Kindergarten School Bulangit Elementary School Teaching Dates May 22-26, 2023

Daily Lesson Log Teacher Mary Jane S. Castulo Week No. 4

Content Focus Pamamaraan sa Pangangalaga ng Kapaligiran Quarter Four
Most Essential
Learning Identify simple ways of taking care of the environment (PNEKE-00-4)
Competencies

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME (May 22, 2023) (May 23, 2023) (May 24, 2023) (May 25, 2023) (May 26, 2023)
Arrival Time
(7:30am-7:40am)
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
(7:40am-7:50am)
Messages Pinapahalagahan at iniingatan Itinatapon natin ang ating Ang Reduce, Reuse, at Kailangan nating maging Gawin ang karapat-dapat
natin ang ating kapaligiran. mga basura sa maayos na Recycle ay mga mabisang masinop sa paggamit ng tubig upang maiwasan ang mga
paraan. paraan para mabawasan ang at enerhiya tulad ng kuryente. kalamidad. Iwasan ang
Song: Recycling in My Home Inihihiwalay natin ang mga basura at kalat sa ating pagkakalat ng basura,
basurang nabubulok sa di kapaligiran. pamumutol ng mga puno at
nabubulok. pagsira sa ating kapaligiran.
Reduce ang tawag sa
Biodegradable ang tawag sa pamamaraang mabawasan
mga basurang nabubulok. ang ginagamit nating basura,
Maaring gamitin itong pataba araw-araw.
ng lupa. Ang ilan sa mga
halimbawa ng mga nabubulok Reuse ang tawag sa paggamit
na bagay ay mga dahon, balat sa ibang paraan ng mga bagay
ng prutas, at dumi ng mga na itinuturing na basura na.
hayop.
Recycle naman ang tawag sa
Non-Biodegradable naman pamamaraang paglikha muli
ang tawag sa mga basurang ng bagong bagay na nagmula
hindi nabubulok tulad ng lata, sa lumang gamit o patapong
bote, plastics at iba pa. basura.

