School Andres Soriano Memorial Elementary School Teaching Dates

Kindergarten
Teacher Cherry Rose Favila-Catingub Week No. 18
Daily Lesson Log
Content Focus My family participates in school activities. Quarter Second

BLOCKS OF
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
TIME
Arrival Time
Activities Free Play: Exploration and Discovery
Meeting Time I
Routine Activities National Anthem National Anthem National Anthem National Anthem National Anthem
Opening Prayer Opening Prayer Opening Prayer Opening Prayer Opening Prayer
Exercise Exercise Exercise Exercise Exercise
Kumustahan Kumustahan Kumustahan Kumustahan Kumustahan
Attendance Attendance Attendance Attendance Attendance
Balitaan Balitaan Balitaan Balitaan Balitaan

Messages We have family activities in My parents help the school in Parents can help my school as Parents can help my school as Parents can help my school as
school: PTCs, Family Day different ways. resource persons (gardener). resource persons (carpenter). resource persons (cook).
Questions  What are the family  How do your parents help  What does a gardener do?  What does a carpenter do?  What does a cook do?
activities in school?*use the school?  How does a gardener help  How does a carpenter help  How does a cook help the
semantic web or graphic the school? the school? school?
organizers
Transition to The teacher gives instructions on how to do the independent activities, answer any questions, and tells the learners to join their group and do the assigned tasks.
Work Period 1
Work Period 1
Teacher- School Activity Picture BrigadaEskwela Poster Thank you poster for the Thank You poster for the Thank you poster for the
Supervised Mobile Introduce letter Gg Parent Resource Person Parent Resource Person Parent Resource Person
Activity (Gardener) (Carpenter) (Cook)
Introduce letter Uu
Competencies  Nakapagkukuwento ng  Nakapagkukuwento ng  Nakaguguhit/  Nakaguguhit/  Nakaguguhit/
mgaginagawasapaaralan( mgaginagawasapaaralan( Nakapagpipinta at Nakapagpipinta at Nakapagpipinta at
KMKPAra-00-3) KMKPAra-00-3) nakapagkukulay ng iba’t- nakapagkukulay ng iba’t- nakapagkukulay ng iba’t-
 Nailalarawanangmgakara  Nailalarawanangmgakara ibangbagay o ibangbagay o ibangbagay o
nasanna may nasanna may gawain(SKMP-00-2) gawain(SKMP-00-2) gawain(SKMP-00-2)
kinalamansapagtutulungan kinalamansapagtutulungan  Nakakalikha ng iba’t-  Nakakalikha ng iba’t-  Nakakalikha ng iba’t-
ng pamilya at ng pamilya at ibangbagaysapamamagita ibangbagaysapamamagita ibangbagaysapamamagita
paaralan(KMKPAra-00-4) paaralan(KMKPAra-00-4) n ng n ng n ng
 Nakapagpipinta at  Nakaguguhit/ malayangpagguhit(SKMP- malayangpagguhit(SKMP- malayangpagguhit(SKMP-
nakapagkukulay ng iba’t- Nakapagpipinta at 00-1) 00-1) 00-1)
ibangbagay o nakapagkukulay ng iba’t-  Naipakikitaangpagmamah  Naipakikitaangpagmamah  Naipakikitaangpagmamah
 gawain(SKMP-00-2) ibangbagay o alsamgakasapi ng pamilya alsamgakasapi ng pamilya alsamgakasapi ng pamilya
 Nakakalikha ng iba’t- gawain(SKMP-00-2) at at at
ibangbagaysapamamagita  Nakakalikha ng iba’t- sanakatatanda(KMKPPam sanakatatanda(KMKPPam sanakatatanda(KMKPPam
n ng ibangbagaysapamamagita -00-5) -00-5) -00-5)
malayangpagguhit(SKMP- n ng
00-1) malayangpagguhit(SKMP-
 ••Napagsisikapangmatapo 00-1)
sangsinimulanggawainsait
inakdangoras(KAKPS-00-
1)

 Make a School Activity  Express their ideas  Participate in making a  Participate in making a  Participate in making a
Learning Picture Mobile as through drawing Thank You card for the Thank You card for the Thank You card for the
Checkpoints instructed parent- gardener parent- carpenter parent-cook

 Puzzles of different school activities, how parents help our school)

