Kindergarten School MORNING BREEZE ELEMENTARY SCHOOL Teaching Dates October 2 – October 6, 2023

Daily Lesson Log Teacher AMYLINA M. SOBRIO Week No. 6

Content Focus AKO AY MAY KATAWAN AT KAYA KONG GAWIN ANG IBA’T Quarter One
IBANG BAGAY GAMIT ANG AKING KATAWAN.

BLOCKS OF OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

TIME September 25, 2023 September 26, 2023 September 27, 2023 September 28, 2023 September 29, 2023
ARRIVAL TIME Developmental Domain(s): Panimulang Gawain: Panimulang Gawain: Panimulang Gawain: Panimulang Gawain: Panimulang Gawain:
(10 minutes) LA: LL  Panalangin  Panalangin  Panalangin  Panalangin  Panalangin
(Language, Literacy and  Panatang  Panatang  Panatang  Panatang  Panatang
06:30 – 06:40 a.m. Communication) Makabayan Makabayan Makabayan Makabayan Makabayan
09:30 – 09:40 a.m.  Kumustahan  Kumustahan  Kumustahan  Kumustahan  Kumustahan
 Ehersisyo  Ehersisyo  Ehersisyo  Ehersisyo  Ehersisyo
12:00 – 12:10 p.m.  Balitaan  Balitaan  Balitaan  Balitaan  Balitaan
03:00 – 03:10 p.m. Content Standard:  Pagtala ng mga  Pagtala ng mga  Pagtala ng mga  Pagtala ng mga  Pagtala ng mga
CS: The child demonstrates an dumalo sa klase dumalo sa klase dumalo sa klase dumalo sa klase dumalo sa klase
understanding of:
 increasing his/her conversation
skills
 paggalang

Performance Standard
PS: The child shall be able to:
confidently speaks and expresses
his/her feelings and ideas in words
that makes sense

Learning Competency Code

LCC: LLKVPD-Ia-13
KAKPS-00-14
KAKPS-OO-15

MEETING TIME 1 Developmental Domain(s): Mensahe: Mensahe: Mensahe: Mensahe: Mensahe:

(10 minutes) LA: BS ( Life Science: Body and the
Senses Ako ay may Ako ay may Ako ay may dalawang Ang aking puso, Tulong-tulong na
06:40 – 06:50 a.m. katawan. Ang aking dalawang kamay at paa at ang bawat paa baga, mga buto at gumagana at
09:40 – 09:50 a.m. katawan ay may iba’t ang bawat kamay ko ko ay may limang tiyan ay matatagpuan nagtratrabaho ang
ibang bahagi. ay may limang daliri. daliri. sa loob ng aking lahat ng bahagi ng
12:10 – 12:20 p.m. katawan. aking katawan
03:10 – 03:20 p.m. Natutukoy ko ang Karugtong ng aking Karugtong ng aking
pagkakaroon ng line mga kamay ang mga paa ang aking Tumitibok ang aking
Content Standard: of symmetry ng mga aking mga bisig at mga binti. puso upang magbigay
CS: The child demonstrates an hugis o bagay sa balikat. ng dugo papunta sa
understanding of: kapaligiran. Kaya kong lumakad, iba’t ibang bahagi ng Tanong:
body parts and their uses Kaya kong tumakbo, lumundag aking katawan.  Paano
Tanong: pumalakpak, at tumalon gamit ang nagtutulungan
 Ano-ano ang magsulat, magpinta aking mga binti at Ang aking mga baga ang lahat ng
Performance Standard: iba’t ibang at gumuhit gamit paa. ang tumulong upang bahagi ng
PS: The child shall be able to: bahagi ng ang aking mga ako ay makahinga. ating
take care of oneself and the iyong kamay____________ katawan?
environment and able to solve katawan? . Ang aking mga buto
problems encountered within the Tanong: ang nagbibigay hugis
context of everyday living  Ano ang Tanong:  Ilan ang iyong sa aking katawan.
symmetry?  Ilan ang iyong mga paa? Naiimbak sa aking
mga kamay? tiyan ang mga
 Ilan ang mga pagkaing aking
 Ilan ang mga daliri sa iyong nakain
daliri sa iyong kaliwa/kanang
kaliwa/kanang paa?
Learning Competency Code: kamay? Tanong:
LCC: PNEKBS-Id-1  Ilan lahat ang  Ano-anong mga
PNEKBS-Id-2  Ilan lahat ang mga daliri mo bahagi ang
PNEKBS-Id-3 iyong mga sa paa? matatagpuan sa
daliri sa loob ng ating
kamay? katawan?

