Kindergarten School MALIGAYA ELEMENTARY SCHOOL Teaching Dates April 22-26, 2024

Daily Lesson Log Teacher FAYE ANN D. ESCLAMADO Week No. 4

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

BLOCKS OF
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
TIME
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 Pinapahalagahan at Itinatapon natin ang ating Ang Reduce, Reuse, at Kailangan nating maging Gawin ang karapat-dapat
iniingatan natin ang ating mga basura sa maayos na Recycle ay mga mabisang masinop sa paggamit ng upang maiwasan ang
kapaligiran. paraan. paraan para mabawasan tubig at enerhiya tulad ng mga kalamidad. Iwasan
Inihihiwalay natin ang ang basura at kalat sa kuryente. ang pagkakalat ng
Song: Recycling in My mga basurang nabubulok ating kapaligiran. basura, pamumutol ng
Home sa di nabubulok. mga puno at pagsira sa
Reduce ang tawag sa ating kapaligiran.
Biodegradable ang tawag pamamaraang mabawasan
sa mga basurang ang ginagamit nating
nabubulok. Maaring basura, araw-araw.
gamitin itong pataba ng
lupa. Ang ilan sa mga Reuse ang tawag sa
halimbawa ng mga paggamit sa ibang paraan
nabubulok na bagay ay ng mga bagay na
mga dahon, balat ng itinuturing na basura na.
prutas, at dumi ng mga
hayop. Recycle naman ang tawag
sa pamamaraang paglikha
Non-Biodegradable muli ng bagong bagay na
naman ang tawag sa mga nagmula sa lumang gamit
basurang hindi nabubulok o patapong basura.
tulad ng lata, bote,
plastics at iba pa.
 Song: Recycling in My
Home
Questions  Paano natin  Sa paanong paraan  Ano ano ang mga  Anong mga anyong  Ano ano ang mga
mapangangalagaan ang natin itinatapon ang patapong bagay ang tubig ang iyong nakikita tamang gawain
mga likas na yaman sa ating mga basura? maaari nating sa paligid? patungkol sa
ating kapaligiran?  Magbigay ng mga bawasan, gamitin muli,  Paano natin pangangalaga ng
halimbawa ng mga o iresiklo? mapangangalagaan ang ating kapaligiran?
(Ipaliwanag ang basurang nabubulok at mga anyong tubig?
salitang “likas na di-nabubulok.
yaman” upang mas  Paano tayo
maintidihan ng mga  Bakit mahalagang makapagtitipid ng
bata ang tanong.) paghiwalayin ang mga tubig?
basurang nabubulok sa
di nabubulok?  Paano tayo
makapagtitipid ng
enerhiya tulad ng
kuryente?
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
Period 1 tasks within the allotted time.
