Kindergarten School Sapang Tagalog Elementary School Teaching Dates December 5-9, 2022

Daily Lesson Log Teacher Amy B. Santos Week No. 5

Content Focus Mga Lugar at Bagay na Makikita sa Silid-Aralan at Paaralan Quarter Second
Most Essential  Name the places and the things found in the classroom, school, and community (LLKV-00-8)
Learning Competencies  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)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME
(December 5, 2022) (December 6, 2022) (December 7, 2022) (December 8, 2022) (December 9, 2022)
Arrival Time
(7:30am-7:40am)
National Anthem National Anthem National Anthem Special Non-Working Holiday National Anthem
Opening Prayer Opening Prayer Opening Prayer Opening Prayer
Routine Exercise Exercise Exercise (Feast of Immaculate Exercise
Activities Kumustahan Kumustahan Kumustahan Concepcion Day) Kumustahan
Attendance Attendance Attendance Attendance
Balitaan Balitaan Balitaan Balitaan
Meeting Time 1
(7:40am-7:50am)
Messages Ang silid-aralan ay may iba’t Maraming bagay ang Ang paaralan ay may ibat- Ang letrang Bb ay kabilang sa
ibang lugar tulad ng palikuran, matatagpuan sa loob ng silid- ibang lugar tulad ng ating alpabeto. May mga salita
reading corner, washing area, aralan tulad ng basahan, baso, principal’s office, guidance na nagsisimula sa letrang Bb
math corner at palaruan. bag, basurahan at iba pa. office, kantina, palaruan, silid- tulad ng bahay, baso, bola,
aklatan at klinika ng paaralan. bato at buto.
(Hikayatin ang mga bata na
magbigay din ng mga bagay
na kanilang nakikita sa loob
ng silid-aralan.)

Questions  Ano ang mga iba’t ibang
lugar sa silid-aralan?
 Maari mo bang ituro kung
saang bahagi ng silid-
aralan matatagpuan ang
mga ito?
 Ano ang mga iba’t ibang
bagay na matatagpuan sa
loob ng silid-aralan?
 Ano ang mga iba’t ibang  Anong mga salita ang
lugar na matatagpuan sa nagsisimula sa letrang Bb?
loob ng paaralan?
(Isulat sa pisara ang sagot
ng mga bata at talakayin
ito pagkatapos.)

Competencies  Name the places and the things found in the classroom, school, and community (LLKV-00-8)
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
Period 1 time.
Work Period 1
(7:50am-8:35am)
Teacher-Supervised Classroom Map Poster: Things Found Inside Campus Tour School Collage
Activity the Classroom
Introduce letter Bb