 Anong bahagi
ng ating
katawan ang:
nagbibigay ng
dugo?
Tumutulong
upang tayo ay
makahinga?
Nagbibigay
hugis sa ating
katawan?
Nagiimbak ng
ating mga
kinain?

WORK PERIOD 1 Developmental Domain(s): Teacher-Supervised: Teacher-Supervised: Teacher-Supervised: Teacher-Supervised: Teacher-Supervised:

 (45 minutes) Body Tracing
LA: BS ( Life Science: Body and the Balangkas ng Hand Foot Print Poster: What’s inside Playdough: My Body
06:50 – 07:35 a.m. Senses Katawan Tracing our body?
09:50 – 10:35 a.m.
KP (Kalusugang pisikal at Kasanayan: Kasanayan: Kasanayan:
12:20 – 01:05 p.m. pagpapaunlad ng kakayahang Kasanayan:  Nakaguguhit,
Kasanayan:
03:20 – 04:05 p.m. motor)  Naisasagawaang nakapagpipinta  Trace, copy,  Naisasagawaa
mgasumusunodna at and write ngmgasumusu
 Trace, copy,
kasanayan: nakapagkukulay different nodnakasanay
and write
pagbakat, ng strokes: an:
different
pagkopya ng iba’tibangbagay scribbling (free pagmomolde
strokes:
larawan, hugis, at o Gawain hand), straight ng luwad
scribbling (free
titik (SKMP-00-2) lines, slanting (clay), pagbuo
hand), straight
Content Standard: (KPKFM-00- lines, ng puzzles
lines, slanting
CS: The child demonstrates an 1.4) combination of (KPKFM-00-
lines,
understanding of: straight and 1.5)
combination of Materials: paint or any
*body parts and their uses Materials: Manila slanting lines,  Nakapagmom
straight and coloring material,
*sariling kakayahang sumubok paper, crayons, glue curves, olde ng luwad
slanting lines, basin, water, tissue
gamitin nang maayos ang kamay combination of (clay)
curves, paper, Manila paper
upang lumikha/lumimbag straight and sanaisnaanyo(
combination of
straight and Procedure: curved and SKMP-00-6)
Procedure:
1. Lay down the curved and 1. Dilute paint in water zigzag (LLKH-
zigzag (LLKH- in a small basin. Put 00-6) Materials: playdough
Manila paper on
the floor. 00-6) tissue paper on the
 Naisasagawaa paper plate (this will Procedure:
2. Each learner will
ngmgasumusu prevent the paint Materials: half-sized 1. Give each learner
take turns lying
nodnakasanay from splashing once manila paper, marker, a medium-sized
down on the
an: the children start glue, cut out pictures of ball of playdough.
Manila paper
Performance Standard: 2. Let the learners
while another or pagpilas/pagg dipping their feet brain, heart, lungs,
PS: The child shall be able to: form the whole
teacher traces the upit/pagdikit into the paint). stomach, bones and
*take care of oneself and the body of a person
outline of his/her ng papel 2. Have each learner muscles and word
environment and able to solve using the dough.
body.  (KPKFM-00- dip his foot into the cards of these body
problems encountered within the 3. Ask them to
3. Learners will draw 1.3), pagbakat, paint then let parts
context of everyday living identify the
a face, clothes, pagkopya ng him/her stamp this
*kakayahang gamitin ang kamay at different body
and other details larawan, on the Manila Procedure:
daliri parts as they
on their body hugis, at paper. 1. Form groups of 7
titik(KPKFM- 3. Ask the learners to members. create.
outline.
4. They will also 00-1.4) label their foot. 2. Create a life size
write their name. 4. When dry, cut the drawing of the body
5. Hang the outlines Materials: feet then laminate by tracing the body
