School Polot Elementary School Teaching Dates

Kindergarten Teacher Myra S, Naron Week No. 25

Daily Lesson Log Content Focus There are places in the community where I can get services that will Quarter Three
keep us safe.

BLOCKS OF
TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Arrival Time
Activities Free Play: Exploration and Discovery
Meeting Time I
Routine Activities National Anthem National Anthem National Anthem National Anthem National Anthem
Opening Prayer Opening Prayer Opening Prayer Opening Prayer Opening Prayer
Exercise Exercise Exercise Exercise Exercise
Kumustahan Kumustahan Kumustahan Kumustahan Kumustahan
Attendance Attendance Attendance Attendance Attendance
Balitaan Balitaan Balitaan Balitaan Balitaan

Messages There are places in the There are places in the There are places in the There are places in the There are places in the
community where I can get community where I can get community where I can get community where I can get community where I can get
services that will keep us safe. services that will keep us safe. services that will keep us safe. services that will keep us safe. services that will keep us safe.
Questions  What does “safe” mean?  Aside from the police, who  What is fire?  Aside from danger and fire,  What is “preparedness”?
 Write the learners’ answers can help us when there is  What happens when fire when else do we need help?  Write the learners’ answers
on a concept chart.Safe – danger or trouble? grows big?  What is a storm? Flood? on a concept chart.
being out of danger  We can help keep ourselves  Who are the people who can  What is an earthquake? Preparedness – being ready
 There are places in the and others safe from danger help us in case of fire?  What other events put us in  Families can do some
community where you can and trouble.  Where can they be found? danger? (Mention that in preparation to lessen the
get services to keep us safe.  What can the firemen do to some parts of the country, effect or impact of an
(firestation, police station, keep us safe? children are caught in unfortunate event or
barangay hall, etc.)  There are places and people armed conflict.) disaster, by preparing some
in the community which help  We can also help keep basic survival materials.
us keep safe from fires. We ourselves and others safe Introduce the concept of
can find the firemen in the from earthquake, “Go Bags” or the
fire station. storm/flood and other Emergency Supply Kit.
unfortunate events or Basic contents are:
disasters.
 Introduce the concept of  First Aid kit
“Early Warning Signs” (ex.  --Water
Fire alarms, alarm for a  --Flashlight
specific danger in school  --Whistle
 other than the regular bell,  --Ready to eat Food
if available.)  --Small book and toy
 --Battery-operated radio
 --Blanket

Transition to 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
Work Period 1
Teacher- Introduce the letter Kk My Safety Station Let’s write Kk Safety poster Go Bag
Supervised Picture Sort
Activity
 Name objects that begin  Nakikilala ang mga taong  Name objects that begin  Nakaguguhit,  Name objects that begin
with a particular letter of nakatutulong sa with a particular letter of nakapagpipinta at with a particular letter of
the alphabet (LLKV-00-5) komunidad, hal. guro, the alphabet (LLKV-005) makapagkukulay ng iba’t the alphabet (LLKV-005)
bombero, pulis, atpb.  Pagbakat, pagkopya ng ibang bagay o gawain
Competencies (KMPKKom-002) larawan, hugis, at titik (SKMP-00-3)
 Natutukoy ang iba’t ibang (KPKFM-00-1.4)
lugar sa komunidad
(KMKPKom-00-3)

 Sort words that begin with  Collect items used by  Write the letter Kk  Draw ways to keep  Identify some items to
Learning the /k/ sound workers who keep the themselves safe include in the Go Bag
Checkpoints community safe

 Sequence Card (places they saw during gallery walk)

