Kindergarte School SAN JOSE DE ORO ELEMENTARY SCHOOL Teaching Dates

n Teacher SHYR PINKY A. HERMOSO Week No. 31

Daily Content Focus I am a Part of a Bigger Community Quarter Four
Lesson Log

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 My community is My city/province is part of Many people live in my My country has natural I need to take care of my
part of a the Philippines. country. features and resources. country because it is my
city/province. Song: O Kay Liit ng Song: O Kay Liit ng Song: O Kay Liit ng home.
Song: O Kay Liit ng Mundo (It’s a Small Mundo (It’s a Small Mundo (It’s a Small Song: O Kay Liit ng
Mundo (It’s a Small World) World) World) Mundo (It’s a Small
World) World)
Questions  Which  What is the name of our  Who are the different  What natural features  How do I take care of
city/province does country? people of the and resources does the my country?
your community  Where is your Philippines? Philippines have?
belong to? city/province located in  Photos/Slide show
Concept Map the Philippines?
 Locating places in the
map
Activity Concept Map Locating places in the map Photos/Slide Show
Competenc  Natutukoyangib  Natutukoyangiba’tiba  Nakikilala at
ies a’tibanglugarsa nglugarsakomunidad( iginagalangangpagka
komunidad(KM KMKPKom-00-3) kaiba-iba ng tao:
KPKom-00-3) wika, kasarian,
 Naikukuwentoa kaanyuan, kulay,
ngmganagingka kultura (kasuotan,
 ranasanbilangk gawi, paniniwala),
asapi ng katayuansabuhay,
komunidad(KM kakayahan(SEKPP-
KPKom-00-6) Ib-1)
 Express  Talk about the details
thoughts, of an object/picture
feelings, fears, like toys, pets, foods,
ideas, wishes, places (LLKOL-Id-4)
and dreams
(LLKOL-Ig-9)
 ••Participate
actively in a
dialog or
conversation of
familiar topics
(LLKOL-00-10)
Transition The teacher gives instructions on how to do the independent activities, answer any questions, and tells the learners to join their group and
to Work do the assigned tasks.
Period 1
Work Period 1
Teacher- Map Activity: Map Puzzle: Philippines Culture Portrait Papier-Mâché Globe Save the Animals Placards
Supervised City/Province
Activity Introduce Zz
Competenc  Nakaguguhit,  Naisasagawaangmgas  Naisasagawaangmgas  Nakikilala at  Naipakikitaangpagtulo
ies nakapagpipinta umusunodnakasanaya umusunodnakasanaya iginagalangangpagkak ng at
at n: pagmomolde ng n: aiba-iba ng tao: wika, pangangalagasakapali
nakapagkukulay luwad (clay), pagbuo pagpilas/paggupit/pag kasarian, kaanyuan, giran: pagdidilig ng
ng ng puzzles (KPKFM- dikit ng kulay, kultura mgahalaman, pag-
iba’tibangbagay 00-1.5) papel(KPKFM-00- (kasuotan, gawi, aalis ng mgadamo at
o gawain.  Nakaguguhit, 1.3) paniniwala), kalat, hindipagsira ng
(SKMP-00-2) nakapagpipinta at  ••Nakaguguhit, katayuansabuhay, halaman, pag-
 Trace, copy, nakapagkukulay ng nakapagpipinta at kakayahan(SEKPP-Ib- aalagasahayop(KMKP
and write iba’tibangbagay o nakapagkukulay ng 1) Kom-00-5)
different gawain. (SKMP-00-2) iba’tibangbagay o  ••Naisasagawaangmga  ••Nakaguguhit,
strokes:  Trace, copy, and write gawain. (SKMP-00-2) sumusunodnakasanaya nakapagpipinta at
scribbling (free different strokes:  Nakapupunit, n: nakapagkukulay ng
hand), straight scribbling (free hand), nakagugupit at pagpilas/paggupit/pag iba’tibangbagay o
lines, slanting straight lines, slanting nakapagdidikitsapagg dikit ng gawain. (SKMP-00-2)
 lines, lines, combination of awa ng collage papel(KPKFM-00-  Tells possible
combination of straight and slanting (SKMP-00-7) 1.3), pagbakat, outcomes of familiar
straight and lines, curves,  Identify objects in the pagkopya ng larawan, events (e.g., what to
slanting lines, combination of environment that has hugis, at wear on a sunny/rainy
curves, straight and curved the same shape as a titik(KPKFM-00-1.4) days, running fast on a
combination of and zigzag (LLKH-00- sphere, cube, cylinder  ••Nabibigyang- wet and slippery
straight and 6) (MKSC-00-3) pansinanglinya, kulay, corridor, etc.)
