Kindergarten School Juan L.

Bautista Elementary School Teaching Dates September 26-30, 2022

Daily Lesson Log Teacher Jennifer B. Gumarang Week No. 6
Content Focus Ako ay May Katawan Quarter One
Most Essential 1. Recognize symmetry (own body, basic shapes) (MKSC-00-11)
Learning 2. Identify one’s basic body parts (PNEKBS-Id-1)
Competencies

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME
(September 26, 2022) (September 27, 2022) (September 28, 2022) (September 29, 2022) (September 30, 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 Ang bawat isa sa atin ay may Lahat tayo ay may pang- Tayo ay may ibabang bahagi Ang ating puso, baga, atay, Ang ating katawan ay may
itaas na bahagi ng katawan. Ito gitnang bahagi ng katawan. ng katawan. Ito ay ang ating buto, at tiyan ay matatagpuan magkapares na bahagi tulad
ay ang ating mata, ilong, Ito ay binubuo ng ating tuhod, binti, paa sakong, at sa loob ng ating katawan. Ito ng tainga, mata, kamay at
tainga, at bibig. Ginagamit ito balikat, kamay, siko, at tiyan. daliri ng paa. Ito ang ang mga responsable sa paa. Ang ibang bahagi ng
upang magawa ang pang araw- Ito ang tumutulong sa atin tumutulong sa atin upang maayos na koordinasyon ng ating mga katawan ay
araw na gawain. upang tayo ay makagalaw ng tayo ay makalakad, ating katawan. maaaring hatiin sa dalawang
maayos. makatalon at makatakbo. magkapantay na bahagi na
tinatawag na symmetry.

Questions  Ano ang mga matatagpuan  Ano ang mga matatagpuan  Ano ang mga matatagpuan  Ano ang mga matatagpuan  Anong mga bahagi ng
sa itaas na bahagi ng ating sa gitnang bahagi ng ating sa ibabang bahagi ng ating sa loob na bahagi ng ating katawan ang
katawan? katawan? katawan? agting katawan? magkapares?

 Maari mo bang ituro ang  Maari mo bang ituro ang  Maari mo bang ituro ang  Maari mo bang ituro ang
mga ito? mga ito? mga ito? mga ito?

(Gumamit ng larawan
para rito.)

Competencies  Recognize symmetry (own body, basic shapes) (MKSC-00-11)

