Field Office of Siay

SIAY CENTRAL ELEMENTARY SCHOOL

School ID: 125837
Purok 1, Logpond Siay, Zamboanga Sibugay
SY: 2022-2023
DAILY LOG LESSON PLAN / WEEKLY LEARNING PLAN FOR KINDERGARTEN WITH PSS AND HG
INTEGRATION
Grade KINDERGARTEN- ORANGE AND MANGO
School SIAY CENTRAL ELEMENTARY SCHOOL Level/Section
Teacher ELVIE O. OMAR Session MORNING AND AFTERNOON
Content Focus 1. There are clothes for different weather conditions.
2. There are safety practices in different kinds of weather.
3. There are straight, slant, curve lines, and round letters of the alphabet.
4. I am me. I can identify and write the letters of my name.
Sub Topic  I can wear clothes for different weather conditions. January 9-13, 2023
 I can protect myself during bad weather.
Date
 I can trace, copy, and write letters of the alphabet.
 I can identify and write my complete name.
Integration  (PSS Activity) Quarter 2 Week 10 or 20
 Homeroom Guidance
Content Standards Performance Standards MELC CODE
The child demonstrates an The child shall be able to • Identify what we PNEKE-00-2
understanding of different talk about how to adapt to wear and use for each
types of weather and the different kinds of kind of weather
changes that occur in the weather and care for the • Observe safety PNEKE-00-6
environment environment practices in different
kinds of weather

The child demonstrates an The child shall be able to • Trace, copy, and write LLKH-00-3
understanding of different talk about how to adapt to the letters of the
types of weather and the different kinds of alphabet: straight lines
changes that occur in the
environment
The child demonstrates an
understanding of letter
representation of sounds
– that letters as symbols
have names and distinct
sounds
The child demonstrates an
understanding of letter
representation of sounds
– that letters as symbols
have names and distinct
sounds
Objectives: At the end of lesson, learners are expected to:
OBJECTIVES
weather and care for the (A,E,F,H,I L,T),
environment combination of straight
and slanting lines (K,
M,N, V, W, X, Y, Z),
The child shall be able to combination of straight LLKH-00-5
identify the letter names and curved lines (B, C,
and sounds D, G, J, O, P, Q, R, S, U),
The child shall be able to rounded strokes with
identify the letter names loops
and sounds • Write one’s given
name
1. Identify the different kinds of weather,
2. Identify the different clothes to wear in a certain weather condition;
3. Trace the letters of the alphabet;
4. Copy and write the letters of the alphabet;
5. Write his/her given name; and
6. Identify each letter of his/her name.

Personal and Social Development, Communication and Language, Literacy, Numeracy, Physical and Natural environment, Expressive arts and Design, Physical Development
Learning Area

1. K to 12 Most Essential Learning Competencies

References 2.National Kindergarten Curriculum Teacher’s Guide
3. Homeroom Guidance
4.Psychosocial Support Activity for Teachers and learners

