Kindergarten School Juan L.

Bautista Elementary School Teaching Dates September 19-23, 2022

Daily Lesson Log Teacher Jennifer B. Gumarang Week No. 5
Content Focus Ako ay May Damdamin Quarter One
Most Essential 1. Nakikilala ang mga pangunahing emosyon (tuwa, takot, galit, at lungkot) (SEKPSE-00-11)
Learning 2. Tell which two letters, numbers, or words in a group are the same (LLKVPD-Ie-4)
Competencies

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME
(September 19, 2022) (September 20, 2022) (September 21, 2022) (September 22, 2022) (September 23, 2022)
Arrival Time
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
Messages Naipapakita ko aking emosyon o Naipapakita ko aking emosyon May mga bagay na magkatulad May mga bagay na magkatulad May mga bagay na magkatulad
nararamdaman sa iba’t ibang o nararamdaman sa iba’t ibang kagaya ng dalawang kagaya ng dalawang kagaya ng dalawang
paraan. paraan. magkaparehong numero o magkaparehong letra sa isang magkaparehong salita sa isang
bilang sa isang grupo. grupo. grupo.
Ako ay masaya tuwing Ako ay galit tuwing
____________. ____________.

Ako ay malungkot tuwing Ako ay takot tuwing

____________. ____________.

Questions  Sa paanong paraan mo  Ano ang ikinagagalit mo?  Alin sa grupo ng mga bilang  Alin sa grupo ng mga letra  Alin sa grupo ng mga salita
naipapakita ang iyong o numero ang magkapareho? ang magkapareho? ang magkapareho?
nararamdaman?  Ano ang bagay na
kinakatakutan mo? (Use a different set of
 Ano ang nakapagpapasaya sa numbers.) (Use a different set of letters.) (Use a different set of words.)
iyo?

 Ano ang nakapagpapalungkot

sa iyo?
Competencies  Nakikilala ang mga pangunahing emosyon (tuwa, takot, galit, at lungkot) (SEKPSE-00-11)
 Tell which two letters, numbers, or words in a group are the same (LLKVPD-Ie-4)
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 allotted time.
Period 1
Work Period 1
Teacher-Supervised Emotion Stick Puppets Paint Feelings Which Numbers are the Same? Same Letters Recognition Word Match (Worksheet)
Activity (KTG, p. 69) (KTG, p. 69-70) (Worksheet) (Worksheet)
  Nakikilala ang mga
pangunahing emosyon (tuwa,
takot, galit, at lungkot)
(SEKPSE-00-11)
 Naisasagawa ang mga
sumusunod na kasanayan:
pagbakat, pagkopya ng
larawan, hugis, at titik
(KPKFM-00-1.4)
Competencies
 Express thoughts, feelings,
fears, ideas, wishes, and
dreams
(LLKOL-Ig-9)
 Nakikilala ang mga  Tell which two letters,  Tell which two letters,  Tell which two letters,
pangunahing emosyon (tuwa, numbers, or words in a numbers, or words in a numbers, or words in a
takot, galit, at lungkot) group are the same group are the same group are the same
(SEKPSE-00-11) (LLKVPD-Ie-4) (LLKVPD-Ie-4) (LLKVPD-Ie-4)
 Nakalilikha ng iba’t ibang  Recognize and identify  Identify the letters of the
bagay sa pamamagitan ng numerals 0 to 10 alphabet (mother tongue,
malayang pagguhit (MKC-00-2) orthography)
(SKMP-00-1) (LLKAK-Ih-3)
 Nakaguguhit, nakapagpipinta
at nakapagkukulay ng iba’t
ibang bagay o gawain
(dekorasyon sa “name tag”,
kasapi ng mag-anak , gawain
ng bawat kasapi ng mag-anak,
mga alagang hayop, mga
halaman sa paligid) (SKMP-
00-2)

 Recognize the basic emotions  Express their emotions  Identify the same numbers in  Identify the same letters in a  Identify the same words in a
Learning Checkpoints through art a group group group
 Feeling Cubes (KTG, p. 71)
 Find A Match (Feelings) (KTG, p. 71-72)
Independent Activities
 Feelings Collage (KTG, p. 72)
 Food Faces (KTG, p. 72)
 Nakikilala ang mga pangunahing emosyon (tuwa, takot, galit, at lungkot) (SEKPSE-00-11)
 Talk about one’s personal experiences/narrates events of the day (LLKOL-Ig-3)
Competencies  Express thoughts, feelings, fears, ideas, wishes, and dreams (LLKOL-Ig-9)
 Match object, pictures based on properties /attributes in one-to-one correspondence (MKAT-00-1)
 Naisasagawa ang mga sumusunod na kasanayan: pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
 Talk about their personal experiences
 Match pictures in one-to-one correspondence
Learning Checkpoints
 Tear and paste paper to make a collage
 Recognize the basic emotions
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 learners to start
Time 2 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/Activity Song: If You’re Happy and You Let the learners present their Let the learners present their Let the learners present their Song: I Have Feelings
Know It output. output. output. (KTG, p. 78)
(KTG, p. 78)
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 hands.
Transition to Health
Break/
After their health break, the teacher reminds the children to pack away the things they used during recess time, clean up their eating area, throw their trash in the trash bin,
Quiet Time
sanitize their hands, and have their Quiet Time.
Health Break/Quiet Time
 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 proceeds with
Transition to Story Time the pre-reading activities and makes sure that the learners are listening attentively.

