DLL.Q1.WEEK1 MELC-based.docs in kindergarten

Daily Lesson Log

1. Page 1



KINDERGARTEN
DAILY LESSON LOG
SCHOOL: TEACHING DATES:
TEACHER: WEEK NO. 1
CONTENT FOCUS: Ako ay natatangi. QUARTER: FIRST
MOST ESSENTIAL
LEARNING
COMPETENCY:
 Nakikilala ang sarili (SEKPSE-00-1)
a.) Pangalan at apelyido (SEKPSE-Ia-1.1)
b.) Kasarian (SEKPSE-Ia-1.2)
c.) Gulang/Kapanganakan (SEKPSE-Ib-1.3)
d.) Gusto/Di-gusto (SEKPSE-IIc-1.4)
 Use the proper expression in introducing oneself e.g. I am/My name is_____ (LLKVPD-Ia-13)


BLOCKS OF
TIME

Indicate the following:
Learning Area (LA)
Content Standards (CS)
Performance Standards (PS)
Learning Competency Code (LCC)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
ARRIVAL TIME (7:30 am-7:40 am)
LA: : LL (Language, Literacy and Communication)
KA (Kagandahang Asal)
Daily Routine:
National Anthem
Opening Prayer
Exercise
Kamustahan
Attendance
Balitaan
Daily Routine:
National
Anthem
Opening Prayer
Exercise
Kamustahan
Attendance
Balitaan
Daily Routine:
National Anthem
Opening Prayer
Exercise
Kamustahan
Attendance
Balitaan
Daily Routine:
National Anthem
Opening Prayer
Exercise
Kamustahan
Attendance
Balitaan
Daily Routine:
National Anthem
Opening Prayer
Exercise
Kamustahan
Attendance
Balitaan
CS: The child demonstrates an understanding of:
 increasing his/her conversation skills
 paggalang
PS: The child shall be able to:
 confidently speaks and expresses his/her feelings and
ideas in words that makes sense
 tamang pagkilos sa lahat ng panahon na may paggalang sa
sarili at sa iba
LCC: LLKVPD-Ia-13
KAKPS-00-14
KAKPS-OO-15
MEETING TIME 1 (7:40 am-7:50 am)
LA: LL (Language, Literacy and Communication)
SE (Pagpapaunlad sa kakayahang sosyo-emosyunal)
Mensahe:

Ako ay may
pangalan.
Bahagi ng
Mensahe:

Ako ay may
kasarian. Ako
Mensahe:

Ako ay _____
taong gulang.
Ang aking
Mensahe:

Ako ay nakatira
sa
__________.
Mensahe:

Ako ay may
mga bagay na
CS: Ang bata ay nagkakaroon ng pag-unawa sa:
 sariling ugali at damdamin
 increasing his/her conversation skills
PS: The child shall be able to:

2. Page 2

 Kakayahang kontrolin ang sariling damdamin at pag-
uugali, gumawa ng desisyon at magtagumpay sa
kanyang mga gawain
 confidently speaks and expresses his/her feelings and
ideas in words that makes sense
aking buong
pangalan ang
pangalan ng
aking pamilya.



Tanong:

Ano ang iyong
buong
pangalan?
Ano ang iyong
palayaw?


ay babae. Ako
ay lalaki.





Tanong:

Sino ang mga
lalaki sa ating
klase?

Sino ang mga
babae sa ating
klase?
kaarawan ay
______.





Tanong:

Ilang taon
kana?

Kailan ang
iyong
kaarawan?







Tanong:

Saan ka
nakatira?

Barangay___
Bayan _____
Probinsya___
Bansa _____

gusto at di-
gusto.





Tanong:

Ano ang mga
gusto mong
bagay?

Ano naman
ang bagay na
ayaw mo?

LCC:
 SEKPSE-00-1
 SEKPSE-Ia-1.1
 SEKPSE-Ia-1.2
 SEKPSE-Ib-1.3
 SEKPSE-IIc-1.4
 LLKVPD-Ia-13

Transition to Work Period 1 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.
WORK PERIOD 1 (7:50 am-8:35 am)

LA:
LL (Language, Literacy and Communication)
SE (Pagpapaunlad sa kakayahang sosyo-emosyunal (S) Sining
KP (Kalusugang Pisikal at Pagpapaunlad ng Kakayahang Motor)
Gawaing may Pamamatnubay ng Guro
(Teacher-Supervised Activities)

Name Necklace

 Nakikilala ang
sariling
pangalan at
apelyido
(SEKPSE-Ia-
1.1)

• Nakaguguhit,
nakapagpipinta
at
nakapagkukulay
ng iba’t ibang
bagay o gawain

Where are the
boys? Where
are the girls?

