Kindergarten School BANISIL CENTRAL ELEMENTARY SCHOOL Teaching Dates April 4 – 8, 2022

Daily Lesson Log Teacher JOIRENE L. HERMAN Week No. 6

Content Focus Rote Count Up to 20 Quarter 3
Most Essential
Learning Competency  Rote count up to 20 (MKSC-00-12)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME (APRIL 4,2022) (APRIL 5, 2022) (APRIL 6, 2022) (APRIL 7,2022) (April 8, 2022)
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 Dapat tayong maging maingat Maaari nating gamitin ang Mahalaga ang pagbibilang sa Sa pamamagitan ng Ang letrang Yy ay binubuo
sa pagbibilang upang mas ating mga daliri upang panuro ating pang-araw-araw na pagbabakat at pagbibilang ay ng malaki at maliit na letra.
maayos at tama ang bigkas ng habang tayo ay nagbibilang. pamumuhay dahil ito ay mas natatandaan natin ang Maraming salita ang
bawat bilang. Gumagamit rin tayo ng mga nagagamit natin tuwing tayo konsepto ng numero. nagsisimula sa letrang Yy,
mata sa pagkilala ng anyo ng ay bibili, magbabayad, halimbawa nito ay yero,
Ipakita ang bilang 1 (isa) bawat bilang at bibig naman magsusukli at magsusukat. yeso, yelo, yakap at iba pa.
hanggang 20 (dalawampu). sa pagbigkas ng pangalan ng
Sasabayan ng bata ang guro mga numero. Ipakita ang larawan at
sa pagbibilang. pangalan ng bawat salitang
Ipagamit sa bata ang nabanggit.
hintuturo habang binibigkas
nito ang bawat bilang.

Questions  Ano ang bilang bago ang  Ano ang bilang pagkatapos  Sino sa inyo ang  Anong mga linya ang  Ano pa ang mga salitang
lima? Siyam? Labing-apat? ng isa? Siyam? nasabukan nang bumili sa ginagamit sa pagsulat ng nagsisimula sa letrang
Labinsiyam? tindahan? bilang 1? 2? 3? Yy?

(Maaaring gumamit ng iba
pang bilang upang masanay
ang bata.)
(Maaaring gumamit ng iba
pang bilang upang masanay
ang bata.)
(Maaaring gumamit ng iba (Maaaring isulat sa pisara
(Maaaring gumamit ng pang bilang.) ang sagot ng mga bata.)
perang barya sa pagbilang.
Isa-isang ipapakita ito ng
guro habang binibilang ng
mga bata.)
 Competencies  Rote count up to 20. (MKSC-00-12)
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 Syllable Clapping Introduce Letter Yy Letter Match Beginning Sound Substitution Letter Yy Lacing
Activity Spot the Letter Yy
KTG, page 373 KTG, page 373 KTG, page 374 https://www.youtube.com/
watch?v=pQ3nznPoU1w
 Tell the number of  Identify the sounds of  Identify the letters of the  Identify the sounds of  Identify the letter of the
syllables in given spoken letters orally given alphabet (mother tongue, letters orally given alphabet (mother
words (LLKPA-Ig-1) orthography) (LLKPA-Ig-1) tongue, orthography)
(LLKPA-Ig-8)  Identify several words (LLKAK-Ih-3) (LLKAK-Ih-3)
that begin with the same  Give the sound of each
sound as the spoken word letter (mother tongue,
Competencies
(LLKPA-Ig-7) orthography)
 Name objects that begin (LLKAK-Ih-7)
with a particular letter of  Match the letter sound to
the alphabet (LLKV-00- its letter form
5) (LLKAK-Ih-5)