on clotheslines construction or bond or cover with clear of one learner.
with feet touching paper, scissors, glue, plastic tape on the 3. The rest of the
the floor. Manila paper floor like footsteps. group will paste
pictures and word
Learning Competency Code:
LCC: PNEKBS-Id-1 Procedure: cards of the internal
PNEKBS-Id-2 1. Give each learner body parts on the
PNEKBS-Id-3 a piece of paper. right spot.
KPKFM-00-1.4 2. Have him/her 4. Let the learners
KPKFM-00-1.5 trace both his/her identify the function
hands on it. of each body part.
3. Learners cut out (heart - pumps
each hand. blood through our
4. Learners will glue body, lungs - help
their left hand on us breathe,
the left side of the stomach - turns
Manila paper and food to energy, etc.)
their right hand on
the right.
Independent Independent
Activities: Activities:
.
Pangkatang gawain Pangkatang Gawain
Independent
Independent Activities:
Activities:  Pangkat 1  Pangkat 1
Pangkatang Gawain People Collage: How Picture Puzzle
Pangkatang Gawain do they Move? Independent (Body Parts)
Activities:
 Pangkat 1
Pangkat 1 Kasanayan: Kasanayan:
Shape Poster: Pangkatang gawain
Picture Puzzle Square •Naisakikilos ang •Naisasagawaangmg
(Body Parts) sariling kakayahan sa asumusunodnakasan
Kasanayan: iba’tibang paraan, hal.  Pangkat 1 ayan: pagmomolde ng
Kasanayan:
•Naisasagawaangmga pag-awit, pagsayaw, at Shadow Match luwad (clay), pagbuo
•Recognize simple iba pa (SEKPSE-If-2 ng puzzles (KPKFM-
sumusunodnakasana shapes in the
yan: pagmomolde ng Describe movement of Kasanayan: 00-1.5)
environment (MKSC-
luwad (clay), pagbuo objects like, straight, Match object, pictures
00-1)
ng puzzles (KPKFM- round and round, back based on properties
00-1.5) and forth, fast and slow /attributes in one-to-
•Identify two to three (PNEKPP-00-5) one correspondence  Pangkat 2
dimensional shapes: •Recognize symmetry (MKAT-00-1) Shape Poster:
square, circle, (own body, basic
 Pangkat 2 triangle, rectangle Square
shapes) (MKSC-00-11)
Shape Poster: (MKSC-00-2)
Square Kasanayan:
 Pangkat 2 •Recognize simple
 Pangkat 2 shapes in the
Kasanayan: People Collage: How  Pangkat 2
Shadow Match environment (MKSC-
•Recognize simple do they Move? Picture Puzzle (Body
shapes in the Parts) 00-1)
environment (MKSC- Kasanayan:
Kasanayan:
00-1) •Naisakikilos ang Match object, pictures Kasanayan: •Identify two to three
sariling kakayahan sa based on properties •Naisasagawaangmgas dimensional shapes:
•Identify two to three iba’tibang paraan, /attributes in one-to- umusunodnakasanayan square, circle,
dimensional shapes: hal. pag-awit, one correspondence : pagmomolde ng luwad triangle, rectangle
square, circle, pagsayaw, at iba pa (MKAT-00-1) (clay), pagbuo ng (MKSC-00-2)
triangle, rectangle (SEKPSE-If-2 puzzles (KPKFM-00-
(MKSC-00-2) Describe movement  Pangkat 3 1.5)
of objects like, Picture Puzzle (Body  Pangkat 3  Pangkat 3
straight, round and Parts) Shape Poster: Square People Collage: How
round, back and forth, do they Move?
 Pangkat 3
fast and slow
People Collage: How Kasanayan: Kasanayan:
(PNEKPP-00-5)
do they Move? •Naisasagawaangmgas •Recognize simple Kasanayan:
•Recognize symmetry
umusunodnakasanaya shapes in the •Naisakikilos ang
(own body, basic
Kasanayan: n: pagmomolde ng environment (MKSC- sariling kakayahan sa