 Nakikilala at
iginagalang
ang
pagkakaiba ng
mga tao
(SEKPP-Ib-1)

 Natutukoy ang
sariling
kasarian
(SEKPSE-Ia-
1.2)

Birthday
Invitation
Making

 Nakaguguhit,
nakapgpipinta
at
nakapagkukul
ay ng iba't
ibang bagay o
gawain
(SKMP-00-2)

 Natutukoy ang
Gulang/Kapan
ganakan

My Home

 Nakapagpap
atung-
patong,
nakapagdudu
gtong -
dugtong at
nakapagdidik
it ng mga
patapong
bagay
(SKMP-00-8)

Chart: Things I
like & Things
that I don’t like

 Nakikilala at
iginagalang
ang
pagkaakaiba
ng mga tao
(SEKPP-Ib-1)

 Natutukoy ang
mga bagay na
gusto/di-gusto
(SEKPSE-IIc-
1.4)
CS: Ang bata ay nagkakaroon ng pag-unawa sa:
 Pagpapahayag ng kaisipan at imahinasyon sa malikhain
at malayang pamamaraan
 sariling ugali at damdamin
 increasing his/her conversation skills
 pagkakaiba at pagkilala ng tao
 sariling kakayahang sumubok gamiti ng maayos ang
kamay upang lumikha/lumimbag
PS: The child is able to:
 kakayahang maipahayag ang kaisipan, damdamin at
saloobin at imahinasyon sa pamamagitan ng malikhaing
pagguhit /pagpinta

3. Page 3

 kakayahang kontrolin ang sariling damdamin at pag-
uugali, gumawa ng desisyon at magtagumpay sa
kanyang mga gawain
 confidently speaks and expresses his/her feelings and
ideas in words that makes sense
 pagkilala sa pagkakapareho at pagkakaiba ng tao
 kakayahang gamitin ang kamay at daliri


(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)

(SEKPSE-Ib-
1.3)



Malayang Paggawa
(Independent Activities)

Name Bricks

 Nakikilala ang
sariling
pangalan at
apelyido
(SEKPSE-Ia-
1.1)

 Nakaguguhit,
nakapagpipint
a at
nakapagkukul
ay ng iba't
ibang bagay o
gawain
(SKMP-00-2)





Gender Reveal

 Natutukoy ang
kasarian
(SEKPSE-Ib-
1.2)

 Nakaguguhit,
nakapagpipin
ta at
nakapagkukul
ay ng iba't
ibang bagay o
gawain
(SKMP-00-2)




My Cake!

 Natutukoy ang
gulang/kapang
anakan
(SEKPSE-Ic-1.3)

 Nakaguguhit,
nakapagpipint
a at
nakapagkukul
ay ng iba't
ibang bagay o
gawain
(SKMP-00-2)




Block Play:
This is where I
live.

 Paglikha ng
mga modelo
ng
pangkaraniwan
g bagay sa
paligid
(KPKFM-00-1.6)

My Favorite
Toy

 Natutukoy ang
mga bagay na
gusto/di-gusto
(SEKPSE-IIc-
1.4)

 Nakaguguhit,
nakapagpipinta
at
nakapagkukula
y ng iba't ibang
bagay o
gawain
(SKMP-00-2)



Transition to Meeting Time 2
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 start packing away the materials they used and be ready for Meeting Time 2. A
transition song or a countdown may be used.

4. Page 4

MEETING TIME 2 (8:35 am- 8:45 am)
LA: LL (Language, Literacy and Communication)
KA (Kagandahang Asal)
Activity:
Name your
classmate


 Nakasusunod
sa mga
utos/gawain
nang maayos
at maluwag sa
kalooban (
KAKPS-00-5)

Activity:
Counting boys
and girls

What group has
more members?

What group has
less?

 Nakasusunod
sa mga
utos/gawain
nang maayos
at maluwag sa
kalooban (
KAKPS-00-5)

Song: Lubi-lubi

Who were born
in _______?

