SCHOOL MOLAVE BLISS ELEMENTARY SCHOOL TEACHING DATE June 24-28, 2018

KINDERGARTEN TEACHER FLORDELIZA D. APAO WEEK NO. 4

DAILY LESSON LOG
CONTENT FOCUS I belong to a Kindergarten Class QUARTER FIRST

WEEK 4
Content Focus: I am unique.
Blocks of Time MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Arrival Time (10 min) Arrival routine
Meeting Time 1 Meeting time routine
(10 min) Review of concepts learned the previous week/day
Introduction of message for the day by asking the guide questions below
MESSAGE I have a name. I am ___ years old. I am a Filipino. I am as tall as I am growing, look at me
I am a boy. My birthday is on I live in __________. ________. now.
I am a girl. ________. I am as heavy as
________.
QUESTION/S Song: Where is ___? What is your Poem: Kaarawan KoHow Song: Ako’y Isang Pinoy Activity: Find your Activity: Picture Puzzle
full name? What is your old are you?When is your Where do you live? partner Which parts of your body
nickname? Who are the boys in birthday? In what month Barangay/Street____, Who have the same have grown
class?Who are the girls in class? is your birthday? Town/City_____ height? longer/bigger/taller? (focus -
Province____, arms, legs, hair, etc.)
Country_____.
Transition to The teacher gives instructions on how to do the independent activities, answers any questions, and tells the learners to join their group and do the
Work Period 1 assigned tasks.

Work Period 1(40 mins)

Teacher-Supervised Activity Name Necklace Birthday Invitation My Home How Tall Am I? Accordion Book
Making
Learning Checkpoints Write the letters of their names Say their birthday Create a house using Measure height using Communicate changes
shapes nonstandard units and observed in themselves as
tools they grow up
Independent Activities
1. Name Design
2. Play dough: My Birthday Cake
3. Block Play: This is where I live
4. Sequencing Pictures

Learning Checkpoints Count the letters in their name and write the numeral
Know how old they are
Make recognizable figures out of clay and blocks
Sequence the pictures correctly
 Blocks of Time MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Transition to Meeting Time 2 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 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
(10 min)
QUESTIONS/ ACTIVITY Counting boys and girlsWhat Song: Lubi-Lubi Who Activity: The teacher plays Show Height ChartWho Activity: Comparison Chart
group has more members?What were born in______?How the song “Ako ay isang is the tallest in class? the
group has less? many were born in the Pinoy”.Once the music shortest?Who have the
month of ______? stops, each learner must same height?How many
Activity: Learners stand find his/her pair and ask children have the same
when their birthdays fall where he/she lives. height?
on the month mentioned
by the teacher. Other
learners count them.

Transition to Recess The teacher commends the learners for the work they did in Work Period Time 1 and tells them to prepare for recess time by washing their hands.
Encourage sharing especially if not all children have food.

Supervised Recess
(15 min)
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, wash
Transition to Quiet Time their hands, brush their teeth, change their wet clothes, and have their Quiet Time.

Quiet Time
(10 min)

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

Story Time Theme: Any age and culturally Theme: Any age and Theme: Any age and Theme: Any age and Theme: Any age and
(20 min) appropriate story about the things culturally appropriate culturally appropriate culturally appropriate culturally appropriate story
we can do in school. story about the things we story about the things we story about the things we about the things we can do in
can do with blocks. can do with art materials. can do with our body. school with our
Classmates
 Blocks of Time MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Pre-Reading Define difficult words. Define difficult words. Define difficult words. Define difficult words. Define difficult words.
Motivation question: What are Motivation question: Motivation question: Motivation question: Motivation question: How
the similarities and differences of What are the different Where do you live? How tall are you? How can you say that you are
boys and girls? things we do during heavy are you? growing?
birthdays?
Motive question: What do you Motive question: What Motive question: How
think are the similarities and Motive question: What do you think are the did they measure height Motive question: What did
differences of boys and girls in do you think are the places one can live in in and weight in the story? the characters do while they
the story? different things done the story? were growing?
during birthdays in the
story?

During Reading Ask comprehension questions.

Post-Reading What are the similarities and What did the characters Where do the characters How did the characters Who is the main speaker in
differences of boys and girls in do to celebrate their live? Describe where the measure their height the story? What did the
the story? (List down the birthday? What objects characters lived? and weight? Who is the character do while the/she
learners’ answers) can be found in the heaviest in the story? was growing? What can you
birthday celebration? lightest? tallest? do while you are growing?
Identify the beginning shortest/
sounds of these objects.
(Demonstrate how to
identify the beginning
sound.)

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

Work Period 2
(40 min)
Name Syllable Clap/Stamp How Old Am I? Ilang Hakbang? Weight Chart Accordion Book
Teacher-Supervised Activity

Learning Checkpoints Tell the number of syllables in Compare two groups of Measure distance using Answer questions about Write numerals 0 to 6
their names objects to decide which is feet the chart
more or less, or if they
 are equal

Blocks of Time MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Independent Activities
1. Sorting Colors
2. Graph: How many letters are in your name?
3. Let’s Match: Who have the same height?
4. Open and Count

Learning Checkpoints - Identify colors red, yellow and blue

- Count and compare the number of letters in one’s name
- Match the pictures correctly
- Count up to three objects correctly

Transition to Indoor/Outdoor
Games The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor/Outdoor Games. After 10 minutes,
the teacher tells the learners to start packing away the materials they used and be ready for Indoor/Outdoor Games. A transition song or
countdown may be used.

