Kindergarten School SUBIC CENTRAL SCHOOL Teaching Dates August 29-September 2, 2022

Daily Lesson Log Teacher IREEN M. MAÑAGO Week No. 2

Content Focus Sariling Pangangailangan at Tuntuning Itinakda Quarter One
Most Essential 1. Nasasabi ang 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 (August 29, 2022) (August 30, 2022) (August 31, 2022) (September 1, 2022) (September 2, 2022)
Arrival Time
(7:30-7:40) (1:00-1:10)
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
(7:40-7:50) (1:10-1:20)
Messages Ang bawat tao ay may Mahalaga rin ang di-materyal Ang pagsunod sa mga gawain Sa paaralan ay mayroon din Mahalaga ang bawat gawain
pangangailangan tulad ng na pangangailangan tulad ng at alituntunin sa silid-aralan mga alituntunin na dapat sa silid-aralan sapagkat dito
pagkain, damit at tahanan. pagmamahal, pag-aalaga o ay tanda ng paggalang at sundin at gawin tulad ng nahuhubog ang iba’t ibang
pag-aaruga, pagmamalasakit disiplina. pagpasok nang maaga, kakayanan na maaari pa
at pagkakaibigan. pagpila nang maayos, at nating matutunan.
(Show and discuss the class pagsusuot ng uniporme. Ang
schedules and routines) mga alituntunin ay gabay
upang maging maayos ang
ating kilos at gawi sa loob ng
paaralan.
Questions  Ano ano ang mga  Ano ano ang mga di-  Bakit kailangan nating  Ano ano ang mga  Bakit tayo pumapasok sa
pangangailangan ng tao materyal na sundin ang mga alituntunin alituntunin sa loob ng paaralan?
upang mabuhay? pangangailangan ng tao? at mga nakatakdang gawain paaralan na dapat nating
sa loob ng silid-aralan? sundin?  Ano ano ang mga maaari
 Sino sino ang taong nating matutunan sa loob
nagbibigay ng pagmamahal  Bakit mahalagang sundin ng silid-aralan?
at alaga sa atin? ang mga alituntuning ito?

Competencies  Nasasabi ang sariling pangangailangan nang walang pag-aalinlangan (SEKPSE-If-3)

 Nakasusunod sa mga itinakdang tuntunin at gawain (routines) sa paaralan at silid-aralan (SEKPSE-IIa-4)
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 allotted
Period 1 time.
Work Period 1
(7:50-8:35) (1:20-2:05)
Teacher-Supervised My Basic Needs (Worksheet)
Activity
 Nasasabi ang sariling
pangangailangan nang
walang pag-aalinlangan
(SEKPSE-If-3)
 Identify one’s basic needs
and ways to care for one’s
body
(PNEKBS-Ii-8)
Competencies
 Identify the basic needs of
humans to survive
Learning
Checkpoints
Red Heart Collage
 Naisasagawa ang
sumusunod na kasanayan:
pagpilas/paggupit/ pagdikit
ng papel
(KPKFM-00-1.3)
 Napagsisikapang matapos
ang sinimulang gawain sa
itinakdang oras
(KAKPS-00-1)
 Classify objects according
to observable properties
like size, color, shape,
texture, and weight)
(MKSC-00-6)
 Identify and recognize red
color
 Know the importance of
love and care as a
human’s basic need
Our Class Schedule
(KTG, p. 24)
 Nakakapagkukuwento ng
mga ginagawa sa paaralan
(KMKPAra-00-3)
 Nakasusunod sa mga
itinakdang tuntunin at
gawain (routines) sa
paaralan at silid-aralan
(SEKPSE-IIa-4)
 Identify sequence of events
(before, after, first, next,
last) (MKSC-00-9)
 Tell which activities take a
longer or shorter time
(recognize and names the
things that can be done in a
minute, e.g., washing
hands, etc., and recognize
and name the things that
can be done in an hour)
(MKME-00-4)
 Identify the sequence of
events (what comes before,
after, first, next, last)
 Tell which activities take a
longer or shorter time
Classroom Rules Poster: We Do Many Things
(KTG, p. 25) in School
(KTG, p. 24)
 Nakasusunod sa mga  Nakapagkukuwento ng
itinakdang tuntunin at mga ginagawa sa
gawain (routines) sa paaralan
paaralan at silid-aralan (KMKPAra-00-3)
(SEKPSE-IIa-4)  Nakalilikha ng iba’t
 Nakikilala ang ibang bagay sa
kahalagahan ng mga pamamagitan ng
tuntunin malayang pagguhit
(KPKPKK-Ih-3) (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)
 Express simple ideas
through symbols (e.g.,
drawings, invented
spelling) (LLKC-00-1)
 Know the importance of  Tell what they do in
rules school
 Express their ideas
through drawings and
invented

