/Kindergarten School Disiplina Village Bignay Elementary School Teaching Dates January 8-12, 2024

Daily Lesson Log Teacher Lesly B. Monares Week No. 8

Content Focus Gusto at Hindi Gusto Quarter Second
Most Essential  Talk about likes/dislikes (foods, pets, toys, games, friends, places) (LLKOL-Ic-15)
Learning  Talk about family members, pets, toys, foods, or members of the community using various appropriate
Competencies descriptive words (LLKOL-00-5)

BLOCKS OF MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

TIME (January 8, 2024) (January 9, 2024) (January 10, 2024) (January 11, 2024) (January 12, 2024)
Arrival Time
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
Messages Mayroon tayong mga Mayroon tayong mga Mayroon tayong mga May mga kaibigan kang May mga lugar na gusto
gusto at di gustong gusto at di gustong gusto at di gustong laro. gusto at hindi gusto. May at hindi gustong
pagkain. Ugaliing kumain alagang hayop. Mahalaga ang mga laruan kang puntahan tulad ng
ng mga masustansiyang Pahalagahang mabuti ang pagpapakita ng pinakagusto at hindi palengke, paaralan,
pagkain upang lumakas mga alagang hayop dahil positibong pag-uugali sa gusto. Magkakaiba man simbahan at palaruan.
ang iyong katawan at malaki ang kanilang harap ng hindi inaasahang ng gusto at hindi gusto Maaring ito ay
resistensiya. naitutulong. pangyayari tulad ng tandaan mo na kapag ikaw pinakagustong puntahan,
pagkatalo sa laro. ay nakikipaglaro. ang iba naman ay hindi
Kailangan mong maging gusto. Magkakaiba man
mabait at huwag ng gustong lugar, laging
makikipagtalo sa iyong isaisip na kailangang
mga kaibigan. mag-ingat at panatilihing
malinis ang lugar na
iyong pupuntahan.

Questions  Ano ang iyong mga  Ano ang iyong  Ano ang iyong  Ano ang pakiramdan ng  Anong lugar sa
paboritong gusto? paboritong alagang paboritong laro? pagkakaroon ng komunidad ang
hayop? kaibigan? paborito mong
 Anong mga pagkain  Mayroon ka bang di puntahan?
ang di mo gusto?  Anong mga hayop sa gustong laro?  Ano ang iyong
paligid ang paboritong laruan? Di  Ano ang ating mga
 Ano ang maidudulot ng kinakatakutan mo?  Paano maipapakita ang gustong laruan? dapat tandaan sa
 masusustansiyang
pagkain sa ating  Paano natin
katawan? mapapangalagaan ang
mga hayop sa ating
paligid?
positibong pag-uugali tuwing tayo ay
sa mga hindi  Paano natin bumibisita sa isang
inaasahang pangyayari maipapakita ang lugar?
sa iba’t ibang laro? mabuting pakikitungo
sa ating mga kaibigan?

Competencies  Talk about likes/dislikes (foods, pets, toys, games, friends, places) (LLKOL-Ic-15)
 Talk about family members, pets, toys, foods, or members of the community using various appropriate descriptive words (LLKOL-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
Teacher-Supervised My Favorite Food Class Favorite Animals Shadow Match: Games Coloring: I Love My Playdough: My Favorite
Activity Booklet Survey Friends Community Places
Introduce Letter Uu
Introduce Letter Gg
 Talk about  Talk about  Talk about  Talk about  Talk about
likes/dislikes (foods, likes/dislikes (foods, likes/dislikes (foods, likes/dislikes (foods, likes/dislikes (foods,
pets, toys, games, pets, toys, games, pets, toys, games, pets, toys, games, pets, toys, games,
friends, places) friends, places) friends, places) friends, places) friends, places)
(LLKOL-Ic-15) (LLKOL-Ic-15) (LLKOL-Ic-15) (LLKOL-Ic-15) (LLKOL-Ic-15)
 Talk about family  Talk about family  Talk about family  Talk about family  Talk about family
members, pets, toys, members, pets, toys, members, pets, toys, members, pets, toys, members, pets, toys,
foods, or members of foods, or members of foods, or members of foods, or members of foods, or members of
the community using the community using the community using the community using the community using
various appropriate various appropriate various appropriate various appropriate various appropriate
Competencies descriptive words descriptive words descriptive words descriptive words descriptive words
(LLKOL-00-5) (LLKOL-00-5) (LLKOL-00-5) (LLKOL-00-5) (LLKOL-00-5)
 Talk about the details  Name common  Nasasabi, nakikilala at  Talk about the details
of an object/picture animals (PNEKA-Ie- naipakikita ang of an object/picture
like toys, pets, foods, 1) kahalagahan ng like toys, pets, foods,
places  Collect data on one pakikibahagi places
(LLKOL-Id-4) variable (e.g., sex/boys (pagbabahagi ng (LLKOL-Id-4)
or girls) through pagkain, laruan,
observation and gamit) (KAKPS-00-16)
asking questions
(MKAP-00-1)
Learning  Draw their favorite  Make a simple graph  Match picture-to-  Talk about their  Make a miniature of
Checkpoints foods about their favorite picture experiences about their favorite places
animals correspondence having a friend and using playdough
 sharing toys with them
 My Letter Gg, Uu Booklet
Independent  Letter Gg, Uu Mosaic
Activities  Letter Gg, Uu Collage
 Letter Gg, Uu Words Poster
 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)
 Nakapupunit, nakagugupit at nakapagdidikit sa paggawa ng collage (SKMP-00-7)
Competencies  Pagpilas/paggupit/pagdikit ng papel (KPKFM -00-1.3)
 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 Gg and Uu
Learning
 Represent the letters Gg and Uu in creative ways
Checkpoints
 Identify words that start with letter Gg and Uu
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
Questions/Activity Song: Bahay Kubo Let the learners talk about Let the learners share Song: The More We Get Let the learners present
their favorite pet. their experiences on Together their work.
Let the learners share the sharing toys with their
importance of eating friends.
healthy foods.
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
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
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 children’s story about children’s story about children’s story about friendship. story about children’s
favorite food. favorite pet. favorite game. favorite place.
 Define difficult words.
 Define difficult words.  Define difficult words.  Define difficult words.  Define difficult words.
 Motivation question:
 Motivation question:  Motivation question:  Motivation question: Do you have friends?  Motivation question:
What is your favorite What is the name of Do you play games? Can you name them? If you have given a
food? your favorite pet? What is your favorite chance to visit a
outdoor game?  Motive question: How place, what it would
 Motive question: Why  Motive question: does it feel to have a be?
do we need to eat Where do the animals  Motive question: How friend?
healthy food? live in the story? do playing games  Motive question: How
makes us fit and does it feel to be on
healthy? your favorite place?
During Reading Ask comprehension questions.
Post Reading  What is the favorite  What is the name of  What is the  Who are the  What is the
food of the character the character’s pet in character’s favorite characters in the character’s favorite
in the story? the story? game? story? place?

