Kindergarten School Teaching Dates April 10-14, 2023

Daily Lesson Log Teacher Week No. 9

Content Focus Kahalagahan ng Pag-iingat sa Sarili sa Loob at Labas ng Quarter Third
Tahanan
Most Essential Nakikilala ang kahalagahan ng mga tuntunin: pag-iwas sa paglalagay ng maliit na bagay sa bibig, ilong, at tainga, hindi
Learning Competency paglalaro ng posporo, maingat na paggamit ng matutulis/matatalim na bagay tulad ng kutsilyo, tinidor, gunting, maingat na
pag-akyat at pagbaba sa hagdanan, pagtingin sa kaliwa’t kanan bago tumawid sa daan, pananatiling kasama ng nakatatanda
kung nasa sa matataong lugar (KPKPKK-Ih-3)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME
Arrival Time
(7:30am-7:40am) HOLIDAY
National Anthem
Opening Prayer
Routine Exercise
Activities Kumustahan
Attendance
Balitaan
Meeting Time 1
(7:40am-7:50am)
Messages Responsibilidad natin na
alagaan ang ating katawan.
Iwasan ang paglalagay ng
anumang bagay sa bibig,
ilong at tainga upang malayo
sa kapahamakan.
Questions  Bakit kailan nating
pangalagaan ang ating
katawan?
 Ano ang maaaring
mangyari sa atin kapag
tayo ay naglagay ng
maliliit na bagay sa ating
bibig, ilong at tainga?
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Ang posporo, lighter, at
kandila ay mga bagay na
hindi dapat hinahawakan o
pinaglalaruan. Ito ay
maaaring pagsimulan ng
sunog.
 Ano ang maaaring
mangyari sa atin kapag
tayo ay naglaro ng
posporo, lighter, at
kandila?
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Ang paghawak ng matatalim
at matutulis na bagay tulad ng
kutsilyo, gunting, karayom, at
tinidor ay hindi ligtas para sa
batang katulad mo. Patnubay
ng nakatatanda ay kailangan
sa anumang ginagawa.
 Bakit kailangan nating
iwasan ang paglalaro ng
matatalim at matutulis na
bagay?
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Ang pag-akyat at pagbaba ng
hagdan ay kailangan ng lubos
na pag-iingat. Laging tandaan
na bago tumawid ng kalsada o
daan ay ugaliing tumingin sa
iyong kanan at kaliwa
direksyon upang makita kung
may paparating na sasakyan.
Tandaan rin na huwag
sumama sa mga taong hindi
mo kakilala.
 Ano ang mga dapat
tandaan sa pag-akyat at
pagbaba ng hagdan?
 Ano ang mga dapat
tandaan sa pagtawid sa
daan?
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Ang letrang Ww ay may
malaki at maliit na letra.
Maraming salita ang nag-
uumpi sa letrang Ww,
halimbawa nito ay walis,
walo, watawat, wika,
waling-waling at wasto.
 Ano ang tunog ng letrang
Ww?Paano isulat ang
malaking letrang W?
Maliit na letrang w?
 Ano-ano ang mga salita na
nagsisismula sa letrang
Ww?
 Competencies  Nakikilala ang kahalagahan ng mga tuntunin: pag-iwas sa paglalagay ng maliit na bagay sa bibig, ilong, at tainga, hindi paglalaro ng posporo, maingat na
paggamit ng matutulis/matatalim na bagay tulad ng kutsilyo, tinidor, gunting, maingat na pag-akyat at pagbaba sa hagdanan, pagtingin sa kaliwa’t kanan
bago tumawid sa daan, pananatiling kasama ng nakatatanda kung nasa sa matataong lugar (KPKPKK-Ih-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 I Take Good Care of My I Take Good Care of My I Take Good Care of My Road Signs Coloring W is for Watermelon
Activity Body (Woksheet) Body (Woksheet) Body (Woksheet)

 Nakikilala ang
kahalagahan ng mga
tuntunin: pag-iwas sa
paglalagay ng maliit na
bagay sa bibig, ilong, at
tainga, hindi paglalaro ng
posporo, maingat na
paggamit ng
matutulis/matatalim na
Competencies bagay tulad ng kutsilyo,
tinidor, gunting, maingat
na pag-akyat at pagbaba
sa hagdanan, pagtingin sa
kaliwa’t kanan bago
tumawid sa daan,
pananatiling kasama ng
nakatatanda kung nasa sa
matataong lugar
(KPKPKK-Ih-3)
 Identify ways on how to
take good care of one’s
Learning Checkpoints body
 Writing Letter Ww (KTG, p. 416)
 Letter Ww Hunt (KTG, p. 416)
Independent Activities
 W Substitute
 Hidden Letter Ww
Competencies  Identify the sounds of letters orally given (LLKPA-Ig-1)
Introduce Letter Ww
 Nakikilala ang  Nakikilala ang  Nakikilala ang  Nakagagawa ng modelo ng
kahalagahan ng mga kahalagahan ng mga kahalagahan ng mga mga pangkaraniwang
tuntunin: pag-iwas sa tuntunin: pag-iwas sa tuntunin bagay sa paligid: dahon,
