Kindergarten School PARAS-PARADA ELEMENTARY SCHOOL Teaching Dates December 5-9, 2022

Daily Lesson Log Teacher SARAH JANE M. TADIOS Week No. 5

Content Focus Mga Lugar at Bagay na Makikita sa Silid-Aralan at Paaralan Quarter Second
Most Essential  Name the places and the things found in the classroom, school, and community (LLKV-00-8)
Learning  Tell that the quantity of a set of objects does not change even though the arrangement has changed (i.e., the child should
Competencies 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)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME
(December 5, 2022) (December 6, 2022) (December 7, 2022) (December 8, 2022) (December 9, 2022)
Arrival Time
(7:30am-7:40am)
National Anthem National Anthem National Anthem Special Non-Working National Anthem
Opening Prayer Opening Prayer Opening Prayer Holiday Opening Prayer
Routine Exercise Exercise Exercise Exercise
Activities Kumustahan Kumustahan Kumustahan (Feast of Immaculate Kumustahan
Attendance Attendance Attendance Concepcion Day) Attendance
Balitaan Balitaan Balitaan Balitaan
Meeting Time 1
(7:40am-7:50am)
Messages Ang silid-aralan ay may iba’t Maraming bagay ang Ang paaralan ay may ibat- Ang letrang Bb ay kabilang
ibang lugar tulad ng matatagpuan sa loob ng silid- ibang lugar tulad ng sa ating alpabeto. May mga
palikuran, reading corner, aralan tulad ng basahan, principal’s office, guidance salita na nagsisimula sa
washing area, math corner at baso, bag, basurahan at iba office, kantina, palaruan, letrang Bb tulad ng bahay,
palaruan. pa. silid-aklatan at klinika ng baso, bola, bato at buto.
paaralan.
(Hikayatin ang mga bata na
magbigay din ng mga bagay
na kanilang nakikita sa loob
ng silid-aralan.)

Questions  Ano ang mga iba’t ibang
lugar sa silid-aralan?
 Maari mo bang ituro kung
saang bahagi ng silid-
aralan matatagpuan ang
mga ito?
 Ano ang mga iba’t ibang
bagay na matatagpuan sa
loob ng silid-aralan?
 Ano ang mga iba’t ibang  Anong mga salita ang
lugar na matatagpuan sa nagsisimula sa letrang
loob ng paaralan? Bb?
(Isulat sa pisara ang sagot
ng mga bata at talakayin
ito pagkatapos.)

Competencies  Name the places and the things found in the classroom, school, and community (LLKV-00-8)
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 Classroom Map Poster: Things Found Inside Campus Tour School Collage
Activity the Classroom
Introduce letter Bb

 Talk about family  Naikukuwento ang mga  Natutukoy ang mga  Naikukuwento ang mga
members…using various ginagawa ng pamilya pangangailangan ng ginagawa ng pamilya nang
appropriate descriptive nang sama-sama pamilya at kung paano sama sama
words (KMKPPam-00-6) nila ito natutugunan (KMKPPam-00-6)
(LLKOL-005)  Give the names of family (KMKPPam-00-7)  Give the names of family
 Give the names of family members…and the roles  Give the names of family members…and the roles
members…and the roles they play members…and the jobs they play..
they play (LLKV-00-6) they do (LLKV-00-6)
(LLKV-00-6)  Collect data on one (LLKV-00-6)  Nakalilikha ng iba’t-ibang
Competencies  Nakalilikha ng iba’t- variable through  Pagpilas/paggupit/ bagay sa pamamagitan ng
ibang bagay sa observation and asking pagdikit ng papel malayang pagguhit
pamamagitan ng questions (KPKFM-00-1.3) (SKMP-00-1)
malayang pagguhit (MKAP-00-1)  Trace, copy, and write  Trace, copy, and write the
(SKMP-00-1)  Create simple the letters of the alphabet letters of the alphabet
 Trace, copy, and write pictographs (MKAP-00- (LLKH-00-3) (LLKH-00-3)
the letters of the alphabet 2)  Write one’s given name
(LLKH-00-3)  Discuss simple (LLKH-00-5)
 Write one’s given name pictographs (MKAP-00-
(LLKH-00-5) 3)
 Know the places inside  Identify things found  Know the places and  Design a school collage
Learning Checkpoints the classroom inside the classroom things inside the school in a creative manner
 Target Letter: Bb (KTG, p. 217)
 Letter Mosaic: Bb (KTG, p. 218)
Independent Activities
 Bb Words Poster
 Playdough: Letter Bb
 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 Bb
Learning Checkpoints  Represent the letters Bb in creative ways
 Identify words that start with letter Bb
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 Recall the places in the Recall the things found inside Recall the places in school Song: What is the Sound of
classroom using the the classroom using the based on what the learners Letter Bb?
classroom map. poster. saw during the campus tour.
(In the tune of “The Wheels
on the Bus”)
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  Theme: Any age and  Theme: Any age and
culturally appropriate culturally appropriate culturally appropriate culturally appropriate
story about the different story about the different story about school and the story about school rules.
places inside the things found inside the different places in school.
classroom. classroom.  Define difficult words.
 Define difficult words.
 Define difficult words.  Define difficult words.  Motivation question: What
 Motivation question: What are the different rules in
 Motivation question: What  Motivation question: are the different places in school?
are the different places in What are the things that school?
the classroom? we could find inside the  Motive question: What do
classroom?  Motive question: What do you think are the different
 Motive question: What do you think are the different rules in school in the
you think are the different  Motive question: What do places in school in the story?
places in the classroom in you think are the things story?
the story? that the character will
 find in the story?

