DAILY LOG LESSON PLAN / WEEKLY LEARNING PLAN FOR KINDERGARTEN WITH PSS AND HG INTEGRATION

Grade KINDERGARTEN- APPLE AND GRAPES

School Level/Section
Teacher ELVIE ORDENIZA-OMAR Session MORNING AND AFTERNOON
Content Focus • Identify the number that comes before, after, or in between
•Arrange three numbers from least to greatest/ greatest to least
Sub Topic  Sequencing events Date
Integration  (PSS Activity) Quarter 4 Week 7/ 37
 Homeroom Guidance
Content Standards Performance Standards MELC CODE
The child demonstrates an understanding The child shall be able to perform simple • Identify the number that comes before, MKC-00-5
of the sense of quantity and numeral addition and subtraction of up to 10 after, or in between MKC-00-6
relations, that addition results in increase objects or pictures/drawings • Arrange three numbers from least to
and subtraction results in decrease greatest/ greatest to least
Objectives:
OBJECTIVES 1. Identify the number that comes before, after in between.
2. Write the number that comes before, after and in between.
3. Write numbers from 1-10.
4. Arrange three numbers from least to greatest/ greatest to least

Personal and Social Development, Communication and Language, Literacy, Numeracy, Physical and Natural environment, Expressive arts and
Learning Area Design, Physical Development

1. K to 12 Most Essential Learning Competencies

References 2.National Kindergarten Curriculum Teacher’s Guide
3. Homeroom Guidance
4.Psychosocial Support Activity for Teachers and learners

BLOCKS OF MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

TIME (______________ ) (________________ ) (________________ ) (________________ ) (________________ )
Arrival Time
(7:30- 7:40)AM
(12:30-12:40) PM
National Anthem National Anthem National Anthem National Anthem National Anthem
Opening Prayer Opening Prayer Opening Prayer Opening Prayer Opening Prayer
Exercise Exercise Exercise Exercise Exercise
Kumustahan Kumustahan Kumustahan Kumustahan Kumustahan
Routine
Attendance Attendance Attendance Attendance Attendance
Activities
Kantahan Kantahan Kantahan Kantahan Kantahan
Balitaan Balitaan Balitaan Balitaan Balitaan
Setting of Standards Setting of Standards Setting of Standards Setting of Standards Setting of Standards
Rubrics Presentation Rubrics Presentation Rubrics Presentation Rubrics Presentation Rubrics Presentation
HOMEROOM
GUIDANCE
ACTIVITY Quarter 4: Week 5 to 7– Reach for the Stars
INTEGRATION
Meeting Time 1
(7:40- 7:50) AM
(12:40-12:50) PM
Messages Message: Message: Message: Message: Message:

I can identify the number that I can identify the number that I can arrange three numbers I can arrange three I can add and subtract
comes before, comes after, or in between from least to greatest numbers from greatest to numbers up to 10
least

Questions Ask: Ask: Ask: Ask: Ask :

What comes before the second
picture?
What number comes before 6?
What number comes before 5?
What number comes before 9?
What comes after the second
picture?
What number comes after 6?
What number comes after 5?
What number comes after 9?
Can you arrange three Can you arrange three Can you add and subtract
numbers from least to numbers from greatest to numbers up to 10
least
greatest?
 What comes first, 6, 3
or 9?

PSST ACTIVITY “How are you today?”

