Kindergarten School VILLA APOLONIA ELEMENTARY SCHOOL Teaching Dates September 18-22, 2023

Daily Lesson Log Teacher JANES A. ARQUINEZ Week No. 4

Content Focus Ang Aking Kakayahan Quarter One
Most Essential 1. Nasasakilos ang sariling kakayahan sa iba’t ibang paraan, hal. pag-awit, pagsayaw, at iba pa (KPKGM-lg-3)
Learning 2. Naisasagawa ang mga sumusunod na kilos sa pagtugon sa ritmong mabagal at mabilis (paglakad, pagtakbo,
Competencies pagkandirit, paglundag/pagtalon, paglukso) (KPKGM-le-2)
3. Identify letter, number or word that is different from the group (LLKVPD-00-6)

BLOCKS OF MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

TIME (September 18, 2023) (September 19, 2023) (September 20, 2023) (September 21, 2023) (September 22, 2023)
Arrival Time
(8:00am-8:10am)
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 Ang bawat bata ay may Ang iba’t ibang bahagi ng Ang mga letra sa alpabeto Ang mga bilang ay Ang kakayahan mong
mga kakayahan. Maaari ating katawan ay maaari ay magkakaiba o hindi magkakaiba o hindi pare- makita at masabi ang
mong maipakita ang mga nating igalaw sa ritmong pare-pareho. Ang bawat pareho. Ang kakayahan naiiba sa bawat grupo ng
kakayahang ito sa iba’t ating nais, mabilis man o letra ay may kanya- mong makilala at masabi mga salita ay
ibang paraan tulad ng mabagal. kanyang pangalan at ang pagkakaiba-iba ng makakatulong na
pagsayaw, pagkanta, tunog. bawat bilang ay mapaunlad ang
pagtula at iba pa. makakatulong sa iyo na kakayahan mong bumasa.
mapaunlad pa ang
kakayahan mong
bumilang.
Questions  Ano ang iyong  Ano ano ang mga  Anong mga letra ang  Gamit ang ating mga  Anong salita ang naiiba
kakayahan na maaari bahagi ng ating bumubuo sa iyong daliri, sabay-sabay sa bawat grupo?
mong maipakita at katawan na maaari pangalan? Nakikilala tayong magbilang mula
maipagmalaki sa iyong nating igalaw sa ritmo mo ba ang pangalan at isa hanggang sampu. (Use a different set of
mga kaklase? ng sayaw? tunog ng mga ito? words.)
 Alin sa mga bilang ang
 Alin sa mga letra ang naiiba?
naiiba?

Competencies  Nasasakilos ang sariling kakayahan sa iba’t ibang paraan, hal. pag-awit, pagsayaw, at iba pa (KPKGM-lg-3)
  Naisasagawa ang mga sumusunod na kilos sa pagtugon sa ritmong mabagal at mabilis (paglakad, pagtakbo, pagkandirit,
paglundag/pagtalon, paglukso) (KPKGM-le-2)
 Identify letter, number or word that is different from the group (LLKVPD-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- Poster: I Can Movement Story Name Necklace What Number is Same and Different
Supervised (KTG, p. 38) (KTG, p. 39-40) (KTG, p. 54) Different? (Worksheet) Words
Activity (Worksheet)
 Naipakikita ang tiwala  Nakagagalaw (martsa,  Naisasagawa ang mga  Recognize and identify  Identify letter, number
sa sarili na tugunan palakpak, tapik, sumusunod na numerals 0 to 10 or word that is
ang sariling padyak, lakad, lundag kasanayan: pagbakat, (MKC-00-2) different from the
pangangailangan nang at iba pa) nang angkop pagkopya ng larawan,  Read and write group
mag-isa. Hal. sa ritmo at indayog hugis, at titik numerals 0 to 10 (LLKVPD-00-6)
maghugas ng kamay, bilang tugon sa himig (KPKFM-00-1.4) (MKC-00-3)  Identify the letters of
kumain, magbihis, na napapakinggan/awit  Nakikilala ang sarili  Identify letter, number one’s given name
magligpit, tapusin ang na kinakanta (SEKPSE-00-1) or word that is (LLKAK-Ic-1)
gawaing nasimulan (KPKPF-Ia-2) - pangalan at apelyido different from the
(SEKPSE-Ie-5)  Naisasagawa ang mga (SEKPSE-Ia-1.1) group
 Nakagagawa nang nag- sumusunod na kilos  Recognize one’s given (LLKVPD-00-6)
iisa (KAKPS-00-3) lokomotor sa pagtugon name by sight
 Naisasagawa ang sa ritmong mabagal at (LLKAK-Ia-6)
simpleng gawain nang mabilis (paglakad,  Identify the letters of
Competencies maluwag sa kalooban pagtakbo, pagkandirit, one’s given name
Nakapagsesipilyo) paglundag/pagtalon, (LLKAK-Ic-1)
(KAKPS-00-4) paglukso)  Write one’s given name
 Nakalilikha ng iba’t (KPKGM-Ie-2) (LLKH-00-5)
ibang bagay sa  Nagagamit ang mga
pamamagitan ng kilos lokomotor at di-
malayang pagguhit lokomotor sa
(SKMP-00-1) paglalaro, pag-
 Express simple ideas eehersisyo, pagsasayaw
through symbols (e.g., (KPKGM-Ig-3)
drawings, invented  Demonstrate
spelling) (LLKC-00-1) movements using
different body parts
(PNEKBS-Ic-3)