shapes) (MKSC-00-
•Naisakikilos ang luwad (clay), pagbuo 00-1) iba’tibang paraan,
11)
sariling kakayahan sa ng puzzles (KPKFM- hal. pag-awit,
iba’tibang paraan, 00-1.5) •Identify two to three pagsayaw, at iba pa
 Pangkat 3 (SEKPSE-If-2
hal. pag-awit, dimensional shapes:
Shadow Match  Pangkat 4 square, circle, triangle, Describe movement
pagsayaw, at iba pa
(SEKPSE-If-2 Shape Poster: Square rectangle (MKSC-00-2) of objects like,
Describe movement Kasanayan: straight, round and
of objects like, Match object, Kasanayan:  Pangkat 4 round, back and forth,
straight, round and pictures based on People Collage: How fast and slow
•Recognize simple
round, back and forth, properties /attributes do they Move? (PNEKPP-00-5)
shapes in the
fast and slow in one-to-one •Recognize symmetry
environment (MKSC-
(PNEKPP-00-5) correspondence (own body, basic
00-1) Kasanayan:
•Recognize symmetry (MKAT-00-1) shapes) (MKSC-00-
•Naisakikilos ang 11)
(own body, basic •Identify two to three sariling kakayahan sa
shapes) (MKSC-00- Pangkat 4
dimensional shapes: iba’tibang paraan, hal.
11) Picture Puzzle square, circle, triangle, pag-awit, pagsayaw, at  Pangkat 4
(Body Parts) rectangle (MKSC-00-2) iba pa (SEKPSE-If-2 Shadow Match
 Pangkat 4 Describe movement of
Shadow Match Kasanayan: objects like, straight, Kasanayan:
•Naisasagawaangmga round and round, back Match object,
Kasanayan: sumusunodnakasana and forth, fast and slow pictures based on
• Match object, yan: pagmomolde ng (PNEKPP-00-5) properties /attributes
pictures based on luwad (clay), pagbuo •Recognize symmetry in one-to-one
properties /attributes ng puzzles (KPKFM- (own body, basic correspondence
in one-to-one 00-1.5) shapes) (MKSC-00-11) (MKAT-00-1)
correspondence
(MKAT-00-1)
MEETING TIME 2 Developmental Domain(s): Presentasyon ng Presentasyon ng Presentasyon ng Presentasyon ng Presentasyon ng
(10 minutes) BS ( Life Science: Body and the Gawain: Gawain: Gawain: Gawain: Gawain:
Senses Pagpapakita ng mga Pagpapakita ng mga Pagpapakita ng mga Pagpapakita ng mga
Pagpapakita ng mga
07:35 – 07:45 a.m. Content Standard: gawaing natapos gawaing natapos gawaing natapos gawaing natapos
10:35 – 10:45 a.m. CS: The child demonstrates an gawaing natapos
habang sila ay nasa habang sila ay nasa habang sila ay nasa habang sila ay nasa habang sila ay nasa
understanding of: grupo. Paggabay ng grupo. Paggabay ng grupo. Paggabay ng grupo. Paggabay ng
01:05 – 01:15 p.m.  body parts and their uses grupo. Paggabay ng
guro habang guro habang guro habang guro habang
04:05 – 04:15 p.m. Performance Standard: ipinapakita ng mga ipinapakita ng mga guro habang ipinapakita ng mga ipinapakita ng mga
PS: The child shall be able to: mag-aaral ang mag-aaral ang ipinapakita ng mga mag-aaral ang kanilang mag-aaral ang
 take care of oneself and the kanilang mga nagawa kanilang mga nagawa mag-aaral ang mga nagawa sa klase. kanilang mga nagawa
environment and able to solve sa klase. sa klase. kanilang mga sa klase.
problems encountered within
nagawa sa klase.
the context of everyday living
Learning Competency Code: Song:Kanang Kamay
LCC: PNEKBS-Id-1 Song: Paa, tuhod, Hokey, Pokey Everybody Do Dem Bones
(KTG, p. 92) (KTG, p. 92)
PNEKBS-Id-2 balikat, ulo This…Just Like This (KTG, p. 92)
PNEKBS-Id-3
(KTG, p. 92)
(KTG, p. 92)