curved and  Trace, copy, and write hugis at tekstura ng (MKAP-00-5)
zigzag (LLKH- the letters of the magagandangbagayna  Explore simple cause-
00-6) alphabet: straight : gawa ng taotulad ng and-effect
 Trace, copy, lines (A,E,F,H,I L,T), mgasarilinggamit, relationships in
and draw combination of laruan, bote, sasakyan, familiar events and
familiar figures straight and slanting gusali(SKPK-00-2) situations (PNEKE-
(LLKH-00-2) lines (K, M,N, V, W, X,  ••Nakalilikha ng 00-5)
 Trace, copy, Y, Z), combination of iba’tibangbagaysapam  Nakalilikha ng
and write the straight and curved amagitan ng iba’tibangbagaysapam
letters of the lines (B, C, D, G, J, O, malayangpagguhit(SK amagitan ng
alphabet: P, Q, R, S, U), MP-00-1) malayangpagguhit(SK
straight lines rounded strokes with  Nakaguguhit, MP-00-1)
(A,E,F,H,I L,T), loops (LLKH-00-3) nakapagpipinta at  Nakaguguhit,
combination of nakapagkukulay ng nakapagpipinta at
straight and iba’tibangbagay o nakapagkukulay ng
slanting lines gawain. (SKMP-00-2) iba’tibangbagay o
(K, M, N, V, W,  Nakapupunit, gawain. (SKMP-00-2)
X, Y, Z), nakagugupit at  Trace, copy, and
combination of nakapagdidikitsapagg write different
straight and awa ng collage strokes: scribbling
curved lines (B, (SKMP-00-7)
C, D, G, J, O, P,
(free hand), straight
 Talk about the details
lines, slanting lines,
Q, R, S, U), of an object/picture
rounded strokes like toys, pets, foods,
combination of
with loops places (LLKOL-Id-4) straight and slanting
(LLKH-00-3)  Express thoughts, lines, curves,
 Name the places feelings, fears, ideas, combination of
and the things wishes, and dreams straight and curved
found in the (LLKOL-Ig-9) and zigzag (LLKH-
classroom,  articipate actively in a 00-6)
school and dialog or conversation  Trace, copy, and write
community of familiar topics the letters of the
(LLKSS-00-2) (LLKOL-00-10) alphabet: straight
 Natutukoyangib
 a’tibanglugarsa  ••Express simple ideas lines (A,E,F,H,I L,T),
komunidad(KM through symbols (e.g., combination of
KPKom-00-3) drawings, invented straight and slanting
spelling) (LLKC-00-1) lines (K, M, N, V, W,
 Name common X, Y, Z), combination
objects/things in the of straight and curved
environment (in lines (B, C, D, G, J, O,
school, home, and P, Q, R, S, U),
community) (LLKV- rounded strokes with
00-1) loops (LLKH-00-3)
 Describe common  Express simple ideas
objects/things in the through symbols (e.g.,
environment based on drawings, invented
color, shape, size, and spelling) (LLKC-00-1)
function/use (LLKV-
00-2)
 Trace, copy,  Put together the pieces  Show respect for  Identify objects that  Identify ways of taking
and write of a puzzle differences in culture are shaped like a care of animals
Learning
different strokes sphere
Checkpoint  race, copy, and
s write the letters
of the alphabet
 Zz is for Zamboanga
Independen  Playdough: This is my city/province
t Activities  Poster: Welcome to ___
 My Beautiful Country
Competenc  Nakaguguhit, nakapagpipinta at nakapagkukulay ng iba’tibangbagay o gawain (dekorasyonsa “name tag”, kasapi ng mag-anak
ies ,gawain ng bawatkasapi ng mag-anak, mgaalaganghayopmgahalamansapaligid) (SKMP-00-2)
 Identify the letters of the alphabet (mother tongue, orthography) (LLKAK-Ih-3)
 Give the sound of each letter (mother tongue, orthography) (LLKAK-Ih-7)
 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)