How many were
born in the
month of _____?

 Recite rhymes
and poems
and sing
simple jingles
or songs
(LLKOL-Ia-2)
Let the learners
present their
work and share
personal
experiences
about their
homeplace.


 Talk about
one’s personal
experience/
narrates
events of the
day ( LLKOL-
Ig-3
)
Let the learners
present
enumerate the
things they like
and the things
that they do not
like.


 Talk about likes
and dislikes (
LLKOL-Ic-15)

CS: Ang bata ay nagkakaroon ng pag-unawa sa:
 increasing his/her conversation skills
 konsepto ng disiplina
PS: Ang bata ay nagpapamalas ng:
 confidently speaks and expresses his/her feelings and
ideas in words that make sense
 tamang pagkilos sa lahat ng pagkakataon na may
paggalang at pagsasaalang-alang sa sarili at sa iba
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
specially if not all children have food.
SUPERVISED RECESS (8:45 am- 9:00)
LA: PKK Pangangalaga sa Sariling Kalusugan at Kaligtasan
SNACK TIME
CS: Ang bata ay nagkakaroon ng pag-unawa sa:
 kakayahang pangalagaan ang sariling kalusugan 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
Transition to Quiet Time
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
their teeth, change their wet clothes, and have their Quiet Time.
NAP TIME (9:00-9:10 am)
Transition to Story Time
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 with the
pre-reading activities and makes sure that the learners are listening attentively.
STORY TIME (9:10 am- 9:25 am)

5. Page 5

LA: BPA (Book and Print Awareness) Story: Any age
and culturally
appropriate story
related to the
topic discussed.






Story: Any age
and culturally
appropriate
story related to
the topic
discussed.

Story: Any age
and culturally
appropriate story
related to the
topic discussed.

Story: Any age
and culturally
appropriate story
related to the
topic discussed.

Story: Any age
and culturally
appropriate story
related to the
topic discussed.

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
Transition to Work Period 2 After the post-reading activities, the teacher gives instructions regarding the teacher
supervise and independent activities, answer any questions and tell the learners to join
their group and do the assigned task.
WORK PERIOD 2 (9:25 am-10:05 am)

























LA: M (Mathematics)
KP (KALUSUGANG PISIKAL AT PAGPAPAUNLAD NG
KAKAYAHANG MOTOR)
LL (Language, Literacy and Communication)

Gawaing may Pamamatnubay ng Guro
(Teacher-Supervised Activities)

Attendance
Chart

• 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)


Organizing
Things

• Nakapagliligpit
lamang ng
sariling gamit
(KAKPS-00-9)
• Sort and
classify objects
according to one
attribute/property
(shape, color,
size,function/use)
(MKSC-00-6)

Classroom
Inventory

• Group objects
that are alike
(MKSC-00-5)
• Sort and classify
objects according
to one
attribute/property
(shape, color,
size,function/use)
(MKSC-00-6)
• Count objects
with one-to-one
correspondence
up to quantities of
10 (MKC-00-7)
• Compare two
groups of objects

Classroom Map



• Name the
places and the
things found in a
map of a
classroom
(LLKSS-00-2)

• 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)


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
CS: The child demonstrates an understanding of:
 the sense of quantity and numeral relations, that
addition results in increase and subtraction results in
decrease
 sariling kakayahang sumubok gamitin nang maayos ang
kamay upang lumikha/lumimbag
 the importance in getting details in the environment

PS: The child shall be able to:
 perform simple addition and subtraction of up to 10
objects or pictures/drawings
 masanay ang kakayahang gamitin ang kamay at daliri
 note details from the environment and information
presented

6. Page 6








































• Add quantities
up to 10 using
concrete objects
(MKAT-00-8)

to decide which is
more or less, or if
they are equal
(MKC-00-8)
• Name the
places and the
things found in the
classroom, school
and community
(LLKV-00-8)
rearranged still
has the same
quantity) (MKSC-
00-23)
Malayang Paggawa
(Independent Activities)


Shape Match

• Match object,
pictures based
on properties
/attributes in
one-to-one
correspondence
(MKAT-00-1)

• Sort and
classify objects
according to one
attribute/propert
y (shape, color,
size,
function/use)
(MKSC-00-6)