INTEGRATION (See PSYCHOSOCIAL SUPPORT ACTIVITY PACK)p11
Transition to 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
Work Period 1 allotted time. (USING VERBAL CUE/S)
Work Period 1
(7:50-8:35)AM
(12:50-1:35)PM
Teacher-
Supervised
Activity Sequencing events
Learning
Checkpoints Identify events before it
happens
Name the letter before
the given letter
Name alphabet pattern
• Alphabet patterns
 Match the patters
• Sequencing Events
• What comes next?
Independent • Add and subtract numbers
Activities  Add and subtract objects
 Arrange the numbers
from least to greatest
 Arrange the numbers
from greatest to least
 Number patterns
• Writer’s Workshop
Learning
Checkpoints  Make a pattern
 Sequencing
 Add and subtract
 Make a match
 Sorting things least/ greatest numbers
Sequencing events
Identify events after it
happens
Name the letter after the
given letter
Name alphabet pattern
• Alphabet patterns
 Match the patters
• Sequencing Events
• What comes next?
• Add and subtract numbers
 Add and subtract objects
 Arrange the numbers
from least to greatest
 Arrange the numbers
from greatest to least
 Number patterns
• Writer’s Workshop
Sequencing numbers from least to
greatest
Arrange numbers from least
to greatest
Name alphabet pattern
• Alphabet patterns
• Sequencing Events
 Match the patters
• What comes next?
• Add and subtract numbers
 Add and subtract objects
 Arrange the numbers
from least to greatest
 Arrange the numbers
from greatest to least
 Number patterns
• Writer’s Workshop
Sequencing numbers from greatest
to least
Arrange numbers from least
to greatest
Name alphabet pattern
• Alphabet patterns
• Sequencing Events
 Match the patters
• What comes next?
• Add and subtract numbers
 Add and subtract objects
 Arrange the numbers
from least to greatest
 Arrange the numbers
from greatest to least
 Number patterns
• Writer’s Workshop
Let’s Add and Subtract
Count the same letters
• Alphabet patterns
• Sequencing Events
 Match the patters
• What comes next?
• Add and subtract numbers
 Add and subtract objects
 Arrange the numbers
from least to greatest
 Arrange the numbers
from greatest to least
 Number patterns
• Writer’s Workshop
  Write it right
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
Transition to
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. (USING
Meeting Time 2
VERBAL CUE/S)
Meeting Time 2
(8:35-8:45)AM
(1:35-1:45)PM
Take a look the least and Take a look the least and Add and subtract flashcards
Questions/ DO some patterns before DO some patterns before greatest greastest
Activity and after and after
What’s next? What’s next?
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 hands.
Health Break/
Quiet Time 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 the trash bin, sanitize their hands, and have their Quiet Time. ((USING VERBAL CUE/S)
Supervised Let the learners do the following before taking snacks/ food.
RECESS  Washing hands
(8:45-9:00)AM  Pray
(1:45-2:00)PM  Eat
 Clean the area

Health Break/Quiet Time/ Nap Time

(9:00-9:10)AM
(2:00-2:10)PM
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
Transition to Story teacher proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Time (USING VERBAL CUE/S)

Story Time
(9:10-9:25)AM
(2:10-2:25)PM
Story Theme: Any age and Theme: Any age and Theme: Any age and Theme: Any age and Theme: Any age and
culturally appropriate story culturally appropriate story culturally appropriate story culturally appropriate story culturally appropriate story
about big and small about colours about the different shapes about the texture of the about the objects that are
objects heavy and not heavy

Pre-reading Activity Define difficult words. Define difficult words. Define difficult words. Define difficult words. Define difficult words.
 Motivation question: Motivation question: Motivation question: Motivation question: Motivation question:

Motive question Motive question. Motive question Motive question Motive question
During Reading Ask comprehension Ask comprehension Ask comprehension Ask comprehension Ask comprehension
questions. questions. questions. questions. questions.

Post Reading What is main topic What is main topic What is main topic What is main topic What is main topic
mentioned in the story? mentioned in the story? mentioned in the story? mentioned in the story? mentioned in the story?

Transition to After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and
Work Period 2 tells the learners to do their assigned tasks within the allotted time. (USING VERBAL CUE/S)
Work Period 2 What is the day before Sunday? What is the day after Sunday?
(9:25-10:05)AM - Monday? Least and greatest Add and subtract
- Monday? Tuesday? Arranging numbers
(2:25-3:05)PM Tuesday? Wednesday? https://youtu.be/eNhfNZUd9TQ
https://youtu.be/rPVdItitgIU
Wednesday? Thursday https://youtu.be/-1laGnJzdIc
Thursday Friday?
Friday? Saturday?
Saturday?

