School DOÑA NIEVES SONGCO MEMORIAL SCHOOL Teaching Dates October 9 – 13, 2023

Teacher MECHELL R. PALDO Week No. 5

Kindergarten Content Focus Ako ay May Damdamin Quarter One
Daily Lesson Log Most Essential Learning 1. Nakikilala ang mga pangunahing emosyon (tuwa, takot, galit, at lungkot) (SEKPSE-00-11)
Competencies 2. Tell which two letters, numbers, or words in a group are the same (LLKVPD-Ie-4)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME
Arrival Time
National Anthem National Anthem National Anthem National Anthem National
Opening Prayer Opening Prayer Opening Prayer Opening Prayer Anthem
Routine Activities Exercise Exercise Exercise Exercise Opening
Kumustahan Kumustahan Kumustahan Kumustahan Prayer
Attendance Attendance Attendance Attendance Exercise
Balitaan Balitaan Balitaan Balitaan Kumustahan
Attendance
Balitaan
Meeting Time 1
Messages Naipapakita ko aking emosyon o Naipapakita ko aking emosyon May mga bagay na May mga bagay na magkatulad May mga bagay na magkatulad
nararamdaman sa iba’t ibang o nararamdaman sa iba’t magkatulad kagaya ng kagaya ng dalawang kagaya ng dalawang
paraan. ibang paraan. dalawang magkaparehong magkaparehong letra sa isang magkaparehong salita sa isang
numero o bilang sa isang grupo. grupo.
Ako ay masaya tuwing Ako ay galit tuwing grupo.
. .

Ako ay malungkot tuwing Ako ay takot tuwing

. .
Questions  Sa paanong paraan  Ano ang ikinagagalit mo?  Alin sa grupo ng mga bilang  Alin sa grupo ng mga letra  Alin sa grupo ng mga salita
mo naipapakita ang o numero ang ang magkapareho? ang magkapareho?
iyong nararamdaman?  Ano ang bagay na magkapareho?
kinakatakutan mo?
 Ano ang nakapagpapasaya (Use a different set (Use a different set of letters.) (Use a different set of words.)
sa iyo? of numbers.)

 Ano ang
nakapagpapalungkot sa iyo?
Competencies  Nakikilala ang mga pangunahing emosyon (tuwa, takot, galit, at lungkot) (SEKPSE-00-11)
 Tell which two letters, numbers, or words in a group are the same (LLKVPD-Ie-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 time.
Period 1
Work Period 1
Teacher-Supervised Emotion Stick Puppets Paint Feelings Which Numbers are the Same Letters Recognition Word Match (Worksheet)
 Activity (KTG, p. 69)
 Nakikilala ang mga
pangunahing emosyon
(tuwa, takot, galit, at lungkot)
(SEKPSE-00-11)
 Naisasagawa ang mga
Competencies sumusunod na
kasanayan: pagbakat,
pagkopya ng larawan,
hugis, at titik (KPKFM-00-
1.4)
 Express thoughts,
feelings, fears, ideas,
wishes, and dreams
(LLKOL-Ig-9)
(KTG, p. 69-70) Same? (Worksheet) (Worksheet)  Tell which two letters,
 Nakikilala ang mga  Tell which two letters,  Tell which two letters, numbers, or words in a
pangunahing emosyon numbers, or words in numbers, or words in a group are the same
(tuwa, takot, galit, at lungkot) a group are the same group are the same (LLKVPD-Ie-4)
(SEKPSE-00-11) (LLKVPD-Ie-4) (LLKVPD-Ie-4)
 Nakalilikha ng iba’t ibang Recognize and identify  Identify the letters of the
bagay sa pamamagitan numerals 0 to 10 (MKC-00-2) alphabet (mother tongue,
ng malayang pagguhit orthography)
(SKMP-00-1) (LLKAK-Ih-3)
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)

