School Polot Elementary School Teaching Dates
Kindergarten
Teacher Myra S. Naron Week No. 40
Daily Lesson Log
Content Focus I am ready for Grade 1! Quarter Four
BLOCKS OF
TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Arrival Time
Activities Free Play: Exploration and Discovery
Meeting Time I
Routine National Anthem National Anthem National Anthem National Anthem National Anthem
Activities 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 I am ready for Grade 1! I will know new things and I will know new things and My family can help me I am ready!
meet new people in Grade 1. meet new people in Grade 1. prepare for Grade 1.
Questions Where do you want to study What is the name of our Discuss and compare the How can my family help me What makes you feel
in Grade 1? Grade I teacher? schedule in Kindergarten with the things that I need excited about entering
Song: Goodbye Song Who do you think are your and Grade I. before I enter Grade I? Grade I?
classmates in Grade I?
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- Class Survey: Grade 1 school Grade 1 classroom visit Venn Diagram: Kinder and Checklist: Things that we Writer’s Workshop: My
Supervised (Whole session) Grade 1 schedule need Grade I Classroom
Activity
Competencies Nakalilikha ng iba’t Name common Name common Name common Nakalilikha ng iba’t
ibang bagay sa objects/things in the objects/things in the objects/things in the ibang bagay sa
pamamagitan ng environment (in school, environment (in school, environment (in school, pamamagitan ng
malayang pagguhit home, and community) home, and community) home, and community) malayang pagguhit
(SKMP-00-1) (LLKV-00-1) (LLKV-00-1) (LLKV-00-1) (SKMP-00-1)
Express simple ideas Express simple ideas Express simple ideas Naipakikita ang Express simple ideas
through symbols (e.g., through symbols (e.g., through symbols (e.g., kahandaan na sumubok through symbols (e.g.,
drawings, invented drawings, invented drawings, invented ng bagong karanasan drawings, invented
spelling) (LLKC-00-1) spelling) (LLKC-00-1) spelling) (LLKC-00-1) (SEKPSE-IIIc-6) spelling) (LLKC-00-1)
Name common Nakasusunod sa mga Naikukuwento ang Naipakikita ang
objects/things in the itinakdang gawain naging karanasan pagtulong at
environment (in school, (routines) sa paaralan bilang kasapi ng pangangalaga sa
home, and community) at silid-aralan komunidad kapaligiran, halimbawa
(LLKV-00-1) (SEKPSE-lla-4) (KMKPKom-00-6) pagdidilig ng mga
Collect data on one Naipakikita ang Nakapagkukuwento ng halaman, pag-aalis ng
variable (e.g., sex/boys kahandaan na sumubok mga ginagawa sa mga damo at kalat,
or girls) through ng bagong karanasan paaralan (KMKPAra- hindi pagsira ng
observation and asking (SEKPSE-IIIc-6) 00-4) halaman, at pag-aalaga
questions (MKAP-00-1) sa hayop (KMKPKom-
Nagkakaroon ng 00-5)
kamalayan sa Name common
damdamin ng iba objects/things in the
(SEKEI-00-2) environment (in school,
home, and community)
(LLKV-00-1)
Naipapahayag sa
positibong paraan ang
nararamdaman
(KAKPS-00-7)
Collect data on one Demonstrate Name common Name common Express simple ideas
Learning variable (e.g., sex/boys or readiness to try new objects/things in the objects/things in the through symbols (e.g.,
Checkpoints girls) through observation experiences environment (in school, environment (in school, drawings, invented
and asking questions home, and community) home, and community) spelling)
Independent My Portfolio: Compilation of My Work
Activities
pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
Nakagugupit at nakapagdidikit ng iba’t ibang hugis na may iba’t ibang tekstura (SKMP-00-4)
Competencies
Nakaguguhit, nakapagpipinta, at nakapagkukulay ng iba’t ibang bagay o gawain (dekorasyon sa mga halaman sa paligid) (SKMP-00-2)
Nakagagawa ng modelo ng mga pangkaraniwang bagay sa paligid, dahon, bato, buto, patpat, tansan, atbp. (SKMP-00-3)
Learning Talk about experiences in school
Checkpoints Express simple ideas through symbols (e.g., drawings, invented spelling)
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
Questions/ Talk about the class survey. Talk about the comparison Talk about the checklist and Talk about the output in
Activity chart. ask: Writer’s Workshop: My
Who will provide these Grade I Classroom
things for you?
