School GANADO ELEMENTARY SCHOOL Teaching Dates April 8-12, 2024

Teacher AILEEN D. BAROÑA Week No. 2

KINDERGARTEN
DAILY LESSON LOG Content Focus We care for the environment. Quarter Four

Section Kaimito and Yakal Session Morning and

Afternoon

Content Standards The child demonstrates an understanding of characteristics and growth of common plants.

Performance The child shall be able to communicate the usefulness of plants and practice ways to care for them
Standards

MELC/CODE 1. Name common plants. PNEKP-IIa-7

2. Observe, describe and examine common plants using their senses. PNEKP-IIb-1 3.
Group plants according to certain characteristics, eg. Parts, kind, habitat. PNEKP-II-8
4. Identify needs of plants and ways to care for plants PNEKP-IIb-2
5. Identify and describe how plants can be useful. PNEKP-IIf-4

BLOCKS OF MONDAY TUESDAY WEDNESDAY THURSDAY CATCH-UP FRIDAY

TIME

Arrival Time (8:00 am 8:10 am) (12:00 PM-12:10 PM)

Routine Activities National National National National National

Anthem Anthem Anthem Anthem Anthem
Opening Opening Opening Opening Opening
Prayer Prayer Prayer Prayer Prayer
Exercise Exercise Exercise Exercise Exercise
Kumustahan Kumustahan Kumustahan Kumustahan Kumustahan
Attendance Attendance Attendance Attendance Attendance
Balitaan Balitaan Balitaan Balitaan Balitaan

Meeting Time 1 (8:10 am-8:20 am) (12:10 PM- 12:20 PM)

Messages Message: Message: Message: Message: Activities:

Mayroong iba’t ibang Ang mga halaman Ang mga halaman ay Kailangan ng halaman A. UPPER-CASE AND
halaman na makikita ay may iba’t ibang may iba’t ibang bahagi ang lupa, tubig, sikat LOWER-CASE
sa ating kapaligiran. uri. Matutukoy at tulad ng dahon, ugat, ng araw at hangin LETTER MATCH
Mayroon itong iba’t mailalarawan ang bulaklak, sanga at upang mabuhay.
 ibang laki, hugis at mga ito gamit ang bunga. Ang bawat Nakatutulong ang “Ice cream Cone
kulay na ating mga pandama. bahagi nito ay may mga ito upang and Ice Cream
nakadaragdag sa ganda - Gamit ang mata ay ginagampanang lumaking maayos Scoop”
ng ating kapaligiran. makikita natin ang tungkulin. Natutukoy at malusog ang
hugis at kulay ng ang halaman ayon sa mga
mga halaman. - katangian tulad ng halaman. Bukod sa
Gamit puno, mga ito ay kailangan
din nila

ang ilong ay maaamoy baging, palumpon, ang tamang pag-aalaga.

natin ang nagbibigay at halamang
ng mabango o gamot. Maraming pakinabang
mabahong amoy. - Mayroong mga na dulot ang mga
Gamit ang halaman na halaman sa tao.
kamay ay matutukoy nabubuhay sa lupa o
natin ang makikinis tubig
at magagaspang
nitong tekstura.

-Questions
∙ Ano ano ang mga ∙ Ano ano ang mga ∙Ano ano ang ∙ Ano ang mga
halaman na pandama na mga bahagi ng pangangailangan
matatagpuan sa maaari nating ng halaman upang
ating kapaligiran? halaman? ∙ Ano
gamitin sa ito ay mabuhay?
Kaya mo ba itong pagtukoy ng uri at ang tungkuling
pangalanan? (Isulat katangian ng mga ginagampanan ∙ Sa paanong
ang sagot ng halaman? ng ugat, dahon, paraan
mga bata.) sanga, bulaklak nakatutulong ang
at bunga ng mga halaman sa
halaman? tao?

