Kindergarten School Taal Elementary School Teaching Dates April 15-19, 2024

Daily Lesson Log Teacher Roxanne Ann M. Capule Week No. 3

Content Focus Pamamaraan sa Pangangalaga ng Kapaligiran Quarter Four
Most Essential
Learning Identify simple ways of taking care of the environment (PNEKE-00-4)
Competencies

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME (April 15, 2024) (April 16, 2024) (April 17, 2024) (April 18, 2024) (April 19, 2024)
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 Itinatapon natin ang ating Pinapahalagahan at iniingatan Ang Reduce, Reuse, at Kailangan nating maging Pre- Reading:
mga basura sa maayos na natin ang ating kapaligiran. Recycle ay mga mabisang masinop sa paggamit ng tubig  Singing of
paraan. paraan para mabawasan ang at enerhiya tulad ng kuryente. Alpabasa
Inihihiwalay natin ang mga Song: Recycling in My Home basura at kalat sa ating  Walking through
basurang nabubulok sa di kapaligiran.
Alphabets
nabubulok.
Reduce ang tawag sa -pupils walk on the
Biodegradable ang tawag sa pamamaraang mabawasan letters while
mga basurang nabubulok. ang ginagamit nating basura, telling its name
Maaring gamitin itong pataba araw-araw. and sound
ng lupa. Ang ilan sa mga  Manipulative
halimbawa ng mga Reuse ang tawag sa paggamit -pupils allowed to
nabubulok na bagay ay mga sa ibang paraan ng mga bagay play with wooden
dahon, balat ng prutas, at na itinuturing na basura na. alphabets, snake
dumi ng mga hayop. and ladders
Recycle naman ang tawag sa
(abakada)and
Non-Biodegradable naman pamamaraang paglikha muli
ng bagong bagay na nagmula
phonic cards
ang tawag sa mga basurang
hindi nabubulok tulad ng lata, sa lumang gamit o patapong  Blocks
bote, plastics at iba pa. basura. - pupils create
letters using
Song: Recycling in My Home blocks
Questions  Paano natin  Sa paanong paraan natin  Ano ano ang mga  Anong mga anyong tubig
mapangangalagaan ang itinatapon ang ating mga patapong bagay ang ang iyong nakikita sa
mga likas na yaman sa basura? maaari nating bawasan, paligid?
 ating kapaligiran?
(Ipaliwanag ang salitang
“likas na yaman” upang
mas maintidihan ng mga
bata ang tanong.)
Competencies  Identify simple ways of taking care of the environment (PNEKE-00-4)
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
Teacher-Supervised Sorting Garbage:
Activity
Biodegradable and Non-
Biodegradable
KTG, p. 461
Competencies  Sort and classify objects
according to one
attribute/property (shape,
color, size, function/use)
(MKSC-00-6)
 Identify simple ways of
taking care of the
environment
(PNEKE-00-4)
 Name common
objects/things in the
environment (in school,
home, and community)
(LLKV-00-1)
 Describe common
objects/things in the
environment based on
color, shape, size, and
function/use (LLKV-00-2)
 Magbigay ng mga
halimbawa ng mga
basurang nabubulok at di-
nabubulok.
 Bakit mahalagang
paghiwalayin ang mga
basurang nabubulok sa di
nabubulok?
Experiment: Compost Pit
KTG, p. 460-461
 Demonstrate an
understanding that
objects are made from
one or more materials
like metal, plastic, wood,
paper (PNEKPP-00-2)
 Communicate changes
observed (e.g., shorter
pencil when sharpened,
ice to water, corn kernel
becomes popcorn)
(PNEKPP-00-3)
 Explore simple cause-
and-effect relationships in
familiar events and
situations
(PNEKE-00-5)
gamitin muli, o iresiklo?
Recycled crafts: Plastic bottle
coin bank
KTG, p. 462
 Identify simple ways of
taking care of the
environment
(PNEKE-00-4)
 Naisasagawa ang mga
sumusunod na kasanayan:
pagpilas/paggupit/pagdikit
ng papel
(KPKFM-00-1.3)
 pagbakat, pagkopya ng
larawan, hugis, at titik
(KPKFM-00-1.4)
 paglikha ng mga modelo ng
pangkaraniwang bagay sa
paligid
(KPKFM-00-1.6)
 Nakaguguhit,
nakapagpipinta at
nakapagkukulay ng iba’t
ibang bagay o gawain
(dekorasyon sa “name tag”,
kasapi ng mag-anak,
gawain ng bawat kasapi ng
 Paano natin
mapangangalagaan ang
mga anyong tubig?
 Paano tayo makapagtitipid
ng tubig?
 Paano tayo makapagtitipid
ng enerhiya tulad ng
kuryente?
Poster Making (Saving water CVC Introduction
and energy) Family of Short A
KTG, p. 462-463 -Chart
-wooden and cut outs letters
 Identify simple ways of - activity sheets
taking care of the
environment
(PNEKE-00-4)
 Nakalilikha ng iba’t ibang
bagay sa pamamagitan ng
malayang pagguhit
(SKMP-00-1)
 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)
 Express simple ideas
through symbols (e.g.,
drawings, invented spelling)
(LLKC-00-1)
 mag-anak, mga alagang
