The daily lesson log outlines the weekly kindergarten lessons from January 22-26, 2024. The lessons focus on clothing for different weather, safety practices during bad weather, letters of the alphabet including R, D, and writing one's name. Key activities include identifying proper clothing for weather, tracing letters, writing names, and independent work like letter matching and name posters. Story time reinforces the lessons through stories about clothing, safety, letters and names.

1. Kindergarten
Daily Lesson Log
School Teaching Dates January 22-26, 2024
Teacher Arjay S. Fariñas Week No. 10
Content Focus Mga Kasuotan at Pamamaraan sa Iba’t Ibang Uri ng Panahon Quarter Second
Most Essential
Learning Competencies
 Identify what we wear and use for each kind of weather (PNEKE-00-2)
 Observe safety practices in different kinds of weather (PNEKE-00-6)
 Trace, copy, and write the letters of the alphabet: straight lines (A,E,F,H,I L,T), combination of straight and slanting lines (K,
M,N, V, W, X, Y, Z), combination of straight and curved lines (B, C, D, G, J, O, P, Q, R, S, U), rounded strokes with loops
(LLKH-00-3)
 Write one’s given name (LLKH-00-5)
BLOCKS OF TIME
MONDAY
(January 22, 2024)
TUESDAY
(January 23, 2024)
WEDNESDAY
(January 24, 2024)
THURSDAY
(January 25, 2024)
FRIDAY
(January 26, 2024)
Arrival Time
(7:30am-7:40am)
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
(7:40am-7:50am)
Messages May mga iba’t ibang uri ng
kasuotan na angkop sa lagay
ng panahon. Ito ay ating
kailangan upang
mapangalagaan ang ating
katawan laban sa tag-araw at
tag-ulan.
Sa lahat ng oras, tayo ay
laging maging handa sa
anumang sakuna upang tayo
ay maging ligtas. Manatili
tayong mahinahon sa lahat ng
ating mga gagawin.
Ang mga letra ng alpabeto ay
nabuo gamit ang mga linyang
tuwid, pahilis at pakurba.
Kaya kong isulat ang mga letra
ng alpabeto gamit ang iba’t
ibang uri ng linya.
Ang bawat tao ay may
sariling pangalan. Ang
pangalan ay binubuo ng
unang pangalan, gitnang
pangalan, at apelyido. Ang
mga ito ay nagsisimula sa
malaking titik. Kaya kong
isulat ang aking pangalan.
Questions  Anong uri ng damit ang
iyong isunusuot tuwing tag-
araw? Tag-ulan?
 Bakit mahalagang magsuot
ng damit ayon sa uri ng
panahon?
 Ano ang mga dapat nating
tandaan upang maging
ligtas sa panahon ng
sakunang dala ng panahon?
 Bakit mahalagang maging
handa sa anumang oras?
 Anong mga letra ng
alpabeto ang nabuo gamit
ang tuwid na linya? Tuwid
at pahilis na linya? Tuwid at
pakurbang linya?
 Anong mga letra sa alpabeto
ang kaya mong isulat?
 Nakikilala mo ba ang mga
uri ng linyang iyong ginamit
sa pagsulat ng mga letra ng
alpabeto?
 Ano ang iyong buong
pangalan?
 Bakit may pangalan ang
bawat tao?
 Kaya mo bang isulat ang
iyong buong pangalan?
Competencies  Identify what we wear and use for each kind of weather (PNEKE-00-2)

