Kindergarten School UPPER SALUG DAKU ELEMENTARY SCHOOL Teaching Dates October 2-6, 2023

Daily Lesson Teacher JENIVIV G. LUNA Week No. 6

Log
Content Focus Ako ay May Katawan Quarter One
Most Essential 1. Recognize symmetry (own body, basic shapes) (MKSC-00-11)
Learning 2. Identify one’s basic body parts (PNEKBS-Id-1)
Competencies

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME

Arrival Time
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
Messages Ang bawat isa sa atin ay Lahat tayo ay may pang- Tayo ay may ibabang Ang ating puso, baga, Ang ating katawan ay
may itaas na bahagi ng gitnang bahagi ng bahagi ng katawan. Ito atay, buto, at tiyan ay may magkapares na
katawan. Ito ay ang ating katawan. Ito ay binubuo ay ang ating tuhod, matatagpuan sa loob ng bahagi tulad ng tainga,
mata, ilong, tainga, at ng ating balikat, kamay, binti, paa sakong, at ating katawan. Ito ang mata, kamay at paa.
bibig. Ginagamit ito siko, at tiyan. Ito ang daliri ng paa. Ito ang mga responsable sa Ang ibang bahagi ng
upang magawa ang pang tumutulong sa atin tumutulong sa atin maayos na koordinasyon ating mga katawan ay
araw- araw na gawain. upang tayo ay upang tayo ay ng ating katawan. maaaring hatiin sa
makagalaw ng maayos. makalakad, makatalon dalawang magkapantay
at makatakbo. na bahagi na tinatawag
na symmetry.
 Questions
● Ano ang mga ● Ano ang mga ● Ano ang mga ● Ano ang mga ● Anong mga
matatagpuan sa itaas matatagpuan sa matatagpuan sa matatagpuan sa loob bahagi ng ating
na bahagi ng ating gitnang bahagi ng ibabang bahagi ng na bahagi ng ating katawan ang
katawan? ating katawan? ating katawan? katawan? magkapares?

● Maari mo bang ituro ● Maari mo bang ituro ● Maari mo bang ituro ● Maari mo bang ituro
ang mga ito? ang mga ito? ang mga ito? ang mga ito?

(Gumamit ng larawan
para rito.)

Competencies
● Recognize symmetry (own body, basic shapes) (MKSC-00-11)

● Identify one’s basic body parts (PNEKBS-Id-1)

Transition to Work The teacher gives instructions on how to do the independent activities, answers any questions, and tells the learners to do their
Period 1 assigned tasks within the allotted time.

Work Period 1

Teacher-Supervised Balangkas ng Katawan Hand Tracing Foot Print Body Tracing Poster: Playdough: My Body
Activity (KTG, p. 83) (KTG, p.83) (KTG, p.83-84) What’s inside our body? (KTG, p 84)
(KTG, p
84)
 ● Naisasagawa ang ● Trace, copy, and ● Nakaguguhit, ● Identify one’s basic ● Naisasagawa ang
mga sumusunod na write different nakapagpipinta at body parts mga sumusunod na
kasanayan: strokes: scribbling nakapagkukulay ng (PNEKBS-Id-1) kasanayan:
pagbakat, pagkopya (free hand), straight iba’t ibang bagay o pagmomolde ng
ng larawan, hugis, at lines, slanting lines, gawain (SKMP-00- ● Tell the function of luwad (clay), pagbuo
titik (KPKFM-00-1.4) combination of 2) each basic body ng puzzles (KPKFM-
straight and slanting part (PNEKBS-Id-2) 00-1.5)
● Identify one’s basic lines, curves,
Competencies body parts combination of ● Nakapagmomolde
(PNEKBS-Id-1) straight and curved ng luwad (clay) sa
and zigzag nais na anyo
(LLKH-00-6) (SKMP-00-6)
● Naisasagawa ang ● Identify one’s basic
mga sumusunod na body parts
kasanayan: (PNEKBS-Id-1)
pagpilas/ paggupit/
pagdikit ng papel
(KPKFM-00-1.3),
pagbakat, pagkopya
ng larawan, hugis, at
titik
(KPKFM-00-1.4)
 Learning
✔ Trace the outline and ✔ Trace, copy, and ✔ Stamp their feet ✔ Tell the function of ✔ Mold playdough into a
Checkpoints identify one’s basic write different each basic body recognizable
body parts strokes part human figure

● Picture Puzzle (Body Parts)

Independent
Activities ● Shape Poster: Square

● People Collage: How do they Move?

