Kindergarten School OBLIGACION INTEGRATED SCHOOL Teaching Dates November 21-25, 2022

Daily Lesson Log Teacher LOTIS C. SAMONTE Week No. 3

Content Focus Pagkakaiba at Pagkakatulad ng Bawat Pamilya Quarter Second
Most Essential
Learning Nailalarawan kung paano nagkakaiba at nagkakatulad ang bawat pamilya (KMKPPam-00-3)
Competencies

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME
(November 21, 2022) (November 22, 2022) (November 23, 2022) (November 24, 2022) (November 25, 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 itinuturing Ang bawat pamilya, malaki Ang kulturang Pilipino ay Ang relihiyon ay samahan ng Ang letrang Nn at letrang Ee
bilang pinakamaliit na yunit man o maliit ay magiging pamana ng ating mga ninuno. mga mananampalataya o may ay kabilang sa ating alpabeto.
sa isang komunidad. Ang masaya kung ang bawat isa Ang pagmamano at paggamit pananiniwala sa kanilang May mga salita na
bawat miyembro ng pamilya ay may respeto at ng magagalang na pananalita sinasamba. Magkakaiba man nagsisimula sa letrang Nn
ay may iba’t ibang tungkulin pagmamahalan. tulad ng “po” at “opo” ay ilan ang ating relihiyon ngunit tulad ng nanay, noo, niyog at
na dapat gampanan. lamang sa mga kulturang iisa ang ating sinasamba, ang ninang. Ang mga salitang
Pilipino na ating Diyos na Siyang may likha. ekis, elepante, eroplano at
isinasabuhay. Saan man tayo kabilang na ehersiyo ay nagsisimula
relihiyon, ang mahalaga ay naman sa letrang Ee.
ating iginagalang ang
paniniwala ng iba.

Questions  Ano ang mga tungkuling
ginagampanan ng bawat
miyembro ng pamilya?
 Tumutulong ka ba sa mga
gawaing bahay? Sa
paanong paraan?
 Paano maipapakita at  Paano natin maipapakita  Anong relihiyon ang  Anong mga salita ang
maipadarama ang ang paggalang sa kinabibilangan mo? nagsisimula sa letrang
pagmamahalan ng bawat nakatatanda sa atin? Nn? Ee?
miyembro ng pamilya?  Paano natin maipapakita
ang kabutihan at respeto sa  Ano ang tunog ng letrang
ibang tao? Nn? Ee?
(Isulat sa pisara ang sagot
ng mga bata at talakayin
ito pagkatapos.)
 Competencies  Nailalarawan kung paano nagkakaiba at nagkakatulad ang bawat pamilya (KMKPPam-00-3)
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 Writers Workshop: Role of Chart of Household Chores On the Job Church Collage My Family Members Help
Activity each family member (KTG, p. 183-184) One Another Poster
Introduce letter Ee (KTG, p. 185)
Introduce letter Nn (KTG, p. 184)
(KTG, p. 183)
 Talk about family  Naikukuwento ang mga  Natutukoy ang mga  Nailalarawan kung paano  Naikukuwento ang mga
members…using various ginagawa ng pamilya pangangailangan ng nagkakaiba at ginagawa ng pamilya nang
appropriate descriptive nang sama-sama pamilya at kung paano nagkakatulad ang bawat sama sama
words (KMKPPam-00-6) nila ito natutugunan pamilya (KMKPPam-00-6)
(LLKOL-005)  Give the names of family (KMKPPam-00-7) (KMKPPam-00-3)  Give the names of family
 Give the names of family members…and the roles  Give the names of family  Pagpilas/paggupit/ members…and the roles
members…and the roles they play members…and the jobs pagdikit ng papel they play..
