Kindergarten School Teaching Dates November 14-18, 2022

Daily Lesson Log Teacher Week No. 2

Content Focus Mga Bumubuo sa Pamilya Quarter Second
Most Essential
Learning Natutukoy kung sino-sino ang bumubuo ng pamilya (KMKPPam-00-2)
Competencies

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME
(November 14, 2022) (November 15, 2022) (November 16, 2022) (November 17, 2022) (November 18, 2022)
Arrival Time
(7:30am-7:40am)
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
(7:40am-7:50am)
Messages Ang pamilya ay binubuo ng Ang lolo at lola ay ama at ina Ang tito at tita ay kapatid o Pinsan ang tawag mo sa anak May mga miyembro ng ating
nanay, tatay, ate, kuya at ng iyong tatay at nanay. pinsan ng iyong nanay at ng iyong tito o tita. pamilya ang hindi natin
bunso. tatay. kasamang nakatira sa
tahanan.

Questions  Sino-sino ang bumubuo sa  Ano ang tawag natin sa
isang pamilya? mga magulang ng ating
nanay at tatay?
 Paano natin maipapakita
at maipadadama ang
pagmamahal sa ating mga
lolo at lola?
 Ano ang tawag natin sa
mga kapatid o pinsan ng
ating nanay at tatay?
(Hikayatin ang mga bata na
ibahagi sa klase ang
masasayang karanasan nila
kasama ang kanilang mga
tito at tita.)
 Ano ang tawag natin sa  Mayroon ba kayong mga
anak ng ating mga tito at miyembro ng pamilya na
tita? hindi ninyo kasamang
naninirahan sa inyong
(Hikayatin ang mga bata na tahanan?
ibahagi sa klase ang
masasayang karanasan nila
kasama ang kanilang mga
pinsan.)