SUPERVISED Developmental Domain(s): Mungkahing Gawain:

RECESS LA: PKK Pangangalaga sa Sariling Panalangin Bago Kumain (SEKPSE-IIa-4)
(15 minutes) Kalusugan at Kaligtasan Tamang paghuhugas ng kamay bago at pagkatapos kumain. (KPKPKK-Ih-1)
Content Standard: Tamang pagtatapon ng kalat sa basurahan.(KMKPKom-00-4)
07:45 – 08:00 a.m. Ang bata ay nagkakaroon ng pag- Tamang pagsisipilyo ng ngipin pagkatapos kumain. (KPKPKK-Ih-1)
10:45 – 11:00 a.m. unawa sa kakayahang pangalagaan
ang sariling kalusugan at kaligtasan
01:15 – 01:30 p.m. Performance Standard:
04:15 – 04:30 p.m. Ang bata ay nagpapamalas ng
pagsasagawa ng mga pangunahing
kasanayan ukol sa pansariling
kalinisan sa pang-araw-araw na
pamumuhay at pangangalaga para
sa sariling kaligtasan
Learning Competency Code:
KPKPKK-Ih-1
NAP TIME/ Learning Domain(s): Nap time/ Relaxing Activities
QUIET TIME LS (Body and the Senses)
(10 minutes) Content Standard:
The child demonstrates an
08:00 – 08:10 a.m. understanding of:
11:00 – 11:10 a.m. Body parts and their uses
Performance Standard:
01:30 – 01:40 p.m. The child shall be able to:
04:30 – 04:40 p.m. Take care of oneself and the
environment and able to solve
problems encountered within the
context of everyday living
Learning Competency:
Practice ways to care for one’s body
LCC: PNEKBS-Ii-9
STORY Learning Domain(s): Kwento: Kwento: Kwento: Kwento: Kwento:
(15 minutes) BPA (Book and Print Awareness)
Study Skills (SS) Theme: Any age and Theme: Any age and Theme: Any age and a Theme: Any age and a Theme: Any age and
08:10 – 08:25 a.m. Vocabulary Development (V) a culturally a culturally culturally appropriate culturally appropriate a culturally
11:10 – 11:25 a.m. Listening Comprehension (LC) appropriate story appropriate story story about the things story about things in the appropriate story
Content Standard: about our body. about the things we we can do with art environment with about the things we
01:40 – 01:55 p.m. CS: The child demonstrates an can do with blocks. materials. different lines.. can do in school with
04:40 – 04:55 p.m. understanding of: our classmates.
 book familiarity, awareness that  Pre-Reading: Pre-Reading:
there is a story to read with a Define difficult Pre-Reading: Pre-Reading: Define difficult words. Pre-Reading:
beginning and an en, written by words. Define difficult words. Define difficult words.  Motivation question: Define difficult words.
author(s), and illustrated by  Motivation question:  Motivation  Motivation question: Put your hand on  Motivation
someone What are the parts question: What What can you do with your chest. What can question: What
 importance that books can be of your body? can you do with your feet? you feel? are the body
used to entertain self and to  What can you do your hands? parts that you
learn new things with your body? Motive question: What Motive question: What remember in
Motive question: What do you think the will the character feel our
Performance Standard: Motive question: What will the characters do characters will do with that is inside his body? discussions?
 use book – handle and turn the can the characters do with their hands?? their feet?
pages; take care of books; enjoy with their bodies? Motive question: What
listening to stories repeatedly are the different parts
and may play pretend-reading During Reading: During Reading: that will be mentioned
and associates him/herself with Ask comprehension During Reading: During Reading: Ask comprehension in the story?
the story questions. Ask comprehension Ask comprehension questions.
 demonstrate positive attitude questions. questions. During Reading:
toward reading by Ask comprehension
himself/herself and with others After Reading: After Reading: questions.
Learning Competency Code: After Reading: After Reading:
Answer questions about the details  What are the body  What did the
in a pictograph (LLKSS-00-3) parts mentioned in  What did the  What did the characters feel After Reading:
Gives the names of the family the story? What did characters do with characters do with inside his body?
members (LLKV-00-6) the characters do their hands? their feet? (grumbling  What are the
Listen attentively to with their bodies? stomach, air in his body parts
stories/poems/songs (LLKLC-00-1  What would  What would have chest, the heart mentioned in
Talk about the characters and  (Show a picture of happened if the happened if the beating) the story?
events in short stories/ poems an incomplete body) characters did not characters did not  How do these
listened to (LLKLC-Ih-3) What are the missing have hands? have feet? parts work
together?
 body parts? Draw  I will give
these missing parts. names of two
body parts.
Tell me if they
have the same
beginning
sound.
(Demonstrate
how to identify
the beginning
sounds.)
WORK Developmental Domain(s): Teacher-Supervised: Teacher-Supervised: Teacher-Supervised: Teacher-Supervised: Teacher-Supervised:
PERIOD 2 M (Mathematics)
(40 minutes) L (Logic Self Portrait Counting body parts Measuring Feet Lungs and Heart Moving Puppet
Content Standard: (KTG, p.86) (KTG, p.87) (KTG, p. 87) (KTG, p.88) (KTG, p.89)
08:25 – 09:05 a.m.  the sense of quantity and
11:25 – 12:05 a.m. numeral relations, that addition Kasanayan: Kasanayan: Kasanayan: Kasanayan: Kasanayan:
results in increase and
01:55 – 02:35 p.m. subtraction results in decrease  Naisasagawa ang  Count objects with  Use nonstandard  Recognize symmetry •Count objects with
04:55 – 05:35 p.m.  *objects in the environment mga sumusunod one-to-one measuring tools (own body, basic one-to-one