Paint me a Picture The Birthday Train Relay Game: “I live in Arrange yourselves “We are growing
Indoor/Outdoor Games (Act out) ______.” according to……
(20 min)

Learning Checkpoints
Demonstrate movements using Say their birthday and Follow Arrange Participate actively
different body parts their wishes instructions themselves accordingly in the game

Transition to Meeting Time 3 The teacher tells the learners to help pack away the materials they used in the Indoor/Outdoor Games time and get ready to do the wrap up
activities in Meeting Time 3. A transition song or countdown may be used.

Meeting Time 3 Learners say their full name. Learners line up according to Learners identify the Learners line up Learners enumerate the
(5 min) the month of their birthday town and country where according to height changes they have seen in
before going out. they live. before going out. their bodies since they
were babies.
Wrap-Up Questions / Activity The teacher acknowledges the learners’ sharing and encourages them to come back so they can still do more activities and learn.

DISMISSAL ROUTINE
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 when you meet them, you can ask them relevant
questions.
A. No. of learners who earned ____ no of learners who ____ no of learners who ____ no of learners who ____ no of learners ____ no of learners who
80% in the evaluation. earned 80% and above. earned 80% and above. earned 80% and above. who earned 80% and earned 80% and above.
above.
B. No. of learners who require ____no. of learners who ____no. of learners who ____no. of learners who ____no. of learners ____no. of learners who
additional activities for requires additional activities requires additional activities requires additional who requires additional requires additional
remediation. for remediation. for remediation. activities for activities for activities for remediation.
remediation. remediation.
C. Did the remedial lessons __Yes __ No __Yes __ No __Yes __ No __Yes __ No __Yes __ No
work? No. of learners who ___ of learners who caught up ___ of learners who caught up ___ of learners who ___ of learners who ___ of learners who caught
have caught up with the the lesson. the lesson. caught up the lesson. caught up the lesson. up the lesson.
lesson.
D. No. of learners who ___ of learners who continue ___ of learners who continue ___ of learners who ___ of learners who ___ of learners who
continue to require to require remediation. to require remediation. continue to require continue to require continue to require
remediation. remediation. remediation. remediation.
E. Which of my teaching Strategies used that work well: Strategies used that work Strategies used that Strategies used that Strategies used that work
strategies worked well? __ Group collaboration well: work well: work well: well:
Why did these work? __ Games __ Group collaboration __ Group collaboration __ Group collaboration __ Group collaboration
__Solving Puzzle/ Jigsaw __ Games __ Games __ Games __ Games
__ Answering preliminary __Solving Puzzle/ Jigsaw __Solving Puzzle/ __Solving Puzzle/ __Solving Puzzle/ Jigsaw
activities/exercises __ Answering preliminary Jigsaw Jigsaw __ Answering preliminary
__ Carousel activities/exercises __ Answering __ Answering activities/exercises
__ Diads __ Carousel preliminary preliminary __ Carousel
__Think-Pair-Share (TPS) __ Diads activities/exercises activities/exercises __ Diads
__ Rereading of __Think-Pair-Share (TPS) __ Carousel __ Carousel __Think-Pair-Share (TPS)
paragraphs/Poems/Stories __ Rereading of __ Diads __ Diads __ Rereading of
__ Differentiated Instruction paragraphs/Poems/Stories __Think-Pair-Share __Think-Pair-Share paragraphs/Poems/Stories
__ Role Playing/Drama __ Differentiated Instruction (TPS) (TPS) __ Differentiated
__ Discovery Method __ Role Playing/Drama __ Rereading of __ Rereading of Instruction
__Lecture Method __ Discovery Method paragraphs/Poems/Stori paragraphs/Poems/Stori __ Role Playing/Drama
__Lecture Method es es __ Discovery Method
__ Differentiated __ Differentiated __Lecture Method
 Instruction Instruction
__ Role Playing/Drama __ Role Playing/Drama
__ Discovery Method __ Discovery Method
__Lecture Method __Lecture Method

Why? Why? Why? Why?