• Recognize
simple shapes in
the environment
(MKSC-00-1)

• Identify two to
three


Shape Connect

• Match object,
pictures based
on properties
/attributes in
one-to-one
correspondence
(MKAT-00-1)

• Sort and
classify objects
according to one
attribute/propert
y (shape, color,
size,
function/use)
(MKSC-00-6)

• Recognize
simple shapes in
the environment
(MKSC-00-1)

• Identify two to
three
I Spy Shapes

• Recognize
simple shapes in
the environment
(MKSC-00-1)

• 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)


Shape Hunting

• Group objects
that are alike
(MKSC-00-5)

• Sort and
classify objects
according to one
attribute/propert
y (shape, color,
size,
function/use)
(MKSC-00-6)

• Recognize
simple shapes in
the environment
(MKSC-00-1)

• Identify two to
three
dimensional
shapes: square,
circle, triangle,
rectangle


Shape Match

• Match object,
pictures based
on properties
/attributes in
one-to-one
correspondence
(MKAT-00-1)

• Sort and
classify objects
according to one
attribute/propert
y (shape, color,
size,
function/use)
(MKSC-00-6)

• Recognize
simple shapes in
the environment
(MKSC-00-1)

• Identify two to
three

7. Page 7

dimensional
shapes: square,
circle, triangle,
rectangle
(MKSC-00-2)



dimensional
shapes: square,
circle, triangle,
rectangle
(MKSC-00-2)
(MKSC-00-2)

• Identify
objects in the
environment that
has the same
shape as a
sphere, cube,
cylinder (MKSC-
00-3)
dimensional
shapes: square,
circle, triangle,
rectangle
(MKSC-00-2)

Transition to Indoor/Outdoor Activities
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
learners to start packing away the materials they used and be ready for Indoor/
Outdoor Games. A transition song or countdown may be used.
INDOOR/ OUTDOOR ACTIVITY (10:05 AM-10:25 AM)
LA: KP (Kalusugang Pisikal at Pagpapaunlad ng Kakayahang
Motor)
LL (Language, Literacy and Communication

Name Chain


• Natatawag ang
mga kalaro at
ibang tao sa
kanilang
pangalan
(KAKPS-00-13)

• Use the proper
expression in
introducing
oneself
(LLKVPD-Ia-13)
e.g., I am/My
name is ______

Unstructured
Free Play

 Nakasasali sa
mga laro o
anumang
pisikal na
gawain at iba’t
ibang paraan
ng pag-
eehersisyo
(KPKPF-00-1)


Unstructured
Free Play

 Nakasasali sa
mga laro o
anumang
pisikal na
gawain at iba’t
ibang paraan
ng pag-
eehersisyo
(KPKPF-00-1)


Unstructured
Free Play

 Nakasasali sa
mga laro o
anumang
pisikal na
gawain at iba’t
ibang paraan
ng pag-
eehersisyo
(KPKPF-00-1)


Unstructured
Free Play

 Nakasasali sa
mga laro o
anumang
pisikal na
gawain at iba’t
ibang paraan
ng pag-
eehersisyo
(KPKPF-00-1)

CS: Ang bata ay nagkakaroon ng pag-unawa sa:
 kanyang kapaligiran at naiuugnay dito ang angkop na
paggalaw ng katawan
 kahalagahan ng pagkakaroon ng masiglang
pangangatawan
 increasing his/her conversation skills
PS: Ang bata ay nagpapamalas ng:
 maayos na galaw at koordinasyon ng mga bahagi ng
katawan
 sapat na lakas na magagamit sa pagsali sa mga pang
araw-araw na gawain
 confidently speaks and expresses his/her feelings and
ideas in words that makes sense
Transition to Meeting Time 3
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. A
transition song or countdown may be used.
MEETING TIME 3 (10:25 am-10:30 am)
Dismissal Routine:
Wrap-Up
Questions/Activity
Closing Prayer
Dismissal Routine:
Wrap-Up
Questions/Activity
Closing Prayer
Dismissal Routine:
Wrap-Up
Questions/Activity
Closing Prayer
Dismissal Routine:
Wrap-Up
Questions/Activity
Closing Prayer
Dismissal Routine:
Wrap-Up
Questions/Activity
Closing Prayer

8. Page 8



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?





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