SCHOOL Bansarvil Elementary School TEACHING DATE

KINDERGARTEN TEACHER CHERELYN M. ABERION WEEK NO. 1

DAILY LESSON LOG
CONTENT FOCUS I belong to a Kindergarten Class QUARTER FIRST
Blocks of Time MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Arrival Time Arrival routine
(10 min)
Meeting Time 1 Meeting time routine
Introduction of message for the day by asking the guide questions below
(10 min)
MESSAGE Welcome to Kindergarten! There are children and adults in the We have different jobs in the Our classroom has different areas. Our classroom is part of the school.
I am now in Kindergarten. classroom. classroom. Each area can be used in different The name of my school is ______.
ways.
QUESTION/S Who are in school for the first time? Who are the people in our classroom? What is a job? Why do we need to do our What are the different areas in the What is the name of our school?Song:
What can you do in school? Why do Song: Who are the people in our jobs inside the classroom? (i.e. why do classroom? What do you see in each S-C-H-O-O-L
you go to school? Sing Hello/Kumusta classroom? we need to clean our classroom?Why do area? What can we do in each area?
songs, welcome songs, nursery rhymes we need to throw our garbage into the
trash can?Why do we need to wipe our
desks, cabinets, bookshelves, and tables?
What will happen if we do not do the job
assigned to us?Song: The Children in
Kinder
Transition to Work The teacher gives instructions on how to do the independent activities, answer any questions, and tells the learners to join their group and do the assigned tasks.
Period 1
Work Period 1
(40 mins)
Teacher-Supervised Name Tag People Puppet Job Chart Labeling Areas /Things in the School Banner and Diorama
Classroom
Activity
 Blocks of Time MONDAY
Learning Competencies • Naipakikita ang kahandaan na
sumubok ng bagong karanasan
(SEKPSE-IIIc-6)
• Nakaguguhit, nakapagpipinta at
nakapagkukulay ng iba’t ibang
bagay o gawain (dekorasyon sa
“name tag”, kasapi ng mag-anak
gawain ng bawat kasapi ng mag-
anak, mga alagang hayop mga
halaman sa paligid) (SKMP-00-2)
Independent Activities Color Cover All
• Match objects, pictures based on
Learning Competencies properties/attributes in one-to-one
correspondence (MKAT-00-1)
• Sort and classify objects
according to one
attribute/property (shape, color,
size, function/use) (MKSC-00-6)
. given name (LLKAK-Ic-1)
Transition to Meeting Time 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 learners to start packing away the materials they used and
2 be ready for Meeting Time 2. A transition song or a countdown may be used.
TUESDAY
• Nakikilala ang mga tauhan ng
paaralan at ang tungkulin nilang
ginagampanan (KMKPAra-00-2)
• Naisasagawa ang mga sumusunod
na kasanayan:
pagpilas/paggupit/pagdikit ng
papel (KPKFM-00-1.3)
• Nakaguguhit, nakapagpipinta at
nakapagkukulay ng iba’t ibang
bagay o gawain (dekorasyon sa
“name tag”, kasapi ng mag-anak ,
gawain ng bawat kasapi ng mag-
anak, mga alagang hayop, mga
halaman sa paligid) (SKMP-00-2)
• Nakagugupit at nakapagdidikit ng
iba’t ibang hugis na may iba’t
ibang tekstura (SKMP-00-4)
Color Match
. Match objects, pictures based on
properties/attributes in one-to-one
correspondence (MKAT-00-1)
. Sort and classify objects
according to one
attribute/property (shape, color,
size, function/use) (MKSC-00-6)
WEDNESDAY
• Nakapagkukuwento ng mga
ginagawa sa paaralan (KMKPAra-
00-3)
• Nakasusunod sa mga itinakdang
tuntunin at gawain (routines) sa
paaralan at silid-aralan (SEKPSE-
IIa-4)
• Naisasagawa ang mga sumusunod
na kasanayan: pagbakat, pagkopya
ng larawan, hugis, at titik (KPKFM-
00-1.4)
• Trace, copy, and write the letters of
the alphabet: straight lines
(A,E,F,H,I L,T), combination of
straight and slanting lines (K, M,N,
V, W, X, Y, Z), combination of
straight and curved lines (B, C, D,
G, J, O, P, Q, R, S, U), rounded
strokes with loops (LLKH-00-3)
• Write one’s given name (LLKH-00-
5)
• Express simple ideas through
symbols (e.g., drawings, invented
spelling) (LLKC-00-1)
How I Feel on the First Day
• Naipakikita ang kahandaan na
sumubok ng bagong karanasan
(SEKPSE-IIIc-6)
• Nakikilala ang mga pangunahing
emosyon (tuwa, takot, galit, at
lungkot) (SEKPSE-00-11)
THURSDAY
• Naisasagawa ang mga
sumusunod na kasanayan:
pagbakat, pagkopya ng larawan,
hugis, at titik (KPKFM-00-1.4)
• Name common objects/things in
the environment (in school,
home, and community) (LLKV-
00-1)
• Name the places and the things
found in the classroom, school
and community (LLKV-00-8)
• Express simple ideas through
symbols (e.g., drawings,
invented spelling) (LLKC-00-1)
Clay Molding
• 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)
• Identify the letters of one’s
FRIDAY
• Naisasagawa ang mga
sumusunod na kasanayan:
- pagpilas/paggupit/pagdikit
ng papel (KPKFM-00-1.3)
- pagmomolde ng luwad
(clay), pagbuo ng puzzles
(KPKFM-00-1.5)
- paglikha ng mga modelo
pangkaraniwang bagay sa
paligid (KPKFM-00-1.6)
• Nakagagawa ng modelo ng mga
pangkaraniwang bagay sa
paligid: dahon, bato, buto,
patpat, tansan at iba pa (SKMP-
00-3)
• Nakagugupit at nakapagdidikit
ng iba’t ibang hugis na may
iba’t ibang tekstura (SKMP-00-
4)
• Nakapagmomolde ng luwad
(clay) sa nais na anyo (SKMP-
00-6)
• Nakapupunit, nakagugupit at
nakapagdidikit sa paggawa ng
collage (SKMP-00-7)
• Nakapagpapatung-patong,
nakapagdudugtung-dugtong at
nakapagdidikit-dikit
(assemblage) ng mga patapong
bagay: maliit na kahon ng gamot
(SKMP-00-8)
• Name common objects/things in
the environment (in school,
home, and community) (LLKV-
00-1)
• Name the places and the things
found in the classroom, school
and community (LLKV-00-8)
Picture Match
• Match object, pictures based on
properties /attributes in one-to-
one correspondence (MKAT-
00-1)
- picture to picture
• Tell which objects/pictures are
the same based on color, shape,
size, direction, and other details
(T-shirt with collar and without
collar) (LLKVPD-Id-1)
 Transition to Recess The teacher commends the learners for the work they did in Work Period Time 1 and tells them to prepare for recess time by washing their hands. Encourage sharing especially if not all
children have food.
Recess
(15 min)