have properties or attributes na kasanayan: correspondence e.g. length – feet, shapes) (MKSC-00- correspondence up to
(e.g., color, size, shapes, and pagbakat, up to quantities of hand, piece of 11) quantities of 10
functions) and that objects can pagkopya ng 10 (MKC-00-7) string; capacity – (MKC-00-7)
be manipulated based on these larawan, hugis, at mug/glass; mass – Pagsasagawa: •Tell that the quantity
properties and attributes titik(KPKFM-00- Pagsasagawa: stone, table blocks 1. Show pictures of the of a set of objects
Performance Standard: 1.4) MKME-00-1 lungs. Mention that a does not change even
The child shall be able to:  Recognize 1. Ask learners to person has two lungs. though the
 manipulate objects perform symmetry (own count the body parts Pagsasagawa: 2. Then show them the arrangement has
simple addition and subtraction body, basic they know, starting 1. Trace the learner’s heart. Tell the learners changed (i.e., the
of up to 10 objects or shapes) (MKSC- with the face (eyes, right foot on the paper. that the heart does not child should be able
pictures/drawings 00-11) ears, nose, mouth) 2. Use inch cubes to actually look like this, to tell that one set of
 *manipulate objects based on then shoulders, measure the foot. but it is a famous counters placed in
properties or attributes Pagsasagawa: hands, fingers, feet, 3. Write the symbol for the heart. one-to-one
Learning Competencies and toes, and on to the measurement on the 3. Talk about symmetry correspondence and
Code: 1. Give each learner heart, lungs, stomach, foot. and how the lungs and then rearranged still
LCC: MKSC- 00-12 a half piece of etc. heart have two has the same
4. Hang or post on the quantity)
MKC-00-7 TO 8 bond paper. Tell 2. Let them draw the symmetrical parts.
wall. (MKSC-00-23)
MKC-00-2 TO 6 the learner to fold parts in the 4. Give the learners the
the paper in half, corresponding row . paper with drawings of •Add quantities up to
crosswise. stating how many of one lung and half a 10 using concrete
2. The learners will each body part they heart. objects (MKAT-00-8)
draw a half circle have. 5. They will paint the
or oval to drawing on one side of Pagsasagawa:
represent half of the paper (heart or 1. Let the learners put
his/her face on lung), then fold over to together the
 one side of the stamp the paint to the cardboard cut-out to
paper. other half of the paper. form a human figure.
3. Then, draw one 6. Open and look at the 2. They will attach the
eye, one eyebrow, symmetry. parts using the
one ear, half of 7. Let dry. roundhead fastener.
the nose, half of 3. Let them draw the
the lips. details of their puppet.
4. Ask the learner to 4. Have a puppet
open the folded Independent Independent dance show. Play
paper and Activities: Activities: dance music and
continue the make the puppets
drawing to Counting Fingers Hand Game: move to the beat.
complete the other (addition) concrete, up to
half of the face. quantities of 3 Independent
Color the drawing. Kasanayan: Independent Activities:
5. Guide children in  Recognize the Kasanayan: Activities: Construction Toys
observing the words “put
symmetry of the together,” “add to,”  Tell that the Body Cover All Kasanayan:
face of a human. and “in all” that quantity of a set of Nakikipaglaro sa
6. Talk about how indicate the act of objects does not Kasanayan: dalawa o tatlong bata
they have 2 eyes, adding whole change even gamit ang isang
1 nose, 2 ears, 1 numbers (MKAT- though the  Match object, laruan (SEKPKN-Ig-2)
mouth, etc. 00-26) arrangement has pictures based on • Naisasagawa ang
 Combine changed (i.e., the properties mga sumusunod na
elements of two child should be able /attributes in one-to- kasanayan: paglikha
Independent sets using to tell that one set one ng mga modelo
Activities: concrete objects of counters placed correspondence pangkaraniwang
to represent the in one-to-one (MKAT-00-1) bagay sa paligid
Number Books concept of correspondence (KPKFM-00-1.6)
(quantities of 3) addition (MKAT- and then Pagsasagawa:
00-3) rearranged still has 1. Distribute cover
Kasanayan:  Add quantities up the same quantity) cards and individual Pagsasagawa:
to 10 (3) using (MKSC-00-23) body part cards that 1. Provide learners
 Count objects with
concrete objects correspond to the ones with a set of
one-to-one
(MKAT-00-8)  Combine elements in the cover all card. construction toys.
correspondence up to
of two sets using 2. Ask learners to 2. Fitting things
quantities of 3 (MKC-
Pagsasagawa: concrete objects to match body parts. together and taking
00-7)
represent the 3. Have them identify them
 Read and write 1. Learner will get apart provides
numerals 0 to 10 (3) concept of addition the body part as they
two number cards. (MKAT-00-3) match the cards children with both
(MKC-00-3) 2. Show in his/her spatial challenges and
 Add quantities up to
fingers the two 10 (3) using a sense of
Pagsasagawa: numbers on the concrete objects accomplishment.
1. Glue pictures of cards. (MKAT-00-8) 3. Through trial and
body parts or 3. Count the total error, persistence and
 people on sheets fingers raised. Pagsasagawa: repetition, children
of paper, gain first-hand
maximum of 3 1. Learners work in experience
pictures per small groups. with putting things
paper. 2. Give each learner a together, taking them
2. Bind the papers to given quantity, in apart, and twisting
make a book. this case 3. and turning them.
3. Learners write the 3. They will explore
number beside the the different
picture. combinations that
make three (3 and
0, 2 and 1, etc.)