paglalagay ng maliit na paglalagay ng maliit na (KPKPKK-Ih-3) bato, buto, patpat, tansan
bagay sa bibig, ilong, at bagay sa bibig, ilong, at  Get information from at iba pa
tainga, hindi paglalaro tainga, hindi paglalaro ng simple environmental prints (SKMP-00-3)
ng posporo, maingat na posporo, maingat na (LLKSS-00-3)  Nakagugupit at
paggamit ng paggamit ng nakapagdidikit ng iba’t
matutulis/matatalim na matutulis/matatalim na ibang hugis na may iba’t
bagay tulad ng kutsilyo, bagay tulad ng kutsilyo, ibang tekstura
tinidor, gunting, maingat tinidor, gunting, maingat (SKMP-00-4)
na pag-akyat at pagbaba na pag-akyat at pagbaba
sa hagdanan, pagtingin sa hagdanan, pagtingin
sa kaliwa’t kanan bago sa kaliwa’t kanan bago
tumawid sa daan, tumawid sa daan,
pananatiling kasama ng pananatiling kasama ng
nakatatanda kung nasa nakatatanda kung nasa sa
sa matataong lugar matataong lugar
(KPKPKK-Ih-3) (KPKPKK-Ih-3)
 Identify ways on how to  Identify ways on how to  Copy the color of the road  Make a house model by
keep oneself out of harm keep oneself out of harm signs on the pictures pasting different shapes
 Recognize the letter Ww
and its sound, and give
words that begin with /w/
  Identify the letters of the alphabet (mother tongue, orthography) (LLKAK-Ih-3)
 Identify the letter of alphabet (mother tongue, orthography) (LLKAK-Ih-3)
 Count objects with one –to-one correspondence up to quantities of 10 (MKC-00-7)
 Rote count up tp 20 (MKSC-00-12)
 Compare two groups of objects to decide which is more or less, or if they are equal (MKC-00-8)
 Identify the sounds of letters orally given (LLKPA-Ig-1)
 Name common objects/ things in the environment (LLKV-00-1)
 Pagbakat, pagkopya ng larawan, hugis at titik (KPKFM-00-1.4)
 Write the letter Ww properly
 Identify the letter Ww in a group of letters
Learning Checkpoints  Sound out letter Ww
 Substitute the beginning sound of words to /w/
 Color the hidden uppercase and lowercase letter Ww
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 a  Theme: Any age and a  Theme: Any age and  Theme: Any age and
culturally appropriate culturally appropriate culturally appropriate culturally appropriate culturally appropriate
story about taking good story about safety story about safety story about road signs and story about safety.
care of the body parts. precautions in using precautions in using traffic rules.
flammable materials. pointed and sharp objects.  Define difficult words.
 Define difficult words.  Define difficult words.
 Define difficult words.  Define difficult words.  Motivation question: How
 Motivation: How do you  Motivation question: Do can we make ourselves
take good care of your  Motivation question: What  Motivation question: Do you know how read road safe from harm?
 body?
 Motive: Have you already
experience situations where
you hurt yourself?
During Reading Ask comprehension questions.
Post Reading  Who are the characters in
the story?
 What are the things they
saw? What lines did they
use to complete the
pictures?
 Do you think the characters
learned something? What
are these things.
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)
Teacher-Supervised Boat in the Water
Activity
 Recognize and visualize
situations that require
addition and subtraction.
(MKAT-00-14)
 Count objects with one –to-
Competencies one correspondence up to
quantities of 10
(MKC-00-7)
 Recognize and identify
numerals 0 to 10
(MKC-00-2)
Learning Checkpoints  Add and subtract concrete  Identify how air vehicles
objects
are flammable materials?
 Motive question: Why do
we need to take extra
precautions in using
flammable materials?
 Who are the characters in
the story?
 What did the main
character learn from his
teacher?
 Can name the harmful
objects that a child should
not play?
Paper Planes
 Pagtiklop ng papel
(KPKFM-00-1.2)
 Explore how objects can be
moved like pushing,
pulling, rising, sinking,
blowing (PNEKPP-00-4)
move through the
you have scissors? Pencil?
 Motive question: What will
happen if you are nor
careful in using this kind of
materials?
 What are the pointed
objects in the story? Sharp
objects?