 Count and clap the  Find the letter Yy in the  Match the sound with the  Substitute the first letter  Lace yarn on letter Yy
number of syllables in picture. letter. of the word with the letter cutout.
Learning Checkpoints
every given word. Yy. Recognize and read
new form words.
 Writing Letter Yy
Independent  Letter Yy Mosaic
Activities  Picture Puzzle
 Color by Letter (Worksheet)
 Pagbakat, pagkopya ng larawan, hugis at titik (KPKFM-00-1.4)
 Naisasagawa ang pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
 Naisasagawa ang sumusunod na kasanayan; pagbuo ng puzzles (KPKFM-00-1.5)
Competencies  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)
 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 Yy: Recognize and write letter Kk.
 Letter Yy Mosaic: Cut and paste pieces of paper to create a letter Kk mosaic.
Learning Checkpoints
 Picture Puzzle: Complete picture puzzles whose names start with the letter Yy.
 Color by Letter (Yy): Recognize and color big and small letter Yy.
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  Ask the learners to give Song: The Letter Yy Song  Ask the learners to give  Ask the learners to give Song: The Letter Yy Song
another word and count its other words that start with other words that start with
syllables. https://www.youtube.com/ the letter Yy (Tagalog the letter Yy (English https://www.youtube.com/
watch?v=L8PdL8ydI28 words). words). watch?v=L8PdL8ydI28

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 Aling Oktopoda at ang Si Aling Oktopoda at ang Sandosenang Sapatos Sandosenang Sapatos Mahabang-Mahabang-
Walong Munting Pugita Walong Munting Pugita Mahaba

Pre-reading Activity  Define difficult words.  Define difficult words  Define difficult words.  Define difficult words.  Define difficult words.
using pictures.
 Have you ever seen an  Who among you love to  Use pictures of different  Motivation: How many
octopus? have a new pair of shoes? pairs of shoes. letters are there in your
name?
 How many tentacles does  How many pairs of shoes  How many pairs of
an octopus have? do you have at home? shoes do we have?  Motive: Compare who
among the learners has
the longest name.
During Reading Ask comprehension questions.
Post Reading  How many children does  Sequence the story. Which  What is the father’s job in  Sequence the story. Which  Who gave the name of the
Aling Oktopoda have? happened first? Next? the story? happened first? Next? boy in the story?
Last? Last?
 What happened to her  What have you learned in  Why does the boy have a
children? the story? very long name?
 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)
Teacher-Supervised Missing Numbers Touch and Say Counting Numbers with Tracing Numbers Number Match
Activity Concrete Objects
 Identify the numbers that  Recognize and identify  Count objects with one-  Read and write numerals  Match numerals to a set
comes before, after, or in numerals to-one correspondence (MKC-00-3) of concrete objects
between. (MKC-00-2) (MKC-00-7)  Trace, copy, and draw (MKC-00-4)
Competencies (MKC-00-5)  Rote count up to 20  Recognize and identify familiar figures
(MKSC-00-12) numerals (LLKH-00-2)
(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 learners were able to learners were able to learners were able to the learners were able
Learning Checkpoints identify missing numbers. read numerals. count objects up to the trace numbers. to match a set of objects
quantity of 20. to their corresponding
number.
 Block Play
Independent  Number Playdough
Activities  Number Book (0-8)
 Grab Counting
 Naisasagawa ang mga sumusunod na kasanayan; pagmomolde ng luwad (clay) (KPKFM-00-1.5)
 Nakakagawa ng modelo ng mga pangkaraniwang bagay sa paligid: dahoon, bato, buto, patpat, tansan, atbp. (SKMP-00-3)
 Rote-count up to 20 (MKSC-00-12)
Competencies
 Read and write numerals (MKC-00-3)
 Count objects with one-to-one correspondence (MKC-00-7)
 Recognize and identify numerals (MKC-00-2)
 Block Play: The teacher checks if the learners are able to create a model using blocks.
 Number Playdough: The teacher checks if the learners are able to fill circles with corresponding numbers using clay or playdough.
Learning Checkpoints
 Number Book (0-8): The teacher checks if the learners are able to draw objects according to the given number.
 Grab Counting: The teacher checks if the learners are able to count the objects inside the paper bags.
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)
Activities Fun indoors Fun indoors Fun indoors Fun indoors Fun indoors
Competencies  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
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 which can be recognized, classified, and sorted by sizes and lengths.
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  The learners talk about the  The learners talk about the  The learners talk about the Song: The Letter Yy Song
Activities proper way of counting. senses used in counting situations where they can proper way of tracing
numbers. use counting. numerals.
Wrap-Up Questions/  The teacher takes note if  The teacher takes note if  The teacher will take note  The teacher takes note if  The teacher takes note if
Activity the learners are able to the learners are able to if the learners are able to the learners are able to the learners are able to
count numbers 0-20. point and read numbers 0- use counting numbers in trace numbers. give the sound of the
20. specific situations. letter Yy.
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 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 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?