School MACARIO ELEMENTARY SCHOOL Teaching Dates April 15-19, 2024

Teacher KATHERYN N. LAUDE/ T-II Week No. 3

Content Focus Pagpapangkat ng mga Bagay ayon sa Kulay, Hugis, Laki, Quarter Four
Tekstura, at Timbang
KINDERGARTEN Section Love SessionMorning
DAILY LESSON LOG
Content Standards The child demonstrates an understanding of physical properties and movement of objects
Performance The child shall be able to work with objects and materials safely and appropriately
Standards
MELC/CODE Classify objects according to observable properties like size, color, shape, texture, and weight)
PNEKPP-00-1

MONDAY TUESDAY WEDNESDAY THURSDAY CATCH-UP FRIDAY

BLOCKS OF TIME
Arrival Time (8:00 am 8:10 am)

National National National National National

Routine Activities Anthem Anthem Anthem Anthem Anthem
Opening Opening Opening Opening Opening
Prayer Prayer Prayer Prayer Prayer
Exercise Exercise Exercise Exercise Exercise
Kumustahan Kumustahan Kumustahan Kumustahan Kumustahan
Attendance Attendance Attendance Attendance Attendance
Balitaan Balitaan Balitaan Balitaan Balitaan

Meeting Time 1 (8:10 am-8:20 am)

Messages Message: Message: Message: Message: Activities:

Makikilala mo ang isang Makikilala ang isang Makikilala ang isang Malalaman natin ang A. Practice Reading
bagay batay sa kulay nito. bagay batay sa hugis. bagay batay sa laki. tekstura ng isang bagay Words with 3
Ang pula, dilaw, at asul Ang parisukat, parihaba, Maaaring ito ay malaki o sa pamamagitan ng ating syllables ( PPT
ay ang mga pangunahing tatsulok, bilog at maliit. Maaari din itong pandama. Sa paghawak
file- Tagalog)
kulay. Ang lila, kahel, at biluhaba ay ang pinakamalaki, at pagdikit sa bagay ay
berde ay ang pangalawang pangunahing mga hugis. pinakamahaba, o pinaka isang paraan para
Sample:
kulay, at iba pang kulay maiksi batay sa mga malaman kung ito ay
gaya ng kayumanggi, itim, bagay na makikita. makinis o magaspang,
at puti. malambot o matigas.

Masasabi mong mabigat o

magaan ang isang bagay
sa pamamagitan ng
 pagkumpara sa dalawang
bagay. Gumagamit tayo
ng timbangan para
malaman ang tamang
timbang ng nais
timbangin.

-Questions  Ano ano ang mga  Ano ano ang mga  Magbigay ng  Magbigay ng
kulay na makikita hugis na makikita bagay na matitigas na bagay.
natin sa ating paligid? sa ating paligid? malaki.  Magbigay ng
 Ano ang mga  Magbigay ng mga  Magbigay ng malalambot na
pangunahing kulay? bagay na hugis bagay na maliit. bagay.
 Ano ang mga bilog? Tatsulok?  Magbigay ng  Magbigay ng mga
pangalawang kulay? Parisukat? bagay na bagay na may
(Isulat sa pisara ang Parihaba? (Isulat maiksi. makinis na
sagot ng mga bata at sa pisara ang sagot  Magbigay ng tekstura.
talakayin ito ng mga bata at bagay na  Magbigay ng mga
talakayin ito mahaba. bagay na may
pagkatapos.) magaspang na
tekstura.
 Magbigay ng
mabibigat na
bagay.
 Magbigay ng
magagaang bagay.
(Isulat sa pisara
ang sagot ng mga
bata at talakayin ito
pagkatapos.
Competencies  Classify objects according to observable properties like size, color, shape, texture, and weight
(PNEKPP-00-1)

Transition to Work The teacher gives instructions on how to do the independent activities, answers any questions, and B. Mga Pangungusap
Period 1 tells the learners to do their assigned tasks within the allotted time. (PPT)
Work Period 1 (8:20- am-9:05 am) Sample:

