KINDERGARTEN

DAILY LESSON LOG

SCHOOL:
TEACHER:
CONTENT FOCUS:

CALAO ELEMENTARY SCHOOL

ELENA J. BADION
I am special.
I am unique and different
from others in some ways.

TEACHING DATES:
WEEK NO.
QUARTER:

September 19 - 23, 2016

WEEK 15
2nd QUARTER

CONTENT

PROCEDURES
(BLOCKS OF
TIME)

ARRIVAL TIME

7: 30 7:40
1: 00 1:10

OBJECTIVES
Indicate the following:
Learning Area (LA)
Content Standards (CS)
Performance Standards (PS)
Learning Competency Code (LCC)

Developmental domains:
Language, Literacy and
Communication
Content Standard
The child demonstrate an
understanding of increasing
his/her conversation skills
Performance Standard
The child shall be able to
confidently speaks and
expresses his/ her feelings and
ideas in words that make sense
Learning Competency Code
LLKVPD-Ia-13,LLKOL-Ia 1-2,
LLKOL-Ig3&9, LLKOL-00-10

SEGUNDO C. TRAPELA
T-III/OIC

SEGUNDO C. TRAPELA
T-III/OIC

SEGUNDO C. TRAPELA
T-III/OIC

SEGUNDO C. TRAPELA
T-III/OIC

SEGUNDO C. TRAPELA
T-III/OIC

Monday
September 19, 2016
MONDAY

Tuesday
September 20, 2016
TUESDAY

Wednesday
September 21, 2016
WEDNESDAY

Thursday
September 22, 2016
THURSDAY

Friday
September 23, 2016
FRIDAY

Exploration Time
to Different
Learning Center
Communicating
with friends

Exploration Time to Exploration Time to Exploration Time to

Different Learning
Different Learning
Different Learning
Center
Center
Center

Exploration Time
to Different
Learning Center

Communicating
with friends

Communicating
with friends

Communicating
with friends

Communicating
with friends

MEETING
TIME 1

Developmental domains:
Pagpapaunlad sa kakayahang
sosyo-emosyunal (SE)

Prayer
Greetings
Singing/Reciting
of nursery rhymes
Weather of the
day
Attendance

Prayer
Greetings
Singing/Reciting
of nursery rhymes
Weather of the
day
Attendance

Prayer
Greetings
Singing/Reciting
of nursery rhymes
Weather of the
day
Attendance

Prayer
Greetings
Singing/Reciting
of nursery rhymes
Weather of the
day
Attendance

Prayer
Greetings
Singing/Reciting
of nursery rhymes
Weather of the
day
Attendance

;
Performance Standard
Ang bata ay nagpapamalas ng
pagkilala sa mga pangunahing
emosyon (tuwa, takot, galit at
lungkmot)

Message:
I am like other
people in some
ways.
Song I am
Special

Message:
I am different from
others in some
ways.

Message:
There are things
that I can do well.

Message:
I can be nice to
others.
I can help others in
many ways

Message:
There are things
that I like about
myself.

Learning Competency Code

LLKOL-Ig-9

Play People
Sorting

Questions:
Are people all
alike?

Questions:
What things can
you do really well?
Who among you
can sing? dance?
draw?

Questions:
What are the things
you do for other
people for your
family, classmates,
playmates?

7:40 8:00
1:10 1:30
30 mins.

Content Standard
Ang bata ay nagkakaroon ng
pag-unawa sa kakayahang
bumuo at makapagpanatili ng
magandang

I Am Special
( to the tune of Frere
Jacques)
I am special,
I am special,
Look at me,
You will see, Someone
very special, Someone
very special, It is me, It
is me.
Look Whos Special
Look whos special,
Look who special,
Is it her, you or me? No,
its all of us you see!
Were all so special as
can be!

How can they be

different from one
another?
Do people look the
same?
Can they do the
same things?
Do they like and
dislike the same
things?

Questions:
What things do
you like about
yourself?

Questions:
Are people all
alike?
Do people look
the same?
Can they do the
same things?
Do they like and
dislike the same
things?

m
Developmental domains:
Language, Literacy and
Communication

Teacher-Supervised:
Letra Han Adlaw
(Bb)

Teacher-Supervised:
Letra Han Adlaw
( Bb)

Identifies upper
Writes upper case
case and lower case
and lower case
letter Bb.
letter Bb.