Learning Checkpoints  Recognize the basic emotions  Express their emotions  Identify the same numbers  Identify the same  Identify the same words in a
through art in a group letters in a group group
 Feeling Cubes (KTG, p. 71)
Independent Activities  Find A Match (Feelings) (KTG, p. 71-72)
 Feelings Collage (KTG, p. 72)
 Food Faces (KTG, p. 72)
Competencies  Nakikilala ang mga pangunahing emosyon (tuwa, takot, galit, at lungkot) (SEKPSE-00-11)
 Talk about one’s personal experiences/narrates events of the day (LLKOL-Ig-3)
 Express thoughts, feelings, fears, ideas, wishes, and dreams (LLKOL-Ig-9)
 Match object, pictures based on properties /attributes in one-to-one correspondence (MKAT-00-1)
 Naisasagawa ang mga sumusunod na kasanayan: pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
Learning Checkpoints  Talk about their personal experiences
 Match pictures in one-to-one correspondence
 Tear and paste paper to make a collage
 Recognize the basic emotions
 Transition to Meeting 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 learners to start
Time 2 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/Activity Song: If You’re Happy and You Let the learners present their Let the learners present their Let the learners present their Song: I Have Feelings
Know It output. output. output. (KTG, p. 78)
(KTG, p. 78)
Transition to Health
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.
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
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 proceeds with the
Transition to Story Time pre-reading activities and makes sure that the learners are listening attentively.
Story Time
Story
Pre-reading Activity  Theme: Any age and a  Theme: Any age and  Theme: Any age and a  Theme: Any age and a  Theme: Any age and a
culturally appropriate story culturally appropriate culturally appropriate story culturally appropriate culturally appropriate
about being happy. story about being about the same letters. story about the same story about different
 Define difficult words. scared/afraid.  Define difficult words. numbers. emotions.
 Motivation question: What  Define difficult words.  Motivation question: What  Define difficult words.  Define difficult words.
makes you happy?  Motivation question: What letters make up your  Motivation question: Can we  Motivation question: What
 Motive question: What do you makes you scared/afraid? name? count 1 to 10? are you feeling today?
think are the things that will  Motive question: What do  Motive question: Which  Motive question: Where can  Motive question: What do
make the people in the story you think are the things that letters in your name are the we use numbers? you think the characters will
happy? will make the people in the same? feel in the story based on the
story scared/ afraid? picture on the cover?
During Reading Ask comprehension questions.
Post Reading  What made the people happy  What made the people in  Who are the characters in  What are the names of  Who hat did the characters
in the story? the story scared? the story? the characters in the feel?
 If you felt sad, what will you  What can you do so that  Why do the characters have story?  What made you say so?
do to feel happy? you will not be scared the same letters in their  What did you learn from the  How were these feelings
anymore? names? story? expressed?
 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 learners to do
Period 2 their assigned tasks within the allotted time.
Work Period 2
Emotions Pattern
Teacher-Supervised
Activity
(KTG, p. 73)
Competencies  Complete patterns
(MKSC-00-19)
 Reproduce and extend patterns
(MKSC-00-20)
 Create own patterns (MKSC-
00-21)
 Transform/translate patterns
from one form to another
(MKSC-00-22)
 Complete patterns,
reproduce and extend
Learning Checkpoints patterns, create their own
patterns, and transform/
translate patterns from one
form to another
 Worksheet: Count and Add (KTG, p. 76)
Independent Activities  Worksheet: Patterns (KTG, p. 76)
 Same Numbers Spot
 Worksheet: Number Match
Playdough Emotions
(KTG, p. 74)
 Nakikilala ang mga
pangunahing
emosyon (tuwa,
takot, galit, at
lungkot)
(SEKPSE-00-11)
 Naisasagawa ang mga
sumusunod na
kasanayan: pagmomolde
ng luwad (clay), pagbuo
ng puzzles (KPKFM-00-
1.5)
 Nakapagmomolde ng
luwad (clay) sa nais na
anyo (SKMP-00-6)
 Mold playdough into
recognizable figures
Graphing Emotions
(KTG, p. 74-75)
 Count objects with one-to-
one correspondence up to
quantities of 10
(MKC-00-7)
 Compare two groups of
objects to decide which is
more or less, or if they are
equal
(MKC-00-8)
 Create simple pictographs
(MKAP-00-2)
 Discuss simple pictographs
(MKAP-00-3)
 Compare two groups of
objects to decide which is
more or less, or if they are
equal
 Create and discuss simple
pictographs
Writing Number (2) Hand Game
(KTG, p. 73-74)
 Recognize and  Count objects with one-to-
identify numerals 0 to one correspondence up to
