Kindergarten School Cornelia M. de Jesus Memorial Central School- Sta.

Maria West Teaching Dates January 15-19, 2024

Daily Lesson Log District
Teacher Licel Grace S. Ricardo Week No. 10
Content Focus Mga Kasuotan at Pamamaraan sa Iba’t Ibang Uri ng Panahon Quarter Second
Most Essential  Identify what we wear and use for each kind of weather (PNEKE-00-2)
Learning  Observe safety practices in different kinds of weather (PNEKE-00-6)
Competencies  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)
 Enhance learners’ academic performance, particularly the low proficiency levels in reading and to address the learning gaps
and strengthen the reading proficiency of every learner.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME
(January 15, 2024)
Arrival Time
(7:30-7:40/11:00-11:10)
National Anthem
Opening Prayer
Routine Exercise
Activities Kumustahan
Attendance
Balitaan
Meeting Time 1
(7:40-7:50/11:10-11:20)
Messages May mga iba’t ibang uri ng
kasuotan na angkop sa lagay
ng panahon. Ito ay ating
kailangan upang
mapangalagaan ang ating
katawan laban sa tag-araw at
tag-ulan.
Questions  Anong uri ng damit ang
iyong isunusuot tuwing
tag-araw? Tag-ulan?
 Bakit mahalagang magsuot
ng damit ayon sa uri ng
panahon?
(January 16, 2024)
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Sa lahat ng oras, tayo ay
laging maging handa sa
anumang sakuna upang tayo
ay maging ligtas. Manatili
tayong mahinahon sa lahat ng
ating mga gagawin.
 Ano ang mga dapat nating
tandaan upang maging
ligtas sa panahon ng
sakunang dala ng
panahon?
 Bakit mahalagang maging
handa sa anumang oras?
(January 17, 2024)
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Ang mga letra ng alpabeto ay
nabuo gamit ang mga linyang
tuwid, pahilis at pakurba.
 Anong mga letra ng
alpabeto ang nabuo gamit
ang tuwid na linya? Tuwid
at pahilis na linya? Tuwid
at pakurbang linya?
(January 18, 2024)
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Kaya kong isulat ang mga
letra ng alpabeto gamit ang
iba’t ibang uri ng linya.
 Anong mga letra sa
alpabeto ang kaya mong
isulat?
 Nakikilala mo ba ang mga
uri ng linyang iyong
ginamit sa pagsulat ng mga
letra ng alpabeto?
(January 19, 2024)
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Ang bawat bata ay may
kakayahang mas mapaunlad
ang kanilang pagbabasa sa
pamamagitan ng iba’t-ibang
aktibidad na makakatulong
sa pagpapaunlad nito.
 Ano ang kaya mo ng
basahin?
 Bakit mahalaga ang
pagbabasa?
 Kaya mo bang magbasa
gamit ang Marungko?
 Competencies  Identify what we wear and use for each kind of weather (PNEKE-00-2)
 Observe safety practices in different kinds of weather (PNEKE-00-6)
 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)
 Enhance learners’ academic performance, particularly the low proficiency levels in reading and to address the learning gaps and strengthen the reading
proficiency of every learner.
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
Period 1 allotted time.
Work Period 1
(7:50-8:35/11:20-12:05)
Teacher-Supervised Clothes for Different Safety Precautions during Letter Tracing Letter Tracing I Can Recognize Letters and
Activity Weather Conditions Bad Weather its Sounds
Introduce Letter Dd
Introduce Letter Rr
 Tell and describe the  Tell and describe the  Trace, copy, and write the  Trace, copy, and write the  Enhance learners’
different kinds of weather different kinds of letters of the alphabet: letters of the alphabet: academic
(sunny, rainy, cloudy, weather (sunny, rainy, straight lines (A,E,F,H,I combination of straight performance,
stormy, windy) cloudy, stormy, windy) L,T), combination of and curved lines (B, C, D, particularly the low
(PNEKE-00-1) (PNEKE-00-1) straight and slanting lines G, J, O, P, Q, R, S, U), proficiency levels in
Competencies  Identify what we wear and  Observe safety practices (K, M,N, V, W, X, Y, Z) rounded strokes with loops reading and to
use for each kind of in different kinds of (LLKH-00-3) (LLKH-00-3) address the learning
weather weather gaps and strengthen
(PNEKE-00-2) (PNEKE-00-6) the reading
proficiency of every
learner.
 Identify proper clothing  Learn safety precautions  Trace the letters of the  Trace the letters of the  Recognize the letters of
Learning Checkpoints in different weather during bad weather alphabet alphabet the alphabet and its
conditions sounds.
 Letter Mosaic - Rr, Dd
 Letter Sound and Object Match
Independent Activities
 Uppercase and Lowercase Pair
 Poster of words that begin with letters Rr, Dd
Competencies  Trace, copy, and write the letters of the alphabet (LLKH-00-3)
 Give the sound of each letter (mother tongue, orthography) (LLKAK-Ih-7)
 Pagpilas/paggupit/pagdikit ng papel (KPKFM -00-1.3)
 Trace, copy, and write different strokes (LLKH-00-6)
 Match the letter sound to its letter form (LLKAK-Ih-5)
 Identify the letters of the alphabet (mother tongue orthography) (LLKAK-Ih-3)
 Write the lowercase for each uppercase letter or vice versa (LLKH-00-4)
 Match an upper- to its lower-case letter (LLKAK-Ih-4)
 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/recognize letters Rr, Dd
 Sound out letters Rr, Dd
Learning Checkpoints  Sort letters/ words with beginning letters Rr, Dd
 Represent letters Rr, Dd
 Match uppercase and lowercase letters
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
(8:35-8:45/12:05-12:15)
Questions/Activity The learners learn to recite Let the learners recall the Song: Letters of the Alphabet Song: Letters of the Alphabet Let the learners play and
nursery rhymes about clothes safety precautions during bad find the initial sounds of a
- C is for Cobbler A Funny weather. given word.
Clown Do I Look Mad?
Tailor, Tailor.
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
Transition to Health 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
(8:45-9:00/12:15-12:30) (9:00-9:10/12:30-12:40)
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 ready, the teacher
Transition to Story
proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Time
Story Time
(9:10-9:25/12:40-12:55)
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 appropriate story about safety story about letters of the story about letters of the story about letters of the
clothes for different types precautions during bad alphabet. alphabet. alphabet.
of weather weather.
 Define difficult words.  Define difficult words.  Define difficult words.
 Define difficult words.  Define difficult words.
 Motivation question: What  Motivation question: What  Motivation question:
 Motivation question: What  Motivation question: How are the letters of the are the letters you can see What are the letters you
do you wear today? do you feel during bad alphabet? Can you name inside the classroom? can see inside the
weather? them and tell their classroom?
 Motive question: Do you sounds?  Motive question: Can you
love to wear colorful  Motive question: What name those letters and tell  Motive question: Can you
clothes or dress? should we do during bad  Motive question: What their sounds? name those letters and tell

