Republic of the Philippines

Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF LIPA CITY
STO. TORIBIO ELEMENTARY SCHOOL
Sto. Toribio, Lipa City

Kindergarten School EDILBERTO L. MENDOZA MEMORIAL ELEMENTARY Teaching Dates Nov. 6-10, 2022
Daily Lesson Log SCHOOL
Teacher DAISY MAY S. GLENDO Week No. 1
Content Focus Ako ay Kasapi ng Pamilya Quarter Two
Most Essential Learning Natutukoy na may pamilya ang bawat isa.
Competencies Natutukoy kung sino-sino ang bumubuo ng pamilya.
Nailalarawan kung paano nagkakaiba at nagkakatulad ang bawat pamilya.

TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME MONDAY
Arrival Time
National Anthem National Anthem National Anthem National Anthem National Anthem
Opening Prayer Opening Prayer Opening Prayer Opening Prayer Opening Prayer
Routine Exercise Exercise Exercise Exercise Exercise
Activities Kumustahan Kumustahan Kumustahan Kumustahan Kumustahan
Attendance Attendance Attendance Attendance Attendance
Balitaan Balitaan Balitaan Balitaan Balitaan
Meeting Time 1
Messages Ako ay kasapi ng pamilya. May iba’t ibang uri ng Ang ibang mga miyembro ng Ako ay masaya sa iba’t ibang Mahal ko ang aking pamilya.
pamilya. May mag- anak na pamilya ay hindi nakatira sa Gawain ng aking pamilya.
malaki. amin.
Mayroon ding maliit. May
mga maganak na nagkakaroon
ng anak. Mayroong walang
anak.
Questions Sino-sino ang mga kasapi o Sino- sino ang bumubuo ng Sino-sino ang mga kasapi o Ano ang mga ginagawa ng Mahal mo ba ang iyong pamilya?
miyembro ng inyong pamilya? inyong mag- anak? miyembro ng inyong pamilya inyong pamilya upang kayo ay
na iyong kasama? maging masaya? Paano mo maipapakita ang iyong
Ano ang tawag mo sa kanila? Ang inyong mag- anak ba May kamag-anak ba pagmamahal sa iyong pamilya?
ay malaki o maliit? kayong nakatira sa inyo?
Sino- sino sila?
Competencies  Natutukoy na may pamilya ang bawat isa (KMKPPam-00-1)
 Natutukoy kung sino-sino ang bumubuo ng pamilya (KMKPPam-00-2)
 Nailalarawan kung paano nagkakaiba at nagkakatulad ang bawat pamilya (KMKPPam-00-3)
Transition to Work 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.
Period 1
Work Period 1
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF LIPA CITY
STO. TORIBIO ELEMENTARY SCHOOL
Sto. Toribio, Lipa City
Teacher-Supervised Shapes Frames: My Family Name Designs Popsicle stick Family Mini-book of Family “I Love My Family “ poster
Activity KTG page 153 KTG page 153 KTG page 154 Activities KTG page 155
KTG page 154