 Talk about family  Naikukuwento ang mga  Natutukoy ang mga  Naikukuwento ang mga
members…using various ginagawa ng pamilya nang pangangailangan ng ginagawa ng pamilya nang
appropriate descriptive sama-sama pamilya at kung paano sama sama
words (KMKPPam-00-6) nila ito natutugunan (KMKPPam-00-6)
(LLKOL-005)  Give the names of family (KMKPPam-00-7)  Give the names of family
 Give the names of family members…and the roles  Give the names of family members…and the roles
members…and the roles they play members…and the jobs they play..
they play (LLKV-00-6) they do (LLKV-00-6)
(LLKV-00-6)  Collect data on one (LLKV-00-6)  Nakalilikha ng iba’t-ibang
Competencies
 Nakalilikha ng iba’t-ibang variable through  Pagpilas/paggupit/ bagay sa pamamagitan ng
bagay sa pamamagitan ng observation and asking pagdikit ng papel malayang pagguhit
malayang pagguhit questions (KPKFM-00-1.3) (SKMP-00-1)
(SKMP-00-1) (MKAP-00-1)  Trace, copy, and write the  Trace, copy, and write the
 Trace, copy, and write the  Create simple pictographs letters of the alphabet letters of the alphabet
letters of the alphabet (MKAP-00-2) (LLKH-00-3) (LLKH-00-3)
(LLKH-00-3)  Discuss simple pictographs  Write one’s given name
 Write one’s given name (MKAP-00-3) (LLKH-00-5)
(LLKH-00-5)
 Know the places inside the  Identify things found inside  Know the places and things  Design a school collage in
Learning Checkpoints classroom the classroom inside the school a creative manner
 Target Letter: Bb (KTG, p. 217)
 Letter Mosaic: Bb (KTG, p. 218)
Independent Activities
 Bb Words Poster
 Playdough: Letter Bb
 Trace, copy, and write the letters of the alphabet (LLKH-00-3)
 Give the sound of each letter (mother tongue, orthography) (LLKAK-Ih-7)
 Trace, copy, and write different strokes (LLKH-00-6)
 Pagpilas/paggupit/pagdikit ng papel (KPKFM -00-1.3)
Competencies
 Identify the letters of the alphabet (mother tongue orthography) (LLKAK-Ih-3)
 Nakagagawa nang nag-iisa (KAKPS-00-3)
 Give the sound of each letter (mother tongue, orthography) (LLKAK-Ih-7)
 Name objects that begin with a particular letter of the alphabet (LLKV-00-5)
Learning Checkpoints  Identify and give the sound of the letters Bb
 Represent the letters Bb in creative ways
  Identify words that start with letter Bb
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
(8:35am-8:45am)
Questions/Activity Recall the places in the Recall the things found inside Recall the places in school Song: What is the Sound of
classroom using the classroom the classroom using the poster. based on what the learners Letter Bb?
map. saw during the campus tour.
(In the tune of “The Wheels
on the Bus”)
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
Quiet Time
trash bin, sanitize their hands, and have their Quiet Time.
Health Break/Quiet Time
(8:45am-9:10am)
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
(9:10am-9:25am)
Story
Pre-reading Activity  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
about the different places about the different things about school and the about school rules.
inside the classroom. found inside the classroom. different places in school.
 Define difficult words.
 Define difficult words.  Define difficult words.  Define difficult words.
 Motivation question: What
 Motivation question: What  Motivation question: What  Motivation question: What are the different rules in
are the different places in are the things that we are the different places in school?
the classroom? could find inside the school?
classroom?  Motive question: What do
 Motive question: What do  Motive question: What do you think are the different
you think are the different  Motive question: What do you think are the different rules in school in the story?
places in the classroom in you think are the things places in school in the
the story? that the character will find story?
in the story?

During Reading Ask comprehension questions.

Post Reading  What is the character’s  What are the things that the  I will describe a place in  What are the different rules
 favorite place inside the character found inside the the story, tell me the name in school?
classroom? classroom? of the place.
 Why are rules important?