Learning  Identify the activities  Do movements using  Identify the letters in a  Identify the different  Identify the different
Checkpoints they can do by their body given name numbers in a group words in a group
 themselves

 Sorting: Blue/Green Colors

Independent  Memory Game (Things I Can Do in School) (KTG, p. 41)
Activities  What’s Different (Worksheet)
 Naming Activities (Worksheet)
 Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)
 Tell which objects/pictures are the same based on color, shape, size, direction, and other details (T-shirt with collar and without collar)
Competencies (LLKVPD-Id-1)
 Naisasagawa ang mga sumusunod na kasanayan: pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
 Identify letter, number, or word that is different from the group (LLKVPD-00-6)
 Sort and classify according to color
Learning  Match the same pictures
Checkpoints  Identify the different letters, numbers, and words in a group
 Name classroom activities
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 learners enumerate Let the learners present Song: Alin Ang Naiba? Let the learners present
their output. the things they can do by their output. their output.
themselves.

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 sanitizing their hands.
Health 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  Theme: Any age and a  Theme: Any age and  Theme: Any age and a  Theme: Any age and a  Theme: Any age and a
Activity culturally appropriate culturally appropriate culturally appropriate culturally appropriate culturally appropriate
story about their story about the things story about words with story about numbers. story about words that
talents that they can we can do with our different letters. are different from one
showcase to their body. another.
classmates.  Define difficult words.  Define difficult words.
  Define difficult words.
 Define difficult words.  Motivation question:
What can you do using
 Motivation question: your body?
What talent or skill do  Motive question: Why
you have?  Motive question: What
do you think are the
 Motive question: In movements done in the
what way, we can share story?
our talent with other
people?
During Reading Ask comprehension questions.
Post Reading  What makes the  What did the
character special? characters do with
their bodies?
 What did you learn
from the story?  What words rhyme with
the different parts of
the body?
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- Writing Number (1) It’s a Match (Worksheet) Count and Write
Supervised
Activity
Competencies  Recognize and identify  Match object, pictures
numerals 0 to 10 based on properties
(MKC-00-2) /attributes in one-to-
 Read and write one correspondence
numerals 0 to 10 - object to object
(MKC-00-3) - object to picture
- picture to picture
(MKAT-00-1)
 Describe objects
based on
attributes/properties
(shapes, size, its use
and functions)
(MKSC-00-4)
 Recognizes symmetry
 Motivation question:
What letters make up  Motivation question:  Motivation question:
your name? Can we count 1 to 10?
 Motive question:
do we have different Where can we use
names? numbers?
 Who are the characters  What are the names of
in the story? the characters in the
story?
 Why do the characters
have different names?  What did you learn
from the story?
Hand Game
(KTG, p. 73-74)
 Count objects with  Count objects with
one-to-one one-to-one
correspondence up to correspondence up to
quantities of 10 quantities of 10
(MKC-00-7) (MKC-00-7)
 Read and write  Tell that the quantity
numerals 0 to 10 of a set of objects
(MKC-00-3) does not change even
 Identify the sounds of though the
letters orally given arrangement has
(LLKAPD-Id-6) changed (i.e., the
 Identify the letters of child should be able
the alphabet (mother to tell that one set of
tongue, orthography) counters placed in
(LLKAK-Ih-3) one-to-one
 Define difficult words.
