Kindergarten School Bulakin Elementary School Teaching Dates December 12-16, 2022

Daily Lesson Log Teacher Maria Bettina Verain 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
Learning they do/things 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)

BLOCKS OF MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

Questions  Sino sino ang mga  Sino sino ang mga  Sino sino ang mga  Sino sa inyo ang may  Ano ang iyong
bumubuo sa pamilya? taong may taong katulong natin sa alagang hayop sa paboritong pagkain?
ginagampanang komunidad? bahay?
 Ano ang kanilang tungkulin sa paaralan?  Alam mo ba ang
tungkuling  Ano ang kanilang  Maaari ka bang paboritong pagkain
ginagampanan? tungkuling magkuwento tungkol sa ng bawat miyembro
ginagampanan? iyong alagang hayop? 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
Period 1 tasks within the allotted time.
Work Period 1
(7:50am-8:35am)
Teacher-Supervised Family Tree Thank You Card for Dramatic Play: My Favorite Pet Family Members
Activity School Personnel Community Helpers Favorite Food Survey
Introduce letter Cc
 Natutukoy kung sino-  Natutukoy na ang  Nakikilala ang mga  Nakaguguhit,  Naikukuwento ang
sino ang bumubuo ng paaralan ay isang taong nakatutulong nakapagpipinta at mga ginagawa ng
pamilya mahalagang bahagi sa komunidad hal. nakapagkukulay ng pamilya nang sama
(KMKPPam-00-2) ng komunidad guro, bombero, pulis, iba’t ibang bagay o sama
 Nakaguguhit, (KMKPKom-00-7) at iba pa gawain (dekorasyon sa (KMKPPam-00-6)
nakakapagpinta, at  Give the names of (KMKPPam-00-2) “name tag”, kasapi ng  Talk about family
nakatagkukulay ng family members,  Give the names of mag-anak, gawain ng members, pets, toys,
iba’t ibang bagay o school personnel, and family members, bawat kasapi ng mag- foods, or members of
gawain (dekorasyon community helpers, school personnel, and anak, mga alagang the community using
sa “name tag,” and the roles they community helpers, hayop mga halaman sa various appropriate
kasapi ng mag-anak, play/ jobs they and the roles they paligid) descriptive words
gawain ng bawa’t do/things they use play/ jobs they (SKMP-00-2) (LLKV-00-5)
Competencies kasapi ng mag-anak) (LLKV-00-6) do/things they use  Name common animals  Talk about
(SKMP-00-2)  Talk about family (LLKV-00-6) (PNEKA-Ie-1) likes/dislikes (foods,
 Nakagugupit at members, pets, toys,  Talk about family  Talk about family pets, toys, games,
nakakapagdikit ng foods, or members of members, pets, toys, members, pets, toys, friends, places)
iba’t ibang hugis na the community using foods, or members of foods, or members of (LLKOL-Ic-15)
may iba’t ibang various appropriate the community using the community using
tekstura descriptive words various appropriate various appropriate
(SKMP-00-4) (LLKV-00-5) descriptive words descriptive words
 Trace, copy, and (LLKV-00-5) (LLKV-00-5)
write the letters of the
alphabet (LLKH-00-
3)

 Identify the family  Know the school  Know the community  Talk about their  Make a survey on
Learning
members and their personnel and their helpers and their roles favorite pet their family member’s
Checkpoints
roles roles favorite food
Independent  My Letter Cc Booklet
Activities  Letter Mosaic: Cc
 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
 Represent the letters Cc in creative ways
Checkpoints
 Identify words that start with letter Cc
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
Transition to
teacher tells the learners to start packing away the materials they used and be ready for Meeting Time 2. A transition song or a countdown
Meeting Time 2
may be used.
Meeting Time 2
(8:35am-8:45am)
Questions/Activity Let the learners present Let the learners present Let the learners present Let the learners present Let the learners present
their work. their work. their work. their work. their 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
Transition to Health sanitizing their 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
Transition to Story
ready, the teacher 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 the family story about the school story about school and story about children’s story about the family
members and their personnel and their the different places in favorite pet. member’s favorite
roles. respective roles. school. food.
 Define difficult words.
 Define difficult words.  Define difficult words.  Define difficult words.  Define difficult words.
 Motivation question:
  Motivation question:  Motivation question:  Motivation question: What is the name of  Motivation question:
Who do you live with? Who are the people What do you want to your favorite pet? What is your favorite
we see inside the be in the future? food?
 Motive question: What school?  Motive question:
do you think are the  Motive question: What Where do the animals  Motive question: What
roles of each family  Motive question: do you think are the live in the story? do you think is the
member in the story? What do you think are different roles of the favorite activity of the
the roles of the school community helpers in family in the story?
personnel in the the story?
story?

During Reading Ask comprehension questions.

