Kindergarten School Teaching Dates October 10-14, 2022

Daily Lesson Log Teacher Week No. 8

Content Focus Ang Limang Pandama Quarter One
Most Essential
Learning Name the five senses and their corresponding body parts (PNEKBS-Ic-4)
Competencies

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME
(October 10, 2022)
Arrival Time
(7:30am-7:40am)
National Anthem
Opening Prayer
Routine Exercise
Activities Kumustahan
Attendance
Balitaan
Meeting Time 1
(7:40am-7:50am)
Messages Ang mata ay ginagamit sa
paningin. Nakakikita ako ng
iba’t ibang bagay sa aking
paligid na may mga kulay at
mga hugis. Ginagamit ko rin
ang mata para makita ang
aking binabasa, sinusulat at
ginuguhit.
Questions  Ano ang gamit ng ating
mga mata?
(October 11, 2022)
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Ako ay may dalawang tainga.
Nakaririnig ako gamit ang
aking mga tainga. Tunog ng
sasakyan, tunog ng mga
hayop at tunog ng mga bagay
ay aking naririnig. Sa tulong
ng aking mga tainga,
nalalaman ko kung ang tunog
sa aking paligid ay malakas o
mahina.
 Ilan ang ating tainga? Ano
ang gamit ng mga ito?
(October 12, 2022)
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Ang ilong ay ginagamit sa
pang-amoy. Naaamoy ng
aking ilong ang mga bagay sa
paligid. May mababango at
mababahong amoy.
 Ano ang gamit ng ating
ilong?
(October 13, 2022) (October 14, 2022)
National Anthem National Anthem
Opening Prayer Opening Prayer
Exercise Exercise
Kumustahan Kumustahan
Attendance Attendance
Balitaan Balitaan
Ang dila ay ginagamit na Ang kamay ay ginagamit na
panlasa. Nalalasahan ng pandama. Nadadama ko ang
aking dila ang iba’t ibang mga bagay sa aking paligid.
pagkain. May matamis, May malambot, matigas,
maalat, maasim, at mapait. makinis at magaspang na
bagay.
 Ano ang gamit ng ating  Ilan ang ating mga kamay?
dila? Ano ang mga gamit nito?

 Anong mga bagay sa
paligid ang nakikita na
ating mga mata?
(Isulat ang sagot ng mga
bata at talakayin ito.)
 Magbigay ng mahihinang
tunog na maaaring marinig
ng ating mga tainga?
Malalakas na tunog?
(Isulat ang sagot ng mga
bata at talakayin ito.)
 Anong mga bagay sa
paligid ang may
mabangong amoy?
Mabahong amoy?
(Isulat ang sagot ng mga
bata at talakayin ito.)
 Anong mga pagkain ang  Magbigay ng mga bagay
matamis? Maalat? na malambot? Matigas?
Maasim? Mapait? Makinis? Magaspang?
(Isulat ang sagot ng mga (Isulat ang sagot ng mga
bata at talakayin ito.) bata at talakayin ito.)

Competencies  Name the five senses and their corresponding body parts (PNEKBS-Ic-4)
 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 tasks within the
Period 1 allotted time.
Work Period 1
(7:50am-8:35am)
Teacher-Supervised Eye Book Poster Making: Sounds We Smelling Jars Name the Taste Touch and Tell
Activity (KTG, p. 98) Hear (KTG, p. 98) (KTG, p. 111) (KTG, p. 113) (KTG, p. 111-112)
 Natutukoy ang  Identify familiar sounds in  Use the senses to observe  Use the senses to observe  Use the senses to observe
magagandang bagay na the environment and perform simple and perform simple and perform simple
nakikita sa paligid (LLKAPD-Ie-1) experiments in classifying experiments in classifying experiments in classifying
(SKPK-00-1) objects (e.g., texture – objects (e.g., texture – objects (e.g., texture –
 Use the senses to observe soft/hard, smooth/rough; soft/hard, smooth/rough; soft/hard, smooth/rough;
the environment taste – salty, sweet, sour) taste – salty, sweet, sour) taste – salty, sweet, sour)
(PNEKBS-Ic-5) (PNEKBS-Id-6) (PNEKBS-Id-6) (PNEKBS-Id-6)
 Talk about the details of  Classify objects according
an object/picture like toys, to observable properties
Competencies pets, foods, places like size, color, shape,
(LLKOL-Id-4) texture, and weight)
(PNEKPP-00-1)
 Demonstrate an
understanding that objects
are made from one or
more materials like metal,
plastic, wood, paper
(PNEKPP-00-2)