Independent  Lacing Card (pictures of public officer can do)
Activities  Look, Say, Write and Check
 My Community at Peace (Draw the place in the community where safety is the prime services
 Give the correct sequence of three events in a story listened to orally and/or through drawing (LLKLC-007)
 Napagsisikapang matapos ang sinimulang gawain sa itinakdang oras (KAKPS-001)
 Paggamit ng kutsara at tinidor, pagbobotones, pagsara ng zipper, pagtali/pagsuot ng sapatos at iba pang gawain gamit ang kamay (KPKFM-00-1)
 Name objects that begin with a particular letter of the alphabet (LLKV-005)
Competencies  Pagbakat, pagkopya ng larawan, hugis, at titik (KPKFM-00-1.4)
 Nakaguguhit, nakapagpipinta at nakapagkukulay ng iba’t ibang bagay o gawain (SKMP-002
 Natutukoy ang iba’t ibang lugar sa komunidad (KMKPKom -00-3)
 Nakikilala ang mga taong nakatutulong sa komunidad hal. guro, bombero, pulis, at iba pa (KMKPKom -00-2)
 Nakagugupit at nakapagdidikit ng iba’t ibang hugis na may iba’t ibang tekstura (SKMP-004)
Learning  Lace the pictures of people who keep the community safe
Checkpoints  Identify the letter and give a word that begins with it
 Distinguish safe and unsafe activities
  Sequence of events in a series of pictures
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
Meeting Time 2 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
Let the learners present their Let the learners present their Let the learners present their Let the learners present their Let the learners present their
work. work. work. work. work.
Questions/  Have you seen the police  Show pictures of situations  What should you do when  Show and discuss ways to  Review the ways to keep
Activity station in our community? or common dangers which there is a fire? Who can you be prepared for or what to safe from:
Barangay hall? the learners might call? do during storm/flood, -Common dangers
 What are these places for? encounter.  Where do the fire trucks earthquakes, -Fire
Who helps keep the  Ask the learners what they come from?The fire station  and crossfire. Floods -Storm/Floods
community safe from can do in these situations. is a place in the community  Stay inside the house or -Earthquakes
danger? (police and tanod) Show pictures of common where services to prevent inform a family member if -Crossfire
The police station or dangers such as: fire are found.Show and getting out
barangay hall is place  Getting lost discuss ways to prevent fire,  Listen to news
where we can ask for help  A stranger approaching and also the things to do  When outside, stay out of
to keep the community safe them when caught in fire.After open manholes, low-lying
from bad people or in case  Getting hit by a car presenting all the steps, ask areas, etc. and always go
of trouble. You can call  Stepping on broken glass the learners to recall what with an adult.
emergency numbers of  Drinking gasoline they need to do. Ways to  Earthquakes
police and the barangay  Touching an open outlet prevent fires:  Stay calm
hall in case of trouble  Do not play with matches or  Drop, cover and hold
 Putting marbles in mouth
lighter. (Practice the drill)
 Guide the learners to get to
the correct answer.  Do not play near a stove or  When outside, stay away
anywhere where a fire is from buildings, posts, and
going. always go with an adult.
 Always get the help of an  Crossfire
adult if there is a smoke  Stay low, inside the building
coming from any appliance or your house, and do not
or smell of burnt wires go out in the open
 Things to do when caught in  If in school, follow the
a burning house or protocols or rules as
building: instructed by the teacher.
 Get low and crawl out.
Cover nose and mouse with
wet cloth.
 Things to do when your
clothes caught a fire:
 Stop, drop, and roll!
(Practice the drill)
 Transition to 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
Recess sharing especially if not all children have food.
Supervised Recess
Transition to 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,
Quiet Time brush their teeth, change their wet clothes, and have their Quiet Time.
Quiet Time
Transition to 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
Story Time proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Story Time
Story
Si Kapitan Ding, Pinunong Wag magtiwala sa Hindi Fireman Fred Earthquake Si Eman
Magiting Kakilala
Theme Any age and culturally Any age and culturally Any age and culturally Any age and culturally Any age and culturally
appropriate story about a appropriate story about a appropriate story about a fire, appropriate story about appropriate story about being
police station or barangay hall. learner facing a common fire station or fire prevention storm/flood, or earthquake. caught in war or crossfire.
danger.
Pre-reading  Define difficult words.  Define difficult words.  Define difficult words.  Define difficult words.  Define difficult words.
Activity  Motivation: Do you know  Motivation: Have you Motivation: Have you seen  Motivation: What is a  Motivation: Have you
of a policeman/woman? experience (common a house or building on storm/flood? What will experience or seen a show
 Motive: What do you think danger)? What did you fire? What does it look you do if there is flood? about people fighting with
the policeman will do in feel? like?  Motive: What will the guns?
the story?  Motive: What would the  Motive: How will the fire characters do in the story?  Motive: What will the
character in the story do? be put out in the story? characters in the story do?