Work Period 1
Teacher-Supervised Experiment: Compost Pit Sorting Garbage: Recycled crafts: Plastic Poster Making (Saving Planting Seedlings
Activity KTG, p. 460-461 Biodegradable and Non- bottle coin bank water and energy) KTG, p. 463
Biodegradable KTG, p. 462 KTG, p. 462-463
KTG, p. 461
Competencies  Demonstrate an  Sort and classify objects  Identify simple ways of  Identify simple ways of  Naipakikita ang
understanding that according to one taking care of the taking care of the pagtulong at
objects are made from attribute/property environment environment pangangalaga sa
one or more materials (shape, color, size, (PNEKE-00-4) (PNEKE-00-4) kapaligiran: pagdidilig
like metal, plastic, function/use) (MKSC-  Naisasagawa ang mga  Nakalilikha ng iba’t ng mga halaman, pag-
wood, paper 00-6) sumusunod na ibang bagay sa aalis ng mga damo at
(PNEKPP-00-2)  Identify simple ways of kasanayan: pamamagitan ng kalat, hindi pagsira ng
 Communicate taking care of the pagpilas/paggupit/ malayang pagguhit halaman, pag-aalaga
changes observed environment pagdikit ng papel (SKMP-00-1) sa hayop (KMKPKom-
(e.g., shorter pencil (PNEKE-00-4) (KPKFM-00-1.3)  Nakaguguhit, 00-5)
when sharpened, ice  Name common  pagbakat, pagkopya ng nakapagpipinta at  Identify simple ways of
to water, corn kernel objects/things in the larawan, hugis, at titik nakapagkukulay ng iba’t taking care of the
becomes popcorn) environment (in school, (KPKFM-00-1.4) ibang bagay o gawain environment
(PNEKPP-00-3) home, and community)  paglikha ng mga modelo (dekorasyon sa “name (PNEKE-00-4)
 Explore simple cause- (LLKV-00-1) ng pangkaraniwang tag”, kasapi ng mag-
and-effect  Describe common bagay sa paligid anak , gawain ng bawat
relationships in objects/things in the (KPKFM-00-1.6) kasapi ng mag-anak,
familiar events and environment based on  Nakaguguhit, mga alagang hayop,
situations color, shape, size, and nakapagpipinta at mga halaman sa
(PNEKE-00-5) function/use (LLKV-00- nakapagkukulay ng iba’t paligid) (SKMP-00-2)
2) ibang bagay o gawain  Express simple ideas
(dekorasyon sa “name through symbols (e.g.,
tag”, kasapi ng mag- drawings, invented
anak, gawain ng bawat spelling)
kasapi ng mag-anak, (LLKC-00-1)
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)
  Communicate changes  Sort and classify  Use recyclable  Identify ways of taking  Develop love for
Learning observed. objects into two materials to create art care of the plants.
Checkpoints categories. works. environment and draw
these.
 Junk Models (KTG, p. 463-464)
Independent  Environmental Signs (KTG, p. 464)
Activities  Memory Game (Mga Basura) (KTG, p. 464-465)
 3Rs Sorting Game (KTG, p. 465)
 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
Competencies 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.
Learning  Environmental Signs: Identify ways of taking care of the environment and draw these.
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.
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 Syllable Count: Garbage Syllable Count: Garbage Syllable Count: Garbage Syllable Count: Garbage Posting the Environment
Words Words Words Words Signs around the school
 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 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
Time ready, the teacher 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
story about taking story about taking story about taking story about taking Nanelyn Bontoyan
care of the care of the care of the care of the bodies of
environment environment / environment / water  Define difficult
garbage garbage words.
 Define difficult words.  Define difficult words.
 Define difficult words.  Define difficult words.  Motivation question:
 Motivation question:  Motivation question: What plants do you
What do you do to  Motivation question:  Motivation question: What lives in the have at home?
take care of the How do you dispose What do you do with ocean/river?
environment? your garbage? your garbage?
 Motive question:  Motive question: How  Motive question:  Motive question:  Motive question:
What did the did the characters in What will the What plants and What plants are in
characters do to take the story dispose their characters do with the animals live in the the story?
care of the garbage? garbage? (recycle) ocean in the story?
environment?
During Reading Ask comprehension questions.
Post Reading  What will happen if we  How did the characters  What did the  What plants and  What plants are in the
do not take care of our in the story dispose characters do with the animals live in the story?
environment? their garbage? garbage? ocean in the story?
 What will we do to
 What will happen if we  Other than throwing  What will happen if we take care of our
do not dispose our away the garbage, do not take care of our environment?
garbage properly? what else can you do bodies of water?
with it?
 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 with the allotted time.
