Kindergarten School OBLIGACION INTEGRATED SCHOOL Teaching Dates December 12-16, 2022

Daily Lesson Log Teacher LOTIS C. SAMONTE Week No. 6

Content Focus Ang Ating Komunidad Quarter Second
Most Essential  Give the names of family members, school personnel, and community helpers, and the roles they play/ jobs they do/things
Learning they use (LLKV-00-6)
Competencies  Talk about family members, pets, toys, foods, or members of the community using various appropriate descriptive words
(LLKV-00-5)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME
(December 12, 2022) (December 13, 2022) (December 14, 2022) (December 15, 2022) (December 16, 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 mga miyembro ng Ang punong- guro, mga guro, Ang mga guro, pulis, May iba’t ibang hayop na Ang bawat miyembro ng
pamilya ay sina tatay, nanay, nars, dyanitor at katulong sa bumbero, dentista, doktor, makikita sa ating paligid. May pamilya at may kanya
kuya, ate at si bunso. Ang kantina ay may kanya bumbero, pari, at tindera ay mga hayop na maaari nating kanyang paboritong pagkain.
bawat miyembro ng pamilya kanyang tungkulin na katulong ng ating ituring na kaibigan. Katulad Pahalagahan natin ang mga
ay may iba’t ibang ginagampanan sa ating komunidad. Sila ay may natin, sila dapat ay alagaan at pagkaing ito dahil ito ang
tungkuling ginagampanan. paaralan. kanya kanyang tungkulin mahalin. nagbibigay sa atin ng buhay
ginagampanan. at lakas.

Questions  Sino sino ang mga
bumubuo sa pamilya?
 Ano ang kanilang
tungkuling ginagampanan?
 Sino sino ang mga taong
may ginagampanang
tungkulin sa paaralan?
 Sino sino ang mga taong
katulong natin sa
komunidad?
 Ano ang kanilang
tungkuling ginagampanan?
 Sino sa inyo ang may
alagang hayop sa bahay?
 Maaari ka bang
magkuwento tungkol sa
iyong alagang hayop?
 Ano ang iyong paboritong
pagkain?
 Alam mo ba ang
paboritong pagkain ng
bawat miyembro ng iyong
pamilya?

Competencies  Give the names of family members, school personnel, and community helpers, and the roles they play/ jobs they do/things they use (LLKV-00-6)
 Talk about family members, pets, toys, foods, or members of the community using various appropriate descriptive words (LLKV-00-5)
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 Family Tree
Activity
Introduce letter Cc
 Natutukoy kung sino-sino
ang bumubuo ng pamilya
(KMKPPam-00-2)
 Nakaguguhit,
nakakapagpinta, at
nakatagkukulay ng iba’t
ibang bagay o gawain
(dekorasyon sa “name
tag,” kasapi ng mag-
anak, gawain ng bawa’t
Competencies kasapi ng mag-anak)
(SKMP-00-2)
 Nakagugupit at
nakakapagdikit ng iba’t
ibang hugis na may iba’t
ibang tekstura
(SKMP-00-4)
 Trace, copy, and write
the letters of the alphabet
(LLKH-00-3)
Thank You Card for School
Personnel
 Natutukoy na ang
paaralan ay isang
mahalagang bahagi ng
komunidad (KMKPKom-
00-7)
 Give the names of family
members, school
personnel, and community
helpers, and the roles they
play/ jobs they do/things
they use (LLKV-00-6)
 Talk about family
members, pets, toys,
foods, or members of the
community using various
appropriate descriptive
words
(LLKV-00-5)
Dramatic Play: Community My Favorite Pet Family Members Favorite
Helpers Food Survey
 Nakikilala ang mga taong  Nakaguguhit,  Naikukuwento ang mga
nakatutulong sa nakapagpipinta at ginagawa ng pamilya
komunidad hal. guro, nakapagkukulay ng iba’t nang sama sama
bombero, pulis, at iba pa ibang bagay o gawain (KMKPPam-00-6)
(KMKPPam-00-2) (dekorasyon sa “name  Talk about family
 Give the names of family tag”, kasapi ng mag-anak, members, pets, toys,
members, school gawain ng bawat kasapi foods, or members of the
personnel, and community ng mag-anak, mga alagang community using various
helpers, and the roles they hayop mga halaman sa appropriate descriptive
play/ jobs they do/things paligid) words
they use (LLKV-00-6) (SKMP-00-2) (LLKV-00-5)
 Talk about family  Name common animals  Talk about likes/dislikes
members, pets, toys, (PNEKA-Ie-1) (foods, pets, toys, games,
foods, or members of the  Talk about family friends, places)
community using various members, pets, toys, foods, (LLKOL-Ic-15)
appropriate descriptive or members of the
words community using various
(LLKV-00-5) appropriate descriptive
words
(LLKV-00-5)