 Natutukoy na may pamilya Nailalarawan kung paano  Natutukoy kung sino-sino  Naipakikita ang  Naipakikita ang pagmamahal sa
ang bawat isa (KMKPPam- nagkakaiba at nagkakatulad ang bumubuo ng pamilya pagmamahal sa mga mga kasapi ng pamilya at sa
Competencies 00-1) ang bawat pamilya (KMKPPam-00-2) kasapi ng pamilya at sa nakatatanda (KMKPPam-00-5)
(KMKPPam-00-3)  nakatatanda (KMKPPam-
00-5)
Identify the members of Say how they call each Represent the members of Recognize pictures of Integrate the concepts learned
the family family member. their family who do not family activities during the week in their family
Learning live with them poster
Checkpoints Draw the members of Design the name cards of
their family their family members
using different materials
 Answering Worksheets
 Letter Lacing: Mm, Aa
Independent
 Let’s write Mm, Aa
Activities
 Mosaic: Mm , Aa
 Poster of words that begin with Mm, Aa
 Identify the letters of the alphabet (mother tongue, orthography). (LLKAK-Ih-3)
Competencies  Give the sound of each letter (mother tongue, orthography) (LLKAK-Ih-7)
 Match an upper- to its lower-case letter. (LLKAK-Ih-4)
Identify that they belong to a family
Identify the members of their family
Identify the letters Mm and Aa
Learning
Give the sound of letters Mm and Aa
Checkpoints
Trace, copy and write the letters Mm and Aa
Name objects that begin with the letters Mm and Aa
Express their simple ideas through drawing, coloring, lacing, tracing, copying, paper tearing, cutting, pasting
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/Activity 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 output.
output. output. output. output.
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.
Transition to Health
Break/
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
Quiet Time
bin, sanitize their hands, and have their Quiet Time.
Health Break/ 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
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF LIPA CITY
STO. TORIBIO ELEMENTARY SCHOOL
Sto. Toribio, Lipa City
with the pre-reading activities and makes sure that the learners are listening attentively.
Time
Story Time/Rhymes/Poems/Songs
Story
Pre-reading Activity Theme: Any age and Theme: Any age and Theme: Any age and Theme: Any age and The teacher reads any age and
culturally appropriate story culturally appropriate story culturally appropriate story culturally appropriate story culturally appropriate story about
about members of the family. about different kinds of about the extended family about fun family activities loving the members of the family.
family.
 Define difficult words.  Define difficult words.  Define difficult words.  Define difficult words.
 Define difficult words.
 Motivation question: Who  Motivation question: Do  Motivation question: What  Motivation question: How do you
are the members of your  Motivation question: How you have family members does your family do to have show your love for your family
family? many members does your who do not live with you? fun? members?
family? How do you feel about
 Motive question: Who do family members who do not  Motive question: What will  Motive question: What did the
you think are the members  Motive question: How live with you? the family in the story do to family in the story do to show
of the family in the story? many members do you have fun? their love for each member?
think does the family in  Motive question: How do
the story have?? the characters feel about
their family members who
do not live with them?
During Reading Ask comprehension questions.
Post Reading Who are the members of the  How many members does  How do the characters feel  What activities did the  How did the family members in
family in the story? What did the family in the story have? about their family members family in the story do to the story show their love to one
each family member do in the Would you rather have a big who do not live with them? have fun? What might another? What do you do when
story? or small family? Why? happen if your family does family members fight each other?
not do fun things together?
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 do their assigned tasks within the allotted time.
Work Period 2