Competencies
∙ Name common plants (PNEKP-IIa-7)

∙ Observe, describe, and examine common plants using their senses (PNEKP-IIb-1)

∙ Group according to certain characteristics, e.g., parts, kind, habitat (PNEKP-IIb-

8) ∙ Identify the needs of plants and ways to care for plants (PNEKP-IIb-2)

∙ Identify and describe how plants can be useful (PNEKP-IIIf-4)

Transition to The teacher gives instructions on how to do the independent activities, answers any questions,
Work and tells the learners to do their assigned tasks within the allotted time.
Perio
d1

Work Period 1 (8:20- am-9:05 am)(12:20 PM – 1:05 PM)

Teacher- Experiment: Monggo Nature Trip KTG, p. Parts of the Plants and Leaf Rubbing KTG, p. B. What’s my
Supe Seed KTG, p. 478 478- 479 Functions KTG, p. 479 482 It’s a Match KTG, initial sound?
rvise p. 480 Sample:
d
Activ
ity

Competencies
∙ Naipakikita ang ∙ ∙ Name common ∙ Naisasagawa ang ∙ Nabibigyang-pansin
pagtulong at plants (PNEKP-IIa mga sumusunod na ang linya, kulay,
pangangalaga sa kasanayan: - hugis at tekstura
7) ∙ Observe, ng magagandang
kapaligiran: pagpilas/paggupit
pagdidilig ng mga describe, and /pagdikit ng papel bagay na makikita
halaman, pag aalis examine common (KPKFM-00-1.3) - sa
ng mga damo at plants using their pagbakat, pagkopya kapaligiran tulad
kalat, hindi pagsira ng senses (PNEKP-IIb ng larawan, hugis, at ng sanga ng
halaman, pagaalaga titik (KPKFM-00-1.4) puno,
sa hayop (KMKPKom- 1) ∙ Nabibigyang
dibuho sa ugat,
00-5) pansin ang linya, ∙ dahon, kahoy;
kulay, hugis, at Nakagagawa ng bulaklak,
∙ Tell the names of the
tekstura ng modelo ng mga halaman,
days in a week, magagandang pangkaraniwang bundok, ulap,
months in a year bagay na nakikita bagay sa paligid: bato, kabibe, at
(MKME-00-8) ∙ Use dahon, bato, iba pa
the senses to (SKPK-00-2)
 observe the sa kapaligiran buto, patpat, tansan
∙ Nakagagawa ng
environment tulad ng sanga ng at iba pa (SKMP-00-
(PNEKBS-Ic-5) kahoy, bulaklak, 3) modelo ng mga
dibuho sa ugat, pangkaraniwang
∙ Identify needs of ∙ Nakagugupit at bagay sa paligid:
kahoy, bulaklak,
plants and ways to nakapagdidikit ng iba’t dahon, bato, buto,
halaman (SKPK
care for plants ibang hugis na may patpat, tansan at iba
00-2)
(PNEKP-IIb-2) ∙ iba’t ibang tekstura pa (SKMP-00-3)
∙ Nakasusunod sa (SKMP 00-4)
Communicate changes ∙ Nakapagkikiskis
observed (e.g., shorter mga itinakdang ∙ Observe, describe, (rubbing) ng krayola
pencil when tuntunin at
and examine common sa papel na
sharpened, ice to gawain (routines)
plants using their nakapatong sa iba’t
water, corn kernel sa paaralan at
senses ibang teksturang
becomes popcorn) silidaralan
(PNEKP-IIb1) makikita sa paligid:
(PNEKPP-00-3) (SEKPSE-IIa4)
semento, banig,
∙ Express simple medalya, basket,
ideas through pera, sahig (SKMP-
symbols (e.g., 00-5)
drawings, invented
spelling) (LLKC-00-1) ∙ Identify and
describe how plants
can be
useful (PNEKP-
IIIf4) ∙
Demonstrate an
understanding that
objects are made from
one or more materials
like metal, plastic,
wood, paper (PNEKPP-
00-2)

Learning
✔ Know the days of ✔ Know the parts of the ✔ Identify the ✔ Notice the symmetry
Chec
k the week. plant. parts of the or patterns on
poin plant and leaves
ts their function.