 Nakapagmomolde ng luwad (clay) sanaisnaanyo(SKMP-00-6)
 Naisasagawaangmgasumusunodnakasanayan: pagmomolde ng luwad (clay), pagbuo ng puzzles (KPKFM-00-1.5)
 Natutukoyangiba’tibanglugarsakomunidad(KMKPKom-00-3)
 Naisasagawaangmgasumusunodnakasanayan: pagbakat, pagkopya ng larawan, hugis, at titik(KPKFM-00-1.4)
 Natutukoyangmagagandangbagaynanakikitasapaligid(SKPK-00-1)
 Nabibigyang-pansinanglinya, kulay, hugis at tekstura ng magagandangbagayna: (a) makikitasakapaligirantulad ng sanga ng puno,
dibuhosaugat, dahon, kahoy; bulaklak, halaman, bundok, ulap, bato, kabibe, at iba pa; (b) gawa ng taotulad ng mgasarilinggamit,
laruan, bote, sasakyan, gusali(SKPK-00-2)
  Nakalilikha ng iba’tibangbagaysapamamagitan ng malayangpagguhit(SKMP-00-1)
 Nakaguguhit, nakapagpipinta at nakapagkukulay ng iba’tibangbagay o gawain (dekorasyonsa “name tag”, kasapi ng mag-anak
,gawain ng bawatkasapi ng mag-anak, mgaalaganghayop, mgahalamansapaligid) (SKMP-00-2)
 Talk about one’s personal experiences/narrates events of the day (LLKOL-Ig-3)
 Express thoughts, feelings, fears, ideas, wishes, and dreams (LLKOL-Ig-9)
 Participate actively in a dialog or conversation of familiar topics (LLKOL-00-10)
 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)
 Natutukoyangiba’tibanglugarsakomunidad(KMKPKom-00-3)
 Naisasagawaangmgasumusunodnakasanayan: pagbakat, pagkopya ng larawan, hugis, at titik(KPKFM-00-1.4)
 Natutukoyangmagagandangbagaynanakikitasapaligid(SKPK-00-1)
 Nabibigyang-pansinanglinya, kulay, hugis at tekstura ng magagandangbagayna: (a) makikitasakapaligirantulad ng sanga ng puno,
dibuhosaugat, dahon, kahoy; bulaklak, halaman, bundok, ulap, bato, kabibe, at iba pa; (b) gawa ng taotulad ng mgasarilinggamit,
laruan, bote, sasakyan, gusali(SKPK-00-2)
 Nakalilikha ng iba’tibangbagaysapamamagitan ng malayangpagguhit(SKMP-00-1)
 Nakaguguhit, nakapagpipinta at nakapagkukulay ng iba’tibangbagay o gawain (dekorasyonsa “name tag”, kasapi ng mag-anak
,gawain ng bawatkasapi ng mag-anak, mgaalaganghayop, mgahalamansapaligid) (SKMP-00-2)
 Talk about one’s personal experiences/narrates events of the day (LLKOL-Ig-3)
 Express thoughts, feelings, fears, ideas, wishes, and dreams (LLKOL-Ig-9)
 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)
Learning  Identify the letter Zz, give its sound, and copy or write Zz.
Checkpoint  Playdough creations reflect actual places/objects in the community
s  Copy or write the name of their city/province and if they are able to draw places and objects they see around
Transition The teacher reminds the learners about the time left in Work Period Time 1 around 15 minutes before Meeting Time 2. After 10 minutes,
to Meeting 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
Time 2 countdown may be used.
Meeting Time 2
Questions/ Word Wall: Word Wall: Poem: Kapaligiran Share their culture Poem: Kapaligiran
Activity city/province Philippines/Pilipinas portraits Poem: Mundo ay
Poem: Kapaligiran Poem: Kapaligiran Bilog, Kapaligiran
Transition 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
to Recess their hands. Encourage sharing especially if not all children have food.
Supervised Recess
Transition 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
to Quiet trash bin, wash their hands, brush their teeth, change their wet clothes, and have their Quiet Time.