hayop, mga halaman sa
paligid) (SKMP-00-2)
 Nakagagawa ng modelo ng
mga pangkaraniwang bagay
sa paligid: dahon, bato,
buto, patpat, tansan at iba
pa (SKMP-00-3)
 Nakagugupit at
nakapagdidikit ng iba’t
ibang hugis na may iba’t
ibang tekstura
(SKMP-00-4)
 Nakapupunit, nakagugupit
at nakapagdidikit sa
paggawa ng collage
(SKMP-00-7)
 Nakapagpapatung-patong,
nakapagdudugtung-dugtong
at nakapagdidikit-dikit
(assemblage) ng mga
patapong bagay: maliit na
kahon ng gamot
(SKMP-00-8)
 Junk Models (KTG, p. 463-464)
 Environmental Signs (KTG, p. 464)
Independent Activities
 Memory Game (Mga Basura) (KTG, p. 464-465)
 3Rs Sorting Game (KTG, p. 465)
Competencies  Identify simple ways of taking care of the environment (PNEKE-00-4)
 Naisasagawa ang mga sumusunod na kasanayan:pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
 pagbakat, pagkopya ng larawan, hugis, at titik (KPKFM-00-1.4)
 paglikha ng mga modelo ng pangkaraniwang bagay sa paligid (KPKFM-00-1.6)
 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)
 Nakagagawa ng modelo ng mga pangkaraniwang bagay sa paligid: dahon, bato, buto, patpat, tansan at iba pa (SKMP-00-3)
 Nakagugupit at nakapagdidikit ng iba’t ibang hugis na may iba’t ibang tekstura (SKMP-00-4)
 Nakapupunit, nakagugupit at nakapagdidikit sa paggawa ng collage (SKMP-00-7)
 Nakapagpapatung-patong, nakapagdudugtung-dugtong at nakapagdidikit-dikit (assemblage) ng mga patapong bagay: maliit na kahon ng gamot (SKMP-
00-8)
 Identify simple ways of taking care of the environment (PNEKE-00-4)
 Trace, copy, and draw familiar figures (LLKH-00-2)
  Trace, copy, and write the letters of the alphabet: straight lines (A,E,F,H,I L,T), combination of straight and slanting lines (K, M,N, V, W, X, Y, Z),
combination of straight and curved lines (B, C, D, G, J, O, P, Q, R, S, U), rounded strokes with loops (LLKH-00-3)
 Express simple ideas through symbols (e.g., drawings, invented spelling) (LLKC-00-1)
 Tell which two letters, numbers, or words in a group are the same (LLKVPD-Ie-4)
 Give the synonyms and antonyms of given words (LLKV-00-7)
 Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)
 Identify simple ways of taking care of the environment (PNEKE-00-4)
 Name common objects/things in the environment (in school, home, and community) (LLKV-00-1)
 Junk Models: Use recyclable materials to create art works.
 Environmental Signs: Identify ways of taking care of the environment and draw these.
Learning Checkpoints
 Memory Game (Mga Basura): Tell which two words in a group are the same and give the antonyms of given words.
 3Rs Sorting Game: Sort and classify objects according to categories.
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
Questions/Activity Syllable Count: Garbage Syllable Count: Garbage Syllable Count: Garbage Syllable Count: Garbage Gawin ang karapat-dapat
Words Words Words Words upang maiwasan ang mga
kalamidad. Iwasan ang
pagkakalat ng basura,
pamumutol ng mga puno
at pagsira sa ating
kapaligiran.
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 in 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
Transition to Story 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
Time proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Story Time
Story
Pre-reading Activity  Theme: Any age and  Theme: Any age and  Theme: Any age and  Theme: Any age and  “Si Zenia sa
culturally appropriate culturally appropriate culturally appropriate culturally appropriate Kagubatan” By Nanelyn
story about taking care of story about taking care of story about taking care of story about taking care of Bontoyan
the environment the environment / the environment / the bodies of water
garbage garbage  Define difficult words.
 Define difficult words.  Define difficult words.
 Define difficult words.  Define difficult words.  Motivation question:
 Motivation question:  Motivation question: What plants do you have
 What do you do to take
care of the environment?
 Motive question: What
did the characters do to
take care of the
environment?
 Motivation question: How
do you dispose your
garbage?
 Motive question: How did
the characters in the story
dispose their garbage?
 Motivation question:
What do you do with your
garbage?
 Motive question: What
will the characters do
with the garbage?
(recycle)
What lives in the at home?
ocean/river?
 Motive question: What  Motive question: What
plants and animals live in plants are in the story?
the ocean in the story?

