DAILY LOG LESSON PLAN / WEEKLY LEARNING PLAN FOR KINDERGARTEN WITH PSS AND HG INTEGRATION

Grade KINDERGARTEN- APPLE AND GRAPES

School Level/Section
Teacher ELVIE ORDENIZA-OMAR Session MORNING AND AFTERNOON
Content Focus We care for the environment.
Sub Topic  We have plants in the environment. Date MAY 1-5, 2023
 Plants have different parts.
 The parts of the plants have functions.
 Plants help us in many ways. Plants provide
 Plants help us in many ways. Plants are used as
Integration  (PSS Activity) Quarter 4 Week 2/ 32
 Homeroom Guidance
Content Standards Performance Standards MELC CODE
The child The child shall be able • Name common plants PNEKP-IIa-7
demonstrates an to communicate the • Observe, describe, and examine PNEKP-IIb-1
understanding of usefulness of plants and common plants using their senses PNEKP-IIb-8
characteristics and practice ways to care for • Group plants according to certain PNEKP-IIb-2
growth of common them characteristics, e.g., parts, kind, habitat PNEKP-IIIf-4
plants • Identify needs of plants and ways to
care for plants
• Identify and describe how plants can
be useful
1. Name common plants,
OBJECTIVES 2. Observe, describe and examine common plants
3. Group plants according to certain characteristics, e.g., parts, habitat
4. Identify the needs of plants and ways to care for plants,
5. Describe how plants can be useful; and
6. Appreciate the different plants around us
Personal and Social Development, Communication and Language, Literacy, Numeracy, Physical and Natural environment, Expressive arts and
Learning Area Design, Physical Development

1. K to 12 Most Essential Learning Competencies

References 2.National Kindergarten Curriculum Teacher’s Guide
3. Homeroom Guidance
4.Psychosocial Support Activity for Teachers and learners
 MONDAY
FRIDAY
(MAY 1, 2023 ) TUESDAY WEDNESDAY THURSDAY
BLOCKS OF (MAY 6, 2023 )
HOLIDAY (MAY 2, 2023 ) (MAY 3, 2023 ) (MAY 5, 2023 )
TIME
Arrival Time
(7:30- 7:40)AM
(12:30-12:40) PM
National Anthem National Anthem National Anthem National Anthem National Anthem
Opening Prayer Opening Prayer Opening Prayer Opening Prayer Opening Prayer
Exercise Exercise Exercise Exercise Exercise
Kumustahan Kumustahan Kumustahan Kumustahan Kumustahan
Routine
Attendance Attendance Attendance Attendance Attendance
Activities
Kantahan Kantahan Kantahan Kantahan Kantahan
Balitaan Balitaan Balitaan Balitaan Balitaan
Setting of Standards Setting of Standards Setting of Standards Setting of Standards Setting of Standards
Rubrics Presentation Rubrics Presentation Rubrics Presentation Rubrics Presentation Rubrics Presentation
HOMEROOM
GUIDANCE
ACTIVITY Quarter 4: Week 10– Get Involved!
INTEGRATION
Meeting Time 1
(7:40- 7:50) AM
(12:40-12:50) PM
Messages Message: Message: Message: Message: Message:

We have plants in the Plants have different parts. The parts of the plants Plants help us in many Plants help us in many
environment. have functions. ways. Plants provide food. ways. Plants are used as
medicine and provide
material for making
objects.

Questions Ask: Ask: Ask: Ask: Ask :

What are the parts of a
Can you name some plants plant? Plant Parts Puzzle What are the functions of the What food do we get from
in the environment? roots? stem or trunk? leaves? plants?What is your favorite What plants are used as
Mapping flowers? fruits?Plant Parts fruit/vegetable?Song: Fruit medicine? What objects are
Functions Salad Song / Gulay ay made from plants?
 Kailangan 1.

PSST ACTIVITY “How are you today?”