Transition to Quiet Time The teacher reminds the children to pack away the things they used in recess time, clean up their eating area, throw their trash in the trash bin, wash their hands, brush their teeth, change their
wet clothes, and have their Quiet Time.
Quiet Time
(10 min)

Transition to Story 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 ready, the teacher proceeds with the pre-reading
activities and makes sure that the learners are listening attentively.
Theme: Any age and culturally Theme: Any age and culturally Theme: Any age and culturally Theme: Any age and culturally Theme: Any age and culturally
Story Time appropriate story about appropriate story about people in appropriate story about jobs in the appropriate story about the appropriate story about a school
(20 min) Kindergarten school school classroom or different areas in the
classroom

Pre-Reading Define difficult words.
Motivation Question: What level in
school are you now in?
Motive Question: What do you
think you can do in Kindergarten
from the story?
Define difficult words.
Motivation Question: Who are the
people you see in school?
Motive Question: Who are the
people in school in the story?
Define difficult words.
Motivation Question: What jobs
can you do in school?
Motive Question: What are the
different jobs of the characters in
the story?
Define difficult words.
Motivation Question: What are the
different areas in the classroom?
Motive Question: What do you think
are the different areas in the
classroom from the story?
Define difficult words.
Motivation Question: What can
you do in school?
Motive Question: What do you
think the characters will do in the
story?

During Reading Ask comprehension questions.