they play (LLKV-00-6) they do (KPKFM-00-1.3) (LLKV-00-6)
(LLKV-00-6)  Collect data on one (LLKV-00-6)  Nakapupunit,  Nakalilikha ng iba’t-ibang
Competencies  Nakalilikha ng iba’t- variable through  Pagpilas/paggupit/ nakagugupit at bagay sa pamamagitan ng
ibang bagay sa observation and asking pagdikit ng papel nakapagdidikit sa malayang pagguhit
pamamagitan ng questions (KPKFM-00-1.3) paggawa ng collage (SKMP-00-1)
malayang pagguhit (MKAP-00-1)  Trace, copy, and write the (SKMP-00-7)  Trace, copy, and write the
(SKMP-00-1)  Create simple pictographs letters of the alphabet letters of the alphabet
 Trace, copy, and write (MKAP-00-2) (LLKH-00-3) (LLKH-00-3)
the letters of the alphabet  Discuss simple  Write one’s given name
(LLKH-00-3) pictographs (MKAP-00- (LLKH-00-5)
 Write one’s given name 3)
(LLKH-00-5)
 Describe the roles of  Identify who manages  Draw how their family  Cut small pieces of paper  Identify the name and
Learning Checkpoints their family member their home members earn a living and make a collage sound of letter Nn and Ee
 Finger Painting: Nn, Ee (KTG, p. 185)
 Letter Mosaic: Nn, Ee (KTG, p. 186)
Independent Activities
 Nn, Ee Words Poster (KTG, p. 186)
 Same Beginning (KTG, p. 186)
Competencies  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)
 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)
 Express simple ideas through symbols (e.g., drawings, invented spelling) (LLKC-00-1)
 Tell which two letters, numbers, or words in a group are the same (LLKVPD-Ie-4)
 Nakapaghihintay ng kanyang pagkakataon (KAKPS-0012)
 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 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
output. output. output. output. output.
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 roles of family story about roles of family story about forgiveness. story about sharing in the story about helping with
members. members at home. family. the household chores.
 Define difficult words.
 Define difficult words.  Define difficult words.  Define difficult words.  Define difficult words.
 Motivation question: When  Motivation question: What
 Motivation question: What  Motivation question: do you say “I’m sorry” to  Motivation question: What chores do you do at home?
are the roles of your family What are the roles of your your family members? things do you share with Do you like doing them?
members? family members at home? When do they say “I’m your family members?
sorry” to you? What things do they share  Motive question: What are
 Motive question: What do  Motive question: What do with you? the household chores of
you think are the roles of you think are roles of the  Motive question: What do the main character in the
the members of the family members of the family at you think will the main  Motive question: How was story? Does he/she enjoy
 in the story?
During Reading Ask comprehension questions.
Post Reading  What are the roles of the
family members?
 Are they the same as the
roles of your family
members?
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)
Roles Relay Game
Teacher-Supervised
(KTG, p. 187)
Activity
 Match object, pictures
based on properties
/attributes in one-to-one
correspondence
(MKAT-00-1)
 Sort and classify objects
according to one
attribute/property (shape,
color, size, function/use)
(MKSC-00-6)
Competencies
 Count objects with one-to-
one correspondence up to
quantities of 10
(MKC-00-7)
Learning Checkpoints  Write the numerals 0 to 4
using proper strokes
home in the story?
 How do the family
members in the story
manage their home?
 Do your family members
manage your home in the
same way as the family
members in the story do?
Number 9 Combinations
(KTG, p. 187)
 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)
 Write addition number
sentences using concrete
representations
(MKAT-00-10)
 Take away a quantity
from a given set using
character in the story do sharing shown in the
when someone says, “I’m story?
sorry” to him/her?
 Was there forgiveness in  What did the family
the story? How did it members share with one
happen? another?
 How do you feel when
your family members
share with one another?
Lining Up Family Members Sorting of Coins
(KTG, p. 187-188) (KTG, p. 188)
 Arrange objects one after  Sort and classify objects
another in a according to one
series/sequence attribute/property (shape,
according to a given 188 color, size, function/use)
attribute (size, length) (MKSC-00-6)
and describe their  Arrange objects one after  Recognize the words “take
relationship another in a
(big/bigger/biggest or series/sequence according
long/ longer/longest) to a given attribute (size,
(MKSC-00-10) length) and describe their
 Use non-standard relationship
measuring tools (big/bigger/biggest or
(MKME-00-1) long/ longer/longest)
(MKSC-00-10)
 Recognize and identify
coins and bills up to
PhP20 (pesos and
centavos)
(MKAT-00-2)
 Arrange objects from the  Take away a quantity
shortest to the longest from a given set using
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?