 Appreciate beautiful  Identify familiar sounds in  Use their senses to  Use the senses to perform  Use their senses to
things around them using the environment perform simple simple experiments in perform simple
Learning Checkpoints their eyes experiments in classifying classifying objects (taste – experiments in classifying
objects (good/bad smell) salty, sweet, sour) objects (texture –
soft/hard)
 Binoculars (KTG, p. 99)
Independent  Echoing Sounds (KTG, p. 100)
Activities  Smell and Match (KTG, p. 113)
 Food Chart: Sweet, Sour, Bitter, Salty Foods (KTG, p. 114)
Competencies  Nakaguguhit, nakapagpipinta at nakapagkukulay ng iba’t ibang bagay o gawain (dekorasyon sa “name tag”, kasapi ng mag-anak, gawain ng bawat kasapi
ng mag-anak, mga alagang hayop, mga halaman sa paligid) (SKMP-00-2)
 Nakapagpapatung-patong, nakapagdudugtung-dugtong at nakapagdidikit-dikit (assemblage) ng mga patapong bagay: maliit na kahon ng gamot (SKMP-
00-8)
 Tell if the sound is loud/soft, high/low (LLKAPD-Id-4)
 Listen discriminately and respond appropriately, i.e., speak loudly/softly when asked, asked to adjust the volume of television/radio (LLKAPD-Id-6)
 Use the senses to observe and perform simple experiments in classifying objects (e.g., texture – soft/hard, smooth/rough; taste – salty, sweet, sour)
 (PNEKBS-Id-6)
 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)
 Classify objects according to observable properties like size, color, shape, texture, and weight) (PNEKPP-00-1)
 Use recycled materials
 Use listening skills to understand and echo messages
Learning Checkpoints
 Use the senses to observe and perform simple experiments in classifying objects
 Sort and classify objects according to one attribute/property (taste)
Transition to Meeting 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
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
(8:35am-8:45am)
Questions/Activity Tula: Mata (KTG, p. 106) Play a fast tune and a slow Song: Little Nose Tula: Ang Aking Bibig Song: Malambot at Matigas /
one. (KTG, p. 120) (KTG, p. 120) Magaspang at Makinis
Talk about the uses of the (KTG, p. 120)
eyes in the poem How do you know when to
dance slow or fast?

What part of your body helps

you respond to the music
played?
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
Transition to Health 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
(8:45am-9:10am)
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
Transition to Story
proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Time
Story Time
(9:10am-9:25am)
Story
Pre-reading Activity  Theme: Any age and a  Theme: Any age and  Theme: Any age and a  Theme: Any age and a  Theme: Any age and a
culturally appropriate culturally appropriate culturally appropriate culturally appropriate culturally appropriate
story about the eyes. story about ears. story about the nose. story about the mouth, story about the hands and
tongue, or tasting. the objects that are soft
 Define difficult words.  Define difficult words.  Define difficult words. and hard.
 Define difficult words.
 Motivation question: What  Motivation question:  Motivation question: What  Define difficult words.
 can you do with your eyes?
 Motive question: What do
you think will happen if the
character in the story did
not have eyes?
During Reading Ask comprehension questions.
Post Reading  What are the things that the
characters did with the
different parts of the face?
 I will give you a part of the
face and another word. Tell
me if the words rhyme with
each other. (Guide the
learners in doing the
activity, e.g., ilong - talong)
Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells the
Period 2 learners to do their assigned tasks within the allotted time.
Work Period 2
(9:25am-10:05am)
Pairs of Eyes
Teacher-Supervised
(KTG, p. 101)
Activity
Competencies  Count objects with one-to-
one correspondence up to
quantities of 10
(MKC-00-7)
 Match object, pictures
based on properties
/attributes in one-to-one
correspondence (MKAT-
00-1)
 Tell which objects/pictures
What can you do with
your ears?
 Motive question: What
sounds can be heard in
the story?
 What sounds were heard in
the story?
 Listen carefully. Identify
what sounds are from
inside and outside the
classroom.
Number Book of Pairs Same and Different: Smell
(KTG, p. 102) (KTG, p, 114-115)
 Count objects with one-to-
one correspondence up to
quantities of 10
(MKC-00-7)
 Identify one’s basic body
parts
(PNEKBS-Id-1)
 Tell which objects/pictures
are the same based on
color, shape, size,
are the things that you
smell?
 Motive question: What are
the smells in the story?
 What did the characters do
with their hands?
 What would have
happened if the characters
did not have hands?
Favorite Food Survey
(KTG, p, 116)
 Use the senses to observe
and perform simple
experiments in classifying
objects (e.g., texture –
soft/hard, smooth/rough;
taste – salty, sweet, sour)
(PNEKBS-Id-6)
 Classify objects according
to observable properties
like size, color, shape,
 Motivation question: What
can you do with your
mouth?
 Motive question: What do
you think are the things
that the mouth did in the
story?
 What did the characters
do with their mouths?
 What will happen if a
person does not have a
mouth?
Lift the Bowl (concrete up to
quantities of 3)
 Count objects with one-to-
one correspondence up to
quantities of 10
(MKC-00-7)
 Collect data on one
variable (e.g., sex /boys or
girls) through observation
and asking questions
(MKAP-00-1)
 Create simple pictographs
 Motivation question: What
objects can you touch that
is soft? Hard?
 Motive question: What do
you think are the objects
that are soft and hard in
the story?
 What are the hard and soft
objects in the story?
 How many syllables are
the names of objects that
are hard?
 How many syllables are
the names of objects that
are soft
 (Demonstrate how to count
the number of syllables by
clapping)
(KTG, p. 115)
 Count objects with one-to-
one correspondence up to
quantities of 10
(MKC-00-7)
 Combine elements of two
sets using concrete objects
to represent the concept of
addition
(MKAT-00-3)
 Add quantities up to 10
 are the same based on direction, and other details texture, and weight) (MKAP-00-2) using concrete objects
color, shape, size, (T-shirt with collar and (PNEKPP-00-1)  Discuss simple pictographs (MKAT-00-8)
direction, and other details without collar) (MKAP-00-3)
(T-shirt with collar and (LLKVPD-Id-1)
without collar) (LLKVPD-
Id-1)
 Tell which pictures are  Count body parts with  Use their senses to  Collect data on one  Combine elements of two
the same based on color, one-to-one observe and perform variable (favorite food), sets using concrete
Learning Checkpoints shape, and size, and correspondence simple experiments in create and discuss simple objects to represent the
match them in one-to-one classifying objects (same pictographs concept of addition (up to
correspondence and different smells) 3)
 Same and Different Sounds (KTG, p. 102-103)
Independent  Spin the Bottle (KTG, p. 103)
Activities  Same and Different: Shapes (KTG, p. 104)
 Food Picture Card Sort (KTG, p. 117)
 Identify familiar sounds in the environment (LLKAPD-Ie-1)
 Differentiate a soft from a loud sound/high from low (LLKAPD-Ie-5)
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 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)
 Describe objects based on attributes/properties (shapes, size, its use, and functions) (MKSC-00-4)
Competencies
 Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)
 Use the senses to observe the environment (PNEKBS-Ic-5)
 Use the senses to observe and perform simple experiments in classifying objects (texture – soft/hard, smooth/rough; taste – salty, sweet, sour) (PNEKBS-Id-
6)
 Classify objects according to observable properties like size, color, shape, texture, and weight) (PNEKPP-00-1)
 Identify familiar sounds in the environment and differentiate a soft from a loud sound/high from low
 Tell which pictures are the same based on color
Learning Checkpoints
 Identify two to three-dimensional shapes
 Describe objects based on their taste
Transition to Indoor/ 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,
Light Physical 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
Activity be used.
Indoor Activity/ Light Physical Activity
(10:05am-10:25am)
Pin the Eyes Blindfold Game Ilong, Ilong, Ilong Food Henyo Soft-Hard Relay
Activities (KTG, p. 105) (KTG, p. 106) (KTG, p. 119) (KTG, p. 119-120) (KTG, p. 119)