Story Time
Story
Pre-reading Activity  Theme: Any age and a  Theme: Any age and  Theme: Any age and a  Theme: Any age and a  Theme: Any age and a
culturally appropriate story culturally appropriate story culturally appropriate story culturally appropriate story culturally appropriate story
about being happy. about being scared/afraid. about the same letters. about the same numbers. about different emotions.

 Define difficult words.  Define difficult words.  Define difficult words.  Define difficult words.  Define difficult words.

 Motivation question: What  Motivation question: What  Motivation question: What  Motivation question: Can we  Motivation question: What
makes you happy? makes you scared/afraid? letters make up your name? count 1 to 10? are you feeling today?

 Motive question: What do you  Motive question: What do  Motive question: Which  Motive question: Where can  Motive question: What do
think are the things that will you think are the things that letters in your name are the we use numbers? you think the characters will
make the people in the story will make the people in the same? feel in the story based on the
happy? story scared/ afraid? picture on the cover?

During Reading Ask comprehension questions.

Post Reading  What made the people happy in  What made the people in the  Who are the characters in  What are the names of the  Who hat did the characters
the story? story scared? the story? characters in the story? feel?

 If you felt sad, what will you do  What can you do so that you  Why do the characters have  What did you learn from the  What made you say so?
to feel happy? will not be scared anymore? the same letters in their story?
names?  How were these feelings
expressed?
Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells the learners to do
Period 2 their assigned tasks within the allotted time.
Work Period 2
Emotions Pattern Playdough Emotions Graphing Emotions Writing Number (2) Hand Game
Teacher-Supervised
(KTG, p. 73) (KTG, p. 74) (KTG, p. 74-75) (KTG, p. 73-74)
Activity
Competencies  Complete patterns  Nakikilala ang mga  Count objects with one-to-  Recognize and identify  Count objects with one-to-
(MKSC-00-19) pangunahing emosyon one correspondence up to numerals 0 to 10 one correspondence up to
 Reproduce and extend patterns (tuwa, takot, galit, at quantities of 10 (MKC-00-2) quantities of 10
(MKSC-00-20) lungkot) (MKC-00-7)  Read and write numerals 0 (MKC-00-7)
 Create own patterns (MKSC- (SEKPSE-00-11)  Compare two groups of to 10  Tell that the quantity of a set
00-21)  Naisasagawa ang mga objects to decide which is (MKC-00-3) of objects does not change
 Transform/translate patterns sumusunod na kasanayan: more or less, or if they are even though the arrangement
from one form to another pagmomolde ng luwad equal has changed (i.e., the child
(MKSC-00-22) (clay), pagbuo ng puzzles (MKC-00-8) should be able to tell that
(KPKFM-00-1.5)  Create simple pictographs one set of counters placed in
 Nakapagmomolde ng luwad (MKAP-00-2) one-to-one correspondence
(clay) sa nais na anyo  Discuss simple pictographs and then rearranged still has
 (SKMP-00-6) (MKAP-00-3) the same quantity)
(MKSC-00-23)
 Add quantities up to 10 using
concrete objects (MKAT-00-
8)
 Complete patterns, reproduce  Mold playdough into  Compare two groups of  Trace and write number 2  Tell that the quantity of a
and extend patterns, create recognizable figures objects to decide which is set of objects does not
their own patterns, and more or less, or if they are change even though the
Learning Checkpoints
transform/ translate patterns equal arrangement has changed
from one form to another  Create and discuss simple
pictographs
 Worksheet: Count and Add (KTG, p. 76)
 Worksheet: Patterns (KTG, p. 76)
Independent Activities
 Same Numbers Spot
 Worksheet: Number Match
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 Recognize the words “put together,” “add to,” and “in all” that indicates the act of adding whole numbers (MKAT-00-26)
 Combine elements of two sets using concrete objects to represent the concept of addition (MKAT-00-3)
 Add quantities up to 10 using concrete objects (MKAT-00-8)
Competencies
 Naisasagawa ang mga sumusunod na kasanayan: pagpilas, paggupit, pagdikit ng papel (KPKFM-00-1.3)
