Kindergarten School Malaban Elementary School - District 3 Teaching Dates September 5-September 9, 2023

Daily Lesson Log Teacher Dolores L.Cuenca Week No. 2

Content Focus Sariling Pangangailangan at Tuntuning Itinakda Quarter One
Most Essential 1. Nasasabi ang sariling pangangailangan nang walang pag-aalinlangan (SEKPSE-If-3)
Learning 2. Nakasusunod sa mga itinakdang tuntunin at gawain (routines) sa paaralan at silid-aralan (SEKPSE-IIa-4)
Competencies

BLOCKS OF MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

TIME (September 5, 2023) (September 6, 2023)
Arrival Time
National Anthem National Anthem
Opening Prayer Opening Prayer
Routine Exercise Exercise
Activities Kumustahan Kumustahan
Attendance Attendance
Balitaan Balitaan
Meeting Time 1
Messages Ang bawat tao ay may Mahalaga rin ang di-materyal
pangangailangan tulad ng na pangangailangan tulad ng
pagkain, damit at tahanan. pagmamahal, pag-aalaga o
pag-aaruga, pagmamalasakit
at pagkakaibigan.
Questions  Ano ano ang mga  Ano ano ang mga di-
pangangailangan ng tao materyal na
upang mabuhay? pangangailangan ng tao?
 Sino sino ang taong
nagbibigay ng pagmamahal
at alaga sa atin?
(September 7, 2023)
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Ang pagsunod sa mga gawain
at alituntunin sa silid-aralan
ay tanda ng paggalang at
disiplina.
(Show and discuss the class
schedules and routines)
 Bakit kailangan nating
sundin ang mga alituntunin
at mga nakatakdang
gawain sa loob ng silid-
aralan?
(September 8, 2023)
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Sa paaralan ay mayroon din
mga alituntunin na dapat
sundin at gawin tulad ng
pagpasok nang maaga,
pagpila nang maayos, at
pagsusuot ng uniporme. Ang
mga alituntunin ay gabay
upang maging maayos ang
ating kilos at gawi sa loob ng
paaralan.
 Ano ano ang mga
alituntunin sa loob ng
paaralan na dapat nating
sundin?
 Bakit mahalagang sundin
ang mga alituntuning ito?
(September 9, 2023)
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Mahalaga ang bawat gawain
sa silid-aralan sapagkat dito
nahuhubog ang iba’t ibang
kakayanan na maaari pa
nating matutunan.
 Bakit tayo pumapasok sa
paaralan?
 Ano ano ang mga maaari
nating matutunan sa loob
ng silid-aralan?

Competencies  Nasasabi ang sariling pangangailangan nang walang pag-aalinlangan (SEKPSE-If-3)

 Nakasusunod sa mga itinakdang tuntunin at gawain (routines) sa paaralan at silid-aralan (SEKPSE-IIa-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
Period 1 time.
Work Period 1
Teacher-Supervised My Basic Needs (Worksheet)
Activity
 Nasasabi ang sariling
pangangailangan nang
walang pag-aalinlangan
(SEKPSE-If-3)
 Identify one’s basic needs
and ways to care for
one’s body
(PNEKBS-Ii-8)
Competencies
 Identify the basic needs of
humans to survive
Learning
Checkpoints
Red Heart Collage
 Naisasagawa ang
sumusunod na kasanayan:
pagpilas/paggupit/ pagdikit
ng papel
(KPKFM-00-1.3)
 Napagsisikapang matapos
ang sinimulang gawain sa
itinakdang oras
(KAKPS-00-1)
 Classify objects according
to observable properties
like size, color, shape,
texture, and weight)
(MKSC-00-6)
 Identify and recognize red
color
 Know the importance of
love and care as a
human’s basic need
Our Class Schedule
(KTG, p. 24)
 Nakakapagkukuwento ng
mga ginagawa sa paaralan
(KMKPAra-00-3)
 Nakasusunod sa mga
itinakdang tuntunin at
gawain (routines) sa
paaralan at silid-aralan
(SEKPSE-IIa-4)
 Identify sequence of events
(before, after, first, next,
last) (MKSC-00-9)
 Tell which activities take a
longer or shorter time
(recognize and names the
things that can be done in
a minute, e.g., washing
hands, etc., and recognize
and name the things that
can be done in an hour)
(MKME-00-4)
 Identify the sequence of
events (what comes before,
after, first, next, last)
 Tell which activities take a
longer or shorter time
Classroom Rules Poster: We Do Many Things
(KTG, p. 25) in School
(KTG, p. 24)
 Nakasusunod sa mga  Nakapagkukuwento ng
itinakdang tuntunin at mga ginagawa sa
gawain (routines) sa paaralan
paaralan at silid-aralan (KMKPAra-00-3)
(SEKPSE-IIa-4)  Nakalilikha ng iba’t
 Nakikilala ang ibang bagay sa
kahalagahan ng mga pamamagitan ng
tuntunin malayang pagguhit
(KPKPKK-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)
 Express simple ideas
through symbols (e.g.,
drawings, invented
spelling) (LLKC-00-1)
 Know the importance of  Tell what they do in
rules school
 Express their ideas
through drawings and
invented