INDOOR/ Developmental Domain(s): Nose Nose Unstructured Free Ankle Walk Unstructured Free Partners
OUTDOOR PLAY LA: KP (Kalusugang Pisikal at (KTG, p. 91) Play (KTG, p. 91) Play (KTG, p. 91)
(20 minutes) Pagpapaunlad ng Kakayahang
Motor) Kasanayan: Kasanayan: Kasanayan: Kasanayan:
09:05 – 09:25 a.m. Kasanayan:
12:05 – 12:25 a.m.  Identify one’s basic 1. Naisasagawa ang 1. Nagagamit ang mga 1. Naisasagawa ang 1. Naipakikita ang
body parts mga sumusunod na kilos lokomotor sa pag- mga sumusunod na pagpapahalaga sa
02:35 – 02:55 p.m. (PNEKBS-Id-1) kilos lokomotor sa eehersisyo.( KPKGM- kilos lokomotor sa maayos na
05:35 – 05:55 p.m. Content Standard: pagtugon sa ritmong IE-2) pagtugon sa ritmong pakikipaglaro:
Ang bata ay nagkakaroon ng pag- Pagsasagawa: mabagal at mabilis mabagal at mabilis pagiging mahinahon,
unawa sa kanyang kapaligiran at (paglakad, pagtakbo, 2. Demonstrate (paglakad, pagtakbo, pagsang-ayon sa
naiuugnay dito ang angkop na 1. Leader will say, pagkandirit, movements using pagkandirit, pasiya ng
paggalaw ng katawan “Nose nose nose paglundag/pagtalon, different body parts. paglundag/pagtalon, nakararami/reperi,
Performance Standard: nose...” then another paglukso) (PNEKBS-Ic-3) paglukso) pagtanggap ng
Ang bata ay nagpapamalas ng body part. (KPKGM-Ie-2) (KPKGM-Ie-2) pagkatalo nang
maayos na galaw at koordinasyon 2. Leader confuses 2. Nagagamit ang Pagsasagawa: 2. Nagagamit ang mga maluwag sa kalooban,
ng mga bahagi ng katawan the players by mga kilos lokomotor 1. Line the children up kilos lokomotor at di- pagtanggap ng
Learning Competencies and pointing to the wrong at di-lokomotor sa on one side of the lokomotor sa paglalaro, pagkapanalo nang
Code: body part. paglalaro, pag- room. Ask them to pag-eehersiyo, may kababaang loob
Nakasasali sa mga laro o anumang 3. Players point to the eehersiyo, sit or squat and pagsasayaw (KAKPS-0-19)
pisikal na gawain at iba’t ibang correct body part. pagsasayaw hold onto their (KPKGM-Ig-3) 2. Nakasasali sa mga
paraan ng pag-eehersisyo 4. Whoever points to (KPKGM-Ig-3) ankles. laro, o anumang
(KPKPF-00-1) the wrong body part is 2. Have them walk to pisikal na gawain at
Natutukoy kung sino-sino ang out of the game. Pagsasagawa: the other side of the Pagsasagawa: iba’t ibang paraan ng
bumubuo ng pamilya (KMKPPam- Learners demonstrate room while holding Learners demonstrate pag-eehersisyo
00-2) movements using onto their ankles. movements using their (KPKPF-00-1)
Naipapakita ang pagpapahalaga sa their body parts. . body parts. 3. Nagagamit ang
maayos na pakikipaglaro mga kilos lokomotor
(KAKPS-00-19) at di-lokomotor sa
paglalaro, pag-
eehersisyo,
pagsasayaw
 (KPKGM-Ig-3)