Song: Recycling in My Home

Questions  Paano natin  Sa paanong paraan natin  Ano ano ang mga  Anong mga anyong tubig  Ano ano ang mga tamang
 mapangangalagaan ang itinatapon ang ating mga patapong bagay ang ang iyong nakikita sa gawain patungkol sa
mga likas na yaman sa basura? maaari nating bawasan, paligid? pangangalaga ng ating
ating kapaligiran?  Magbigay ng mga gamitin muli, o iresiklo?  Paano natin kapaligiran?
halimbawa ng mga mapangangalagaan ang
(Ipaliwanag ang salitang basurang nabubulok at di- mga anyong tubig?
“likas na yaman” upang nabubulok.
mas maintidihan ng mga  Paano tayo makapagtitipid
bata ang tanong.)  Bakit mahalagang ng tubig?
paghiwalayin ang mga
basurang nabubulok sa di  Paano tayo makapagtitipid
nabubulok? ng enerhiya tulad ng
kuryente?
Competencies  Identify simple ways of taking care of the environment (PNEKE-00-4)
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 Experiment: Compost Pit Sorting Garbage: Recycled crafts: Plastic bottle Poster Making (Saving water Planting Seedlings
Activity KTG, p. 460-461 Biodegradable and Non- coin bank and energy) KTG, p. 463
Biodegradable KTG, p. 462 KTG, p. 462-463
KTG, p. 461
Competencies  Demonstrate an  Sort and classify objects  Identify simple ways of  Identify simple ways of  Naipakikita ang pagtulong
understanding that according to one taking care of the taking care of the at pangangalaga sa
objects are made from attribute/property (shape, environment environment kapaligiran: pagdidilig ng
one or more materials color, size, function/use) (PNEKE-00-4) (PNEKE-00-4) mga halaman, pag-aalis ng
like metal, plastic, wood, (MKSC-00-6)  Naisasagawa ang mga  Nakalilikha ng iba’t ibang mga damo at kalat, hindi
paper (PNEKPP-00-2)  Identify simple ways of sumusunod na kasanayan: bagay sa pamamagitan ng pagsira ng halaman, pag-
 Communicate changes taking care of the pagpilas/paggupit/pagdikit malayang pagguhit aalaga sa hayop
observed (e.g., shorter environment ng papel (SKMP-00-1) (KMKPKom-00-5)
pencil when sharpened, (PNEKE-00-4) (KPKFM-00-1.3)  Nakaguguhit,  Identify simple ways of
ice to water, corn kernel  Name common  pagbakat, pagkopya ng nakapagpipinta at taking care of the
becomes popcorn) objects/things in the larawan, hugis, at titik nakapagkukulay ng iba’t environment
(PNEKPP-00-3) environment (in school, (KPKFM-00-1.4) ibang bagay o gawain (PNEKE-00-4)
 Explore simple cause- home, and community)  paglikha ng mga modelo ng (dekorasyon sa “name tag”,
and-effect relationships in (LLKV-00-1) pangkaraniwang bagay sa kasapi ng mag-anak ,
familiar events and  Describe common paligid gawain ng bawat kasapi ng
situations objects/things in the (KPKFM-00-1.6) mag-anak, mga alagang
(PNEKE-00-5) environment based on  Nakaguguhit, hayop, mga halaman sa
color, shape, size, and nakapagpipinta at paligid) (SKMP-00-2)
function/use (LLKV-00-2) nakapagkukulay ng iba’t  Express simple ideas
ibang bagay o gawain through symbols (e.g.,
 (dekorasyon sa “name tag”, drawings, invented spelling)
kasapi ng mag-anak, (LLKC-00-1)
gawain ng bawat kasapi ng
mag-anak, mga alagang
hayop, mga halaman sa
paligid) (SKMP-00-2)
 Nakagagawa ng modelo ng
mga pangkaraniwang bagay
sa paligid: dahon, bato,
buto, patpat, tansan at iba
pa (SKMP-00-3)
 Nakagugupit at
nakapagdidikit ng iba’t
ibang hugis na may iba’t
ibang tekstura
(SKMP-00-4)
 Nakapupunit, nakagugupit
at nakapagdidikit sa
paggawa ng collage
(SKMP-00-7)
 Nakapagpapatung-patong,
nakapagdudugtung-dugtong
at nakapagdidikit-dikit
(assemblage) ng mga
patapong bagay: maliit na
kahon ng gamot
(SKMP-00-8)
 Communicate changes  Sort and classify objects  Use recyclable materials  Identify ways of taking  Develop love for plants.
Learning Checkpoints observed. into two categories. to create art works. care of the environment
and draw these.
