School Lipay Elementary School Teaching Dates June 3-7, 2019

Kindergarten
Teacher Arjay S. Fariñas Week No. 1
Daily Lesson Log
Content Focus I belong to a kindergarten class. Quarter First
Date Inspected
Signature
BLOCKS OF TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Arrival Time
Activities Free Play: Exploration and Discovery
Meeting Time I
National Anthem National Anthem National Anthem National Anthem
Opening Prayer Opening Prayer Regular Holiday Opening Prayer Opening Prayer
Routine Exercise Exercise Exercise Exercise
Activities Kumustahan Kumustahan Eid’l Fitr Kumustahan Kumustahan
Attendance Attendance (Feast of Ramadhan) Attendance Attendance
Balitaan Balitaan Balitaan Balitaan
Welcome to Kindergarten! There are children and adults Our classroom has different Our classroom is part of the
Messages I am now in Kindergarten. in the classroom. areas. Each area can be used school. The name of my school
in different ways. is ______.
 Who are in school for the first  Who are the people in our  What are the different  What is the name of our
time? classroom? areas in the classroom? school?
 What can you do in school?  Song: Who are the people in  What do you see in each  Song: S-C-H-O-O-L
Questions Why do you go to school? Sing our classroom? area?
Hello/Kumusta songs, welcome  What can we do in each
songs, nursery rhymes area?

Transition to Work
The teacher gives instructions on how to do the independent activities, answer any questions, and tells the learners to join their group and do the assigned tasks.
Period 1
Work Period 1
Teacher-Supervised Name Tag
Activity
 Nakikilala ang sarili
1.1 Pangalan at apelyido
(SEKPSE-00-1)
 Nakaguguhit, nakapagpipinta at
nakapagkukulay ng iba’t ibang
Competencies 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)
People Puppet Labeling Areas /Things in the School Banner and Diorama
Classroom
 Naisasagawaangmgasumusu  Naisasagawa ang mga  Naisasagawa ang mga
nodnakasanayan: sumusunod na kasanayan: sumusunod na kasanayan:
pagpilas/paggupit/pagdikit pagbakat, pagkopya ng pagpilas/paggupit/pagdikit ng
ng papel(KPKFM-00-1.3) larawan, hugis, at titik papel(KPKFM-00-1.3)
 Nakaguguhit, (KPKFM-00-1.4)  Pagmomolde ng luwad (clay),
nakapagpipinta at  Name common pagbuo ng puzzles (KPKFM-
nakapagkukulay ng iba’t objects/things in the 00-1.5)
ibang bagay o gawain environment (in school,  paglikha ng mga modelo
(dekorasyonsa “name tag”, home, and community) pang karaniwang bagay sa
kasapi ng mag-anak ,gawain (LLKV-00-1) paligid(KPKFM-00-1.6)
ng bawat kasapi ng mag-  Name the places and the  Nakagagawa ng modelo ng
 anak, mga alagang hayop,
mga halaman sa paligid)
(SKMP-00-2)
 Nakagugupit at
nakapagdidikit ng iba’t
ibang hugis na may iba’t
ibang tekstura (SKMP-00-4)
Show readiness to try new Name/identify the people in
experiences the classroom and their
Decorate their name tag tasks/jobs
Learning Cut and paste properly
Checkpoints Decorate the puppet
things found in the mga pangkaraniwang bagay
classroom, school and sa paligid: dahon, bato, buto,
community (LLKV-00-8) patpat, tansan at iba pa
 Express simple ideas (SKMP-00-3)
through symbols (e.g.,  Nakagugupit at
drawings, invented nakapagdidikit ng iba’t ibang
spelling) (LLKC-00-1) hugis na may iba’t ibang
tekstura(SKMP-00-4)
 Nakapagmomolde ng luwad
(clay) sa nais na
anyo(SKMP-00-6)
 Nakapupunit, nakagugupit at
nakapagdidikit sa paggawa
ng collage (SKMP-00-7)
 Nakapagpapatung-patong,
nakapagdudugtung-dugtong
at nakapagdidikit-dikit
(assemblage) ng
mgapatapong bagay:
maliitnakahon ng gamot
(SKMP-00-8)
 Name common objects/things
in the environment (in school,
home, and community)
(LLKV-00-1)
 Name the places and the
things found in the classroom,
school and community
(LLKV-00-8)
Name and label the areas Tear, cut and paste paper
and things found in the Mold clay into recognizable
classroom figures
Use recyclable materials to
create things
Name the places and common
objects/ things in school

