA-III g-7)
kapaligiran, halimbawa
pagdidilig ng mga
halaman, pag-aalis ng
mga damo at kalat, hindi
pagsira ng halaman, at
pag-aalaga sa hayop
(KMKPKom-00-5)
 Nakapaghihintay ng
kanyang pagkakataon
(KAKPS-00-12)
 Identify ways to care for
animals
(PNEKA-III g-6)
 Express simple ideas
through symbols (e.g.,
drawings, invented
spelling)
(LLKC-00-1)
  Identify the needs of
animals
(PNEKA-IIIg-5)
 Identify the body parts of  Identify where animals  Identify the needs of  Know how to care for  Identify and describe
Learning Checkpoints animals. live. animals. animals. how animals can be
useful.
 Favorite Pet Survey (KTG, p. 532-533)
 Playdough Animals (KTG, p. 517)
Independent Activities
 Connect the Animal Parts (KTG, p. 518)
 Animal Name Memory Game (KTG, p. 518-519)
 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)
 Name common animals (PNEKA-Ie-1)
 Talk about likes/dislikes (foods, pets, toys, games, friends, places) (LLKOL-Ic-15)
 Naisasagawa ang mga sumusunod na kasanayan: pagmomolde ng luwad (clay), pagbuo ng puzzles (KPKFM-00-1.5)
 Nakapagmomolde ng luwad (clay) sa nais na anyo (SKMP-00-6)
Competencies
 Name common animals (PNEKA-Ie-1)
 Observe, describe, and examine common animals using their senses (PNEKA-IIIh-2)
 Identify the needs of animals (PNEKA-IIIg-5)
 Group animals according to certain characteristics (how they look/ body, coverings/parts, how they move, sounds they make, what they eat, where they
live) (PNEKA-IIIi-4)
 Identify the letter, number, or word that is different in a group (LLKVPD-00-6)
 Tell which two letters, numbers, or words in a group are the same (LLKVPD-Ie-4)
 My Favorite Pet Survey: Create and interpret simple pictograph.
 Playdough Animals: make recognizable animals using playdough.
Learning Checkpoints
 Connect the Animal Parts: Identify the body parts of animals and put them in their proper places.
 Animal Name Memory Game: Identify the word that is different in a group and tell which two words in a group are the same.
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)
Bugtungan: Mga Hayop sa Pantomime: Pet Ko, Hula Mo Poem: Manok Poem: Aso Song: Old McDonalds
Paligid KTG, p. 534 KTG, p. 525 KTG, p. 525
KTG, p. 525

Questions/Activity  What animals are in our  What are the habitats of  What are the body parts of  What movements do  What do animals give us?
community? animals? animals? animals make?

Transition to Health 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.
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 Tiktaktok at Pikpakbum Si Monica Dalosdalos Si Langgam at si Tipaklong Si Pagong at si Matsing Si Wako

Pre-reading Activity  Define difficult words  Define difficult words  Define difficult words  Define difficult words  Define difficult words
using pictures. using pictures. using pictures. using pictures. using pictures.

 What is your favorite pet?  Who among you loves to  Have you seen an ant and  Who among you loves to  Have you seen an owl?
help in doing household a grasshopper? What do run? Do you run fast or Where do they live?
 What is your dog’s name? chores? they look like? slow?

 Where do they live?

During Reading Ask comprehension questions.

Post Reading  Who are the characters in  Who is the character in the  Who are the characters in  Who are the characters in  Who are the characters
the story? story? the story? the story? in the story?

 How will you describe  How will you describe  How will you describe the  Who run fast in the story?  How will you describe
Tiktaktok? Pikpakbum? Monica? ant? Grasshopper? Who won the race? Wako?

