KINDER-DAILY LESSON-QUARTER-1-WEEK-4.docx

Kinder

1. Kindergarten
Daily Lesson Log
School Teaching Dates
Teacher Week No. 4
Content Focus Ang Aking Kakayahan Quarter One
Most Essential
Learning
Competencies
1. Nasasakilos ang sariling kakayahan sa iba’t ibang paraan, hal. pag-awit, pagsayaw, at iba pa (KPKGM-lg-3)
2. Naisasagawa ang mga sumusunod na kilos sa pagtugon sa ritmong mabagal at mabilis (paglakad, pagtakbo,
pagkandirit, paglundag/pagtalon, paglukso) (KPKGM-le-2)
3. Identify letter, number or word that is different from the group (LLKVPD-00-6)

BLOCKS OF
TIME
MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Arrival Time
Routine
Activities
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Meeting Time 1
Messages Ang bawat bata ay may
mga kakayahan. Maaari
mong maipakita ang mga
kakayahang ito sa iba’t
ibang paraan tulad ng
pagsayaw, pagkanta,
pagtula at iba pa.
Ang iba’t ibang bahagi ng
ating katawan ay maaari
nating igalaw sa ritmong
ating nais, mabilis man o
mabagal.
Ang mga letra sa alpabeto
ay magkakaiba o hindi
pare-pareho. Ang bawat
letra ay may kanya-
kanyang pangalan at
tunog.

Ang mga bilang ay
magkakaiba o hindi pare-
pareho. Ang kakayahan
mong makilala at masabi
ang pagkakaiba-iba ng
bawat bilang ay
makakatulong sa iyo na
mapaunlad pa ang
kakayahan mong
bumilang.
Ang kakayahan mong
makita at masabi ang
naiiba sa bawat grupo ng
mga salita ay
makakatulong na
mapaunlad ang kakayahan
mong bumasa.
Questions  Ano ang iyong
kakayahan na maaari
mong maipakita at
maipagmalaki sa iyong
mga kaklase?

 Ano ano ang mga
bahagi ng ating katawan
na maaari nating igalaw
sa ritmo ng sayaw?

 Anong mga letra ang
bumubuo sa iyong
pangalan? Nakikilala
mo ba ang pangalan at
tunog ng mga ito?

 Alin sa mga letra ang
naiiba?

 Gamit ang ating mga
daliri, sabay-sabay
tayong magbilang mula
isa hanggang sampu.

 Alin sa mga bilang ang
naiiba?

 Anong salita ang naiiba
sa bawat grupo?

(Use a different set of
words.)

Competencies  Nasasakilos ang sariling kakayahan sa iba’t ibang paraan, hal. pag-awit, pagsayaw, at iba pa (KPKGM-lg-3)

2.  Naisasagawa ang mga sumusunod na kilos sa pagtugon sa ritmong mabagal at mabilis (paglakad, pagtakbo, pagkandirit,
paglundag/pagtalon, paglukso) (KPKGM-le-2)
 Identify letter, number or word that is different from the group (LLKVPD-00-6)
Transition to Work
Period 1
The teacher gives instructions on how to do the independent activities, answers any questions, and tells the learners to do their assigned tasks
within the allotted time.
Work Period 1
Teacher-Supervised
Activity
Poster: I Can
(KTG, p. 38)
Movement Story
(KTG, p. 39-40)
Name Necklace
(KTG, p. 54)
What Number is
Different? (Worksheet)

Same and Different Words
(Worksheet)
Competencies
 Naipakikita ang tiwala
sa sarili na tugunan ang
sariling
pangangailangan nang
mag-isa. Hal. maghugas
ng kamay, kumain,
magbihis, magligpit,
tapusin ang gawaing
nasimulan (SEKPSE-Ie-
5)
 Nakagagawa nang nag-
iisa (KAKPS-00-3)
 Naisasagawa ang
simpleng gawain nang
maluwag sa kalooban
Nakapagsesipilyo)
(KAKPS-00-4)
 Nakalilikha ng iba’t
ibang bagay sa
pamamagitan ng
malayang pagguhit
(SKMP-00-1)
 Express simple ideas
through symbols (e.g.,
drawings, invented
spelling) (LLKC-00-1)
 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 mga
sumusunod na kilos
lokomotor sa pagtugon
sa ritmong mabagal at
mabilis (paglakad,
pagtakbo, pagkandirit,
paglundag/pagtalon,
paglukso)
(KPKGM-Ie-2)
 Nagagamit ang mga
kilos lokomotor at di-
lokomotor sa paglalaro,
pag-eehersisyo,
pagsasayaw (KPKGM-
Ig-3)
 Demonstrate movements
using different body
parts (PNEKBS-Ic-3)