BLOCKS OF MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

TIME (January 16, 2023) (January 17, 2023) (January 18, 2023) (January 19, 2023) (January 20, 2023)
Arrival Time
(7:30- 7:40)AM
(12:30-12:40) PM
Routine National Anthem National Anthem National Anthem National Anthem National Anthem
 Opening Prayer Opening Prayer
Exercise Exercise
Kumustahan Kumustahan
Attendance Attendance
Activities
Kantahan Kantahan
Balitaan Balitaan
Setting of Standards Setting of Standards
Rubrics Presentation Rubrics Presentation
HOMEROOM
GUIDANCE Quarter 2-Module 5 (People in the Community)
ACTIVITY
INTEGRATION
Meeting Time 1
(7:40- 7:50) AM
(12:40-12:50) PM
Messages Message: Message:
I can wear clothes for I can protect myself during
different weather conditions. bad weather.
Questions Ask: What is the weather for Say:
today? (depends on the Hi! Good morning/Good
actual weather condition) afternoon! How are you
feeling today?
Ask: What did you do in the
previous activity? (I
hanged the clothes on the
clothesline corresponding
to the numeral written at the
side.)
What were the clothes you
hanged? (sweaters,
jackets, sleeveless shirts,
etc.)
Among those, which
clothing are used on sunny
days?
How about on rainy days?
Why do we have to wear
clothes appropriate to the
weather condition? (So that
Opening Prayer
Exercise
Kumustahan
Attendance
Kantahan
Balitaan
Setting of Standards
Rubrics Presentation
Message:
I can trace, copy, and write
letters.
Ask: How many basic
survival items did you put in
your
Personal Go Bag? (7)
What are these items?
(water, ready-to-eat foods,
first
aid kit, clothing, blanket,
comfort toy, and whistle)
Why do you need all these
items? (These are the basic
needs in times of
emergencies)
Today, we are going to learn
a new letter, it is letter Ññ.
Opening Prayer
Exercise
Kumustahan
Attendance
Kantahan
Balitaan
Setting of Standards
Rubrics Presentation
Message:
I can trace, copy, and write
letters of the alphabet.
What did you do in the
previous activity? (I wrote
letter NGng in the sandbox.)
What is the sound of letter
NGng? /ng/
Opening Prayer
Exercise
Kumustahan
Attendance
Kantahan
Balitaan
Setting of Standards
Rubrics Presentation
Message:
I can identify and write my
complete name.
Ask: What have you learned
from the previous
activities? (I learned about
how to trace, copy and
write some of the letters)
What letters have you
traced? (letters Mm, Cc, Nn,
Bb, Ss, Ee, Rr, Dd, Uu, Gg,
Pp, NGng, and Ññ).
What is the sound of each
letter?
Ask: What letters compose
your name? Please name
the letters one by one.
 we would feel
comfortable and avoid
getting sick.)
Say: Yes, we need to wear
the appropriate clothes in
order for us to be
comfortable and safe.
Clothes help us protect our
body from the heat of the
sun and the cold weather.
Aside from wearing clothes,
there are also other
ways of keeping ourselves
safe from different
weather conditions. During
sunny days, the sun is
very hot.
Ask: What can we do to
keep us safe on sunny days?
(We use umbrella, put
sunscreen, use shades, etc.)
How about on rainy
days/stormy days? (We can
also
use umbrella or stay
indoors.)
PSST ACTIVITY “Helping hands! (All ages)
INTEGRATION (See PSYCHOSOCIAL SUPPORT ACTIVITY PACK)p38
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
Transition to allotted time. (USING VERBAL CUE/S)
Work Period 1