✔ Identify and describe

how plants can be
useful.
 Independent
∙ Plant Race (KTG, p. ∙ Plant Race (KTG, p. ∙ Plant Race (KTG, p. ∙ Plant Race (KTG, p.
Activities
480-481) 480-481) 480-481) 480-481)
∙ Flower Cut-Outs (KTG, ∙ Flower Cut-Outs (KTG, ∙ Flower Cut-Outs (KTG, ∙ Flower Cut-Outs
p. 481) p. 481) p. 481) (KTG, p. 481)
∙ Syllable Count: Plants ∙ Syllable Count: Plants ∙ Syllable Count: Plants ∙ Syllable Count: Plants
(KTG, p. 481-482) (KTG, p. 481-482) (KTG, p. 481-482) (KTG, p. 481-482)
∙ Garden Letter Hunt ∙ Garden Letter Hunt ∙ Garden Letter Hunt ∙ Garden Letter Hunt
(KTG, p. 482) (KTG, p. 482) (KTG, p. 482) (KTG, p. 482)

Competencies
∙ Napagsisikapang matapos ang sinimulang gawain sa itinakdang oras (KAKPS-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)
∙ 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) ∙

Napagsisikapang matapos ang sinimulang gawain sa itinakdang oras (KAKPS-00-1) ∙ Identify the letters

of the alphabet (mother tongue, orthography) (LLKAK-Ih-3) ∙ Match an upper- to its lower-case letter
(LLKAK-Ih-4)
∙ Tell the number of syllables in given spoken words (LLKPA-Ig-8)

Learning
✔ Flower Cut-outs: Make cut-outs of flower patterns and paste them on bond paper.
Checkpoints
✔ Syllable Count: Plants: Count syllables correctly. ⎫

✔ Garden Letter Hunt: Match upper case and lowercase letters.

Transition to The teacher reminds the learners about the time left in Work Period Time 1 around 15 minutes C. CVC Flip BOOK
Meeting before Meeting Time 2. After 10 minutes, the teacher tells the learners to start packing away the SHORT “a”
Time 2 materials they used and be ready for Meeting Time 2. A transition song or a countdown may be Family -ab
used.
-ag
Meeting Time 2 (9:05am-9:15am) (1:05 pm- 1:15 pm) -ad
Activity Poem: Mga Halaman Talk about the Nature Pretend to be the parts Poem: Gulay ay -at
sa Kapaligiran KTG, Trip activity and what of the plant – roots sip Kailangan KTG, p. -ap
p. 491 plants the learners nutrients from the 491 -ar
saw outside. ground, stem holds the
plant upright, leaves -am
sway in the wind.
SAMPLE:
Transition to The teacher commends the learners for the work they did in Work Period Time 1 and tells them
Health Break/ to prepare for recess time/health break by sanitizing their hands.
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 (9:15am-9:40am) (1:15 pm-1:40 pm)

Transition to While singing a transition song, the teacher “wakes” the learners up and tells them that it’s time to
St listen to a story. When the learners are ready, the teacher proceeds with the pre-reading activities
or and makes sure that the learners are listening attentively.
y
Ti
m
e

Story Time (9:40am-9:55am) (1:40 pm- 1:55 pm)

Story Alamat ng Ampalaya Alamat ng Ampalaya Si Emang Engkantada Si Joey at ang

at ang Tatlong Haragan Gulay Gang

Pre-reading ● Define difficult words ● Show pictures of ● Define difficult words ● Define difficult
Activity using pictures. different vegetables. using pictures. words. ● Do you love
● What is your favorite ● Song: Bahay Kubo ● How will you show vegetables?
vegetable/s? your care and love for ● Who among you eats
● Do you eat the environment? vegetables?
ampalaya? ● What are your habits?
Is it good or bad?