 Charades: Class Routines (KTG, p. 26)

Independent  Spin the Wheel: Class Routine/Rules (KTG, p. 26)
Activities  School Red Collage (KTG, p. (KTG, p. 26-27)
 Writeshop: I Can Do Many Things in School (KTG, p. 27)
Competencies  Nakapagkukuwento ng mga ginagawa sa paaralan (KMKPAra-00-3)
 Nakasusunod sa mga itinakdang tuntunin at gawain (routines) sa paaralan at silid-aralan (SEKPSE-IIa-4)
 Naisasagawa ang mga sumusunod na kasanayan: pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
 Nakapupunit, nakagugupit at nakapagdidikit sa paggawa ng collage (SKMP-00-7)
  Express simple ideas through symbols (e.g., drawings, invented spelling) (LLKC-00-1)
 Know the class routines and rules
Learning
 Tear and paste pieces of paper
Checkpoints
 Draw the things they do in school
Transition to 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
Meeting 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
Questions/Activity  Show pictures of the  How can you show your  Check where the class is  Show the classroom rules  Song: Magagawa Natin,
human’s basic needs. love and care for your in the daily schedule. the learners came up with. This is the Way
parents/guardians?
 Discuss how their parents (Encourage everyone to  What block of time are  Discuss what will happen
provide for their basic share their thoughts and we in now? if the rules are not
needs. experiences.) followed.
 What will come next?
 Recite: Class Rules Chant
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.
Transition to Health
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
Quiet Time
the trash bin, sanitize their hands, and have their Quiet Time.
Health Break/Quiet Time
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
Story
Pre-reading Activity  Theme: Any age and a  Theme: Any age and a  Theme: Any age and a  Theme: Any age and a  Theme: Any age and a
culturally appropriate culturally appropriate culturally appropriate culturally appropriate culturally appropriate
story about food as a story about ways of story about class story about following rules. story about activities
human’s basic need. showing love and care for schedule, and routines. children do in school.
family members.
 Define difficult words.  Define difficult words.  Define difficult words.  Define difficult words.
 Define difficult words.
 Motivation question: How is  Motivation question: What  Motivation question: What  Define difficult words.
food prepared in your  Motivation question: How things did you do in school are the different rules in Motivation question:
home? do your parents/guardians last week? the classroom? What different activities
show their love and care can you do in school?
to you?  Motive question: What do  Motive question: What do
 Motive question: How is you think the characters you think are the different  Motive question: What do
food prepared in the story?  Motive question: What do will do in school? rules in the story? you think are the different
you feel when you hug activities in school in the
your parents or story?
 guardians?
During Reading Ask comprehension questions.
Post Reading  How is food prepared in  What did the character do  What did the characters do  What are the rules in the  What are the activities
the story? to show her love for her in school? story? that they did in the story?
mother and father?
 What is your favorite way  What do you think they felt  Demonstrate following the  What do you call these
of cooking food?  What did you learn from while doing the activities in rules? activities? (Recall the
the story? school? names of the routines.)
 What would happen if the
 What made you say that characters did not follow
the rules?
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
Same and Different: Our Number Book: Different What Comes Next? How Long Is It? Ilang Dangkal?
Teacher-Supervised Basic Needs Materials inside the (KTG, p. 27) (KTG, p. 28) (KTG, p. 28)
Activity Classroom
(KTG, p. 27-28)
 Describe objects based on  Count objects with one-to-  Nakasusunod sa mga  Use nonstandard measuring  Compare objects based on
attributes/properties one correspondence up to itinakdang tuntunin at tools e.g. length – feet, their size, length,
(shapes, size, its use, and quantities of 10 gawain (routines) sa hand, piece of string; weight/mass
functions) (MKC-00-7) paaralan at silid-aralan capacity – mug/glass; mass (MKME-00-2)
(MKSC-00-4)  Recognize and identify (SEKPSE-IIa-4) – stone, table blocks  Use nonstandard
Competencies  Group objects that are alike numerals 0 to 10  Identify the sequence of (MKME-00-1) measuring tools e.g. length