Work Period 1
(7:50-8:35)AM
(12:50-1:35)PM
Teacher-
Supervised “Things I Wear and Use” Safety is Priority Sand Writing Letter Painting Lacing My Name
Activity Procedure: Procedures: Procedure: Procedure: Procedure:
1. Get different 1. Give the prepared chart 1. Put the sandbox in front of 1. Prepare the painting area. 1. Give the name lacing
 clothes/things for sunny and
rainy
days and show it to the
learner.
2. Let the learner do the
following:
• group the different
clothing/things you
should wear/use on sunny
and rainy days;
• classify the items under
specific use;
• explain why he/she
grouped the
clothing/things the way
he/she did; and
• act out how he/she feels on
sunny or rainy
day while wearing the
clothes/things.
 Letter Puzzle
 Spot the different
 Letter Writing
Independent  Writing name
Activities  Letter Domino
 Letter Design
 Block Play
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
Transition to
the 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. (USING
Meeting Time 2
VERBAL CUE/S)
with two (2) columns
labeled “Safe Practice” and
“Unsafe
Practice.”
2. Get the picture cards and
show it to the
learner one at a time. (See
Annex 2– Activity
3)
3. Let the learner do the
following:
• observe each picture card;
• decide if the picture shows
a “Safe
Practice” or “Unsafe
Practice”;
• paste the picture to its
appropriate
column;
• count the picture cards that
are pasted in
each column; and
• write the number of picture
cards at the
bottom; and
• act out the different safety
practices
shown in the picture cards.
 Letter Puzzle
 Spot the different
 Letter Writing
 Writing name
 Letter Domino
 Letter Design
 Block Play
the learner.
2. Explain to the learner
what he/she is going to do.
3. Give the learner a
template of letter Ññ.
4. Introduce letter Ññ and its
sound.
5. Let the learner do the
following:
• trace letter Ññ using his/her
fingertip several
times;
• write the letter Ññ on the
sand;
• erase what he/she has
written using his/her
hand; and
• do it again several times.
 Letter Puzzle
 Spot the different
 Letter Writing
 Writing name
 Letter Domino
 Letter Design
 Block Play
2. Give the learner the
template of letters NGng
and Ññ that were used in the
previous
activities.
3. Let the learner do the
following:
• identify the letters on the
template;
• produce its correct sound;
and
• paint the letters using the
cotton buds.
 Letter Puzzle
 Spot the different
 Letter Writing
 Writing name
 Letter Domino
 Letter Design
 Block Play
template (made of
cardboard) to the learner.
2. Let the learner trace the
letter using his/her
point finger several times.
After using his/her
point finger, he/she will use
pencil in tracing
the letter template.
3. Let the learner do the
lacing or threading of
his/her name template using
the yarn.
 Letter Puzzle
 Spot the different
 Letter Writing
 Writing name
 Letter Domino
 Letter Design
 Block Play
Meeting Time 2
(8:35-8:45)AM
(1:35-1:45)PM
Ask: What do you wear on a Ask: Ask: What letters have you Ask:
Questions/ sunny day? (shorts, What are the safety practices Ask: What letter did you painted? (NGng, and Ññ). What is your name again?
Activity sleeveless shirt, shorts, etc.) you have seen in the picture write in the sandbox? (Ññ) Say again the names of the What are the letters of your
Why do we need to wear all cards? Why? What is the sound of letter letters. name?
these clothing on sunny How about the unsafe Ññ? ( /ñ/) What are their sounds? What is the correct sound of
days? (To make us feel practices? Why? Say: Very Good! You have /ng/, /ñ/ each letter in your name?
comfortable). Why do we have to keep given the correct name of the Please say it again. /ng/, /ñ/ Say:
How about on rainy days, ourselves safe? letter and produced its Excellent! You have given
what do you wear? (jackets, Say: correct sound. This letter is the correct letter names and
sweaters, socks, etc.) Yes, we need to keep very unique because it is not their sounds.
Why do we need all these ourselves protected from the found in the beginning of Our name consists of letters.
things on rainy days? (To different weather conditions. the word. It is usually found We should know how to
help us feel warm instead of We must always do the right in the middle. Say Ni ño, write them.
cold.) practices that will keep us Niña, señor, etc. (Show to the
Say: Well done! and our family safe. learner the words that has ñ.)
We need to wear clothes that In your next activity, you
are appropriate to the will prepare your Personal
weather condition. Clothes Go Bag as one of the many
protect us from the heat of safety practices during
the sun and from the cold different weather conditions.
weather. Without clothes,
we will feel uncomfortable
and we might get sick.
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 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. ((USING VERBAL CUE/S)
Supervised Let the learners do the following before taking snacks/ food.
RECESS  Washing hands
(8:45-9:00)AM  Pray
(1:45-2:00)PM  Eat
 Clean the area
Health Break/Quiet Time/ Nap Time
(9:00-9:10)AM
(2:00-2:10)PM
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
Transition to Story
teacher proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Time
(USING VERBAL CUE/S)
Story Time
(9:10-9:25)AM
(2:10-2:25)PM
Story “Unsay Imong Sul-ubon karon?”What do you want to wear today?
Sugilanon ni: Angeli Ludovico
Dibuho ni : Mik Zarzuela

