School Andres Soriano Memorial Elementary School Teaching Dates

Kindergarten
Teacher Cherry Rose Favila-Catingub Week No. 8
Daily Lesson Log
Content Focus I can smell, taste and touch Quarter First
Date Inspected
Signature

BLOCKS OF
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
TIME
Arrival Time
Activities Free Play: Exploration and Discovery
Meeting Time I
Routine Daily Routine: Daily Routine: Daily Routine: Daily Routine: Daily Routine:
Activities 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
Attendance Attendance Attendance Attendance Attendance
Balitaan Balitaan Balitaan Balitaan Balitaan
Messages I have a nose. I can smell with I can feel soft and hard objects I can feel smooth and rough I have a mouth, teeth, lips and I can taste with my tongue. I
my nose. with my hands. objects with my hands. tongue. These help me speak can identify different tastes.
and eat.
Questions  Where is your nose on your  What objects are hard?  What objects are smooth?  What are the parts of your  What food tastes sweet?
face? Soft? Rough? mouth?  What food tastes sour?
 How many nose do you  How many teeth do you  What food tastes salty?
have? What can we do with have? Lips? Tongue?  What food tastes bitter?
our nose?  What can we do with our
mouth, teeth, lips, and
tongue?
Transition to The teacher gives instructions on how to do the independent activities, answer any questions, and tells the learners to join their group and do the assigned tasks.
Work Period 1
Work Period 1
Teacher- Smelling Jars Touch and Tell Touch and Tell Mouth Puppet Name the Taste
Supervised (soft and hard) (smooth and rough)
Activity
Competencies  Classify objects according  Classify objects according  Naisasagawaangmgasumu
to observable properties to observable properties sunodnakasanayan:
like size, color, shape, like size, color, shape, pagpilas/paggupit/pagdikit
texture, and weight) texture, and weight) ng papel (KPKFM-00-1.3)
(PNEKPP-00-1) (PNEKPP-00-1)  Nakagugupit at
  Demonstrate an
understanding that objects
are made from one or
more materials like metal,
plastic, wood, paper
(PNEKPP-00-2)
 Naisasagawaangpanganga  Naisasagawaangpanganga
lagasapansarilingkalusuga
ntulad ng: paglilinis ng
katawan, paghuhugas ng
kamaybago at
pagkataposkumain,
pagsesipilyo, pagsusuklay,
paglilinis ng kuko,
pagpapalit ng damit,
pagtugonsa personal
napangangailangannang
nag-iisa (pag-ihi,
pagdumi) paghuhugas ng
kamay,
pagkataposgumamit ng
palikuran(KPKPKK-Ih-1)
 Demonstrate an nakapagdidikit ng
understanding that objects iba’tibanghugisna may
are made from one or iba’tibangtekstura
more materials like metal, (SKMP-00-4)
plastic, wood, paper  Identify the letters of the
(PNEKPP-00-2) alphabet (mother tongue,
orthography)
lagasapansarilingkalusuga (LLKAK-Ih-3)
ntulad ng: paglilinis ng
katawan, paghuhugas ng
kamaybago at
pagkataposkumain,
pagsesipilyo, pagsusuklay,
paglilinis ng kuko,
pagpapalit ng damit,
pagtugonsa personal
napangangailangannang
nag-iisa (pag-ihi,
pagdumi) paghuhugas ng
kamay,
pagkataposgumamit ng
palikuran(KPKPKK-Ih-1)

 Use their senses to
perform simple
Learning experiments in classifying
Checkpoints objects (good/bad smell)
 Use their senses to
perform simple
experiments in classifying
objects (texture –
soft/hard)
 Use their senses to  Can cut and paste paper  Use the senses to perform
perform simple simple experiments in
experiments in classifying classifying objects (taste –
objects (texture – salty, sweet, sour)
smooth/rough)