 Time
Quiet Time
Transition 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
to Story are ready, the teacher proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Time
Story Time
Story AngAlamat ng Magellan AngAlamatniMariangMak Si Zenia Sa Kagubatan Si Zenia Sa Kagubatan
Kasoy iling (Part 1) (Part 2)
Theme Any age and Any age and culturally Any age and culturally “Si ZeniasaKagubatan” “Si ZeniasaKagubatan”
culturally appropriate story about the appropriate story about the Part 1 Part 2
appropriate story Philippines Filipinos / cultural groups By NanelynBontoyan By NanelynBontoyan
about the history or in the Philippines
legend of the
city/province
Pre-reading  Define difficult  Define difficult words.  Define difficult words.\  Define difficult words.  Define difficult words.
Activity words.  Motivation question:  Motivation question:  Motivation question:  Motivation question:
 Motivation Which country do we How is our cultural What plants and animals Why do we need to
question: What is live in? group called? do you see around? plants trees?
the name of our  Motive question: How  Motive question: How is  Motive question: What  Motive question: Why
city/province? did the Philippines the cultural group in the plants and animals do are plants needed in the
 Motive question: become a country? story called? you think are in the story?
Where did the story?
name of our
city/province
come from?
During Ask comprehension questions.
Reading
Post  Can you retell  How did the Philippines  How is the cultural  What do you think the  Why are plants needed
Reading how our become a country? group in the story people should do after in the story?
city/province got  What do you like about called? the calamity?  What can you do to help
its name? the Philippines?  How do you feel about save the environment?
belonging to this
cultural group?
 What makes you
unique?
 What is the beginning
sound of the cultural
group’s name?
Transition After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any
 to Work questions, and tells the learners to join their group and do the assigned tasks.
Period 2
Work Period 2
Teacher- City/Province Philippine Symbols 1-10 Pictographs 1-10 Sphere Hunt Building 3D Shapes
Supervised Patterns
Activity
 Complete  Count objects with one-  Collect data on one  Recognize simple shapes  Nakapagmomolde ng
patterns (MKSC- to-one correspondence variable (e.g., sex /boys in the environment luwad (clay)
00-19) up to quantities of 10 or girls) through (MKSC-00-1) sanaisnaanyo(SKMP-
 Reproduce and (MKC-00-7) observation and asking  Identify two to three 00-6)
extend patterns  Read and write questions (MKAP-00-1) dimensional shapes like  Naisasagawaangmgasu
(MKSC-00-20) numerals 0 to 10 (MKC-  Create simple square, circle, triangle, musunodnakasanayan:
 Create own 00-3) pictographs (MKAP-00- and rectangle (MKSC- pagmomolde ng luwad
Competenc patterns (MKSC-  Match numerals to a set 2) 00-2) (clay), pagbuo ng
ies 00-21) of concrete objects from  Discuss simple  Identify objects in the puzzles (KPKFM-00-
 Transform/transl 0 to 10 (MKC-00-4) pictographs (MKAP-00- environment that has the 1.5)
ate patterns from 3) same shape as a sphere,  Identify objects in the
one form to  Answer questions about cube, and cylinder environment that has
another (MKSC- the details in a (MKSC-00-3) the same shape as a
00-22) pictograph (LLKSS-00- sphere, cube, cylinder
1) (MKSC-00-3)
 Complete,  Read and write  Create and discuss  Identify two to three  Make their own 3d
Learning reproduce and numerals 1 to 10 simple pictographs, as dimensional shapes shapes using
Checkpoint extend patterns well as answer playdough
s questions about the
details in a pictograph
 3D Shapes
Independen  Pretty Patterns
t Activities  It’s a Match: Numbers and Animals (1-10)
 Number Concentration: Flags (1-10)
Competenc  Naisasagawaangmgasumusunodnakasanayan: pagbakat, pagkopya ng larawan, hugis, at titik(KPKFM-00-1.4)
ies  Identify objects in the environment that has the same shape as a sphere, cube, cylinder (MKSC-00-3)
 Trace, copy, and write different strokes: scribbling (free hand), straight lines, slanting lines, combination of straight and slanting
lines, curves, combination of straight and curved and zigzag (LLKH-00-6)
 Trace, copy, and draw familiar figures (LLKH-00-2)
 Describe common objects/things in the environment based on color, shape, size, and function/use (LLKV-00-2)
 Create own patterns (MKSC-00-21)
 Transform/translate patterns from one form to another (MKSC-00-22)
 Read and write numerals 0 to 10 (MKC-00-3)
  Count objects with one-to-one correspondence up to the quantities of 10 (MKC-00-7)
 Match numerals to a set of concrete objects from 0-10 (MKC-00-4)
Learning  Create their own patterns, and transform / translate patterns from one form to another
Checkpoint  Match numerals to a set of objects up to 10
s Identify objects in the environment that has the same shape as a sphere, cube, and cylinder
TransitionThe teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor/Outdoor Games. After 10
tominutes, the teacher tells the learners to start packing away the materials they used and be ready for Indoor/Outdoor Games. A transition
Indoor/Out song or countdown may be used.