Teacher- What comes after? Least to greatest Least to greatest

Supervised What comes next? Greatest to least flashcards Greatest to least flashcards Add and subtract strips making
Activity

 Make a pattern Make a pattern  Make a pattern  Make a pattern  Make a pattern
 Sequencing Sequencing  Sequencing  Sequencing  Sequencing
Learning
 Add and subtract Add and subtract  Add and subtract  Add and subtract  Add and subtract
Checkpoints
 Sorting thing Sorting thing  Sorting thing  Sorting thing  Sorting thing
 least/ greatest least/ greatest  least/ greatest  least/ greatest  least/ greatest
numbers numbers numbers numbers numbers
 Write it right Write it right Write it right Write it right Write it right
Independent  Complete the pattern
Activities  Complete the pattern  What comes before,  Complete the pattern  Complete the pattern  Complete the pattern
 What comes before, between and after the  What comes before,  What comes before,  What comes before,
between and after the number? between and after the between and after the between and after
number?  Match the pattern number? number? the number?
  Match the pattern
 Sequencing
 Addition
 Subtraction
 Arrange numbers
Least to greatest and
greatest to least
 Sequencing
 Addition
 Subtraction
 Arrange numbers
Least to greatest and
greatest to least
 Match the pattern
 Sequencing
 Addition
 Subtraction
 Arrange numbers
Least to greatest and
greatest to least
 Match the pattern
 Sequencing
 Addition
 Subtraction
 Arrange numbers
Least to greatest and
greatest to least
 Match the pattern
 Sequencing
 Addition
 Subtraction
 Arrange numbers
Least to greatest and
greatest to least

 Make a pattern
Learning  Sequencing
Checkpoints  Add and subtract
 Sorting numbers
 least/ greatest numbers
 Write it right
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
Transition to minutes, 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
Indoor/ Light countdown may be used.
Physical Activity

Indoor/Outdoor Activity
(10:05-10:25)AM
(3:05-3:25) PM

 Arrange yourself  Arrange yourself  Arrange yourself  Arrange yourself  Arrange yourself
 What come’s next?  What come’s next?  What come’s next?  What come’s next?  What come’s next?
Activities
 Human number  Human number Human number Human number Human number arrangement!
arrangement arrangement! arrangement! arrangement!
Learning  Sequencing
Checkpoints  Pattern
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 wrap-
Meeting Time 3 up activities in Meeting Time 3. A transition song or countdown may be used. (USING VERBAL CUE/S)
Meeting Time 3 The learners identify the The learners identify the The learners identify the The learners identify the The learners identify the
(10:25-10:30)AM cause and effect cause and effect cause and effect cause and effect kinds of weather conditions
(3:25-3:30)PM
 Wrap-Up The teacher takes note if the The teacher takes note if the The teacher takes note if the The teacher takes note if the The teacher takes note if the
Questions/ Activity learners are able recognize learners are able to name learners are able to tell the learners are able to Write learners are able to draw time
the hour and minute hand in the hour and minute hand in Time by the hour and time by the hour and minute. by the hour and minute.
a clock, a clock. minute.
Dismissal Routine Using Verbal cue/s the leaners shall

 Fixing things inside the classroom.

 Return the chairs and table arrangement
Activities  Put the trash in the garbage
 Full in line
 Do hand signal and gestures- (Teacher and Learner/s bonding)
REMEDIATION
(10:30-11:30)AM Writing, Reading and Numeracy Remediation
(3:30-4:30)PM Learners who need follow up and need intervention will undergo remediation.

Performance Task Checklist: Rewards Remarks

1. Do the task given?
(Yes or No)
2. Use proper materials to do the task or specific 5 stars Superb!
job? (Yes or No)
3. Demonstrate the proper actions.
(Yes or No)
4. Produce a passable quality of works?
(Yes or No)
5. Do the task on time? 3-4 stars Believe in yourself! You can do it!
(Yes or No)

1-2 stars One more try!

 FEEDBACKING

LEARNER/S LEARNING MONITORING PLAN

Name of learner/s Learning Intervention Strategies Monitoring

Learner’s Needs
Area Provided Date

Insignificant Significant
Mastery
Progress Progress
REMARKS
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
REFLECTION 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: Attested by: Noted by:

Teacher III MT-I Principal II