Kindergarten School Palingowak Elementary School – San Juan East District
Daily Lesson Log Teacher May Anne C. Almario
Content Focus
Most Essential
Learning
Competencies
BLOCKS OF MONDAY
TIME (March 6, 2023)
Arrival Time (7:00-7:30 am) (11:55-12:05 pm)
National Anthem
Opening Prayer
Routine Exercise
Activities Kumustahan
Attendance
Balitaan
Meeting Time 1 (7:30-7:40 am) (12:05-12:15 pm)
Messages Maaaring gamitin sa
pagguhit ang iba’t ibang
uri ng linya tulad ng
linyang patayo (vertical
line), linyang pahiga
(horizontal line), linyang
pahilis (diagonal line), at
linyang pakurba (curved
line) upang makabuo ng
mga hugis at disenyo.
Questions  Anong mga linya ang
maaari nating gamitin
sa pagguhit?
 Paano iguhit ang
linyang patayo?
Teaching Dates March 6-10, 2023
Week No. 4
Linya, Kulay, Hugis at Tekstura Quarter Third
Nabibigyang -pansin ang linya, kulay, hugis at tekstura ng magagandang bagay na:
a. makikita sa kapaligiran tulad ng sanga ng puno, dibuho sa ugat, dahon, kahoy; bulaklak, halaman, bundok,
ulap, bato, kabibe, at iba pa
b. gawa ng tao tulad ng mga sariling gamit, laruan, bote, sasakyan, gusali (SKPK-00-2)
TUESDAY WEDNESDAY THURSDAY FRIDAY
(March 7, 2023) (March 8, 2023) (March 9, 2023) (March 10, 2023)
National Anthem National Anthem National Anthem National Anthem
Opening Prayer Opening Prayer Opening Prayer Opening Prayer
Exercise Exercise Exercise Exercise
Kumustahan Kumustahan Kumustahan Kumustahan
Attendance Attendance Attendance Attendance
Balitaan Balitaan Balitaan Balitaan
Ang tekstura ng mga Ang tekstura ng mga Makikita ang iba’t ibang Ang lahat ng bagay sa
bagay sa ating kapaligiran bagay sa ating kapaligiran kulay sa ating paligid. ating paligid ay may
ay maaaring malalambot ay maaaring makinis o Ang mga pangunahing hugis. Bilog, tatsulok,
o matitigas. Ang mga magaspang. Ang mga kulay o primary colors ay parisukat, parihaba, at
halimbawa ng halimbawa na bagay ay dilaw, pula at asul o bilohaba ay halimbawa
malalambot na bagay ay salamin, plato, coupon bughaw. ng mga hugis.
unan, kama, tissue paper, bond at iba pa. Ang mga
marshmallow, halimbawa ng mga
hamburger, manika at iba magasgaspang ay
pa. Ang mga matitigas na buhangin, hollow blocks,
bagay naman ay katulad langka, ampaplaya at iba
ng bato, kahoy, upuan, pa.
mesa, sahig, bakal,
hikaw, holen, paso at iba
pa.
 Magbigay ng mga  Magbigay ng mga  Magbigay ng mga  Magbigay ng mga
bagay na may bagay na may pangalan ng mga bagay pangalan ng mga
malambot na tekstura. magaspang na tekstura. na makikita sa paligid? bagay na makikita sa
Ano ang kulay ng mga paligid? Ano ang hugis
 Magbigay ng mga  Magbigay ng mga ito? ng mga ito?
bagay na may matigas bagay na may makinis
 Pahiga? Pahilis?
Pakurba?
(Hikayatin ang mga
batang magbagi ng
kanilang karanasan.)
na tekstura. na tekstura. (Isulat sa pisara ang (Isulat sa pisara ang
sagot ng mga bata at sagot ng mga bata at
(Isulat sa pisara ang (Isulat sa pisara ang talakayin ito pagkatapos.) talakayin ito
sagot ng mga bata at sagot ng mga bata at pagkatapos.)
talakayin ito talakayin ito
pagkatapos.) pagkatapos.)

