Kindergarten School Teaching Dates

Daily Lesson Log Teacher Week No. 1

Content Focus Ako ay Kasapi ng Pamilya Quarter Second
Most Essential
Learning Natutukoy na may pamilya ang bawat isa (KMKPPam-00-1)
Competencies

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME
(November 7, 2022) (November 8, 2022) (November 9, 2022) (November 10, 2022) (November 11, 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 Ako ay kasapi ng pamilya. Ang bawat isa ay may Ang pamilya ay maaaring Ang isang pamilya ay dapat Ang isang pamilya ay
pamilya. Ang pamilya ay maliit o malaki. Binubuo ng sama-sama sa mga magiging masaya kung may
binubuo ng tatay, nanay. tatay, nanay, kuya, ate, at mahahalagang gawain, tulad pagmamahal at paggalang sa
kuya, ate, at bunso. Sila ang bunso ang maliit na pamilya, ng salo-salo sa hapag kainan, isa’t-isa. Napapanatili nito
tinatawag na miyembro ng samantalang ang malaking magsimba ng magkakasama, ang kapayapaan sa loob ng
pamilya. pamilya ay binubuo naman ni mamasyal ng sama-sama, at tahanan at nagpapabuti sa
tatay, nanay, kuya, ate, iba pa. Sa pamamagitan nito, relasyon ng bawat isa.
bunso, kasama sina lolo at nagkakaroon ng matibay na Naipapakita ito sa
lola. pagsasamahan at magandang pamamagitan ng pagsunod
relasyon sa bawat isa. sa mga nakatatanda,
pakikipag usap ng may
paggalang at tamang
pagtrato sa bawat isa.

Questions  Sino ang kasama mo sa  Sino sino ang bumubuo sa  Ilan ang kasapi o  Ano ang madalas gawin ng  Paano maipapakita o
tahanan? isang pamilya? miyembro ng iyong iyong pamilya nang sama- maipadarama ang
pamilya? Kayo ba ay may sama? paggalang at
 Ano ang tawag mo sa mga malaking pamilya o maliit pagmamahalan ng isang
taong kasama mo sa na pamilya? pamilya?
tahanan?

Competencies  Natutukoy na may pamilya ang bawat isa (KMKPPam-00-1)

