Kindergarten School SUBIC CENTRAL SCHOOL Teaching Dates September 5-9, 2022

Daily Lesson Log Teacher IREEN M. MAÑAGO Week No. 3

Content Focus Natututo Ako Kasama ang Ibang Tao Quarter One
Most Essential 1. Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)
Learning 2. Trace, copy, and write different strokes: scribbling (freehand), straight lines, slanting lines, combination of straight and
Competencies slanting lines, curves, combination of straight and curved and zigzag (LLKH-00-6)

BLOCKS OF MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

TIME (September 5, 2022) (September 6, 2022) (September 7, 2022) (September 8, 2022) (September 9, 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 Maraming gawain ang kaya Kaya kong bumuo, magbilang Kaya kong sumulat, gumuhit Maaari tayong makabuo ng May mga anyo o larawan na
kong gawin at matutunan sa at pagsamahin ang at lumikha ng iba’t ibang panibagong anyo o larawan sa maaari nating mabuo sa
paaralan. magkakatulad gamit ang iba’t bagay kasama ang aking mga pamamagitan ng pagsasama pamamagitan nang
ibang uri ng blocks. kaklase gamit ang lapis, ng dalawang linya katulad ng pagsasama-sama ng mga
krayola at watercolor. tuwid at pahilis na linya. guhit tulad ng linyang
(Introduce ways how to use patayo, pakurba at zigzag.
and play with blocks.) (Discuss the precautions in
using pencil and other pointed
materials.)

Questions  Ano ano ang mga gawin na
kaya mong gawin?
 Alin sa mga gawaing ito
ang iyong paborito?
 Ano ano ang mga maaari  Ano ano mga maaari nating  Anong mga larawan ang  Anong mga larawan ang
nating gawin gamit ang gawin gamit ang lapis, maaari nating mabuo gamit maaari nating mabuo
mga blocks? krayola at watercolor? ang tuwid at pahilis na gamit ang tuwid, pakurba
linya? at zigzag na linya?

