Kindergarten School Lanatan-Muntingtubig Elementary School – Balayan Teaching Dates September 4-8,2023

Daily Lesson Log East Sub-Office

Teacher Mary Rose D. Chan Week No. 2
Content Focus Sariling Pangangailangan at Tuntuning Itinakda Quarter One
Most Essential 1. Nasasabi ang sariling pangangailangan nang walang pag-aalinlangan (SEKPSE-If-3)
Learning 2. Nakasusunod sa mga itinakdang tuntunin at gawain (routines) sa paaralan at silid-aralan (SEKPSE-IIa-4)
Competencies

BLOCKS OF MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

TIME (September 4, 2023) (September 5, 2023) (September 6, 2023) (September 7, 2023) (September 8, 2023)
Arrival Time (7:00-7:10)(12:00-12:10)
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 (7:10-7:20) (12:10-12:20)
Messages Ang bawat tao ay may Mahalaga rin ang di- Ang pagsunod sa mga Sa paaralan ay mayroon Mahalaga ang bawat
pangangailangan tulad ng materyal na gawain at alituntunin sa din mga alituntunin na gawain sa silid-aralan
pagkain, damit at tahanan. pangangailangan tulad ng silid-aralan ay tanda ng dapat sundin at gawin sapagkat dito nahuhubog
pagmamahal, pag-aalaga o paggalang at disiplina. tulad ng pagpasok nang ang iba’t ibang
pag-aaruga, maaga, pagpila nang kakayanan na maaari pa
pagmamalasakit at (Show and discuss the maayos, at pagsusuot ng nating matutunan.
pagkakaibigan. class schedules and uniporme. Ang mga
routines) alituntunin ay gabay
upang maging maayos ang
ating kilos at gawi sa loob
ng paaralan.
Questions  Ano ano ang mga  Ano ano ang mga di-  Bakit kailangan nating  Ano ano ang mga  Bakit tayo pumapasok
pangangailangan ng tao materyal na sundin ang mga alituntunin sa loob ng sa paaralan?
upang mabuhay? pangangailangan ng alituntunin at mga paaralan na dapat
tao? nakatakdang gawain sa nating sundin?  Ano ano ang mga
loob ng silid-aralan? maaari nating
 Sino sino ang taong  Bakit mahalagang matutunan sa loob ng
nagbibigay ng sundin ang mga silid-aralan?
pagmamahal at alaga alituntuning ito?
sa atin?
 Competencies  Nasasabi ang sariling pangangailangan nang walang pag-aalinlangan (SEKPSE-If-3)
 Nakasusunod sa mga itinakdang tuntunin at gawain (routines) sa paaralan at silid-aralan (SEKPSE-IIa-4)
Transition to The teacher gives instructions on how to do the independent activities, answers any questions, and tells the learners to do their assigned tasks
Work Period 1 within the allotted time.
Work Period 1 (7:20-8:05)(12:20-1:05
Teacher- My Basic Needs Red Heart Collage Our Class Schedule Classroom Rules Poster: We Do Many
Supervised (Worksheet) (KTG, p. 24) (KTG, p. 25) Things in School
Activity (KTG, p. 24)
 Nasasabi ang sariling  Naisasagawa ang  Nakakapagkukuwento  Nakasusunod sa mga  Nakapagkukuwento
pangangailangan sumusunod na ng mga ginagawa sa itinakdang tuntunin at ng mga ginagawa sa
nang walang pag- kasanayan: paaralan (KMKPAra- gawain (routines) sa paaralan
aalinlangan pagpilas/paggupit/ 00-3) paaralan at silid- (KMKPAra-00-3)
(SEKPSE-If-3) pagdikit ng papel  Nakasusunod sa mga aralan (SEKPSE-IIa-  Nakalilikha ng iba’t
 Identify one’s basic (KPKFM-00-1.3) itinakdang tuntunin at 4) ibang bagay sa
needs and ways to  Napagsisikapang gawain (routines) sa  Nakikilala ang pamamagitan ng
care for one’s body matapos ang paaralan at silid- kahalagahan ng mga malayang pagguhit
(PNEKBS-Ii-8) sinimulang gawain sa aralan (SEKPSE-IIa- tuntunin (SKMP-00-1)
itinakdang oras 4) (KPKPKK-Ih-3)  Nakaguguhit,
(KAKPS-00-1)  Identify sequence of nakapagpipinta at
 Classify objects events (before, after, nakapagkukulay ng
Competencies according to observable first, next, last) iba’t ibang bagay o
properties like size, (MKSC-00-9) gawain (dekorasyon
color, shape, texture,  Tell which activities sa “name tag”,
and weight) take a longer or shorter kasapi ng mag-anak ,
(MKSC-00-6) time (recognize and gawain ng bawat
names the things that kasapi ng mag-anak,
can be done in a mga alagang hayop,
minute, e.g., washing mga halaman sa
hands, etc., and paligid) (SKMP-00-2)
recognize and name the  Express simple ideas
things that can be done through symbols (e.g.,
in an hour) (MKME- drawings, invented
00-4) spelling) (LLKC-00-
1)
Learning  Identify the basic needs  Identify and recognize  Identify the sequence of  Know the importance  Tell what they do in
Checkpoints of humans to survive red color events (what comes of rules school
 Know the importance before, after, first, next,  Express their ideas
of love and care as a last) through drawings and
human’s basic need  Tell which activities invented
take a longer or shorter
 time
 Charades: Class Routines (KTG, p. 26)
Independent  Spin the Wheel: Class Routine/Rules (KTG, p. 26)
Activities  School Red Collage (KTG, p. (KTG, p. 26-27)
 Writeshop: I Can Do Many Things in School (KTG, p. 27)
 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)
