Kindergarten School TAMBACAN ELEMENTARY SCHOOL Teaching Dates September 4-8, 2023

Daily Lesson Log Teacher GRECELLYN V. BASUEL 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-
Competencies 4)

BLOCKS OF MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

TIME (September 4, 2023) (September 5, 2023) (September 6, 2023) (September 7, 2023) (September 8, 2023)
Arrival Time
(7:30-7:40)
National Anthem Opening Prayer Opening Prayer Opening Prayer Opening Prayer
Opening Prayer Exercise Exercise Exercise Exercise
Routine Exercise Kumustahan Kumustahan Kumustahan Kumustahan
Activities Kumustahan Attendance Attendance Attendance Attendance
Attendance Balitaan Balitaan Balitaan Balitaan
Balitaan
Meeting Time 1
(7:40-7:50)
Messages Ang bawat tao ay may Mahalaga rin ang di- Ang pagsunod sa mga Sa paaralan ay mayroon Mahalaga ang bawat
pangangailangan tulad materyal na gawain at alituntunin sa din mga alituntunin na gawain sa silid-aralan
ng pagkain, damit at pangangailangan tulad silid-aralan ay tanda ng dapat sundin at gawin sapagkat dito
tahanan. ng pagmamahal, pag- paggalang at disiplina. tulad ng pagpasok nang nahuhubog ang iba’t
aalaga o pag-aaruga, maaga, pagpila nang ibang kakayanan na
pagmamalasakit at (Show and discuss the maayos, at pagsusuot ng maaari pa nating
pagkakaibigan. class schedules and uniporme. Ang mga matutunan.
routines) 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
pangangailangan ng materyal na sundin ang mga alituntunin sa loob ng pumapasok sa
tao upang mabuhay? pangangailangan ng alituntunin at mga paaralan na dapat paaralan?
tao? nakatakdang gawain nating sundin?
 sa loob ng silid-  Ano ano ang mga
 Sino sino ang taong aralan?  Bakit mahalagang maaari nating
nagbibigay ng sundin ang mga matutunan sa loob ng
pagmamahal at alaga alituntuning ito? silid-aralan?
sa atin?