Post-Reading
Transition to Work Period 2
Teacher-Supervised Activity
Learning Competencies
What did the characters in the story
do in school?What are the things
you think you can do in school?
After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells the learners to join their group and
do the assigned tasks.
Attendance Chart
• Count objects with one-to-one
correspondence up to quantities
of 10 (MKC-00-7)
• Compare two groups of objects
to decide which is more or less,
or if they are equal (MKC-00-
8)
• Combine elements of two sets
using concrete objects to
represent the concept of
addition (MKAT-00-3)
• Add quantities up to 10 using
concrete objects (MKAT-00-8)
• Recognize and visualize
situations that require addition
and subtraction (MKAT-00-14)
In the story, who are the people in
school? (Show pictures of the
characters)Arrange who the
characters saw/met in the story
from the first to the last.
Work Period 2
(40 min)
Organizing Things
• Nakapagliligpit lamang ng
sariling gamit (KAKPS-00-9)
• Sort and classify objects
according to one
attribute/property (shape,
color, size, function/use)
(MKSC-00-6)
REMARKS
What are the different jobs that the
characters did in the story?What
will happen if the characters did
not do their job?
Classroom Inventory
• 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)
• Count objects with one-to-one
correspondence up to
quantities of 10 (MKC-00-7)
• Compare two groups of
objects to decide which is
more or less, or if they are
equal (MKC-00-8)
What are the different areas in the
classroom from the story?What are
the things that the characters saw in
the story?Let us think of words that
rhyme with the objects in the story.
(Give examples of rhyming words.
Practice together with the learners.)
Classroom Map
• Nakaguguhit, nakapagpipinta
at nakapagkukulay ng iba’t
ibang bagay o gawain
(dekorasyon sa “name tag”,
kasapi ng mag-anak , gawain
ng bawat kasapi ng mag-anak,
mga alagang hayop, mga
halaman sa paligid) (SKMP-
00-2)
• Name the places and the
things found in a map of a
classroom (LLKSS-00-2)
• Express simple ideas through
symbols (e.g., drawings,
invented spelling) (LLKC-00-
1)
• Name common objects/things
in the environment (in school,
home, and community)
(LLKV-00-1)
• Name the places and the
things found in the classroom,
school and community
(LLKV-00-8)
Where did the story happen?What
did the characters do in school?
What are the things that they saw
around the school?I will give
objects that the characters saw in
school. Try to give words that
rhyme with them.(Give simple
words. Guide the learners in
giving rhyming words.)
Number Stations
• 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 counters placed in
one-to-one correspondence
and then rearranged still has
the same quantity) (MKSC-
00-23)
REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ 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 when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the evaluation. AM ____ no of learners who earned 80% and ____ no of learners who earned ____ no of learners who earned ____ no of learners who earned 80% and
____ no of learners who earned 80% above. 80% and above. 80% and above. above.
and above.

PM
____ no of learners who earned 80%
and above
B. No. of learners who require additional activities AM ____no. of learners who requires additional ____no. of learners who requires ____no. of learners who requires ____no. of learners who requires additional
for remediation. ____no. of learners who requires activities for remediation. additional activities for additional activities for activities for remediation.
additional activities for remediation. remediation. remediation.

PM
____no. of learners who requires
additional activities for remediation.

C. Did the remedial lessons work? No. of learners AM __Yes __ No __Yes __ No __Yes __ No __Yes __ No
who have caught up with the lesson. __Yes __ No ___ of learners who caught up the lesson. ___ of learners who caught up ___ of learners who caught up the ___ of learners who caught up the lesson.
___ of learners who caught up the the lesson. lesson.
lesson.

PM
__Yes __ No
___ of learners who caught up the
lesson.
D. No. of learners who continue to require AM ___ of learners who continue to require ___ of learners who continue to ___ of learners who continue to ___ of learners who continue to require
remediation. ___ of learners who continue to remediation. require remediation. require remediation. remediation.
require remediation.

