Kindergarten School Lipay Elementary School - Palauig District - SDO Zambales Teaching Dates

Daily Lesson Log Teacher Arjay S. Fariñas Week No. 9

Content Focus Kahalagahan ng Pag-iingat sa Sarili sa Loob at Labas ng Tahanan Quarter 3
Most Essential Nakikilala ang kahalagahan ng mga tuntunin: pag-iwas sa paglalagay ng maliit na bagay sa bibig, ilong, at tainga, hindi
Learning Competency paglalaro ng posporo, maingat na paggamit ng matutulis/matatalim na bagay tulad ng kutsilyo. Tinidor, gunting,
maingat na pag-akyat at pagbaba sa hagdanan, pagtingin sa kaliwa’t kanan bago tumawid sa daan, pananatiling
kasama ng nakatatanda kung nasa matataong lugar (KPKPKK-Ih-3)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME
Arrival Time
(8:00-8:10)
National Anthem National Anthem National Anthem National Anthem National Anthem
Opening Prayer Opening Prayer Opening Prayer Opening Prayer Opening Prayer
Routine Exercise Exercise Exercise Exercise Exercise
Activities Kumustahan Kumustahan Kumustahan Kumustahan Kumustahan
Attendance Attendance Attendance Attendance Attendance
Balitaan Balitaan Balitaan Balitaan Balitaan
Meeting Time 1
(8:10-8:20)
Messages Ang paglalagay ng anumang Ang posporo, lighter at Ang paghawak ng matatalim Ang pag-akyat at pagbaba sa Ang letrang Ww ay binubuo
bagay sa bibig, ilong, at kandila ay mga bagay na at matutulis na bagay tulad ng hagdan ay kailangan ng lubos ng malaki at maliit na letra.
tainga ay dapat iwasan upang hindi dapat hinahawakan o kutsilyo, gunting, karayom at na pag-iingat. Sa pagtawid sa Nagsisimula sa letrang Ww
makaiwas sa kapahamakan. pinaglalaruan. Ito ay tinidor ay hindi ligtas para sa kalsada ay tumigin sa iyong ang mga salitang tulad ng
maaaring pagsimulan ng mga batang katulad mo. Ang kanan at kaliwa, maaari rin walo, watawat, waling-
sunog. patnubay ng nakatatanda ay magpasama sa nakatatanda. waling at walis.
kailangan sa anumang Laging tandan na huwag
gawain. sumama sa mga taong hindi Gumamit ng larawan sa
mo kakilala. pagpapakilala ng letrang
Ww.

Questions  Bakit delikado ang
paglalagay ng anumang
bagay sa loob ng bibig,
ilong at tainga?
 Ano ano ang mga
maaaring mangyari kapag
tayo ay naglaro ng
posporo, lighter at
kandila?
 Bakit kailangan nating  Ano ano mga dapat  Ano ang unang tunog ng
mag-ingat sa paggamit ng tandaan sa pagtawid sa bawat larawan? Bigkasin
mga matatalim at matutulis kalsada? ito.
na bagay?