 What happened to  Sequence the story. Which  What have you learned  Sequence the story. Which  Did Wako learn his
Pikpakbum? happened first? Next? Last? from the story? happened first? Next? lesson?
Last?
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)
Chicken Feet Pair Pressure Beautiful Butterfly Wings Triangular Animals Counting by two’s
Teacher-Supervised
KTG, p. 534-535 KTG, p. 535 KTG, p. 536 KTG, p. 536-537 KTG p. 521
Activity
Competencies  Group, represent, and  Group, represent, and  Recognize symmetry (own  Group, represent, and  Count objects with one-
count sets of equal count sets of equal quantity body, basic shapes) count sets of equal to-one correspondence
quantity of materials up of materials up to 10 (MKSC-00-11) quantity of materials up to up to quantities of 10
 to 10 (beginning of
multiplication) multiplication)
(MKAT-00-15) (MKAT-00-15)
 Read and write numerals
0 to 10
(MKC-00-3)
 Match numerals to a set
of concrete objects from
0 to 10
(MKC-00-4)
 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)
(beginning of  Nakaguguhit, 10 (beginning of (MKC-00-7)
nakapagpipinta at multiplication)  Group, represent, and
nakapagkukulay ng iba’t (MKAT-00-15) count sets of equal
ibang bagay o gawain  Read and write numerals quantity of materials up
(dekorasyon sa ‘name 0 to 10 to 10 (beginning of
tag’, kasapi ng mag-anak, (MKC-00-3) multiplication)
gawain ng bawat kasapi  Match numerals to a set of (MKAT-00-15)
ng mag-anak, mga concrete objects from 0 to
alagang hayop mga 10
halaman sa paligid) (MKC-00-4)
(SKMP-00-2)  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)

 The teacher checks if the  The teacher checks if the  The teacher checks if the  The teacher checks if the  The teacher checks if
learners were able to learners were able to learners were able to learners were able to the learners were able
group, represent, and group, represent, and recognize symmetry. group, represent, and to group, represent, and
Learning Checkpoints count sets of equal count sets of equal count sets of equal count sets of equal
quantity of materials up quantity of materials up quantity of materials up quantity of materials up
to 10 (beginning of to 10 (beginning of to 10 (beginning of to 10.
multiplication). multiplication). multiplication).
 Block Play
 Number Writing 10
Independent Activities
 10 to Reach Home (KTG, p. 538-539)
 Number Match (0-10)
 Read and write numerals 0 to10 (MKC-00-3)
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 Recognize and identify numerals 0 to 10 (MKC-00-2)
Competencies  Recognize and visualize situations that require addition and subtraction (MKAT-00-14)
 Write addition and subtraction number sentences using concrete representations (MKAT-00-10)
 Add quantities up to 10 using concrete objects (MKAT-00-8)
 Transform/translate patterns from one form to another (MKSC-00-22)
Learning Checkpoints  Block Play: The teacher checks if the learners are able to create a model using blocks.
  Writing Number 10: The teacher checks if the learners are able to write numeral 10.
 10 to Reach Home: The teacher checks if the learners are able to recognize and visualize situations that require addition and subtraction.
 Number Match (0-10): The teacher checks if the learners are able to match the number symbol to its name.
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)
Fun indoors Fun indoors Fun indoors Fun indoors Fun indoors
Activities
 Naipakikita ang  Naipakikita ang  Naipakikita ang  Naipakikita ang  Naipakikita ang
pagpapahalaga sa maayos pagpapahalaga sa maayos pagpapahalaga sa maayos pagpapahalaga sa maayos pagpapahalaga sa maayos
Competencies na pakikipaglaro na pakikipaglaro na pakikipaglaro na pakikipaglaro na pakikipaglaro
(KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19)

Learning Checkpoints  Play manipulative toys or individual game which follows a set rule. Observe safety measures.
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 name the  The learners identify the  The learners describe what  The learners share the  The learners share how
different animals they see different habitat of animals animals need to live and different ways of taking animals help the people
Activities
in the community. living in the community. grow. care of animals. in the community.

Wrap-Up Questions/  The teacher takes note if
Activity the learners are able to
identify the names of the
different animals that can
be seen in the community.
 The teacher takes note if
the learners are able to
match the animals with
their habitat.
 The teacher takes note if
learners are able to give
the different needs of
animals in order to live
and grow.
 The teacher takes note if
learners are able to give
different ways of taking
care of animals.
 The teacher takes note if
the learners are able to
articulate and are
appreciative of the uses of
animals in people’s lives.

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 students’ 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 that 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: Attested by: Noted by:

ANJANNETE F. TIMOTEO MARY JANE M. RAFAEL ARLENE C. MACAPAGAL

PSB Teacher MT-I Principal I