Competencies  Nabibigyang -pansin ang linya, kulay, hugis at tekstura ng magagandang bagay na:
a. makikita sa kapaligiran tulad ng sanga ng puno, dibuho sa ugat, dahon, kahoy; bulaklak, halaman, bundok, ulap, bato, kabibe, at iba
pa
b. gawa ng tao tulad ng mga sariling gamit, laruan, bote, sasakyan, gusali (SKPK-00-2)

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
Period 1 tasks within the allotted time.
Work Period 1 (7:40-8:25 am) (12:15-1:00 pm)
Teacher-Supervised Tracing Lines: Worksheet Touch and Tell Rough and Smooth Colorful Balloons House Construction:
Activity (KTG, p. 111-112) Sorting: Worksheet Shapes

Introduce Letter Hh

Competencies  Trace, copy, and write  Use the senses to  Use the senses to  Nabibigyang -pansin  Nakagagawa ng
different strokes: observe and perform observe and perform ang linya, kulay, hugis modelo ng mga
scribbling (free hand), simple experiments in simple experiments in at tekstura ng pangkaraniwang bagay
straight lines, slanting classifying objects classifying objects magagandang bagay sa paligid: dahon,
lines, combination of (e.g., texture – (e.g., texture – na: bato, buto, patpat,
straight and slanting soft/hard, soft/hard, a. makikita sa tansan at iba pa
lines, curves, smooth/rough; taste – smooth/rough; taste – kapaligiran tulad ng (SKMP-00-3)
combination of salty, sweet, sour) salty, sweet, sour) sanga ng puno,  Nakagugupit at
straight and curved (PNEKBS-Id-6) (PNEKBS-Id-6) dibuho sa ugat, nakapagdidikit ng iba’t
and zigzag  Classify objects  Classify objects dahon, kahoy; ibang hugis na may
(LLKH-00-6) according to according to bulaklak, halaman, iba’t ibang tekstura
 Naisasagawa ang mga observable properties observable properties bundok, ulap, bato, (SKMP-00-4)
sumusunod na like size, color, shape, like size, color, shape, kabibe, at iba pa
kasanayan 2.4 texture, and weight) texture, and weight) b. gawa ng tao tulad ng
pagbabakat, pagkopya (PNEKPP-00-1) (PNEKPP-00-1) mga sariling gamit,
ng larawan, hugis at  Demonstrate an  Demonstrate an laruan, bote,
titik understanding that understanding that sasakyan, gusali
(KPKFM-00-1.4) objects are made from objects are made from (SKPK-00-2)
one or more materials one or more materials
like metal, plastic, like metal, plastic,
 wood, paper wood, paper
(PNEKPP-00-2) (PNEKPP-00-2)
 Trace and write the  Use their senses to  Use their senses to  Decorate the balloons  Make a house model
lines perform simple perform simple activity with different colors by pasting different
Learning
experiments in in classifying objects shapes
Checkpoints
classifying objects (texture –
(texture – soft/hard) rough/smooth)
 Writing Letter Hh (KTG, p. 335)
Independent  Hh Bag (KTG, p. 335)
Activities  Words that start with letter Hh (KTG, p. 335)
 Blending Sounds (KTG, p. 336)
 Identify the sounds of letters orally given (LLKPA-Ig-1)
 Identify the letters of the alphabet (mother tongue, orthography) (LLKAK-Ih-3)
Competencies  Identify several words that begin with the same sound as the spoken word (LLKPA-Ig-7)
 Name objects that begin with a particular letter of the alphabet (LLKV-00-5)
 Pagbakat, pagkopya ng larawan, hugis at titik (KPKFM-00-1.4)
 Write the letter Hh properly
 Search of pictures which names start with letter Hh
Learning
 Sound out letter Hh
Checkpoints
 Find the words the firs letter start with letter Hh
 Blend sounds to make a word
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
Transition to
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
Meeting Time 2
may be used.
Meeting Time 2 (8:25-8:35 am) (1:00-1:10 pm)
Questions/Activity Let the learners present Let the learners present Let the learners present Let the learners present Let the learners present
their work. their work. their work. their work. their work.