Competencies  Nakikilala ang kahalagahan ng mga tuntunin: pag-iwas sa paglalagay ng maliit na bagay sa bibig, ilong, at tainga, hindi paglalaro ng posporo, maingat na
paggamit ng matutulis/matatalim na bagay tulad ng kutsilyo. Tinidor, gunting, maingat na pag-akyat at pagbaba sa hagdanan, pagtingin sa kaliwa’t kanan
bago tumawid sa daan, pananatiling kasama ng nakatatanda kung nasa matataong lugar (KPKPKK-Ih-3)
 Identify the letter of the alphabet (LLKAK-Ih-3)
  Identify the sound of letter orally given (LLKPS-Ig-1)
Transition to Work The teacher gives instructions on how to do the independent activities, answers any questions, and tells the learners to do their assigned tasks within the
Period 1 allotted time.
Work Period 1
(8:20-9:05)
Teacher-Supervised I Keep Myself Safe Introduce Letter Ww Letter Ww Hunt Road Sign Coloring Ww Substitute
Activity Spot the Letter Qq KTG, p. 416 KTG, p. 401-402 KTG, p. 416
KTG, p. 400
 Nakikilala ang kahalagahan  Identify the sounds of  Identify the letter of  Nakikilala ang  Identify the sounds of
ng mga tuntunin: pag-iwas letters orally given alphabet (mother tongue, kahalagahan ng mga letters orally given
sa paglalagay ng maliit na (LLKPA-Ig-1) orthography) tuntunin (LLKPA-Ig-1)
bagay sa bibig, ilong, at  Identify several words (LLKAK-Ih-3) (KPKPKK-Ih-3)  Name common objects/
tainga, hindi paglalaro ng that begin with the same  Count objects with one –  Get information from things in the environment
posporo, maingat na sound as the spoken word to-one correspondence simple environmental (LLKV-00-1)
paggamit ng (LLKPA-Ig-7) up to quantities of 10 prints
matutulis/matatalim na  Name objects that begin (MKC-00-7) (LLKSS-00-3)
bagay tulad ng kutsilyo. with a particular letter of  Rote count up to 20
Competencies Tinidor, gunting, maingat the alphabet (LLKV-00- (MKSC-00-12)
na pag-akyat at pagbaba sa 5)  Compare two groups of
hagdanan, pagtingin sa objects to decide which is
kaliwa’t kanan bago more or less, or if they
tumawid sa daan, are equal
pananatiling kasama ng (MKC-00-8)
nakatatanda kung nasa
matataong lugar
(KPKPKK-Ih-3)