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

Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any
Period 2 questions, and tells the learners to do their assigned tasks within the allotted time.
Work Period 2
(9:25am-10:05am)
Hand Game
Teacher-Supervised
(Concentration 0-10)
Activity
Competencies  Match object, pictures
based on properties
/attributes in one-to-
one correspondence
(MKAT-00-1)
 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
Number Cover All (1-10) More Than, Less Than Number Books (quantity Number Station (0-10)
of 10)
 Combine elements of  Compare two groups  Match numerals to a  Recognize and
two sets using concrete of objects to decide set of concrete objects identify numerals 0 to
objects to represent the which is more or less, (MKC-00-4) 10
concept of addition or if they are equal  Count objects with (MKC-00-2)
(MKAT-00-3) (MKC-00-8) one-to-one  Match numerals to a
 Recognize the words correspondence up to set of concrete objects
“put together,” “add quantities of 10 (MKC-00-4)
to,” and “in all” that (MKC-00-7)
indicate the act of  Pagbakat, pagkopya
adding whole numbers ng larawan, hugis at
(MKAT-00-26) titik (KPKFM-00-1.4)
 Write addition number
sentences using
concrete
representations
 (MKC-00-7) (MKAT-00-10)
 Add numbers up to  Add numbers up to  Compare two groups  Make a book by  Place the correct
quantity of 10 quantity of 10 of objects pasting objects and number of objects
Learning
writing the indicated by the
Checkpoints
corresponding numeral
numeral
 Block Play
Independent Number Hunt (0-10)

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
 Add quantities with numbers 0-10
Checkpoints
 Draw objects with quantity of 10
Transition to The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor Activity/Light Physical
Indoor/ Light Activity. After 10 minutes, the teacher tells the learners to start packing away the materials they used and be ready for Indoor/Light
Physical Activity Physical Activity. A transition song or countdown may be used.
Indoor Activity/ Light Physical Activity
(10:05am-10:25am)
Unstructured Free Play Unstructured Free Play Unstructured Free Play Unstructured Free Play Unstructured Free Play
Activities
Competencies  Nakasasali sa mga  Nakasasali sa mga  Nakasasali sa mga  Nakasasali sa mga  Nakasasali sa mga
laro, o anumang laro, o anumang laro, o anumang laro, o anumang pisikal laro, o anumang
pisikal na gawain at pisikal na gawain at pisikal na gawain at na gawain at iba’t pisikal na gawain at
iba’t ibang paraan ng iba’t ibang paraan ng iba’t ibang paraan ng ibang paraan ng iba’t ibang paraan ng
pageehersisyo pageehersisyo pageehersisyo pageehersisyo pageehersisyo
(KPKPF-00-1) (KPKPF-00-1) (KPKPF-00-1) (KPKPF-00-1) (KPKPF-00-1)
 Nagagamit ang mga  Nagagamit ang mga  Nagagamit ang mga  Nagagamit ang mga  Nagagamit ang mga
kilos lokomotor at di- kilos lokomotor at di- kilos lokomotor at di- kilos lokomotor at di- kilos lokomotor at di-
lokomotor sa lokomotor sa lokomotor sa lokomotor sa lokomotor sa
paglalaro, pag- paglalaro, pag- paglalaro, pag- paglalaro, pag- paglalaro, pag-
eehersisyo, eehersisyo, eehersisyo, eehersisyo, pagsasayaw eehersisyo,
pagsasayaw pagsasayaw pagsasayaw (KPKGM-Ig-3) pagsasayaw
(KPKGM-Ig-3) (KPKGM-Ig-3) (KPKGM-Ig-3)  Naipakikita ang (KPKGM-Ig-3)
 Naipakikita ang  Naipakikita ang  Naipakikita ang pagpapahalaga sa  Naipakikita ang
pagpapahalaga sa pagpapahalaga sa pagpapahalaga sa maayos na pagpapahalaga sa
 maayos na maayos na maayos na pakikipaglaro maayos na
pakikipaglaro pakikipaglaro pakikipaglaro (KAKPS-00-19) pakikipaglaro
(KAKPS-00-19) (KAKPS-00-19)  (KAKPS-00-19)  (KAKPS-00-19)

 Play with fairness and sportsmanship

Learning
 Follow directions and perform gross motor movements
Checkpoints
 Develop social and communication skills
Transition to 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
Meeting Time 3 do the wrap-up 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  The learners talk
family members and school personnel and community helpers their favorite pet. about their family
their roles. their roles. and their roles. member’s favorite
food.
Wrap-Up  The teacher checks if  The teacher checks if  The teacher checks if  The teacher checks if  The teacher checks if
Questions/ Activity the learners can the learners can the learners can the learners can talk the learners were
identify their family identify the school identify the community about their favorite able to identify and
members and their personnel and their helpers and their pet. talk about their
respective roles. respective roles. respective roles. 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 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?

Prepared by: Checked:

MARIA BETTINA P. VERAIN NANCY M. COLUBONG

Teacher Principal I