SCHOOL: CAPASAN ELEMENTARY SCHOOL TEACHING DATES: August 8-12

KINDERGARTEN
TEACHER: MRS. RVIE JANE C. GAMAYON WEEK NO. WEEK 9
DAILY LESSON LOG
CONTENT FOCUS: I grow and I change. QUARTER: 1ST QUARTER

BLOCKS OF TIME Indicate the following: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Learning Area (LA)
Content Standards (CS)
Performance Standards
(PS)
Learning Competency
Code (LCC)
ARRIVAL TIME LA: LL Daily Routine: Daily Routine: Daily Routine: Daily Routine: Daily Routine:
(Language, Literacy and National Anthem National Anthem National Anthem National Anthem National Anthem
Communication) Opening Prayer Opening Prayer Opening Prayer Opening Prayer Opening Prayer
CS: The child demonstrates Exercise Exercise Exercise Exercise Exercise
an understanding of: Kamustahan Kamustahan Kamustahan Kamustahan Kamustahan
 increasing his/her Attendance Attendance Attendance Attendance Attendance
conversation skills Balitaan Balitaan Balitaan Balitaan Balitaan
 paggalang

PS: The child shall be able

to:
 confidently speaks
and expresses his/her
feelings and ideas in
words that makes
sense

LCC: LLKVPD-Ia-13
KAKPS-00-14
KAKPS-OO-15
MEETING TIME 1 LA: PNE ( Life Science:
Body and the Senses)
CS: The child demonstrates
an understanding of…
 body parts and their
uses
Message:
People change as they
grow. My body grows. Some
of my body parts grow
longer. I become taller as I
grow
Message: Message: Message: Message:
Some body parts grow As I grow, I am able to do As I grow older, I can do We lose weight when we
bigger. I grow heavier as more things. more things by myself. get sick. Sometimes we
I grow. lose our appetite when
we are sick.
PS: The child shall be able Questions: Which parts of Questions: What parts Questions: What things Questions: What things Questions: What makes
to… the body grown bigger or of your body do you can you do now that you can you do now by us sick?
 take care of oneself and longer? (focus – arms, legs, think grow bigger? (focus could not do yet when yourself? Poem: Germs Germs
the environment and hair, etc.) – hands, head, feet) you were a baby? Germs.
able to solve problems
encountered within the (Teacher shows her baby
context of everyday picture to the class.)
living Have the students
LCC: compare how teacher
PNEKBS-Ij-7 changed since then till
now that she has grown
older. List these changes.
Ask them to predict how
teacher would change as
she continues to age.
Add these to the list.
Leave the list posted in
the classroom while this
concept is being
studied.)

Teacher Teacher
Then Now
She has She has
little hair. long hair.
She didn’t She has
have any many
teeth. teeth.
She had Her arms
short and legs
arms and are
legs. longer.
She had a She can
tiny feet. walk, run,
She could skip, hop
crawl. or gallop.
She could She can
not talk. talk and
sing.
WORK PERIOD 1 LA: PNE ( Life Science: (Teacher-Supervised): (Teacher-Supervised): (Teacher-Supervised): (Teacher-Supervised): (Teacher-Supervised):
Body and the Senses) Step on Shapes Class Log: “We Changes Comparison Chart: “Look Word Wall: Body Germ Experiment
Weight Chart: “How Much as We Grow.” at Me” Words Flip Book: Hygienic
LLC(Vocabulary Do I Weigh?” Practices
Development)

M(Geometry) Independent: Independent: Independent: Independent: Independent:

(Suggested Activities) (Suggested Activities) (Suggested Activities) (Suggested Activities) (Suggested Activities)
KP (Pangangalaga sa
Sariling Kalusugan at  Accordion Book: “My  Accordion Book: “My  Flap Book: Anong  Comparison Chart  Alphabet Book: My
Kaligtasan) Life” Life” Mangyayari Kapag?  Alphabet Book: My Body Parts
CS: The child demonstrates  How many sounds?  Letter Memory  Literature-based: Body Parts  Letter Lacing Cards
an understanding of…  Go Fish: Shapes Game Triorama  Letter Lacing Cards  Color Trail
 body parts and  Picture Search  Go Fish: Shapes  Write my Words  Color Fishing Game  Dramatic Play
their uses  Letter Memory Game  Sand Play  Color Fishing Game  What Comes Next  Writer’s Workshop
 acquiring new  Playdough: Make a  Playdough: Make a  Sand Play (p. 72, 74 of RSW)
words/widening Letter Letter  Play Dough: Make a  Dramatic Play
his/her vocabulary  Writer’s Workshop Letter
links to his/her  Writer’s Workshop
experiences
 Objects can be 2-
dimensional or 3-
dimensional
 Kakayahang
pangalagaan ang
sariling kakayahan
at kaligtasan
PS: The child shall be able
to:
 take care of
oneself and the
environment and
able to solve
problems
encountered
within the context
of everyday living
  actively engage in
meaningful
conversation with
peers and adults
using varied and
spoken vocabulary
 describe and
compare 2-
dimensional or 3-
dimensional
objects
 Pagsasagawa ng
mga pangunahing
kasanayan ukol sa
pansariling
kalinisan sa pang-
araw-araw na
pamumuhay at
pangangalaga para
sa sariling
kaligtasan
LCC:
PNEKBS-Ij-7; LLKV-00-5;
MKSC-00-2; KPKPKK-Ih-1

