Kindergarten School NARCISO B LEDESMA CENTRAL SCHOOL Teaching Dates

Daily Lesson Log Teacher ARLEEN FAITH T. LUMASAG Week No. 3

Content Focus Ang Aking Karanasan Bilang Kasapi ng Komunidad Quarter Third
Most Essential
Naikukuwento ang mga naging karanasan bilang kasapi ng komunidad (KPKPKom-00-6)
Learning Competency

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME
(February 12, 2024) (February 13, 2024) February 14, 202) (,February 15 2024) February 16, 2024)

Arrival Time
(1:00pm 3:30pm)

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 Ako ay natututo sa ating
komunidad. Kasama kong
natututo sa loob ng paaralan
ang aking mga kaklase.
Natututo akong bumasa,
sumulat, umawit, sumayaw,
gumuhit at makisalamuha sa
ibang bata at guro sa loob ng
paaralan.
Marami akong masasayang
karanasan sa ating komunidad.
Masaya akong namamasyal at
naglalaro sa mga parke at
palaruan kasama ang aking
pamilya at mga kaibigan.
Sa komunidad, sumasama
akong mamili ng mga
pagkain, tubig, damit at iba pa
kasama ang aking pamilya.
Pumupunta kami sa palengke
upang mamili ng isda, gulay,
prutas, bigas at tinapay.
Sa simbahan, o kapilya kami
nagpupunta tuwing Sabado o
Linggo upang magsimba at
magdasal. Natututo ako ng
mga mabubuting asal at
tamang pag-uugali sa loob ng
simbahan o kapilya.
Ang letrang Jj ay may malaki
at maliit na letra. Maraming
bagay ang nag-uumpi sa
letrang Jj, halimbawa nito ay
jackstone, jelly ace, Jasmin,
Jenny at iba pa.

Questions
● Ano-ano ang iyong ● Ano-ano ang iyong ● Ano-ano ang iyong ● Ano-ano ang masasayang ● Ano ang tunog ng letrang
 masasayang karanasan sa
loob ng paaralan bilang
kasapi ng komunidad?
● Sino-sino ang mga taong
nakikilala at
nakasasalamuha mo sa loob
ng paaralan?
(Hikayatin ang mga batang
magbagi ng kanilang
karanasan.)
Competencies
● Naikukuwento ang mga naging karanasan bilang kasapi ng komunidad (KPKPKom-00-6)
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 allotted
Period 1 time.
Work Period 1
(7:50am-8:35am)
Teacher-Supervised Picture Puzzle: Things We Do
Activity in School
Competencies
● Natutukoy na ang paaralan
ay isang mahalagang
bahagi ng komunidad
(KMKPKom-00-7)
● Nakapagkukuwento ng mga
ginagawa sa paaralan
(KMKPAra-00-3)
● Naisasagawa ang mga
sumusunod na kasanayan;
pagmomolde ng luwad
(clay), pagbuo ng puzzles
(KPKFM-00-1.5)
masasayang karanasan sa
mga parke at palaruan
bilang kasapi ng
komunidad?
(Hikayatin ang mga batang
magbagi ng kanilang
karanasan.)
Playdough: Recreational
Places
(KTG, p. 338)
● Napagsisikapang matapos
ang sinimulang gawain sa
itinakdang oras
(KAKPS-00-1)
● Naisasagawa ang mga
sumusunod na kasanayan;
pagmomolde ng luwad
(clay), pagbuo ng puzzles
(KPKFM-00-1.5)
● Nakapagmomolde ng luwad
(clay) sa nais na anyo
(SKMP-00-6)
masasayang karanasan sa
palengke, supermarket at
iba pang bilihan bilang
kasapi ng komunidad?
● Ano ang madalas ninyong
bilhin sa mga lugar na ito?
(Hikayatin ang mga batang
magbagi ng kanilang
karanasan.)
Market Categorizing: Wet and
Dry Goods
(KTG, p. 389)
Introduce Letter Jj
● Group objects that are alike
(MKSC-00-5)
● Sort and classify objects
according to one attribute/
property (shape, color, size,
function/use)
(MKSC-00-6)
karanasan mo sa loob ng
simbahan o kapilya?
(Hikayatin ang mga batang
magbagi ng kanilang
karanasan.)
Role Playing
(KTG, p. 374)
● Naipakikita ang pagiging
tahimik at maayos sa
pagkilos/ pagsunod sa
seremonya gaya ng
pagluhod/ pagtayo/
pagyuko, pag-awit kung
nasa pook dalanginan
(KAKPS-00-14)
● Give the sound of each
letter (mother tongue,
orthography)
● (LLKAK-Ih-7)
Jj?
● Paano isulat ang malaking
letrang J? Maliit na
letrang j?
● Ano-ano ang mga salita na
nagsisismula sa letrang Jj?
Tracing Letter Jj
● Identify the letters of the
alphabet (mother tongue
orthography)
(LLKAK-Ih-3)
● Give the sound of each
letter (mother tongue,
orthography)
(LLKAK-Ih-7)
● Naisasagawa ang mga
sumusunod na
kasanayan; pagbakat,
pagkopya ng larawan,