 Smell and Match

Independent  Texture /Taste Sorting
Activities  Picture Puzzles
 Food Chart: Sweet, Sour, Bitter, Salty Foods
 Match object, pictures based on properties /attributes in one-to-one correspondence (MKAT-00-1)
 Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)
Competencies
 Classify objects according to observable properties like size, color, shape, texture, and weight) (PNEKPP-00-1)
 Naisasagawaangmgasumusunodnakasanayan: pagmomolde ng luwad (clay), pagbuo ng puzzles (KPKFM-00-1.5)
 Use the senses to observe and perform simple experiments in classifying objects
Learning  Classify objects according to observable properties like texture
Checkpoints  Piece puzzles together
 Sort and classify objects according to one attribute/property (taste)
 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
(Questions/ Song: Little Nose Song: Malambot at Matigas / Song: Malambot at Matigas / Tula: AngAkingBibig Song: Kung Ang Ulan ay
Activity) Magaspang at Makinis Magaspang at Makinis PuroTsokolate
Transition to The teacher commends the learners for the work they did in Work Period Time 1 and tells them to prepare for recess time by washing their hands. Encourage
Recess sharing especially if not all children have food.
Supervised Recess
Transition to 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, wash their hands,
Quiet Time brush their teeth, change their wet clothes, and have their Quiet Time.
Quiet Time
Transition to 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
Story Time proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Story Time
Songs/Poems (See KTG p.120) (See KTG p.120) (See KTG p.120) (See KTG p.120) (See KTG p.120)
Be Careful Little Nose Malambot at Matigas Magaspang at Makinis AngAkingBibig Kung ang Ulan ay
puroTsokolate
Story Looking After Myself AngPrinsesangAyawMatulog AngPrinsipengAyawMaligo Ayoko Na Si OwelangBatangMatakaw

Theme Any age and culturally
appropriate story about the
nose or on smelling
Pre-reading  Define difficult words.
Activity  Motivation question: What
are the things that you
smell?
 Motive question: What are
the smells in the story?
During Reading Ask comprehension questions.
Post Reading  What are the things that
had smells in the story?
 What will happen if the
characters did not have
noses?
Any age and culturally
appropriate story about the
hands and objects that are soft
and hard
 Define difficult words.
 Motivation question: What
objects can you touch that
are soft? Hard?
 Motive question: What do
you think are the objects
that are soft and hard in
the story?
 What are the hard and soft
objects in the story?
 How many syllables are
the names of objects that
are hard?
 How many syllables are
the names of objects that
are soft?
Any age and culturally
appropriate story about the
hands and objects that are
smooth and rough
 Define difficult words.
 Motivation question: What
objects can you touch that
are smooth? Rough?
 Motive question: What do
you think are the objects
that are smooth and rough
in the story?
 What are the smooth and
rough objects in the story?
 How many syllables are
the names of objects that
are rough?
 How many syllables are
the names of objects that
are smooth?
Any age and culturally
appropriate story about the
mouth/tongue or on tasting
 Define difficult words.
 Motivation question: What
can you do with your
mouth?
 Motive question: What do
you think are the things
that the mouth did in the
story?
 What did the characters do
with their mouths?
 What will happen if a
person does not have a
mouth?
Any age and culturally
appropriate story about
different tastes of food
 Define difficult words.
 Motivation question: What
are the different tastes of
food?
 Motive question: How will
the food in the story taste?
 How does the food taste?
 Did the characters like the
taste? What made you say
so?
  (Demonstrate how to count  (Demonstrate how to count
the number of syllables by
clapping)
Transition to After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells the
Work Period 2 learners to join their group and do the assigned tasks.
Work Period 2
Teacher- Same and Different (smell) Lift the Bowl (concrete up to
Supervised quantities of 3)
Activity
Competencies  Classify objects according  Count objects with one-to-
to observable properties like one correspondence up to
size, color, shape, texture, quantities of 10
and weight) (PNEKPP-00- (MKC-00-7)
1)  ••Combine elements of two
sets using concrete objects
to represent the concept of
addition (MKAT-00-3)
 Add quantities up to 10
using concrete objects
(MKAT-00-8)
the number of syllables by
clapping)
Hand Game (connecting level Favorite Food Survey
up to quantities of 3)
 Count objects with one-to-
one correspondence up to
quantities of 10
(MKC-00-7)
 Combine elements of two
sets using concrete objects
to represent the concept of
addition (MKAT-00-3)
 Add quantities up to 10
using concrete objects
(MKAT-00-8)
Make Pastillas
 Count objects with one-to-  Paggamit ng kutsara at
one correspondence up to tinidor, pagbobotones,
quantities of 10 pagsara ng zipper,
(MKC-00-7) pagtali/pagsuot ng
 Collect data on one variable sapatos(KPKFM-00-1)
(e.g., sex /boys or girls)  Use nonstandard measuring
through observation and tools e.g. length – feet,
asking questions hand, piece of string;
(MKAP-00-1) capacity – mug/glass; mass
 Create simple pictographs – stone, table blocks
(MKAP-00-2) (MKME-00-1)
 Discuss simple pictographs
(MKAP-00-3)