During Reading Ask Comprehension questions.

Post Reading ● Who are the characters ● Sequence the ● Who are the ● Who are the
in the story? story. ● Which characters in the characters in the
● Sequence the story. happened first? story? story?
Which happened Next? Last?? ● What is the habit of ● Why doesn’t Joey
 first? Next? Last? Pat Kalat? Pol Putol? want to eat
● Who are the characters Paz Waldas? ∙ What vegetables? ∙ Why
in the story?
● Sequence the story. have you learned vegetables are
Which happened from the story? good for the
first? Next? Last? body?
● Who are the characters
in the story?
● How will you describe
Ampalaya?
● Did Ampalaya learn
his lesson?

Transition to After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and
Work independent activities, answers any questions, and tells the learners to do their assigned tasks
Perio within the allotted time.
d2

Work Period 2
(9:55am-10:35am) (1:55 pm -2:35 pm)

Teacher- Seeds Around Us KTG, Leaf Seriation KTG, p. 485

483-484
Origami
Supe p. 483 ∙ Plant Graph KTG, p.
Flowers KTG, p.
rvise 485
d
∙ Plant Graph KTG, p.
Activ
ity 485

Competencies ● Describe objects based on

attributes/properties ∙ Naisasagawa ang mga ∙ Arrange objects one ∙ Collect data on one
(shapes, size, its use, and
functions) (MKSC-00-4) sumusunod na after another in a variable (e.g.,
kasanayan: - series/sequence sex/boys or girls)
pagtiklop ng papel according to a given through
(KPKFM-00- observation and asking
 ● Group objects that are
alike (MKSC-00-5)
● Sort and classify objects
according to one
attribute/property (shape,
color, size, function/use)
(MKSC00-6)
● Read and write numerals
0 to 10 (MKC-00-3)
● Classify objects according
to observable properties
like size, color, shape,
texture, and weight)
(PNEKPP-00-1)
● Tell which
objects/pictures are the
same based on color,
shape, size, direction, and
other details (T-shirt with
collar and without collar)
(LLKVPD-Id1) shapes) (MKSC-00-11)
1.2) - paglikha ng
mga modelo
pangkaraniwang
bagay sa paligid
(KPKFM-00- 1.6)
∙ Divide a whole into
two or four equal
parts (halves and
fourths) (MKAT-00-
17)
∙ Recognize
symmetry (own
body, basic
attribute (size, questions (MKAP-00-
length) and
describe their 1) ∙ Read and write
relationship numerals 0 to 10
(big/bigger/biggest (MKC-00-3)
or long/
∙ Express simple ideas
longer/longest)
(MKSC-00-10) through symbols (e.g.,
drawings, invented
spelling) (LLKC-00-1)

Learning
✔ The teacher checks if
Checkpoints
the learners were able
to sort and classify
objects according to
an observable
attribute/ property.
✔ The teacher checks if ✔ The teacher checks if ✔ The teacher checks if
the learners were the learners were able the learners were
able to arrange to divide a whole able to write
objects one after paper into two or numerals from 0 to
another in four equal parts. 10.
sequence according to
a given attribute (size, ✔ The teacher checks if D. Toss Me and
length) (long/longer/ the learners were able Read Me!
longest). to compare objects “Sight Words Dice”
based on their
height and identify
the 1st, 2nd, 3rd,
up to 10th objects
in a given set.