 Junk Models (KTG, p. 463-464)
 Environmental Signs (KTG, p. 464)
Independent Activities
 Memory Game (Mga Basura) (KTG, p. 464-465)
 3Rs Sorting Game (KTG, p. 465)
Competencies  Identify simple ways of taking care of the environment (PNEKE-00-4)
 Naisasagawa ang mga sumusunod na kasanayan:pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
 pagbakat, pagkopya ng larawan, hugis, at titik (KPKFM-00-1.4)
 paglikha ng mga modelo ng pangkaraniwang bagay sa paligid (KPKFM-00-1.6)
 Nakaguguhit, nakapagpipinta at nakapagkukulay ng iba’t ibang bagay o gawain (dekorasyon sa “name tag”, kasapi ng mag-anak, gawain ng bawat kasapi
ng mag-anak, mga alagang hayop, mga halaman sa paligid) (SKMP-00-2)
 Nakagagawa ng modelo ng mga pangkaraniwang bagay sa paligid: dahon, bato, buto, patpat, tansan at iba pa (SKMP-00-3)
  Nakagugupit at nakapagdidikit ng iba’t ibang hugis na may iba’t ibang tekstura (SKMP-00-4)
 Nakapupunit, nakagugupit at nakapagdidikit sa paggawa ng collage (SKMP-00-7)
 Nakapagpapatung-patong, nakapagdudugtung-dugtong at nakapagdidikit-dikit (assemblage) ng mga patapong bagay: maliit na kahon ng gamot (SKMP-
00-8)
 Identify simple ways of taking care of the environment (PNEKE-00-4)
 Trace, copy, and draw familiar figures (LLKH-00-2)
 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)
 Express simple ideas through symbols (e.g., drawings, invented spelling) (LLKC-00-1)
 Tell which two letters, numbers, or words in a group are the same (LLKVPD-Ie-4)
 Give the synonyms and antonyms of given words (LLKV-00-7)
 Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)
 Identify simple ways of taking care of the environment (PNEKE-00-4)
 Name common objects/things in the environment (in school, home, and community) (LLKV-00-1)
 Junk Models: Use recyclable materials to create art works.
 Environmental Signs: Identify ways of taking care of the environment and draw these.
Learning Checkpoints
 Memory Game (Mga Basura): Tell which two words in a group are the same and give the antonyms of given words.
 3Rs Sorting Game: Sort and classify objects according to categories.
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 Syllable Count: Garbage Syllable Count: Garbage Syllable Count: Garbage Syllable Count: Garbage Posting the Environment
Words Words Words Words Signs around the school
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 in 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)
Transition to Story 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
Time proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Story Time
(9:10am-9:25am)
Story
Pre-reading Activity  Theme: Any age and  Theme: Any age and  Theme: Any age and  Theme: Any age and  “Si Zenia sa
culturally appropriate culturally appropriate culturally appropriate culturally appropriate Kagubatan” By Nanelyn
story about taking care of story about taking care of story about taking care of story about taking care of Bontoyan
the environment the environment / the environment / the bodies of water
garbage garbage  Define difficult words.
  Define difficult words.
 Motivation question:
What do you do to take
care of the environment?
 Motive question: What
did the characters do to
take care of the
environment?
 Define difficult words.
 Motivation question: How
do you dispose your
garbage?
 Motive question: How did
the characters in the story
dispose their garbage?
 Define difficult words.
 Motivation question:
What do you do with your
garbage?
 Motive question: What
will the characters do
with the garbage?
(recycle)
 Define difficult words.
 Motivation question:
What lives in the
ocean/river?
 Motive question: What
plants and animals live in
the ocean in the story?
 Motivation question:
What plants do you have
at home?
 Motive question: What
plants are in the story?