10 (MKC-00-2) quantities of 10
 Read and write numerals (MKC-00-7)
0 to 10 Tell that the quantity of a set
(MKC-00-3) of objects does not change
even though the arrangement
has changed (i.e., the child
should be able to tell that one
set of counters placed in one-
to-one correspondence and
then rearranged still has the
same quantity)
(MKSC-00-23)
 Add quantities up to 10 using
concrete objects (MKAT-00-
 8)
 Trace and write number 2  Tell that the quantity of a
set of objects does not
change even though the
arrangement has
changed
  Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 Recognize the words “put together,” “add to,” and “in all” that indicates the act of adding whole numbers (MKAT-00-26)
 Combine elements of two sets using concrete objects to represent the concept of addition (MKAT-00-3)
Competencies  Add quantities up to 10 using concrete objects (MKAT-00-8)
 Naisasagawa ang mga sumusunod na kasanayan: pagpilas, paggupit, pagdikit ng papel (KPKFM-00-1.3)
 Complete patterns (MKSC-00-19)
 Tell which two letters, numbers, or words in a group are the same (LLKVPD-Ie-4)
 Match numerals to a set of concrete objects from 0 to 10 (MKC-00-4)
 Combine elements of two sets using concrete objects to represent the concept of addition and add quantities of up to 3 using concrete
 Arrange objects one after another in a series/sequence according to size and describe their relationship (big/bigger/biggest or small/smaller/smallest)
Learning Checkpoints  Understand the number concept of 1-3
 Identify which numbers in a given set are the same
 Match the same numbers
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, the teacher tells
Light Physical Activity the learners to start packing away the materials they used and be ready for Indoor/Light Physical Activity. A transition song or countdown may be used.
Indoor Activity/ Light Physical Activity
Feelings Dance Unstructured Free Play Feelings Hopscotch Unstructured Free Play Feelings Parade
Activities (KTG, p. 77) (KTG, p. 77) (KTG, p. 78)
Competencies  Naisakikilos ang sariling  Naisasagawa ang mga  Nakikilala ang mga  Naisasagawa ang mga  Nakikilala ang mga
kakayahan sa iba’t ibang sumusunod na kilos pangunahing sumusunod na kilos pangunahing
paraan, hal. pag-awit, lokomotor sa pagtugon sa emosyon (tuwa, takot, lokomotor sa pagtugon sa emosyon (tuwa, takot,
pagsayaw, at iba pa ritmong mabagal at mabilis galit, at lungkot) ritmong mabagal at mabilis galit, at lungkot)
(SEKPSE-If-2) (paglakad, pagtakbo, (SEKPSE-00-11) (paglakad, pagtakbo, (SEKPSE-00-11)
 Nakikilala ang mga pagkandirit,  Nakasasali sa mga laro, o pagkandirit,  Nakasasali sa mga laro, o
pangunahing emosyon paglundag/pagtalon, anumang pisikal na gawain paglundag/pagtalon, anumang pisikal na gawain
(tuwa, takot, galit, at lungkot) paglukso) at iba’t ibang paraan ng paglukso) at iba’t ibang paraan ng
(SEKPSE-00-11) (KPKGM-Ie-2) pag-eehersisyo (KPKPF- (KPKGM-Ie-2) pag-eehersisyo
 Nakagagalaw (martsa,  Nagagamit ang mga kilos 00-1)  Nagagamit ang mga kilos (KPKPF-00-1)
palakpak, tapik, padyak, lokomotor at di-lokomotor  Nagagamit ang mga kilos lokomotor at di-lokomotor Nagagamit ang mga
lakad, lundag at iba pa) sa paglalaro, pag- eehersiyo, lokomotor at di-lokomotor sa paglalaro, pag- eehersiyo, kilos lokomotor at di-
nang angkop sa ritmo at pagsasayaw sa paglalaro, pag- pagsasayaw lokomotor sa paglalaro,
indayog bilang tugon sa (KPKGM-Ig-3) eehersisyo, pagsasayaw (KPKGM-Ig-3) pag- eehersisyo,
himig na (KPKGM-Ig-3) pagsasayaw (KPKGM-
napapakinggan/awit na Ig-3)
kinakanta  Listen discriminately and
(KPKPF-Ia-2) respond appropriately,
i.e., speak loudly/softly
when asked, asked to
adjust volume of
television/radio (LLKAPD-
Id-6)
  Naisasagawa ang
paggalaw/pagkilos ng
iba’tibang bahagi ng katawan
sa saliw ng awitin nang may
kasiyahan (KPKGM-Ia-1)
 Naisasagawa ang mga
sumusunod na kilos lokomotor
sa pagtugon sa ritmong
mabagal at mabilis (paglakad,
pagtakbo, pagkandirit,
paglundag/pagtalon,
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)

 Interpret emotions in music

Learning Checkpoints  Participate actively in games
 Listen discriminately and respond appropriately
Transition to Meeting 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 activities in Meeting
Time 3 Time 3. A transition song or countdown may be used.
Meeting Time 3
 Learners share how they  Learners share what they  Learners identify the same  Learners identify the same  Learners identify the same
express their feelings with the do when they are angry or numbers in a group. letters in a group. words in a group.
Activities people around them. scared.
 Learners share what they
do when they are happy or
sad.
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 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 by: Noted by:

MECHELL R. PALDO ELSIE B. SUMBILLA MERLINDA P. SANCHEZ, EdD

Teacher III Master Teacher In-Charge Principal III