INTEGRATION (See PSYCHOSOCIAL SUPPORT ACTIVITY PACK)p11
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
Transition to
allotted time. (USING VERBAL CUE/S)
Work Period 1
Work Period 1
(7:50-8:35)AM
(12:50-1:35)PM
Teacher- Kamote at Saging (cooking
Supervised Experiment: Monggo Seed Nature Trip Parts of the Plant and activity) It’s A Match!
Activity Functions Kalamansi juice

Learning
Checkpoints Know the days of the Know the parts of the Identify the parts of the plant Identify how plants can be Identify how plants can be
week plant and their functions useful useful

Use the spoon and fork

properly

 Plant Race  Plant Race

 How Many  Plant Race  Plant Race  How Many  Plant Race
Independent Syllables?  How Many  How Many Syllables?  How Many
Activities  Garden Letters Hunt Syllables? Syllables?  Garden Letters Hunt Syllables?
 Leaf Rubbing  Garden Letters Hunt  Garden Letters Hunt  Leaf Rubbing  Garden Letters Hunt
 Leaf Rubbing  Leaf Rubbing  Leaf Rubbing

Learning
Checkpoints
 Name common plants
 Identify and describe the uses of plants
 Name the beginning letter of a word
 Sequence the letters from a-z
 Count syllables correctly
 Match upper and lower case letters
 Notice the symmetry / patterns in leaves
 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
Transition to
the 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. (USING
Meeting Time 2
VERBAL CUE/S)
Meeting Time 2
(8:35-8:45)AM
(1:35-1:45)PM
Poem: Halaman sa Talk about the Nature Trip ( Prepare the Kamote at
Questions/ Kapaligiran activity and what plants the Pretend to be the parts of the Saging, Kalamansi juice for
Activity learners saw outside. plant – roots sip nutrient Recess
from the ground, stem holds Song: Fruit Salad Song /
the plant upright, leaves Gulay ay Kailangan
sway in the wind

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 hands.
Health 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. ((USING VERBAL CUE/S)
Supervised Let the learners do the following before taking snacks/ food.
RECESS  Washing hands
(8:45-9:00)AM  Pray
(1:45-2:00)PM  Eat
 Clean the area

Health Break/Quiet Time/ Nap Time

(9:00-9:10)AM
(2:00-2:10)PM
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
Transition to Story teacher proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Time (USING VERBAL CUE/S)

Story Time
(9:10-9:25)AM
(2:10-2:25)PM
Story Theme: Any age and Theme: Any age and Theme: Any age and Theme: Any age and Theme: Any age and
culturally appropriate story culturally appropriate story culturally appropriate story culturally appropriate story culturally appropriate story
about seeds growing into about plants about parts of the plant about fruits and vegetables about medicine or material
 plants
Pre-reading Activity Define difficult
words.Motivation question:
What are the plants that you
have at home?Motive
question: What are the
plants that are in the story?
During Reading Ask comprehension
questions.
Post Reading What are the plants in the
story?How did the plants
grow?(Show pictures stages
of growth of plants)Arrange
the stages of plant growth.
Transition to After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and
Work Period 2 tells the learners to do their assigned tasks within the allotted time. (USING VERBAL CUE/S)
Work Period 2 Song: Mr. Sun
(9:25-10:05)AM
(2:25-3:05)PM
Teacher-
Seeds Around Us
Supervised
Activity
Sort and classify objects
according to an observable
Learning
attribute/property
Checkpoints
Independent
Define difficult
words.Motivation question:
What are the plants in
school?Motive question:
What are the plants in the
story?
Ask comprehension
questions.
What are the plants in the
story?Give words that rhyme story. Describe the plant in
with the names of the plants. the story.What are the
Song: Magtanim ay Di Biro
Leaf Seriation
Arrange objects one after
another in sequence
according to a given
attribute (size, length)
(long/longer/longest)
Define difficult
words.Motivation question:
What is your favorite plant?
Describe that plant.Motive
question: What does the
plant look like?
Ask comprehension
questions.
What is the plant in the the
different parts of the plant?
Song: Ang mga Orchids
Origami Flowers
Divide a whole paper into
two or four equal parts
Define difficult
words.Motivation question:
What fruits and vegetables
do you eat?Motive question:
What fruits and vegetables
are in the story?
Ask comprehension
questions.
What are the fruits and
vegetables in the story?
Which parts of the fruits and
vegetables can be eaten?
Poem: Salamat Sa ‘Yo
Hangin
Plant Graph
Write numerals 0 to 10
from plants
Define difficult
words.Motivation question:
What things do you see
around that are made from
plants?Motive question:
What object in the story are
made from plants?
Ask comprehension
questions.
What objects in the story are
made of plants?How else do
plants help us?What are the
beginning sounds of the
different objects made of
plants?
Rhyme: Kinder Gardener
Chant
Measuring Monggo Plant
Compare objects based
on their height and
identify the 1st, 2nd,
3rd, up to 10th object
in a given set
 1. Comparing Number  Comparing Number  Comparing Number  Comparing Number  Comparing Number
– Plants – Plants – Plants – Plants – Plants
2. Roll, Add and Build -  Roll, Add and Build  Roll, Add and Build  Roll, Add and Build  Roll, Add and Build
Activities Plants – Plants – Plants – Plants – Plants
3. Three In A Row  Three In A Row  Three In A Row  Three In A Row  Three In A Row
4. Parts and Functions  Parts and Functions  Parts and Functions  Parts and Functions  Parts and Functions
Memory Game Memory Game Memory Game Memory Game Memory Game