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 during recess time, clean up their eating area,
throw their trash in the trash bin, sanitize their hands, and have their Quiet Time.
Recess (8:35-8:50 am) (1:00-1:25 pm)
Health Break/Quiet Time (8:50-9:00 am) (1:25-1:35 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
Transition to Story
ready, the teacher proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Time
Story Time (9:00-9:15 am) (1:35-1:50 pm)
Story
Pre-reading Activity  Theme: Any age and  Theme: Any age and a
culturally appropriate culturally appropriate
story about different story about the hands
kinds of lines. and the objects that
are soft and hard.
 Define difficult words.
 Define difficult words.
 Motivation: What lines
make up a door?  Motivation question:
What objects can you
 Motive: Can you draw touch that is soft?
a door using the Hard?
straight and horizontal
lines?  Motive question: What
do you think are the
objects that are soft
and hard in the story?
During Reading Ask comprehension questions.
Post Reading  Who are the characters  What are the hard and
in the story? soft objects in the
story?
 What are the things
they saw? What lines  How many syllables
did they use to complete are the names of
the pictures? objects that are hard?
 Do you think the  How many syllables
characters learned are the names of
something? What are objects that are soft?
these things.
 (Demonstrate how to
count the number of
syllables by clapping)
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 within the allotted time.
 Theme: Any age and a  Theme: Any age and  Theme: Any age and
culturally appropriate culturally appropriate culturally appropriate
story about the hands story about color. story about shapes.
and the objects that
are rough and smooth.  Define difficult words.  Define difficult words.
 Define difficult words. Motivation question:  Motivation question:
What are your favorite What are the different
 Motivation question: colors? shapes that can be
What are the objects in found in our
the surroundings  Motive question: What surrounding?
which has a rough will the character in
texture? Smooth the story do when he  Motive question: Do
texture? found out that there are you also likes to draw
no colors in his just like the character
 Motive question: What surroundings? in the story?
do you think are the
objects that are rough
and smooth in the
story?
 What are the rough  What are the colors  What did the
and smooth objects in use in the story? characters see while
the story? he is walking?
 What did the character
 How would you feel if learn about the colors?  Did the character
you were the recognize the different
character?  Do you also likes the shapes along his way
colors mentioned in home?
 Can you give other the story?
examples of rough  What are the shapes
objects? Smooth mentioned in the
objects? story? Can you draw
them?
Work Period 2 (9:15-9:55 am) (1:50-2:30 pm)
Teacher-Supervised Count and Add: Sticks More than, Less Than More than, Less Than Count and Add: Colors Count and Add: Shapes
Activity
 Recognize the words  Compare two groups of  Compare two groups of  Recognize the words  Recognize the words
“put together,” “add objects to decide which objects to decide which “put together,” “add “put together,” “add
to,” and “in all” that is more or less, or if is more or less, or if to,” and “in all” that to,” and “in all” that
indicate the act of they are equal; identify they are equal; identify indicate the act of indicate the act of
adding whole numbers sets with one more or sets with one more or adding whole numbers adding whole
(MKAT-00-26) one less element one less element (MKC- (MKAT-00-26) numbers
Competencies
 Count objects with one- (MKC-00-8) 00-8)  Count objects with one- (MKAT-00-26)
to-one correspondence to-one correspondence  Count objects with
up to quantities of 10 up to quantities of 10 one-to-one
(MKC-00-7) (MKC-00-7) correspondence up to
quantities of 10
(MKC-00-7)
Learning  Count and add the sticks  Identify which set has a  Identify which set has a  Count and add the colors  Count and add the
greater number, a lesser greater number, lesser shapes
Checkpoints number number
 Block Play
Independent It’s A Match
Activities
 Playdough Mats
 Domino Match
 Nagagamit ang mga kilos lokomotor at di-lokomotor sa paglalaro, pag-eehersisyo, pagsasayaw (KPKGM-Ig-3)
 Nakagagawa ng modelo ng mga pangkaraniwang bagay sa paligid: dahon, bato, buto, patpat, tansan, atbp. (SKMP-00-3)
 Match numerals to a set of concrete objects (MKC-00-4)
Competencies  Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 Nakapagmomolde ng luwad (clay) sa nais na anyo (SKMP-00-6)
 Match objects, pictures based on properties /attributes in one-to-one correspondence - object to object - object to picture - picture to
picture (MKAT-00-1)
 Build structures of blocks with different shapes and colors
Learning  Match the numerals with the correct number of shapes
Checkpoints  Make the correct number of playdough indicated on the mat
 Match dominos with the same number of dots
Transition to The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor Activity/Light Physical
Indoor/ Light Activity. After 10 minutes, the teacher tells the learners to start packing away the materials they used and be ready for Indoor/Light
Physical Activity Physical Activity. A transition song or countdown may be used.