door
Games
Indoor/ Outdoor Games
Unstructured Free Bataan, Batanes, Unstructured Free Play Pass the Ball Unstructured Free Play
Activities Play Batangas,
Competenc  Nakasasalisamgalaro  Nakasasalisamgalaro
ies o o
anumangpisikalnagaw anumangpisikalnagaw
ain at ain at
iba’tibangparaan ng iba’tibangparaan ng
pag-eehersisyo pag-
(KPKPF-00-1) eehersisyo(KPKPF-
 Nagagamitangmga 00-1)
kilos lokomotor at di-  Nakapagsisimula ng
lokomotorsapaglalaro laro(SEKPKN-00-1)
, pag-eehersisyo,  Nakikipaglarosadalaw
pagsayaw(KPKGM- ao
Ig-3) tatlongbatagamitangis
 Naipakikitaangpagpa anglaruan(SEKPKN-
pahalagasamaayosna Ig-2)
pakikipaglaro:  Nagagamitangmga
pagigingmahinahon, kilos lokomotor at di-
pagsang- lokomotorsapaglalaro,
ayonsapasiya ng pag-eehersisyo,
nakararami/reperi, pagsayaw(KPKGM-
pagtanggap ng Ig-3)
pagkatalonangmaluw  Naipakikitaangpagpap
agsakalooban, ahalagasamaayosnap
pagtanggap ng akikipaglaro:
pagkapanalonang pagigingmahinahon,
may pagsang-ayonsapasiya
 kababaangloob(KAK ng nakararami/reperi,
PS-00-19) pagtanggap ng
pagkatalonangmaluwa
gsakalooban,
ppagtanggap ng
pagkapanalonang may
kababaangloob(KAKP
S-00-19)
 Natutukoyangkahalag
ahan ng pagpapakita
ng positibongpag-
uugalisaharap ng
hindiinaasahangpangy
ayaritulad ng
pagkatalosalaro, atbp.
(SEKPSE-00-8)
 Naipakikitaangkahand
aangsumubok ng
bagongkaranasan(SE
KPSE-IIIc-6)
 Identify the positions
of objects using “in,”
“on,” “over,”
“under,” “top,” and
“bottom” (MKSC-00-
12)
Learning
Checkpoint The teacher checks if the learners know the positions “in,” “on,” “over,” “under,” “top,” and “bottom”
s
Transition 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
to Meeting up activities in Meeting Time 3. A transition song or countdown may be used.
Time 3
Meeting
Time 3
Learner talks about Learner talks about their Learner talks about the Learner talks about the Learner talks about how to
what city/province country. people who live in the different features of the take care of their country.
Activities or region does Philippines. Philippines.
his/her community
belong to?
Wrap-Up  The teacher  The teacher takes note  The teacher takes note  The teacher takes note  The teacher takes note
Questions / takes note if the if the learners are able if the learners are able if the learners are able if the learners are able
Activity learners are to identify the to identify Filipino as to give some of the to give details on how
able to name Philippines and point the people of the different beautiful they can contribute in
and describe to the map his/her Philippines, and places in the keeping the
their city/province or identify him/herself as Philippines and some Philippines nice and
city/province or region. being Filipino. of the unique cultural beautiful.
region. features.
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?