 Identify ways on how to  Recognize the letter Ww  Identify the letter Ww in  Copy the color of the  Substitute the beginning
be safe from any form of and its sound and give a group of letters. road signs on the sound of word to /w/.
Learning Checkpoints
danger. words that begin with pictures.
/w/.
 Writing Letter Ww
Independent  Letter Ww Lacing
Activities  Picture Puzzle (Ww)
 Match and Color Letter Ww
 Pagbakat, pagkopya ng larawan, hugis at titik (KPKFM-00-1.4)
 Naisasagawa ang sumusunod na kasanayan; pagbuo ng puzzles (KPKFM-00-1.5)
 Trace, copy and write the letters of the alphabet: combination of straight and slanting lines (K,M,N,V,W,X,Y,Z) (LLKH-00-3)
Competencies
 Identify the letter of the alphabet (LLKAK-Ih-3)
 Identify the sounds of letters orally given (LLKPS-Ig-1)
 Identify the lower case for each upper-case letter or vice versa (LLKH-00-4)
  Writing Letter Ww: Recognize, trace, and write letter Ww.
 Letter Ww Lacing: Lace yarn on Letter Ww cutout.
Learning Checkpoints
 Picture Puzzle (Ww): Complete picture puzzles whose names start with the letter Ww.
 Match and Color Letter Ww: Recognize and color big and small letters Ww.
Transition to Meeting 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
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
(9:05-9:15)
Let the learners present their Let the learners present their Let the learners present their Let the learners present their Let the learners present their
work. work. work. work. work.
Questions/Activity Song: Sampung mga Daliri  Ask the learners to give  Ask the learners to count  Ask the learners to spot the Song: The Letter Ww Song
other words that start with the letters in very given letter Ww in every given
the letter Ww. words. word. https://www.youtube.com/
watch?v=MbUIYnDZZ-M
The teacher commends the learners for the work they did in Work Period Time 1 and tells them to prepare for recess time/health break by sanitizing their
Transition to Health hands.
Break/
Quiet Time After their health break, 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, sanitize their hands, and have their Quiet Time.
Health Break/Quiet Time
(9:15-9:25)
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
Transition to Story
proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Time
Story Time
(9:25-9:55)
Story Si Wako Si Wako Ang Lumang Aparador ni Ang Lumang Aparador ni Ako si Kaliwa, Ako si
Lola Lola Kanan
Pre-reading Activity  Define difficult words.  Define difficult words  Define difficult words.  Use pictures in defining  Define difficult words.
using pictures. difficult words.
 What is your favorite pet?  Do you have a cabinet at  Do you wear slippers/flip-
 Use different pictures of home? flops?
 Have you seen an owl? an owl. Let the learners
count the pictures.
During Reading Ask comprehension questions.
Post Reading  Who are the characters in  Sequence the story. Which  Who are the characters in  Sequence the story. Which  Who are the characters in
the story? happened first? Next? the story? happened first? Next? the story?
Last? Last?
 How will you describe  What did the character  What does Carlo love to
Wako? find inside the cabinet? play with using his
slippers?
  Did Wako learn his lesson?  What have you learned
from the story?  What have you learned
from the story?
Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells
Period 2 the learners to do their assigned tasks with the allotted time.
Work Period 2
(9:55-10:40)
More or Less Spin It Math Equations Problem Solving Mixed up Numbers Number Picking
Teacher-Supervised
KTG, p. 420 KTG, p. 422 KTG, p. 420-421 KTG, p. 407-408 KTG p. 407
Activity
 Add quantities up to 10  Count objects with one-  Solve simple addition and  Compare two groups of  Recognize and identify
using concrete objects to to-one correspondence subtraction number objects to decide which is numerals 0 to 10
represent the concept of up to quantities of 10 stories read by the more or less, or if they (MKC-00-2)
addition. (MKC-00-7) teacher using a variety of are equal
(MKAT-00-8)  Write addition and ways and describe and (MKC-00-8)
subtraction number explain the strategies  Arrange three numbers
sentences using concrete used from least to greatest and
representations (MKAT-00-11) greatest to least
Competencies
(MKAT-00-10) (MKC-00-6)
 Identify the number that
comes before, after, or in
between
(MKC-00-5)
 Recognize and identify
numerals 0 to 10
(MKC-00-2)
 The teacher checks if the  The teacher checks if the  The teacher checks if the  The teacher checks if the  The teacher checks if
learners were able to put learners were able to fill learners were able to learners were able to the learners were able
Learning Checkpoints
together sets to make up in the blanks to write a solve math problems arrange the numbers in to recognize the
9. math equation. using concrete objects. the correct sequence. numerals picked.
 Block Play
Independent  Writing Number 9
Activities  Playdough (9)
 Number Match (0-9)
 Read and write numerals 0 to10 (MKC-00-3)
Competencies  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)
 Block Play: The teacher checks if the learners are able to create a model using blocks.
 Writing Number 9: The teacher checks if the learners are able to write numeral 9.
Learning Checkpoints
 Playdough (9): The teacher checks if the learners are able to put clay or playdough on number 9.
 Number Match (0-9): The teacher checks if the learners are able to match the number symbol to its name.
 Transition to Indoor/ The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor Activity/Light Physical Activity. After 10 minutes,
Light Physical the teacher tells the learners to start packing away the materials they used and be ready for Indoor/Light Physical Activity. A transition song or countdown
Activity may be used.
Indoor Activity/ Light Physical Activity
(10:40-10:55)
Fun indoors Fun indoors Fun indoors Fun indoors Fun indoors
Activities
 Naipakikita ang  Naipakikita ang  Naipakikita ang  Naipakikita ang  Naipakikita ang
pagpapahalaga sa maayos pagpapahalaga sa maayos pagpapahalaga sa maayos pagpapahalaga sa maayos pagpapahalaga sa maayos
Competencies
na pakikipaglaro na pakikipaglaro na pakikipaglaro na pakikipaglaro na pakikipaglaro
(KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19)
Learning Checkpoints  Play manipulative toys or individual game which follows a set rule. Observe safety measures.
Transition to Meeting The teacher tells the learners to help pack away the materials they used in the Indoor Activity/Light Physical Activity time and get ready to do the wrap-up
Time 3 activities in Meeting Time 3. A transition song or countdown may be used.
Meeting Time 3
(10:55-11:00)
 The learners talk about  The learners talk about  The learners talk about  The learners talk about the  The learners talk about
safety precautionary safety precautionary safety precautionary things they need to the name and sound of
Activities measures for keeping them measures to prevent fire measures in using sharp remember while crossing the letter Ww.
safe from any harm. and other accidents from and pointed objects. the street.
using flammable materials.
Wrap-Up Questions/  The teacher takes note if  The teacher takes note if  The teacher takes note if  The teacher takes note if  The teacher takes note if
Activity the learners are able to the learners are able to tell the learners are able to tell the learners are able to tell the learners are able to
learn precautionary the harmful effect of safety measures and the and recognize road signs. name and sound the letter
measures in keeping them playing with flammable harm of using sharp and Ww.
safe from harm. materials. pointed materials.
Dismissal Routine The teacher reminds the learners to sanitize their hands and to always follow the health protocols.

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 that
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 this work?

F. What difficulties did I encounter that 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?