Kindergarten School SAN SEBASTIAN ELEMENTARY SCHOOL Teaching February 19-23,2024

Daily Lesson Log Dates

Teacher DIANA ROSE R. ACUPEADO Week No. 4
Content Focus  Linya, Kulay, Hugis at Tekstura Quarter Third
Most Essential  Nabibigyang -pansin ang linya, kulay, hugis at tekstura ng magagandang bagay na:
Learning a.makikita sa kapaligiran tulad ng sanga ng puno, dibuho sa ugat, dahon, kahoy; bulaklak, halaman, bundok,
Competencies ulap, bato,kabibe, at iba pa
b.gawa ng tao tulad ng mga sariling gamit, laruan, bote, sasakyan, gusali
(SKPK-00-2)

BLOCKS OF
MONDAY
TIME
Arrival Time
National Anthem
Opening Prayer
Routine Exercise
Activities Kumustahan
Attendance
Balitaan
Meeting Time 1
Messages Maaaring gamitin sa
pagguhitang iba’t ibang uri
ng linyatulad ng linyang
patayo( vertical line),
linyang pahiga(horizontal
line), linyang pahilis
(diagonal line), atlinyang
pakurba (curved line)upang
makabuo ng mgahugis at
disenyo. parisukat,
parihaba,at bilohaba ay
halimbawa ngmga hugis.
Questions Anong mga linya
angmaaari nating gamitin
sa pagguhit? Paano
iguhit ang linyang patayo?
Pahiga? Pahilis? Pakurba?
TUESDAY
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Ang tekstura ng mga bagaysa
ating kapaligiran aymaaaring
malalambot omatitigas. Ang
mgahalimbawa ng
malalambot na bagay ay
unan, kama,tissue
paper ,marshmallow,hambur
ger , manika at iba pa.Ang
mga matitigas na
bagaynaman ay katulad ng
bato,kahoy, upuan, mesa,
sahig, bakal, hikaw, holen,
paso atiba pa.
Magbigay ng mga bagayna
may malambot natekstura.
Magbigay ng mga bagayna
may matigas natekstura
WEDNESDAY THURSDAY FRIDAY
National Anthem National Anthem National Anthem
Opening Prayer Opening Prayer Opening Prayer
Exercise Exercise Exercise
Kumustahan Kumustahan Kumustahan
Attendance Attendance Attendance
Balitaan Balitaan Balitaan
Ang tekstura ng mga Makikita ang iba’t ibangkulay sa Ang lahat ng bagay sa ating
bagaysa ating kapaligiran ating paligid. Angmga pangunahing paligid ay may hugis.
aymaaaring makinis kulay o primary colorsay dilaw, Bilog,tatsulok, parisukat,
omagaspang. Ang pulaat asul o bughaw.Ang lahat ng parihaba,at bilohaba ay
mgahalimbawa na bagay bagay sa ating paligid ay may halimbawa ngmga hugis
aysalamin, plato, coupon hugis. Bilog,tatsulok,
bondat iba pa. Ang
mgahalimbawa ng
mgamagasgaspang ay
buhangin,hollow blocks,
langka,ampaplaya at iba pa
Magbigay ng mga bagayna Magbigay ng mga pangalan ng Magbigay ng mga
may magaspang mga bagay namakikita sa paligid? pangalan ng mga
natekstura. Anoang kulay ng mga ito?(Isulat sa bagayna makikita sa
Magbigay ng mga bagayna pisara ang sagot ng mga bata at paligid? Ano ang hugis
may makinis natekstura talakayin ito ng mga ito?(Isulat sa
pagkatapos.)Magbigay ng mga pisara ang sagot ng
pangalan ng mga bagay na mga bata at talakayin
makikita sa paligid? Ano ang hugis ito pagkatapos.)
ng mga ito?(Isulat sa pisara ang
sagotng mga bata at talakayin ito
 pagkatapos.)
Competencies Nabibigyang -pansin ang linya, kulay, hugis at tekstura ng magagandang bagay na:a.makikita sa kapaligiran tulad ng sanga ng puno, dibuho sa ugat,
dahon, kahoy; bulaklak, halaman, bundok, ulap, bato, kabibe, at iba pab.gawa ng tao tulad ng mga sariling gamit, laruan, bote, sasakyan, gusali(SKPK-00-
2
Transition to The teacher gives instructions on how to do the independent activities, answers any questions, and tells the learners to do their assigned tasks within theallotted
Work Period 1 time
Work Period 1