2.  Observe safety practices in different kinds of weather (PNEKE-00-6)
 Trace, copy, and write the letters of the alphabet: straight lines (A,E,F,H,I L,T), combination of straight and slanting lines (K, M,N, V, W, X, Y, Z), combination
of straight and curved lines (B, C, D, G, J, O, P, Q, R, S, U), rounded strokes with loops (LLKH-00-3)
 Write one’s given name (LLKH-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.
Work Period 1
(7:50am-8:35am)
Teacher-Supervised
Activity
Clothes for Different Weather
Conditions
Introduce Letter Rr
Safety Precautions during Bad
Weather
Letter Tracing
Introduce Letter Dd
Letter Tracing I Can Write My Name
Competencies
 Tell and describe the
different kinds of weather
(sunny, rainy, cloudy,
stormy, windy)
(PNEKE-00-1)
 Identify what we wear and
use for each kind of
weather
(PNEKE-00-2)
 Tell and describe the
different kinds of weather
(sunny, rainy, cloudy,
stormy, windy)
(PNEKE-00-1)
 Observe safety practices
in different kinds of
weather
(PNEKE-00-6)
 Trace, copy, and write the
letters of the alphabet:
straight lines (A,E,F,H,I
L,T), combination of
straight and slanting lines
(K, M,N, V, W, X, Y, Z)
(LLKH-00-3)
 Trace, copy, and write the
letters of the alphabet:
combination of straight and
curved lines (B, C, D, G, J,
O, P, Q, R, S, U), rounded
strokes with loops
(LLKH-00-3)
 Write one’s given name
(LLKH-00-5)
 Recognize one’s given
name by sight
(LLKAK-Ia-6
 Name the beginning
letters of their friends'
names, their family
members’, and common
things they use
(LLKAK-Ic-2)
Learning Checkpoints
 Identify proper clothing in
different weather
conditions
 Learn safety precautions
during bad weather
 Trace the letters of the
alphabet
 Trace the letters of the
alphabet
 Write one’s given name
Independent Activities
 Letter Mosaic - Rr, Dd
 Letter Sound and Object Match
 Uppercase and Lowercase Pair
 Poster of words that begin with letters Rr, Dd
Competencies
 Trace, copy, and write the letters of the alphabet (LLKH-00-3)
 Give the sound of each letter (mother tongue, orthography) (LLKAK-Ih-7)
 Pagpilas/paggupit/pagdikit ng papel (KPKFM -00-1.3)
 Trace, copy, and write different strokes (LLKH-00-6)
 Match the letter sound to its letter form (LLKAK-Ih-5)
 Identify the letters of the alphabet (mother tongue orthography) (LLKAK-Ih-3)
 Write the lowercase for each uppercase letter or vice versa (LLKH-00-4)
 Match an upper- to its lower-case letter (LLKAK-Ih-4)
 Give the sound of each letter (mother tongue, orthography) (LLKAK-Ih-7)
 Name objects that begin with a particular letter of the alphabet (LLKV-00-5)

3. Learning Checkpoints
 Identify/recognize letters Rr, Dd
 Sound out letters Rr, Dd
 Sort letters/ words with beginning letters Rr, Dd
 Represent letters Rr, Dd
 Match uppercase and lowercase letters
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
(8:35am-8:45am)
Questions/Activity The learners learn to recite
nursery rhymes about clothes -
C is for Cobbler A Funny
Clown Do I Look Mad?
Tailor, Tailor.
Let the learners recall the
safety precautions during bad
weather.
Song: Letters of the Alphabet Song: Letters of the Alphabet Let the learners write their
names using their body parts.
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
(8:45am-9:10am)
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
(9:10am-9:25am)
Story
Pre-reading Activity  Theme: Any age and
culturally appropriate story
about appropriate clothes
for different types of
weather
 Define difficult words.
 Motivation question: What
do you wear today?
 Motive question: Do you
love to wear colorful clothes
or dress?
 Theme: Any age and
culturally appropriate story
about safety precautions
during bad weather.
 Define difficult words.
 Motivation question: How
do you feel during bad
weather?
 Motive question: What
should we do during bad
weather?
 Theme: Any age and
culturally appropriate story
about letters of the
alphabet.
 Define difficult words.
 Motivation question: What
are the letters of the
alphabet? Can you name
them and tell their sounds?
 Motive question: What
letters make up the word
weather?
 Theme: Any age and
culturally appropriate story
about letters of the alphabet.
 Define difficult words.
 Motivation question: What
are the letters you can see
inside the classroom?
 Motive question: Can you
name those letters and tell
their sounds?
 Theme: Any age and
culturally appropriate
story about one’s given
name.
 Define difficult words.
 Motivation question: What
is you name? Who gave it
to you?
 Motive question: Can you
spell out your name? Can
you write your name?
During Reading Ask comprehension questions.