 Identify the family  Know the school  Know the community  Talk about their favorite  Make a survey on their
Learning Checkpoints members and their roles personnel and their roles helpers and their roles pet family member’s favorite
food
 My Letter Cc Booklet
 Letter Mosaic: Cc
Independent Activities
 Cc Words Poster
 Playdough: Letter Cc
 Trace, copy, and write the letters of the alphabet (LLKH-00-3)
 Give the sound of each letter (mother tongue, orthography) (LLKAK-Ih-7)
 Trace, copy, and write different strokes (LLKH-00-6)
 Pagpilas/paggupit/pagdikit ng papel (KPKFM -00-1.3)
Competencies
 Identify the letters of the alphabet (mother tongue orthography) (LLKAK-Ih-3)
 Nakagagawa nang nag-iisa (KAKPS-00-3)
 Give the sound of each letter (mother tongue, orthography) (LLKAK-Ih-7)
 Name objects that begin with a particular letter of the alphabet (LLKV-00-5)
  Identify and give the sound of the letters Cc
Learning Checkpoints  Represent the letters Cc in creative ways
 Identify words that start with letter Cc
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 Let the learners present their Let the learners present their Let the learners present their Let the learners present their Let the learners present their
work. work. work. work. work.
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 story culturally appropriate
story about the family story about the school story about school and the about children’s favorite story about the family
members and their roles. personnel and their different places in school. pet. member’s favorite food.
respective roles.
 Define difficult words.  Define difficult words.  Define difficult words.  Define difficult words.
 Define difficult words.
 Motivation question: Who  Motivation question: What  Motivation question: What  Motivation question: What
do you live with?  Motivation question: Who do you want to be in the is the name of your favorite is your favorite food?
are the people we see future? pet?
 Motive question: What do inside the school?  Motive question: What do
you think are the roles of  Motive question: What do  Motive question: Where do you think is the favorite
each family member in the  Motive question: What do you think are the different the animals live in the activity of the family in the
story? you think are the roles of roles of the community story? story?
the school personnel in helpers in the story?
the story?

During Reading Ask comprehension questions.

Post Reading  How does the character  What are the characters in  How will you describe the  How does the character  What is the favorite food
 show his love for his family the story? roles of each community show love and care for his of each family member in
members? helpers mentioned in the pet? the story?
story?  Why sharing is important?