Competencies  Naisasagawa ang mga sumusunod na kasanayan: pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
 Nakapupunit, nakagugupit at nakapagdidikit sa paggawa ng collage (SKMP-00-7)
 Express simple ideas through symbols (e.g., drawings, invented spelling) (LLKC-00-1)
 Know the class routines and rules
Learning
 Tear and paste pieces of paper
Checkpoints
 Draw the things they do in school
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 (8:05-8:15)(1:05-12:15)
Questions/  Show pictures of the  How can you show  Check where the  Show the classroom  Song: Magagawa
Activity human’s basic needs. your love and care for class is in the daily rules the learners came Natin, This is the Way
your schedule. up with.
 Discuss how their parents/guardians?  Discuss what will
parents provide for (Encourage everyone  What block of time happen if the rules are
their basic needs. to share their are we in now? not followed.
thoughts and  Recite: Class Rules
experiences.)  What will come next? Chant
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 sanitizing their hands.
Health 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.
Supervised Recess (8:15-8:30)(1:15-1:30)
Quiet Time/Nap Time (8:30-8:40)(1:30-1:40)
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
ready, the teacher proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Story Time
Stories/Rhymes/Poems/Songs (8:40-8:55)(1:40-1:55)
Story
Pre-reading  Theme: Any age and a  Theme: Any age and a  Theme: Any age and a  Theme: Any age and a  Theme: Any age and a
Activity culturally appropriate culturally appropriate culturally culturally appropriate culturally appropriate
 story about food as a story about ways of
human’s basic need. showing love and care
for family members.
 Define difficult words.
 Define difficult words.
 Motivation question:
How is food prepared in  Motivation question:
your home? How do your
parents/guardians
show their love and
 Motive question: How is care to you?
food prepared in the
story?  Motive question: What
do you feel when you
hug your parents or
guardians?
During Reading Ask comprehension questions.
Post Reading  How is food prepared  What did the character
in the story? do to show her love for
her mother and father?
 What is your favorite
way of cooking food?  What did you learn
from the story?
Transition to After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any
Work Period 2 questions, and tells the learners to do their assigned tasks within the allotted time.
Work Period 2 (8:55-9:35)(1:55-2:35)
Same and Different: Our Number Book: Different
Teacher-
Basic Needs Materials inside the
Supervised
Classroom
Activity
(KTG, p. 27-28)
Competencies  Describe objects based  Count objects with one-  Nakasusunod sa mga
on attributes/properties to-one correspondence
(shapes, size, its use, up to quantities of 10
and functions) (MKC-00-7)
(MKSC-00-4)  Recognize and identify
 Group objects that are numerals 0 to 10
alike (MKSC-00-5) (MKC-00-2)
appropriate story story about following story about activities
about class schedule, rules. children do in school.
and routines.
 Define difficult words.
 Define difficult words.  Define difficult words.
 Define difficult words.
 Motivation question:  Motivation question: Motivation question:
What things did you do What are the different What different
in school last week? rules in the classroom? activities can you do
in school?
 Motive question: What  Motive question: What
do you think the do you think are the  Motive question: What
characters will do in different rules in the do you think are the
school? story? different activities in
school in the story?
 What did the  What are the rules in  What are the activities
characters do in the story? that they did in the
school? story?
 Demonstrate following
 What do you think they the rules?  What do you call these
felt while doing the activities? (Recall the
activities in school?  What would happen if names of the routines.)
the characters did not
 What made you say that follow the rules?
What Comes Next? How Long Is It? Ilang Dangkal?
(KTG, p. 27) (KTG, p. 28) (KTG, p. 28)
 Use nonstandard  Compare objects based
itinakdang tuntunin at measuring tools e.g. on their size, length,
gawain (routines) sa length – feet, hand, weight/mass
paaralan at silid-aralan piece of string; capacity (MKME-00-2)
(SEKPSE-IIa-4) – mug/glass; mass –  Use nonstandard
 Identify the sequence of stone, table blocks measuring tools e.g.
events (before, after, (MKME-00-1) length – feet, hand,
  Read and write first, next, last) piece of string,
numerals 0 to 10 (MKSC-00-9) capacity – mug/glass,
(MKC-00-3) mass – stone, table
blocks
(MKME-00-1)
 Describe each object  Draw or paste  Recall the routines in  Compare lengths and  Distinguish what is