Pre-reading Activity  Theme: Any age and a culturally appropriate story about names.
 Define difficult words.
 Ask Motivation question and Motive question
During Reading Ask comprehension questions
Use big books
Post Reading  Apply the art of questioning.
 Who are the characters in the story?
 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 questions, and
Work Period 2 tells the learners to do their assigned tasks within the allotted time. (USING VERBAL CUE/S)
Work Period 2
(9:25-10:05)AM
(2:25-3:05)PM
Teacher- Number Clothesline Personal Go Bag Tracing Letter NGng Find My Pair It’s Fun Writing My Name
Supervised Let the learner do the Procedure: Procedure: Procedure: Procedure:
Activity following: 1. Give the learner the big 1. Show the illustration 1. Prepare the uppercase and 1. Give the learner a clean
• hang the numerals on the bag with below to the lowercase set of sheet of
clothesline/rope in sequence sets of real items (optional: learner. letter cards. (See Annex 7 paper and his/her name
(1 to 7) drawing for the letters to be template.
• get the clothing items and of a big bag and the cut-out cut-out) 2. Let the learner do the
clothes pins; basic 2. Put all the letter cards on following:
• hang the item on the survival items). the table or on the • look at the name template;
clothesline/rope starting 2. Let the learner do the floor. • trace his/her name using
from following: 3. Let the learner do the the
the 1st item to the last, the 7th • identify each basic survival 2. Read the word bang. following: pencil several times; and
item to be worn. (e.g. 1st - item; 3. Ask the learner to repeat • close his/her eyes and then • copy his/her name on a
underwear; 2nd - short; • give the reason why it is after you. pick a card; clean
 3rdshirt;
4th- socks until it reaches
to the 7th item)
 Block Play
 Comparing Quantities
 It’s A Mathc/ Mixed Up
Numbers/ Number Snap/ Number
Independent Concentration/Bingo
Activities  NUmber Concentration
 Number Snap/ Mixed Up
 Number Lotto/ Bingo
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 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
Indoor/ Light countdown may be used.
Physical Activity
Indoor/Outdoor Activity
(10:05-10:25)AM
(3:05-3:25) PM
Activities
Free Play
needed
in his/her Go Bag; and
• practice how to use the
items in
the personal go bag.
 Block Play
 Comparing Quantities
 It’s A Mathc/ Mixed Up
Numbers/ Number Snap/ Number
Concentration/Bingo
 NUmber Concentration
 Number Snap/ Mixed Up
 Number Lotto/ Bingo
4. Let the learner do the
following:
• trace the word “bang”
using
his/her fingertip;
• look for the underlined
letters;
• identify the underlined
letters;
• produce its sound;
• get the NGng template; and
• trace the letter using his/her
fingertip or pencil.
 Block Play
 Comparing Quantities
 It’s A Mathc/ Mixed Up
Numbers/ Number Snap/ Number
Concentration/Bingo
 NUmber Concentration
 Number Snap/ Mixed Up
 Number Lotto/ Bingo
• look for the pair of the card sheet of paper.
that is in his/her
hand among the other cards
laid on the table
or on the floor; (uppercase or
lowercase
letter)
• repeat the process until all
letter cards are
paired with the correct
uppercase and
lowercase;
• say the names of the paired
letters and their
sounds (do this one at a
time); and
• trace the letters both
uppercase and
lowercase using his/her
fingertip.
 Block Play  Block Play
 Comparing Quantities  Comparing Quantities
 It’s A Mathc/ Mixed Up  It’s A Mathc/ Mixed Up
Numbers/ Number Snap/ Number Numbers/ Number Snap/ Number
Concentration/Bingo Concentration/Bingo
 NUmber Concentration  NUmber Concentration
 Number Snap/ Mixed Up  Number Snap/ Mixed Up
 Number Lotto/ Bingo  Number Lotto/ Bingo
 The Boat is Sinking
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 the wrap-
Meeting Time 3 up activities in Meeting Time 3. A transition song or countdown may be used. (USING VERBAL CUE/S)
Meeting Time 3
(10:25-10:30)AM
(3:25-3:30)PM
Wrap-Up Ask:
Questions/ Activity What are the numbers in the clothesline? (1, 2, 3, 4, 5, 6, and 7)
What was the 1st item you hanged? (underwear)
What was the 2nd, 3rd, 4th, 5th, 6th, and 7th item?
Say: Well done! What you just did is the proper way of dressing-up.
Ask: So, when you put on your clothes, what should be the 1st to wear? 2nd? 3rd?
4th? 5th? 6th? 7th?
Ask:
How many letters have you paired?
What are those letters?
Dismissal Routine Using Verbal cue/s the leaners shall

 Fixing things inside the classroom.

 Return the chairs and table arrangement
Activities  Put the trash in the garbage
 Full in line
 Do hand signal and gestures- (Teacher and Learner/s bonding)
REMEDIATION
(10:30-11:30)AM Writing, Reading and Numeracy Remediation
(3:30-4:30)PM Learners who need follow up and need intervention will undergo remediation.

Performance Task Checklist: Rewards Remarks

1. Do the task given?
(Yes or No)
5 stars Superb!
2. Use proper materials to do the task or
specific job? (Yes or No) 3-4 stars Believe in yourself! You can do it!
3. Demonstrate the proper actions.
(Yes or No)
4. Produce a passable quality of works?
(Yes or No)
5. Do the task on time?
1-2 stars One more try!
(Yes or No)

FEEDBACKING

LEARNER/S LEARNING MONITORING PLAN

Name of learner/s Learning Intervention Strategies Monitoring

Learner’s Needs
Area Provided Date

Insignificant Significant
Mastery
Progress Progress
REMARKS
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
REFLECTION 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: Inspected by: Noted by:

ELVIE O. OMAR CELINE A. DALINGAY ROMULO C. CADAMPOG, JR. Ed D

Kinder teacher MT-I Principal III