Kindergarten School LUPA ELEMENTARY SCHOOL Teaching Dates September 25-29, 2023

Daily Lesson Log Teacher CHRISTINE M. VENTUROSO Week No. 5

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

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME
(September 25, 2023) (September 26, 2023) (September 27, 2023) (September 28, 2023) (September 29, 2023)
Arrival Time
Arrival Time
(7:30am-7:40am/1:15-1:25pm)
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/1:25-1:35pm)
Messages Naipapakita ko aking Naipapakita ko aking May mga bagay na May mga bagay na May mga bagay na
emosyon o nararamdaman sa emosyon o nararamdaman sa magkatulad kagaya ng magkatulad kagaya ng magkatulad kagaya ng
iba’t ibang paraan. iba’t ibang paraan. dalawang magkaparehong dalawang magkaparehong dalawang magkaparehong
numero o bilang sa isang letra sa isang grupo. salita sa isang grupo.
Ako ay masaya tuwing Ako ay galit tuwing grupo.
____________. ____________.

Ako ay malungkot tuwing Ako ay takot tuwing

____________. ____________.

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

 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
(7:50am-8:35am/1:35-2:20pm)
 Teacher-Supervised Emotion Stick Puppets Paint Feelings Which Numbers are the Same Letters Recognition Word Match (Worksheet)
Activity (KTG, p. 69) (KTG, p. 69-70) Same? (Worksheet) (Worksheet)

 Nakikilala ang mga
pangunahing emosyon
(tuwa, takot, galit, at
lungkot)
(SEKPSE-00-11)
 Naisasagawa ang mga
sumusunod na kasanayan:
pagbakat, pagkopya ng
larawan, hugis, at titik
(KPKFM-00-1.4)
Competencies
 Express thoughts, feelings,
fears, ideas, wishes, and
dreams
(LLKOL-Ig-9)
 Nakikilala ang mga  Tell which two letters,  Tell which two letters,  Tell which two letters,
pangunahing emosyon numbers, or words in a numbers, or words in a numbers, or words in a
(tuwa, takot, galit, at group are the same group are the same group are the same
lungkot) (LLKVPD-Ie-4) (LLKVPD-Ie-4) (LLKVPD-Ie-4)
(SEKPSE-00-11)  Recognize and identify  Identify the letters of the
 Nakalilikha ng iba’t ibang numerals 0 to 10 alphabet (mother tongue,
bagay sa pamamagitan ng (MKC-00-2) orthography)
malayang pagguhit (LLKAK-Ih-3)
(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)

 Recognize the basic  Express their emotions  Identify the same numbers  Identify the same letters in  Identify the same words in
Learning Checkpoints emotions through art in a group a group a group

 Feeling Cubes (KTG, p. 71)

Independent  Find A Match (Feelings) (KTG, p. 71-72)
Activities  Feelings Collage (KTG, p. 72)
 Food Faces (KTG, p. 72)
 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)
Competencies  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)
 Talk about their personal experiences
 Match pictures in one-to-one correspondence
Learning Checkpoints
 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
Time 2 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/2:20-2:30pm)
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/
 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
Quiet Time
trash bin, sanitize their hands, and have their Quiet Time.
Health Break/Quiet Time
(8:45am-9:10am/2:30-2:55pm)
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
Transition to Story
with the pre-reading activities and makes sure that the learners are listening attentively.
Time
Story Time
(9:10-9:25am/2:55-3:10pm)
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 story culturally appropriate story culturally appropriate culturally appropriate
about being happy. about being scared/afraid. about the same letters. story about the same story about different
numbers. emotions.
 Define difficult words.  Define difficult words.  Define difficult words.
 Define difficult words.  Define difficult words.
 Motivation question: What  Motivation question: What  Motivation question: What
makes you happy? makes you scared/afraid? letters make up your name?  Motivation question: Can  Motivation question: What
we count 1 to 10? are you feeling today?
 Motive question: What do  Motive question: What do  Motive question: Which
you think are the things that you think are the things letters in your name are the  Motive question: Where can  Motive question: What do
will make the people in the that will make the people same? we use numbers? you think the characters
story happy? in the story scared/ will feel in the story based
afraid? on the picture on the cover?

During Reading Ask comprehension questions.

Post Reading  What made the people  What made the people in  Who are the characters in  What are the names of the  Who hat did the characters
happy in the story? the story scared? the story? characters in the story? feel?