4. Post Reading  Why does the character
loves to wear colorful
dress?
 What does she love to wear
during sunny day? Rainy
day? Windy day? Cloudy
day? Stormy day?
 Who are the characters in
the story?
 What does the character
remember during bad
weather?
 What does he feel during
typhoon season?
 What is the name of the
character? Can we spell the
name of the character in the
story?
 Why does the character
love to study different types
of weather?
 What does he want to be in
the future?
 Who are the letters in the
story?
 What did the letters talk
about?
 What did the small letters
learn from their mother
letters?
 What is the name of the
character in the story?
 Who gave the name of the
girl?
 Who taught her to write her
name?
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
(9:25am-10:05am)
Teacher-Supervised
Activity
How many pockets? Zippers?
Buttons?
Paper Shirt Origami Number Clothespin It’s a Match: Clothing Letter Clapping and Counting
Competencies
 Count objects with one-to-
one correspondence up to
quantities of 10
(MKC-00-7)
 Collect data on one
variable through
observation
(MKAP-00-1)
 Create a simple pictograph
(MKAP-00-2)
 Discuss simple pictographs
(MKAP-00-3)
 Compare groups and
decide which is more or
less, of they are equal
(MKC-00-8)
 Naisasagawa ang mga
sumusunod na kasanayan sa
pagtiklop ng papel
(KPKFM-00-1.2)
 Nakaguguhit,
nakapagpipinta at
nakapagkukulay ng iba’t
ibang bagay o gawain
(SKMP-00-2)
 Arrange three numbers
from least to greatest/
greatest to least
(MKC-00-6)
 Match numerals to a set of
concrete objects from 0 to
10
(MKC-00-4)
 Identify the numbers that
come before, after, or in
between
(MKC-00-5)
 Identify what we wear and
use for each kind of weather
(PNEKE-00-2)
 Match object, pictures
based on properties
/attributes in one-to-one
correspondence (picture to
picture)
(MKAT-00-1)
 Read and write numerals 0
to 10
(MKC-00-3)
 Tell the number of letters
in given spoken words
(LLKPA-Ig-8)
Learning Checkpoints
 Collect and organize data
in a graph
 Make their own paper
shirt by following a folding
sequence
 Make their own paper
shirt by following a folding
sequence
 Match one-to-one
correspondence (picture to
picture)
 Clap and count the
number of letters on their
given name
Independent Activities
 Dress Up Play
 Clothes Memory Game
 Clothes Domino
 Dress Up Sequence

5. Competencies
 Match object, pictures based on properties /attributes in one-to-one correspondence (MKAT-00-1)
 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)
 Match picture to picture (MKAT-00-1)
 Talk about the details of a picture (LLKOL-Id-4)
 Nailalarawan ang nagagawa ng mga tagapag-alaga/Nanay/Tatay/ Lolo/Lola, atbp. (KMKPPam-00-6)
 Talk about likes/dislikes (LLKOL-Ic-15)
 Identifies sequence of events (before, after, first, next, last) (MKSC-00-9)
Learning Checkpoints
 Read and write numerals (5)
 Match object, pictures based on properties /attributes in one-to-one correspondence
 Tell that the quantity of a set of objects does not change even though the arrangement has changed
 Express simple ideas through symbols (e.g., drawings, invented spelling)
 Read and write numerals 0 to 10
 Describe objects based on attributes/properties (shapes, size, its use and functions)
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
(10:05am-10:25am)
Activities
Sorting Clothes Unstructured Free Play Dress Up Relay Unstructured Free Play Jump and Count (Letters on a
Given Name)
Competencies
 Sort and classify objects
according to use
(MKSC-00-6)
 Nakikilala at iginagalang
ang pagkakaiba-iba ng tao:
kasarian, kasuotan
(SEKPP-Ib-1)
 Nakapaghihintay ng
kanyang pagkakataon
(KAKPS-00-12)
 Nakasasali sa mga laro, o
anumang pisikal 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)
 Nagagamit ang mga kilos
lokomotor at di-lokomotor
sa paglalaro, pag-
eehersisyo, pagsasayaw
(KPKGM-Ig-3)
 Nakapaghihintay ng
kanyang pagkakataon
(KAKPS-00-12)
 Nakasasali sa mga laro, o
anumang pisikal 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)
 Naisasagawa ang mga
sumusunod na kilos
lokomotor sa pagtugon sa
ritmong mabagal at mabilis
(paglakad, pagtakbo,
pagkandirit,
paglundag/pagtalon,
paglukso)
(KPKGM-Ie-2)
 Tell the number of letters in
given spoken words
(LLKPA-Ig-8)
Learning Checkpoints
 Develop understand of the different types of clothes for different types of weather
 Play with fairness and sportsmanship
 Follow directions and perform gross motor movements
 Develop social and communication skills
 Knows the number of letters on their given name
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.

6. Meeting Time 3
(10:25am-10:30am)
Activities  The learners talk about the
appropriate clothing for
different types of weather.
 The learners talk about the
precautionary measures to
remember during bad
weather,
 The learners talk about the
different strokes and lines
used in writing letters.
 The learners talk about the
different strokes and lines
used in writing letters.
 The learners talk about
their given names.
Wrap-Up Questions/
Activity
 The teacher checks if the
learners were able to
identify the appropriate
clothing for different types
of weather.
 The teacher checks if the
learners were able to
identify the precautionary
measures during bad
weather.
 The teacher checks if the
learners were able to
identify the different strokes
and lines use in writing
letters of the alphabet.
 The teacher checks if the
learners were able to
identify the different strokes
and lines use in writing
letters of the alphabet.
 The teacher checks if the
learners were able to
identify the letters on their
name.
Dismissal Routine The teacher reminds the learners to sanitize their hands and to always follow the health protocols.
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: Checked:
ARJAY S. FARIÑAS
Teacher
JUAN A. DELA CRUZ
Principal I