WORK PERIOD 1

8:00 8:50
1:30 2:20

Ask the children:

Ask the children:
What letter is this?
What letter is this?

50 mins.
Content Standard
The child demonstrates an
understanding of:
letter sound to name
relations
letter representation of
sounds - that letters as
symbols have names and
distinct sounds when letters
are grouped they form
words.

Present to the
pupils pictures
starts with letter
Bb.

Teacher-

Supervised:
Listen and Write
To blend letter
sounds
(m,a,s,b
Lay out the letters

Present to the
pupils on how to
Sing the song:
write the upper case
What is the
and lower case
sound
letter Bb.
of m,a,s,b

Teacher-Supervised:
Where Is It?
To identify sound
positions
(m, a, s, b)
Let the children
sing the song:
What is the sound
of letter m,a,s,b?
Present picture with
corresponding
name.
Example:

sabon

mani

bag

adlaw

Teacher-Supervised:
Letra Han Adlaw
( Mm, Aa, Bb, Ss)
Match an upper
letter to its lower
case
Ask the children:
What letter is this?
Which is the
upper letter and
lower letter case?

 representations of spoken
words through writing.

Performance Standard
The child shall be able to:
identify/ pick-out the
distinct sounds in words,
matches sounds with letters
and hear specific letter
sound by listening to
familiar poems and stories,
and singing of rhymes and
songs.
apply the knowledge of the
alphabet in basic pre
reading activities
(identifying letter names
and sounds)
comfortably use pencil to
write upper and lower case
letters, including his/her
name with proper strokes.

Independent:
Activity 1:
Body Letters
To utilize their
body to form letters
Procedure:
1. Divide the class
Independent:
into groups.
Activity 1:
2. Assign each group
Spot the letter Bb.
a letter to form. (If
( Write several upper
they are not
and lower case letter
familiar with the
Bb on the board.
letter, give them
Have them count how
the letter card).
many target letters
3. All the children in
were they able to
the entire group
spot. Have them
must join in
check on
forming the letter
top of it.)
assigned to them
(four children
might lie on the
Activity 2:
floor to form the
Give children
letter Ss).
activity sheet. Let
them circle upper
and lower case
letter Ss.
Lidungi (O) an
mga letra Bb.

Learning Competency Code

LLKPA Ic -2
LLKAK -Ih-3 to 4
LLKH-00-2
LLKAK-If-5

Activity 2:

Letter Making

Independent:
Activity 1:
Independent
Activity 1:
Hold the calling
card
ba

sa
ma

Procedure:
1. Say, Ill go first.
Ill spell ma. Use
your pointer finger
to slide the letters
one at a time into
position to spell
ma on the
blackboard board
with lines.
2. Say each sound as
you line up the
corresponding
letters.
3. Now, let children
use their pointer
finger or a pencil to
point to each letter
as they say the
corresponding
sounds. If she is
still learning the
corresponding

Distribute the
letters to each child
m,s,a,b
Tell the children
that you are going
to say a list of
words. All of the
words contain a
certain letter. Some
words contain such
letter at the
beginning, some in
the middle and
some at the end.
If children hear the
particular letter
sound at the
beginning of the
word they are to
place the counter in
the first box.
If they hear it in the
middle, they are to
place the counter in
the middle box.
If at the end of the
word, they are to
place the counter in
the last box.

Independent:
Activity 1:
Its A Match
To match upper to
set of objects/ dots
Players: pairs or
small group
Materials: one set
of cards with upper
case and one set of
lower case letters
( Mm, Aa, Ee, Oo,
Ii, Uu)
Procedure:
1. Place the letter
cards face down in
a box.
2. Place the
corresponding dot
pattern cards in the
chalk tray.
3. Call on a child to
get a card form the
box and place it
over the equivalent
card in the chalk
tray.
4. If correct, the child
may choose the
next player

Activity 2:
Find a Match

Letter formation;
sounds, say each
motor skills for
sound and then
writing
Procedure:
have her repeat it
1. Distribute letter
after you. Make
cards to each
sure she is looking
student.
at the sound letters
2. Ask each one to
as she says the
place the cut out
sounds, and not at
colored paper
you.
within the outline
4. Now say, If that
of each block letter.
spells ma, lets
3. Use the arrows and
spell sa. Use your
numbers as a guide
pointer finger or a
for forming letters
pencil to slowly
in writing.
4. Ask them to run
move across the
their fingers over
syllable ma, as
the colored paper
you say the new
the movements they
syllable, sa. This
will bring her
are making to form
attention to the
the letter. For
location of the
example, for letter
letter that must be
Aa, they would say
changed. Do not
down, across.
say the sounds
separately, but as
slowly as you can.
This will compel
her to segment the
sounds. Be very
careful to make
Activity 3:
sure your pencil or
Let the children
pointer finger is in
write upper and

