Kindergarten School Lipay Elementary School Teaching Dates April 3-7, 2023

Daily Lesson Log Teacher Arjay S. Fariñas Week No. 8

Content Focus Dami ng Isang Pangkat ng mga Bagay na Hindi Nagbabago Quarter Third
Kahit Nagbago ang Ayos
Most Essential Tell that the quantity of a set of objects does not change even though the arrangement has changed (i.e., the child should be
Learning Competency able to tell that one set of counters placed in one-to-one correspondence and then rearranged still has the same quantity)
(MKSC-00-23)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME
(April 3, 2023)
Arrival Time
(7:30am-7:40am)
National Anthem
Opening Prayer
Routine Exercise
Activities Kumustahan
Attendance
Balitaan
Meeting Time 1
(7:40am-7:50am)
Messages Maaaring gamitin ang mga
hugis sa pagbibilang.
Tandaan na hindi nagbabago
ang bilang nito kahit
nagbabago ng ayos.
Questions  Anong mga hugis ang
maaari nating gamitin
bilang pamilang?
 Magbabago ba ang bilang
ng mga hugis sa isang
grupo kung binago natin
ang kanilang mga
puwesto?
(April 4, 2023)
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Maaring gumamit ng mga
kongkretong bagay o
counters sa pagbibilang.
Makatutulong ito upang mas
mapagbuti ang pagkatuto sa
wastong pagbibilang.
 Anong mga bagay ang
maaari nating gamitin
bilang pamilang?
 Magbabago ba ang bilang
ng mga kongkretong bagay
sa isang grupo kung
binago natin ang kanilang
mga puwesto?
(April 5, 2023)
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Ang dami ng larawan ng
gulay at prutas ay nakabatay
sa kaukulang bilang nito.
Hindi magbabago ang bilang
kahit ito ay naiba ng
pagkakaayos.
 Alam mo ba kung anong
gulay ang nasa larawan?
 Kaya mo bang bilangin
ang mga gulay sa
larawan?
 Magbabago ba ang bilang
ng mga gulay sa isang
grupo kung binago natin
(April 6, 2023)
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Maaaring gumamit ng
larawan ng mga emosyon
bilang pamilang. Tandaan na
hindi magbabago ang bilang
nito kahit na maiba ang
pagkakaayos.
 Natatandaan mo pa ba ang
iba’t ibang uri ng
emosyon? Ano-ano ang
mga ito?
 Kaya mo bang bilangin ang
mga emosyon sa larawan?
 Magbabago ba ang bilang
ng mga emosyon sa isang
(April 7, 2023)
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Ang letrang Qq ay may
malaki at maliit na letra.
Maraming pangalan ng lugar
at tao ang nag-uumpi sa
letrang Qq, halimbawa nito
ay Quiapo, Quezon, Quentin
at Queenie. Ang mga
salitang Queen, question
mark, quail, quarter, quick at
quiz ay nagsisimula rin sa
letrang Qq.
 Ano ang tunog ng letrang
Qq?
 Paano isulat ang
malaking letrang Q?
Maliit na letrang q?
 Ano-ano ang mga salita
na nagsisismula sa letrang
Qq?
 ang kanilang mga grupo kung binago natin
puwesto? ang kanilang mga
puwesto?

Competencies  Tell that the quantity of a set of objects does not change even though the arrangement has changed (i.e., the child should be able to tell that one set of
counters placed in one-to-one correspondence and then rearranged still has the same quantity) (MKSC-00-23)
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 Colorful Shapes Things Inside the Classroom I Love Fruits and Veggies How do you feel today? Tracing Letter Qq
Activity
Introduce Letter Qq
 Recognize simple shapes  Name common  Name common  Nakikilala ang mga  Identify the sounds of
in the environment objects/things in the objects/things in the pangunahing emosyon letters orally given
(MKSC-00-1) environment (in school, environment (in school, (tuwa, takot, galit, at (LLKPA-Ig-1)
 Identify two to three home, and community) home, and community) lungkot)  Identify the letters of the
dimensional shapes: (LLKV-00-1) (LLKV-00-1) (SEKPSE-00-11) alphabet (mother tongue,
square, circle, triangle,  Describe common  Name objects that begin orthography)
rectangle objects/things in the with a particular letter of (LLKAK-Ih-3)
(MKSC-00-2) environment based on the alphabet  Pagbakat, pagkopya ng
color, shape, size, and (PNEKPP-00-2) larawan, hugis at titik
function/use  Name the places and the (KPKFM-00-1.4)
Competencies (LLKV-00-2) things found in the
 Name objects that begin classroom, school and
with a particular letter of community
the alphabet (LLKV-00-8)
(PNEKPP-00-2)
 Name the places and the
things found in the
classroom, school and
community
(LLKV-00-8)