● Shadow Match

● Identify one’s basic body parts (PNEKBS-Id-1)

● Naisasagawa ang mga sumusunod na kasanayan: pagtiklop ng papel (KPKFM-00-1.2), pagpilas/paggupit/pagdikit ng papel
(KPKFM-00-1.3)
Competencies
● Recognize symmetry (own body, basic shapes) (MKSC-00-11)

● Recognize simple shapes in the environment (MKSC-00-1)

● Identify two to three-dimensional shapes: square, circle, triangle, rectangle (MKSC-00-2)

● Demonstrate movements using different body parts (PNEKBS-Ic-3)

● Describe the movement of objects like, straight, round and round, back and forth, fast and slow (PNEKPP-00-5)

● 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 object, pictures based on properties /attributes in one-to-one correspondence (MKAT-00-1)
 Learning
Checkpoints ✔ Put together puzzles

✔ Fold the paper and recognize symmetry in their own body

✔ Identify two to three-dimensional shapes: square

✔ Demonstrate movements using different body parts and describe the movement of objects

✔ Match pictures based on properties /attributes in one-to-one correspondence

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
Time 2 minutes, the 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 may be used.
Meeting Time 2

Questions/Activity Song: Paa, Tuhod Song: I Have Two Hands Song: Hokey Pokey What makes you Let the learners present
breathe? their output.
What body parts are What can you do with What can you do with
mentioned in the song your hands? your feet? What digests the food
“Paa,Tuhod?” that you eat?

The teacher commends the learners for the work they did in Work Period Time 1 and tells them to prepare for recess time/health
Transition to Health break by sanitizing their hands.
Brea
k/ Quiet After their health break, the teacher reminds the children to pack away the things they used during recess time, clean up their
Time eating area, throw their trash in the trash bin, sanitize their hands, and have their Quiet Time.

Health Break/Quiet 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
Transition to Story
learners are ready, the teacher proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Time

Story Time

Story
Pre-reading Activity
● Theme: Any age and ● Theme: Any age ● Theme: Any age ● Theme: Any age ● Theme: Any age
a culturally and culturally and a culturally and a culturally and a culturally
appropriate story appropriate story appropriate story appropriate story appropriate story
about being happy. about being about the same about the same about the same
scared/afraid. letters. numbers. numbers.
● Define difficult words.
● Define difficult words. ● Define difficult words. ● Define difficult words. ● Define difficult words.

● Motivation question:
What are the parts of ● Motivation ● Motivation question: ● Motivation ● Motivation question:
your body? What can question: What What can you do question: Put your What are the body
you do with your can you do with with your feet? hand on your chest. parts that you
body? your hands? What can you feel? remember in our
discussions?
Motive question: What ● Motive question:
● Motive question: What What do you think ● Motive question:
will the characters do
can the characters do with their hands? the characters will What will the ● Motive question:
with their bodies? do with their feet? character feel that is What are the
inside his body? different parts that
were mentioned in
the story?

During Reading Ask comprehension questions.

Post Reading
● What are the body ● What did the ● What did the ● What did the ● What are the body
parts mentioned in characters do with characters do with characters parts mentioned in
the story? their hands? their feet? feel inside his body? the story?
(grumbling stomach,
air
 in his chest, the
● What did the ● What would happen ● What would have heart beating) ● How do these parts
characters do with if the characters did happened if the work together?
their bodies? (Show a not have hands? characters did not
picture of an have feet? ● I will give the names
incomplete body) of two body parts.
Tell me if they have
● What are the missing the same beginning
body parts? Draw sound.
these missing parts. (Demonstrate how
to identify the
beginning
sounds.)

Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities,
Period 2 answers any questions, and tells the learners to do their assigned tasks within the allotted time.

Work Period 2
Teacher-Supervised Self Portrait Counting body parts Measuring Feet Lungs and Heart Moving Puppet
Activity (KTG, p. 86) (KTG, p. 87) (KTG, p. 87) (KTG, p. 88) (KTG, p. 88)

● Naisasagawa ang ● Identify one’s basic ● Use nonstandard ● Recognize symmetry ● Identify one’s basic
mga sumusunod na body parts measuring tools e.g. (own body, basic body parts
kasanayan: (PNEKBS-Id-1) length – feet, hand, shapes) (MKSC-00- (PNEKBS-Id-1)
pagbakat, pagkopya piece of string; 11)
ng larawan, hugis, ● Count objects with capacity –
Competencies at titik (KPKFM-00- one- to-one mug/glass; mass –
1.4) correspondence up stone, table blocks
● Recognize symmetry to quantities of 10 (MKME-00-1)
(MKC-00-7)
(own body, basic ● Naisasagawa ang
shapes) (MKSC-00- mga sumusunod
11) na kasanayan:
● Name the five pagbakat,
senses and their pagkopya ng
corresponding body larawan, hugis, at
parts titik (KPKFM-
(PNEKBS-Ic-4) 00-1.4)