Activity 2:
Word Round Up
To be able to
identify words with
the same sound.
Procedure:
Show some
pictures/real
objects to the
children to review
name words that
begins with the
same sounds.
Write a series of
simple words on
the chalkboard.
Most of the words
should begin with
the same sound,
e.g.:
sawa, sudlay,
mani, mata
atis, adlaw
bata, basket
Teacher shall read
the words aloud.
Then, have
volunteers circle
the words that
begin with the
same letter.

( Mm, Aa, Bb, Ss)

Objective:
Matching upper
case and lower
case letter
Materials: letter
cards
Preparation:
1. Make two copies
of ten different
letters m, e, E, A,
o, I, u
2. Cut these out and
attach one copy
of each letter into
a folder.
3. Let your children
try to match the
upper case and
lower case letter.
Activity 3:
Give children
activity sheet. Let
them match the
upper case letter to
its locase.

lower case letter Bb

on their pad paper.
For those who
cannot write let
them trace the
letter.

the correct location,

over the
corresponding
sound as you
slowly say the
word.
5. Continue with each
change, offering
help as needed.
After each change,
point to each letter
and have her say
each sound in the
word, as shown in
step 4.
Activity 2:
Graph It!
(sounds in words)
Objectives: To identify
sounds in words.
Materials: manila
paper, word cards
Procedure:
1. Make a chart like
the one below
Words with
2 sounds

Words with
3 sounds

2. At each turn, ask a

child to pick out
a card. Have the
child read the
word OR teacher
reads out the word
for the child.
3. Have him/her
figure out how
many sounds
he/she can hear
the word.
4. Let the child put
the word under
the appropriate
column in the
chart.

MEETING
TIME 2
8:50 9:10
2:20 2:40
20 mins.

Developmental domains:
Pagpapaunlad sa Kakayahang
Sosyo-Emosyunal (SE)
Content Standard
Ang bata ay nagkakaroon ng
pag-unawa sa kakayahang
kontrolin ang sariling
damdamin at pag-uugali.
Performance Standard
Ang bata ay nakapagpapamalas
ng pagkilala sa sarili at sa
kanyang kakayahang
makapagpahayag ng sariling

Introduce the
poem:
I Am Special
Have children
share their puppets
with the rest of the
class.
Play, I say, You
say

Introduce: Look
whos special.
Play oral blending
games.

Call in groups to
show the drawing
of themselves and
their friends.
Who is/ are your
friends?
Why did you like
them?

Show Poster I can

learn Talk about
ways they can learn
new things
Poem: I Can Do
Many Things

Poem: I Can Do
Many Things
Do Snap and Clap

damdamin, gumawa ng
desisyon at magtagumpay sa
kanyang mga gawain.
Learning Competency Code
SEKPSE-00-12

SUPERVISED
RECESS
9:10 9:25
2:40 2:55
15 mins.

Developmental domains:
Pangangalaga sa Sariling
Kalusugan at Kaligtasan
Content Standard
Ang bata ay nagkakaroon ng
pang-unawa sa kakayahang
pangalagaan ang sariling
kalusugan at kaligtasan
Performance Standard
Ang bawat bata ay
nagpapamalas ng pagsasagawa
ng mga pangunahing kasanayan
ukol sa pansariling kalinisan sa
pang-araw araw na pamumuhay
at pangangalaga para sa sariling
kaligtasan
Learning Competency Code
KPKPKK-Ih-1

SNACK TIME (Teacher Supervised)

Song: ( Tune: These is the way)
(Paghugas han kamot)

Quiet Time
STORY TIME
9:25 9:45
2:55 3:25

Developmental domains:
Book and Print Awarness

35 mins.

Content Standard
The child demonstrates an
understanding of book

Pre-Reading

Pre-Reading

During Reading

Unlocking of
Difficulties
1. maestra
2. ginbuligan
3. nagtuok
4. kaklase

Motivation:
Pagpapakita ng
ibat-ibang kulay
ng payong.