 Color Cover All

 Color Match
Independent
 How I Feel on the First Day
Activities
 Clay Molding
 Picture Match
  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)
Competencies  Nakikilala ang mga pangunahing emosyon (tuwa, takot, galit, at lungkot) (SEKPSE-00-11)
 Naisasagawa ang mga sumusunod na kasanayan: pagmomolde ng luwad (clay), pagbuo ng puzzles (KPKFM-00-1.5)
 Nakapagmomolde ng luwad (clay) sanaisnaanyo (SKMP-00-6)
Learning  Identify and classify the shapes according to color.
Checkpoints  Recognize different emotions
 Mold clay into letters
 Match pictures in one-to-one correspondence
Transition to 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 learners to
Meeting Time 2 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/  What did you do during the  Why do you need to know  Show the Classroom Map  Why do you need to know
Activity summer vacation? Where did the people in the school? and discuss the activities the name of our school?
you go? Sharing of children’s Show People Puppets and that can be done in each
experiences during vacation describe the person area. Also discuss rules in
each area. Why do you go
to the different areas
inside the classroom?
 How will you make use of
the different materials in
each area in the
classroom?
Transition to Recess The teacher commends the learners for the work they did in Work Period Time 1 and tells them to prepare for recess time by washing their hands. Encourage sharing
especially if not all children have food.
Supervised Recess
Transition to Quiet 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, wash their hands, brush
Time their teeth, change their wet clothes, and have their Quiet Time.
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 proceeds
Time with the pre-reading activities and makes sure that the learners are listening attentively.
Story Time
Song (See KTG p. 19) (See KTG p. 19) (See KTG p. 19) (See KTG p. 19)
The Children in Kinder Who are the People in Our The Children in Kinder Who are the People in Our
Classroom Classroom
Story Ayokong Pumasok sa Paaralan Bakit Matagal ang Sundo Ko? Si Paula Oink-Oink Si Monica Dalos-Dalos
Theme Any age and culturally Any age and culturally Any age and culturally Any age and culturally
appropriate story about appropriate story about people appropriate story about the appropriate story about a
Kindergarten in school classroom or different areas school
in the classroom.
Pre-reading Activity  Define difficult words.
 Motivation Question:
What level in school are you
now in?
 Motive Question:
What do you think you can do in
Kindergarten from the story?
During Reading Ask comprehension questions.
Post Reading  What did the characters in the
story do in school?
 What are the things you think
you can do in school?
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 learners
Period 2 to join their group and do the assigned tasks.
Work Period 2
Teacher-Supervised Attendance Chart
Activity
Competencies  Count objects with one-to-one
correspondence up to quantities
of 10 (MKC-00-7)
 Compare two groups of objects
to decide which is more or less,
or if they are equal (MKC-00-8)
 Combine elements of two sets
using concrete objects to
represent the concept of
addition (MKAT-00-3)
 Add quantities up to 10 using
concrete objects (MKAT-00-8)
 Define difficult words.  Define difficult words.
 Motivation Question:  Motivation Question:
Who are the people you see in What are the different areas
school? in the classroom?
 Motive Question:  Motive Question:
Who are the people in school What do you think are the
in the story? different areas in the
classroom from the story?
 In the story, who are the  What are the different
people in school? (Show areas in the classroom
pictures of the from the story?
characters)Arrange who the  What are the things that
characters saw/met in the the characters saw in the
story from the first to the story?
last.  Let us think of words that
rhyme with the objects in
the story. (Give examples
of rhyming words.
Practice together with the
learners.)
Organizing Things Classroom Map
 Nakapagliligpit lamang ng  Nakaguguhit,
sariling gamit nakapagpipinta at
(KAKPS-00-9) nakapagkukulay ng iba’t
 Sort and classify objects ibang bagay o gawain
according to one (dekorasyonsa “name tag”,
attribute/property (shape, kasapi ng mag-anak
color, size, function/use) ,gawain ng bawat kasapi ng
(MKSC-00-6) mag-anak, mga alagang
hayop, mgahalaman sa
paligid (SKMP-00-2)
 Name the places and the
things found in a map of a
classroom (LLKSS-00-2)
 Define difficult words.
 Motivation Question:
What can you do in school?
 Motive Question:
What do you think the
characters will do in the
story?
 Where did the story
happen?
 What did the characters do
in school?
 What are the things that
they saw around the
school?
 I will give objects that the
characters saw in school.
Try to give words that
rhyme with them. (Give
simple words. Guide the
learners in giving rhyming
words.)
Number Stations
 Count objects with one-to-
one correspondence up to
quantities of 10 (MKC-00-7)
 Tell that the quantity of a set
of objects does not change
even though the arrangement
has changed (i.e., the child
should be able to tell that one
set of counters placed in one-
to-one correspondence and
then rearranged still has the
same quantity)
(MKSC-00-23)
  Express simple ideas
through symbols (e.g.,
drawings, invented spelling)
(LLKC-00-1)
 Name common
objects/things in the
environment (in school,
home, and community)
(LLKV-00-1)
 Name the places and the
things found in the
classroom, school and
community (LLKV-00-8)
 Count objects with one-to-one  Sort and classify objects  Name the places and the  Tell that the quantity of a
correspondence up to according to their things found in a map of a set of objects does not
quantities of 10 function/use classroom change even though the
Learning
 Know the concept of more or arrangement has changed
Checkpoints
less, or equal.
 Add using concrete objects

