Kindergarten School SAN NICOLAS ELEMENTARY SCHOOL Teaching Dates February 12-16, 2024

Daily Lesson Log Teacher PAULINE JOY D. ENRIQUEZ Week No. 3

Content Focus Ang Aking Karanasan Bilang Kasapi ng Komunidad Quarter Third
Most Essential
Learning Naikukuwento ang mga naging karanasan bilang kasapi ng komunidad (KPKPKom-00-6)
Competencies

BLOCKS OF MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

TIME (February 12, 2023) (February 13, 2023) (February 14, 2023) (February 15, 2023) (February 16, 2023)
Arrival Time
National Anthem National Anthem National Anthem National Anthem National Anthem
Opening Prayer Opening Prayer Opening Prayer Opening Prayer Opening Prayer
Routine Exercise Exercise Exercise Exercise Exercise
Activities Kumustahan Kumustahan Kumustahan Kumustahan Kumustahan
Attendance Attendance Attendance Attendance Attendance
Balitaan Balitaan Balitaan Balitaan Balitaan
Meeting Time 1
Messages Ako ay natututo sa ating Marami akong Sa komunidad, sumasama Sa simbahan, o kapilya Ang letrang Jj ay may
komunidad. Kasama kong masasayang karanasan sa akong mamili ng mga kami nagpupunta tuwing malaki at maliit na letra.
natututo sa loob ng ating komunidad. Masaya pagkain, tubig, damit at Sabado o Linggo upang Maraming bagay ang
paaralan ang aking mga akong namamasyal at iba pa kasama ang aking magsimba at magdasal. nag-uumpi sa letrang Jj,
kaklase. Natututo akong naglalaro sa mga parke at pamilya. Pumupunta Natututo ako ng mga halimbawa nito ay
bumasa, sumulat, umawit, palaruan kasama ang kami sa palengke upang mabubuting asal at jackstone, jelly ace,
sumayaw, gumuhit at aking pamilya at mga mamili ng isda, gulay, tamang pag-uugali sa loob Jasmin, Jenny at iba pa.
makisalamuha sa ibang kaibigan. prutas, bigas at tinapay. ng simbahan o kapilya.
bata at guro sa loob ng
paaralan.
Questions  Ano-ano ang iyong  Ano-ano ang iyong  Ano-ano ang iyong  Ano-ano ang  Ano ang tunog ng
masasayang karanasan masasayang karanasan masasayang karanasan masasayang karanasan letrang Jj?
sa loob ng paaralan sa mga parke at sa palengke, mo sa loob ng simbahan
bilang kasapi ng palaruan bilang kasapi supermarket at iba o kapilya?  Paano isulat ang
komunidad? ng komunidad? pang bilihan bilang malaking letrang J?
kasapi ng komunidad? (Hikayatin ang mga Maliit na letrang j?
 Sino-sino ang mga (Hikayatin ang mga batang magbagi ng
taong nakikilala at batang magbagi ng  Ano ang madalas kanilang karanasan.)  Ano-ano ang mga
nakasasalamuha mo sa kanilang karanasan.) ninyong bilhin sa mga salita na nagsisismula
loob ng paaralan? lugar na ito? sa letrang Jj?

(Hikayatin ang mga (Hikayatin ang mga

batang magbagi ng batang magbagi ng
 kanilang karanasan.) kanilang karanasan.)

