School Roberta De Jesus Elementary School Teaching Dates August 22-26, 2022

KINDERGARTEN Teacher Erika A. Cabrillos Week No. 1

Daily Lesson Log Content Focus Pagkilala sa Sarili Quarter First
Nakikilala ang sarili
a) pangalan at apelyido
Most Essential Learning b) kasarian
Competencies c) gulang/kapanganakan
d) gusto/di-gusto
e) Use the proper expression in introducing oneself e.g., I am/My name is _____

MONDAY WEDNESDAY
BLOCKS OF TIME FRIDAY
TUESDAY THURSDAY
ARRIVAL TIME
Activities Free Play: Exploration and Discovery
MEETING TIME I
National Anthem
VIDEO LESSON
Opening Prayer
Exercise Kinder Q1 Ep1: Pagkilala sa
Routine Activities
Kumustahan Sariling Pangalan at Kasarian
Attendance - YouTube
Balitaan
Welcome to Kindergarten! I am now in kindergarten. We have different jobs in the classroom. Our classroom is part of the school.
Messages
There are children and adults in the classroom. Our classroom has different areas. Each area can be used in different ways. The name of my school is ______.
 Who are in school for the first time?  What is a job?  What is the name of our
 What can you do in school?  Why do we need to do our jobs inside the classroom? (i.e. why do we school?
 Why do you go to school? need to clean our classroom?  Song: S-C-H-O-O-L
 Sing Hello/Kumusta songs, welcome songs, nursery rhymes  Why do we need to throw our garbage into the trash can?
 Who are the people in our classroom?  Why do we need to wipe our desks, cabinets, bookshelves, and tables?
Questions
 Song: Who are the people in our classroom?  What will happen if we do not do the job assigned to us?
 Song: The Children in Kinder
 What are the different areas in the classroom?
 What do you see in each area?
 What can we do in each area?
Transition to Work Period 1 The teacher gives instructions on how to do the independent activities, answer any questions, and tells the learners to join their group and do the assigned tasks.
WORK PERIOD 1
Name Tag Job Chart School Banner and Diorama
Teacher-Supervised Activity People Puppet Labeling Areas /Things in the Classroom

