The document outlines a daily lesson plan for kindergarten students at Villarica Elementary School, focusing on family members, school personnel, and community helpers and their roles. It includes various activities for teaching descriptive words, counting, and personal sharing about pets and favorite foods. The lesson plan emphasizes interactive learning through discussions, independent activities, story time, and assessments of understanding among students.

1. Kindergarten
Daily Lesson Log
School VILLARICA ELEMENTARY SCHOOL Teaching Dates
Teacher Sarah A. Rodelas Week No. 16
Content Focus Ang Mga Miyembro ng Pamilya, Mga Tao sa Paaralan at
sa Komunidad ay may mga Tungkuling Ginagampanan.
Quarter Second
Most Essential
Learning
Competencies
 Give the names of family members, school personnel, and community helpers, and the roles they play/ jobs
they do/things they use. (LLKV-00-6)
 Talk about family members, pets, toys, foods, or members of the community using various appropriate
descriptive words. (LLKOL-00-5)
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 mga miyembro ng
pamilya ay sina tatay,
nanay, kuya, ate at si
bunso. Ang bawat
miyembro ng pamilya ay
may iba’t ibang tungkuling
ginagampanan.
Ang punong- guro, mga
guro, nars, dyanitor at
katulong sa kantina ay
may kanya kanyang
tungkulin na
ginagampanan sa ating
paaralan.
Ang mga guro, pulis,
bumbero, dentista, doktor,
bumbero, pari, at tindera
ay katulong ng ating
komunidad. Sila ay may
kanya kanyang tungkulin
ginagampanan.
May iba’t ibang hayop na
makikita sa ating paligid.
May mga hayop na maaari
nating ituring na kaibigan.
Katulad natin, sila dapat
ay alagaan at mahalin.
Ang bawat miyembro ng
pamilya at may kanya
kanyang paboritong
pagkain. Pahalagahan
natin ang mga pagkaing
ito dahil ito ang
nagbibigay sa atin ng
buhay at lakas.
Questions  Sino-sino ang mga
bumubuo sa pamilya?
 Ano ang kanilang
tungkuling
ginagampanan?
 Sino-sino ang mga taong
may ginagampanang
tungkulin sa paaralan?
 Sino-sino ang mga taong
katulong natin sa
komunidad?
 Ano ang kanilang
tungkuling
ginagampanan?
 Sino sa inyo ang may
alagang hayop sa
bahay?
 Maaari ka bang
magkuwento tungkol sa
iyong alagang hayop?
 Ano ang iyong
paboritong pagkain?
 Alam mo ba ang
paboritong pagkain ng
bawat miyembro ng
iyong pamilya?
Competencies  Give the names of family members, school personnel, and community helpers, and the roles they play/ jobs they do/things they use. (LLKV-
00-6)
 Talk about family members, pets, toys, foods, or members of the community using various appropriate descriptive words. (LLKOL-00-5)
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.

2. Work Period 1
Teacher-Supervised
Activity
True or False: Role of
Family Members
Introduce letter Cc
Thank You Card for
School Personnel
Community Helper Stick
Puppet
My Favorite Things Favorite Food Survey
Competencies
 Give the names of
family members,
school personnel, and
community helpers,
and the roles they
play/ jobs they
do/things they use.
(LLKV-00-6)
 Trace, copy, and write
the letters of the
alphabet (LLKH-00-3)
 Give the names of
family members,
school personnel, and
community helpers,
and the roles they
play/ jobs they
do/things they use.
(LLKV-00-6)
 Give the names of
family members,
school personnel, and
community helpers,
and the roles they
play/ jobs they
do/things they use.
(LLKV-00-6)
 Talk about family
members, pets, toys,
foods, or members of
the community using
various appropriate
descriptive words.
(LLKOL-00-5)
 Talk about family
members, pets, toys,
foods, or members
of the community
using various
appropriate
descriptive words.
(LLKOL-00-5)
Learning
Checkpoints
 Identify the family
members and their
roles
 Know the school
personnel and their
roles
 Know the community
helpers and their roles
 Talk about their
favorite pet
 Make a survey on
their family member’s
favorite food
Independent
Activities
 Mini Book of Letter Cc
 Match Family Member Role
 Match School Personnel Role
 Cut and Paste: Give Us a Hand
 My Favorite Pet
 Choose Your Favorite
Competencies
 Give the names of family members, school personnel, and community helpers, and the roles they play/ jobs they do/things they use. (LLKV-
00-6)
 Talk about family members, pets, toys, foods, or members of the community using various appropriate descriptive words. (LLKOL-00-5)
Learning
Checkpoints
 Identify and give the sound of the letters Cc
 Represent the letters Cc in creative ways
 Identify words that start with letter Cc
 Match each member of the family to his or her role.
 Match each school personnel to his or her role.
 Match each community helper to his or her role.
 Cut paper and paste it on the correct position.
 Identify and decide his or her own favorite things
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.