Story Telling:

Motive Question:
1. Ano dawla nga
butang an daradara ni Mila

Ginsurat ngan
gindrowing ni:

Title: An Payong
ni Mila

Post Reading

Activity

Sequencing Events
1. Ano an butang
nga dara-dara ni
Pagsunud-sunura
Mila?
an mga ladawan
nga nahatabo han
2. Kay ano nga
istorya.
nagtinuok man
hi Mila?
3. Hino an

familiarity awareness that there

is a story to read with a
beginning and an end, written
by authors,illustrated with
someone

ngadto ha
eskwelahan?

Performance Standard
The shall be able to use the
book handle and turn the pages
take care of books, enjoy
listening to stories repeatedly
and may play pretend- reading
and associates him/herself with
the story

Selvina P. Angayangay

bumulig kan
Mila pamiling
han iya paying?

2. Kay ano dawla

nga nagtinuok
man hi Mila?

4. Hi ikaw mayda
kaba gihapon
payong?

3. Hino dawla an
nagbulig kan
Mila pamiling
han iya payong?

5. Kon ikaw hi an
maestra
bubuligan mob
a gihap hi Mila
pamiling han
payong?Kay
ano?

4. Matatad-an
dawla han
maestra an
payong?

Learning Competency Code

LLKBPA-00-2 to 8

WORK PERIOD 2

9:45 10:30
3:25 3:40
45 mins

Developmental domains:
Mathematics

Teacher-Supervised:

Teacher-Supervised:

Teacher-Supervised:

Teacher-Supervised:

Content Standard
The child demonstrates an
understanding of :
Counting which moves
through a sequence that
uses one and only one
number name for each
number counted.

Tells the quantities

of 5 in each set.
Teacher gives each
child a given
quantity of sticks 15.
Let the pupils
count.
Ask: How many
counters are there

Draws quantities of
5 in each set.
Teacher gives each
child a given
quantity of sticks 15.
Let the pupils count
Ask: How many
counters are there
in all?
How many

Write number 5.
Teacher gives each
child a given
quantity of sticks 15.
Let the pupils count
Ask: How many
counters are there
in all?
Ask: What is the
number.

To practice addition
skills (up to
quantities of 5)
Show an addition
combination to the
pupils.
Teacher gives each
child a given
quantity of sticks 15

Performance Standard

Teacher-Supervised:
Write numerals
0,1,2,3,4, 5.
Teacher gives each
child a given
quantity of sticks
1-5.
Let the pupils
count
Ask: How many
counters are there in
all?

The child shall be able to:

count and identify the
numerals up to 5 at all
times in the context of
their daily experiences
either at home or in school
all
represent the concept of
addition by combining
elements of two sets using
concrete objects
add quantities up to 5 using
concrete objects.

Learning Competency Code

MKC -00 -2 TO 4
MKAT 00 5
MKAT 00 8

in all?
How many number
of objects in each
set?

numbers of objects
in each set?

Activity 1:
Activity 1:
Presents pictures
with 5 objects. Let
them count the
object and tell the
numeral.
Activity 2:
Lift The Bowl
Objective: to
explore different
combinations that
make a given
quantity
Materials: bowl or
cup, any kind of
counter such as
pebbles, chips, or
sticks
Procedure:
1. Game proceeds as
Hand Game but
bowls are used for
separating
quantities.
2. Children
write

Present to the
pupils on how to
write number 5.

Let them answer the Ask: What is the

number.
addition
Present to the pupils
combination using
on how to write
the sticks.

Activity 1:
Let the pupils write
Find 5
number 5 on the air, Activity 1:
Objective: to collect
at the back of Let the pupils
pairs of cards
combine/count set
her/his classmate.
Procedure:
of pictures and
1. All cards are
circle the correct
dealt. Last card is
sum or number.
turned face up.
Each player keeps Activity 2:
the cards dealt to Let the pupils write
Activity 3:
number 5 on the
him in a stack,
Give children
board one by one.
face-down,
activity sheet. Let
without looking at
them answer the
them.
addition
2. By turns, players
Activity 3:
combination.
turn over the top
Writing
card of his stack.
Numeral (5)
If this card can be
3+1 =
used with one on
Procedure:
the table to make
2 + 1=
1. Provide each child
a total of 4, the
with numeral cards
1+1=
player can take it
and
lined
paper.
and keep the pair.
1+0=
2. Let each child
If there are no
practice writing the
cards that can be
numerals on lined
used, he has to
2+1=
paper.
discard his card in
the middle of the

number 0,1,2,3,4,5.