 Charades: Class Routines (KTG, p. 26)

Independent  Spin the Wheel: Class Routine/Rules (KTG, p. 26)
Activities  School Red Collage (KTG, p. (KTG, p. 26-27)
 Writeshop: I Can Do Many Things in School (KTG, p. 27)
Competencies  Nakapagkukuwento ng mga ginagawa sa paaralan (KMKPAra-00-3)
 Nakasusunod sa mga itinakdang tuntunin at gawain (routines) sa paaralan at silid-aralan (SEKPSE-IIa-4)
  Naisasagawa ang mga sumusunod na kasanayan: pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
 Nakapupunit, nakagugupit at nakapagdidikit sa paggawa ng collage (SKMP-00-7)
 Express simple ideas through symbols (e.g., drawings, invented spelling) (LLKC-00-1)
 Know the class routines and rules
Learning
 Tear and paste pieces of paper
Checkpoints
 Draw the things they do in school
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 teacher tells the
Meeting 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
(8:35-8:45) (2:05-2:15)
Questions/Activity  Show pictures of the  How can you show your  Check where the class is  Show the classroom rules  Song: Magagawa Natin,
human’s basic needs. love and care for your in the daily schedule. the learners came up with. This is the Way
parents/guardians?
 Discuss how their parents (Encourage everyone to  What block of time are  Discuss what will happen
provide for their basic share their thoughts and we in now? if the rules are not
needs. experiences.) followed.
 What will come next?
 Recite: Class Rules Chant
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
(8:45-9:05) (2:15-2:35)
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
Home Room Guidance
(9:05-9:15) (2:35-2:45)
Story Time (9:15-9:30) (2:45-3:00)
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 story culturally appropriate story culturally appropriate culturally appropriate story culturally appropriate
about food as a human’s about ways of showing love story about class about following rules. story about activities
basic need. and care for family schedule, and routines. children do in school.
members.
 Define difficult words.  Define difficult words.  Define difficult words.  Define difficult words.
 Define difficult words.
 Motivation question: How is  Motivation question: What  Motivation question: What  Define difficult words.
food prepared in your  Motivation question: How things did you do in school are the different rules in the Motivation question: What
home? do your parents/guardians last week? classroom? different activities can you

