dll for kinder

1. Kindergarten
Daily Lesson Log
School Puntian Elementary School-qUEZON III District Teaching Dates December 4-8, 2023
Teacher Fetzcy Joy O. Momo Week No. 5
Content Focus Mga Lugar at Bagay na Makikita sa Silid-Aralan at
Paaralan
Quarter Second
Most Essential
Learning
Competencies
 Name the places and the things found in the classroom, school, and community (LLKV-00-8)
 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)
BLOCKS OF
TIME
MONDAY
(December 5, 2022)
TUESDAY
(December 6, 2022)
WEDNESDAY
(December 7, 2022)
THURSDAY
(December 8, 2022)
FRIDAY
(December 9, 2022)
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
Special Non-Working
Holiday
(Feast of Immaculate
Concepcion Day)
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Meeting Time 1
(7:40am-7:50am)
Messages Ang silid-aralan ay may
iba’t ibang lugar tulad ng
palikuran, reading corner,
washing area, math corner
at palaruan.
Maraming bagay ang
matatagpuan sa loob ng
silid-aralan tulad ng
basahan, baso, bag,
basurahan at iba pa.
(Hikayatin ang mga bata
na magbigay din ng mga
bagay na kanilang
nakikita sa loob ng silid-
aralan.)
Ang paaralan ay may ibat-
ibang lugar tulad ng
principal’s office,
guidance office, kantina,
palaruan, silid-aklatan at
klinika ng paaralan.
Ang letrang Bb ay
kabilang sa ating alpabeto.
May mga salita na
nagsisimula sa letrang Bb
tulad ng bahay, baso, bola,
bato at buto.
Questions  Ano ang mga iba’t ibang
lugar sa silid-aralan?
 Maari mo bang ituro
kung saang bahagi ng
silid-aralan
 Ano ang mga iba’t ibang
bagay na matatagpuan
sa loob ng silid-aralan?
 Ano ang mga iba’t ibang
lugar na matatagpuan
sa loob ng paaralan?
 Anong mga salita ang
nagsisimula sa letrang
Bb?
(Isulat sa pisara ang
sagot ng mga bata at

2. matatagpuan ang mga
ito?
talakayin ito
pagkatapos.)
Competencies  Name the places and the things found in the classroom, school, and community (LLKV-00-8)
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
Classroom Map
Introduce letter Bb
Poster: Things Found
Inside the Classroom
Campus Tour School Collage
Competencies
 Talk about family
members…using
various appropriate
descriptive words
(LLKOL-005)
 Give the names of
family members…and
the roles they play
(LLKV-00-6)
 Nakalilikha ng iba’t-
ibang bagay sa
pamamagitan ng
malayang pagguhit
(SKMP-00-1)
 Trace, copy, and write
the letters of the
alphabet (LLKH-00-3)
 Write one’s given
name (LLKH-00-5)
 Naikukuwento ang mga
ginagawa ng pamilya
nang sama-sama
(KMKPPam-00-6)
 Give the names of
family members…and
the roles they play
(LLKV-00-6)
 Collect data on one
variable through
observation and asking
questions
(MKAP-00-1)
 Create simple
pictographs (MKAP-
00-2)
 Discuss simple
pictographs (MKAP-
00-3)
 Natutukoy ang mga
pangangailangan ng
pamilya at kung paano
nila ito natutugunan
(KMKPPam-00-7)
 Give the names of
family members…and
the jobs they do
(LLKV-00-6)
 Pagpilas/paggupit/
pagdikit ng papel
(KPKFM-00-1.3)
 Trace, copy, and write
the letters of the
alphabet (LLKH-00-3)
 Naikukuwento ang mga
ginagawa ng pamilya
nang sama sama
(KMKPPam-00-6)
 Give the names of
family members…and
the roles they play..
(LLKV-00-6)
 Nakalilikha ng iba’t-
ibang bagay sa
pamamagitan ng
malayang pagguhit
(SKMP-00-1)
 Trace, copy, and write
the letters of the
alphabet (LLKH-00-3)
 Write one’s given name
(LLKH-00-5)
Learning
Checkpoints
 Know the places inside
the classroom
 Identify things found
inside the classroom
 Know the places and
things inside the school
 Design a school
collage in a creative
manner
Independent
Activities
 Target Letter: Bb (KTG, p. 217)
 Letter Mosaic: Bb (KTG, p. 218)
 Bb Words Poster
 Playdough: Letter Bb
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)

3.  Trace, copy, and write different strokes (LLKH-00-6)
 Pagpilas/paggupit/pagdikit ng papel (KPKFM -00-1.3)
 Identify the letters of the alphabet (mother tongue orthography) (LLKAK-Ih-3)
 Nakagagawa nang nag-iisa (KAKPS-00-3)
 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)
Learning
Checkpoints
 Identify and give the sound of the letters Bb
 Represent the letters Bb in creative ways
 Identify words that start with letter Bb
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 Recall the places in the
classroom using the
classroom map.
Recall the things found
inside the classroom using
the poster.
Recall the places in school
based on what the learners
saw during the campus
tour.
Song: What is the Sound
of Letter Bb?
(In the tune of “The
Wheels on the Bus”)
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 the different
places inside the
classroom.
 Define difficult words.
 Theme: Any age and
culturally appropriate
story about the different
things found inside the
classroom.
 Define difficult words.
 Theme: Any age and
culturally appropriate
story about school and
the different places in
school.
 Define difficult words.
 Theme: Any age and
culturally appropriate
story about school
rules.
 Define difficult words.