 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 Shape Frames: My Family Name Designs: Different Popsicle Stick Family Mini-book of Family “I Love My Family” Poster
Activity Introduce Letter Mm Ways Family Members are Introduce Letter Aa Activities (KTG, p. 155)
(KTG, p. 153) Called (KTG, p. 154) (KTG, p. 154-155)
(KTG, p. 153-154)
 Natutukoy kung sino-sino  Natutukoy kung sino-sino • Natutukoy kung sino-sino  Natutukoy kung sino-sino  Natutukoy kung sino-sino
ang bumubuo ng pamilya ang bumubuo ng pamilya ang bumubuo ng pamilya ang bumubuo ng pamilya ang bumubuo ng pamilya
(KMKPPam-00-2) (KMKPPam-00-2) (KMKPPam-00-2) (KMKPPam-00-2) (KMKPPam-00-2)
 Describe objects based  Name the beginning  Nakaguguhit,  Naisasagawa ang mga  Naipapakita ang
on attributes/properties letters of their..family nakakapagpinta, at sumusunod na kasanayan: pagmamahal sa mga
(shapes, sizes, its use, members’ names nakatagkukulay ng iba’t pagpilas/paggupit/pagdikit kasapi ng pamilya at sa
and functions) (LLKAK-Ic-2) ibang bagay o gawain ng papel (KPKFM-00- nakatatanda
(MKSC-00-4)  Nakaguguhit, (dekorasyon sa “name 1.3); pagbakat, pagkopya (KMKPPam-00-5)
 Count objects with one- nakakapagpinta, at tag,” kasapi ng mag- ng larawan, hugis, at titik  Nakaguguhit,
to- one correspondence nakatagkukulay ng iba’t anak, gawain ng bawa’t (KPKFM-00-1.4) nakakapagpinta, at
up to quantities of 10 ibang bagay o gawain kasapi ng mag-anak)  Naikukuwento ang mga nakatagkukulay ng iba’t
(MKC-00-7) (dekorasyon sa “name (SKMP-00-2) ginagawa ng pamilya nang ibang bagay o gawain
 Nakalilikha ng iba’t tag,” kasapi ng mag-anak,  Nakagugupit at sama-sama (dekorasyon sa “name
ibang bagay sa gawain ng bawa’t kasapi nakakapagdikit ng iba’t (KMKPPam-00-6) tag,” kasapi ng mag-
pamamagitan ng ng mag-anak) ibang hugis na may iba’t  Trace, copy, and write the anak, gawain ng bawa’t
Competencies ibang tekstura
malayang pagguhit (SKMP-00-2) letters of the alphabet kasapi ng mag-anak)
(SKMP-00-1)  Nakagugupit at (SKMP-00-4) (LLKH-00-3) (SKMP-00-2)
 Naisasagawa ang mga nakakapagdikit ng iba’t  Write one’s given name  Nakagugupit at
sumusunod na ibang hugis na may iba’t (LLKH-00-5) nakakapagdikit ng iba’t
kasanayan: ibang tekstura ibang hugis na may iba’t
Pagpilas/paggupit/pagdi (SKMP-00-4) ibang tekstura
kit ng papel (SKMP-00-4)
(KPKFM-00-1.3)  Trace, copy, and draw
 Napagsisikapang familiar figures
matapos ang sinimulang (LLKH-00-2)
gawain sa itinakdang  Trace, copy, and write the
oras letters of the alphabet
(KAKPS-00-1) (LLKH-00-3)
 Write one’s given name
(LLKH-00-5)
Learning Checkpoints  Identify the members of  Say how they call each  Represent the members of  Recognize pictures of  Integrate the concepts
the family family member their family who do not family activities learned during the week
 Draw the members of  Design the name cards of live with them in their family poster
 their family their family members
using different materials
 Letter Lacing: Mm, Aa (KTG, p. 155)
 Let’s write Mm, Aa (KTG, p. 156)
Independent Activities
 Mosaic: Mm, Aa (KTG, p. 156)
 Poster of words that begin with Mm, Aa (KTG, p. 156-157)
 Identify the letters of the alphabet (mother tongue, orthography) (LLKAK-Ih-3)
 Give the sound of each letter (mother tongue, orthography) (LLKAK-Ih-7)
 Pagpilas/paggupit/pagdikit ng papel (KPKFM -00-1)
 Identify the letters of the alphabet (mother tongue, orthography) (LLKAK-Ih-3)
 Trace, copy, and write the letters of the alphabet (LLKH-00-3)
Competencies
 Match the letter sound to its letter form (LLKAK-Ih-5)
 Naisasagawa ang mga sumusunod na kasanayan pagbakat, pagkopya ng larawan, hugis, at titik (KPKFM-00-1.4)
 Completes patterns (MKSC-00-19)
 Name objects that begin with a particular letter of the alphabet (LLKV-00-5)
 Express simple ideas through symbols (e.g., drawings, invented spelling) (LLKC-00-1)
 Identify that they belong to a family
 Identify the members of their family
 Identify the letters Mm and Aa
Learning Checkpoints  Give the sound of letters Mm and Aa
 Trace, copy and write the letters Mm and Aa
 Name objects that begin with the letters Mm and Aa
 Express their simple ideas through drawing, coloring, lacing, tracing, copying, paper tearing, cutting, pasting
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 The learners show and The learners show and The learners show and The learners show and
describe their Family Portrait. describe their name designs. describe their Popsicle Stick describe their Mini-book. describe their “I love my
Family. family” poster.
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 a
culturally appropriate
story about members of the
family.
 Define difficult words.
 Motivation question: Who
are the members of your
family?
 Motive question: Who do
you think are the members
of the family in the story?
During Reading Ask comprehension questions.
Post Reading  Who are the members of
the family in the story?
 What did each family
member do in the story?
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)
Number Stations (quantities
Teacher-Supervised
of 7) (KTG, p. 157)
Activity
Competencies  Tell that the quantity of a
set of objects does not
change even though the
arrangement has changed
(MKSC-00-23)
 Theme: Any age and
culturally appropriate
story about different kinds
of family.
 Define difficult words.
 Motivation question: How
many members does your
family?
 Motive question: How
many members do you
think does the family in
the story have?
 How many members does
the family in the story
have?
 Would you rather have a
big or small family? Why?
Who Has More?
(KTG, p. 157-158)
 Count objects with on- to-
one correspondence
(MKSC-00-7)
 Create simple pictographs
(MKAP-00-2)
 Discuss simple
 Theme: Any age and a
culturally appropriate
story about the extended
family
 Define difficult words.
 Motivation question: Do