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)
Hand Game (Concentration Number Cover All (1-10) More Than, Less Than Number Books (quantity of Number Station (0-10)
Teacher-Supervised
0-10) 10)
Activity
 Match object, pictures  Combine elements of two  Compare two groups of  Match numerals to a set of  Recognize and identify
based on properties sets using concrete objects objects to decide which is concrete objects numerals 0 to 10
/attributes in one-to-one to represent the concept of more or less, or if they are (MKC-00-4) (MKC-00-2)
correspondence addition equal  Count objects with one-to-  Match numerals to a set
(MKAT-00-1) (MKAT-00-3) (MKC-00-8) one correspondence up to of concrete objects
 Recognize the words “put  Recognize the words “put quantities of 10 (MKC-00-4)
together,” “add to,” and together,” “add to,” and (MKC-00-7)
Competencies “in all” that indicate the “in all” that indicate the  Pagbakat, pagkopya ng
act of adding whole act of adding whole larawan, hugis at titik
numbers numbers (KPKFM-00-1.4)
(MKAT-00-26) (MKAT-00-26)
 Count objects with one-to-  Write addition number
one correspondence up to sentences using concrete
quantities of 10 representations
(MKC-00-7) (MKAT-00-10)
 Add numbers up to  Add numbers up to  Compare two groups of  Make a book by pasting  Place the correct number
Learning Checkpoints quantity of 10 quantity of 10 objects objects and writing the of objects indicated by
corresponding numeral the numeral
 Block Play
 Number Hunt (0-10)
Independent Activities
 Addition Worksheet (0-10)
 My Number 10 Booklet
 Read and write numerals 0 to 10 (MKC-00-3)
 Recognize and identify numerals 0 to 10 (MKC-00-2)
Competencies  Combine elements of two sets using concrete objects to represent the concept of addition (MKAT-00-3)
 Recognize the words ‘put together,’ ‘add to,’ and ‘in all’ that indicate the act of adding whole numbers (MKAT-00-26)
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 Identify numerals 0-10
Learning Checkpoints  Add quantities with numbers 0-10
 Draw objects with quantity of 10
 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,
Transition to Indoor/
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 countdown
Light Physical Activity
may be used.
Indoor Activity/ Light Physical Activity
(10:05am-10:25am)
Unstructured Free Play
Activities
 Nakasasali sa mga laro, o
anumang pisikal na
gawain at iba’t ibang
paraan ng pageehersisyo
(KPKPF-00-1)
 Nagagamit ang mga kilos
lokomotor at di-lokomotor
Competencies sa paglalaro, pag-
eehersisyo, pagsasayaw
(KPKGM-Ig-3)
 Naipakikita ang
pagpapahalaga sa maayos
na pakikipaglaro
(KAKPS-00-19)
Unstructured Free Play
 Nakasasali sa mga laro, o
anumang pisikal na
gawain at iba’t ibang
paraan ng pageehersisyo
(KPKPF-00-1)
 Nagagamit ang mga kilos
lokomotor at di-lokomotor
sa paglalaro, pag-
eehersisyo, pagsasayaw
(KPKGM-Ig-3)
 Naipakikita ang
pagpapahalaga sa maayos
na pakikipaglaro
(KAKPS-00-19)
Unstructured Free Play
 Nakasasali sa mga laro, o
anumang pisikal na
gawain at iba’t ibang
paraan ng pageehersisyo
(KPKPF-00-1)
 Nagagamit ang mga kilos
lokomotor at di-lokomotor
sa paglalaro, pag-
eehersisyo, pagsasayaw
(KPKGM-Ig-3)
 Naipakikita ang
pagpapahalaga sa maayos
na pakikipaglaro
 (KAKPS-00-19)
Unstructured Free Play
 Nakasasali sa mga laro, o
anumang pisikal na gawain
at iba’t ibang paraan ng
pageehersisyo
(KPKPF-00-1)
 Nagagamit ang mga kilos
lokomotor at di-lokomotor
sa paglalaro, pag-
eehersisyo, pagsasayaw
(KPKGM-Ig-3)
 Naipakikita ang
pagpapahalaga sa maayos
na pakikipaglaro
(KAKPS-00-19)
Unstructured Free Play
 Nakasasali sa mga laro, o
anumang pisikal na
gawain at iba’t ibang
paraan ng pageehersisyo
(KPKPF-00-1)
 Nagagamit ang mga kilos
lokomotor at di-lokomotor
sa paglalaro, pag-
eehersisyo, pagsasayaw
(KPKGM-Ig-3)
 Naipakikita ang
pagpapahalaga sa maayos
na pakikipaglaro
 (KAKPS-00-19)

 Play with fairness and sportsmanship

Learning Checkpoints  Follow directions and perform gross motor movements
 Develop social and communication skills
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 recall the  The learners recall the  The learners recall the  The learners recall their  The learners talk about
family members and their school personnel and their community helpers and favorite pet. their family member’s
roles. roles. their roles. favorite food.
Wrap-Up Questions/  The teacher checks if the  The teacher checks if the  The teacher checks if the  The teacher checks if the  The teacher checks if the
Activity learners can identify their learners can identify the learners can identify the learners can talk about learners were able to
family members and their school personnel and their community helpers and their favorite pet. identify and talk about
respective roles. respective roles. their respective roles. their family member’s
favorite food.
Dismissal Routine The teacher reminds the learners to sanitize their hands and to always follow the health protocols.
REMARKS
REFLECTION

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:

LOTIS C. SAMONTE ELENA M. ADAMOS

Teacher Principal I