__ Complete IMs __ Complete IMs Why? __ Complete IMs __ Complete IMs
__Availability of Materials __Availability of Materials __ Complete IMs __Availability of __Availability of Materials
__ Pupil’s eagerness to learn __ Pupil’s eagerness to learn __Availability of Materials __ Pupil’s eagerness to
__Group member’s __Group member’s Materials __ Pupil’s eagerness to learn
cooperation in doing their task cooperation in doing their task __ Pupil’s eagerness to learn __Group member’s
learn __Group member’s cooperation in doing their
__Group member’s cooperation in doing task
cooperation in doing their task
their task
__ Bullying among pupils __ Bullying among pupils __ Bullying among __ Bullying among __ Bullying among pupils
F. What difficulties did I __Pupil’s behavior/attitude __Pupil’s behavior/attitude pupils pupils __Pupil’s behavior/attitude
encounter which my __ Unavailable Technology __ Unavailable Technology __Pupil’s __Pupil’s __ Unavailable
principal or supervisor can Equipment (AVR/LCD) Equipment (AVR/LCD) behavior/attitude behavior/attitude Technology Equipment
help me solve? __Science/Computer __Science/Computer __ Unavailable __ Unavailable (AVR/LCD)
__ Internet Lab __ Internet Lab Technology Equipment Technology Equipment __Science/Computer
__ Additional Clerical Works __ Additional Clerical Works (AVR/LCD) (AVR/LCD) __ Internet Lab
__Science/Computer __Science/Computer __ Additional Clerical
__ Internet Lab __ Internet Lab Works
__ Additional Clerical __ Additional Clerical
Works Works
Planned Innovations:
Planned Innovations: Planned Innovations: Planned Innovations: __ localized Videos
__ localized Videos __ localized Videos __ localized Videos __ Making big books Planned Innovations:
__ Making big books from __ Making big books from __ Making big books from views of the __ localized Videos
views of the locality views of the locality from views of the locality __ Making big books from
__ Recycling of plastics to be __ Recycling of plastics to be locality __ Recycling of views of the locality
used as instructional Materials used as instructional Materials __ Recycling of plastics plastics to be used as __ Recycling of plastics to
__ Local Poetical composition __ Local Poetical composition to be used as instructional Materials be used as instructional
instructional Materials __ Local Poetical Materials
__ Local Poetical composition __ Local Poetical
composition composition
G. What innovation or localized The lesson was successfully The lesson was successfully The lesson was The lesson was The lesson was
materials did I use/discover delivered due to: delivered due to: successfully delivered successfully delivered successfully delivered due
 which I wish to share with __ Pupil’s eagerness to learn __ Pupil’s eagerness to learn due to: due to: to:
other teachers? __ Complete/varied IMs __ Complete/varied IMs __ Pupil’s eagerness to __ Pupil’s eagerness to __ Pupil’s eagerness to
__ Uncomplicated lesson __ Uncomplicated lesson learn learn learn
worksheets worksheets __ Complete/varied IMs __ Complete/varied __ Complete/varied IMs
__ Uncomplicated IMs __ Uncomplicated lesson
lesson worksheets __ Uncomplicated worksheets
lesson worksheets
Strategies used that work well: Strategies used that work Strategies used that Strategies used that work
__ Group collaboration well: work well: Strategies used that well:
__ Games __ Group collaboration __ Group collaboration work well: __ Group collaboration
__Solving Puzzle/ Jigsaw __ Games __ Games __ Group collaboration __ Games
__ Answering preliminary __Solving Puzzle/ Jigsaw __Solving Puzzle/ __ Games __Solving Puzzle/ Jigsaw
activities/exercises __ Answering preliminary Jigsaw __Solving Puzzle/ __ Answering preliminary
__ Carousel activities/exercises __ Answering Jigsaw activities/exercises
__ Diads __ Carousel preliminary __ Answering __ Carousel
__Think-Pair-Share (TPS) __ Diads activities/exercises preliminary __ Diads
__ Rereading of __Think-Pair-Share (TPS) __ Carousel activities/exercises __Think-Pair-Share (TPS)
paragraphs/Poems/Stories __ Rereading of __ Diads __ Carousel __ Rereading of
__ Differentiated Instruction paragraphs/Poems/Stories __Think-Pair-Share __ Diads paragraphs/Poems/Stories
__ Role Playing/Drama __ Differentiated Instruction (TPS) __Think-Pair-Share __ Differentiated
__ Discovery Method __ Role Playing/Drama __ Rereading of (TPS) Instruction
__Lecture Method __ Discovery Method paragraphs/Poems/Stori __ Rereading of __ Role Playing/Drama
__Lecture Method es paragraphs/Poems/Stori __ Discovery Method
__ Differentiated es __Lecture Method
Instruction __ Differentiated
__ Role Playing/Drama Instruction
__ Discovery Method __ Role Playing/Drama
__Lecture Method __ Discovery Method
Why? Why? __Lecture Method Why?
__ Complete IMs __ Complete IMs Why? Why? __ Complete IMs
__Availability of Materials __Availability of Materials __ Complete IMs __ Complete IMs __Availability of Materials
__ Pupil’s eagerness to learn __ Pupil’s eagerness to learn __Availability of __Availability of __ Pupil’s eagerness to
__Group member’s __Group member’s Materials Materials learn
cooperation in doing their task cooperation in doing their task __ Pupil’s eagerness to __ Pupil’s eagerness to __Group member’s
learn learn cooperation in doing their
__Group member’s __Group member’s task
cooperation in doing cooperation in doing
their task their task
Prepared by:
 FLORDELIZA D. APAO
Kinderagarten Teacher

Checked and Inspected by:

MA. LEZLIE F. SAAVEDRA,Ed.D.

Elementary School Principal III