Competencies  Nakikilala ang sarili  Nakapagkukuwento ng mga ginagawa sa paaralan (KMKPAra-00-3)  Naisasagawa ang mga
1.1 Pangalan at apelyido (SEKPSE-00-1)  Nakasusunod sa mga itinakdang tuntunin at gawain (routines) sa sumusunod na kasanayan:
 Nakaguguhit, nakapagpipinta at nakapagkukulay ng iba’t ibang bagay paaralan at silid-aralan (SEKPSE-IIa-4) pagpilas/paggupit/pagdikit ng
o gawain (dekorasyon sa “name tag”, kasapi ng mag-anak gawain ng  Naisasagawa ang mga sumusunod na kasanayan: pagbakat, pagkopya papel (KPKFM-00-1.3)
bawat kasapi ng mag-anak, mga alagang hayop mga halaman sa ng larawan, hugis, at titik (KPKFM-00-1.4)  Pagmomolde ng luwad (clay),
paligid) (SKMP-00-2)  Trace, copy, and write the letters of the alphabet: straight lines pagbuo ng puzzles (KPKFM-00-
 Naisasagawaangmgasumusunodnakasanayan: (A,E,F,H,I L,T), combination of straight and slanting lines (K, M,N, V, 1.5)
pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3) W, X, Y, Z), combination of straight and curved lines (B, C, D, G, J, O,  paglikha ng mga modelo pang
 Nakaguguhit, nakapagpipinta at nakapagkukulay ng iba’t ibang bagay P, Q, R, S, U), rounded strokes with loops (LLKH-00-3) karaniwang bagay sa paligid
o gawain (dekorasyonsa “name tag”, kasapi ng mag-anak ,gawain ng  Write one’s given name (LLKH-00-5) (KPKFM-00-1.6)
bawat kasapi ng mag-anak, mga alagang hayop, mga halaman sa  Nakagagawa ng modelo ng mga
 paligid) (SKMP-00-2)  Express simple ideas through symbols (e.g., drawings, invented pangkaraniwang bagay sa
 Nakagugupit at nakapagdidikit ng iba’t ibang hugis na may iba’t ibang spelling) (LLKC-00-1) paligid: dahon, bato, buto,
tekstura (SKMP-00-4)  Naisasagawa ang mga sumusunod na kasanayan: pagbakat, pagkopya patpat, tansan at iba pa
ng larawan, hugis, at titik (KPKFM-00-1.4) (SKMP-00-3)
 Name common objects/things in the environment (in school, home, and  Nakagugupit at nakapagdidikit
community) (LLKV-00-1) ng iba’t ibang hugis na may
 Name the places and the things found in the classroom, school and iba’t ibang tekstura (SKMP-00-
community (LLKV-00-8) 4)
 Express simple ideas through symbols (e.g., drawings, invented  Nakapagmomolde ng luwad
spelling) (LLKC-00-1) (clay) sa nais na anyo (SKMP-
00-6)
 Nakapupunit, nakagugupit at
nakapagdidikit sa paggawa ng
collage (SKMP-00-7)
 Nakapagpapatung-patong,
nakapagdudugtung-dugtong at
nakapagdidikit-dikit
(assemblage) ng mgapatapong
bagay: maliitnakahon ng gamut
(SKMP-00-8)
 Name common objects/things in
the environment (in school,
home, and community) (LLKV-
00-1)
 Name the places and the things
found in the classroom, school
and community (LLKV-00-8)
 Show readiness to try new experiences  Recall the things they do in the classroom  Tear, cut and paste paper
 Decorate their name tag  Perform their assigned job  Mold clay into recognizable
 Name/identify the people in the classroom and their tasks/jobs  Trace or copy letters. figures
Learning Checkpoints  Cut and paste properly  Write their given name  Use recyclable materials to
 Decorate the puppet  Express ideas through drawings and invented spelling create things
 Name and label the areas and things found in the classroom  Name the places and common
objects/ things in school
 Color Cover All
 Color Match
Independent Activities  How I Feel on the First Day
 Clay Molding
 Picture Match
 Match objects, pictures based on properties/attributes in one-to-one correspondence (MKAT-00-1)
 Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)
Competencies  Nakikilala ang mga pangunahing emosyon (tuwa, takot, galit, at lungkot) (SEKPSE-00-11)
 Naisasagawa ang mga sumusunod na kasanayan: pagmomolde ng luwad (clay), pagbuo ng puzzles (KPKFM-00-1.5)
 Nakapagmomolde ng luwad (clay) sanaisnaanyo (SKMP-00-6)
 Identify and classify the shapes according to color.
 Recognize different emotions
Learning Checkpoints  Mold clay into letters
Match pictures in one-to-one correspondence
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 packing away the
Transition to Meeting Time 2 materials they used and be ready for Meeting Time 2. A transition song or a countdown may be used.
 MEETING TIME 2
 What did you do during the summer vacation? 
What are the different jobs in our classroom?  Why do you need to know the
 Where did you go? 
Show the job chart, discuss job details, and assign the jobs to the name of our school?
Questions/
Activity  Sharing of children’s experiences during vacation learners
 Why do you need to know the people in the school?  Show the Classroom Map and discuss the activities that can be done in
 Show People Puppets and describe the person each area. Also discuss rules in each area. Why do you go to the
different areas inside the classroom?
 How will you make use of the different materials in each area in the
classroom?
The teacher commends the learners for the work they did in Work Period Time 1 and tells them to prepare for recess time by washing their hands. Encourage sharing especially if not all children
Transition to Recess have food.
SUPERVISED RECESS
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, wash their hands, brush their teeth, change their
Transition to Quiet Time wet clothes, and have their Quiet Time.
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 the pre-reading
Transition to Story Time activities and makes sure that the learners are listening attentively.
STORY TIME
(See KTG p. 19) (See KTG p. 19) (See KTG p. 19)
Song The Children in Kinder Who are the People in Our Classroom Who are the People in Our
Who are the People in Our Classroom The Children in Kinder Classroom
Story Ayokong Pumasok sa Paaralan Bakit Matagal ang Sundo Ko? Si Monica Dalos-Dalos
Theme Any age and culturally appropriate story about Kindergarten
 Define difficult words.  Define difficult words. Motivation Question: What jobs can you do in  Define difficult words.
 Motivation Question: school?  Motivation Question:
What level in school are you now in?  Motive Question: What are the different jobs of the characters in the What can you do in school?
 Motive Question: story?  Motive Question:
What do you think you can do in Kindergarten from the story?  Define difficult words. What do you think the characters
Pre-reading Activity
 Define difficult words.  Motivation Question: will do in the story?
 Motivation Question: What are the different areas in the classroom?
Who are the people you see in school?  Motive Question:
 Motive Question: What do you think are the different areas in the classroom from the story?
Who are the people in school in the story?
During Reading Ask comprehension questions.
 What did the characters in the story do in school?  What are the different jobs that the characters did in the story? What  Where did the story happen?
 What are the things you think you can do in school? will happen if the characters did not do their job?  What did the characters do in
In the story, who are the people in school? (Show pictures of the characters)  What are the different areas in the classroom from the story? school?
Arrange who the characters saw/met in the story from the first to the last.  What are the things that the characters saw in the story?  What are the things that they
 Let us think of words that rhyme with the objects in the story. (Give saw around the school
Post Reading examples of rhyming words. Practice together with the learners.)  I will give objects that the
characters saw in school. Try to
give words that rhyme with
them. (Give simple words.
Guide the learners in giving
rhyming words.)
After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells the learners to join their group and do
Transition to Work Period 2 the assigned tasks.
WORK PERIOD 2
 Attendance Chart Classroom Inventory Number Stations
Teacher-Supervised Activity Organizing Things Classroom Map
 Count objects with one-to-one correspondence up to quantities of 10  Group objects that are alike (MKSC-00-5)  Count objects with one-to-one
(MKC-00-7)  Sort and classify objects according to one attribute/property (shape, correspondence up to quantities
 Compare two groups of objects to decide which is more or less, or if they color, size, function/use) (MKSC-00-6) of 10 (MKC-00-7)
are equal (MKC-00-8)  Count objects with one-to-one correspondence up to quantities of 10  Tell that the quantity of a set of
 Combine elements of two sets using concrete objects to represent the (MKC-00-7) objects does not change even
concept of addition (MKAT-00-3)  Compare two groups of objects to decide which is more or less, or if though the arrangement has
 Add quantities up to 10 using concrete objects (MKAT-00-8) they are equal (MKC-00-8) changed (i.e., the child should be
 Nakapagliligpit lamang ng sariling gamit  Nakaguguhit, nakapagpipinta at nakapagkukulay ng iba’t ibang bagay o able to tell that one set of
(KAKPS-00-9) gawain (dekorasyonsa “name tag”, kasapi ng mag-anak ,gawain ng counters placed in one-to-one
Competencies  Sort and classify objects according to one attribute/property (shape, bawat kasapi ng mag-anak, mga alagang hayop, mgahalaman sa paligid correspondence and then
color, size, function/use) (MKSC-00-6) (SKMP-00-2) rearranged still has the same
 Name the places and the things found in a map of a classroom (LLKSS- quantity)
00-2) (MKSC-00-23)
 Express simple ideas through symbols (e.g., drawings, invented spelling)
(LLKC-00-1)
 Name common objects/things in the environment (in school, home, and
community) (LLKV-00-1)
Name the places and the things found in the classroom, school and
community (LLKV-00-8)
 Count objects with one-to-one correspondence up to quantities of 10  Sort and classify objects according to function/ use  Tell that the quantity of a set of
 Know the concept of more or less, or equal.  Count objects with one-to-one correspondence up to quantities of 10 objects does not change even
Learning Checkpoints  Add using concrete objects  Name the places and the things found in a map of a classroom though the arrangement has
 Sort and classify objects according to their function/use changed

