Kindergarten School Triala Elementary School – Guimba East District
Daily Lesson Log Teacher Johana Marie M. Resma
Content Focus
Most Essential
Learning
Competencies
MONDAY
BLOCKS OF TIME
(October 17, 2022)
Arrival Time
(7:30am-7:40am)
National Anthem
Opening Prayer
Routine Exercise
Activities Kumustahan
Attendance
Balitaan
Meeting Time 1
(7:40am-7:50am)
Messages Kailangan natin ng pagkain
at tubig upang mabuhay.
Kumain ng masusustansiyang
pagkain tulad ng gulay,
prutas, karne at iba pa. Ito
ang nagbibigay sa atin ng
malusog at malakas na
pangangatawan.
Questions  Ano ang masusustansiyang
pagkain na maaari nating
kainin upang magkaroon
ng malusog at malakas na
pangangatawan?
 Ano ang maaaring
mangyari sa ating katawan
kung hindi sapat ang tubig
na ating iniinom?
Mga Pangunahing Pangangailangan ng Tao
Identify one’s basic needs and ways to care for one’s body (PNEKBS-Ii-8)
TUESDAY
(October 18, 2022)
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Kailangan ng kasuotan upang
magbigay proteksyon sa ating
katawan, Ang kasuotan ay
nagbibigay sa atin ng
proteksyon laban sa init,
lamig at sa iba’t ibang uri ng
sakit.
 Bakit kailangan natin ang
kasuotan?
 Anong kasuotan ang ating
isinusuot tuwing tag-init at
tag-araw? Taglamig at
tag-ulan?
(Gumamit ng mga larawan
ng kasuotan upang lubos na
Teaching Dates October 17-21, 2022
WEDNESDAY
(October 19, 2022)
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Kailangan natin ng bahay na
masisilungan na magbibigay
sa atin ng proteksyon laban
sa mainit, malamig, at
maulang panahon.
 Bakit kailangan natin ng
masisilungan?
 Ano ang mga bahagi ng
bahay?
(Gumamit ng larawan ng
bawat bahagi ng bahay o
tahanan upang lubos na
maunawaan ng mga bata
Week No. 9
Quarter One
THURSDAY FRIDAY
(October 20, 2022) (October 21, 2022)
National Anthem National Anthem
Opening Prayer Opening Prayer
Exercise Exercise
Kumustahan Kumustahan
Attendance Attendance
Balitaan Balitaan
Ang paglilinis ng katawan ay Ang pag-inom ng bitamina
nakatutulong upang mailayo ay nagbibigay sa ating
ang ating sarili sa sakit. katawan ng karagdagang
Ugaliing maglinis ng proteksyon upang malayo
katawan pagkagising sa tayo sa iba’t ibang uri ng
umaga at bago matulog sa sakit.
gabi.
Maaari rin nating makuha
ang mga bitaminang ito mula
sa masusustansiyang
pagkain.
 Bakit kailangan nating  Ano ang magandang
panatilihing malinis ang maidudulot sa ating
ating katawan? katawan nang pag-inom ng
bitamina?
 Sa paanong paraan natin
mapapangalagaan ang
ating katawan?
 maunawaan ng mga bata ang ang paksa.)
paksa.)
Competencies  Identify one’s basic needs and ways to care for one’s body (PNEKBS-Ii-8)
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
(7:50am-8:35am)
Teacher-Supervised Food Source Collage Clothes for Different Our House Picture Match ABC’s of Essential Vitamins
Activity (KTG, p. 215) Weather Conditions (KTG, p. (KTG, p. 198) (KTG, p. 129) (KTG, p. 127-128)
231)
 Sort and classify objects  Tell and describe the  Describe objects based on  Match pictures according • Identify one’s basic needs
according to one different kinds of weather attributes/properties to one attribute/ property: and ways to care for one’s
attribute/property (shape, (sunny, rainy, cloudy, shapes, size, use and shape, color, size, function/ body
color, size, function/use) stormy, windy) functions use (PNEKBS-Ii-8)
(MKSC-00-6) (PNEKE-00-1) (MKSC-00-4) (MKAT-00-1)  Practice ways to care for
 Pagpilas, paggupit,  Identify what we wear and  Recognize simple shapes one’s body
pagdikit ng papel use for each kind of in the environment (PNEKBS-Ii-9)
(KPKFM-00-1.3) weather (PNEKE-00-2) (MKSC-00-1)  Identify the letters of the
 Trace, copy, and write the  Talk about the details of an  Identify two or three- alphabet (mother tongue,
letters of the alphabet object/picture dimensional shapes like orthography)
Competencies
(LLKH-00-3) (LLKOL-Id-4) square, circle, triangle, (LLKAK-Ih-3)
 Identify one’s basic needs rectangle
and ways to care for one’s (MKSC-00-2)
body  Recognize symmetry (own
(PNEKBS-Ii-8) body, basic shapes)
(MKSC-00-11)
 Paglikha ng mga modelo
ng pangkaraniwang bagay
sa paligid
(KPKFM-00-1.6)
 Sort food according to  Identify proper clothing in  Create a house using  Match pictures according  Identify the letters of the