(MKSC-00-5) (MKC-00-2) events (before, after, first, – feet, hand, piece of
 Read and write numerals 0 next, last) string, capacity –
to 10 (MKSC-00-9) mug/glass, mass – stone,
(MKC-00-3) table blocks
(MKME-00-1)
 Describe each object and  Draw or paste pictures  Recall the routines in  Compare lengths and  Distinguish what is
Learning identify similarities and with correct quantities of class and say it in the distinguish what is shorter shorter or longer
Checkpoints differences between two 1-3 correct sequence or longer
variables
 Block Play: Different areas in the school (KTG, p. 29)
Independent  Construction Toys (KTG, p. 29)
Activities  Junk Box Sorting: Variety of objects found inside the classroom (KTG, p. 30)
 Measure It: Variety of objects found inside the classroom (KTG, p. 30)
Competencies  Nakikipaglaro sa dalawa o tatlong bata gamit ang isang laruan (SEKPKN-Ig-2)
 Naisasagawa ang mga sumusunod na kasanayan: paglikha ng mga modelo pangkaraniwang bagay sa paligid (KPKFM-00-1.6)
 Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)
 Compare objects based on their size, length, weight/mass) - big/little - longer/shorter - heavier/lighter (MKME-00-2)
  Use nonstandard measuring tools e.g. length – feet, hand, piece of string, capacity – mug/glass, mass – stone, table blocks (MKME-00-1)
 Use the blocks to build structures or models to represent different areas in the school
 Use the construction toys to build structures or models
Learning Checkpoints
 Sort various objects based on one attribute
 Record the length of various objects using non-standard measuring tools
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 teacher tells
Light Physical Activity 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
Follow Me Unstructured Free Play Line Up Game Unstructured Free Play Teacher, May I?
Activities
(KTG, p. 18) (KTG, p. 18) (KTG, p. 63) (KTG, p. 63-64) (KTG, p. 64)
Competencies  Nakasasali sa mga laro, o  Naisasagawa ang mga  Group objects that are alike  Naisasagawa ang mga  Nakasasali sa mga laro, o
anumang pisikal na gawain at sumusunod na kilos (MKSC-00-5) sumusunod na kilos lokomotor anumang pisikal na gawain
iba’t ibang paraan ng pag- lokomotor sa pagtugon sa  Sort and classify objects sa pagtugon sa ritmong at iba’t ibang paraan ng
eehersisyo ritmong mabagal at mabilis according to one mabagal at mabilis (paglakad, pag-eehersisyo
(KPKPF-00-1) (paglakad, pagtakbo, attribute/property (shape, pagtakbo, pagkandirit, (KPKPF-00-1)
 Nakagagalaw (martsa, pagkandirit, color, size, function/use) paglundag/pagtalon,  Naisasagawa ang mga
palakpak, tapik, padyak, paglundag/pagtalon, (MKSC-00-6) paglukso) sumusunod na kilos
lakad, lundag at iba pa) nang paglukso)  Listen discriminately and (KPKGM-Ie-2) lokomotor sa pagtugon sa
angkop sa ritmo at indayog (KPKGM-Ie-2) respond appropriately, i.e.,  Nagagamit ang mga kilos ritmong mabagal at mabilis
bilang tugon sa himig na  Nagagamit ang mga kilos speak loudly/softly when lokomotor at di-lokomotor sa (paglakad, pagtakbo,
napapakinggan/awit na lokomotor at di-lokomotor sa asked, asked to adjust paglalaro, pag-eehersiyo, pagkandirit, paglundag/
kinakanta paglalaro, pag-eehersiyo, volume of television/radio pagsasayaw pagtalon, paglukso)
(KPKPF-Ia-2) pagsasayaw (LLKAPD-Id-6) (KPKGM-Ig-3) (KPKGM-Ie-2)
 Naisasagawa ang (KPKGM-Ig-3)  Nagagamit ang mga kilos
paggalaw/pagkilos ng lokomotor at di-lokomotor
iba’tibang bahagi ng katawan sa paglalaro, pag-
sa saliw ng awitin nang may eehersisyo, pagsasayaw
kasiyahan (KPKGM-Ia-1) (KPKGM-Ig-3)
 Naisasagawa ang mga  Listen discriminately and
sumusunod na kilos lokomotor respond appropriately, i.e.,
sa pagtugon sa ritmong speak loudly/softly when
mabagal at mabilis (paglakad, asked, asked to adjust
pagtakbo, pagkandirit, volume of television/radio
paglundag/pagtalon, (LLKAPD-Id-6)
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)
 Move according to the rhythm of the song
Learning Checkpoints  Group themselves correctly according to given characteristics
 Follow directions and perform gross motor movements
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 Meeting
Time 3 Time 3. A transition song or countdown may be used.
Meeting Time 3
 Learners recall the human’s  Learners share their  Learners recall the routines  Learners recall the school  Learners share the activity
basic needs to survive. experiences in how their of the class sequentially. rules. they enjoyed most in a
Activities parents and guardians specific routine.
provide love and care for
them.
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 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?