During Reading Ask comprehension questions.

Post Reading  What will happen if we do  How did the characters in
not take care of our the story dispose their
environment? garbage?
 What will happen if we do
not dispose our garbage
properly?
 What did the characters  What plants and animals  What plants are in the
do with the garbage? live in the ocean in the story?
story?
 Other than throwing away  What will we do to take
the garbage, what else  What will happen if we do care of our environment?
can you do with it? not take care of our bodies
of water?

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 with the allotted time.
Work Period 2
(9:25am-10:05am)
Exploring Twigs
Teacher-Supervised
KTG, p. 466-467
Activity
Competencies  Arrange objects one after
another in a
series/sequence according
to a given attribute (size,
length) and describe their
relationship
(big/bigger/biggest or
long/longer/longest)
(MKSC-00-10)
 Compare objects based on
their size, length,
weight/mass
(MKME-00-2)
big/little, longer/shorter,
Class Survey: How Do You
Dispose Your Garbage?
KTG, p. 467
 Collect data on one
variable (e.g., sex /boys or
girls) through observation
and asking questions
(MKAP-00-1)
 Create simple pictographs
(MKAP-00-2)
 Discuss simple pictographs
(MKAP-00-3)
Junk Inventory: 3 Rs
KTG, p. 467
 Compare two groups of
objects to decide which is
more or less, or if they are
equal
(MKC-00-8)
 Arrange three numbers
from least to greatest/
greatest to least
(MKC-00-6)
 Collect data on one
variable (e.g., sex /boys or
girls) through observation
and asking questions
(MKAP-00-1)
Counting Bottle Caps
KTG, p. 468
 Separate and represent
groups of equal quantities
using concrete objects up
to 10 (beginning division)
(MKAT-00-16)
Seed Game (Hand Game)
KTG p. 468
 Combine elements of two
sets using concrete
objects to represent the
concept of addition
(MKAT-00-3)
 Add quantities up to 10
using concrete objects
(MKAT-00-8)
 Use a variety of materials
and communicate
strategies used to
determine answers to
addition and subtraction
problems listened to
 heavier/lighter (MKAT-00-10)
 Use nonstandard  Solve simple addition and
measuring tools e.g. length subtraction number
– feet, hand, piece of string stories (up to quantities of
(MKME-00-1) 10) read by the teacher
capacity – mug/glass using a variety of ways
mass – stone, table blocks (e.g., concrete materials,
drawings) and describe
and explain the strategies
used
(MKAT-00-11)
 Arrange objects in a  Create and discuss  Compare two groups of  Demonstrate  Add quantities up to 10
series/sequence simple pictographs using objects to decide which is understanding of using concrete objects.
according to a given one variable. more or less, or if they beginning division.
attribute. are equal.
Learning Checkpoints  Compare objects based  Arrange three numbers
on size, length, from least to greatest/
weight/mass. greatest to least.
 Use a twig as a
measuring tool.
 Caps and Cans (KTG, p. 469)
 Number Books (KTG, p. 469)
Independent Activities
 Bottle and Cap Pair (KTG, p. 469-470)
 Shoot the Trash (KTG, p. 470)
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 Match numerals to a set of concrete objects from 0 to 10 (MKC-00-4)
Competencies  Recognize and identify numerals 0 to 10 (MKC-00-2)
 Read and write numerals 0 to 10 (MKC-00-3)
 Identify the number that comes before, after, or in between (MKC-00-5)
 Match numerals to a set of concrete objects from 0 to 10
Learning Checkpoints  Read and write numerals 0 to 10 and match numerals to a set of concrete objects from 0 to 10
 Identify the number that comes before, after, or in between
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 minutes,
Transition to Indoor/
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 countdown
Light Physical Activity
may be used.
Indoor Activity/ Light Physical Activity
(10:05am-10:25am)
Outdoor Play Sweep Race Outdoor Play Saving Water Planting Game
Activities (KTG, p. 470-471) (KTG, p. 471) (KTG, p. 471-472)
Competencies  Naipakikita ang  Natutukoy ang kahalagahan  Naipakikita ang  Natutukoy ang  Natutukoy ang
pagpapahalaga sa maayos ng pagpapakita ng pagpapahalaga sa maayos kahalagahan ng kahalagahan ng
 na pakikipaglaro positibong pag-uugali sa