Teacher- Tracing Lines: Worksheet Touch and Tell Rough and Smooth Colorful BalloonsHouse Construction: Shapes
Supervised Sorting:Worksheet
Activity Introduce Letter Hh
 Trace, copy, and  Use the senses to  Use the senses to observe  Nabibigyang -pansin anglinya, Nakagagawa ng modelong
write different strokes: observeand perform simple and perform simple kulay, hugis attekstura ng mga
scribbling (free hand), experiments in classifying experiments in magagandang bagay na: pangkaraniwangbagay sa
straight lines, slanting objects (e.g., texture – classifying objects (e.g., a.makikita sa kapaligiran tulad paligid: dahon,bato, buto,
lines, combination of soft/hard, texture – soft/hard, ng sanga ng puno, dibuho sa patpat, tansanat iba
straight and slanting lines, smooth/rough;taste – salty, smooth /rough;taste – ugat, dahon,kahoy; bulaklak, pa(SKMP-00-3)
curves, combination of sweet, sour)(PNEKBS-Id- salty, sweet, sour) halaman, bundok, ulap,bato,
straight and curved and 6) (PNEKBS-Id-6) kabibe, at iba pa Nakagugupit
zigzag(LLKH-00-6)  Classify objects  Classify objects atnakapagdidikit ng
 Naisasagawa ang accordingto observable accordingto observable iba’tibang hugis na may
Competencies
mga sumusunod na propertieslike size, color, propertieslike size, color, b. gawa ng tao tulad ngmga iba’tibang tekstura
kasanayan shape,texture, and weight) shape,texture, and sariling gamit,laruan, bote, (SKMP-00-4)
2.4 pagbabakat, (PNEKPP-00-1) weight) sasakyan, gusali(SKPK-00-2)
pagkopyang larawan,  Demonstrate (PNEKPP-00-1)
hugis at titik (KPKFM-00- anunderstanding that  Demonstrate an
1.4) objects are made from one understanding that object
or more materials like sare made from one or
metal, plastic, wood, more materials like
paper(PNEKPP-00-2) metal, plastic, wood,
paper(PNEKPP-00-2)
 Trace and write  Use their senses to perform  Use their senses to  Decorate the balloons with  Make a house model by
Learning the lines simple experiments in perform simple activity different colors pasting different shapes
Checkpoints classifying objects (texture in classifying objects
– soft/hard) (texture – rough/smooth)
 Writing Letter Hh(KTG, p. 335)
Independent  Hh Bag(KTG, p. 335)
Activities  Words that start with letter Hh(KTG, p. 335)
 Blending Sounds(KTG, p. 336)
 Identify the sounds of letters orally given(LLKPA-Ig-1)
 Identify the letters of the alphabet (mother tongue, orthography)(LLKAK-Ih-3)
Competencies  Identify several words that begin with the same sound as the spoken word(LLKPA-Ig-7)
 Name objects that begin with a particular letter of the alphabet(LLKV-00-5)
 Pagbakat, pagkopya ng larawan, hugis at titik(KPKFM-00-1.4)
  Write the letter Hh properly
 Search of pictures which names start with letter Hh
Learning
 Sound out letter Hh
Checkpoints
 Find the words the first letter start with letter Hh
 Blend sounds to make a word
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
Questions/ Let the learners present Let the learners present their Let the learners present Let the learners present their work. Let the learners present
Activity their work. work. their work. their work
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/health break by sanitizing their hands.
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
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
Pre-reading Theme: Any age Theme: Any age and Theme: Any age and Theme: Any age and culturally Theme: Any age
Activity andculturally culturally appropriate story culturally appropriate story about different andculturally
appropriate story about about different kinds of lines. appropriate story about kinds of lines. appropriate story about
differentkinds of lines. Define difficult words. differentkinds of lines. Define difficult words. differentkinds of lines.
Define difficult words. Motivation: What objects Define difficult words. Motivation: What are your Define difficult words.
Motivation: What can you touch that is soft? Motivation: What are the favorite colors? Motivation: What are the
linesmake up a door? Hard? objects in the surroundings Motive: What will the character in different shapes that can be
Motive: Can you drawa MotiveWhatdo you think are which has a rough texture? the story do when he found out that found in our surrounding?
door using the straight and theobjects that are soft and Smooth texture? there are no colors in his Motive: Do you also likes
horizontal lines? hard in the story? Motive: What do you think surroundings? to draw just like the
are the objects that are character in the story?
rough and smooth in the
story?
During Reading Ask comprehension questions.
Post Reading Who are the character sin What are the hard and soft What are the rough and What are the colorsuse in the What did the characters see
the story? objects in the story? smooth objects In the story? while he is walking?
What are the things How many syllables are the story? What did the character learn Did the character recognize
names of objects that are How would you feel if you about the colors? the different shapes along
hard? were the character? Do you also likes the colors his way home?
mentioned in the story? What are the shapes