 Naisasagawa ang mga
sumusunod na
kasanayan: pagbakat,
pagkopya ng larawan,
hugis, at titik (KPKFM-
00-1.4)
 Nakikilala ang sarili
(SEKPSE-00-1)
- pangalan at apelyido
(SEKPSE-Ia-1.1)
 Recognize one’s given
name by sight
(LLKAK-Ia-6)
 Identify the letters of
one’s given name
(LLKAK-Ic-1)
 Write one’s given name
(LLKH-00-5)
 Recognize and identify
numerals 0 to 10
(MKC-00-2)
 Read and write
numerals 0 to 10
(MKC-00-3)
 Identify letter, number
or word that is different
from the group
(LLKVPD-00-6)

 Identify letter, number
or word that is different
from the group
(LLKVPD-00-6)
 Identify the letters of
one’s given name
(LLKAK-Ic-1)


Learning
Checkpoints
 Identify the activities
they can do by
themselves
 Do movements using
their body
 Identify the letters in a
given name
 Identify the different
numbers in a group
 Identify the different
words in a group

3. Independent
Activities
 Sorting: Blue/Green Colors
 Memory Game (Things I Can Do in School) (KTG, p. 41)
 What’s Different (Worksheet)
 Naming Activities (Worksheet)
Competencies
 Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)
 Tell which objects/pictures are the same based on color, shape, size, direction, and other details (T-shirt with collar and without collar)
(LLKVPD-Id-1)
 Naisasagawa ang mga sumusunod na kasanayan: pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
 Identify letter, number, or word that is different from the group (LLKVPD-00-6)
Learning
Checkpoints
 Sort and classify according to color
 Match the same pictures
 Identify the different letters, numbers, and words in a group
 Name classroom activities
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.
Meeting Time 2
Questions/Activity Let the learners present
their output.
Let learners enumerate the
things they can do by
themselves.

Let the learners present
their output.
Song: Alin Ang Naiba?

Let the learners present
their output.
Transition to Health
Break/
Quiet Time
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
sanitizing their hands.

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
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
Story
Pre-reading
Activity
 Theme: Any age and a
culturally appropriate
story about their talents
 Theme: Any age and
culturally appropriate
story about the things
 Theme: Any age and a
culturally appropriate
story about words with
different letters.
 Theme: Any age and a
culturally appropriate
story about numbers.

 Theme: Any age and a
culturally appropriate
story about words that

4. that they can showcase
to their classmates.

 Define difficult words.

 Motivation question:
What talent or skill do
you have?

 Motive question: In what
way, we can share our
talent with other people?
we can do with our
body.

 Define difficult words.
 Motivation question:
What can you do using
your body?

 Motive question: What
do you think are the
movements done in the
story?

 Define difficult words.
 Motivation question:
What letters make up
your name?

 Motive question: Why
do we have different
names?

 Define difficult words.

 Motivation question:
Can we count 1 to 10?

 Motive question: Where
can we use numbers?
are different from one
another.

 Define difficult words.
 Motivation question:
What are the words that
come to your mind
when you heard the
word “friend’?

 Motive question: What
do you think will the
characters learn in the
story?
During Reading Ask comprehension questions.
Post Reading  What makes the
character special?

 What did you learn from
the story?

 What did the characters
do with their bodies?

 What words rhyme with
the different parts of the
body?
 Who are the characters
in the story?

 Why do the characters
have different names?
 What are the names of
the characters in the
story?

 What did you learn
from the story?
 Who is the main
character of the story?

 What did he/she learn?
Transition to Work
Period 2
After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any
questions, and tells the learners to do their assigned tasks within the allotted time.
Work Period 2
Teacher-Supervised
Activity
Writing Number (1)

It’s a Match (Worksheet)

Count and Write

Hand Game
(KTG, p. 73-74)
Word Syllable Clap/Stamp

Competencies
 Recognize and identify
numerals 0 to 10
(MKC-00-2)
 Read and write
numerals 0 to 10
(MKC-00-3)


 Match object, pictures
based on properties
/attributes in one-to-
one correspondence
- object to object
- object to picture
- picture to picture
(MKAT-00-1)
 Describe objects based
on attributes/properties
(shapes, size, its use
and functions)
(MKSC-00-4)
 Count objects with
one-to-one
correspondence up to
quantities of 10
(MKC-00-7)
 Read and write
numerals 0 to 10
(MKC-00-3)
 Identify the sounds of
letters orally given
(LLKAPD-Id-6)
 Identify the letters of
the alphabet (mother
tongue, orthography)
 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
 Identify several words
that begin with the
same sound as the
spoken word (LLKPA-
Ig-7)
 Tell the number of
syllables in given
spoken words
(LLKPA-Ig-8)
 Count objects with
one-to-one
correspondence up to
quantities of 10
(MKC-00-7)