(KAKPS-00-19) harap ng hindi inaasahang
 Nakasasali sa mga laro, o pangyayari tulad ng  Nakasasali sa mga laro, o
anumang pisikal na gawain pagkatalo sa laro, atbp.
at iba’t ibang paraan ng (SEKPSE-00-8)
pageehersisyo  Nakasasali sa mga laro, o
(KPKPF-00-1) anumang pisikal na gawain
 Naisasagawa ang mga at iba’t ibang paraan ng  Naisasagawa ang mga
sumusunod na kilos pageehersisyo
lokomotor sa pagtugon sa (KPKPF-00-1)
ritmong mabagal at mabilis  Naisasagawa ang mga
(paglakad, pagtakbo, sumusunod na kilos
pagkandirit, lokomotor sa pagtugon sa
paglundag/pagtalon, ritmong mabagal at mabilis
paglukso) (paglakad, pagtakbo,
(KPKGM-Ie-2) pagkandirit,
paglundag/pagtalon,
paglukso)
(KPKGM-Ie-2)
 Nagagamit ang mga kilos
lokomotor at di-lokomotor
sa paglalaro, pag-
eehersisyo, pagsasayaw
(KPKGM-Ig-3)
 Naipakikita ang panimbang
sa pagsasagawa ng iba’t
ibang kilos ng katawan,
gaya ng paglukso-luksong
pahalinhinan ang mga paa
(skipping), pagtulay nang di
natutumba sa tuwid na
guhit, pag-akyat at pagbaba
sa hagdanan
(KPKGM-00-4)
 Nakapaghihintay ng
kanyang pagkakataon.
(KAKPS-00-12)
na pakikipaglaro pagpapakita ng positibong pagpapakita ng
(KAKPS-00-19) pag-uugali sa harap ng positibong pag-uugali sa
hindi inaasahang harap ng hindi
anumang pisikal na gawain pangyayari tulad ng inaasahang pangyayari
at iba’t ibang paraan ng pagkatalo sa laro, atbp. tulad ng pagkatalo sa
pageehersisyo (SEKPSE-00-8) laro, atbp. (SEKPSE-00-
(KPKPF-00-1)  Nakasasali sa mga laro, o 8)
anumang pisikal na  Nakasasali sa mga laro, o
sumusunod na kilos gawain at iba’t ibang anumang pisikal na
lokomotor sa pagtugon sa paraan ng pageehersisyo gawain at iba’t ibang
ritmong mabagal at mabilis (KPKPF-00-1) paraan ng pageehersisyo
(paglakad, pagtakbo,  Naisasagawa ang mga (KPKPF-00-1)
pagkandirit, sumusunod na kilos  Naisasagawa ang mga
paglundag/pagtalon, lokomotor sa pagtugon sa sumusunod na kilos
paglukso) ritmong mabagal at lokomotor sa pagtugon sa
(KPKGM-Ie-2) mabilis (paglakad, ritmong mabagal at
pagtakbo, pagkandirit, mabilis (paglakad,
paglundag/pagtalon, pagtakbo, pagkandirit,
paglukso) paglundag/pagtalon,
(KPKGM-Ie-2) paglukso)
 Nagagamit ang mga kilos (KPKGM-Ie-2)
lokomotor at di-lokomotor  Nagagamit ang mga kilos
sa paglalaro, pag- lokomotor at di-
eehersisyo, pagsasayaw lokomotor sa paglalaro,
(KPKGM-Ig-3) pag-eehersisyo,
 Nakapaghihintay ng pagsasayaw (KPKGM-Ig-
kanyang pagkakataon. 3)
(KAKPS-00-12)  Nakapaghihintay ng
 Naipakikita ang kanyang pagkakataon.
pagpapahalaga sa maayos (KAKPS-00-12)
na pakikipaglaro: pagiging  Naipakikita ang
mahinahon, pagsang-ayon pagpapahalaga sa
sa pasiya ng maayos na pakikipaglaro:
nakararami/reperi, pagiging mahinahon,
pagtanggap ng pagkatalo pagsang-ayon sa pasiya
nang maluwag sa ng nakararami/reperi,
kalooban, pagtanggap ng pagtanggap ng pagkatalo
pagkapanalo nang may nang maluwag sa
kababaang loob (KAKPS- kalooban, pagtanggap ng
00-19) pagkapanalo nang may
kababaang loob
(KAKPS-00-19)
  Show balance in following a straight line
Learning Checkpoints  Show sportsmanship in playing a game
 Use locomotor movements in playing games
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)
 Learners learn to dispose  Learners can segregate  Learners enumerate the  Learners share ways to  Learners enumerate things
garbage properly. garbage properly. wastes that can be reused, save water and energy. that can be replenished at
Activities
recycled, and restored. home, in school and in the
community.
Wrap-Up Questions/  Teacher asks the learners  Teacher observes if the  The teacher takes note if  The teacher takes note if  The teacher notes if the
Activity to help clean up the learners are able to the learners are able to the learners understand the learners understand why
classroom. Teacher segregate garbage differentiate correctly the importance of saving water they need to replenish.
observes if the learners properly. wastes that can be reused, and energy.
dispose of the garbage recycled and restored.
properly.
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 students’ 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 that 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 JANE S. CASTULO EVANILDA R. SERQUIÑA

Teacher School Head