What are the words
that come to your mind
when you heard the
word “friend’?
 Motive question: What
do you think will the
characters learn in the
story?
 Who is the main
character of the story?
 What did he/she learn?
Word Syllable
Clap/Stamp
 Identify several
words that begin with
the same sound as the
spoken word
(LLKPA-Ig-7)
 Tell the number of
syllables in given
spoken words
(LLKPA-Ig-8)
 Count objects with
one-to-one
correspondence up to
quantities of 10
(MKC-00-7)
 (own body, basic correspondence and
shapes) (MKSC-00- then rearranged still
11) has the same
quantity) (MKSC-00-
23)
 Add quantities up to
10 using concrete
objects (MKAT-00-8)
 Trace and write  Match two identical  Count objects whose  Add quantities up to 3  Clap or stamp the
Learning
number 1 body movements names have the same using concrete objects number of syllables of
Checkpoints
beginning letter a given word
 Block Play (KTG, p. 44)
Independent  Tracing Numbers
Activities  Number Coverall (KTG, p. 45)
 Number Cross Out
 Nakikipaglaro sa dalawa o tatlong bata gamit ang isang laruan (SEKPKN-Ig-2)
 Naisasagawa ang mga sumusunod na kasanayan: paglikha ng mga modelo pangkaraniwang bagay sa paligid (KPKFM-00-1.6)
Competencies  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)
 Use the blocks to build structures or models
 Use the construction toys to build structures or models
Learning
 Trace numerals
Checkpoints
 Understand the number concept of 1-3
 Identify which number in a given set is different
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.
Indoor/ Light After 10 minutes, the teacher tells the learners to start packing away the materials they used and be ready for Indoor/Light Physical Activity.
Physical Activity A transition song or countdown may be used.
Indoor Activity/ Light Physical Activity
Paint Me A Picture (Act Unstructured Free Play Letter Train Number Game Unstructured Free Play
Activities Out)
(KTG, p. 62)
Competencies  Nagagamit ang mga  Naisasagawa ang mga  Nakapaghihintay ng  Nagagamit ang mga  Naisasagawa ang mga
kilos lokomotor at di- sumusunod na kilos kanyang pagkakataon kilos lokomotor at di- sumusunod na kilos
lokomotor sa lokomotor sa (KAKPS-00-12) lokomotor sa paglalaro, lokomotor sa
paglalaro, pag- pagtugon sa ritmong  Natatawag ang mga pag-eehersiyo, pagtugon sa ritmong
eehersisyo, mabagal at mabilis kalaro at ibang tao sa pagsasayaw mabagal at mabilis
pagsasayaw (paglakad, pagtakbo, kanilang pangalan (KPKGM-Ig-3) (paglakad, pagtakbo,
(KPKGM-Ig-3) pagkandirit, (KAKPS-00-13)  Recognize and identify pagkandirit,
 Demonstrate paglundag/pagtalon,  Nakapagbubuo ng numerals 0 to 10 paglundag/pagtalon,
 movements using paglukso) pagkakaibigan (MKC-00-2) paglukso)
different body parts (KPKGM-Ie-2) (KMKPAra-00-5) (KPKGM-Ie-2)
(PNEKBS-Ic-3)  Nagagamit ang mga  Identify the letters of  Nagagamit ang mga
kilos lokomotor at di- one’s given name kilos lokomotor at di-
lokomotor sa (LLKAK-Ic-1) lokomotor sa
paglalaro, pag-  Identify the letters of paglalaro, pag-
eehersiyo, the alphabet (mother eehersiyo,
pagsasayaw tongue, orthography) pagsasayaw
(KPKGM-Ig-3) (LLKAK-Ih-3) (KPKGM-Ig-3)

 Demonstrate movements using different body parts

Learning  Follow instruction
Checkpoints  Arrange themselves accordingly
 Participate in the game actively
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
 Learners showcase  Learners demonstrate  Learners identify the  Learners identify the  Learners identify the
their talents in movements using different letters in a different numbers in a different words in a
Activities
different ways. their body parts. group. group. group.

Wrap-Up  The teacher acknowledges the learners’ sharing and encourages them to come back so they can still learn more.
Questions/ Activity
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:

JANES A. ARQUINEZ LERMA C. ANGUE

Teacher I Principal I