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 The teacher gives instructions on how to do the independent activities, answers any questions, and tells the learners to do their
Work Period 1 assigned tasks within the allotted time.
Work Period 1
(7:50-8:35)
Teacher- My Basic Needs Red Heart Collage Our Class Schedule Classroom Rules Poster: We Do Many
Supervised (Worksheet) (KTG, p. 24) (KTG, p. 25) Things in School
Activity (KTG, p. 24)
Competencies  Nasasabi ang  Naisasagawa ang  Nakakapagkukuwento  Nakasusunod sa mga  Nakapagkukuwento
sariling sumusunod na ng mga ginagawa sa itinakdang tuntunin ng mga ginagawa sa
pangangailangan kasanayan: paaralan (KMKPAra- at gawain (routines) paaralan
nang walang pag- pagpilas/paggupit/ 00-3) sa paaralan at silid- (KMKPAra-00-3)
aalinlangan pagdikit ng papel  Nakasusunod sa mga aralan (SEKPSE-  Nakalilikha ng iba’t
(SEKPSE-If-3) (KPKFM-00-1.3) itinakdang tuntunin at IIa-4) ibang bagay sa
 Identify one’s basic  Napagsisikapang gawain (routines) sa  Nakikilala ang pamamagitan ng
needs and ways to matapos ang paaralan at silid- kahalagahan ng mga malayang pagguhit
care for one’s body sinimulang gawain sa aralan (SEKPSE-IIa- tuntunin (SKMP-00-1)
(PNEKBS-Ii-8) itinakdang oras 4) (KPKPKK-Ih-3)  Nakaguguhit,
(KAKPS-00-1)  Identify sequence of nakapagpipinta at
 Classify objects events (before, after, nakapagkukulay ng
according to first, next, last) iba’t ibang bagay o
observable properties (MKSC-00-9) gawain (dekorasyon
like size, color, shape,  Tell which activities sa “name tag”,
texture, and weight) take a longer or kasapi ng mag-
(MKSC-00-6) shorter time anak , gawain ng
(recognize and names bawat kasapi ng
the things that can be mag-anak, mga
 done in a minute, e.g., alagang hayop, mga
washing hands, etc., halaman sa paligid)
and recognize and (SKMP-00-2)
name the things that  Express simple ideas
can be done in an through symbols
hour) (MKME-00-4) (e.g., drawings,
invented spelling)
(LLKC-00-1)
 Identify the basic  Identify and  Identify the sequence  Know the importance  Tell what they do in
needs of humans to recognize red color of events (what comes of rules school
survive  Know the importance before, after, first,  Express their ideas
Learning
of love and care as a next, last) through drawings
Checkpoints
human’s basic need  Tell which activities and invented
take a longer or
shorter time
 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)
 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)
Competencies  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
The teacher reminds the learners about the time left in Work Period Time 1 around 15 minutes before Meeting Time 2. After 10
Transition to
minutes, the teacher tells the learners to start packing away the materials they used and be ready for Meeting Time 2. A transition song
Meeting Time 2
or a countdown may be used.
Meeting Time 2
(8:35-8:45)
Questions/  Show pictures of the  How can you show  Check where the  Show the classroom  Song: Magagawa
Activity human’s basic needs. your love and care class is in the daily rules the learners Natin, This is the
 for your schedule. came up with. Way
 Discuss how their parents/guardians?
parents provide for (Encourage  What block of time  Discuss what will
their basic needs. everyone to share are we in now? happen if the rules
their thoughts and are not followed.
experiences.)  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
Transition to by sanitizing their 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.
Health Break/Quiet Time
(8:45-9:15)
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
Transition to
are ready, the teacher proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Story Time
Story Time
(9:15-9:25)
Story
Pre-reading  Theme: Any age and a  Theme: Any age and a  Theme: Any age and  Theme: Any age and a  Theme: Any age and
Activity culturally appropriate culturally appropriate a culturally culturally appropriate a culturally
story about food as a story about ways of appropriate story story about following appropriate story
human’s basic need. showing love and care about class rules. about activities
for family members. schedule, and children do in
 Define difficult words. school.
routines.
 Define difficult  Define difficult words.
 Motivation question: words.  Define difficult words.
 Define difficult
How is food prepared  Motivation question: words.
in your home?  Motivation question:  Motivation question: What are the different
How do your What things did you rules in the  Define difficult
parents/guardians do in school last classroom? words. Motivation
 Motive question: How show their love and week? question: What
 is food prepared in the care to you?  Motive question: different activities
story?  Motive question: What do you think are can you do in
 Motive question: What do you think the the different rules in school?
What do you feel characters will do in the story?
when you hug your school?  Motive question:
parents or What do you think
guardians? are the different
activities in school in
the story?
During Reading Ask comprehension questions.
Post Reading  How is food prepared  What did the  What did the  What are the rules in  What are the
in the story? character do to show characters do in the story? activities that they