 What did her mother tell
her?
 How would you feel if you
were the character?
 Can you give other
examples of sharp objects?
Why do we need to be
careful in using sharp and
pointed objects?
Workers Sequence
 Identify the 1st, 2nd, 3rd, up  Add quantities up to 10
to 10th
(MKC-00-11)
 Identify which among the  Put together sets that make  Solve math problems
workers are 1st, 2nd, 3rd,
signs?
 Motive question: Why do
need to follow traffic rules?
 What are the characters in
the story?
 What did the main
character learn about road
signs and traffic rules?
 Do you also follow the
traffic rules?
More or Less, Spin It
using concrete objects to
represent the concept of
addition. (MKAT-00-8)
up 9
 Motive question: Can you
tell situations where we
need the supervision of
our parents, guardian, or
teacher in doing chores?
 Who are the characters in
the story?
 Who help the main
character in doing
household chores?
 Do you also help your
parents in doing chores at
home? How about your
teacher, do you also help
her?
Problem Solving
 Solve simple addition
and subtraction number
stories read by the
teacher using a variety
of ways and describe and
explain the strategies
used
(MKAT-00-11)
using concrete objects
 experiment etc.
 Block Play
 Math Equations
Independent Activities
 Water Play
 Paper Planes
 Natutukoy ang iba’t ibang lugar sa komunidad (KMKPKom-00-3)
 Naisasagawa ang mga sumusunod na kasanayan; paglikha ng mga modelo pangkaraniwang bagay sa paligid (KPKFM-00-1.6)
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 Recognize and identify numerals 0 to 10 (MKC-00-2)
Competencies
 Write addition and subtraction number sentences using concrete representations (MKAT-00-10)
 Classify objects according to observable properties like size, color, shape, texture, and weight) (PNKEKPP-00-3)
 Explores how objects can be moved like pushing, pulling, rising, sinking, blowing (PNEKPP-00-4)
 Pagtiklop ng papel (KPKFM-00-1.2)
 Make water and air vehicles using blocks
 Fill in the blanks to write a math equation
Learning Checkpoints
 Try out ways to make toy boats move
 Make paper planes
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)
Activities The Boat is Sinking Unstructured Free Play Step On Unstructured Free Play Captain Says
 Nakasasali sa mga laro, o  Nakasasali sa mga laro, o  Classify objects according  Nakasasali sa mga laro, o  Classify objects according
anumang pisikal na anumang pisikal na to observable properties anumang pisikal na gawain to observable properties
gawain at iba’t ibang gawain at iba’t ibang like size, color, shape, at iba’t ibang paraan ng like size, color, shape,
paraan ng pageehersisyo paraan ng pageehersisyo texture, and weight) pageehersisyo texture, and weight)
(KPKPF-00-1) (KPKPF-00-1) (PNEKPP-00-1) (KPKPF-00-1) (PNEKPP-00-1)
 Nagagamit ang mga kilos  Nagagamit ang mga kilos  Nakasasali sa mga laro, o  Nagagamit ang mga kilos  Nakasasali sa mga laro, o
lokomotor at di-lokomotor lokomotor at di-lokomotor anumang pisikal na lokomotor at di-lokomotor anumang pisikal na
Competencies
sa paglalaro, pag- sa paglalaro, pag- gawain at iba’t ibang sa paglalaro, pag- gawain at iba’t ibang
eehersisyo, pagsasayaw eehersisyo, pagsasayaw paraan ng pag-eehersisyo eehersisyo, pagsasayaw paraan ng pag-eehersisyo
(KPKGM-Ig-3) (KPKGM-Ig-3) (KPKPF-00-1) (KPKGM-Ig-3) (KPKPF-00-1)
 Naipakikita ang  Naipakikita ang  Naipakikita ang  Naipakikita ang  Naipakikita ang
pagpapahalaga sa maayos pagpapahalaga sa maayos pagpapahalaga sa maayos pagpapahalaga sa maayos pagpapahalaga sa
na pakikipaglaro na pakikipaglaro na pakikipaglaro na pakikipaglaro maayos na pakikipaglaro
(KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19)
 Divide themselves according to a specific number
Learning Checkpoints  Follow the instructions of the game
 Follow the instructions of the teacher to practice safety measures when travelling on air vehicles
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  The learners talk about
the different line that they things that are soft and things that are rough and colors in their the shapes in their
could see in their hard. smooth. surroundings. surroundings.
surroundings.
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 were able to learners were able to learners were able to learners were able to learners were able to
draw straight line, identify soft and hard identify rough and smooth identify colors in their identify shapes in their
horizontal line, diagonal objects. objects. surroundings. surroundings.
line, and curved line.
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?

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