 Shape Match
Independent  Shape Connect All
Activities  I Spy Shapes
 Shape Hunting

 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)
 Recognize simple shapes in the environment (MKSC-00-1)
Competencies
 Identify two to three dimensional shapes: square, circle, triangle, rectangle (MKSC-00-2)
 Identify objects in the environment that has the same shape as a sphere, cube, cylinder (MKSC-00-3)
 Group objects that are alike (MKSC-00-5)
 Know two to three dimensional shapes: square, circle, triangle, rectangle
Learning
 Recognize simple shapes in the environment
Checkpoints
 Sort and classify objects according to shape
Transition to
The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor/Outdoor Games. After 10 minutes, the teacher tells the
Indoor/Outdoor
learners to start packing away the materials they used and be ready for Indoor/Outdoor Games. A transition song or countdown may be used.
Games
Indoor/ Outdoor Games
Activities Name Tag Count and Turn Unstructured Free Play Count and Turn (1, 2, 3)
 Nakikilalaangsarili(SEKPSE-  Nakasasali sa mga  Naisasagawa ang  Nakasasali sa mga laro, o
Competencies 00-1): laro, o anumang pisikal anumang pisikal na gawain
paggalaw/pagkilos ng
  pangalan at apelyido(SEKPSE-
Ia-1.1)
 Napagsisikap ang matapos ang
sinimulang gawain sa takdang
oras(KAKPS-00--1)
 Use the proper expression in
introducing oneself (LLKVPD-
Ia-13) e.g., I am/My name is
_______________
 Nakagagalaw (martsa,
palakpak, tapik, padyak, lakad,
lundag at iba pa) nang angkop
sa ritmo at indayog bilang
tugon sa himig na
napapakinggan/awit na
kinakanta(KPKPF-Ia-2)
 Naisasagawa ang
paggalaw/pagkilos ng iba’t
ibang bahagi ng katawan sa
saliw ng awitin nang may
kasiyahan (KPKGM-Ia-1)
na gawain at iba’t iba’t ibang bahagi ng at iba’tibang paraan ng pag-
ibang paraan ng pag- katawan sa saliw ng eehersisyo
eehersisyo awitin nang may (KPKPF-00-1)
(KPKPF-00-1) kasiyahan  Naipakikita ang panimbang
 Naipakikita ang (KPKGM-Ia-1) sa pagsasagawa ng iba’t
panimbang sa ibang kilos ng katawan, gaya
pagsasagawa ng iba’t ng paglukso-luksong
ibang kilos ng katawan, pahalinhinan ang mga paa
gaya ng paglukso- (skipping), pagtulaynang di
luksong pahalinhinan natutumba sa tuwid na guhit,
ang mga paa pag-akyat at pagbaba sa
(skipping), pagtulay hagdanan
nang di natutumba sa (KPKGM-00-4)
tuwid na guhit, pag-  Rote count up to 20 (3)
akyat at pagbaba sa (MKSC-00-12)
hagdanan
(KPKGM-00-4)

Learning
 Introduce themselves properly and identify the name of their classmates
Checkpoints
Transition to The teacher tells the learners to help pack away the materials they used in the Indoor/Outdoor Games time and get ready to do the wrap up activities in Meeting Time 3.
Meeting Time 3 A transition song or countdown may be used.
Meeting Time 3
Learners share their feelings about Learners identify who are the Learners name the different Learners name their school and
their first day in school. people in the school through areas inside the classroom, the different areas in the school.
Activities
their pictures or tools they use their importance, and what
in their job. they do in each area.
Wrap-Up Questions The teacher acknowledges the learners’ sharing and encourages them to come back so they can still learn more.
/ Activity
Dismissal Routine

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 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 these 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?