 Compare two groups of objects and identify which is more or less, or if they are equal
Learning  Use a variety of materials and communicate strategies used to determine answers to addition problems and add quantities up to 10 using concrete
Checkpoints objects
 Demonstrate beginning understanding of multiplication and division
 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

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 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
Indoor/ Light countdown may be used.
Physical Activity

Indoor/Outdoor Activity
(10:05-10:25)AM
(3:05-3:25) PM

10 Little Beans The Falling Leaves Kalamansi Relay One Potato Free Play: In the Garden
Activities

Learning Identify the 1st, 2nd, 3rd, up Count objects with one-to-
Checkpoints to 10th object in a given set one correspon-dence up to Identify the number that
quantities of 5 comes before, after, or in
between

Transition to 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-
 Meeting Time 3 up activities in Meeting Time 3. A transition song or countdown may be used. (USING VERBAL CUE/S)
Meeting Time 3 The learners name different The learners describe the The learners describe the The learners describe how The learners describe how
(10:25-10:30)AM plants in the environment. different parts of the plant. functions of each part of the plants help us. plants help us.
(3:25-3:30)PM plant.

Wrap-Up The teacher takes note if the
Questions/ Activity learners are able to give the
name or identify different
kinds of plants.
The teacher takes note if the
learners are able to iname
and point correctly the
different parts of the plant.
The teacher takes note if the
learners are able to
articulate the use of each
part of the plant for its
growth.
The teacher takes note if the
learners are able to give
different ways we use or the
roles of the plants in our
lives.
The teacher takes note if the
learners are able to give
different ways we use or the
roles of the plants in our
lives.

Dismissal Routine Using Verbal cue/s the leaners shall

 Fixing things inside the classroom.

 Return the chairs and table arrangement
Activities  Put the trash in the garbage
 Full in line
 Do hand signal and gestures- (Teacher and Learner/s bonding)
REMEDIATION
(10:30-11:30)AM Writing, Reading and Numeracy Remediation
(3:30-4:30)PM Learners who need follow up and need intervention will undergo remediation.

Performance Task Checklist: Rewards Remarks

1. Do the task given?
(Yes or No)
2. Use proper materials to do the task or specific 5 stars Superb!
job? (Yes or No)
3. Demonstrate the proper actions.
(Yes or No)
4. Produce a passable quality of works?
 (Yes or No)
5. Do the task on time? 3-4 stars Believe in yourself! You can do it!
(Yes or No)

1-2 stars One more try!

FEEDBACKING

LEARNER/S LEARNING MONITORING PLAN

Name of learner/s Learning Intervention Strategies Monitoring

Learner’s Needs
Area Provided Date
 Insignificant Significant
Mastery
Progress Progress

REMARKS
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
REFLECTION 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?

Prepared by: Attested by: Noted by:

Teacher III MT-I Principal II