Subtraction and Writing
Number Sentences
(KTG, p. 188)
 Take away a quantity from
a given set using concrete
objects to represent the
concept of subtraction
(MKAT-00-4)
away,” ‘less,’ and ‘are left’
that indicate the act of
subtracting whole numbers
(MKAT-00-5)
 Write subtraction number
sentences using concrete
representations
(MKAT-00-10)
 Write subtraction
sentences using concrete
 concrete objects to concrete objects to representations
represent the concept of represent the concept of
subtraction subtraction
 Writing Numerals (0-9)
 Playdough Numerals
Independent Activities
 Find 9
 It’s A Match
 Read and write numerals 0 to 10 (MKC-00-3)
 Pagbakat, pagkopya ng larawan, hugis, at titik (KPKFM-00-1.4)
 Recognize and identify numerals 0 to 10 (MKC-00-2)
Competencies  Match numerals to a set of concrete objects from 0 to 10 (MKC-00-4)
 Nakapagmomolde ng luwad (clay) sa nais na anyo (SKMP-00-6)
 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)
 Make structures with blocks
Learning Checkpoints  Manipulate playdough to form numerals and corresponding quantities
 Make different combinations of 9
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)
Charades of Roles Cat and Mouse Game Little Monkeys Match Around the Alphabet Grandmother, May I?
Activities
(KTG, p. 191) (KTG, p. 191) (KTG, p. 191-192) (KTG, p. 192) (KTG, p. 192)
Competencies  Nakasasali sa mga laro, o  Nakasasali sa mga laro, o  Nakagagalaw, (lundag)  Nakagagalaw (martsa)  Nakasasali sa mga laro, o
anumang pisikal na anumang pisikal na nang angkop sa ritmo at nang angkop sa ritmo at anumang pisikal na
gawain at iba’t ibang gawain at iba’t ibang indayog bilang tugon sa indayog bilang tugon sa gawain at iba’t ibang
paraan ng pageehersisyo paraan ng pageehersisyo himig na himig na paraan ng pageehersisyo
(KPKPF-00-1) (KPKPF-00-1) napapakinggan/awit na napapakinggan.awit na (KPKPF-00-1)
 Naipakikita ang  Nagagamit ang mga kilos kinakanta kinakanta  Naipakikita ang
pagpapahalaga sa maayos lokomotor at di-lokomotor (KPKPF-Ia-2) (KPKPF-Ia-2) pagpapahalaga sa maayos
na pakikipaglaro sa paglalaro, pag-  Recite rhymes and poems,  Identify the letters of the na pakikipaglaro
(KAKPS-00-19) eehersisyo, pagsasayaw and sing simple alphabet (mother tongue, (KAKPS-00-19)
 Naisakikilos ang sariling (KPKGM-Ig-3) jingles/songs in the mother orthography)  Use polite greetings and
kakayahan sa iba’t ibang  Naipakikita ang tongue, Filipino, and/or (LLKAK-Ih-3) courteous expressions in
paraan, hal. pag-awit, pagpapahalaga sa maayos English  Name objects that begin appropriate situations
pagsayaw, at iba pa na pakikipaglaro (LLKOL-Ia-2) with a particular letter of (LLKOL-Ia-1)
(SEKPSE-If-2) (KAKPS-00-19)  Take away a quantity from the alphabet  Nakapaghihintay ng
 Nakapaghihintay ng a given set using concrete (LLKV-00-5) kanyang pagkakataon
kanyang pagkakataon objects to represent the (KAKPS-00-12)
(KAKPS-00-12) concept of subtraction
 (MKAT-00-4)
 Follow simple directions
Learning Checkpoints
 Actively participate in the games
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 role in the family. how to show love and ways on how to show how to show respect the name and sound of
respect for family politeness through people with different letter Nn and Ee.
members. Filipino culture. religions.
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 describe learners can share ways learners were able to tell learners were able to talk learners were able to say
their role in the family. on how to show love and the importance of being about the respect for other the name and sound of
respect for his family polite. religion. letter Nn and Ee.
members.
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