 Identify one’s basic body parts (PNEKBS-Id-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
Teacher-Supervised Balangkas ng Katawan Hand Tracing Foot Print Body Tracing Poster: What’s Playdough: My Body
Activity (KTG, p. 83) (KTG, p.83) (KTG, p.83-84) inside our body? (KTG, p (KTG, p 84)
84)
 Naisasagawa ang mga  Trace, copy, and write  Nakaguguhit,  Identify one’s basic body  Naisasagawa ang mga
sumusunod na kasanayan: different strokes: nakapagpipinta at parts sumusunod na kasanayan:
pagbakat, pagkopya ng scribbling (free hand), nakapagkukulay ng iba’t (PNEKBS-Id-1) pagmomolde ng luwad
larawan, hugis, at titik straight lines, slanting ibang bagay o gawain  Tell the function of each (clay), pagbuo ng puzzles
(KPKFM-00-1.4) lines, combination of (SKMP-00-2) basic body part (KPKFM-00-1.5)
 Identify one’s basic body straight and slanting lines, (PNEKBS-Id-2)  Nakapagmomolde ng
parts curves, combination of luwad (clay) sa nais na
(PNEKBS-Id-1) straight and curved and anyo (SKMP-00-6)
zigzag  Identify one’s basic body
Competencies
(LLKH-00-6) parts
 Naisasagawa ang mga (PNEKBS-Id-1)
sumusunod na kasanayan:
pagpilas/ paggupit/
pagdikit ng papel
(KPKFM-00-1.3),
pagbakat, pagkopya ng
larawan, hugis, at titik
(KPKFM-00-1.4)
 Trace the outline and  Trace, copy, and write  Stamp their feet  Tell the function of each  Mold playdough into a
Learning Checkpoints identify one’s basic body different strokes basic body part recognizable human
parts figure
 Picture Puzzle (Body Parts)
 Shape Poster: Square
Independent Activities
 People Collage: How do they Move?
 Shadow Match
 Identify one’s basic body parts (PNEKBS-Id-1)
 Naisasagawa ang mga sumusunod na kasanayan: pagtiklop ng papel (KPKFM-00-1.2), pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
 Recognize symmetry (own body, basic shapes) (MKSC-00-11)
 Recognize simple shapes in the environment (MKSC-00-1)
Competencies  Identify two to three-dimensional shapes: square, circle, triangle, rectangle (MKSC-00-2)
 Demonstrate movements using different body parts (PNEKBS-Ic-3)
 Describe the movement of objects like, straight, round and round, back and forth, fast and slow (PNEKPP-00-5)
 Tell which objects/pictures are the same based on color, shape, size, direction, and other details (T-shirt with collar and without collar) (LLKVPD-Id-1)
 Match object, pictures based on properties /attributes in one-to-one correspondence (MKAT-00-1)
Learning Checkpoints  Put together puzzles
 Fold the paper and recognize symmetry in their own body
 Identify two to three-dimensional shapes: square
  Demonstrate movements using different body parts and describe the movement of objects
 Match pictures based on properties /attributes in one-to-one correspondence
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
Questions/Activity Song: Paa, Tuhod Song: I Have Two Hands Song: Hokey Pokey What makes you breathe? Let the learners present their
output.
What body parts are What can you do with your What can you do with your What digests the food that
mentioned in the song hands? feet? you eat?
“Paa,Tuhod?”
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 during 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
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
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 culturally appropriate culturally appropriate culturally appropriate
about being happy. story about being story about the same story about the same story about the same
scared/afraid. letters. numbers. numbers.
 Define difficult words.
 Define difficult words.  Define difficult words.  Define difficult words.  Define difficult words.
 Motivation question: What
are the parts of your body?  Motivation question:  Motivation question: What  Motivation question: Put  Motivation question:
What can you do with your What can you do with can you do with your feet? your hand on your chest. What are the body parts
body? your hands? What can you feel? that you remember in our
 Motive question: What do discussions?
 Motive question: What can Motive question: What will you think the characters  Motive question: What
the characters do with their the characters do with their will do with their feet? will the character feel that  Motive question: What are
bodies? hands? is inside his body? the different parts that
were mentioned in the
story?
During Reading Ask comprehension questions.
Post Reading  What are the body parts  What did the characters  What did the characters  What did the characters  What are the body parts
mentioned in the story? do with their hands? do with their feet? feel inside his body? mentioned in the story?
(grumbling stomach, air
  What did the characters do  What would happen if the  What would have in his chest, the heart  How do these parts work
with their bodies? (Show a characters did not have happened if the beating) together?