✔ Complete the picture
Learning Checkpoints puzzles and have a little
discussion after
● Writing Letter Jj (KTG, p. 335)
hugis, at titik
● Naisasagawa ang mga
(KPKFM-00-1.4)
sumusunod na kasanayan
paglikha ng mga modelo ng
pangkaraniwang bagay sa
paligid
(KPKFM-00-1.6)
✔ Mold the playdough into ✔ Sort grocery items ✔ Show respect to other ✔ Trace letter Jj
different places of according to appropriate people who worship and
recreation categories pray differently from them

● Spot the Letter Jj (KTG, p. 335)

Independent Activities
● Syllable Jumping /j/ Words (KTG, p. 335)

● Same or Different: Beginning Sound (KTG, p. 336)

● Identify the sounds of letters orally given (LLKPA-Ig-1)

● 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)
Competencies
● Pagbakat, pagkopya ng larawan, hugis at titik (KPKFM-00-1.4)

● Tell the number of syllables in given spoken words (LLKPA-Ig-8)

● Identify whether or not 2 spoken words begin with the same sound (LLKPA-00-3)

✔ Write the letter Jj properly

✔ Find the letter Jj in the picture
Learning Checkpoints ✔ Sound out letter Jj

✔ Find the letter Jj in the picture

✔ Recognize if word pairs begin with the same beginning sound
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.

Ask the learners to sing the

“The Letter Jj Song”
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 hands.
Transition to Health
Break/
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
Quiet Time
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
culturally appropriate story
about people who work in
places of learning.
● Theme: Any age and ● Theme: Any age and ● Theme: Any age and ● Theme: Any age and
culturally appropriate story culturally appropriate story culturally appropriate story culturally appropriate
about different recreational about worshipping and about money. story about different
places. praying. stores.

● Define difficult words. ● Define difficult words.

● Define difficult words.
● Motivation: Who are the
teachers that you know?
What do they do?
● Motive: What do the
teachers in the story do?
● Define difficult words. ● Define difficult words.
Motivation question: Do
● Motivation question: What
you have money? How did
● Motivation question: What do you feel when you pray? ● Motivation question: What
you get it?
places with water have you is the newest thing that you
been to? bought?
● Motive question: What do
● Motive question: What will
you think the characters
● Motive question: What are will fell while praying in the character in the story do
● Motive question: What is
the places that the the story? with his/her money?
the newest thing that the
characters visited in the
characters in the story will
story?
buy?
 During Reading Ask comprehension questions.

Post Reading ● What are the things that

● Who are the teachers in the ● How did the characters feel ● How did the character use ● What did the characters
story? the characters did to have while praying? his/her money? buy?
fun?
● What are the things that ● How would you feel if you ● If it were you, what would ● Why did he/she buy?
● What else can the
they did? were the character? you do?
characters do to have fun?
● Where did he/ she buy it?
● Do you think the characters
learned something? What
● Why did she buy the item?
are these things.

● Do you think he/ she needs

what was bought?

● Why do you think so?

Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells the
Period 2 learners to do their assigned tasks within the allotted time.
Work Period 2
(9:25am-10:05am)

Picture Patterns Picture Patterns Reproduce the Pattern Reproduce the Pattern Creating Patterns
Teacher-Supervised
Activity (KTG, p. 338-339) (KTG, p. 338-339) (KTG, p. 339) (KTG, p. 339) (KTG, p. 339)

● Complete patterns ● Complete patterns ● Reproduce and extend ● Reproduce and extend ● Create own patterns
(MKSC-00-19) (MKSC-00-19) patterns patterns (MKSC-00-21)
Competencies ● Reproduce and extend ● Reproduce and extend (MKSC-00-20) (MKSC-00-20)
patterns patterns
(MKSC-00-20) (MKSC-00-20)

✔ 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
Learning Checkpoints learners can complete a learners can complete a learners can reproduce the learners can reproduce the learners can reproduce the
pattern shown. pattern shown. pattern shown. pattern shown. pattern shown.
Independent Activities
● Block Play: Places of Recreation (KTG, p. 339-340)

● Objects and Number Matching (KTG, p. 340)

 ● Numeral Writing (KTG, p. 340)

● My Number Booklet 0-10 (KTG, p. 340)

● Nagagamit ang mga kilos lokomotor at di-lokomotor sa paglalaro, pag-eehersisyo, pagsasayaw (KPKGM-Ig-3)

● Nakagagawa ng modelo ng mga pangkaraniwang bagay sa paligid: dahon, bato, buto, patpat, tansan, atbp. (SKMP-00-3)

● 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)

Competencies
● Pagbakat, pagkopya ng larawan, hugis at titik (KPKFM-00-1.4)

● Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)

● Match numerals to a set of concrete objects from 1 to 10 (MKC-00-4)

● Nakagugupit at nakapagdidikit ng iba’t ibang hugis na may iba’t ibang tekstura (SKMP-00-4)

✔ Block play: The teacher checks if the learners can create a model of places of recreation using blocks.
✔ Object and numeral matching: The teacher checks if the learners can match the objects and numerals.
Learning Checkpoints
✔ Numeral writing: The teacher checks if the learners can count the picture and write the numeral that represents it.
✔ My number booklet: The teacher checks if the learners can paste the number of objects based on what is written on the paper.
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, the
Transition to Indoor/
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 may be
Light Physical Activity
used.
Indoor Activity/ Light Physical Activity
(10:05am-10:25am)

Activities Fun Outdoors Fun Outdoors Fun Outdoors Fun Outdoors Fun Outdoors

Competencies
● Nakasasali sa mga laro, o
anumang pisikal na gawain
at iba’t ibang paraan ng
pageehersisyo
(KPKPF-00-1)
● Naipakikita ang
pagpapahalaga sa maayos
na pakikipaglaro
● Nakasasali sa mga laro, o
anumang pisikal na gawain
at iba’t ibang paraan ng
pageehersisyo
(KPKPF-00-1)
● Naipakikita ang
pagpapahalaga sa maayos
na pakikipaglaro
● Nakasasali sa mga laro, o
anumang pisikal na gawain
at iba’t ibang paraan ng
pageehersisyo
(KPKPF-00-1)
● Naipakikita ang
pagpapahalaga sa maayos
na pakikipaglaro
● Nakasasali sa mga laro, o
anumang pisikal na gawain
at iba’t ibang paraan ng
pageehersisyo
(KPKPF-00-1)
● Naipakikita ang
pagpapahalaga sa maayos
na pakikipaglaro
● Nakasasali sa mga laro, o
anumang pisikal na gawain
at iba’t ibang paraan ng
pageehersisyo
(KPKPF-00-1)
● Naipakikita ang
pagpapahalaga sa 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
their experiences in
school.
Wrap-Up Questions/
● The teacher checks if the
Activity
learners were able to
share their experiences in
places of learning.
● The learners talk about
their experiences in park
and other recreational
places.
● The teacher checks if the
learners were able to share
their experiences in
recreational places like
park and playground.
● The learners talk about
their experiences in the
market.
● The teacher checks if the
learners were able to share
their experiences about
buying things in the
market.
● The learners talk about their
experiences in the church.
● The teacher checks if the
learners were able to share
their experiences doing
church activities.
● The learners talk about the
letter Jj.
● The teacher checks if the
learners were able to
identify the name and
sound of letter Jj.

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:

ARLEEN FAITH T. LUMAASAG MELANIE T. PAREDES

Teacher Principal