Learning
✔ Name the five senses ✔ Count body parts ✔ Use ✔ Recognize ✔ Identify one’s basic
Checkpoints and with nonstandar symmetry in their body parts
their corresponding one-to-one d measuring own body
 body parts correspondence tools
● Number Book
Independent
Activities ● Counting Fingers (addition)

● Hand Game

● Body Cover All

Competencies
● Count objects with one-to-one correspondence up to quantities of 3 (MKC-00-7)

● Read and write numerals 0 to 10 (3) (MKC-00-3)

● Recognize the words “put together,” “add to,” and “in all” that indicates the act of adding whole numbers (MKAT-00-26)

● Combine elements of two sets using concrete objects to represent the concept of addition (MKAT-00-3)

● Add quantities up to 10 (3) using concrete objects (MKAT-00-8)

● 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)

● Combine elements of two sets using concrete objects to represent the concept of addition (MKAT-00-3)

● Add quantities up to 10 (3) using concrete objects (MKAT-00-8)

● Match object, pictures based on properties /attributes in one-to-one correspondence (MKAT-00-1)

✔ Count objects with one-to-one correspondence up to quantities of 3

Learning ✔ Read and write numerals 0 to 3
Checkpoints
✔ Combine elements of two sets using concrete objects to represent the concept of addition and add quantities up to 3 using concrete
objects
✔ Tell that the quantity of a set of objects does not change even though the arrangement has changed

✔ Match object, pictures based on properties /attributes in one-to-one correspondence

✔ Identify symmetrical body parts

 The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor Activity/Light Physical
Transition to
Activity. After 10 minutes, the teacher tells the learners to start packing away the materials they used and be ready for Indoor/Light
Indoor/ Light
Physical Activity. A transition song or
Physical Activity
countdown may be used.
Indoor Activity/ Light Physical Activity
Nose, Nose Unstructured Free Ankle Walk Unstructured Free Partners
Activities
(KTG, p. 91) Play (KTG, p. 91) Play (KTG, p. 91)
 ● Identify one’s ● Naisasagawa ● Nagagamit ang ● Naisasagawa ● Naipakikita ang pagpapahalaga sa
basic body ang mga mga kilos ang mga maayos na pakikipaglaro: pagiging
parts sumusunod na lokomotor sa sumusunod na mahinahon, pagsang- ayon sa
(PNEKBS-Id-1) kilos lokomotor pag- kilos lokomotor pasiya ng nakararami/reperi,
sa pagtugon sa eehersisyo sa pagtugon sa pagtanggap ng pagkatalo nang
ritmong mabagal (KPKGM-Ie-2) ritmong mabagal maluwag sa kalooban, pagtanggap
at mabilis at mabilis ng pagkapanalo nang may
(paglakad, ● Demonstrate (paglakad, kababaang loob
pagtakbo, movements pagtakbo, (KAKPS-00-19)
pagkandirit, using different pagkandirit, ● Nakasasali sa mga laro, o
paglundag/pagt body parts. paglundag/pagt
alon, paglukso) (PNEKBS-Ic-3) alon, paglukso) anumang pisikal na gawain at
Competencies (KPKGM-Ie-2) (KPKGM-Ie-2) iba’t ibang paraan ng pag-
eehersisyo (KPKPF-00- 1)
● Nagagamit ang ● Nagagamit ang ● Nagagamit ang mga kilos
mga kilos mga kilos lokomotor at di- lokomotor sa
lokomotor at di- lokomotor at di- paglalaro, pageehersisyo,
lokomotor sa lokomotor sa pagsasayaw
paglalaro, pag- paglalaro, pag- (KPKGM-Ig-3)
eehersiyo, eehersiyo,
pagsasayaw pagsasayaw
(KPKGM-Ig-3) (KPKGM-Ig-3)
 ✔ Point to body parts
Learning
Checkpoints ✔ Demonstrate movements using different body parts

✔ Play cooperatively with a partner

Transition to The teacher tells the learners to help pack away the materials they used in the Indoor Activity/Light Physical Activity
Meeting time and get ready to do the wrap-up activities in Meeting Time 3. A transition song or countdown may be used.
Time 3
Meeting Time 3
Learners describe
● Learners ● Learners ● Learners count ● Learners how the different
Activi identify their count the describe the
their toes. body parts work
ties body parts. fingers of their function of together.
hands. their heart,
bones, lungs, and
stomach.
Wrap-Up
Questions/
● The teacher acknowledges the learners’ sharing and encourages them to come back so they can still learn more.
Activity
Dismissal The teacher reminds the learners to sanitize their hands and to always follow the health protocols.
Routine

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?

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 by: Noted by:

MARY JOYCE A. LUSONG CHERYLL T. DUMADANGON MARILOU A. GUANZON

Teacher I Master Teacher -I Principal I