During Reading Ask comprehension questions.

Post Reading  What will happen if we do  How did the characters in
not take care of our the story dispose their
environment? garbage?
 What will happen if we do
not dispose our garbage
properly?
 What did the characters  What plants and animals  What plants are in the
do with the garbage? live in the ocean in the story?
story?
 Other than throwing away  What will we do to take
the garbage, what else  What will happen if we do care of our environment?
can you do with it? not take care of our bodies
of water?

Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells
Period 2 the learners to do their assigned tasks with the allotted time.
Work Period 2
Exploring Twigs
Teacher-Supervised
KTG, p. 466-467
Activity
Competencies  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)
 Compare objects based on
their size, length,
weight/mass
(MKME-00-2)
big/little, longer/shorter,
heavier/lighter
 Use nonstandard
measuring tools e.g. length
– feet, hand, piece of string
Class Survey: How Do You
Dispose Your Garbage?
KTG, p. 467
 Collect data on one
variable (e.g., sex /boys or
girls) through observation
and asking questions
(MKAP-00-1)
 Create simple pictographs
(MKAP-00-2)
 Discuss simple pictographs
(MKAP-00-3)
Junk Inventory: 3 Rs
KTG, p. 467
 Compare two groups of
objects to decide which is
more or less, or if they are
equal
(MKC-00-8)
 Arrange three numbers
from least to greatest/
greatest to least
(MKC-00-6)
 Collect data on one
variable (e.g., sex /boys or
girls) through observation
and asking questions
(MKAP-00-1)
Counting Bottle Caps
KTG, p. 468
 Separate and represent
groups of equal quantities
using concrete objects up
to 10 (beginning division)
(MKAT-00-16)
Planting Seedlings
KTG, p. 463
 Naipakikita ang pagtulong
at pangangalaga sa
kapaligiran: pagdidilig ng
mga halaman, pag-aalis ng
mga damo at kalat, hindi
pagsira ng halaman, pag-
aalaga sa hayop
(KMKPKom-00-5)
 Identify simple ways of
taking care of the
environment
(PNEKE-00-4)
 (MKME-00-1)
capacity – mug/glass
mass – stone, table blocks
 Caps and Cans (KTG, p. 469)
 Number Books (KTG, p. 469)
Independent Activities
 Bottle and Cap Pair (KTG, p. 469-470)
 Shoot the Trash (KTG, p. 470)
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 Match numerals to a set of concrete objects from 0 to 10 (MKC-00-4)
Competencies  Recognize and identify numerals 0 to 10 (MKC-00-2)
 Read and write numerals 0 to 10 (MKC-00-3)
 Identify the number that comes before, after, or in between (MKC-00-5)
 Match numerals to a set of concrete objects from 0 to 10
Learning Checkpoints  Read and write numerals 0 to 10 and match numerals to a set of concrete objects from 0 to 10
 Identify the number that comes before, after, or in between
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,
Transition to Indoor/
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
Light Physical Activity
may be used.
Indoor Activity/ Light Physical Activity
Outdoor Play Sweep Race Outdoor Play Saving Water Planting Game
Activities (KTG, p. 470-471) (KTG, p. 471) (KTG, p. 471-472)
Competencies  Naipakikita ang  Natutukoy ang kahalagahan  Naipakikita ang  Natutukoy ang  Natutukoy ang
pagpapahalaga sa maayos ng pagpapakita ng pagpapahalaga sa maayos kahalagahan ng kahalagahan ng
na pakikipaglaro positibong pag-uugali sa na pakikipaglaro pagpapakita ng positibong pagpapakita ng
(KAKPS-00-19) harap ng hindi inaasahang (KAKPS-00-19) pag-uugali sa harap ng positibong pag-uugali sa
 Nakasasali sa mga laro, o pangyayari tulad ng  Nakasasali sa mga laro, o hindi inaasahang harap ng hindi
anumang pisikal na gawain pagkatalo sa laro, atbp. anumang pisikal na gawain pangyayari tulad ng inaasahang pangyayari
at iba’t ibang paraan ng (SEKPSE-00-8) at iba’t ibang paraan ng pagkatalo sa laro, atbp. tulad ng pagkatalo sa