 Motive question: How is
food prepared in the story?
During Reading Ask comprehension questions.
Post Reading  How is food prepared in
the story?
 What is your favorite way
of cooking food?
Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells the
Period 2 learners to do their assigned tasks within the allotted time.
Work Period 2
(9:30-10:10) (3:00-3:40)
Same and Different: Our
Teacher-Supervised Basic Needs
Activity
 Describe objects based on
attributes/properties
(shapes, size, its use, and
functions)
(MKSC-00-4)
Competencies  Group objects that are alike
(MKSC-00-5)
 Describe each object and
Learning identify similarities and
Checkpoints differences between two
variables
Independent  Block Play: Different areas in the school (KTG, p. 29)
Activities
show their love and care to
you?  Motive question: What do
 Motive question: What do
you feel when you hug
your parents or
guardians?
 What did the character do
to show her love for her
mother and father?
 What did you learn from
the story?
Number Book: Different
Materials inside the
Classroom
(KTG, p. 27-28)
 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)
 Read and write numerals 0
to 10
(MKC-00-3)
 Draw or paste pictures
with correct quantities of
1-3
you think the characters
will do in school?
 What did the characters do
in school?
 What do you think they felt
while doing the activities in
school?
 What made you say that
What Comes Next?
(KTG, p. 27)
 Nakasusunod sa mga
itinakdang tuntunin at
gawain (routines) sa
paaralan at silid-aralan
(SEKPSE-IIa-4)
 Identify the sequence of
events (before, after, first,
next, last)
(MKSC-00-9)
 Recall the routines in
class and say it in the
correct sequence
 Motive question: What do
you think are the different
rules in the story?
 What are the rules in the
story?
 Demonstrate following the
rules?
 What would happen if the
characters did not follow
the rules?
How Long Is It?
(KTG, p. 28)
 Use nonstandard measuring  Compare objects based on
tools e.g. length – feet,
hand, piece of string;
capacity – mug/glass; mass
– stone, table blocks
(MKME-00-1)
 Compare lengths and
distinguish what is shorter
or longer
do in school?
 Motive question: What do
you think are the different
activities in school in the
story?
 What are the activities that
they did in the story?
 What do you call these
activities? (Recall the
names of the routines.)
Ilang Dangkal?
(KTG, p. 28)
their size, length,
weight/mass
(MKME-00-2)
 Use nonstandard
measuring tools e.g. length
– feet, hand, piece of
string, capacity –
mug/glass, mass – stone,
table blocks
(MKME-00-1)
 Distinguish what is
shorter or longer
  Construction Toys (KTG, p. 29)
 Junk Box Sorting: Variety of objects found inside the classroom (KTG, p. 30)
 Measure It: Variety of objects found inside the classroom (KTG, p. 30)
 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)
Competencies  Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)
 Compare objects based on their size, length, weight/mass) - big/little - longer/shorter - heavier/lighter (MKME-00-2)
 Use nonstandard measuring tools e.g. length – feet, hand, piece of string, capacity – mug/glass, mass – stone, table blocks (MKME-00-1)
 Use the blocks to build structures or models to represent different areas in the school
Learning  Use the construction toys to build structures or models
Checkpoints  Sort various objects based on one attribute
 Record the length of various objects using non-standard measuring tools
Transition to Indoor/ 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,
Light Physical 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
Activity be used.
Indoor Activity/ Light Physical Activity
(10:10-10:25) (3:40-3:55)
Follow Me Unstructured Free Play Line Up Game Unstructured Free Play Teacher, May I?
Activities
(KTG, p. 18) (KTG, p. 18) (KTG, p. 63) (KTG, p. 63-64) (KTG, p. 64)
Competencies  Nakasasali sa mga laro, o  Naisasagawa ang mga  Group objects that are  Naisasagawa ang mga  Nakasasali sa mga laro,
anumang pisikal na gawain sumusunod na kilos alike sumusunod na kilos o anumang pisikal na
at iba’t ibang paraan ng lokomotor sa pagtugon sa (MKSC-00-5) lokomotor sa pagtugon sa gawain at iba’t ibang
pag-eehersisyo ritmong mabagal at  Sort and classify objects ritmong mabagal at mabilis paraan ng pag-eehersisyo
(KPKPF-00-1) mabilis (paglakad, according to one (paglakad, pagtakbo, (KPKPF-00-1)
 Nakagagalaw (martsa, pagtakbo, pagkandirit, attribute/property (shape, pagkandirit,  Naisasagawa ang mga
palakpak, tapik, padyak, paglundag/pagtalon, color, size, function/use) paglundag/pagtalon, sumusunod na kilos
lakad, lundag at iba pa) paglukso) (MKSC-00-6) paglukso) lokomotor sa pagtugon sa
nang angkop sa ritmo at (KPKGM-Ie-2)  Listen discriminately and (KPKGM-Ie-2) ritmong mabagal at
indayog bilang tugon sa  Nagagamit ang mga kilos respond appropriately,  Nagagamit ang mga kilos mabilis (paglakad,
himig na lokomotor at di-lokomotor i.e., speak loudly/softly lokomotor at di-lokomotor pagtakbo, pagkandirit,
napapakinggan/awit na sa paglalaro, pag- when asked, asked to sa paglalaro, pag- paglundag/ pagtalon,
kinakanta eehersiyo, pagsasayaw adjust volume of eehersiyo, pagsasayaw paglukso)
(KPKPF-Ia-2) (KPKGM-Ig-3) television/radio (KPKGM-Ig-3) (KPKGM-Ie-2)
 Naisasagawa ang (LLKAPD-Id-6)  Nagagamit ang mga kilos
paggalaw/pagkilos ng lokomotor at di-
iba’tibang bahagi ng lokomotor sa paglalaro,
katawan sa saliw ng awitin pag-eehersisyo,
nang may kasiyahan pagsasayaw
(KPKGM-Ia-1) (KPKGM-Ig-3)
 Naisasagawa ang mga  Listen discriminately and
sumusunod na kilos respond appropriately,
 lokomotor sa pagtugon sa i.e., speak loudly/softly
ritmong mabagal at mabilis when asked, asked to
(paglakad, pagtakbo, adjust volume of
pagkandirit, television/radio
paglundag/pagtalon, (LLKAPD-Id-6)
paglukso)
(KPKGM-Ie-2)
 Nagagamit ang mga kilos
lokomotor at di-lokomotor
sa paglalaro, pag-
eehersisyo, pagsasayaw
(KPKGM-Ig-3)
 Naipakikita ang kawilihan
nang may sariling
interpretasyon sa
himig/tugtuging
napapakinggan
(SKMP-00-10)
 Move according to the rhythm of the song
Learning
 Group themselves correctly according to given characteristics
Checkpoints
 Follow directions and perform gross motor movements
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-up
Meeting Time 3 activities in Meeting Time 3. A transition song or countdown may be used.
Meeting Time 3
(10:25-10:30) (3:55-4:00)
 Learners recall the  Learners share their  Learners recall the  Learners recall the school  Learners share the
human’s basic needs to experiences in how their routines of the class rules. activity they enjoyed
Activities survive. parents and guardians sequentially. most in a specific
provide love and care for routine.
them.
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.

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:

IREEN M. MAÑAGO AURORA DE LUNA EdD.

Teacher Principal IV