Competencies  Natutukoy kung sino-sino ang bumubuo ng pamilya (KMKPPam-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 tasks within the
Period 1 allotted time.
Work Period 1
(7:50am-8:35am)
Teacher-Supervised Thank You” Card Popsicle Stick: Grandma and Story Sequence “I Share, They Share” mini Who Does What?
 Activity Introduce Letter Ff
(KTG, p. 168)
 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)
Competencies  Naisasagawa ang mga
sumusunod na kasanayan:
pagpilas/paggupit/pagdikit
ng papel
(KPKFM-00-1.3)
 Naipakikita ang
pagmamahal sa mga kasapi
ng pamilya at sa
nakatatanda sa
pamamagitan ng pagsasabi
ng “Hindi ko po sinasadya;
Salamat po; Walang
anuman” kung
kinakailangan
(KMKPPam-00-5)
 Express polite words to
their family members
Learning Checkpoints
through a card
 Letter Mosaic: Ff, Tt (KTG, p. 171)
 Letter Lacing Cards: Ff, Tt (KTG, p. 171)
Independent Activities
 Go Fish (KTG, p. 172)
 Spot and sound the letters Ff, Tt (KTG, p. 172)
Grandpa Introduce Letter Tt
(KTG, p. 169)
• Natutukoy kung sino-sino  Naipakikita ang
ang bumubuo ng pamilya pagmamahal sa mga
(KMKPPam-00-2) kasapi ng pamilya at sa
 Nakaguguhit, nakatatanda sa
nakakapagpinta, at pamamagitan ng: -
nakatagkukulay ng iba’t pagsunod nang maayos sa
ibang bagay o gawain mga utos/kahilingan -
(dekorasyon sa “name pagmamano/paghalik -
tag,” kasapi ng mag- paggamit ng magagalang
anak, gawain ng bawa’t na pagbati/pananalita -
kasapi ng mag-anak) pagsasabi ng mga salitang
(SKMP-00-2) may pagmamahal (I love
 Nakagugupit at you Papa/Mama) -
nakakapagdikit ng iba’t pagsasabi ng “Hindi ko po
ibang hugis na may iba’t sinasadya”, ”Salamat
ibang tekstura po”, “Walang anuman”,
 (SKMP-00-4) kung kinakailangan
(KMKPPam-00-5)
 Explore simple cause-and-
effect relationships in
familiar events and
situations
(PNEKE-00-5)
 Identify sequence of events
(before, after, first, next,
last)
(MKSC-00-9)
 Participate actively in a
dialog or conversation of
familiar topics
(LLKOL-00-1)
 Make popsicle stick  Arrange events in stories
puppet about their in correct sequence
grandmother or
grandfather.
book (KTG, p. 170-171)
(KTG, p. 170)
 Nakaguguhit,  Nakaguguhit,
nakapagpipinta at nakapagpipinta at
nakapagkukulay ng iba’t nakapagkukulay ng iba’t
ibang bagay o gawain ibang bagay o gawain
(dekorasyon sa “name (dekorasyon sa “name
tag”, kasapi ng mag-anak , tag”, kasapi ng mag-anak
gawain ng bawat kasapi ng , gawain ng bawat kasapi
mag-anak, mga alagang ng mag-anak, mga
hayop mga halaman sa alagang hayop mga
paligid) halaman sa paligid)
(SKMP-00-2) (SKMP-00-2)
 Nagkakaroon ng  Nagkakaroon ng
kamalayan sa damindamin kamalayan sa
ng iba (SEKEI-00-2) damindamin ng iba
 Naipakikita ang pag- (SEKEI-00-2)
unawa sa nangyayari o  Naipakikita ang pag-
kasalukuyang sitwasyon at unawa sa nangyayari o
nakapaghihintay sa kasalukuyang sitwasyon
tamang oras na matugunan at nakapaghihintay sa
ang tamang oras na
gusto/pangangailangan matugunan ang
(SEKPSE-00-10) gusto/pangangailangan
(SEKPSE-00-10)
 Show through drawings  Identify who does the
what their family members different chores in their
share with one another home
  Nakagugupit at nakapagdidikit ng iba’t ibang hugis na may iba’t ibang tekstura (SKMP-00-4)
 Identify the letters of the alphabet (mother tongue, orthography (LLKAK-Ih-3)
 Naisasagawa ang mga sumusunod na kasanayan: pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
 Naisasagawa ang mga sumusunod na kasanayan: pagbakat, pagkopya ng larawan, hugis, at titik (KPKFM-00-1.4)
Competencies  Completes patterns (MKSC-00-19)
 Name objects that begin with a particular letter of the alphabet (LLKV-00-5)
 Tells which two letters, numbers, or words (pictures) in a group are the same (LLKVPD-Ie-4)
 Nakapaghihintay ng kanyang pagkakataon (KAKPS-00-12)
 Naipakikita ang pagpapahalaga sa maayos na pakikipaglaro (KAKPS-00-19)
 Identify and give the sound of the letters Ff, Tt
Learning Checkpoints  Represent the letters Ff, Tt in creative ways
 Match the pictures correctly
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
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
(8:35am-8:45am)
Questions/Activity The learners show and talk Song: F is for flower Song: “Tap Your Toe” The learners show and talk The learners show and talk
about their “Thank you” about their mini books. about their pictograph.
cards.
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
Transition to Health 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
(8:45am-9:10am)
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
Story Time
(9:10am-9:25am)
Story
Pre-reading Activity  Theme: Any age and  Theme: Any age and  Theme: Any age and  Theme: Any age and  Theme: Any age and
culturally appropriate culturally appropriate culturally appropriate culturally appropriate culturally appropriate
story about using polite story about obeying story about forgiveness. story about sharing in the story about helping with
words. parents. family. the household chores.
 Define difficult words.
 Define difficult words.  Define difficult words.  Define difficult words.  Define difficult words.