Competencies  Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)
 Trace, copy, and write different strokes: scribbling (freehand), straight lines, slanting lines, combination of straight and slanting lines, curves, combination of
straight and curved and zigzag (LLKH-00-6)
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 Poster: I Can
Activity (KTG, p. 38)
 Naipakikita ang tiwala sa
sarili na tugunan ang
sariling pangangailangan
nang mag-isa. Hal.
maghugas ng kamay,
kumain, magbihis,
magligpit, tapusin ang
gawaing nasimulan
(SEKPSE-Ie-5)
 Nakagagawa nang nag-iisa
(KAKPS-00-3)
 Naisasagawa ang simpleng
gawain nang maluwag sa
kalooban Nakapagsesipilyo)
(KAKPS-00-4)
 Nakalilikha ng iba’t ibang
Competencies 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)
 Express simple ideas
through symbols (e.g.,
drawings, invented spelling)
(LLKC-00-1)
 Identify the activities they
Learning can do by themselves
Checkpoints
Independent  Sorting: Red/Yellow Objects (KTG, p. 41)
Building, Counting, Sorting Art Attack Tracing Lines (Worksheet) Think, Pair and Share
Blocks (KTG, p. 39) (KTG, p. 40)
(KTG, p. 38-39)
 Nakikipaglaro sa dalawa o  Nakikilala ang sarili  Trace, copy, and write  Nagkakaroon ng
tatlong bata gamit ang (SEKPSE-00-1) different strokes: scribbling kamalayan sa damdamin
isang laruan  gusto/di-gusto (free hand), straight lines, ng iba
(SEKPKN-Ig-2) (SEKPSE-IIc-1.4) slanting lines, combination (SEKEI-00-2)
 Naisasagawa ang mga  Nakapagkukuwento ng mga of straight and slanting  Nakapagbubuo ng
sumusunod na kasanayan: ginagawa sa paaralan lines, curves, combination pagkakaibigan
paglikha ng mga modelo (KMKPAra-00-3) of straight and curved and (KMKPAra-00-5)
pangkaraniwang bagay sa  Nakalilikha ng iba’t ibang zigzag  Nakalilikha ng iba’t ibang
paligid bagay sa pamamagitan ng (LLKH-00-6) bagay sa pamamagitan ng
(KPKFM-00-1.6) malayang pagguhit  Naisasagawa ang mga malayang pagguhit
 Group objects that are (SKMP-00-1) sumusunod na kasanayan (SKMP-00-1)
alike  Nakaguguhit, 2.4 pagbabakat, pagkopya  Nakaguguhit,
(MKSC-00-5) nakapagpipinta at ng larawan, hugis at titik nakapagpipinta at
 Sort and classify objects nakapagkukulay ng iba’t (KPKFM-00-1.4) nakapagkukulay ng iba’t
according to one ibang bagay o gawain ibang bagay o gawain
attribute/property (shape, (dekorasyon sa “name (dekorasyon sa “name
color, size, function/use) tag”, kasapi ng mag-anak , tag”, kasapi ng mag-anak ,
(MKSC-00-6) gawain ng bawat kasapi ng gawain ng bawat kasapi
 Count objects with one-to- mag-anak, mga alagang ng mag-anak, mga alagang
one correspondence up to hayop, mga halaman sa hayop, mga halaman sa
quantities of 10 paligid) paligid)
(MKC-00-7) (SKMP-00-2) (SKMP-00-2)
 Demonstrate an  Express simple ideas  Express simple ideas
understanding that objects through symbols (e.g., through symbols (e.g.,
are made from one or drawings, invented drawings, invented
more materials like metal, spelling) spelling)
plastic, wood, paper (LLKC-00-1) (LLKC-00-1)
(PNEKPP-00-2)
 Use objects and materials
safely
(PNEKPP-00-6)
 Build, count, and sort  Express simple ideas  Trace, copy and write  Work with a classmate
using blocks through drawings different strokes
  Memory Game (Things I Can Do in School) (KTG, p. 41)
Activities  Finger Painting. (KTG, p. 42)
 Mini book: I Can Do Many Things in School (KTG, p. 41)
 Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)
 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)
 Naisasagawa ang mga sumusunod na kasanayan: pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
Competencies  Nakapupunit, nakagugupit at nakapagdidikit sa paggawa ng collage (SKMP-00-7)
 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)
 Sort and classify according to color
Learning  Cut and paste properly
Checkpoints  Match the same pictures
 Draw/paint freely
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 Let learners enumerate the Pass around a piece of Let the learners present their Song: Follow Me Song: The More We Get
things they can do by block and let the learners output. (KTG, p. 48) Together
themselves. imagine/ pretend that the (KTG, p. 48)
block is another object
(example: phone, iron etc.)
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 the things we can about the things we can do story about the things we about things in the story about the things we
do in school. with blocks. can do with art materials. environment with different can do in school with our

