School San Gregorio Elementary School Teaching Dates Feb.

26-29,2024
Kindergarten Teacher Vivian P. Baltisoto Week No. 25
Daily Lesson Log Content Focus There are places in the community where I can get services that Quarter Three
will keep us safe.

BLOCKS OF
TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Arrival Time
Activities Free Play: Exploration and Discovery
Meeting Time I
Routine Activities National Anthem National Anthem National Anthem National Anthem
Opening Prayer Opening Prayer Opening Prayer Opening Prayer
Exercise Exercise Exercise Exercise
Kumustahan Kumustahan Kumustahan Kumustahan
Attendance Attendance Attendance Attendance
Balitaan Balitaan Balitaan Balitaan

Messages There are places in the
community where I can get
services that will keep us safe.
Questions  What does “safe” mean?
 Write the learners’ answers
on a concept chart.Safe –
being out of danger
 There are places in the
community where you can
get services to keep us safe.
(firestation, police station,
barangay hall, etc.)
There are places in the
community where I can get
services that will keep us safe.
 Aside from the police, who
can help us when there is
danger or trouble?
 We can help keep ourselves
and others safe from danger
and trouble.
There are places in the
community where I can get
services that will keep us safe.
 What is fire?
 What happens when fire
grows big?
 Who are the people who can
help us in case of fire?
 Where can they be found?
 What can the firemen do to
keep us safe?
 There are places and people
in the community which help
us keep safe from fires. We
can find the firemen in the
fire station.
There are places in the
community where I can get
services that will keep us safe.
 Aside from danger and fire,
when else do we need help?
 What is a storm? Flood?
 What is an earthquake?
 What other events put us in
danger? (Mention that in
some parts of the country,
children are caught in
armed conflict.)
 We can also help keep
ourselves and others safe
from earthquake,
storm/flood and other
unfortunate events or
disasters.
 Introduce the concept of
“Early Warning Signs” (ex.
Fire alarms, alarm for a
specific danger in school
 other than the regular bell,
if available.)

Transition to 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
Work Period 1
Teacher- Introduce the letter Kk My Safety Station Let’s write Kk Safety poster
Supervised Picture Sort
Activity
 Name objects that begin  Nakikilalaangmgataongna  Name objects that begin  Nakaguguhit, 
with a particular letter of katutulongsakomunidad, with a particular letter of nakapagpipinta at
the alphabet (LLKV-00-5) hal. guro, bombero, pulis, the alphabet (LLKV-005) makapagkukulay ng
Competencies
atpb. (KMPKKom-002)  Pagbakat, pagkopya ng iba’tibangbagay o
 Natutukoyangiba’tibanglu larawan, hugis, at gawain(SKMP-00-3)
garsakomunidad(KMKPK titik(KPKFM-00-1.4)
om-00-3)

 Sort words that begin with  Collect items used by  Write the letter Kk  Draw ways to keep 
Learning the /k/ sound workers who keep the themselves safe
Checkpoints community safe

 Sequence Card (places they saw during gallery walk)

Independent  Lacing Card (pictures of public officer can do)
Activities  Look, Say, Write and Check
 My Community at Peace (Draw the place in the community where safety is the prime services
 Give the correct sequence of three events in a story listened to orally and/or through drawing (LLKLC-007)
 Napagsisikapangmataposangsinimulanggawainsaitinakdangoras(KAKPS-001)
 Paggamit ng kutsara at tinidor, pagbobotones, pagsara ng zipper, pagtali/pagsuot ng sapatos at iba pang gawaingamitangkamay(KPKFM-00-1)
Competencies  Name objects that begin with a particular letter of the alphabet (LLKV-005)
 Pagbakat, pagkopya ng larawan, hugis, at titik(KPKFM-00-1.4)
 Nakaguguhit, nakapagpipinta at nakapagkukulay ng iba’tibangbagay o gawain(SKMP-002

 Lace the pictures of people who keep the community safe
Learning  Identify the letter and give a word that begins with it
Checkpoints  Distinguish safe and unsafe activities
 Sequence of events in a series of pictures
Transition to 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
Meeting 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
Let the learners present their Let the learners present their Let the learners present their Let the learners present their
work. work. work. work.
 Questions/  Have you seen the police
Activity station in our community?
Barangay hall?
 What are these places for?
Who helps keep the
community safe from
danger? (police and
tanod)The police station or
barangay hall is place
where we can ask for help
to keep the community safe
from bad people or in case
of trouble.You can call
emergency numbers of
police and the barangay
hall in case of trouble
 Show pictures of situations
or common dangers which
the learners might
encounter.
 Ask the learners what they
can do in these
situations.Show pictures of
common dangers such as:
 Getting lost
 A stranger approaching
them
 Getting hit by a car
 Stepping on broken glass
 Drinking gasoline
 Touching an open outlet
 Putting marbles in mouth
 Guide the learners to get to
the correct answer.
 What should you do when
there is a fire?Who can you
call?
 Where do the fire trucks
come from?The fire station
is a place in the community
where services to prevent
fire are found.Show and
discuss ways to prevent fire,
and also the things to do
when caught in fire.After
presenting all the steps, ask
the learners to recall what
they need to do.Ways to
prevent fires:
 Do not play with matches or
lighter.
 Do not play near a stove or
anywhere where a fire is
going.
  Crossfire
 Show and discuss ways to
be prepared for or what to -
do during storm/flood,
earthquakes,
 and crossfire.Floods
 Stay inside the house or
inform a family member if
getting out
 Listen to news
 When outside, stay out of
open manholes, low-lying
areas, etc. and always go
with an adult.
 Earthquakes
 Stay calm
 Drop, cover and hold
(Practice the drill)
 When outside, stay away
from buildings, posts, and
always go with an adult.
 Stay low, inside the building
or your house, and do not
go out in the open
 If in school, follow the
protocols or rules as
instructed by the teacher.