and identify pictures with correct class and say it in the distinguish what is shorter or longer
Learning
similarities and quantities of 1-3 correct sequence shorter or longer
Checkpoints
differences between
two variables
 Block Play: Different areas in the school (KTG, p. 29)
Independent  Construction Toys (KTG, p. 29)
Activities  Junk Box Sorting: Variety of objects found inside the classroom (KTG, p. 30)
 Measure It: Variety of objects found inside the classroom (KTG, p. 30)
 Nakikipaglaro sa dalawa o tatlong bata gamit ang isang laruan (SEKPKN-Ig-2)
 Naisasagawa ang mga sumusunod na kasanayan: paglikha ng mga modelo pangkaraniwang bagay sa paligid (KPKFM-00-1.6)
Competencies  Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)
 Compare objects based on their size, length, weight/mass) - big/little - longer/shorter - heavier/lighter (MKME-00-2)
 Use nonstandard measuring tools e.g. length – feet, hand, piece of string, capacity – mug/glass, mass – stone, table blocks (MKME-00-1)
 Use the blocks to build structures or models to represent different areas in the school
Learning  Use the construction toys to build structures or models
Checkpoints  Sort various objects based on one attribute
 Record the length of various objects using non-standard measuring tools
Transition to The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor Activity/Light Physical Activity.
Indoor/ Light 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 (9:35-9:55)(2:35-2:55)
Follow Me Unstructured Free Play Line Up Game Unstructured Free Play Teacher, May I?
Activities
(KTG, p. 18) (KTG, p. 18) (KTG, p. 63) (KTG, p. 63-64) (KTG, p. 64)
Competencies  Nakasasali sa mga laro,  Naisasagawa ang mga  Group objects that are  Naisasagawa ang mga  Nakasasali sa mga
o anumang pisikal na sumusunod na kilos alike sumusunod na kilos laro, o anumang
gawain at iba’t ibang lokomotor sa pagtugon (MKSC-00-5) lokomotor sa pagtugon pisikal na gawain at
paraan ng pag- sa ritmong mabagal at  Sort and classify sa ritmong mabagal at iba’t ibang paraan ng
eehersisyo mabilis (paglakad, objects according to mabilis (paglakad, pag-eehersisyo
(KPKPF-00-1) pagtakbo, pagkandirit, one attribute/property pagtakbo, pagkandirit, (KPKPF-00-1)
 Nakagagalaw (martsa, paglundag/pagtalon, (shape, color, size, paglundag/pagtalon,  Naisasagawa ang
palakpak, tapik, padyak, paglukso) function/use) (MKSC- paglukso) mga sumusunod na
lakad, lundag at iba pa) (KPKGM-Ie-2) 00-6) (KPKGM-Ie-2) kilos lokomotor sa
nang angkop sa ritmo at  Nagagamit ang mga  Listen discriminately  Nagagamit ang mga pagtugon sa ritmong
indayog bilang tugon sa kilos lokomotor at di- and respond kilos lokomotor at di- mabagal at mabilis
 himig na lokomotor sa appropriately, i.e., lokomotor sa paglalaro, (paglakad, pagtakbo,
napapakinggan/awit na paglalaro, pag- speak loudly/softly pag-eehersiyo, pagkandirit,
kinakanta eehersiyo, pagsasayaw when asked, asked to pagsasayaw paglundag/ pagtalon,
(KPKPF-Ia-2) (KPKGM-Ig-3) adjust volume of (KPKGM-Ig-3) paglukso)
 Naisasagawa ang television/radio (KPKGM-Ie-2)
paggalaw/pagkilos ng (LLKAPD-Id-6)  Nagagamit ang mga
iba’tibang bahagi ng kilos lokomotor at di-
katawan sa saliw ng lokomotor sa
awitin nang may paglalaro, pag-
kasiyahan (KPKGM-Ia- eehersisyo,
1) pagsasayaw
 Naisasagawa ang mga (KPKGM-Ig-3)
sumusunod na kilos  Listen discriminately
lokomotor sa pagtugon and respond
sa ritmong mabagal at appropriately, i.e.,
mabilis (paglakad, speak loudly/softly
pagtakbo, pagkandirit, when asked, asked to
paglundag/pagtalon, adjust volume of
paglukso) television/radio
(KPKGM-Ie-2) (LLKAPD-Id-6)
 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
 Group themselves correctly according to given characteristics
Checkpoints
 Follow directions and perform gross motor movements
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 do
Meeting Time 3 the wrap-up activities in Meeting Time 3. A transition song or countdown may be used.
Meeting Time 3 (9:55-10:00)(2:55-3:00)
Activities  Learners recall the  Learners share their  Learners recall the  Learners recall the  Learners share the
human’s basic needs experiences in how routines of the class school rules. activity they enjoyed
 to survive. their parents and sequentially. most in a specific
guardians provide routine.
love and care for
them.
Wrap-Up  The teacher acknowledges the learners’ sharing and encourages them to come back so they can still learn more.
Questions/
Activity
Dismissal
The teacher reminds the learners to sanitize their hands and to always follow the health protocols.
Routine
Homeroom
(10:00-10:15)(3:00-3:15)
Guidance

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 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:

MARY ROSE D. CHAN LENNIE N. CABASIS

Teacher II Principal III