3. Meeting Time 2
Questions/Activity Let the learners present
their work.
Let the learners present
their work.
Let the learners present
their work.
Let the learners present
their work.
Let the learners present
their work.
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.
Supervised Recess
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 “Pamilyang
Nagtutulungan”
“Si Pio sa Kanyang
Bagong Paaralan”
“Ang Byahe ni Angie” “Ang Paborito Kong
Hugis”
“Ang Paborito Kong
Kulay”
Pre-reading
Activity
 Theme: Any age and
culturally appropriate
story about the family
members and their
roles.
 Define difficult words.
 Motivation question:
Who do you live with?
 Motive question: What
do you think are the
roles of each family
member in the story?
 Theme: Any age and
culturally appropriate
story about the school
personnel and their
respective roles.
 Define difficult words.
 Motivation question:
Who are the people we
see inside the school?
 Motive question: What
do you think are the
roles of the school
personnel in the story?
 Theme: Any age and
culturally appropriate
story about school and
the different places in
school.
 Define difficult words.
 Motivation question:
What do you want to be
in the future?
 Motive question: What
do you think are the
different roles of the
community helpers in
the story?
 Theme: Any age and
culturally appropriate
story about children’s
favorite pet.
 Define difficult words.
 Motivation question:
What is the name of
your favorite pet?
 Motive question: Where
do the animals live in
the story?
 Theme: Any age and
culturally appropriate
story about the family
member’s favorite food.
 Define difficult words.
 Motivation question:
What is your favorite
food?
 Motive question: What
do you think is the
favorite activity of the
family in the story?
During Reading Ask comprehension questions.
Post Reading  How does the
character show his
love for his family
members?
 What are the
characters in the
story?
 How will you describe
the roles of each
community helpers
mentioned in the
story?
 How does the character
show love and care for
his pet?
 What is the favorite
food of each family
member in the story?
 Why sharing is
important?

4. 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
Number Counters
Introduce Number 9
More Than, Less Than
(Using Objects)
More Than, Less Than
(Using Numbers)
Which is More? Which is
Less?
Count and Tally Food
Competencies
 Count objects with one-
to-one correspondence
up to quantities of 10
(MKC-00-7)
 Recognize and identify
numerals 0 to 10 (MKC-
00-2)
 Read and write
numerals (MKC-00-3)
 Compare two groups
of objects to decide
which is more or less,
or if they are equal.
(MKC-00-8)
 Compare two groups
of objects to decide
which is more or less,
or if they are equal.
(MKC-00-8)
 Compare two groups of
objects to decide which
is more or less, or if they
are equal. (MKC-00-8)
 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)
Learning
Checkpoints
 Count objects
 Count to 9 using
fingers
 Compare two groups
of objects
 Compare two groups
of objects
 Compare two groups
of objects
 Read and write
numerals 0 to 10
with understanding
Independent
Activities
 Mini Book of Number 9
 Count and Compare
 Greater Than, Less Than
 More or Less
 Counting Up To 9
Competencies
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 Recognize and identify numerals 0 to 10 (MKC-00-2)
 Read and write numerals (MKC-00-3)
 Compare two groups of objects to decide which is more or less, or if they are equal. (MKC-00-8)
Learning
Checkpoints
 Count objects up to 9.
 Count numbers using fingers.
 Compare two groups of objects.
 Count and tally objects
 Write numerals.
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 Unstructured Free Play Unstructured Free Play Unstructured Free Play Unstructured Free Play Unstructured Free Play
Competencies
 Nakasasali sa mga laro,
o anumang pisikal na
 Nakasasali sa mga laro,
o anumang pisikal na
 Nakasasali sa mga laro,
o anumang pisikal na
 Nakasasali sa mga laro,
o anumang pisikal na
 Nakasasali sa mga
laro, o anumang pisikal

5. gawain at iba’t ibang
paraan ng
pageehersisyo
(KPKPF-00-1)
 Nagagamit ang mga
kilos lokomotor at di-
lokomotor sa paglalaro,
pag-eehersisyo,
pagsasayaw
(KPKGM-Ig-3)
 Naipakikita ang
pagpapahalaga sa
maayos na
pakikipaglaro
 (KAKPS-00-19)
gawain at iba’t ibang
paraan ng
pageehersisyo
(KPKPF-00-1)
 Nagagamit ang mga
kilos lokomotor at di-
lokomotor sa paglalaro,
pag-eehersisyo,
pagsasayaw
(KPKGM-Ig-3)
 Naipakikita ang
pagpapahalaga sa
maayos na
pakikipaglaro
 (KAKPS-00-19)
gawain at iba’t ibang
paraan ng
pageehersisyo
(KPKPF-00-1)
 Nagagamit ang mga
kilos lokomotor at di-
lokomotor sa paglalaro,
pag-eehersisyo,
pagsasayaw
(KPKGM-Ig-3)
 Naipakikita ang
pagpapahalaga sa
maayos na
pakikipaglaro
 (KAKPS-00-19)
gawain at iba’t ibang
paraan ng
pageehersisyo
(KPKPF-00-1)
 Nagagamit ang mga
kilos lokomotor at di-
lokomotor sa paglalaro,
pag-eehersisyo,
pagsasayaw
(KPKGM-Ig-3)
 Naipakikita ang
pagpapahalaga sa
maayos na
pakikipaglaro
 (KAKPS-00-19)
na gawain at iba’t
ibang paraan ng
pageehersisyo
(KPKPF-00-1)
 Nagagamit ang mga
kilos lokomotor at di-
lokomotor sa paglalaro,
pag-eehersisyo,
pagsasayaw
(KPKGM-Ig-3)
 Naipakikita ang
pagpapahalaga sa
maayos na
pakikipaglaro
 (KAKPS-00-19)
Learning
Checkpoints
 Play with fairness and sportsmanship
 Follow directions and perform gross motor movements
 Develop social and communication skills
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
The learners recall the
family members and their
roles.
The learners recall the
school personnel and their
roles.
The learners recall the
community helpers and
their roles.
The learners recall their
favorite pet.
The learners talk about
their family member’s
favorite food.
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.

6. 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?
Prepared by:
SARAH A. RODELAS
Class Adviser