Teacher- Sorting Colors Shapes Boxes Comparing Height Touch and Tell
Supervised Weight Chart
Activity
Competencies  Classify objects  Classify objects  Arrange objects one  Use the senses to
according to according to after another in a observe and perform
 observable properties observable series/sequence simple experiments
like size, color, shape, properties like according to a given in classifying objects
texture, and weight) size, color, shape, attribute (size, length) (e.g., texture –
(PNEKPP-00-1) texture, and and describe their soft/hard,
 Tell which weight) (PNEKPP- relationship smooth/rough; taste
objects/pictures are 00-1) (big/bigger/biggest or – salty, sweet, sour)
the same based on  Tell which long/longer/longest) (PNEKBS-Id-6)
color, shape, size, objects/pictures (MKSC-00-10)  Classify objects
direction, and other are the same  Classify objects according to
details (T-shirt with based on color, according to observable properties
collar and without shape, size, observable properties like size, color,
collar) (LLKVPD-Id-1) direction, and like size, color, shape, shape, texture, and
other details (T- texture, and weight) weight) (PNEKPP-00-
shirt with collar (PNEKPP-00-1) 1)
and without  Tell which  Demonstrate an
collar) (LLKVPD- objects/pictures are understanding that
Id-1) the same based on objects are made
color, shape, size, from one or more
direction, and other materials like metal,
details (T-shirt with plastic, wood, paper
collar and without (PNEKPP-00-2)
collar) (LLKVPD-Id-1) Compare objects
based on their size,
length, weight/mass;
big/little,
longer/shorter,
heavier/lighter
(MKME-00-2)
C. CVC flip book
 Classify objects
according to (SHORT E Family)
observable properties
like size, color, Sample:
shape, texture, and
weight) (PNEKPP-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)
Learning Check  Sort objects or  Classify objects  Compare two  Use their senses to
points pictures according to according to their objects to decide perform simple
their color respective shape which is tall or experiments in
short
classifying objects
(texture – soft/hard)

 Answer questions
about the chart

Independent  Shape Hunt  Shape Hunt  Shape Hunt  Shape Hunt

Activities  Color Hunt  Color Hunt  Color Hunt  Color Hunt
 Size Sorting  Size Sorting  Size Sorting  Size Sorting
 Comparing Length  Comparing Length  Comparing Length  Comparing Length
(long/short) (long/short) (long/short) (long/short)
Competencies  Classify objects according to observable properties like size, color, shape, texture, and weight)
(PNEKPP-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)
 Arrange objects one after another in a series/sequence according to a given attribute (size, length) and
describe their relationship (big/bigger/biggest or long/ longer/longest) (MKSC-00-10)
 Napagsisikapang matapos ang sinimulang gawain sa itinakdang oras (KAKPS-00-1)
 Compare objects based on their size, length, weight/mass; big/little, longer/shorter, heavier/lighter
(MKME-00-2)
 Describe objects based on attributes/properties (shapes, size, its use, and functions) (MKSC-00-4)
 Group objects that are alike (MKSC-00-5)
Learning  Shape Hunt: Look for objects which belong to specific shape.
Checkpoints  Color Hunt: Look for objects which belong to specific color.
 Size Sorting: Identify and sort objects according to size.
 Comparing Length (long/short): Compare two objects according to length.

Transition to The teacher reminds the learners about the time left in Work Period Time 1 around 15 minutes before D. Unjumbled the
Meeting Meeting Time 2. After 10 minutes, the teacher tells the learners to start packing away the materials letter and Spell
Time 2 they used and be ready for Meeting Time 2. A transition song or a countdown may be used. My Name!
Meeting Time 2 (9:05am-9:15am) (Short E)

Activity Let the learners present Song: The Shape Song Song: Big or Small Let the learners present Sample:
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
 Health Break/ prepare for recess time/health break by sanitizing their hands.
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.
Health Break/Quiet Time (9:15am-9:40am)
While singing a transition song, the teacher “wakes” the learners up and tells them that it’s time to
Transition to Story
listen to a story. When the learners are ready, the teacher proceeds with the pre-reading activities and
Time
makes sure that the learners are listening attentively.
Story Time (9:40am-9:55am)
Story Berde Dilaw Pula mga Ang kaharian ng mga Ang Elepante at ang Bakit magaspang ang
Kulay ng Basura Hugis Langgam puno ng Sampaloc

https:// https:// https:// https://

www.youtube.com/ www.youtube.com/ www.youtube.com/ www.youtube.com/
watch?v=Y2cZYfYXpVg watch?v=y4xA_yX9ou4 watch?v=KzNbqMjT9Ak watch?v=8XxB4cVIec8
Pre-reading
● Define difficult words ● Show pictures of ● Define difficult words ● Define difficult words.
Activity
using pictures. different shapes using pictures.

During Reading Ask Comprehension questions.

Post Reading
● Who are the characters ● Sequence the story. ● Who are the ● Who are the
in the story? characters in the characters in the
● Which happened
story? story?
● Sequence the story. first? Next? Last?
Which happened first? ● Who is the bigger
● What are the shapes
Next? Last? one?
presented in the
● Who are the characters story? ● Who is the small one?
in the story?
● Who is kind?
● What are the colors
presented in the story?
● What is your favorite
color?

Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and E. Reading Short e
Period 2 independent activities, answers any questions, and tells the learners to do their assigned tasks within phrases (PPT or
the allotted time.
Work Period 2 Flash Cards)
(9:55am-10:35am)
Teacher-
Graphing Activities 1,2,3 Blocks Give Me  Ilang Hakbang? Sample:
Supervised  Play and Work
Activity Together

Competencies ● Count objects with  Listen discriminately  Listen discriminately

● Count objects with and respond and respond
one-toone
appropriately, i.e., appropriately, i.e.,
one-toone correspondence up to
speak loudly/softly speak loudly/softly
correspondence up quantities of 10
when asked, asked to when asked, asked to
to quantities of 10 (MKC-00-7)
adjust volume of adjust volume of
(MKC-00-7) ● Arrange objects one television/radio television/radio
● Create simple after another in a (LLKAPD-Id-6 (LLKAPD-Id-6
pictographs series/sequence  Count objects with
(MKAP-00-2) according to a given one-toone
attribute (size, length) correspondence up to
● Discuss simple and describe their quantities of 10 (MKC-
pictographs relationship 00-7)
(MKAP-00-3) (big/bigger/biggest or  Listen discriminately
long/ longer/longest) and respond
(MKSC-00-10) appropriately, i.e.,
● Compare objects speak loudly/softly
when asked, asked to
based on their size, adjust volume of
length, weight/mass television/radio
(MKME-00-2) (LLKAPD-Id-6
 Create and discuss  Arrange objects one  Listen discriminately  Use their feet to
Learning
simple pictographs after another in a and respond measure the distance
Checkpoints
series/ sequence appropriately
according to a given
attribute
 Block Play  Block Play  Block Play  Block Play
Independent Activities  Construction Toys  Construction Toys  Construction Toys  Construction Toys
 Number Coverall  Number Coverall  Number Coverall  Number Coverall
 Playdough Numerals  Playdough Numerals  Playdough Numerals  Playdough Numerals
 Nakikipaglaro sa dalawa o tatlong bata gamit ang isang laruan (SEKPKN-Ig-2)
Competencies  Naisasagawa ang mga sumusunod na kasanayan: paglikha ng mga modelo pangkaraniwang bagay sa
paligid (KPKFM-00-1.6)
 Naisasagawa ang mga sumusunod na kasanayan: pagmomolde ng luwad (clay), pagbuo ng puzzles
(KPKFM-00-1.5) Nakapagmomolde ng luwad (clay) sa nais na anyo (SKMP-00-6)
 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)
 Tell which two letters, numbers, or words in a group are the same (LLKVPD-Ie-4)
 Block Play: Use the blocks to build structures or models.
 Construction Toys: Use the construction toys to build structures or models.
Learning  Playdough Numerals: Form numerals 1-10 using playdough.
Checkpoints  Number Coverall: Understand the number concept of 1-10.
Transition to The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before
Indoor/ Indoor Activity/Light Physical Activity. After 10 minutes, the teacher tells the learners to start packing
Light Physical away the materials they used and be ready for Indoor/Light Physical Activity. A transition song or
Activity countdown may be used.
Indoor Activity/ Light Physical Activity (10:35am-10:55am)
 Move That Body
Activities  Unstructured Free Play
 Dance
 Unstructured Free Play
 Body and Ball
Transition to The teacher tells the learners to help pack away the materials they used in the Indoor Activity/Light
Meeting Physical Activity time and get ready to do the wrap-up activities in Meeting Time 3. A transition song
Time 3 or countdown may be used.
Meeting Time 3 (10:55am-11:00am)

Wrap-Up  The teacher takes note if the learners are able to classify objects according to observable property
Questions/ like color.
Activity  The teacher takes note if the learners are able to classify objects according to observable property
like shapes.
 The teacher takes note if the learners are able to classify objects according to observable property
like sizes.
 The teacher takes note if the learners are able to classify objects according to observable property
like texture.
 The teacher takes note if the learners are able to classify objects according to observable property
like weight.

Dismissal Routine Using Verbal cue/s the leaners shall

Activities
▪ Fixing things inside the classroom.

▪ Return the chairs and table arrangement.

▪ Put the trash in the bin

▪ Stand in line
 ▪ Do hand signal and gestures- (Teacher and learner/s bonding)

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:

KATHERYN N. LAUDE THOMAS T. TRAVERO

Kindergarten Adviser/Teacher II Principal II