During Reading Ask comprehension questions.
Post Reading  Why does the character
loves to wear colorful
dress?
 What does she love to
wear during sunny day?
Rainy day? Windy day?
Cloudy day? Stormy day?
Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells
Period 2 the learners to do their assigned tasks within the allotted time.
Work Period 2
(9:25-10:05/12:55-1:35)
How many pockets? Zippers? Paper Shirt Origami
Teacher-Supervised
Buttons?
Activity
 Count objects with one-to-
one correspondence up to
quantities of 10
(MKC-00-7)
 Collect data on one
variable through
observation
(MKAP-00-1)
Competencies
 Create a simple
pictograph (MKAP-00-2)
 Discuss simple
pictographs (MKAP-00-3)
 Compare groups and
decide which is more or
less, of they are equal
(MKC-00-8)
 Collect and organize data
Learning Checkpoints in a graph
weather?
 Who are the characters in
the story?
 What does the character
remember during bad
weather?
 What does he feel during
typhoon season?
 Naisasagawa ang mga
sumusunod na kasanayan
sa pagtiklop ng papel
(KPKFM-00-1.2)
 Nakaguguhit,
nakapagpipinta at
nakapagkukulay ng iba’t
ibang bagay o gawain
(SKMP-00-2)
 Make their own paper
shirt by following a
folding sequence
letters make up the word
weather?
 What is the name of the
character? Can we spell
the name of the character
in the story?
 Why does the character
love to study different
types of weather?
 What does he want to be in
the future?
Number Clothespin
 Arrange three numbers
from least to greatest/
greatest to least
(MKC-00-6)
 Match numerals to a set
of concrete objects from
0 to 10
(MKC-00-4)
 Identify the numbers that
come before, after, or in
between
(MKC-00-5)
 Make their own paper
shirt by following a
folding sequence
 Who are the letters in the
story?
 What did the letters talk
about?
 What did the small letters
learn from their mother
letters?
It’s a Match: Clothing
 Identify what we wear and
use for each kind of
weather (PNEKE-00-2)
 Match object, pictures
based on properties
/attributes in one-to-one
correspondence (picture to
picture)
(MKAT-00-1)
 Match one-to-one
correspondence (picture to
picture)
their sounds?
 Who are the letters in the
story?
 What did the letters talk
about?
 What did the small letters
learn from their mother
letters?
Letter Clapping and
Counting
 Read and write numerals
0 to 10
(MKC-00-3)
 Tell the number of letters
in given spoken words
(LLKPA-Ig-8)
 Clap and count the
number of letters on their
given name
  Dress Up Play
 Clothes Memory Game
Independent Activities
 Clothes Domino
 Dress Up Sequence
 Match object, pictures based on properties /attributes in one-to-one correspondence (MKAT-00-1)
 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)
 Match picture to picture (MKAT-00-1)
Competencies  Talk about the details of a picture (LLKOL-Id-4)
 Nailalarawan ang nagagawa ng mga tagapag-alaga/Nanay/Tatay/ Lolo/Lola, atbp. (KMKPPam-00-6)
 Talk about likes/dislikes (LLKOL-Ic-15)
 Identifies sequence of events (before, after, first, next, last) (MKSC-00-9)
 Read and write numerals (5)
 Match object, pictures based on properties /attributes in one-to-one correspondence
 Tell that the quantity of a set of objects does not change even though the arrangement has changed
Learning Checkpoints
 Express simple ideas through symbols (e.g., drawings, invented spelling)
 Read and write numerals 0 to 10
 Describe objects based on attributes/properties (shapes, size, its use and functions)
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
Transition to Indoor/
minutes, the teacher tells the learners to start packing away the materials they used and be ready for Indoor/Light Physical Activity. A transition song or
Light Physical Activity
countdown may be used.
Indoor Activity/ Light Physical Activity
(10:05-10:25/1:35-1:55)
Sorting Clothes Unstructured Free Play Dress Up Relay Unstructured Free Play Jump and Count (Letters on
Activities a Given Name)