PM
___ of learners who continue to
require remediation.
E. Which of my teaching strategies worked well? AM Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
Why did these work? Strategies used that work well: __ Group collaboration __ Group collaboration __ Group collaboration __ Group collaboration
__ Group collaboration __ Games __ Games __ Games __ Games
__ Games __Solving Puzzle/ Jigsaw __Solving Puzzle/ Jigsaw __Solving Puzzle/ Jigsaw __Solving Puzzle/ Jigsaw
__Solving Puzzle/ Jigsaw __ Answering preliminary activities/exercises __ Answering preliminary __ Answering preliminary __ Answering preliminary activities/exercises
__ Answering preliminary __ Carousel activities/exercises activities/exercises __ Carousel
activities/exercises __ Diads __ Carousel __ Carousel __ Diads
__ Carousel __Think-Pair-Share (TPS) __ Diads __ Diads __Think-Pair-Share (TPS)
__ Diads __ Rereading of paragraphs/Poems/Stories __Think-Pair-Share (TPS) __Think-Pair-Share (TPS) __ Rereading of paragraphs/Poems/Stories
__Think-Pair-Share (TPS) __ Differentiated Instruction __ Rereading of __ Rereading of __ Differentiated Instruction
__ Rereading of __ Role Playing/Drama paragraphs/Poems/Stories paragraphs/Poems/Stories __ Role Playing/Drama
paragraphs/Poems/Stories __ Discovery Method __ Differentiated Instruction __ Differentiated Instruction __ Discovery Method
__ Differentiated Instruction __Lecture Method __ Role Playing/Drama __ Role Playing/Drama __Lecture Method
__ Role Playing/Drama __ Discovery Method __ Discovery Method
__ Discovery Method __Lecture Method __Lecture Method
__Lecture Method Why? Why?
__ Complete IMs __ Complete IMs
__Availability of Materials Why? Why? __Availability of Materials
Why? __ Pupil’s eagerness to learn __ Complete IMs __ Complete IMs __ Pupil’s eagerness to learn
__ Complete IMs __Group member’s cooperation in doing their __Availability of Materials __Availability of Materials __Group member’s cooperation in doing their
__Availability of Materials task __ Pupil’s eagerness to learn __ Pupil’s eagerness to learn task
__ Pupil’s eagerness to learn __Group member’s cooperation __Group member’s cooperation in
__Group member’s cooperation in in doing their task doing their task
 doing their task

PM
Strategies used that work well:
__ Group collaboration
__ Games
__Solving Puzzle/ Jigsaw
__ Answering preliminary
activities/exercises
__ Carousel
__ Diads
__Think-Pair-Share (TPS)
__ Rereading of
paragraphs/Poems/Stories
__ Differentiated Instruction
__ Role Playing/Drama
__ Discovery Method
__Lecture Method

Why?
__ Complete IMs
__Availability of Materials
__ Pupil’s eagerness to learn
__Group member’s cooperation in
doing their task

AM
F. What difficulties did I encounter which my principal __ Bullying among pupils
or supervisor can help me solve? __Pupil’s behavior/attitude
__ Unavailable Technology
Equipment (AVR/LCD)
__Science/Computer
__ Internet Lab
__ Additional Clerical Works
Planned Innovations:
__ localized Videos
__ Making big books from views of
the locality
__ Recycling of plastics to be used as
instructional Materials
__ Local Poetical composition
__ Bullying among pupils __ Bullying among pupils
__Pupil’s behavior/attitude __Pupil’s behavior/attitude
__ Unavailable Technology Equipment __ Unavailable Technology
(AVR/LCD) Equipment (AVR/LCD)
__Science/Computer __Science/Computer
__ Internet Lab __ Internet Lab
__ Additional Clerical Works __ Additional Clerical Works
Planned Innovations: Planned Innovations:
__ localized Videos __ localized Videos
__ Making big books from views of the locality __ Making big books from views
__ Recycling of plastics to be used as of the locality
instructional Materials __ Recycling of plastics to be used
__ Local Poetical composition as instructional Materials
__ Local Poetical composition
__ Bullying among pupils
__Pupil’s behavior/attitude
__ Unavailable Technology
Equipment (AVR/LCD)
__Science/Computer
__ Internet Lab
__ Additional Clerical Works
Planned Innovations:
__ localized Videos
__ Making big books from views of
the locality
__ Recycling of plastics to be used
as instructional Materials
__ Local Poetical composition
__ Bullying among pupils
__Pupil’s behavior/attitude
__ Unavailable Technology Equipment
(AVR/LCD)
__Science/Computer
__ Internet Lab
__ Additional Clerical Works
Planned Innovations:
__ localized Videos
__ Making big books from views of the
locality
__ Recycling of plastics to be used as
instructional Materials
__ Local Poetical composition