you have family members
who do not live with you?
How do you feel about
family members who do
not live with you?
 Motive question: How do
the characters feel about
their family members who
do not live with them?
 How do the characters feel
about their family
members who do not live
with them?
Are You the Eldest or the
Youngest? (KTG, p. 158)
 Natutukoy kung sino-sino  Natutukoy kung sino-sino
ang bumubuo ng pamilya
(KMKPPam-00-2)
 Identify the 1st, 2nd, 3rd,  Identify the 1st, 2nd, 3rd,
up to 10th object in a
given set
 Theme: Any age and a
culturally appropriate
story about fun family
activities
 Define difficult words.
 Motivation question: What
does your family do to
have fun?
 Motive question: What will
the family in the story do to
have fun?
 What activities did the
family in the story do to
have fun?
 What might happen if your
family does not do fun
things together?
Hand game (concrete
quantities of 7)
(KTG, p, 158)
ang bumubuo ng pamilya
(KMKPPam-00-2)
up to 10th object in a given
set
 Theme: Any age and a
culturally appropriate
story about loving the
members of the family.
 Define difficult words.
 Motivation question: How
do you show your love for
your family members?
 Motive question: What did
the family in the story do
to show their love for
each member?
 How did the family
members in the story show
their love to one another?
 What do you do when
family members fight each
other?
Lift the bowl (concrete
quantities of 7)
(KTG, p. 159)
 Combine elements of two
sets using concrete
objects to represent the
concept of addition
(MKAT-00-3)
 Add quantities up to 10
 pictographs (MKAP-00-3) (MKC-00-11) (MKC-00-11) using concrete objects
 Read and write numerals (MKAT-00-8)
0 to 10  Use a variety of materials
(MKC-00-3) and communicate
 Arrange the numbers from strategies used to
least to greatest determine answers to
(MKC-00-6) addition and subtraction
 Compare two groups of problems listened to
objects to decide which is (MKAT-00-10)
more or less, or if they are
equal
(MKC-00-8)
 Trace, copy and write the
letters of the alphabet
(LLKH-00-3)
 Tell that the quantity of  Say whether their family  Say their position as a  Add quantities up to 10  Add quantities up to 10
the set of objects does not is big or small compared child in their family using concrete objects using concrete objects
Learning Checkpoints change even though the to others
arrangement has been  Create and discuss a
changed simple pictograph
 It’s A Match (KTG, p. 159)
 Writing Paper (7) (KTG, p. 160)
Independent Activities
 Number Snap (KTG, p. 160)
 Playdough Numerals (0-7) (KTG, p. 160)
 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)
 Count objects with one-to-one correspondence up to quantities of 7
 Match numerals to correct quantities up to 7
Learning Checkpoints
 Explore other materials such pebbles, popsicle sticks, and blocks
 Read and write the numeral 7
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)
Listen And Catch Open the Basket Everybody Do This Do A Little Action Song: “I love you”
Activities
(KTG, p. 160-161) (KTG, p. 161) (KTG, p. 161-162) (KTG, p. 162) (KTG, p. 162)
Competencies  Natatawag ang mga  Nakasasali sa mga laro, o  Naisasagawa ang  Naisasagawa ang  Nakagagalaw nang
 kalaro at ibang tao sa anumang pisikal na paggalaw/pagkilos ng paggalaw/pagkilos ng iba’t angkop sa ritmo at
kanilang pangalan gawain at iba’t ibang iba’t ibang bahagi ng ibang bahagi ng katawan indayog bilang tugon sa
(KAKPS-00-13) paraan ng pag-eehersisyo katawan sa saliw ng sa saliw ng awitin nang himig na
 Nakasasali sa mga laro, o (KPKPF-00-1) awitin nang may may kasiyahan napapakinggan/awit na
anumang pisikal na  Naipakikita ang kasiyahan (KPKGM-Ia- (KPKGM-Ia-1) kinakanta
gawain at iba’t ibang pagpapahalaga sa 1)  Nagagamit ang mga kilos (KPKPF-Ia-2)
paraan ng pag-eehersisyo maayos na pakikipaglaro  Nagagamit ang mga kilos lokomotor at di-lokomtor  Naipapakita ang
(KPKPF-00-1) (KAKPS-00-19) lokomotor at di-lokomtor sa paglalaro, pagmamahal sa mga
 Naipakikita ang  Nakapaghihintay ng sa paglalaro, pageehersisyo, kasapi ng pamilya at sa
pagpapahalaga sa kanyang pagkakataon pageehersisyo, pagsasayaw nakatatanda
maayos na pakikipaglaro (KAKPS-00-12) pagsasayaw (KPKGM-Ig-3) (KMKPPam-00-5)
(KAKPS-00-19)  Naisasagawa ang mga (KPKGM-Ig-3)  Nakagagalaw nang angkop  Sort and classify objects
 Nakapaghihintay ng sumusunod na kilos sa ritmo at indayog bilang according to one attribute
kanyang pagkakataon lokomotor sa pagtugon sa tugon sa himig na (MKSC-00-6)
(KAKPS-00-12) ritmong mabagal at napapakinggan/awit na
 Naisasagawa ang mga mabilis (paglakad, kinakanta
sumusunod na kilos pagtakbo, pagkandirit, (KPKPF-Ia-2)
lokomotor sa pagtugon sa paglundag/pagtalon,
ritmong mabagal at paglukso)
mabilis (paglakad, (KPKGM-Ie-2)
pagtakbo, pagkandirit,
paglundag/pagtalon,
paglukso)
(KPKGM-Ie-2)
 Listen attentively and respond when their name is called by their classmates
 Follow the instructions of the game
Learning Checkpoints  Think of and demonstrate actions to the song appropriately
 Think of and demonstrate actions to the song appropriately
 Sing the song with feeling
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 sing a song  The learners talk about  The learners recite/watch  The learners talk about  The learners talk about
about the family. their family members. a song/nursery their fun activities with how they show their love
rhyme/short poem/video their family. to the members of their
presentation about big and family
small families.
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 family say that they belong to a talk about the activities say why they love their
the family through the members. big or small family. that they enjoy doing with family members.
 family song their family.
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?