Pagsasagawa:
1. Pair up the
learners.
2. Tie a string on the
left ankle of one and
the right ankle of the
other.
3. They will put their
inner arm around the
waist of their partner.
4. They will walk to
the table where there
is a lampin or t-shirt.
5. They will fold the
lampin/t-shirt twice
using only one hand
(the left hand of the
learner at the left and
the right hand of the
learner at the right).

MEETING TIME 3 DISMISSAL ROUTINE

(20 minutes) Mungkahing Gawain:
Pagpapaalala sa mga dapat tandaan ng mga bata para sa ligtas na pag-uwi sa tahanan.
09:25 – 09:30 a.m.  Prayer
12:25 – 12:30 a.m. Awit: Paalam Na Sa’yo

02:55 – 03:00 p.m.

05:55 – 06:00 p.m.

REMARKS
REFLECTION Kinder- Pink Kinder - Magenta
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 these 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?

REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week.
REFLECTION 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.
H. No. of learners who earned 80% in the evaluation

I. No. of learners who require additional activities for

remediation
J. Did the remedial lessons work? No. of learners who
have caught up with the lesson
K. No. of learners who continue to require remediation.

L. Which of my teaching strategies worked well? Why did

this work?

M. What difficulties did I encounter which my principal or

supervisor can help me solve?

N. What innovation or localized materials did I use/discover

which I wish to share with other teachers?

Prepared by: Checked by: Checked by: Checked by:

AMYLINA M. SOBRIO ESPERANZA O. DE JESUS MYLENE M. CHIONG JOSEFINA A. PELAYO, EdD

Teacher I Master Teacher I Master Teacher I Principal IV