Activity 1:
Let the pupils write
numbers on the
air, at the back of
her/his classmate.

Activity 2:
Let the pupils write
number 5 on the
board one by one.

Activity 3:
Writing Numerals
(0,1, 2, 3, 4, 5)
Procedure:
1. Provide each child
with numeral cards
and lined paper.
2. Let each child
practice writing the
numerals on lined

equations
or
number sentences
that
represent
each combination.

table, face up.

3. The player who
collects the most
number of pairs
wins.

Activity 2:
Activity 3
Let the pupils count Group the pupils
into 3. Let them
set of pictures and
draw 5 objects on
write the numerals
the board.
5 on each set.

Activity 3:
Provide each child
an activity sheets.
Let them draw 5
objects on each set.

paper.

INDOOR
/OUTDOOR
ACTIVITIES
10:30 -10:50
3:40 3:50

Developmental domains:
Kalusugang Pisikal at
pagpapaunlad ng kakayahang
Motor
Content Standard
Ang bata ay nagkakaroon ng
pang-unawa sa kanyang
kapaligiran at naiuugnay dito
ang angkopna paggalaw ng
katawan.

Performance Standard
Ang bata ay nagpapamalas ng
maayos na galaw at
koordinasyon ng mga bahagi ng
katawan.

Listen and Catch

Let the children
form a circle.
Assign an it
who will stay in
the center.
The it will
throw a ball into
the air and call
out a childs
name.
The child who
will be named
gets to try to
catch the ball as it
comes down.
Then, he takes
the its place in
the middle of the
circle.
Encourage
children to call
out a different
name each time

Obstacle Course

Hopping Frogs

Line the children in

a row, and have
them crouch down
as if they are
playing leapfrog.

Line up simple
obstacles for
children to hurdle
as they run to one
end of a line.
These obstacles
Then sing the
may include: a
following song to
chair they will sit
the tune of
down on, a
London Bridge is
mineral water
Falling Down. The
bottle they will
child in the song
close, 3 pcs of
should be the last
small boxes they
child in the row.
will stack or pile
together, a few
Song:
items they will put
We are hopping,
on a basket.
hopping frogs,
It will take quite
Hopping frogs,
some time for
hopping frogs.
children to get it
We are hopping,
all right, but the
hopping frogs,
important thing is
Here hops [name of
that they will have
child]! One! Two!
fun.
Three! (Etc.)
You can repeat
this game several
times because
children will only

Roll and Catch

Let children sit in
a circle with one
child in the
middle.
Have children
take turns
catching the
fish or the child
in the center.
To catch the fish,
they need to roll a
ball lightly and hit
him.
The child in the
center must try to
avoid the ball.
The child who
catches the fish
becomes the new
fish and the game
starts again.

Duck, Duck,
Goose
Have children form a
circle.
Assign a child to
become the it on
the first round.
As the it walks
around, he/she taps
peoples heads and
say whether the child
is a duck or a goose.
Once the it taps the
head of the goose, the
goose will stand up
and chase the it.
The it must then
ran towards the goose
place before he can
get caught by the
new it.. If the
goose is not able to
do this, he becomes
"it" for the next
round and the game
continues. If they do
tap the "it" person,
the person tagged has
to sit in the center of
the circle.
Then the goose
become it for the
next round. The
person in the middle
can't leave until

they have the ball.

MEETING TIME 3

10:50 11:00
3:50 4:0

be too happy to
play on the same
obstacle course
over and over
again.

another person is
tagged and they are
replaced.

DISMISSAL ROUTINE
Clean up ( Let the pupils sing the song Hipiga an Gamit)
Grooming

Prayer ( Let the recite the Angel of God)

Saying Goodbye ( Let the pupils sing the song We are Going)
Safety Tips/Reminders

REMARKS
REFLECTION
A.

No. of learners
who earned 80%
of the evaluation

B.

No. of learners
who require
additional
activities for
remediation
Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
No. of Learners
who continue to
require
remediation
Which of my
teaching
strategies work
well? Why did
these work?
What difficulties
did I encounter
which my

C.

D.

E.

F.

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?

G.

principal
/supervisor can
help me solve?
What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teacher?