Independent  Letter Gg, Uu Collage
Activities  Letter Gg, Uu Mosaic
 Block Play
 Pagmomolde ng luwad (clay), pagbuo ng puzzles (KPKFM-00-1.5)
 Nasasabi, nakikilala, at naipakikitaangkahalagahan ng pakikibahagi (KAKPS-00-16)
Competencies  Nakapupunit, nakagugupit at nakapagdidikitsapaggawa ng collage (SKMP-00-7)
 Nakagugupit at nakapagdidikot ng iba’t-ibanghugisna may iba’t-ibangtekstura(SKMP-00-4)
 Nailarawanangmgakaranasanna may kinalamansapagtutulungan ng pamilya at paaralan(KMKPAra-00-4)
 Put the puzzle pieces together correctly
Learning  9Identify and give the sound of the letter gg
Checkpoints  9Represent the letter gg creatively
 9Express their ideas creatively
Transition to 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
Meeting 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
Activity The learners show and The learners show and The learners draw their The learners’ build’ a house The learners do a food
describe their school activity describe the poster about how garden. with wooden blocks. preparation charade.
mobile. their parents help the school.
Questions  What activities in school  How do your parents help  What can be seen in your  If you are a carpenter what  What food preparation
does your family participate the school? garden? kind of house will you build? actions can you show?
in?
Transition to 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
Recess sharing especially if not all children have food.
Supervised Recess
Transition to 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 their hands,
Quiet Time brush their teeth, change their wet clothes, and have their Quiet Time.
Quiet Time
Transition to 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
Story Time proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Story Time
Song See KTG p. 272 See KTG p. 272 See KTG p. 272 See KTG p. 272 See KTG p. 272
This is the Way This is the Way This is the Way This is the Way This is the Way
Story “Si PilongPatago- tago “Kung Dalawa Kami” “SandosenangKuya” Papa’s House, Mama’s “AngNanayKo ay si
House Darna”
Theme Any age and culturally Any age and culturally Any age and culturally The teacher reads any age and The teacher reads any age and
appropriate story about family appropriate story about appropriate story about a culturally appropriate story culturally appropriate story
activities in school. different ways parents can gardener. about a carpenter. about cooking or food
help the school. preparation.
Pre-reading  Define difficult words.  Define difficult words.  Define difficult words.  Define difficult words.  Define difficult words.
Activity  Motivation question: What  Motivation question: How  Motivation questions: Who  Motivation question: How  Motivation question: How
are the family activities in do your parents help the takes care of our garden in does a carpenter help the does a cook help the school?
our school? school? school? school?  Motive question: What does
 Motive question: What are  Motive question: How do  Motive question: What does  Motive question: What does a cook do in the story?
the family activities in parents help the school in the gardener do in the a carpenter do in the story?
school in the story? the story? story?
During Reading Ask comprehension questions.
Post Reading  Retell the activities that the  How do parents help the  What does a gardener do?  What does a carpenter do?  What does a cook do?
families did in the story. school in the story?  Who among you have  Who among you have  Who among you have
parents who can help take parents who can help fix parents who can help
care of our school garden? school furniture? prepare food in school?
Transition to After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells the
Work Period 2 learners to join their group and do the assigned tasks.
Work Period 2
Teacher- Hand Game (concrete Number Stations 6 Number Books (quantities of Lift the Bowl (quantities of 6) Walk the Number Line
Supervised quantities up to 6) 6)
Activity
Competencies  Combine elements of two  Count objects with one-to-  Count objects with one-to-  Combine elements of two  Recognize and identify
sets using concrete objects one correspondence up to one correspondence up to sets using concrete objects numerals 0 to 10 (MKC-
to represent the concept of quantities of 10 (MKC-00- quantities of 10 (MKC-00- to represent the concept of 00-2)
addition (MKAT-00-3) 7) 7) addition (MKAT-00-3)  Rote count up to 20
 Count objects with one-to-  Recognize and identify  Recognize and identify  Count objects with one-to- (MKSC-00-12)
one correspondence up to numerals 0 to 10 (MKC- numerals 0 to 10 (MKC- one correspondence up to
quantities of 10 (MKC-00- 00-2) 00-2) quantities of 10 (MKC-00-
7)  Tell that the quantity of a  Read and write numerals 0 7)
 Recognize and identify set of objects does not to 10 (MKC-00-3)  Add quantities up to 10
numerals 0 to 10 (MKC- change even though the using concrete objects
00-2) arrangement has changed (MKAT-00-8)
 Read and write numerals 0 (i.e., the child should be  Use a variety of materials
 to 10 (MKC-00-3) able to tell that one set of and communicate
 Add quantities up to 10 counters placed in one-to- strategies used to
using concrete objects one correspondence and determine answers to
(MKAT-00-8) then rearranged still has addition and subtraction
 Use a variety of materials the same quantity) problems listened to
and communicate (MKSC-00-23) (MKAT-00-10)
strategies used to
determine answers to
addition and subtraction
problems listened to
(MKAT-00-10)
 Solve simple addition and
subtraction number stories
(up to quantities of 10)
read by the teacher using a
variety of ways (e.g.,
concrete materials,
drawings) and describe
and explain the strategies
used (MKAT-00-11)
 Recognize the words “put
together,” “add to,” and
“in all” that indicate the
act of adding whole
numbers (MKAT-00-26)