 Identify shapes in the  Name common things  Name their favorite fruits  Recognize their feelings  Trace letter Qq
environment inside the classroom and vegetables and be able to express
Learning Checkpoints
 Name and sound the letter their emotions
Qq
Independent Activities  Letter Qq Writing (KTG, p. 403)
 Uppercase-lowercase Match
 Words that start with letter Qq
  Letter Qq Mosaic
 Identify the sounds of letters orally given (LLKPA-Ig-1)
 Identify the letters of the alphabet (mother tongue, orthography) (LLKAK-Ih-3)
Competencies  Identify several words that begin with the same sound as the spoken word (LLKPA-Ig-7)
 Name objects that begin with a particular letter of the alphabet (LLKV-00-5)
 Pagbakat, pagkopya ng larawan, hugis at titik (KPKFM-00-1.4)
 Write the letter Qq properly
 Match the uppercase and lowercase letters
Learning Checkpoints  Name and sound out letter Qq
 Find words which the first letter starts with the letter Qq
 Decorate letter Qq creatively
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 different kinds story about things found story about fruits and story about emotions. story about emotions.
of shapes. inside the classroom. vegetables.
 Define difficult words.  Define difficult words.
 Define difficult words.  Define difficult words.  Define difficult words.
 Motivation question: How  Motivation question: How
 Motivation: What is your  Motivation question: What  Motivation question: What do you feel today? do you feel today?
favorite shape? are the things that can be is your favorite food?
found inside the  Motive question: Can you  Motive question: Can you
 Motive: Can you identify classroom?  Motive question: Do love describe the feeling of describe the feeling of
 the shapes of different
objects inside the
classroom?
During Reading Ask comprehension questions.
Post Reading  Who are the characters in
the story?
 What are the things they
saw? What are the shapes
of the objects they saw?
 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)
The Same Set of Shapes
Teacher-Supervised
Comparison
Activity
 Tell that the quantity of a
set of objects does not
change even though the
arrangement has changed
(i.e., the child should be
able to tell that one set of
counters placed in one-to-
one correspondence and
Competencies
then rearranged still has
the same quantity)
(MKSC-00-23)
 Count objects with one-to-
one correspondence up to
quantities of 10
(MKC-00-7)
Learning Checkpoints  Compare set of shapes
 Motive question: Can you
name the things found
inside the classroom?
 Where is the story
happened?
 What are the things they
found inside the
classroom?
 Among those things, what
did the main character
love the most?
The Same Set of Concrete
Objects Comparison
 Tell that the quantity of a
set of objects does not
change even though the
arrangement has
changed (i.e., the child
should be able to tell
that one set of counters
placed in one-to-one
correspondence and then
rearranged still has the
same quantity)
(MKSC-00-23)
 Count objects with one-
to-one correspondence
up to quantities of 10
(MKC-00-7)
 Compare set of concrete
you eat fruits and veggies?
 What are the names of the
characters in the story?
 Why does the character
hates to eat fruits and
veggies?
 What happened after the
girl get sick?
 What did she learn from
her experience?
The Same Set of
Fruits/Veggies Comparison
 Tell that the quantity of a
set of objects does not
change even though the
arrangement has
changed (i.e., the child
should be able to tell that
one set of counters
placed in one-to-one
correspondence and then
rearranged still has the
same quantity)
(MKSC-00-23)
 Count objects with one-
to-one correspondence
up to quantities of 10
(MKC-00-7)
 Compare set of fruits or
being happy? Sad? Angry?
Worries? Surprised?
 What did the character
feel?
 What makes her happy?
Sad?
 Do you share the same
feelings with her?
 What did you learn from
story?
The Same Set of Emotions Numbers Comparison
Comparison
 Tell that the quantity of a
set of objects does not
change even though the
arrangement has
changed (i.e., the child
should be able to tell that
one set of counters
placed in one-to-one
correspondence and then
rearranged still has the
same quantity)