 Motivation question: When  Motivation question:
 Motivation question: What  Motivation question: Do do you say “I’m sorry” to  Motivation question: What What chores do you do at
polite words do you use at you obey your parents? your family members? things do you share with home? Do you like doing
 home?
 Motive question: What do
you think are the polite
words in the story?
During Reading Ask comprehension questions.
Post Reading  What polite words were
used in the story?
 Which of those polite words
do you use at home? When
do you use them?
Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells
Period 2 the learners to do their assigned tasks within the allotted time.
Work Period 2
(9:25am-10:05am)
Teacher-Supervised Number Book (quantities of
Activity 8)
 Pagpilas/paggupit/
pagdikit ng papel
(KPKFM-00-1.3)
 Count objects with one-
to-one correspondence
up to quantities of 10
(MKC-00-7)
 Recognize and identify
Competencies numerals 0 to 10
(MKC-00-2)
 Read and write numerals
0 to 10
(MKC-00-3)
 Match numerals to a set
of concrete objects from
0 to 10
(MKC-00-4)
Why or why not?
 Motive question: What do
you think will the main
character in the story do
when tell to obey?
 Did the main character
obey his/her parents in the
story?
 What happens when we
obey/ disobey our parents?
Number Book (quantities of
8)
 Count objects with one-to-
one correspondence up to
quantities of 10
(MKC-00-7)
 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
(MKAT-00-3)
When do they say “I’m
sorry” to you?
 Motive question: What do
you think will the main
character in the story do
when someone says, “I’m
sorry” to him/her?
 Was there forgiveness in
the story? How did it
happen?
Who Has More? (Quantities
of 8)
• Count objects with one-to-  Count objects with one-to-  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)
 Identify sets with one more  Identify sets with one more  Identify sets with one
or one less element
(MKC-00-8)
your family members?
What things do they share
with you?
 Motive question: How was
sharing shown in the
story?
 What did the family
members share with one
another?
 How do you feel when
your family members
share with one another?
Who Has Less? (Quantities
of 8)
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)
or one less element
(MKC-00-8)
them?
 Motive question: What
are the household chores
of the main character in
the story? Does he/she
enjoy doing them?
 What are the household
chores of the main
character in the story?
Did he/she enjoy doing
them?
 What would happen if we
do not do our household
chores?
Comparing Quantities: A
Game for Partners
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)
more or one less element
(MKC-00-8)
  Match pictures and  Explore given  Compare two groups of  Compare two groups of  Compare two groups of
numerals to a set combinations that make a objects and identify sets objects and identify sets objects to decide which is
Learning Checkpoints
given quantity with one more element with one less element more or less, or if they
are equal
 Playdough Numerals (0-8)
 Writing Paper (8)
Independent Activities
 Sorting Objects
 Counting Boards
 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)
Competencies  Read and write numerals 0 to 10 (MKC-00-3)
 Naipakikita ang pagpapahalaga sa maayos na pakikipaglaro (KAKPS-00-19)
 Nakapagmomolde ng luwad (clay) sa nais na anyo (SKMP-00-6)
 Identify numerals 0 to 8
 Sort and write numerals 1 to 8
Learning Checkpoints  Compare two groups of objects to decide which is more or less, or if they are equal; identify sets with one more or one less element
 Combine elements of two sets using concrete objects to represent the concept of addition
 Take away a quantity from a given set using concrete objects to represent the concept of subtraction
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
Transition to Indoor/
minutes, 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
Light Physical Activity
countdown may be used.
Indoor Activity/ Light Physical Activity
(10:05am-10:25am)
Role Playing on using polite Role Playing on obeying Role Playing on asking Role Playing on sharing at Role Playing on helping with
Activities words and actions at home. parents. forgiveness in the family. home. household chores.
(KTG, p. 176-177) (KTG, p. 176-177) (KTG, p. 177-178) (KTG, p. 178) (KTG, p. 178)
Competencies  Naipakikita ang  Naipakikita ang  Naipakikita ang  Naipakikita ang  Naipakikita ang
kahandaan na sumubok ng kahandaan na sumubok ng kahandaan na sumubok ng kahandaan na sumubok ng kahandaan na sumubok
bagong karanasan bagong karanasan bagong karanasan bagong karanasan ng bagong karanasan
(SEKPSE-IIIc-6) (SEKPSE-IIIc-6) (SEKPSE-IIIc-6) (SEKPSE-IIIc-6) (SEKPSE-IIIc-6)
 Nakikilala ang mga  Nakikilala ang mga  Nakikilala ang mga  Nakikilala ang mga  Nakikilala ang mga
pangunahing emosyon pangunahing emosyon pangunahing emosyon pangunahing emosyon pangunahing emosyon
(tuwa, takot, galit, at (tuwa, takot, galit, at (tuwa, takot, galit, at (tuwa, takot, galit, at (tuwa, takot, galit, at
lungkot) lungkot) lungkot) lungkot) lungkot)