 What happened to him  How did the character  Why doesn’t he want  What are their favorite  Why does he want to
when he keeps on show love and care to play with his games during past visit the place more
eating unhealthy food? for his pet? friends? time? often?

 What did the character  What did his friends do

learn from his friends? to get him play with
them?

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
Adding numbers using Adding numbers using Adding numbers using Adding numbers using Walk the Number Line
Teacher-Supervised concrete figures up to concrete figures up to concrete figures up to concrete figures up to
Activity quantities of 10 (Foods) quantities of 10 quantities of 10 (Games) quantities of 10 (Toys)
(Animals)
Competencies  Combine elements of  Combine elements of  Combine elements of  Combine elements of  Recognize and
two sets using concrete two sets using concrete two sets using concrete two sets using concrete identify numerals 0 to
objects to represent the objects to represent the objects to represent the objects to represent the 10
concept of addition concept of addition concept of addition concept of addition (MKC-00-2)
(MKAT-00-3) (MKAT-00-3) (MKAT-00-3) (MKAT-00-3)  Rote count up to 20
 Recognize the words  Recognize the words  Recognize the words  Recognize the words (MKSC-00-12)
 “put together,” “add “put together,” “add “put together,” “add “put together,” “add
to,” and “in all” that to,” and “in all” that to,” and “in all” that to,” and “in all” that
indicate the act of indicate the act of indicate the act of indicate the act of
adding whole numbers adding whole numbers adding whole numbers adding whole numbers
(MKAT-00-26) (MKAT-00-26) (MKAT-00-26) (MKAT-00-26)
 Write addition number  Write addition number  Write addition number  Write addition number
sentences using sentences using sentences using sentences using
concrete concrete concrete concrete
representations representations representations representations
(MKAT-00-10) (MKAT-00-10) (MKAT-00-10)  (MKAT-00-10)
 Add numbers using  Add numbers using  Add numbers using  Add numbers using  Sequence numbers
Learning
concrete figures up to concrete figures up to concrete figures up to concrete figures up to
Checkpoints
quantity of 10 quantity of 10 quantity of 10 quantity of 10
 Block Play
Independent  Playdough Numbers
Activities  It’s a Match
 Comparing Quantities: Game for Partners
 Nakapagpapatung-patong, nakapagdudugtongdugton at nakapagdidikitdikit (assemblage) ng blocks (SKMP-00-8)
 Pagmomolde ng luwad (KPKFM-00-1.5)
 Match numerals to a set of concrete objects from 0 to 10 (MKC-00-4)
 Read and write numerals 0 to 10 (MKC-00-3)
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
Competencies  Use a variety of materials and communicate strategies used to determine answers to addition and subtraction problems listened to
(MKAT-00-10)
 Solve simple addition and subtraction number stories (up to quantities of 10) read by the teacher using a variety of ways (e.g., concrete
materials, drawings) and describe and explain the strategies used (MKAT-00-11)
 Recognize the words “put together,” “add to,” and “in all” that indicate the act of adding whole numbers (MKAT-00-26)
 Compare two groups of objects to decide which is more or less, or if they are equal (MKC-00-8)
 Identify numerals 0 to 10
Learning  Match numerals to corresponding number of objects
Checkpoints  Compare quantities
 Represent the numerals creatively
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
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
Activities  The learners talk  The learners talk about  The learners talk  The learners talk  The learners talk
about the foods that the importance of about the games they about their friends. about their favorite
they like and dislike. taking good care of the like and dislike. places.
animals in the
environment.
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 talk the learners can the learners can talk the learners can talk the learners were
about the importance identify the different about the importance about the importance able to identify their
of eating healthy animals in the of having good of sharing toys with favorite places in the
foods. environment. attitude towards their friends. community.
unwanted situations
while playing games.
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 by: Approved by:

LESLY B. MONARES RONEL R. AUSTRIA ARNOLD O.
MUÑOZ
Teacher I Master Teacher I Principal I