 Complete patterns (MKSC-00-19)
 Tell which two letters, numbers, or words in a group are the same (LLKVPD-Ie-4)
 Match numerals to a set of concrete objects from 0 to 10 (MKC-00-4)
 Combine elements of two sets using concrete objects to represent the concept of addition and add quantities of up to 3 using concrete
 Arrange objects one after another in a series/sequence according to size and describe their relationship (big/bigger/biggest or small/smaller/smallest)
Learning Checkpoints  Understand the number concept of 1-3
 Identify which numbers in a given set are the same
 Match the same numbers
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, the teacher
Light Physical Activity tells the learners to start packing away the materials they used and be ready for Indoor/Light Physical Activity. A transition song or countdown may be used.
Indoor Activity/ Light Physical Activity
Feelings Dance Unstructured Free Play Feelings Hopscotch Unstructured Free Play Feelings Parade
Activities
(KTG, p. 77) (KTG, p. 77) (KTG, p. 78)
Competencies  Naisakikilos ang sariling  Naisasagawa ang mga  Nakikilala ang mga  Naisasagawa ang mga  Nakikilala ang mga
kakayahan sa iba’t ibang sumusunod na kilos pangunahing emosyon sumusunod na kilos pangunahing emosyon
paraan, hal. pag-awit, lokomotor sa pagtugon sa (tuwa, takot, galit, at lokomotor sa pagtugon sa (tuwa, takot, galit, at
pagsayaw, at iba pa ritmong mabagal at mabilis lungkot) ritmong mabagal at mabilis lungkot)
(SEKPSE-If-2) (paglakad, pagtakbo, (SEKPSE-00-11) (paglakad, pagtakbo, (SEKPSE-00-11)
 Nakikilala ang mga pagkandirit,  Nakasasali sa mga laro, o pagkandirit,  Nakasasali sa mga laro, o
pangunahing emosyon (tuwa, paglundag/pagtalon, anumang pisikal na gawain paglundag/pagtalon, anumang pisikal na gawain
takot, galit, at lungkot) paglukso) at iba’t ibang paraan ng paglukso) at iba’t ibang paraan ng
(SEKPSE-00-11) (KPKGM-Ie-2) pag-eehersisyo (KPKPF- (KPKGM-Ie-2) pag-eehersisyo
 Nakagagalaw (martsa,  Nagagamit ang mga kilos 00-1)  Nagagamit ang mga kilos (KPKPF-00-1)
palakpak, tapik, padyak, lokomotor at di-lokomotor  Nagagamit ang mga kilos lokomotor at di-lokomotor  Nagagamit ang mga kilos
lakad, lundag at iba pa) nang sa paglalaro, pag- lokomotor at di-lokomotor sa paglalaro, pag- lokomotor at di-lokomotor
 angkop sa ritmo at indayog eehersiyo, pagsasayaw sa paglalaro, pag- eehersiyo, pagsasayaw sa paglalaro, pag-
bilang tugon sa himig na (KPKGM-Ig-3) eehersisyo, pagsasayaw (KPKGM-Ig-3) eehersisyo, pagsasayaw
napapakinggan/awit na (KPKGM-Ig-3) (KPKGM-Ig-3)
kinakanta  Listen discriminately and
(KPKPF-Ia-2) respond appropriately, i.e.,
 Naisasagawa ang speak loudly/softly when
paggalaw/pagkilos ng asked, asked to adjust
iba’tibang bahagi ng katawan volume of television/radio
sa saliw ng awitin nang may (LLKAPD-Id-6)
kasiyahan (KPKGM-Ia-1)
 Naisasagawa ang mga
sumusunod na kilos lokomotor
sa pagtugon sa ritmong
mabagal at mabilis (paglakad,
pagtakbo, pagkandirit,
paglundag/pagtalon,
paglukso)
(KPKGM-Ie-2)
 Nagagamit ang mga kilos
lokomotor at di-lokomotor sa
paglalaro, pag-eehersisyo,
pagsasayaw (KPKGM-Ig-3)
 Naipakikita ang kawilihan
nang may sariling
interpretasyon sa
himig/tugtuging
napapakinggan
(SKMP-00-10)
 Interpret emotions in music
Learning Checkpoints  Participate actively in games
 Listen discriminately and respond appropriately
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 activities in
Time 3 Meeting Time 3. A transition song or countdown may be used.
Meeting Time 3
 Learners share how they  Learners share what they  Learners identify the same  Learners identify the same  Learners identify the same
express their feelings with the do when they are angry or numbers in a group. letters in a group. words in a group.
Activities people around them. scared.
 Learners share what they do
when they are happy or sad.
Wrap-Up Questions/  The teacher acknowledges the learners’ sharing and encourages them to come back so they can still learn more.
Activity
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 student’s 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 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?

Prepared by: Checked:

JENNIFER B. GUMARANG MARICEL G. CANDIDO

Teacher II Principal I