How many syllables are the Can you give other mentioned they saw?
names of objects that are examples of rough objects? Do you think the characters
soft? Smooth objects? learned something?
(Demonstrate how to count
the number of syllables by
clapping)
 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 do their assigned tasks within the allotted time.
Work Period 2
Teacher- Count and Add: Sticks, More than, Less than More than, Less than ThanCount and Add: Colors Less Count and Add:
Supervised Shapes
Activity
Recognize the words“put Compare two groups Compare two groups  Recognize the words“put Recognize the
together,” “add to,” and of objects to decide which is of objects to decide whichis together,” “add to,” and “in words“put together,”
“in all” that indicate the more or less, or if they are more or less, or if they are all” that indicate the act of “addto,” and “in all”
act of adding whole equal; identify sets with one equal; identify sets with adding whole numbers (MKAT- that indicate the act of
numbers (MKAT-00-26) more or one less element one more or one less 00-26) Count objects with one- adding whole numbers
Competencies
Count objects with one-to- (MKC-00-8) element to-one correspondenceup to (MKAT-00-26) Count
one correspondence up to (MKC-00-8) quantities of 10(MKC-00-7) objects wit hone-to-one
quantities of 10(MKC-00-7) correspondence up
toquantities of
10(MKC-00-7)
Count and add the Identify which set has a Identify which set has a Count and add the colors Count and add the
Learning
sticks  greater number, a lesser greater number, lesser shapes
Checkpoints
number number
 Playdough Numerals
Independent  Clip What’s Next
Activities Community Helpers Number Mats
 Counting Bags
 Recognize and identify numerals 0 to 10 (MKC-00-20)
 Nakapagmomolde ng luwad sa nais na anyo (SKMP-00-6)
 Pagmomolde ng luwad (KPKFM-00-1.5)
Competencies  Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 Nakaguguput at nakapagdidikit ng iba’t ibang hugis na may iba’t ibang tekstura (SKMP-00-4)
 Match object, pictures based on properties /attributes in one-to-one correspondence (MKAT-00-1)
 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)
 Read and write numerals (0-10)
 Match object, pictures based on properties /attributes in one-to-one correspondence
Learning
 Complete the pattern by clipping the next sequence
Checkpoints
 Read and write numerals 0 to 10
 Describe objects based on attributes/properties (shapes, size, its use and functions)
Transition to 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,
Indoor/ Light 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 countdown may
Physical be used.
Activity
Indoor Activity/ Light Physical Activity
Activities I Spy Unstructured Free Play I Spy I Spy Unstructured Free Play
Competencies  Name the places and the  Nakasasali sa mga laro, o  Name the places and the  Name the places and the things  Nakasasali sa mga laro,
things found in the anumang pisikal na things found in the found in the classroom, school o anumang pisikal na
 classroom, school and gawain at iba’t ibang classroom, school and and community gawain at iba’t ibang
community paraan ng pageehersisyo community (LLKV-00-8) paraan ng pageehersisyo
(LLKV-00-8) (KPKPF-00-1) (LLKV-00-8)  Nakasasali sa mga laro, o (KPKPF-00-1)
 Nakasasali sa mga laro,  Nagagamit ang mga kilos  Nakasasali sa mga laro, anumang pisikal na gawain at  Nagagamit ang mga
o anumang pisikal na lokomotor at di-lokomotor o anumang pisikal na iba’t ibang paraan ng kilos lokomotor at di-
gawain at iba’t ibang sa paglalaro, pag- gawain at iba’t ibang pageehersisyo lokomotor sa paglalaro,
paraan ng pageehersisyo eehersisyo, pagsasayaw paraan ng pageehersisyo (KPKPF-00-1) pag-eehersisyo,
(KPKPF-00-1) (KPKGM-Ig-3) (KPKPF-00-1) pagsasayaw
 Naipakikita ang (KPKGM-Ig-3)
pagpapahalaga sa maayos  Naipakikita ang
na pakikipaglaro pagpapahalaga sa
(KAKPS-00-19) maayos na
pakikipaglaro
(KAKPS-00-19)
 Identify objects mentioned in the game
Learning  Play with fairness and sportsmanship
Checkpoints  Follow directions and perform gross motor movements
 Develop social and communication skills
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-up
Meeting Time 3 activities in Meeting Time 3. A transition song or countdown may be used.
Meeting Time 3
Activities The learners talk about the The learners talk about The learners talk about The learners talk about the The learners talk about
different line that they could things that are soft or things that are rough or colors in their surroundings. the shapes in their
see in their surroundings. hard. smooth. surroundings
Wrap-Up The teacher checks if The teacher checks if the  The teacher checks if  The teacher checks if the  The teacher checks if
Questions/ the learners were able learners were able to the learners were able learners were able to identify the learners were able
Activity to draw straight line, identify soft or hard to identify rough or colors in their surroundings to identify shapes in
horizontal line, objects smooth objects. their surrounding
diagonal line, and
curved line.
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: Noted by:

DIANA ROSE R. ACUPEADO ROSALINA E. ORENSE

Teacher I Head Teacher III