Competencies  Naikukuwento ang mga naging karanasan bilang kasapi ng komunidad (KPKPKom-00-6)
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
Period 1 tasks within the allotted time.
Work Period 1
Teacher-Supervised Things We Do in School Playdough: Recreational Wet and Dry Goods Role Playing Tracing Letter Jj
Activity Places (KTG, p. 389) (KTG, p. 374)
(KTG, p. 338)
Introduce Letter Jj
 Natutukoy na ang  Napagsisikapang  Group objects that are  Naipakikita ang  Identify the letters of
paaralan ay isang matapos ang alike (MKSC-00-5) pagiging tahimik at the alphabet (mother
mahalagang bahagi ng sinimulang gawain sa  Sort and classify objects maayos sa pagkilos/ tongue orthography)
komunidad itinakdang oras according to one pagsunod sa seremonya (LLKAK-Ih-3)
(KMKPKom-00-7) (KAKPS-00-1) attribute/ property gaya ng pagluhod/  Give the sound of
 Nakapagkukuwento ng  Naisasagawa ang mga (shape, color, size, pagtayo/ pagyuko, pag- each letter (mother
mga ginagawa sa sumusunod na function/use) awit kung nasa pook tongue, orthography)
paaralan (KMKPAra- kasanayan; (MKSC-00-6) dalanginan (KAKPS- (LLKAK-Ih-7)
00-3) pagmomolde ng luwad 00-14)  Naisasagawa ang
 Naisasagawa ang mga (clay), pagbuo ng  Give the sound of each mga sumusunod na
sumusunod na puzzles (KPKFM-00- letter (mother tongue, kasanayan;
Competencies
kasanayan; 1.5) orthography) pagbakat, pagkopya
pagmomolde ng luwad  Nakapagmomolde ng  (LLKAK-Ih-7) ng larawan, hugis, at
(clay), pagbuo ng luwad (clay) sa nais na titik
puzzles (KPKFM-00- anyo (SKMP-00-6) (KPKFM-00-1.4)
1.5)  Naisasagawa ang mga
sumusunod na
kasanayan paglikha ng
mga modelo ng
pangkaraniwang bagay
sa paligid
(KPKFM-00-1.6)
 Complete the picture  Mold the playdough  Sort grocery items  Show respect to other  Trace letter Jj
Learning puzzles and have a into different places of according to people who worship
Checkpoints little discussion after recreation appropriate categories and pray differently
from them
 Writing Letter Jj (KTG, p. 335)
Independent  Spot the Letter Jj (KTG, p. 335)
Activities  Syllable Jumping /j/ Words (KTG, p. 335)
 Same or Different: Beginning Sound (KTG, p. 336)
  Identify the sounds of letters orally given (LLKPA-Ig-1)
 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)
Competencies
 Pagbakat, pagkopya ng larawan, hugis at titik (KPKFM-00-1.4)
 Tell the number of syllables in given spoken words (LLKPA-Ig-8)
 Identify whether or not 2 spoken words begin with the same sound (LLKPA-00-3)
 Write the letter Jj properly
 Find the letter Jj in the picture
Learning
 Sound out letter Jj
Checkpoints
 Find the letter Jj in the picture
 Recognize if word pairs begin with the same beginning sound
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
Transition to
teacher tells the learners to start packing away the materials they used and be ready for Meeting Time 2. A transition song or a countdown
Meeting Time 2
may be used.
Meeting Time 2
Questions/Activity Let the learners present Let the learners present Let the learners present Let the learners present Let the learners present
their work. their work. their work. their work. their work.

Ask the learners to sing

the “The Letter Jj Song”
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
Transition to Health sanitizing their hands.
Break/
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
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
Transition to Story
ready, the teacher proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Time
Story Time
Story
Pre-reading Activity  Theme: Any age and  Theme: Any age and  Theme: Any age and  Theme: Any age and  Theme: Any age and
culturally appropriate culturally appropriate culturally appropriate culturally appropriate culturally appropriate
story about people who story about different story about story about money. story about different
work in places of recreational places. worshipping and stores.
learning. praying.  Define difficult words.
 Define difficult words.  Define difficult words.
 Define difficult words.  Define difficult words. Motivation question:
 Motivation question: Do you have money?  Motivation question:
 Motivation: Who are What places with water  Motivation question: How did you get it? What is the newest
 the teachers that you have you been to? What do you feel when thing that you bought?
know? What do they you pray?  Motive question: What
do?  Motive question: What will the character in the  Motive question: What
are the places that the  Motive question: What story do with his/her is the newest thing that
 Motive: What do the characters visited in do you think the money? the characters in the
teachers in the story the story? characters will fell story will buy?
do? while praying in the
story?
During Reading Ask comprehension questions.
Post Reading  Who are the teachers in  What are the things  How did the characters  How did the character  What did the
the story? that the characters did feel while praying? use his/her money? characters buy?
to have fun?
 What are the things that  How would you feel if  If it were you, what  Why did he/she buy?
they did?  What else can the you were the would you do?
characters do to have character?  Where did he/ she buy
 Do you think the fun? it?
characters learned
something? What are  Why did she buy the
these things. item?

 Do you think he/ she

needs what was
bought?

 Why do you think so?

Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any
Period 2 questions, and tells the learners to do their assigned tasks within the allotted time.
Work Period 2
Teacher-Supervised Picture Patterns Picture Patterns Reproduce the Pattern Reproduce the Pattern Creating Patterns
Activity (KTG, p. 338-339) (KTG, p. 338-339) (KTG, p. 339) (KTG, p. 339) (KTG, p. 339)
 Complete patterns  Complete patterns  Reproduce and extend  Reproduce and extend  Create own patterns
(MKSC-00-19) (MKSC-00-19) patterns patterns (MKSC-00-21)
Competencies  Reproduce and extend  Reproduce and extend (MKSC-00-20) (MKSC-00-20)
patterns patterns
(MKSC-00-20) (MKSC-00-20)
 The teacher checks if the  The teacher checks if the  The teacher checks if the  The teacher checks if the  The teacher checks if
Learning learners can complete a learners can complete a learners can reproduce learners can reproduce the learners can
Checkpoints pattern shown. pattern shown. the pattern shown. the pattern shown. reproduce the pattern
shown.
Independent  Block Play: Places of Recreation (KTG, p. 339-340)
  Objects and Number Matching (KTG, p. 340)
Activities
 Numeral Writing (KTG, p. 340)
 Nagagamit ang mga kilos lokomotor at di-lokomotor sa paglalaro, pag-eehersisyo, pagsasayaw (KPKGM-Ig-3)
 Nakagagawa ng modelo ng mga pangkaraniwang bagay sa paligid: dahon, bato, buto, patpat, tansan, atbp. (SKMP-00-3)
 Match numerals to a set of concrete objects (MKC-00-4)
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
Competencies
 Pagbakat, pagkopya ng larawan, hugis at titik (KPKFM-00-1.4)
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 Match numerals to a set of concrete objects from 1 to 10 (MKC-00-4)
 Nakagugupit at nakapagdidikit ng iba’t ibang hugis na may iba’t ibang tekstura (SKMP-00-4)
 Block play: The teacher checks if the learners can create a model of places of recreation using blocks.
Learning
 Object and numeral matching: The teacher checks if the learners can match the objects and numerals.
Checkpoints
 Numeral writing: The teacher checks if the learners can count the picture and write the numeral that represents it.
Transition to The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor Activity/Light Physical
Indoor/ Light Activity. After 10 minutes, the teacher tells the learners to start packing away the materials they used and be ready for Indoor/Light Physical
Physical Activity Activity. A transition song or countdown may be used.
Indoor Activity/ Light Physical Activity
Activities Fun Outdoors Fun Outdoors Fun Outdoors Fun Outdoors Fun Outdoors
 Nakasasali sa mga  Nakasasali sa mga  Nakasasali sa mga  Nakasasali sa mga laro,  Nakasasali sa mga
laro, o anumang pisikal laro, o anumang pisikal laro, o anumang pisikal o anumang pisikal na laro, o anumang
na gawain at iba’t na gawain at iba’t na gawain at iba’t gawain at iba’t ibang pisikal na gawain at
ibang paraan ng ibang paraan ng ibang paraan ng paraan ng iba’t ibang paraan ng
pageehersisyo pageehersisyo pageehersisyo pageehersisyo pageehersisyo
Competencies (KPKPF-00-1) (KPKPF-00-1) (KPKPF-00-1) (KPKPF-00-1) (KPKPF-00-1)
 Naipakikita ang  Naipakikita ang  Naipakikita ang  Naipakikita ang  Naipakikita ang
pagpapahalaga sa pagpapahalaga sa pagpapahalaga sa pagpapahalaga sa pagpapahalaga sa
maayos na maayos na maayos na maayos na maayos na
pakikipaglaro pakikipaglaro pakikipaglaro pakikipaglaro pakikipaglaro
(KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19)  (KAKPS-00-19)
Learning  Pretend to be in a place in the community where people can have fun
Checkpoints
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
Meeting Time 3 do the wrap-up activities in Meeting Time 3. A transition song or countdown may be used.
Meeting Time 3
Activities  The learners talk  The learners talk about  The learners talk  The learners talk about  The learners talk
about their their experiences in about their their experiences in the about the letter Jj.
experiences in school. park and other experiences in the church.
recreational places. market.
Wrap-Up  The teacher checks if  The teacher checks if  The teacher checks if  The teacher checks if  The teacher checks if
 Questions/ Activity the learners were the learners were able the learners were able the learners were able the learners were
able to share their to share their to share their to share their able to identify the
experiences in places experiences in experiences about experiences doing name and sound of
of learning. recreational places buying things in the church activities. letter Jj.
like park and market.
playground.
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:

PAULINE JOY D. ENRIQUEZ LUCIA R. DOMINGO

Teacher I Principal IV