PM
__ Bullying among pupils
__Pupil’s behavior/attitude
__ Unavailable Technology
Equipment (AVR/LCD)
__Science/Computer
__ Internet Lab
__ Additional Clerical Works
Planned Innovations:
__ localized Videos
__ Making big books from views of
the locality
__ Recycling of plastics to be used as
instructional Materials
__ Local Poetical composition
G. What innovation or localized materials did I AM
use/discover which I wish to share with other The lesson was successfully delivered
teachers? due to:
__ Pupil’s eagerness to learn
__ Complete/varied IMs
__ Uncomplicated lesson worksheets
Strategies used that work well:
__ Group collaboration
__ Games
__Solving Puzzle/ Jigsaw
__ Answering preliminary
activities/exercises
__ Carousel
__ Diads
__Think-Pair-Share (TPS)
__ Rereading of
paragraphs/Poems/Stories
__ Differentiated Instruction
__ Role Playing/Drama
__ Discovery Method
__Lecture Method
Why?
__ Complete IMs
__Availability of Materials
__ Pupil’s eagerness to learn
__Group member’s cooperation in
doing their task
The lesson was successfully delivered due to: The lesson was successfully
__ Pupil’s eagerness to learn delivered due to:
__ Complete/varied IMs __ Pupil’s eagerness to learn
__ Uncomplicated lesson worksheets __ Complete/varied IMs
__ Uncomplicated lesson
Strategies used that work well: worksheets
__ Group collaboration
__ Games Strategies used that work well:
__Solving Puzzle/ Jigsaw __ Group collaboration
__ Answering preliminary activities/exercises __ Games
__ Carousel __Solving Puzzle/ Jigsaw
__ Diads __ Answering preliminary
__Think-Pair-Share (TPS) activities/exercises
__ Rereading of paragraphs/Poems/Stories __ Carousel
__ Differentiated Instruction __ Diads
__ Role Playing/Drama __Think-Pair-Share (TPS)
__ Discovery Method __ Rereading of
__Lecture Method paragraphs/Poems/Stories
Why? __ Differentiated Instruction
__ Complete IMs __ Role Playing/Drama
__Availability of Materials __ Discovery Method
__ Pupil’s eagerness to learn __Lecture Method
__Group member’s cooperation in doing their Why?
task __ Complete IMs
__Availability of Materials
__ Pupil’s eagerness to learn
__Group member’s cooperation
in doing their task
The lesson was successfully
delivered due to:
__ Pupil’s eagerness to learn
__ Complete/varied IMs
__ Uncomplicated lesson
worksheets
Strategies used that work well:
__ Group collaboration
__ Games
__Solving Puzzle/ Jigsaw
__ Answering preliminary
activities/exercises
__ Carousel
__ Diads
__Think-Pair-Share (TPS)
__ Rereading of
paragraphs/Poems/Stories
__ Differentiated Instruction
__ Role Playing/Drama
__ Discovery Method
__Lecture Method
Why?
__ Complete IMs
__Availability of Materials
__ Pupil’s eagerness to learn
__Group member’s cooperation in
doing their task
The lesson was successfully delivered due to:
__ Pupil’s eagerness to learn
__ Complete/varied IMs
__ Uncomplicated lesson worksheets
Strategies used that work well:
__ Group collaboration
__ Games
__Solving Puzzle/ Jigsaw
__ Answering preliminary activities/exercises
__ Carousel
__ Diads
__Think-Pair-Share (TPS)
__ Rereading of paragraphs/Poems/Stories
__ Differentiated Instruction
__ Role Playing/Drama
__ Discovery Method
__Lecture Method
Why?
__ Complete IMs
__Availability of Materials
__ Pupil’s eagerness to learn
__Group member’s cooperation in doing their
task

PM
The lesson was successfully delivered
due to:
__ Pupil’s eagerness to learn
__ Complete/varied IMs
__ Uncomplicated lesson worksheets

Strategies used that work well:

__ Group collaboration
__ Games
__Solving Puzzle/ Jigsaw
__ Answering preliminary
activities/exercises
__ Carousel
__ Diads
__Think-Pair-Share (TPS)
__ Rereading of
paragraphs/Poems/Stories
__ Differentiated Instruction
__ Role Playing/Drama
__ Discovery Method
__Lecture Method
Why?
__ Complete IMs
__Availability of Materials
__ Pupil’s eagerness to learn
__Group member’s cooperation in
doing their task