Work Period 2
Exploring Twigs Class Survey: How Do Junk Inventory: 3 Rs Counting Bottle Caps Seed Game (Hand
Teacher-Supervised KTG, p. 466-467 You Dispose Your KTG, p. 467 KTG, p. 468 Game)
Activity Garbage? KTG p. 468
KTG, p. 467
 Arrange objects one  Collect data on one  Compare two groups of  Separate and represent  Combine elements of
after another in a variable (e.g., sex /boys objects to decide which groups of equal two sets using
series/sequence or girls) through is more or less, or if quantities using concrete objects to
according to a given observation and asking they are equal concrete objects up to represent the concept
attribute (size, length) questions (MKC-00-8) 10 (beginning division) of addition
and describe their (MKAP-00-1)  Arrange three numbers (MKAT-00-16) (MKAT-00-3)
relationship  Create simple from least to greatest/  Add quantities up to
(big/bigger/biggest or pictographs greatest to least 10 using concrete
long/longer/longest) (MKAP-00-2) (MKC-00-6) objects (MKAT-00-8)
(MKSC-00-10)  Discuss simple  Collect data on one  Use a variety of
 Compare objects based pictographs variable (e.g., sex /boys materials and
on their size, length, (MKAP-00-3) or girls) through communicate
weight/mass observation and asking strategies used to
(MKME-00-2) questions determine answers to
Competencies big/little, (MKAP-00-1) addition and
longer/shorter, subtraction problems
heavier/lighter listened to (MKAT-
 Use nonstandard 00-10)
measuring tools e.g.  Solve simple addition
length – feet, hand, and subtraction
piece of string number stories (up to
(MKME-00-1) quantities of 10) read
capacity – mug/glass by the teacher using a
mass – stone, table variety of ways (e.g.,
blocks concrete materials,
drawings) and
describe and explain
the strategies used
(MKAT-00-11)
Learning  Arrange objects in a  Create and discuss  Compare two groups  Demonstrate  Add quantities up to
Checkpoints series/sequence simple pictographs of objects to decide understanding of 10 using concrete
according to a given using one variable. which is more or less, beginning division. objects.
 attribute. or if they are equal.
 Compare objects  Arrange three
based on size, length, numbers from least to
weight/mass. greatest/ greatest to
 Use a twig as a least.
measuring tool.
 Caps and Cans (KTG, p. 469)
Independent  Number Books (KTG, p. 469)
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
 Read and write numerals 0 to 10 and match numerals to a set of concrete objects from 0 to 10
Checkpoints
 Identify the number that comes before, after, or in between
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
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  Naipakikita ang  Natutukoy ang  Natutukoy ang
pagpapahalaga sa kahalagahan ng pagpapahalaga sa kahalagahan ng kahalagahan ng
maayos na pagpapakita ng maayos na pagpapakita ng pagpapakita ng
pakikipaglaro positibong pag-uugali pakikipaglaro positibong pag-uugali positibong pag-uugali
(KAKPS-00-19) sa harap ng hindi (KAKPS-00-19) sa harap ng hindi sa harap ng hindi
 Nakasasali sa mga laro, inaasahang pangyayari  Nakasasali sa mga laro, inaasahang pangyayari inaasahang
o anumang pisikal na tulad ng pagkatalo sa o anumang pisikal na tulad ng pagkatalo sa pangyayari tulad ng
gawain at iba’t ibang laro, atbp. (SEKPSE- gawain at iba’t ibang laro, atbp. (SEKPSE- pagkatalo sa laro,
paraan ng 00-8) paraan ng 00-8) atbp. (SEKPSE-00-8)
pageehersisyo  Nakasasali sa mga laro, pageehersisyo  Nakasasali sa mga  Nakasasali sa mga