her love for her school? did in the story?
 What is your favorite mother and father?  Demonstrate
way of cooking food?  What do you think following the rules?  What do you call
 What did you learn they felt while doing these activities?
from the story? the activities in  What would happen if (Recall the names of
school? the characters did not the routines.)
follow the rules?
 What made you say
that
Transition to After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers
Work Period 2 any questions, and tells the learners to do their assigned tasks within the allotted time.
Work Period 2
(9:25-10:05)
Same and Different: Our Number Book: Different What Comes Next? How Long Is It? Ilang Dangkal?
Teacher-
Basic Needs Materials inside the (KTG, p. 27) (KTG, p. 28) (KTG, p. 28)
Supervised
Classroom
Activity
(KTG, p. 27-28)
Competencies  Describe objects based  Count objects with  Nakasusunod sa mga  Use nonstandard  Compare objects
on one-to-one itinakdang tuntunin at measuring tools e.g. based on their size,
attributes/properties correspondence up to gawain (routines) sa length – feet, hand, length, weight/mass
(shapes, size, its use, quantities of 10 paaralan at silid- piece of string; (MKME-00-2)
and functions) (MKC-00-7) aralan (SEKPSE-IIa- capacity – mug/glass;  Use nonstandard
(MKSC-00-4)  Recognize and identify 4) mass – stone, table measuring tools e.g.
  Group objects that are numerals 0 to 10  Identify the sequence blocks length – feet, hand,
alike (MKSC-00-5) (MKC-00-2) of events (before, (MKME-00-1) piece of string,
 Read and write after, first, next, last) capacity – mug/glass,
numerals 0 to 10 (MKSC-00-9) mass – stone, table
(MKC-00-3) blocks
(MKME-00-1)
 Describe each object  Draw or paste  Recall the routines in  Compare lengths and  Distinguish what is
and identify pictures with correct class and say it in distinguish what is shorter or longer
Learning
similarities and quantities of 1-3 the correct sequence shorter or longer
Checkpoints
differences between
two variables
 Block Play: Different areas in the school (KTG, p. 29)
Independent  Construction Toys (KTG, p. 29)
Activities  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)
 Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)
Competencies
 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 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
(10:05-10:25)
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  Naisasagawa ang  Group objects that  Naisasagawa ang mga  Nakasasali sa mga
laro, o anumang mga sumusunod na are alike sumusunod na kilos laro, o anumang
 pisikal na gawain at kilos lokomotor sa (MKSC-00-5) lokomotor sa pisikal na gawain at
iba’t ibang paraan ng pagtugon sa ritmong  Sort and classify pagtugon sa ritmong iba’t ibang paraan
pag-eehersisyo mabagal at mabilis objects according to mabagal at mabilis ng pag-eehersisyo
(KPKPF-00-1) (paglakad, pagtakbo, one (paglakad, pagtakbo, (KPKPF-00-1)
 Nakagagalaw (martsa, pagkandirit, attribute/property pagkandirit,  Naisasagawa ang
palakpak, tapik, paglundag/pagtalon, (shape, color, size, paglundag/pagtalon, mga sumusunod na
padyak, lakad, lundag paglukso) function/use) paglukso) kilos lokomotor sa
at iba pa) nang (KPKGM-Ie-2) (MKSC-00-6) (KPKGM-Ie-2) pagtugon sa ritmong
angkop sa ritmo at  Nagagamit ang mga  Listen discriminately  Nagagamit ang mga mabagal at mabilis
indayog bilang tugon kilos lokomotor at di- and respond kilos lokomotor at di- (paglakad,
sa himig na lokomotor sa appropriately, i.e., lokomotor sa pagtakbo,
napapakinggan/awit paglalaro, pag- speak loudly/softly paglalaro, pag- pagkandirit,
na kinakanta eehersiyo, when asked, asked to eehersiyo, pagsasayaw paglundag/
(KPKPF-Ia-2) pagsasayaw adjust volume of (KPKGM-Ig-3) pagtalon, paglukso)
 Naisasagawa ang (KPKGM-Ig-3) television/radio (KPKGM-Ie-2)
paggalaw/pagkilos ng (LLKAPD-Id-6)  Nagagamit ang mga
iba’tibang bahagi ng kilos lokomotor at
katawan sa saliw ng di-lokomotor sa
awitin nang may paglalaro, pag-
kasiyahan (KPKGM- eehersisyo,
Ia-1) pagsasayaw
 Naisasagawa ang mga (KPKGM-Ig-3)
sumusunod na kilos  Listen
lokomotor sa pagtugon discriminately and
sa ritmong mabagal at respond
mabilis (paglakad, appropriately, i.e.,
pagtakbo, pagkandirit, speak loudly/softly
paglundag/pagtalon, when asked, asked
paglukso) to adjust volume of
(KPKGM-Ie-2) television/radio
 Nagagamit ang mga (LLKAPD-Id-6)
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
Meeting Time 3 ready to do the wrap-up activities in Meeting Time 3. A transition song or countdown may be used.
Meeting Time 3
(10:25-10:30)
 Learners recall the  Learners share their  Learners recall the  Learners recall the  Learners share the
human’s basic needs experiences in how routines of the class school rules. activity they
to survive. their parents and sequentially. enjoyed most in a
Activities
guardians provide specific routine.
love and care for
them.
Wrap-Up  The teacher acknowledges the learners’ sharing and encourages them to come back so they can still learn more.
Questions/
Activity
Dismissal
The teacher reminds the learners to sanitize their hands and to always follow the health protocols.
Routine

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 by:

GRECELLYN V. BASUEL VILMA C. REYES

Kindergarten Adviser MT-I

NOTED:

EVANGELINE P. NAZARENO
Principal II