Transition to 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
Recess sharing especially if not all children have food.
Supervised Recess
Transition to 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,
Quiet Time brush their teeth, change their wet clothes, and have their Quiet Time.
Quiet Time
Transition to 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
Story Time proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Story Time
Story
Si Kapitan Ding, Wag magtiwalasa Hindi Fireman Fred Earthquake
PinunongMagiting Kakilala
Theme Any age and culturally Any age and culturally Any age and culturally Any age and culturally
 appropriate story about a
police station or barangay hall.
Pre-reading  Define difficult words.
Activity  Motivation: Do you know
of a policeman/woman?
 Motive: What do you think
the policeman will do in
the story?
During Reading Ask comprehension questions.
Post Reading  What did the policemen do
in the story?
 Why did the policeman do
what he/she did?
Transition to After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells the
Work Period 2 learners to join their group and do the assigned tasks.
Work Period 2
Teacher- Matching Game
Supervised
Activity
 Match object, pictures
based on properties
/attributes in one-to-one
correspondence(MKAT-
00-1)
Competencies
 Match the numeral with
Learning the number of pictures
Checkpoints
Independent  Block Play
Activities  It’s a Match
appropriate story about a
learner facing a common
danger.
 Define difficult words.
 Motivation: Have you
experience (common
danger)? What did you
feel?
 Motive: What would the
character in the story do?
 What did the character do
in the story?
 If you were the character
in the story, what will you
do?
My Emergency 8 Necklace
 Count with one to one
correspondence (MKC-
00-7)
 Recognize simple shapes
in the environment
(MKSC-00-1)
 Identify two to three
dimensional shapes:
square, circle, triangle,
rectangle (MKSC-00-2)
 Make a necklace with /
beads
appropriate story about a fire, appropriate story about
fire station or fire prevention storm/flood, or earthquake.
 Define difficult words.  Define difficult words.  ?
Motivation: Have you seen  Motivation: What is a
a house or building on storm/flood? What will
fire? What does it look you do if there is flood?
like?  Motive: What will the
 Motive: How will the fire characters do in the story?
be put out in the story?
 What did the fireman do in  What are the things that 
the story? the characters did in the
 What will happen if the story?
firemen did not come?  What will you do to be
How could the fire be prepared in such
prevented? situation?
Fire Drill Exercise Earthquake Drill Exercise
 Give the correct sequence  Give the correct sequence 
of three events in a story of three events in a story
listened to orally and/or listened to orally and/or
through drawing(LLKLC- through drawing (LLKLC-
007) 007)
 Follow directions to  Follow directions to 
perform the fire drill perform the earthquake
drill
  Object Pasting
 Complete the pattern
 Nakagagawa ng modelo ng mgapangkaraniwangbagaysapaligid: dahon, bato, buti, patpatmtansan, atbp. (SKMP-003-3)
 Match numerals to a set of concrete objects (MKC-00-4)
Competencies  Match numerals to a set of concrete objects from 0 to 10 (MKC-00-4)
 Nakagugupit at nakapagdidikit ng iba’tibanghugisna may iba’tibangtekstura(SKMP-004)
 Complete patterns (MKSC-00-19)
 Create a model of places of recreation using blocks
Learning  Match the objects and numerals
Checkpoints  Paste the number of objects based on what is written on the paper
 Complete the pattern of pictures
Transition to 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
Indoor/Outdoor the learners to start packing away the materials they used and be ready for Indoor/Outdoor Games. A transition song or countdown may be used.
Games
Indoor/ Outdoor Games
Activities Free Play Free Play Fire Drill Earthquake drill
 Know who to call in times  Match toxic items with  Perform the fire drill  Perform the earthquake 
Learning
of trouble warning signs properly drill properly
Checkpoints
Transition to 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
Meeting Time 3 Time 3. A transition song or countdown may be used.
Meeting Time 3
The learners talk about who to The learners talk about how The learners talk about who to The learners talk about how
call when in trouble, instances they can be safe from danger. call in times of fire and how they can keep be safe from
Activities when trouble happens, and they can be safe from fire. earthquakes, storm/floods, and
where they can go to ask for crossfires.
help.
Wrap-Up  The teacher takes note if  The teacher checks if the  The teacher takes note if  The teacher checks if the 
Questions / the learners are able to learners are able to give the learners are able to learners can give ways to
Activity give examples when they ways they can be safe and explain who to call during be safe from earthquakes,
can go and ask the police where they can go to ask fires and the ways to be storm/floods, and
and barangay personnel for help. safe from fire, and where crossfires.
for help. they can go to ask for help.
Dismissal Routine
REMARKS
REFLECTION 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 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?