(KPKPF-00-1) o anumang pisikal na (KPKPF-00-1) laro, o anumang pisikal laro, o anumang
 Naisasagawa ang mga gawain at iba’t ibang  Naisasagawa ang mga na gawain at iba’t pisikal na gawain at
sumusunod na kilos paraan ng sumusunod na kilos ibang paraan ng iba’t ibang paraan ng
lokomotor sa pagtugon pageehersisyo lokomotor sa pagtugon pageehersisyo pageehersisyo
sa ritmong mabagal at (KPKPF-00-1) sa ritmong mabagal at (KPKPF-00-1) (KPKPF-00-1)
mabilis (paglakad,  Naisasagawa ang mga mabilis (paglakad,  Naisasagawa ang mga  Naisasagawa ang mga
 pagtakbo, pagkandirit, sumusunod na kilos pagtakbo, pagkandirit, sumusunod na kilos sumusunod na kilos
paglundag/pagtalon, lokomotor sa pagtugon paglundag/pagtalon, lokomotor sa pagtugon lokomotor sa
paglukso) sa ritmong mabagal at paglukso) sa ritmong mabagal at pagtugon sa ritmong
(KPKGM-Ie-2) mabilis (paglakad, (KPKGM-Ie-2) mabilis (paglakad, mabagal at mabilis
pagtakbo, pagkandirit, pagtakbo, pagkandirit, (paglakad, pagtakbo,
paglundag/pagtalon, paglundag/pagtalon, pagkandirit,
paglukso) paglukso) paglundag/pagtalon,
(KPKGM-Ie-2) (KPKGM-Ie-2) paglukso)
 Nagagamit ang mga  Nagagamit ang mga (KPKGM-Ie-2)
kilos lokomotor at di- kilos lokomotor at di-  Nagagamit ang mga
lokomotor sa paglalaro, lokomotor sa kilos lokomotor at di-
pag-eehersisyo, paglalaro, pag- lokomotor sa
pagsasayaw eehersisyo, paglalaro, pag-
(KPKGM-Ig-3) pagsasayaw (KPKGM- eehersisyo,
 Naipakikita ang Ig-3) pagsasayaw
panimbang sa  Nakapaghihintay ng (KPKGM-Ig-3)
pagsasagawa ng iba’t kanyang pagkakataon.  Nakapaghihintay ng
ibang kilos ng katawan, (KAKPS-00-12) kanyang pagkakataon.
gaya ng paglukso-  Naipakikita ang (KAKPS-00-12)
luksong pahalinhinan pagpapahalaga sa  Naipakikita ang
ang mga paa (skipping), maayos na pagpapahalaga sa
pagtulay nang di pakikipaglaro: maayos na
natutumba sa tuwid na pagiging mahinahon, pakikipaglaro:
guhit, pag-akyat at pagsang-ayon sa pagiging mahinahon,
pagbaba sa hagdanan pasiya ng pagsang-ayon sa
(KPKGM-00-4) nakararami/reperi, pasiya ng
 Nakapaghihintay ng pagtanggap ng nakararami/reperi,
kanyang pagkakataon. pagkatalo nang pagtanggap ng
(KAKPS-00-12) maluwag sa kalooban, pagkatalo nang
pagtanggap ng maluwag sa kalooban,
pagkapanalo nang may pagtanggap ng
kababaang loob pagkapanalo nang
(KAKPS-00-19) may kababaang loob
(KAKPS-00-19)
 Show balance in following a straight line
Learning
 Show sportsmanship in playing a game
Checkpoints
 Use locomotor movements in playing games
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 learn to  Learners can segregate  Learners enumerate the  Learners share ways to  Learners enumerate
dispose garbage garbage properly. wastes that can be save water and energy. things that can be
Activities properly. reused, recycled, and replenished at home, in
restored. school and in the
community.
Wrap-Up  Teacher asks the  Teacher observes if the  The teacher takes note  The teacher takes note  The teacher notes if
Questions/ Activity learners to help clean learners are able to if the learners are able if the learners the learners
up the classroom. segregate garbage to differentiate understand the understand why they
Teacher observes if the properly. correctly the wastes importance of saving need to replenish.
learners dispose of the that can be reused, water and energy.
garbage properly. recycled and restored.
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 students’ 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 that 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?
Checked/ Verified:
LORNA T. ESPIRITU
Master Teacher I