Indoor Activity/ Light Physical Activity (9:55-10:15 am) (2:30-2:50 pm)
Activities Follow the Line Unstructured Free Play Bring Me Unstructured Free Play Shape Hunt Movement
Competencies  Nakasasali sa mga  Nakasasali sa mga  Classify objects  Nakasasali sa mga  Classify objects
laro, o anumang laro, o anumang according to laro, o anumang pisikal according to
 pisikal na gawain at pisikal na gawain at observable properties na gawain at iba’t observable properties
iba’t ibang paraan ng iba’t ibang paraan ng like size, color, shape, ibang paraan ng like size, color, shape,
pageehersisyo pageehersisyo texture, and weight) pageehersisyo texture, and weight)
(KPKPF-00-1) (KPKPF-00-1) (PNEKPP-00-1) (KPKPF-00-1) (PNEKPP-00-1)
 Nagagamit ang mga  Nagagamit ang mga  Nakasasali sa mga  Nagagamit ang mga  Nakasasali sa mga
kilos lokomotor at di- kilos lokomotor at di- laro, o anumang kilos lokomotor at di- laro, o anumang
lokomotor sa lokomotor sa pisikal na gawain at lokomotor sa pisikal na gawain at
paglalaro, pag- paglalaro, pag- iba’t ibang paraan ng paglalaro, pag- iba’t ibang paraan ng
eehersisyo, eehersisyo, pag-eehersisyo eehersisyo, pagsasayaw pag-eehersisyo
pagsasayaw pagsasayaw (KPKPF-00-1) (KPKGM-Ig-3) (KPKPF-00-1)
(KPKGM-Ig-3) (KPKGM-Ig-3)  Naipakikita ang  Naipakikita ang  Naipakikita ang
 Naipakikita ang  Naipakikita ang pagpapahalaga sa pagpapahalaga sa pagpapahalaga sa
pagpapahalaga sa pagpapahalaga sa maayos na maayos na maayos na
maayos na maayos na pakikipaglaro pakikipaglaro pakikipaglaro
pakikipaglaro pakikipaglaro (KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19)
(KAKPS-00-19) (KAKPS-00-19)
Learning  Pretend to be in a place in the community where people can have fun
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
Meeting Time 3 do the wrap-up activities in Meeting Time 3. A transition song or countdown may be used.
Meeting Time 3 (10:15-10:20 am) (2:50-2:55 pm)
Activities  The learners talk  The learners talk about  The learners talk  The learners talk about  The learners talk
about the different things that are soft or about things that are the colors in their about the shapes in
line that they could hard. rough or smooth. surroundings. their surroundings.
see in their
surroundings.
Wrap-Up  The teacher checks if  The teacher checks if  The teacher checks if  The teacher checks if  The teacher checks if
Questions/ Activity the learners were the learners were able the learners were able the learners were able the learners were
able to draw straight to identify soft or hard to identify rough or to identify colors in able to identify
line, horizontal line, objects. smooth objects. their surroundings. shapes in their
diagonal line, and surroundings.
curved line.
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 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 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:

MAY ANNE C. ALMARIO ABEL D. MANZANA

Teacher Head - Teacher I