During Reading Ask comprehension questions.

Post Reading  What is the character’s  What are the things that  I will describe a place in  What are the different
favorite place inside the the character found inside the story, tell me the name rules in school?
classroom? the classroom? of the place.
 Why are rules important?

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)
Same or Different (up to
Teacher-Supervised
quantities of 10)
Activity
 Match object, pictures
based on properties
/attributes in one-to-one
correspondence
(MKAT-00-1)
 Sort and classify objects
according to one
attribute/property (shape,
Competencies color, size, function/use)
(MKSC-00-6)
 Count objects with one-to-
one correspondence up to
quantities of 10
(MKC-00-7)
 Identify set of objects
with the same numbers
Learning Checkpoints  Identify set of objects
with different numbers
 Writing Numerals (0-10)
 Playdough Numerals (0-10)
Independent Activities
 Find 10
 Draw 10
Number 10 Combinations
 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)
 Write addition number
sentences using concrete
representations
(MKAT-00-10)
 Take away a quantity
from a given set using
concrete objects to
represent the concept of
subtraction
It’s a Match: Comparing Number Hunt
Quantities 0-10
 Match object, pictures  Recognize and identify
based on properties numerals 0 to 10
/attributes in one-to-one (MKC-00-2)
correspondence  Count objects with one-
(MKAT-00-1) to-one correspondence up
 Sort and classify objects to quantities of 10
according to one (MKC-00-7)
attribute/property (shape,  Read and write numerals
color, size, function/use) 0 to 10
(MKSC-00-6) (MKC-00-3)
 Count objects with one-to-  Compare two groups of
one correspondence up to objects to decide which is
quantities of 10 more or less, or if they
(MKC-00-7) are equal -Identify sets
with one more or one less
element
(MKC-00-8)
 Match set of objects with  Identify numbers inside
the same numbers the classroom
  Read and write numerals 0 to 10 (MKC-00-3)
 Pagbakat, pagkopya ng larawan, hugis, at titik (KPKFM-00-1.4)
 Recognize and identify numerals 0 to 10 (MKC-00-2)
 Match numerals to a set of concrete objects from 0 to 10 (MKC-00-4)
 Nakapagmomolde ng luwad (clay) sa nais na anyo (SKMP-00-6)
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)
 Name objects that begin with a particular letter of the alphabet (LLKV-00-5)
 Trace, copy, and draw familiar figures (LLKH-00-2)
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 Trace, copy, and write the letters of the alphabet (LLKH-00-3)
 Write numeral number 10
Learning Checkpoints  Manipulate playdough to form numerals and corresponding quantities
 Make different combinations of 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)
Follow Me Unstructured Free Play Line Up Game Teacher, May I?
Activities
Competencies  Nakasasali sa mga laro, o  Nakasasali sa mga laro, o  Group objects that are  Nakasasali sa mga laro, o
anumang pisikal na anumang pisikal na alike (MKSC-00-5) anumang pisikal na
gawain at iba’t ibang gawain at iba’t ibang  Sort and classify objects gawain at iba’t ibang
paraan ng pag-eehersisyo paraan ng pageehersisyo according to one paraan ng pag-eehersisyo
(KPKPF-00-1) (KPKPF-00-1) attribute/property (shape, (KPKPF-00-1)
 Nakagagalaw (martsa,  Nagagamit ang mga kilos color, size, function/use)  Naisasagawa ang mga
palakpak, tapik, padyak, lokomotor at di-lokomotor (MKSC-00-6) sumusunod na kilos
lakad, lundag at iba pa) sa paglalaro, pag-  Listen discriminately and lokomotor sa pagtugon sa
nang angkop sa ritmo at eehersisyo, pagsasayaw respond appropriately, ritmong mabagal at
indayog bilang tugon sa (KPKGM-Ig-3) i.e., speak loudly/softly mabilis (paglakad,
himig na  Naipakikita ang when asked, asked to pagtakbo, pagkandirit,
napapakinggan/awit na pagpapahalaga sa maayos adjust volume of paglundag/ pagtalon,
kinakanta na pakikipaglaro television/radio paglukso) (KPKGM-Ie-2)
(KPKPF-Ia-2) (KAKPS-00-19) (LLKAPD-Id-6)  Nagagamit ang mga kilos
 Naisasagawa ang lokomotor at di-lokomotor
paggalaw/pagkilos ng sa paglalaro, pag-
iba’tibang bahagi ng eehersisyo, pagsasayaw
katawan sa saliw ng (KPKGM-Ig-3)
awitin nang may  Listen discriminately and
kasiyahan (KPKGM-Ia-1) respond appropriately,
  Naisasagawa ang mga i.e., speak loudly/softly
sumusunod na kilos when asked, asked to
lokomotor sa pagtugon sa adjust volume of
ritmong mabagal at television/radio
mabilis (paglakad, (LLKAPD-Id-6)
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)
 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
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 recall the  The learners the different  The learners recall the  The learners talk about
different places inside the things found inside the different places in school. the name and sound of
classroom. classroom. letter Bb.
Wrap-Up Questions/  The teacher checks if the  The teacher checks if the  The teacher checks if the  The teacher checks if the
Activity learners can identify the learners can identify the learners can identify the learners were able to say
different places inside the things found inside the different places in school. the name and sound of
classroom. classroom. letter Bb.
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:

SARAH JANE M. TADIOS GEMMA T. URMENETA

Teacher III Head Teacher II