5.  Recognizes symmetry
(own body, basic
shapes) (MKSC-00-11)
(LLKAK-Ih-3) one-to-one
correspondence and
then rearranged still
has the same quantity)
(MKSC-00-23)
 Add quantities up to
10 using concrete
objects (MKAT-00-8)

Learning
Checkpoints
 Trace and write
number 1
 Match two identical
body movements
 Count objects whose
names have the same
beginning letter
 Add quantities up to 3
using concrete objects
 Clap or stamp the
number of syllables of
a given word
Independent
Activities
 Block Play (KTG, p. 44)
 Tracing Numbers
 Number Coverall (KTG, p. 45)
 Number Cross Out
Competencies
 Nakikipaglaro sa dalawa o tatlong bata gamit ang isang laruan (SEKPKN-Ig-2)
 Naisasagawa ang mga sumusunod na kasanayan: paglikha ng mga modelo pangkaraniwang bagay sa paligid (KPKFM-00-1.6)
 Recognize and identify numerals 0 to 10 (MKC-00-2)
 Match numerals to a set of concrete objects from 0 to 10 (MKC-00-4)
 Tell which two letters, numbers, or words in a group are the same (LLKVPD-Ie-4)
Learning
Checkpoints
 Use the blocks to build structures or models
 Use the construction toys to build structures or models
 Trace numerals
 Understand the number concept of 1-3
 Identify which number in a given set is different
Transition to
Indoor/ Light
Physical Activity
The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor Activity/Light Physical Activity.
After 10 minutes, the teacher tells the learners to start packing away the materials they used and be ready for Indoor/Light Physical Activity. A
transition song or countdown may be used.
Indoor Activity/ Light Physical Activity
Activities
Paint Me A Picture (Act
Out)
(KTG, p. 62)
Unstructured Free Play

Letter Train

Number Game

Unstructured Free Play

Competencies
 Nagagamit ang mga
kilos lokomotor at di-
lokomotor sa
paglalaro, pag-
eehersisyo, pagsasayaw
(KPKGM-Ig-3)
 Demonstrate
movements using
 Naisasagawa ang mga
sumusunod na kilos
lokomotor sa pagtugon
sa ritmong mabagal at
mabilis (paglakad,
pagtakbo, pagkandirit,
paglundag/pagtalon,
paglukso)
 Nakapaghihintay ng
kanyang pagkakataon
(KAKPS-00-12)
 Natatawag ang mga
kalaro at ibang tao sa
kanilang pangalan
(KAKPS-00-13)
 Nagagamit ang mga
kilos lokomotor at di-
lokomotor sa paglalaro,
pag-eehersiyo,
pagsasayaw
(KPKGM-Ig-3)
 Recognize and identify
numerals 0 to 10
 Naisasagawa ang mga
sumusunod na kilos
lokomotor sa pagtugon
sa ritmong mabagal at
mabilis (paglakad,
pagtakbo, pagkandirit,
paglundag/pagtalon,
paglukso)

6. different body parts
(PNEKBS-Ic-3)
(KPKGM-Ie-2)
 Nagagamit ang mga
kilos lokomotor at di-
lokomotor sa
paglalaro, pag-
eehersiyo, pagsasayaw
(KPKGM-Ig-3)

 Nakapagbubuo ng
pagkakaibigan
(KMKPAra-00-5)
 Identify the letters of
one’s given name
(LLKAK-Ic-1)
 Identify the letters of
the alphabet (mother
tongue, orthography)
(LLKAK-Ih-3)

(MKC-00-2)


(KPKGM-Ie-2)
 Nagagamit ang mga
kilos lokomotor at di-
lokomotor sa
paglalaro, pag-
eehersiyo, pagsasayaw
(KPKGM-Ig-3)

Learning
Checkpoints
 Demonstrate movements using different body parts
 Follow instruction
 Arrange themselves accordingly
 Participate in the game actively
Transition to
Meeting Time 3
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 do
the wrap-up activities in Meeting Time 3. A transition song or countdown may be used.
Meeting Time 3
Activities
 Learners showcase
their talents in
different ways.
 Learners demonstrate
movements using their
body parts.
 Learners identify the
different letters in a
group.
 Learners identify the
different numbers in a
group.
 Learners identify the
different words in a
group.

Wrap-Up
Questions/ Activity
 The teacher acknowledges the learners’ sharing and encourages them to come back so they can still learn more.
Dismissal Routine The teacher reminds the learners to sanitize their hands and to always follow the health protocols.

7. 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?