 Define difficult words.
 Motivation question: What
are the things you can do in
school?
 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 the
Period 2 learners to do their assigned tasks within the allotted time.
Work Period 2
(9:30-10:10) (3:00-3:40)
Graphing Activities
Teacher-Supervised
(KTG, p. 42)
Activity
Competencies  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)
 Define difficult words.
 Motivation question: What
can you do with blocks?
 Motive question: What do
you think are the
structures made with
blocks in the story?
 What did the characters
make with the blocks?
 What can you do with the
blocks? Demonstrate
1,2,3 Blocks
(KTG, p. 42)
 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,
 Define difficult words.
 Motivation question: What
can you create using art
materials?
 Motive question: What do
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
things can you use?
Give Me
(KTG, p. 43)
 Listen discriminately and
respond appropriately, i.e.,
speak loudly/softly when
asked, asked to adjust
volume of television/radio
(LLKAPD-Id-6)
lines.
 Define difficult words.
 Motivation question: What
are the different lines that
you can see in your
surroundings?
 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?
(KTG, p. 43-44)
 Use nonstandard measuring
tools e.g. length – feet,
hand, piece of string,
capacity – mug/glass, mass
– stone, table blocks
(MKME-00-1)
classmates.
 Define difficult words.
 Define difficult words.
Motivation question: What
are the new things you
learned?
 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
(KTG, p. 44)
 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)
 weight/mass
(MKME-00-2)
 Create and discuss simple  Arrange objects one after  Listen discriminately and  Use their feet to measure  Listen discriminately and
Learning pictographs another in a series/ respond appropriately the distance respond appropriately
Checkpoints sequence according to a
given attribute
 Block Play (KTG, p. 44)
Independent  Construction Toys (KTG, p. 44-45)
Activities  Number Coverall (KTG, p. 45)
 Playdough Numerals (1,2,3) (KTG, p. 45-46)
 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)
 Use the blocks to build structures or models
 Use the construction toys to build structures or models
Learning
 Match numerals
Checkpoints
 Form numerals 1-3 using playdough
 Understand the number concept of 1-3
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)
Move That Body Unstructured Free Play Dance Unstructured Free Play Body and Ball
Activities
(KTG, p. 46) (KTG, p. 46-47) (KTG, p. 47)
Competencies  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-eehersisyo
indayog bilang tugon sa mabilis (paglakad, indayog bilang tugon sa (paglakad, pagtakbo, (KPKPF-00-1)
himig na pagtakbo, pagkandirit, himig na pagkandirit,  Nakikipaglaro sa dalawa
napapakinggan/awit na paglundag/pagtalon, napapakinggan/awit na paglundag/pagtalon, o tatlong bata gamit ang
kinakanta paglukso) kinakanta paglukso) isang laruan
(KPKPF-Ia-2) (KPKGM-Ie-2) (KPKPF-Ia-2) (KPKGM-Ie-2) (SEKPKN-Ig-2)
 Naisasagawa ang  Nagagamit ang mga kilos  Naisasagawa ang  Nagagamit ang mga kilos  Nagagamit ang mga kilos
paggalaw/pagkilos ng lokomotor at di-lokomotor paggalaw/pagkilos ng lokomotor at di-lokomotor lokomotor at di-
iba’tibang bahagi ng sa paglalaro, pag- iba’tibang bahagi ng sa paglalaro, pag- lokomotor sa paglalaro,
 katawan sa saliw ng awitin eehersiyo, pagsasayaw katawan sa saliw ng awitin eehersiyo, pagsasayaw pag-eehersisyo,
nang may kasiyahan (KPKGM-Ig-3) nang may kasiyahan (KPKGM-Ig-3) pagsasayaw
(KPKGM-Ia-1) (KPKGM-Ia-1) (KPKGM-Ig-3)
 Nagagamit ang mga kilos  Nagagamit ang mga kilos  Demonstrate movements
lokomotor at di-lokomotor lokomotor at di-lokomotor using different body parts
sa paglalaro, pag- sa paglalaro, pag- (PNEKBS-Ic-3)
eehersisyo, pagsasayaw eehersisyo, pagsasayaw
(KPKGM-Ig-3) (KPKGM-Ig-3)
 Naipakikita ang kawilihan  Naipakikita ang kawilihan
nang may sariling nang may sariling
interpretasyon sa interpretasyon sa
himig/tugtuging himig/tugtuging
napapakinggan napapakinggan
(SKMP-00-10) (SKMP-00-10)
 Demonstrate movements
using different body parts
(PNEKBS-Ic-3)
 Move according to the rhythm of the song
Learning
 Demonstrate movements using different body parts
Checkpoints
 Play with others using one toy
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 identify the  Learners share how they  Learners share how they  Learners recall the  Learners recall the
things they can do in used the blocks in used the pencils, crayons, different kinds of lines different kinds of lines
school. different ways. and paint in different and things and figures and things and figures
Activities
ways. that can be formed when that can be formed when
combining straight and combining straight,
slanting lines zigzag, and curved lines.
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. MANAGO AURORA DE LUNA EdD.

Teacher Principal IV