Kindergarten School Lipay Elementary School Teaching Dates May 29-June 2, 2023

Daily Lesson Log Teacher Arjay S. Fariñas Week No. 5

Content Focus Sanhi at Bunga ng Isang Pangyayari at Sitwasyon Quarter Four
Most Essential
Learning Explore simple cause-and-effect relationships in familiar events and situations (PNEKE-00-5)
Competency

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME (May 29, 2023) (May 30, 2023) (May 31, 2023) (June 1, 2023) (June 2, 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 Ang kalamidad ay Ang sanhi ng mga Ang bunga ng pagtatanim Ang bunga ng Ang pagdiriwang ng
nagdudulot ng pagkasira sitwasyon sa pang araw- ng halaman ay pangangalaga sa sarili ay kaarawan, Pasko at iba
ng tirahan at pagkamatay araw na gawain ay nakatutulong sa nagdudulot ng maayos na pa ay nagdudulot ng
ng maraming tao. nakaaapekto sa atin kung pagpapaganda ng kalusugan. pagsasamasama ng
hindi natin aayusin. kapaligiran, nagdudulot pamilya.
ng kasiyahan, nagbibigay
ng pagkain at magandang
buhay.
Questions  Ano ang iyong  Sa paanong paraan  Naranasan mo na bang  Paano natin  Kailan nagsasama-
pakiramdam tuwing natin maiiiwasan ang magtanim ng halaman? mapangangalagaan ang sama ang pamilya?
mayroong kalamidad masasamang epekto ng ating sarili?
tulad ng bagyo o lindol? mga di maayos na pang-  Ano ang bunga o epekto  Ano ang bunga o epekto
araw-araw na gawain? ng pagtatanim ng  Ano ang bunga o epekto ng sama-samang
 Ano ano ang mga epekto halaman? ng pangangalaga sa pagdiriwang ng iba’t
ng pagkakaroon ng sarili? ibang okasyon?
kalamidad?