 Explore different  See that despite the  Use numeral to describe  Explore different  Sequence numbers
Learning combinations that make a differences in appearance and record quantities combinations that make a
Checkpoints given quantity quantities remain the same given quantity
(conservation)
 Block Play Challenge
Independent  Play Dough Numerals (0-6)
Activities  It’s A Match (0 to 6)
 Comparing Quantities: A Game for Partners
Competencies  Nakapagkukuwento ng mgaginagawasapaaralan(KMKPAra-00-3)
 Nakapagpapatung-patong, nakapagdudugtongdugton at nakapagdidikitdikit (assemblage) ng blocks (SKMP-00-8)
 Pagmomolde ng luwad(KPKFM-00-1.5)
 Match numerals to a set of concrete objects from 0 to 10 (MKC-00-4)
 Recognize and identify numerals 0 to 10 (MKC-00-2)
 Combine elements of two sets using concrete objects to represent the concept of addition (MKAT-00-3)
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 Recognize and identify numerals 0 to 10 (MKC-00-2)
  Read and write numerals 0 to 10 (MKC-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 (MKAT-00-10)
 Solve simple addition and subtraction number stories (up to quantities of 10) read by the teacher using a variety of ways (e.g., concrete materials, drawings)
and describe and explain the strategies used (MKAT-00-11)
 Recognize the words “put together,” “add to,” and “in all” that indicate the act of adding whole numbers (MKAT-00-26)
 Compare two groups of objects to decide which is more or less, or if they are equal (MKC-00-8)
 Nakapaghihintay ng kanyangpagkakataon(KAKPS-00-12)
 Identify numerals 0 to 6
Learning  Match numerals to corresponding number of objects
Checkpoints  Compare quantities
 Represent the numeral 6 creatively
Transition to
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
Indoor/Outdoor
learners to start packing away the materials they used and be ready for Indoor/Outdoor Games. A transition song or countdown may be used.
Games
Indoor/ Outdoor Games
Action song: Role Play of BrigadaEskwela Meet and greet the parent Meet and greet the parent Meet and greet the parent
Activities This is the Way We Join the resource person (gardener). resource person (carpenter). resource person (cook).
Activities in School.
 Nakasasalisamgalaro, o  Nakapagkukuwento ng  Give the names of family members and the roles that they play…and the things they use
anumangpisikalnagawain mgaginagawasapaaralan( (LLKV-00-6)
at iba’t-ibangparaan ng KMKPAra-00-3)  Use objects and materials safely (PNEKPP-00-6)
pag-eehersisyo(KPKPF-  Nailalarawanangmgakara  Demonstrate an understanding that objects are made from one or more materials like metal,
00-1) nasanna may plastic, wood, paper (PNEKPP-00-2)
kinalamansapagtutulungan  Naipakikitaangpagtulong at pangangalagasakapaligiran: pagdidilig ng mgahalaman, pag-
Competencies ng pamilya at aalis ng mgadamo at kalat, hindipagsirasahalaman, pag-aalagasahayop(KMKPKom-00-5)
paaralan(KMKPAra-00-4)
 Participate actively in a
dialog or conversation of
familiar topics (LLKOL-
00-10)

Learning Sing and do the movements of the song

Checkpoints Show how their parents help the school
Transition to 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
Meeting Time 3 Time 3. A transition song or countdown may be used.
Meeting Time 3
The learners talk about the The learners talk about how
Activities
family activities in school. their parents help the school.
Wrap-Up  The teacher checks if the  The teacher checks if the  The teacher checks if the  The teacher checks if the  The teacher checks if the
Questions / learners are able to say learners are able to say learners are able to learners are able to learners are able to
Activity what the family activities how their parents help the perform the gardening describe how the parent describe how the parent
 in school are. school. activity with the parent resource person resource person (cook)
resource person. (carpenter) helps the helps the school.
school.
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 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 these 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?