Learning Checkpoints their sources correctly different weather different shapes to function/use alphabet (A, B, C, D, E,
conditions and occasions K)
 Mini-Poster: My Family’s Favorite Food Poster (KTG, p. 217)
 Picture Puzzles (KTG, p. 201)
Independent Activities
 Lacing Cards (KTG, p. 233-234)
 Vitamin Match (KTG, p. 129-130)
Competencies  Talk about likes/dislikes (food) (LLKOL-Ic-15)
 Trace, copy, and write the letters of the alphabet (LLKH-00-3)
 Trace, copy, and draw familiar figures (LLKH-00-2)
 Pagbuo ng puzzles (KPKFM-00-1.5)
  Talk about the details of an object/picture like toys, pets, foods, places (LLKOL-Id-4)
 Nakagagawa ng modelo ng mga pangkaraniwang bagay sa paligid (SKMP-00-3)
 Complete patterns (MKSC-00-19)
 Match pictures according to one attribute/ property: shape, color, size, function/ use (MKAT-00-1)
 Represent their favorite food
 Put together 4-6 pieces puzzle
Learning Checkpoints
 Complete a pattern
 Match the letter to the food source
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
(8:35am-8:45am)
Questions/Activity The learners talk about the The learners sing the The learners present and Song: This is the Way Let the learners present their
different sources of food as Clothing Pokey with the stick describe the houses they (KTG, p. 134) output.
shown in their food sorting puppets (to the tune of The made.
collage. Hokey Pokey Song) and with
actions; and/or “Hat,
Sweater, Pants, and Shoes”
by Morriso.
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
(8:45am-9:10am)
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
(9:10am-9:25am)
Story
Pre-reading Activity  Theme: Any age and a  Theme: Any age and  Theme: Any age and a  Theme: Any age and a  Theme: Any age and a
culturally appropriate culturally appropriate culturally appropriate culturally appropriate culturally appropriate
story about sources of story about proper story about a house. story about a child who story about a sickly child
food. clothing in different uses soap to clean his/her and the food/ vitamins he
weather conditions and  Define difficult words. body and shampoo to needs to take.
 Define difficult words. occasions. clean his/her hair.
 Motivation question: What  Define difficult words.
 Motivation question: What  Define difficult words. is your house like?  Define difficult words.
is your favorite food?  Motivation question: What
  Motivation question:
 Motive question: Do you What do you wear when
know where your food the weather is cold? What
comes from? do you wear when the
weather is hot? What do
you wear on special
occasions?
 Motive question: What
are the right kinds of
clothes for different
weather conditions and
occasions in the story?
During Reading Ask comprehension questions.
Post Reading  How is food prepared in  What are the right kinds of
the story? clothes for different
weather conditions and
 What is favorite way of occasions in the story?
cooking food
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
(9:25am-10:05am)
My Book of 5 Nutritious How many pockets? Zippers? Who’s Inside the House
Teacher-Supervised
Food Buttons?
Activity
(KTG, p. 219) (KTG, p. 235)
Competencies  Talk about likes/dislikes  Count objects with one-to-
(food) one correspondence up to
(LLKOL-Ic-15) quantities of 10
 Identify one’s basic needs (MKC-00-7)
and ways to care for one’s  Identify one’s basic body
body parts
(PNEKBS-Ii-9) (PNEKBS-Id-1)
 Nakalilikha ng iba’t ibang  Tell which objects/pictures
bagay sa pamamagitan ng are the same based on
malayang pagguhit color, shape, size,
(SKMP-00-1) direction, and other details
(T-shirt with collar and
without collar)
 Motive question: What is
the house in the story like?
 What is the house in the
story like?
 Do you like that house?
Why or why not?
(KTG, p, 203)
 Count objects with one-to-
one correspondence up to
quantities of 10
(MKC-00-7)
 Motivation question: What do you take aside from
things do you use in taking food?
a bath?
 Motive question: What
 Motive question: What will other things will the
the character use while characters take aside from
taking a bath? food?
 What did the characters  What did the characters
use while taking a bath? take aside from food?
 What are the other ways  What is it for?
you can take care of your
body?