(Talakayin ang sagot ng

mga bata.)
Competencies Explore simple cause-and-effect relationships in familiar events and situations (PNEKE-00-5)
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
Period 1 within the allotted time.
Work Period 1
(7:50am-8:35am)
Teacher-Supervised Cause and Effect Match Cause and Effect Match Cause and Effect Match Cause and Effect Match Cause and Effect Match
 Activity Up: Natural Disaster Up: Everyday Activities Up: Tree Planting Up: Taking Good Care of Up: Attending Family
the Body Occasions
 Explore simple cause-  Explore simple cause-  Explore simple cause-  Explore simple cause-  Explore simple cause-
and-effect relationships and-effect relationships and-effect relationships and-effect relationships and-effect
in familiar events and in familiar events and in familiar events and in familiar events and relationships in
situations situations situations situations familiar events and
(PNEKE-00-5) (PNEKE-00-5) (PNEKE-00-5) (PNEKE-00-5) situations
 Naipakikita ang  Talk about one’s  Identify and describe  Identify one’s basic (PNEKE-00-5)
simpleng na personal how plants can be needs and ways to  Naikukuwento ang
kahandaan sa experiences/narrates useful (PNEKP-IIIf-4) care for one’s body mga ginagawa ng
panahon ng sakuna: events of the day  Identify simple cause (PNEKBS-Ii-8) pamilya nang sama-
lindol, baha, sunog, (LLKOL-Ig-3) and/or effect of events  Naipakikita ang sama
Competencies
atbp.  Identify simple cause in a story listened to wastong pangangalaga (KMKPPam-00-6)
(KPKPKK-Ih-4) and/or effect of events (LLKLC-00-9) sa mga pansariling  Identify simple cause
 Identify simple cause in a story listened to kagamitan sa paglilinis and/or effect of events
and/or effect of events (LLKLC-00-9) at pag-aayos ng in a story listened to
in a story listened to katawan (LLKLC-00-9)
(LLKLC-00-9) (KPKPKK-00-2)
 Identify simple cause
and/or effect of events
in a story listened to
(LLKLC-00-9)
 Identify the cause-and-  Identify the cause-and-  Identify the cause-and-  Identify the cause-and-  Identify the cause-and-
Learning effect relationships in effect relationships in effect relationships in effect relationships in effect relationships in
Checkpoints familiar events and familiar events and familiar events and familiar events and familiar events and
situations. situations. situations. situations. situations.
 Cause and Effect Puzzles
Independent  Cause and Effect Flip Book
Activities  Cause and Effect Picture Match
 Cause and Effect Worksheet
 Explore simple cause-and-effect relationships in familiar events and situations (PNEKE-00-5)
 Naipakikita ang simpleng na kahandaan sa panahon ng sakuna: lindol, baha, sunog, atbp. (KPKPKK-Ih-4)
 Talk about one’s personal experiences/narrates events of the day (LLKOL-Ig-3)
 Naikukuwento ang mga ginagawa ng pamilya nang sama-sama (KMKPPam-00-6)
Competencies
 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)
 Naipakikita ang wastong pangangalaga sa mga pansariling kagamitan sa paglilinis at pag-aayos ng katawan (KPKPKK-00-2)
 Identify simple cause and/or effect of events in a story listened to (LLKLC-00-9)
 Cause and Effect Puzzles: Pair the two puzzle pieces that show the cause-and-effect relationship of a particular event.
Learning  Cause and Effect Flip Book: Make and design a flip book that show the cause-and-effect relationship of a particular event.
Checkpoints  Cause and Effect Picture Match: Match two pictures that show the cause-and-effect relationship of a particular event.
 Cause and Effect Worksheet: Identify the cause or effect in a particular situation or event.
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
Meeting Time 2 teacher tells the 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 Let the learners present Let the learners present Let the learners present The learners talk about
their work. their work. their work. their work. Christmas, New Year, and
Chinese New Year
symbols.
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
Transition to Health 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,
Time the teacher 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  Theme: Any age and  Theme: Any age and  Theme: Any age and  Theme: Any age and
culturally appropriate culturally appropriate culturally appropriate culturally appropriate culturally appropriate
story about the cause- story about cause-and- story about cause-and- story about cause-and- story about cause-
and-effect relationship effect relationship on effect relationship on effect relationship on and-effect relationship
on environmental everyday activities. planting trees. taking good care of on family occasions.
issues. one’s body.
 Define difficult words.  Define difficult words.  Define difficult words.
 Define difficult words.  Define difficult words.
 Motivation question:  Motivation question:  Motivation question:
 Motivation question: What do you love to do Have you ever tried  Motivation question: What family occasion
What do you do to take at home? In school? planting? How do you take good do you love most?
care of the care of your body?
environment?  Motive question: What  Motive question: What  Motive question: What
will happen if we are not will happen if we plant  Motive question: What do you feel when
 Motive question: What careful of the things that more trees? will happen if we don’t attending family
did the characters do to we do? take good care of our gatherings or
take care of the body? occasions?
environment?
During Reading Ask comprehension questions.
Post Reading  What will happen if we  Who are the characters  What did the characters  What is the name of the  What is the celebration
do not take care of our in the story? do with the seeds? character in the story? in the story?
environment?