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
Period 2 learners to do their assigned tasks within the allotted time.
Work Period 2
(9:25am-10:05am)
Same or Different (up to Number 10 Combinations It’s a Match: Comparing Number Hunt
Teacher-Supervised
quantities of 10) Quantities 0-10
Activity
 Match object, pictures  Combine elements of two  Match object, pictures  Recognize and identify
based on properties sets using concrete objects based on properties numerals 0 to 10
/attributes in one-to-one to represent the concept of /attributes in one-to-one (MKC-00-2)
correspondence addition correspondence  Count objects with one-to-
(MKAT-00-1) (MKAT-00-3) (MKAT-00-1) one correspondence up to
 Sort and classify objects  Recognize the words “put  Sort and classify objects quantities of 10
according to one together,” “add to,” and according to one (MKC-00-7)
attribute/property (shape, “in all” that indicate the act attribute/property (shape,  Read and write numerals 0
Competencies color, size, function/use) of adding whole numbers color, size, function/use) to 10
(MKSC-00-6) (MKAT-00-26) (MKSC-00-6) (MKC-00-3)
 Count objects with one-to-  Write addition number  Count objects with one-to-  Compare two groups of
one correspondence up to sentences using concrete one correspondence up to objects to decide which is
quantities of 10 representations quantities of 10 more or less, or if they are
(MKC-00-7) (MKAT-00-10) (MKC-00-7) equal -Identify sets with
one more or one less
element
(MKC-00-8)
 Identify set of objects with  Take away a quantity from  Match set of objects with  Identify numbers inside the
the same numbers a given set using concrete the same numbers classroom
Learning Checkpoints
 Identify set of objects with objects to represent the
different numbers concept of subtraction
 Writing Numerals (0-10)
 Playdough Numerals (0-10)
Independent Activities
 Find 10
 Draw 10
Competencies  Read and write numerals 0 to 10 (MKC-00-3)
 Pagbakat, pagkopya ng larawan, hugis, at titik (KPKFM-00-1.4)
 Recognize and identify numerals 0 to 10 (MKC-00-2)
 Match numerals to a set of concrete objects from 0 to 10 (MKC-00-4)
 Nakapagmomolde ng luwad (clay) sa nais na anyo (SKMP-00-6)
  Combine elements of two sets using concrete objects to represent the concept of addition (MKAT-00-3)
 Recognize the words ‘put together,’ ‘add to,’ and ‘in all’ that indicate the act of adding whole numbers (MKAT-00-26)
 Name objects that begin with a particular letter of the alphabet (LLKV-00-5)
 Trace, copy, and draw familiar figures (LLKH-00-2)
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 Trace, copy, and write the letters of the alphabet (LLKH-00-3)
 Write numeral number 10
Learning Checkpoints  Manipulate playdough to form numerals and corresponding quantities
 Make different combinations of 10
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
Transition to Indoor/
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 may be
Light Physical Activity
used.
Indoor Activity/ Light Physical Activity
(10:05am-10:25am)
Follow Me Unstructured Free Play Line Up Game Teacher, May I?
Activities
Competencies  Nakasasali sa mga laro, o  Nakasasali sa mga laro, o  Group objects that are alike  Nakasasali sa mga laro, o
anumang pisikal na gawain anumang pisikal na gawain (MKSC-00-5) anumang pisikal na gawain
at iba’t ibang paraan ng at iba’t ibang paraan ng  Sort and classify objects at iba’t ibang paraan ng
pag-eehersisyo pageehersisyo according to one pag-eehersisyo
(KPKPF-00-1) (KPKPF-00-1) attribute/property (shape, (KPKPF-00-1)
 Nakagagalaw (martsa,  Nagagamit ang mga kilos color, size, function/use)  Naisasagawa ang mga
palakpak, tapik, padyak, lokomotor at di-lokomotor (MKSC-00-6) sumusunod na kilos
lakad, lundag at iba pa) sa paglalaro, pag-  Listen discriminately and lokomotor sa pagtugon sa
nang angkop sa ritmo at eehersisyo, pagsasayaw respond appropriately, i.e., ritmong mabagal at mabilis
indayog bilang tugon sa (KPKGM-Ig-3) speak loudly/softly when (paglakad, pagtakbo,
himig na  Naipakikita ang asked, asked to adjust pagkandirit, paglundag/
napapakinggan/awit na pagpapahalaga sa maayos volume of television/radio pagtalon, paglukso)
kinakanta na pakikipaglaro (LLKAPD-Id-6) (KPKGM-Ie-2)
(KPKPF-Ia-2) (KAKPS-00-19)  Nagagamit ang mga kilos
 Naisasagawa ang lokomotor at di-lokomotor
paggalaw/pagkilos ng sa paglalaro, pag-
iba’tibang bahagi ng eehersisyo, pagsasayaw
katawan sa saliw ng awitin (KPKGM-Ig-3)
nang may kasiyahan  Listen discriminately and
(KPKGM-Ia-1) respond appropriately, i.e.,
 Naisasagawa ang mga speak loudly/softly when
sumusunod na kilos asked, asked to adjust
lokomotor sa pagtugon sa volume of television/radio
ritmong mabagal at mabilis (LLKAPD-Id-6)
(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)
 Move according to the rhythm of the song.
Learning Checkpoints  Group themselves correctly according to given characteristics
 Follow directions and perform gross motor movements
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
(10:25am-10:30am
Activities  The learners recall the  The learners the different  The learners recall the  The learners talk about the
different places inside the things found inside the different places in school. name and sound of letter
classroom. classroom. Bb.
Wrap-Up Questions/  The teacher checks if the  The teacher checks if the  The teacher checks if the  The teacher checks if the
Activity learners can identify the learners can identify the learners can identify the learners were able to say
different places inside the things found inside the different places in school. the name and sound of
classroom. classroom. letter Bb.
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:

AMY B. SANTOS VILMA B. CAWIGAN,PhD.

Teacher Principal III