Competencies  Name the five senses and  Identify familiar sounds in  Identify one’s basic body  Talk about the details of an  Nakasasali sa mga laro, o
their corresponding body the environment parts object/picture like toys, anumang pisikal na
parts (LLKAPD-Ie-1) (PNEKBS-Id-1) pets, foods, places gawain at iba’t ibang
(PNEKBS-Ic-3) (LLKOL-Id-4) paraan ng pag-eehersisyo
  Describe objects based on (KPKPF-00-1)
attributes/properties  Nagagamit ang mga kilos
(shapes, size, its use and lokomotor at di-
functions) lokomotor sa paglalaro,
(MKSC-00-4) pag-eehersisyo,
pagsasayaw
(KPKGM-Ig-3)
 Sort and classify objects
according to one
attribute/property (shape,
color, size, function/use)
(MKSC-00-6)
 Classify objects
according to observable
properties like size, color,
shape, texture, and
weight) (PNEKPP-00-1)
 Know the five senses and their corresponding body part
 Demonstrate the use of the five senses
Learning Checkpoints  Describe or describe objects based on attributes/ properties
 Classify objects according to texture
 Play cooperatively with a partner
Transition to Meeting 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
Time 3 activities in Meeting Time 3. A transition song or countdown may be used.
Meeting Time 3
(10:25am-10:30am
Activities  Learners give the  Learners give the function  Learners identify the  Learners identify the  Learners identify the soft
function and importance and importance of their objects with good and parts of the mouth and and hard objects using
of their eyes. ears. bad smells using their recall that tongue is for their hands.
noses. tasting.
Wrap-Up Questions/  The teacher takes note if  The teacher takes note if  The teacher takes note if  The teacher takes note if  The teacher takes note if
Activity the learners appreciate the learners appreciate the learners are able to the learners are able to the learners are able to
having eyes. having ears. distinguish the different distinguish the different distinguish soft and hard
smells using their noses. parts of their mouth. objects using their hands.
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:

Kindergarten Adviser
School Head Teacher 1