Independent Activities
∙ Comparing Number
Plants (KTG, p. 486) ∙
Roll, Add, and Build
Plants (KTG, p. 486-
487)
∙ Three in A Row (KTG,
p. 487)
∙ Parts and Function
∙ Comparing Number
Plants (KTG, p. 486) ∙
Roll, Add, and Build
Plants (KTG, p. 486-
487)
∙ Three in A Row (KTG,
p. 487)
∙ Parts and Function
∙ Comparing Number ∙ Comparing Number
Plants (KTG, p. 486) ∙ Plants (KTG, p. 486) ∙
Roll, Add, and Build Roll, Add, and Build
Plants (KTG, p. 486- Plants (KTG, p. 486-
487) 487)
∙ Three in A Row (KTG, ∙ Three in A Row (KTG,
p. 487) p. 487)
∙ Parts and Function ∙ Parts and Function
 Memory Game Memory Game Memory Game Memory Game
(KTG, p. 488)) (KTG, p. 488)) (KTG, p. 488)) (KTG, p. 488))

∙ Compare two groups of objects to decide which is more or less, or if they are equal; Identify sets
Competencies
with one more or one less element (MKC-00-8)
∙Use a variety of materials and communicate strategies used to determine answers to addition
and subtraction problems listened to (MKAT-00-10)
∙ Add quantities up to 10 using concrete objects (MKAT-00-8)

∙ Naisasagawa ang mga sumusunod na kasanayan: pagpilas/paggupit/pagdikit ng papel (KPKFM-00-

1.3)

∙ Tell the quantity of a set of objects does not change even though the arrangement has changed
(MKSC 00-23)
∙ Group, represent, and count sets of equal quantity of materials up to 10 (beginning of
multiplication) (MKAT-00-15)
∙ Separate and represent groups of equal quantities using concrete objects up to 10 (beginning
division) (MKAT-00-16)
∙ Divide a whole into two or four equal parts (halves and fourths) (MKAT-00-17) ∙ Match objects,

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)) Sight words to put on
dice
Learning
✔ Comparing Number - Plants: The teacher checks if the learners are able to compare two groups
Checkpoints
of objects and identify which is more or less, or if they are equal.
✔ Roll, Add, and Build – Plants: The teacher will check if the learners are able to use a variety of
materials and communicate strategies used to determine answers to addition problems and
add quantities up to 10 using concrete objects

✔ Three in A Row: The teacher checks if the learners are able to tell that the quantity of a set of
objects does not change even though the arrangement has changed.
✔ Parts and Function Memory Game: The teacher checks if the learners are able to match objects,
and pictures based on properties /attributes in one-to-one correspondence.
 Transition to The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes E. Reading phrases:
Indoor/ before Indoor Activity/Light Physical Activity. After 10 minutes, the teacher tells the learners to
Light Physical start packing away the materials they used and be ready for Indoor/Light Physical Activity. A
Activity transition song or countdown may be used. Sample:

Indoor Activity/ Light Physical Activity (10:35am-10:55am) (2:35 pm-2:55 pm)

Activities
∙ The learners name different plants in the environment.

∙ The learners use their senses in describing and identifying plants.

∙ The learners describe the functions of each part of the plant.

∙ The learners describe the role of sunlight and water in growing plants.

∙ The learners describe how plants help us.

Transition to The teacher tells the learners to help pack away the materials they used in the Indoor Activity/Light
Meeting Physical Activity time and get ready to do the wrap-up activities in Meeting Time 3. A transition song
Time 3 or countdown may be used.

Meeting Time 3 (10:55am-11:00am) (2:55 pm – 3:00 pm)

Wrap-Up
∙ The teacher takes note if the learners are able to give the name or identify different kinds of plants. ∙
Questions/
Activity The teacher takes note if the learners are able to use their senses in identifying different varieties of
plants
∙ The teacher takes note if the learners are able to articulate the use of each part of the plant for its
growth.
∙ The teacher takes note if the learners are able to describe the importance of sunlight and water to
make the plants grow.

Dismissal Using Verbal cue/s the leaners shall

Routine

Activities ▪ Fixing things inside the classroom.

▪ Return the chairs and table arrangement.
▪ Put the trash in the bin
▪ Stand in line
▪ Do hand signal and gestures- (Teacher and learner/s bonding)
 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:

AILEEN D. BAROÑA DANA MARIE S. VIGILIA ROWELL G. REGALADO Teacher I Master Teacher I Principal I