MEETING TIME 2 Developmental Domain: Invite some children show Show Weight Chart Show the children’s Song: Can you name Discuss the germ
LA: PNE ( Life Science: their accordion books. Have literature-based projects. the first sound? experiment.
Body and the Senses) them think of changes they Refer to their work as Go over the words in
seen in their bodies since Questions: Who weighs you review story details. their word wall. Questions: What are
PNE(Properties and they were a baby. heaviest in class? The Have them identify the germs?
Change, Forces and lightest? Activity: “What’s the first sound in each of Where do we get germs?
Motion) Song: Tong, Tong (variation) Who have the same new word?” these words. Why do germs make us
Activity: What’s the sound weight? Let them sort the words sick?
M (Measurement) (4-sound words) How many children according to their initial What should we do so
weigh heavier than you? sound. we will not get sick?
LLC (Phonological How many children
Awareness) weigh the same as you
do?
CS: The child demonstrate
an understanding of…
 body parts and
their uses
 physical properties
and movement of
objects
 concepts of size,
length, weight,
time and money
 letter sound to
name relations
PS: The child shall be able
to:
 take care of
oneself and the
environment and
able to solve
problems
encountered
within the context
of everyday living
 work with
materials and
objects safely and
appropriately
 use arbitrary
measuring
tools/means to
determine size,
length, weight of
things around
him/her, time
(including his/her
own schedule)
 identify/pick out
the distinct sounds
in words, match
sounds with
 letters, and hear
specific letter
LCC:
PNEKBS-Ij-7; PNEKPP-00-2;
MKME-00-1; LLKPA-Ig-1

SUPERVISED LA: KP (Pangangalaga sa SNACK TIME

RECESS Sariling Kalusugan at
Kaligtasan)  Recite the prayer before meals.
CS: Ang bata ay  Washing of Hands.
nagkakaroon ng pag-  Tooth brushing after recess.
unawa sa:
* Kakayahang
pangalagaan ang sariling
kakayahan at kaligtasan
PS: Ang bata ay
nagpapamalas ng:
* pagsasagawa ng mga
pangunahing kasanayan
ukol sa pansariling
kalinisan sa pang-araw-
araw na pamumuhay at
pangangalaga para sa
sariling kaligtasan
LCC:
KPKPKK-Ih-1
STORY LA: BPA (Book and Print Story: Story: Teddy Tadpole Story: Story: Story:
Awareness) Nagsasabi na si Patpat and Terry Tortoise Si Hugo Joy-joy the Jolly Boy Germs, Germs, Germs
CS: The child demonstrates
an understanding of:
 book familiarity,
awareness that there
is a story to read with
a beginning and an
end, written by
author(s), and
illustrated by
someone
 PS: The child shall be able
to:
 use book – handle
and turn the pages;
take care of books;
enjoy listening to
stories repeatedly and
may play pretend-
reading and
associates
him/herself with the
story
LCC: LLKBPA-00-2 to 8

WORK PERIOD 2 LA: Math (Number and (Teacher-Supervised): (Teacher-Supervised): (Teacher-Supervised): (Teacher-Supervised): (Teacher-Supervised):
Number Sense) Hand Game (up to Hand Game (up to Who lost how many? Lift the Bowl (up to Color Pattern (Using red-
quantities of 3; writing quantities of 3; writing Tooth Chart quantities of 3; Writing blue- yellow)
Math (Geometry) number sentences) number sentences) number sentences)

CS: The child demonstrates

an understanding of:
 the sense of
quantity and Independent: Independent: Independent: Independent: Independent:
numeral relations, (Suggested Activities) (Suggested Activities) (Suggested Activities) (Suggested Activities) (Suggested Activities)
that addition
results in increase  Block Play  Block Play  Block Play  Block Play  Block Play
and subtraction  Bingo: Addition/ Bingo:  Bingo: Addition/  Bingo: Addition/  Bingo: Addition/  Bingo:
result in decrease. Subtraction Bingo: Subtraction Bingo: Subtraction Bingo: Addition/
 Objects can be 2-  3 concentration/ Find 3  3 concentration/  3 concentration/ Subtraction Bingo:
dimensional or 3-  Subtraction Cards (2-3) Find 3 Find 3  3 concentration/ Subtraction
dimensional  Draw 3  Subtraction Cards (2-  Subtraction Cards (2- Find 3  3
 Go 3 3) 3)  Subtraction concentration/
PS: The child shall be able  Draw 3  Draw 3 Cards (2-3) Find 3
to:  Go 3  Go 3  Draw 3  Subtraction
 performs simple  Go 3 Cards (2-3)
addition and  Tapatan  Draw 3
subtraction up to  Go 3
10 objects or  Tapatan
pictures/ drawings
 LCC:
MKC-00-2; MKAT-00-8;
MKAT-00-9; MKAT-00-10

INDOOR/OUTDOOR LA: PNE ( Life Science: Oh My Hands and Feet Move That Body Hangman: Body Parts Ilong, Ilong, Ilong, Mata Pictionary – Body Parts
Body and the Senses)

CS: The child demonstrates

an understanding of…
 body parts and their
uses


PS: The child shall be able

to:
 take care of oneself
and the environment
and able to solve
problems encountered
within the context of
everyday living


LCC:
PNEKBS-Ij-7; PNEKBS-Id-1
MEETING TIME 3 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 dis 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?