(MKSC-00-23)
 Count objects with one-
to-one correspondence
up to quantities of 10
(MKC-00-7)
 Compare set of emotions
being happy? Sad?
Angry? Worries?
Surprised?
 What makes her happy?
Sad?
 Do you share the same
feelings with her?
 What did you learn from
story?
 Tell that the quantity of
a set of objects does not
change even though the
arrangement has
changed (i.e., the child
should be able to tell
that one set of counters
placed in one-to-one
correspondence and
then rearranged still
has the same quantity)
(MKSC-00-23)
 Count objects with one-
to-one correspondence
up to quantities of 10
(MKC-00-7)
 Compare numbers
 with the same number objects with the same vegetables with the same with the same number
number number
 Block Play
 It’s a Match
Independent Activities
 Equal Numbers
 Writing Numbers 1-10
 Match numerals to a set of concrete objects (MKC-00-4)
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 Tell that the quantity of a set of objects does not change even though the arrangement has changed (i.e., the child should be able to tell that one set of
Competencies
counters placed in one-to-one correspondence and then rearranged still has the same quantity) (MKSC-00-23)
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 Match objects, pictures based on properties /attributes in one-to-one correspondence - object to object - object to picture - picture to picture (MKAT-00-1)
 Build structures of blocks with different shapes and colors
 Match the numerals with the correct number of figures
Learning Checkpoints
 Match pair of numbers
 Write numerals 1-10
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
Transition to Indoor/
minutes, 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
Light Physical Activity
countdown may be used.
Indoor Activity/ Light Physical Activity
(10:05am-10:25am)
Activities Unstructured Free Play Unstructured Free Play Unstructured Free Play Unstructured Free Play Unstructured Free Play
 Nakasasali sa mga laro, o  Nakasasali sa mga laro, o  Nakasasali sa mga laro, o  Nakasasali sa mga laro, o  Nakasasali sa mga laro, o
anumang pisikal na anumang pisikal na anumang pisikal na anumang pisikal na gawain anumang pisikal na
gawain at iba’t ibang gawain at iba’t ibang gawain at iba’t ibang at iba’t ibang paraan ng gawain at iba’t ibang
paraan ng pageehersisyo paraan ng pageehersisyo paraan ng pageehersisyo pageehersisyo paraan ng pageehersisyo
(KPKPF-00-1) (KPKPF-00-1) (KPKPF-00-1) (KPKPF-00-1) (KPKPF-00-1)
 Nagagamit ang mga kilos  Nagagamit ang mga kilos  Nagagamit ang mga kilos  Nagagamit ang mga kilos  Nagagamit ang mga kilos
lokomotor at di-lokomotor lokomotor at di-lokomotor lokomotor at di-lokomotor lokomotor at di-lokomotor lokomotor at di-lokomotor
Competencies
sa paglalaro, pag- sa paglalaro, pag- sa paglalaro, pag- sa paglalaro, pag- sa paglalaro, pag-
eehersisyo, pagsasayaw eehersisyo, pagsasayaw eehersisyo, pagsasayaw eehersisyo, pagsasayaw eehersisyo, pagsasayaw
(KPKGM-Ig-3) (KPKGM-Ig-3) (KPKGM-Ig-3) (KPKGM-Ig-3) (KPKGM-Ig-3)
 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)
Learning Checkpoints  Pretend to be in a place in the community where people can have fun
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  The learners talk about the  The learners talk about the  The learners talk about
the set of shapes with the set of concrete objects set of fruits or vegetables set of emotions with the the name and sound of
same number with the same number with the same number same number letter Qq.
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 tell learners were able to tell learners were able to tell learners were able to tell learners were able to
that the quantity of a set that the quantity of a set of that the quantity of a set of that the quantity of a set of give words that starts
of shapes does not concrete objects does not shapes does not change shapes does not change with the letter Qq.
change even though the change even though the even though the even though the
arrangement has arrangement has changed arrangement has changed arrangement has changed
changed.
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:

ARJAY S. FARIÑAS JONEL P. DECANO

Teacher Principal I