pageehersisyo  Nakasasali sa mga laro, o pageehersisyo (SEKPSE-00-8) laro, atbp. (SEKPSE-00-
(KPKPF-00-1) anumang pisikal na gawain (KPKPF-00-1)  Nakasasali sa mga laro, o 8)
 Naisasagawa ang mga at iba’t ibang paraan ng  Naisasagawa ang mga anumang pisikal na  Nakasasali sa mga laro, o
sumusunod na kilos pageehersisyo sumusunod na kilos gawain at iba’t ibang anumang pisikal na
lokomotor sa pagtugon sa (KPKPF-00-1) lokomotor sa pagtugon sa paraan ng pageehersisyo gawain at iba’t ibang
ritmong mabagal at mabilis  Naisasagawa ang mga ritmong mabagal at mabilis (KPKPF-00-1) paraan ng pageehersisyo
(paglakad, pagtakbo, sumusunod na kilos (paglakad, pagtakbo,  Naisasagawa ang mga (KPKPF-00-1)
pagkandirit, lokomotor sa pagtugon sa pagkandirit, sumusunod na kilos  Naisasagawa ang mga
paglundag/pagtalon, ritmong mabagal at mabilis paglundag/pagtalon, lokomotor sa pagtugon sa sumusunod na kilos
paglukso) (paglakad, pagtakbo, paglukso) ritmong mabagal at lokomotor sa pagtugon sa
(KPKGM-Ie-2) pagkandirit, (KPKGM-Ie-2) mabilis (paglakad, ritmong mabagal at
paglundag/pagtalon, pagtakbo, pagkandirit, mabilis (paglakad,
paglukso) paglundag/pagtalon, pagtakbo, pagkandirit,
 (KPKGM-Ie-2)
 Nagagamit ang mga kilos
lokomotor at di-lokomotor
sa paglalaro, pag-
eehersisyo, pagsasayaw
(KPKGM-Ig-3)
 Naipakikita ang panimbang
sa pagsasagawa ng iba’t
ibang kilos ng katawan,
gaya ng paglukso-luksong
pahalinhinan ang mga paa
(skipping), pagtulay nang di
natutumba sa tuwid na
guhit, pag-akyat at pagbaba
sa hagdanan
(KPKGM-00-4)
 Nakapaghihintay ng
kanyang pagkakataon.
(KAKPS-00-12)
 Show balance in following a straight line
Learning Checkpoints  Show sportsmanship in playing a game
 Use locomotor movements in playing games
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
 Learners learn to dispose  Learners can segregate
garbage properly. garbage properly.
Activities
Wrap-Up Questions/  Teacher asks the learners  Teacher observes if the
Activity to help clean up the learners are able to
classroom. Teacher segregate garbage
observes if the learners properly.
dispose of the garbage
properly.
Dismissal Routine The teacher reminds the learners to sanitize their hands and to always follow the health protocols.
 Nagagamit ang mga kilos
 Nakapaghihintay ng
 Naipakikita ang
 Learners enumerate the
wastes that can be reused,
recycled, and restored.
 The teacher takes note if
the learners are able to
differentiate correctly the
wastes that can be reused,
recycled and restored.
paglukso) paglundag/pagtalon,
(KPKGM-Ie-2) paglukso)
(KPKGM-Ie-2)
lokomotor at di-lokomotor  Nagagamit ang mga kilos
sa paglalaro, pag- lokomotor at di-
eehersisyo, pagsasayaw lokomotor sa paglalaro,
(KPKGM-Ig-3) pag-eehersisyo,
pagsasayaw (KPKGM-Ig-
kanyang pagkakataon. 3)
(KAKPS-00-12)  Nakapaghihintay ng
kanyang pagkakataon.
pagpapahalaga sa maayos (KAKPS-00-12)
na pakikipaglaro: pagiging  Naipakikita ang
mahinahon, pagsang-ayon pagpapahalaga sa
sa pasiya ng maayos na pakikipaglaro:
nakararami/reperi, pagiging mahinahon,
pagtanggap ng pagkatalo pagsang-ayon sa pasiya
nang maluwag sa ng nakararami/reperi,
kalooban, pagtanggap ng pagtanggap ng pagkatalo
pagkapanalo nang may nang maluwag sa
kababaang loob (KAKPS- kalooban, pagtanggap ng
00-19) pagkapanalo nang may
kababaang loob
(KAKPS-00-19)
 Learners share ways to  Learners enumerate things
save water and energy. that can be replenished at
home, in school and in the
community.
 The teacher takes note if  The teacher notes if the
the learners understand the learners understand why
importance of saving water they need to replenish.
and energy.
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 by: Noted by:

ROXANNE ANN M. CAPULE CLARISSA A. LAURIAGA JOCELYN F. BORAC

Kindergarten Teacher- Adviser Master Teacher I School Head