 If you felt sad, what will you  What can you do so that  Why do the characters  What did you learn from  What made you say so?
do to feel happy? you will not be scared have the same letters in the story?
anymore? their names?  How were these feelings
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
Period 2 learners to do their assigned tasks within the allotted time.
Work Period 2
(9:25-10:05am/3:10-3:50pm)
Emotions Pattern Playdough Emotions Graphing Emotions Writing Number (2) Hand Game
Teacher-Supervised
(KTG, p. 73) (KTG, p. 74) (KTG, p. 74-75) (KTG, p. 73-74)
Activity
Competencies  Complete patterns  Nakikilala ang mga  Count objects with one-to-  Recognize and identify  Count objects with one-to-
(MKSC-00-19) pangunahing emosyon one correspondence up to numerals 0 to 10 one correspondence up to
 Reproduce and extend (tuwa, takot, galit, at quantities of 10 (MKC-00-2) quantities of 10
patterns lungkot) (MKC-00-7)  Read and write numerals 0 (MKC-00-7)
(MKSC-00-20) (SEKPSE-00-11)  Compare two groups of to 10  Tell that the quantity of a
 Create own patterns (MKSC-  Naisasagawa ang mga objects to decide which is (MKC-00-3) set of objects does not
00-21) sumusunod na kasanayan: more or less, or if they are change even though the
 Transform/translate pagmomolde ng luwad equal arrangement has changed
 patterns from one form to (clay), pagbuo ng puzzles (MKC-00-8) (i.e., the child should be
another (MKSC-00-22) (KPKFM-00-1.5)  Create simple pictographs able to tell that one set of
 Nakapagmomolde ng (MKAP-00-2) counters placed in one-to-
luwad (clay) sa nais na  Discuss simple pictographs one correspondence and
anyo (MKAP-00-3) then rearranged still has
(SKMP-00-6) the same quantity)
(MKSC-00-23)
 Add quantities up to 10
using concrete objects
(MKAT-00-8)
 Complete patterns,  Mold playdough into  Compare two groups of  Trace and write number 2  Tell that the quantity of a
reproduce and extend recognizable figures objects to decide which is set of objects does not
patterns, create their own more or less, or if they are change even though the
Learning Checkpoints
patterns, and transform/ equal arrangement has changed
translate patterns from  Create and discuss simple
one form to another pictographs
 Worksheet: Count and Add (KTG, p. 76)
Independent  Worksheet: Patterns (KTG, p. 76)
Activities  Same Numbers Spot
 Worksheet: Number Match
 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)
 Add quantities up to 10 using concrete objects (MKAT-00-8)
Competencies
 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
Light Physical Activity 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 may be used.
Indoor Activity/ Light Physical Activity
(10:05-10:25am/3:50-4:10pm)
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 emosyon sumusunod na kilos pangunahing emosyon
paraan, hal. pag-awit, lokomotor sa pagtugon sa (tuwa, takot, galit, at lokomotor sa pagtugon sa (tuwa, takot, galit, at
pagsayaw, at iba pa ritmong mabagal at lungkot) ritmong mabagal at lungkot)
(SEKPSE-If-2) mabilis (paglakad, (SEKPSE-00-11) mabilis (paglakad, (SEKPSE-00-11)
 Nakikilala ang mga pagtakbo, pagkandirit,  Nakasasali sa mga laro, o pagtakbo, pagkandirit,  Nakasasali sa mga laro, o
pangunahing emosyon paglundag/pagtalon, anumang pisikal na paglundag/pagtalon, anumang pisikal na
(tuwa, takot, galit, at paglukso) gawain at iba’t ibang paglukso) gawain at iba’t ibang
lungkot) (KPKGM-Ie-2) paraan ng pag-eehersisyo (KPKGM-Ie-2) paraan ng pag-eehersisyo
 (SEKPSE-00-11)  Nagagamit ang mga kilos (KPKPF-00-1)  Nagagamit ang mga kilos (KPKPF-00-1)
 Nakagagalaw (martsa, lokomotor at di-lokomotor  Nagagamit ang mga kilos lokomotor at di-lokomotor  Nagagamit ang mga kilos
palakpak, tapik, padyak, sa paglalaro, pag- lokomotor at di- sa paglalaro, pag- lokomotor at di-lokomotor
lakad, lundag at iba pa) eehersiyo, pagsasayaw lokomotor sa paglalaro, eehersiyo, pagsasayaw sa paglalaro, pag-
nang angkop sa ritmo at (KPKGM-Ig-3) pag-eehersisyo, (KPKGM-Ig-3) eehersisyo, pagsasayaw
indayog bilang tugon sa pagsasayaw (KPKGM-Ig- (KPKGM-Ig-3)
himig na 3)  Listen discriminately and
napapakinggan/awit na respond appropriately, i.e.,
kinakanta speak loudly/softly when
(KPKPF-Ia-2) asked, asked to adjust
 Naisasagawa ang volume of television/radio
paggalaw/pagkilos ng (LLKAPD-Id-6)
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
Time 3 Meeting Time 3. A transition song or countdown may be used.
Meeting Time 3
(10:25-10:30am/4:10-4:15pm)
Activities  Learners share how they  Learners share what they  Learners identify the  Learners identify the  Learners identify the
express their feelings do when they are angry same numbers in a same letters in a group. same words in a group.
with the people around or scared. group.
them.
 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?

Checked by: Prepared by:

ALICIA M. ANGALA CHRISTINE M. VENTUROSO

Principal I Teacher I