During Reading Ask comprehension questions.

Post Reading  What did the policemen do  What did the character do  What did the fireman do in  What are the things that  What are the things that
in the story? in the story? the story? the characters did in the the characters did in the
 Why did the policeman do  If you were the character  What will happen if the story? story?
what he/she did? in the story, what will you firemen did not come?  What will you do to be  What will you do in those
do? How could the fire be prepared in such situations?
prevented? situation?
Transition to After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells the
Work Period 2 learners to join their group and do the assigned tasks.
Work Period 2
Teacher- Matching Game My Emergency 8 Necklace Fire Drill Exercise Earthquake Drill Exercise Personal Go Bag
Supervised
Activity
Competencies  Match object, pictures  Count with one to one  Give the correct sequence  Give the correct sequence  Name objects that begin
based on properties correspondence of three events in a story of three events in a story with a particular letter of
/attributes in one-to-one (MKC-00-7) listened to orally and/or listened to orally and/or the alphabet
correspondence  Recognize simple shapes through drawing through drawing (LLKV-005)
(MKAT-00-1) in the environment (LLKLC-007) (LLKLC-007)  Nakaguguhit,
 (MKSC-00-1) nakapagpipinta at
 Identify two to three nakapagkukulay ng iba’t
dimensional shapes: ibang bagay o gawain
square, circle, triangle, (SKMP-002)
rectangle (MKSC-00-2)  Nakagugupit at
nakapagdidikit ng iba’t
ibang hugis na may iba’t
ibang tekstura
(SKMP-004)
 Match the numeral with  Make a necklace with /  Follow directions to  Follow directions to  Identify some items to
Learning the number of pictures beads perform the fire drill perform the earthquake include in the Go Bag
Checkpoints drill

 Block Play
Independent  It’s a Match
Activities  Object Pasting
 Complete the pattern
 Nakagagawa ng modelo ng mga pangkaraniwang bagay sa paligid: dahon, bato, buti, patpatm tansan, atbp. (SKMP-003-3)
 Match numerals to a set of concrete objects (MKC-00-4)
Competencies  Match numerals to a set of concrete objects from 0 to 10 (MKC-00-4)
 Nakagugupit at nakapagdidikit ng iba’t ibang hugis na may iba’t ibang tekstura (SKMP-004)
 Complete patterns (MKSC-00-19)
 Create a model of places of recreation using blocks
Learning  Match the objects and numerals
Checkpoints  Paste the number of objects based on what is written on the paper
 Complete the pattern of pictures
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
Indoor/Outdoor 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.
Games
Indoor/ Outdoor Games
Activities Free Play Free Play Fire Drill Earthquake drill Free Play
 Know who to call in times  Match toxic items with  Perform the fire drill  Perform the earthquake  Know who to call in times
Learning
of trouble warning signs properly drill properly of trouble
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
Meeting Time 3 Time 3. A transition song or countdown may be used.
Meeting Time 3
Activities The learners talk about who to The learners talk about how The learners talk about who to The learners talk about how The learners talk about how
call when in trouble, instances they can be safe from danger. call in times of fire and how they can keep be safe from they can be safe from common
when trouble happens, and they can be safe from fire. earthquakes, storm/floods, and dangers, fire, earthquake,
where they can go to ask for crossfires. storm/floods or crossfires.
 help.
Wrap-Up  The teacher takes note if  The teacher checks if the  The teacher takes note if  The teacher checks if the  The teacher takes note if
Questions / the learners are able to learners are able to give the learners are able to learners can give ways to the learners are able to
Activity give examples when they ways they can be safe and explain who to call during be safe from earthquakes, explain ways to be safe
can go and ask the police where they can go to ask fires and the ways to be storm/floods, and from common dangers,
and barangay personnel for help. safe from fire, and where crossfires. fire, earthquake,
for help. they can go to ask for help. storm/floods or crossfires;
and where to get help in
specific situation.
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?