 Sort and classify objects  Nakasasali sa mga laro, o
according to use anumang pisikal na
(MKSC-00-6) gawain at iba’t ibang
 Nakikilala at iginagalang paraan ng pageehersisyo
ang pagkakaiba-iba ng (KPKPF-00-1)
tao: kasarian, kasuotan  Nagagamit ang mga kilos
(SEKPP-Ib-1) lokomotor at di-lokomotor
Competencies
 Nakapaghihintay ng sa paglalaro, pag-
kanyang pagkakataon eehersisyo, pagsasayaw
(KAKPS-00-12) (KPKGM-Ig-3)
 Naipakikita ang
pagpapahalaga sa maayos
na pakikipaglaro
(KAKPS-00-19)
Learning Checkpoints  Develop understand of the different types of clothes for different types of weather
 Play with fairness and sportsmanship
 Nagagamit ang mga kilos  Nakasasali sa mga laro, o
lokomotor at di-lokomotor anumang pisikal na gawain
sa paglalaro, pag- at iba’t ibang paraan ng
eehersisyo, pagsasayaw pageehersisyo
(KPKGM-Ig-3) (KPKPF-00-1)
 Nakapaghihintay ng  Nagagamit ang mga kilos
kanyang pagkakataon lokomotor at di-lokomotor
(KAKPS-00-12) sa paglalaro, pag-
eehersisyo, pagsasayaw
(KPKGM-Ig-3)
 Naipakikita ang
pagpapahalaga sa maayos
na pakikipaglaro
(KAKPS-00-19)
 Naisasagawa ang mga
sumusunod na kilos
lokomotor sa pagtugon sa
ritmong mabagal at
mabilis (paglakad,
pagtakbo, pagkandirit,
paglundag/pagtalon,
paglukso)
(KPKGM-Ie-2)
 Tell the number of letters
in given spoken words
(LLKPA-Ig-8)
  Follow directions and perform gross motor movements
 Develop social and communication skills
 Knows the number of letters on their given name
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
(10:25-10:30/1:55-2:00)
Activities  The learners talk about  The learners talk about the  The learners talk about  The learners talk about the  The learners talk about
the appropriate clothing precautionary measures to the different strokes and different strokes and lines their given names.
for different types of remember during bad lines used in writing used in writing letters.
weather. weather, letters.
Wrap-Up Questions/  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
Activity learners were able to learners were able to learners were able to learners were able to learners were able to
identify the appropriate identify the precautionary identify the different identify the different identify the letters on
clothing for different measures during bad strokes and lines use in strokes and lines use in their name.
types of weather. weather. writing letters of the writing letters of the
alphabet. alphabet.
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?

Prepared by: Checked by:

LICEL GRACE S. RICARDO ELESIA DR. DIZON

Magenta/ Sky Blue Adviser Master Teacher I