4.  Motivation question:
What are the different
places in the
classroom?
 Motive question: What
do you think are the
different places in the
classroom in the story?
 Motivation question:
What are the things
that we could find
inside the classroom?
 Motive question: What
do you think are the
things that the
character will find in
the story?
 Motivation question:
What are the different
places in school?
 Motive question: What
do you think are the
different places in
school in the story?
 Motivation question:
What are the different
rules in school?
 Motive question: What
do you think are the
different rules in school
in the story?
During Reading Ask comprehension questions.
Post Reading  What is the character’s
favorite place inside the
classroom?
 What are the things that
the character found
inside the classroom?
 I will describe a place
in the story, tell me the
name of the place.
 What are the different
rules in school?
 Why are rules
important?
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
Same or Different (up to
quantities of 10)
Number 10 Combinations It’s a Match: Comparing
Quantities 0-10
Number Hunt
Competencies
 Match object, pictures
based on properties
/attributes in one-to-
one correspondence
(MKAT-00-1)
 Sort and classify
objects according to
one attribute/property
(shape, color, size,
function/use)
(MKSC-00-6)
 Count objects with one-
to-one correspondence
up to quantities of 10
(MKC-00-7)
 Combine elements of
two sets using concrete
objects to represent the
concept of addition
(MKAT-00-3)
 Recognize the words
“put together,” “add
to,” and “in all” that
indicate the act of
adding whole numbers
(MKAT-00-26)
 Write addition number
sentences using
concrete representations
(MKAT-00-10)
 Match object, pictures
based on properties
/attributes in one-to-
one correspondence
(MKAT-00-1)
 Sort and classify
objects according to
one attribute/property
(shape, color, size,
function/use)
(MKSC-00-6)
 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)
 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)
 Compare two groups
of objects to decide
which is more or less,
or if they are equal -
Identify sets with one

5. more or one less
element
(MKC-00-8)
Learning
Checkpoints
 Identify set of objects
with the same numbers
 Identify set of objects
with different numbers
 Take away a quantity
from a given set using
concrete objects to
represent the concept
of subtraction
 Match set of objects
with the same numbers
 Identify numbers inside
the classroom
Independent
Activities
 Writing Numerals (0-10)
 Playdough Numerals (0-10)
 Find 10
 Draw 10
Competencies
 Read and write numerals 0 to 10 (MKC-00-3)
 Pagbakat, pagkopya ng larawan, hugis, at titik (KPKFM-00-1.4)
 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)
 Nakapagmomolde ng luwad (clay) sa nais na anyo (SKMP-00-6)
 Combine elements of two sets using concrete objects to represent the concept of addition (MKAT-00-3)
 Recognize the words ‘put together,’ ‘add to,’ and ‘in all’ that indicate the act of adding whole numbers (MKAT-00-26)
 Name objects that begin with a particular letter of the alphabet (LLKV-00-5)
 Trace, copy, and draw familiar figures (LLKH-00-2)
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 Trace, copy, and write the letters of the alphabet (LLKH-00-3)
Learning
Checkpoints
 Write numeral number 10
 Manipulate playdough to form numerals and corresponding quantities
 Make different combinations of 10
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
Follow Me Unstructured Free Play Line Up Game Teacher, May I?
Competencies
 Nakasasali sa mga
laro, o anumang pisikal
na gawain at iba’t
ibang paraan ng pag-
eehersisyo
(KPKPF-00-1)
 Nakasasali sa mga laro,
o anumang pisikal na
gawain at iba’t ibang
paraan ng
pageehersisyo
(KPKPF-00-1)
 Group objects that are
alike (MKSC-00-5)
 Sort and classify objects
according to one
attribute/property
(shape, color, size,
 Nakasasali sa mga laro,
o anumang pisikal na
gawain at iba’t ibang
paraan ng pag-
eehersisyo
(KPKPF-00-1)

6.  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
paggalaw/pagkilos ng
iba’tibang bahagi ng
katawan sa saliw ng
awitin nang may
kasiyahan (KPKGM-
Ia-1)
 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)
 Naipakikita ang
kawilihan nang may
sariling interpretasyon
sa himig/tugtuging
napapakinggan
(SKMP-00-10)
 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)
function/use) (MKSC-
00-6)
 Listen discriminately
and respond
appropriately, i.e.,
speak loudly/softly
when asked, asked to
adjust volume of
television/radio
(LLKAPD-Id-6)
 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)
 Listen discriminately
and respond
appropriately, i.e.,
speak loudly/softly when
asked, asked to adjust
volume of
television/radio
(LLKAPD-Id-6)
Learning
Checkpoints
 Move according to the rhythm of the song.
 Group themselves correctly according to given characteristics
 Follow directions and perform gross motor movements

7. 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
(10:25am-10:30am
Activities  The learners recall the
different places inside
the classroom.
 The learners the
different things found
inside the classroom.
 The learners recall the
different places in
school.
 The learners talk about
the name and sound of
letter Bb.
Wrap-Up Questions/
Activity
 The teacher checks if
the learners can
identify the different
places inside the
classroom.
 The teacher checks if
the learners can
identify the things
found inside the
classroom.
 The teacher checks if
the learners can
identify the different
places in school.
 The teacher checks if
the learners were able
to say the name and
sound of letter Bb.
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:

8. FETZCY JOY O. MOMO
Teacher
JENEMER B. PUYOS, Ph.D
Principal I