 What makes the  Other than planting  Who help the character  What did the family do
 What did you learn from character realize that trees, what else the realize that taking good during weekdays?
the story? she is not doing the character did to help care of one’s body is During weekends?
 right thing? the environment? important?
 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
Period 2 questions, and tells the learners to do their assigned tasks with the allotted time.
Work Period 2
(9:25am-10:05am)
Pictograph Chart Pictograph Interpretation Hand Game (School Group and Divide Math Sentence Writing
Teacher-Supervised
(KTG, p. 432) (KTG, p. 432) Materials) (KTG, p. 433) (KTG, p. 433-434)
Activity
(KTG, p. 433)
 Collect data on one  Answer questions about  Take away a quantity • Group, represent, and  Write addition and
variable the details in a from a given set using count sets of equal subtraction number
(MKAP-00-1) pictograph (LLKSS-00-1) concrete objects to quantity of materials up sentences using concrete
 Create simple  Compare two groups of represent the concept of to 10 (beginning of representations
pictographs (MKAP-00- objects to decide which subtraction. (MKAT-00-4) multiplication) (MKAT-00- (MKAT-00-10)
2) is more or less, or if they Subtract quantities up to 15)  Recognize and visualize
 Answer questions are equal 10 using concrete objects Separate and represent situations that require
about the details in a (MKC-00-8) (MKAT-00-9) groups of equal addition and
pictograph. (LLKSS-00-  Discuss simple quantities using concrete subtraction (MKAT-00-
Competencies 1) pictographs (MKAP-00-3) objects up to 10 14)
 Count objects with one- (beginning division)
to-one correspondence (MKAT-00-16)
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)
Learning  Count and record  Interpret the pictograph  Put together sets of  Group and divide  Solve math problems
Checkpoints objects on a pictograph numbers to make 10 objects together using concrete objects
 Playdough Numbers
Independent  Count and Match
Activities  Paper Money Sorting
 Build A Community
 Pagmomolde ng luwan, pagbuo ng puzzles (KPKFM-00-1.5)
 Recognize and identify numerals (MKC-00-2)
 Match numerals to a set of concrete objects from 1 to 10 (MKC-00-4)
 Recognize and identify coins and bills up to Php 20 (pesos and centavos) (MKAT-00-2)
Competencies
 Group object that are alike (MKSC-00-5)
 Napagpapatung-patong, nakapagdudugtung- dugtong at nakapagdidikit-dikit ng mga patapong bagay tulad ng malitti na kahon gamit (SKMP-
00-8)
 Natutukoy ang iba’t ibang lugar sa komunidad (KMKPKom-00-3)
Learning  Playdough Numbers: Form numerals using playdoug.h
  Count and Match: Count pictures and match them with numerals.
Checkpoints  Paper Money Sorting: Sort together money and coins that are alike.
 Build a Community: Make a model of a community using different materials.
Transition to The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor Activity/Light Physical Activity. After
Indoor/ Light 10 minutes, the teacher tells the learners to start packing away the materials they used and be ready for Indoor/Light Physical Activity. A
Physical Activity transition song or countdown 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 pagpapahalaga sa pagpapahalaga sa pagpapahalaga sa pagpapahalaga sa
maayos na pakikipaglaro maayos na pakikipaglaro maayos na pakikipaglaro maayos na pakikipaglaro maayos na
(KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19) pakikipaglaro
 Nagagamit ang mga  Nagagamit ang mga  Nagagamit ang mga  Nagagamit ang mga (KAKPS-00-19)
kilos lokomotor at di- kilos lokomotor at di- kilos lokomotor at di- kilos lokomotor at di-  Nagagamit ang mga
lokomotor sa paglalaro, lokomotor sa paglalaro, lokomotor sa paglalaro, lokomotor sa paglalaro, kilos lokomotor at di-
pag-eehersisyo, pag-eehersisyo, pag-eehersisyo, pag-eehersisyo, lokomotor sa paglalaro,
Competencies pagsasayaw pagsasayaw pagsasayaw pagsasayaw pag-eehersisyo,
(KPKGM-Ig-3) (KPKGM-Ig-3) (KPKGM-Ig-3) (KPKGM-Ig-3) pagsasayaw
 Naipakikita ang  Naipakikita ang  Naipakikita ang  Naipakikita ang (KPKGM-Ig-3)
pagpapahalaga sa pagpapahalaga sa pagpapahalaga sa pagpapahalaga sa  Naipakikita ang
maayos na maayos na maayos na maayos na pagpapahalaga sa
pakikipaglaro pakikipaglaro pakikipaglaro pakikipaglaro maayos na
(KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19) pakikipaglaro
(KAKPS-00-19)

Learning  Play manipulative toys or individual game which follows a set rule. Observe safety measures.
Checkpoints
Transition to 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
Meeting Time 3 wrap-up activities in Meeting Time 3. A transition song or countdown may be used.
Meeting Time 3
(10:25am-10:30am)
 The learners identify the  The learners identify the  The learners identify the  The learners identify the  The learners identify
cause-and-effect cause-and-effect cause-and-effect cause-and-effect the cause-and-effect
Activities relationship in different relationship in our daily relationship in taking relationship in taking relationship in
natural disasters. activities. good care of the good care of one’s body. celebrating different
environment. family occasions.
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
Activity the learners are able to the learners are able to the learners are able to the learners are able to if the learners are able
give the effects of human give the effects our daily identify the effects of give the effects of taking to learn the importance
activities that contributes activities in different ways on how to take good care of our body. of family gatherings.
to the destruction of the situations. good care of the
environment. environment.
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: Checked:

ARJAY S. FARIÑAS JONEL P. DECANO

Teacher Principal I