 Use their senses to observe  Combine elements of two  Combine elements of two  Collect data on one
and perform simple sets using concrete objects sets using concrete objects variable (favorite food),
Learning
experiments in classifying to represent the concept of to represent the concept of create and discuss simple
Checkpoints objects (same and different addition (up to 3) addition (up to 3) pictographs
smell)
1. Food Picture Cards Sort
Independent
2. Play Dough Food
Activities 3. Number Books (quantities of 3)
4. Find 3
 Describe objects based on attributes/properties (shapes, size, its use and functions) (MKSC-00-4)
 Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)
 Classify objects according to observable properties like size, color, shape, texture, and weight) (PNEKPP-00-1)
 Naisasagawaangmgasumusunodnakasanayan: pagpilas/paggupit/pagdikit ng papel(KPKFM-00-1.3)
Competencies
 Naisasagawaangmgasumusunodnakasanayan: pagmomolde ng luwad (clay), pagbuo ng puzzles (KPKFM-00-1.5)
 Nakapagmomolde ng luwad (clay) sanaisnaanyo(SKMP-00-6)
 Read and write numerals 0 to 10 (3) (MKC-00-3)
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
  Describe objects based on their taste
 Sort and classify objects according to taste
Learning  Mold clay into recognizable figures
Checkpoints  Understand the quantity of three
 Write numerals 0 to 3
 Add quantities up to 3
Transition to The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor/Outdoor Games. After 10 minutes, the teacher tells the
Indoor/Outdoor learners to start packing away the materials they used and be ready for Indoor/Outdoor Games. A transition song or countdown may be used.
Games
Indoor/ Outdoor Games
Activities Unstructured Free Play Soft-Hard Relay Unstructured Free Play Food Henyo
Competencies *  Classify objects according  Nakasasalisamgalaro, o  Describe objects based on
Naipakikitaangpanimbangsap to observable properties like anumangpisikalnagawain at attributes/properties
agsasagawa ng iba’tibang size, color, shape, texture, iba’tibangparaan ng pag- (shapes, size, its use and
kilos ng katawan, gaya ng and weight) eehersisyo functions) (MKSC-00-4)
paglukso-  (PNEKPP-00-1) (KPKPF-00-1)
luksongpahalinhinanangmgap  Sort and classify objects
aa (skipping), pagtulaynang di according to one
natutumbasatuwidnaguhit, attribute/property (shape,
pagakyat at color, size, function/use)
pagbabasahagdanan(KPKGM (MKSC-00-6)
-00-4)
 Know the five senses and  Classify objects according  Classify objects according  Describe or describe
Learning their corresponding body to texture to texture objects based on
Checkpoints parts  attributes/properties

Transition to The teacher tells the learners to help pack away the materials they used in the Indoor/Outdoor Games time and get ready to do the wrap up activities in Meeting
Meeting Time 3 Time 3. A transition song or countdown may be used.
Meeting Time 3
Learners identify the objects Learners identify the soft and Learners identify the smooth Learners identify the parts of Learners identify the different
Activities with good and bad smell using hard objects using their hands. and rough objects using their the mouth and to recall that tastes using their tongue.
their nose. hands. tongue is for tasting.
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
learners are able to learners are able to learners are able to learners are able to learners are able to
Questions / distinguish the different smells distinguish soft and hard distinguish the different distinguish the different parts distinguish the different tastes
Activity using their nose. objects using their hands. textures using their hands. of their mouth. using their tongues.
Dismissal Routine
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 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 these 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?