(SEKPSE-00-11) (SEKPSE-00-11) (SEKPSE-00-11) (SEKPSE-00-11) (SEKPSE-00-11)
 Nagkakaroon ng  Nagkakaroon ng  Nagkakaroon ng  Nagkakaroon ng  Nagkakaroon ng
kamalayan sa damdamin kamalayan sa damdamin kamalayan sa damdamin kamalayan sa damdamin kamalayan sa damdamin
ng iba ng iba ng iba ng iba ng iba
(SEKEI-00-2) (SEKEI-00-2) (SEKEI-00-2) (SEKEI-00-2) (SEKEI-00-2)
 Participate actively in a  Participate actively in a  Participate actively in a  Participate actively in a  Participate actively in a
dialog or conversation of dialog or conversation of dialog or conversation of dialog or conversation of dialog or conversation of
 familiar topics
(LLKOL-00-10)
 Use polite greetings and
courteous expressions in
appropriate situations -
Good Morning/Afternoon
- Thank You/You’re
Welcome -Excuse Me/I’m
Sorry - Please…./May
I….. (LLKOL-Ia-1)
 Naipakikita ang
pagmamahal sa mga
kasapi ng pamilya at sa
nakatatanda sa
pamamagitan ng
pagsunod nang maayos sa
mg autos/kahilingan;
pagmamano/paghalik;
paggamit ng magagalang
na pagbati/pananalita;
pagsasabi ng mga salitang
may pagmamahal;
pagsasabi ng “Hindi ko
po sinasadya, Salamat po,
Walang anuman” kung
kinakailangan
(KMKPPam-00-5)
 Naikukuwento ang mga
ginagawa ng pamilya
nang sama-sama
(KMKPPam-00-6)
familiar topics
(LLKOL-00-10)
 Use polite greetings and
courteous expressions in
appropriate situations -
Good Morning/Afternoon
- Thank You/You’re
Welcome -Excuse Me/I’m
Sorry - Please…./May
I….. (LLKOL-Ia-1)
 Naipakikita ang
pagmamahal sa mga
kasapi ng pamilya at sa
nakatatanda sa
pamamagitan ng
pagsunod nang maayos sa
mg autos/kahilingan;
pagmamano/paghalik;
paggamit ng magagalang
na pagbati/pananalita;
pagsasabi ng mga salitang
may pagmamahal;
pagsasabi ng “Hindi ko
po sinasadya, Salamat po,
Walang anuman” kung
kinakailangan
(KMKPPam-00-5)
 Naikukuwento ang mga
ginagawa ng pamilya
nang sama-sama
(KMKPPam-00-6)
familiar topics
(LLKOL-00-10)
 Use polite greetings and
courteous expressions in
appropriate situations -
Good Morning/Afternoon
- Thank You/You’re
Welcome Excuse Me/I’m
Sorry - Please…./May
I….. (LLKOL-Ia-1)
 Naipakikita ang
pagmamahal sa mga
kasapi ng pamilya at sa
nakatatanda sa
pamamagitan ng
pagsunod nang maayos sa
mg autos/kahilingan;
pagmamano/paghalik;
paggamit ng magagalang
na pagbati/pananalita;
pagsasabi ng mga salitang
may pagmamahal;
pagsasabi ng “Hindi ko
po sinasadya, Salamat po,
Walang anuman” kung
kinakailangan
(KMKPPam-00-5)
 Naikukuwento ang mga
ginagawa ng pamilya
nang sama-sama
(KMKPPam-00-6)
familiar topics
(LLKOL-00-10)
 Use polite greetings and
courteous expressions in
appropriate situations -
Good Morning/Afternoon
- Thank You/You’re
Welcome - Excuse Me/I’m
Sorry - Please…./May
I….. (LLKOL-Ia-1)
 Naipakikita ang
pagmamahal sa mga
kasapi ng pamilya at sa
nakatatanda sa
pamamagitan ng
pagsunod nang maayos sa
mg autos/kahilingan;
pagmamano/paghalik;
paggamit ng magagalang
na pagbati/pananalita;
pagsasabi ng mga salitang
may pagmamahal;
pagsasabi ng “Hindi ko
po sinasadya, Salamat po,
Walang anuman” kung
kinakailangan
(KMKPPam-00-5)
 Naikukuwento ang mga
ginagawa ng pamilya
nang sama-sama
(KMKPPam-00-6)
familiar topics
(LLKOL-00-10)
 Use polite greetings and
courteous expressions in
appropriate situations -
Good Morning/Afternoon
- Thank You/You’re
Welcome - Excuse Me/I’m
Sorry - Please…./May
I….. (LLKOL-Ia-1)
 Naipakikita ang
pagmamahal sa mga
kasapi ng pamilya at sa
nakatatanda sa
pamamagitan ng
pagsunod nang maayos
sa mg autos/kahilingan;
pagmamano/paghalik;
paggamit ng magagalang
na pagbati/pananalita;
pagsasabi ng mga
salitang may
pagmamahal; pagsasabi
ng “Hindi ko po
sinasadya, Salamat po,
Walang anuman” kung
kinakailangan
(KMKPPam-00-5)
 Naikukuwento ang mga
ginagawa ng pamilya
nang sama-sama
(KMKPPam-00-6)

 Use polite words appropriately

 Obey their parents in the role play activity
Learning Checkpoints  Show and ask for forgiveness in their role play activity
 Share with their family members in their role play activity
 Show how to do different household chores
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
Time 3 activities in Meeting Time 3. A transition song or countdown may be used.
Meeting Time 3
(10:25am-10:30am
 Activities  The learners talk about  The learners talk about  The learners talk about  The learners talk about  The learners talk about
their family members. their grandmother or their uncle and aunties. their fun activities with the family members who
grandfather. their cousins. are not living with them.
Wrap-Up Questions/  The teacher takes note if  The teacher takes note if  The teacher takes note if  The teacher takes note if  The teacher takes note if
Activity the learners are able to the learners are able to the learners are able to the learners are able to the learners are able to
identify the members of talk about their happy share their experiences talk about their share stories about their
the family through the experiences together with with their uncles and experiences with their family members who are
family song. their grandmother or aunties. cousins. not living with them.
grandfather,
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?