picture of an incomplete hands? characters did not have  I will give the names of
body) feet? two body parts. Tell me if
 What are the missing body they have the same
parts? Draw these missing beginning sound.
parts. (Demonstrate how to
identify the beginning
sounds.)
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 within the allotted time.
Work Period 2
Teacher-Supervised Self Portrait Counting body parts Measuring Feet Lungs and Heart Moving Puppet
Activity (KTG, p. 86) (KTG, p. 87) (KTG, p. 87) (KTG, p. 88) (KTG, p. 88)
 Naisasagawa ang mga  Identify one’s basic body  Use nonstandard  Recognize symmetry (own  Identify one’s basic body
sumusunod na kasanayan: parts measuring tools e.g. body, basic shapes) parts
pagbakat, pagkopya ng (PNEKBS-Id-1) length – feet, hand, piece (MKSC-00-11) (PNEKBS-Id-1)
larawan, hugis, at titik  Count objects with one- of string; capacity –
(KPKFM-00-1.4) to-one correspondence up mug/glass; mass – stone,
 Recognize symmetry (own to quantities of 10 table blocks
Competencies body, basic shapes) (MKC-00-7) (MKME-00-1)
(MKSC-00-11)  Naisasagawa ang mga
 Name the five senses and sumusunod na
their corresponding body kasanayan: pagbakat,
parts pagkopya ng larawan,
(PNEKBS-Ic-4) hugis, at titik (KPKFM-
00-1.4)
 Name the five senses and  Count body parts with  Use nonstandard  Recognize symmetry in  Identify one’s basic body
Learning Checkpoints their corresponding body one-to-one measuring tools their own body parts
parts correspondence
 Number Book
 Counting Fingers (addition)
Independent Activities
 Hand Game
 Body Cover All
Competencies  Count objects with one-to-one correspondence up to quantities of 3 (MKC-00-7)
 Read and write numerals 0 to 10 (3) (MKC-00-3)
 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 (3) using concrete objects (MKAT-00-8)
 Tell that the quantity of a set of objects does not change even though the arrangement has changed (i.e., the child should be able to tell that one set of
counters placed in one-to-one correspondence and then rearranged still has the same quantity) (MKSC-00-23)
  Combine elements of two sets using concrete objects to represent the concept of addition (MKAT-00-3)
 Add quantities up to 10 (3) using concrete objects (MKAT-00-8)
 Match object, pictures based on properties /attributes in one-to-one correspondence (MKAT-00-1)
 Count objects with one-to-one correspondence up to quantities of 3
 Read and write numerals 0 to 3
 Combine elements of two sets using concrete objects to represent the concept of addition and add quantities up to 3 using concrete objects
Learning Checkpoints
 Tell that the quantity of a set of objects does not change even though the arrangement has changed
 Match object, pictures based on properties /attributes in one-to-one correspondence
 Identify symmetrical body parts
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
Transition to Indoor/
minutes, 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
Light Physical Activity
countdown may be used.
Indoor Activity/ Light Physical Activity
Nose, Nose Unstructured Free Play Ankle Walk Unstructured Free Play Partners
Activities
(KTG, p. 91) (KTG, p. 91) (KTG, p. 91)
 Identify one’s basic body  Naisasagawa ang mga  Nagagamit ang mga  Naisasagawa ang mga  Naipakikita ang
parts sumusunod na kilos kilos lokomotor sa pag- sumusunod na kilos pagpapahalaga sa
(PNEKBS-Id-1) lokomotor sa pagtugon sa eehersisyo lokomotor sa pagtugon sa maayos na
ritmong mabagal at (KPKGM-Ie-2) ritmong mabagal at pakikipaglaro: pagiging
mabilis (paglakad,  Demonstrate movements mabilis (paglakad, mahinahon, pagsang-
pagtakbo, pagkandirit, using different body pagtakbo, pagkandirit, ayon sa pasiya ng
paglundag/pagtalon, parts. (PNEKBS-Ic-3) paglundag/pagtalon, nakararami/reperi,
paglukso) paglukso) pagtanggap ng pagkatalo
(KPKGM-Ie-2) (KPKGM-Ie-2) nang maluwag sa
 Nagagamit ang mga kilos  Nagagamit ang mga kilos kalooban, pagtanggap ng
lokomotor at di- lokomotor at di- pagkapanalo nang may
lokomotor sa paglalaro, lokomotor sa paglalaro, kababaang loob
pag-eehersiyo, pag-eehersiyo, (KAKPS-00-19)
Competencies
pagsasayaw pagsasayaw  Nakasasali sa mga laro,
(KPKGM-Ig-3) (KPKGM-Ig-3) o anumang pisikal na
gawain at iba’t ibang
paraan ng pag-
eehersisyo (KPKPF-00-
1)
 Nagagamit ang mga
kilos lokomotor at di-
lokomotor sa paglalaro,
pageehersisyo,
pagsasayaw
(KPKGM-Ig-3)
  Point to body parts
Learning Checkpoints  Demonstrate movements using different body parts
 Play cooperatively with a partner
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
 Learners identify their  Learners count the  Learners count their toes.  Learners describe the Learners describe how the
body parts. fingers of their hands. function of their heart, different body parts work
Activities
bones, lungs, and together.
stomach.
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 Principal I