Teacher-Supervised Number Stations (quantities of Who Has More? Are You the Eldest or the Hand game (concrete Lift the bowl (concrete quantities of
Activity 4) Youngest? quantities of 4) 4)
 Count objects with one-to-  Match numerals to a set of  Read and write numerals  Compare two groups of  Compare two groups of objects
one correspondence up to concrete objects from 0-10 0 to 10 objects to decide which is to decide which is more or less,
quantities of 10 (MKC-00-4) MKC-00-3) more or less, or if they are or if they are equal. (MKC-00-
Competencies (MKC-00-7)  Count objects with one-to-  Recognize and identify equal. (MKC-00-8) 8)
one correspondence up to numerals 0 to 10
quantities of 10 (MKC-00-2)
(MKC-00-7)
Learning  Count objects with one-to-  Match pictures and  Write number 4  Compare two groups of  Compare two groups of objects
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF LIPA CITY
STO. TORIBIO ELEMENTARY SCHOOL
Sto. Toribio, Lipa City
one correspondence numerals to a set. objects and identify sets and identify sets with one less
Checkpoints
with one more element. element.
 It’s A Match
Independent  Writing papers (4)
Activities  Number Snap
 Playdough Numerals (0-4)
 Count objects with one-to-one correspondence up to quantities of 4 (MKC-00-7)
 Read and write numerals 0 to 10 (4) (MKC-00-3)
 Recognize the words “put together,” “add to,” and “in all” that indicates the act of adding whole numbers (MKAT-00-26)
 Combine elements of two sets using concrete objects to represent the concept of addition (MKAT-00-3)
 Add quantities up to 10 (4) using concrete objects (MKAT-00-8)
Competencies
 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)
 Combine elements of two sets using concrete objects to represent the concept of addition (MKAT-00-3)
 Add quantities up to 10 (4) using concrete objects (MKAT-00-8)
 Match object, pictures based on properties /attributes in one-to-one correspondence (MKAT-00-1)
 Count objects with one-to-one correspondence up to quantities of 4
Learning  Read and write numerals 0 to 4
Checkpoints  Combine elements of two sets using concrete objects to represent the concept of addition and add quantities up to 4 using concrete objects
 Match object, pictures based on properties /attributes in one-to-one correspondence
Transition to Indoor/ 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
Light Physical 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.
Activity
Indoor Activity/ Light Physical Activity
Activities Unstructured Free Play Listen And Catch Everybody Do This Do A Little Action Song: “I love you”.
Competencies  Natatawag ang mga  Naisasagawa ang  Naisasagawa ang  Nakagagalaw nang angkop
kalaro at ibang tao sa paggalaw/pagkilos ng paggalaw/pagkilos ng sa ritmo at indayog bilang
kanilang pangalan iba’t ibang bahagi ng iba’t ibang bahagi ng tugon sa himig na
(KAKPS-00-13) • katawan sa saliw ng katawan sa saliw ng napapakinggan/awit na
Nakasasali sa mga awitin nang may awitin nang may kinakanta (KPKPF-Ia-2) •
laro, o anumang kasiyahan (KPKGM-Ia-1) kasiyahan (KPKGM- Naipapakita ang
pisikal na gawain at • Nagagamit ang mga Ia-1) • Nagagamit pagmamahal sa mga kasapi
iba’t ibang paraan ng kilos lokomotor at di- ang mga kilos ng pamilya at sa
pag-eehersisyo lokomtor sa paglalaro, lokomotor at di- nakatatanda (KMKPPam-
(KPKPF-00-1) 161 • pageehersisyo, lokomtor sa 00-5) • Sort and classify
Naipakikita ang pagsasayaw (KPKGM-Ig- paglalaro, objects according to one
pagpapahalaga sa 3) pageehersisyo, attribute (MKSC-00-6)
maayos na pagsasayaw
pakikipaglaro (KPKGM-Ig-3) •
(KAKPS-00-19) • Nakagagalaw nang
Nakapaghihintay ng angkop sa ritmo at
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF LIPA CITY
STO. TORIBIO ELEMENTARY SCHOOL
Sto. Toribio, Lipa City
kanyang pagkakataon indayog bilang tugon
(KAKPS-00-12) • sa himig na
Naisasagawa ang napapakinggan/awit
mga sumusunod na na kinakanta
kilos lokomotor sa (KPKPF-Ia-2)
pagtugon sa ritmong
mabagal at mabilis
(paglakad, pagtakbo,
pagkandirit,
paglundag/pagtalon,
paglukso) (KPKGM-
Ie-2)
 Listen attentively and respond when their name is called by their classmates
 Follow the instructions of the game
Learning
 Think of and demonstrate actions to the song appropriately
Checkpoints
 Think of and demonstrate actions to the song appropriately
 Sing the song with feeling
Transition to 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 Meeting Time 3. A transition song or countdown may be used.
Meeting Time 3
Activities  The learners sing a song The learners recite/watch  The learners talk about  The learners talk about  The learners talk about how they
about the family. a song/nursery their family members who their fun activities with show their love to the members of
rhyme/short poem/video do not live with them. their family. their family.
presentation about big and
small families.
Wrap-Up Questions/  The teacher acknowledges the learners’ sharing and encourages them to come back so they can still learn more.
Activity
Dismissal
The teacher reminds the learners to sanitize their hands and to always follow the health protocols.
Routine

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.
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF LIPA CITY
STO. TORIBIO ELEMENTARY SCHOOL
Sto. Toribio, Lipa City
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?

Prepared by: Checked by:

DAISY MAY S. GLENDO LIZA P. DALISAY
Teacher I Master Teacher I