Number Hunt Pretend Pharmacist
(KTG, p, 202-203) (KTG, p. 132)
 Recognize and identify  Tell that the volume of
numerals 0 to 10 liquid does not change
(MKC-00-2) even if the size and shape
 Count objects with one-to- of container do
one correspondence up to (MKSC-00-24)
quantities of 10
(MKC-00-7)
 Read and write numerals 0
to 10
(MKC-00-3)
 Compare two groups of
objects to decide which is
more or less, or if they are
 (LLKVPD-Id-1) equal -Identify sets with
one more or one less
element (MKC-00-8)
 Name and draw 5  Collect and organize data  Count objects with one-  Recognize the numeral 5  Learners are able to tell
nutritious foods in a graph to-one correspondence up and count how many that the volume of liquid
Learning Checkpoints to quantities of 5 there are does not change even if
the size and shape of the
container do
 Playdough Numerals 0-5 (KTG, p. 220)
 Clothes Memory Game (KTG, p. 237)
Independent Activities
 Writing Numerals (5) (KTG, p. 205-206)
 Number 5 Mosaic (KTG, p. 117)
 Recognize and identify numerals 0 to 10 (MKC-00-2)
 Match numerals to a set of concrete objects from 0 to 10 (MKC-00-4)
 Nakapagmomolde ng luwad (clay) sa nais na anyo (SKMP-00-6)
 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)
 Create a simple pictograph (MKAP-00-2)
Competencies  Discuss simple pictographs (MKAP-00-3)
 Compare groups and decide which is more or less, of they are equal (MKC-00-8)
 Read and write numerals 0 to 10 (MKC-00-3)
 Pagbakat, pagkopya ng larawan, hugis, at titik (KPKFM-00-1.4)
 Recognize and identify numerals 0 to 10 (MKC-00-2)
 pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
 Nakapupunit, nakagugupit at nakapagdidikit sa paggawa ng collage (SKMP-00-7)
 Identify the numerals 0 to 5 correctly
 Match object, pictures based on properties /attributes in one-to-one correspondence
Learning Checkpoints
 Read and write numerals 0-5
 Represent the numeral 5 creatively
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
(10:05am-10:25am)
Banana Bread Fashion Show Bagyo! Bagyo! Sisilong Ako! Build a House Relay Charades
Activities (KTG, p. 222) (KTG, p. 239) (KTG, p. 208) (KTG, p. 209-210) (KTG, p. 209)

Competencies  Nagagamit ang mga kilos  Nagpapakita ng  Nakasasali sa mga laro, o  Naipapakita ang  Naipapakita ang
lokomotor at di-lokomotor kahandaan na sumubok anumang pisikal na pagpapahalaga sa maayos pagpapahalaga sa
sa paglalaro, ng bagong karanasan gawain at iba’t-ibang na pakikipaglaro: maayos na pakikipaglaro:
pageehersisyo, (SEKPSE-IIIc-6) paraan ng pageehersisyo pagiging mahinahon, pagiging mahinahon,
 pagsasayaw (KPKGM-Ig-  Group objects that are (KPKPF-00-1) pagsang –ayon sa pasiya pagsang –ayon sa pasiya
3) alike  Nagagamit ang mga kilos ng nakararami/reperi, ng nakararami/reperi,
 Nakapaghihintay ng (MKSC-00-5) lokomotor at di- pagtanggap ng pagkatalo pagtanggap ng pagkatalo
kanyang pagkakataon  Describe what they are lokomotor sa paglalaro, nang maluwag sa nang maluwag sa
(KAKPS-00-12) wearing pageehersisyo, kalooban, pagtanggap ng kalooban, pagtanggap ng
(LLKV-00-2) pagsasayaw pagkapanalo nang may pagkapanalo nang may
(KPKGM-Ig-3) kababaang loob kababaang loob
 Naipapakita ang (KAKPS-00-19) (KAKPS-00-19)
pagpapahalaga sa  Nagagamit ang mga kilos  Nagagamit ang mga kilos
maayos na pakikipaglaro: lokomotor at di-lokomotor lokomotor at di-
pagiging mahinahon, sa paglalaro, pag lokomotor sa paglalaro,
pagsang –ayon sa pasiya eehersisyo, pagsasayaw pag eehersisyo,
ng nakararami/reperi, (KPKGM-Ig-3) pagsasayaw (KPKGM-
pagtanggap ng pagkatalo  Pagbuo ng puzzles Ig-3)
nang maluwag sa (KPKFM-00-1.5)  Pagbuo ng puzzles
kalooban, pagtanggap ng (KPKFM-00-1.5)
pagkapanalo nang may
kababaang loob
(KAKPS-00-19)
 Participate in the game by following the rules
Learning Checkpoints
 Boost confidence by participating in a mini fashion show
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
(10:25am-10:30am
Activities  The learners talk about  The learners talk about the  The learners sing the song  The learners share how to  Let the learners say the
the importance of food different clothes and items “Bahay Kubo” The keep their body clean. chant: “Uminom ng gatas
and water to our body. of clothing they wear in teacher asks the learners nang ikaw ay lumakas.
different weather to describe their own Kumain ng itlog nang
conditions and occasions. house. ikaw ay lumusog.”
Wrap-Up Questions/  The teacher takes note if  The teacher observes if  The teacher checks if  The teacher takes note if  The teacher takes note if
Activity the learners appreciate the learners are able to learners can describe the learners are able to the learners are able to
the importance of food identify the clothes and their own house. identify the steps to identify the benefits of
and water. items of clothing that they keeping their body clean. taking vitamins.
wear in different weather
conditions and occasions.
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?

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:

JOHANA MARIE M. RESMA NAPOLEON C. GOROSPE

Teacher Principal II