 Shape Match
 Shape Connect All
Independent Activities
 I Spy Shapes
 Shape Hunting
 Match object, pictures based on properties /attributes in one-to-one correspondence (MKAT-00-1)
 Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)
 Recognize simple shapes in the environment (MKSC-00-1)
Competencies  Identify two to three dimensional shapes: square, circle, triangle, rectangle (MKSC-00-2)
 Identify objects in the environment that has the same shape as a sphere, cube, cylinder (MKSC-00-3)
Group objects that are alike (MKSC-00-5)
 Know two to three dimensional shapes: square, circle, triangle, rectangle
Learning Checkpoints  Recognize simple shapes in the environment
 Sort and classify objects according to shape
Transition to Indoor/Outdoor The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor/Outdoor Games. After 10 minutes, the teacher tells the learners to start packing away
Games the materials they used and be ready for Indoor/Outdoor Games. A transition song or countdown may be used.
INDOOR/ OUTDOOR
GAMES
Activities Name Tag Count and Turn (1, 2, 3)
Competencies  Nakikilalaangsarili(SEKPSE-00-1):  Nakasasali sa mga laro, o anumang pisikal na gawain at iba’tibang
 pangalan at apelyido(SEKPSE-Ia-1.1) paraan ng pag-eehersisyo (KPKPF-00-1)
 Napagsisikap ang matapos ang sinimulang gawain sa takdang  Naipakikita ang panimbang sa pagsasagawa ng iba’t ibang kilos ng
oras(KAKPS-00--1) katawan, gaya ng paglukso-luksong pahalinhinan ang mga paa
(skipping), pagtulaynang di natutumba sa tuwid na guhit, pag-akyat at

Learning Checkpoints
Transition to Meeting Time 3
MEETING TIME 3
Activities
Wrap-Up Questions / Activity
DISMISSAL ROUTINE
 Use the proper expression in introducing oneself (LLKVPD-Ia-13) pagbaba sa hagdanan (KPKGM-00-4)
e.g., I am/My name is _______________ Rote count up to 20 (3) (MKSC-00-12)
 Nakagagalaw (martsa, palakpak, tapik, padyak, lakad, lundag at iba
pa) nang angkop sa ritmo at indayog bilang tugon sa himig na
napapakinggan/awit na kinakanta(KPKPF-Ia-2)
Naisasagawa ang paggalaw/pagkilos ng iba’t ibang bahagi ng
katawan sa saliw ng awitin nang may kasiyahan (KPKGM-Ia-1)
 Introduce themselves properly and identify the name of their classmates
The teacher tells the learners to help pack away the materials they used in the Indoor/Outdoor Games time and get ready to do the wrap up activities in Meeting Time 3. A transition song or
countdown may be used.
Learners share their feelings about their first day in school. Learners articulate the importance of the different jobs they do inside the Learners name their school and the
Learners identify who are the people in the school through their pictures orclassroom. different areas in the school.
tools they use in their job. Learners name the different areas inside the classroom, their importance,
and what they do in each area.
The teacher acknowledges the learners’ sharing and encourages them to come back so they can still learn more.

REMARKS
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
REFLECTION
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 these 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?