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
Story Isang Mundong Makabata Si Inggolok Nang Magkakulay ang Nayon Ang Bagong Planeta
Theme Theme: Any age and Theme: Any age and Theme: Any age and Theme: Any age and
culturally appropriate story culturally appropriate story culturally appropriate story culturally appropriate story
about going to school. about different activities in about a family preparing the about going to school
school. child to school
Pre-reading Define difficult words. Recall the places that you saw Define difficult words. Define difficult words. Define difficult words.
Activity Motivation question: What in the Grade 1 classroom Motivation question: What Motivation question: How Motivation question: What
do you think will happen are the routines that we does your family help you makes you feel excited?
when you are in Grade 1? have in Kindergarten? when going to school? Motive question: What will
Motive question: What Motive question: What are Motive question: How did make the children in the
happened when the the routines of the class in the families help the story excited?
characters went to school in the story? children before going to
the story? school?
During Reading Ask comprehension questions.
Post Reading What happened when the Draw the things that you What are the routines in How did the families help What made the child feel
characters went to experienced when you the story? the children in going to excited?
school? visited the Grade 1 How is it the same or school? What makes you excited
What do you expect to classroom. different with the routines What are the things that about going to Grade 1?
happen next year? that we have in you can do to prepare for
Kindergarten? Grade 1?
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
Graph: Children Staying Inventory: Class Schedule Inventory: Things I Need
Teacher- in Old School and in Kindergarten and Grade
Supervised Children Going to New I
Activity School
Competencies Collect data on one Read and write numerals Read and write numerals
variable (e.g., sex /boys or 0 to 10 (MKC-00-3) 0 to 10 (MKC-00-3)
girls) through observation Count objects with one- Count objects with one-to-
and asking questions to-one correspondence up one correspondence up to
(MKAP-00-1) to the quantities of 10 the quantities of 10
Create simple pictographs (MKC-00-7) (MKC-00-7)
(MKAP-00-2)
••Discuss simple
pictographs (MKAP-00-3)
••Count objects with one-
to-one correspondence up
to quantities of 10 (MKC-
00-7)
Create and discuss simple Read and write numerals Count objects with one-to-
Learning pictographs 0 to 10 one correspondence up to
Checkpoints the quantities of 10
Lift the frog (Addition Drill; concrete up to quantities of 10)
Independent Lift the frog (Subtraction Drill; concrete up to quantities of 10)
Activities Repeat it (Simple Multiplication Drill; concrete up to quantities of 10)
Share it (Simple Division Drill; concrete up to quantities of 10)
Use a variety of materials and communicate strategies used to determine answers to addition and subtraction problems listened to (MKAT-00-
10)
olve simple addition and subtraction number stories (up to quantities of 10) read by the teacher using a variety of ways (e.g., concrete materials,
Competencies
drawings) and describe and explain the strategies used (MKAT-00-11)
Group, represent, and count sets of equal quantity of materials up to 10 (beginning of multiplication) (MKAT-00-15)
Separate and represent groups of equal quantities using concrete objects up to 10 (beginning division) (MKAT-00-16)
Use a variety of materials and communicate strategies used to determine answers to addition and subtraction problems listened to
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)
Learning
and describe and explain
Checkpoints
Group, represent, and count sets of equal quantity of materials up to 10 (beginning of multiplication)
Separate and represent groups of equal quantities using concrete objects up to 10 (beginning division)
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
Indoor/Outdoor 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.
Games
Indoor/ Outdoor Games
Activities Simple Amazing Race
Competencies Natutukoy ang
kahalagahan ng
pagpapakita ng
positibong pag-uugali sa
harap ng hindi
inaasahang pangyayari
tulad ng pagkatalo sa
laro, atbp. (SEKPSE-00-
8)
Nakapagsisimula ng laro
(SEKPKN-00-1)
Naipakikita ang
kahandaang sumubok ng
bagong karanasan
(SEKPSE-IIIc-6)
Naipakikita ang
pagpapahalaga sa maayos
na pakikipaglaro:
pagiging mahinahon,
pagsang-ayon sa pasiya
ng nakararami/reperi,
pagtanggap ng pagkatalo
nang maluwag sa
kalooban, pagtanggap ng
pagkapanalo nang may
kababaang loob,
(KAKPS-00-19)
Recognize the importance of positive attitude when faced with an unexpected situation in a game
Learning Can initiate play
Checkpoints Demonstrate readiness to try new experiences
Show traits of being a good player
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
Wrap-Up What are the things that What do you like about the What is the difference How can our family help What makes you feel
Questions / you like in Grade I? Grade I classroom? between your schedule in us with the things that we excited about entering
Activity Kindergarten and in need before we enter Grade I? Song: I’m Ready
Grade I? Grade I? To Gowww.youtube.com
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?
