The document is a kindergarten daily lesson log from Molinete Elementary School for the week of October 31 to November 4, 2022. The focus for the week was the five senses. The daily schedule included arrival time, routine activities like the national anthem and prayer, meeting times to introduce lessons on the senses, work periods for teacher-supervised and independent activities using the senses, indoor physical activities, and wrap-up meeting times. Lessons focused on naming the five senses and corresponding body parts, using the senses like sight and touch to observe and classify objects, and telling stories related to the senses. Formative assessments were conducted to check students' understanding and ability to use their senses.

1. Kindergarten
Daily Lesson Log
School MOLINETE ELEMENTARY SCHOOL Teaching Dates October 31-November 4,2022
Teacher MARY ROSE D. DEANG Week No.
Content Focus Ang Limang Pandama Quarter One
Most Essential
Learning Competencies
Name the five senses and their corresponding body parts (PNEKBS-Ic-4)
BLOCKS OF TIME
MONDAY
(October 31, 2022)
TUESDAY
(November 1, 2022)
WEDNESDAY
(November 2, 2022)
THURSDAY
(November 3, 2022)
FRIDAY
(November 4, 2022)
Arrival Time
(7:00- 7:10)( 11:40- 11:50)
Routine
Activities
HOLIDAY HOLIDAY HOLIDAY National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Meeting Time 1
(7:10- 7:20) (11:50-12:00)
Messages Ang dila ay ginagamit na
panlasa. Nalalasahan ng aking
dila ang iba’t ibang pagkain.
May matamis, maalat,
maasim, at mapait.
Ang kamay ay ginagamit na
pandama. Nadadama ko ang
mga bagay sa aking paligid.
May malambot, matigas,
makinis at magaspang na
bagay.
Questions • Ano ang gamit ng ating
dila?
• Anong mga pagkain ang
matamis? Maalat? Maasim?
Mapait?
(Isulat ang sagot ng mga bata
at talakayin ito.)
• Ilan ang ating mga kamay?
Ano ang mga gamit nito?
• Magbigay ng mga bagay na
malambot? Matigas?
Makinis? Magaspang?
(Isulat ang sagot ng mga bata
at talakayin ito.)
Competencies • Name the five senses and their corresponding body parts (PNEKBS-Ic-4)
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
(7:20- 8:05)( 12:00- 12:45)
Teacher-Supervised
Activity
Eye Book
(KTG, p. 98)
Poster Making: Sounds We
Hear (KTG, p. 98)
Smelling Jars
(KTG, p. 111)
Name the Taste
(KTG, p. 113)
Touch and Tell
(KTG, p. 111-112)

2. Competencies
• • Use the senses to observe
and perform simple
experiments in classifying
objects (e.g., texture –
soft/hard, smooth/rough;
taste – salty, sweet, sour)
(PNEKBS-Id-6)
• Use the senses to observe
and perform simple
experiments in classifying
objects (e.g., texture –
soft/hard, smooth/rough;
taste – salty, sweet, sour)
(PNEKBS-Id-6)
• Classify objects according
to observable properties
like size, color, shape,
texture, and weight)
(PNEKPP-00-1)
• Demonstrate an
understanding that objects
are made from one or more
materials like metal, plastic,
wood, paper
(PNEKPP-00-2)
Learning Checkpoints
✓ Use the senses to perform
simple experiments in
classifying objects (taste –
salty, sweet, sour)
✓ Use their senses to perform
simple experiments in
classifying objects (texture
– soft/hard)
Independent Activities
• Binoculars (KTG, p. 99)
• Echoing Sounds (KTG, p. 100)
• Smell and Match (KTG, p. 113)
• Food Chart: Sweet, Sour, Bitter, Salty Foods (KTG, p. 114)
Competencies
• Nakaguguhit, nakapagpipinta at nakapagkukulay ng iba’t ibang bagay o gawain (dekorasyon sa “name tag”, kasapi ng mag-anak, gawain ng bawat kasapi ng
mag-anak, mga alagang hayop, mga halaman sa paligid) (SKMP-00-2)
• Nakapagpapatung-patong, nakapagdudugtung-dugtong at nakapagdidikit-dikit (assemblage) ng mga patapong bagay: maliit na kahon ng gamot (SKMP-00-8)
• Tell if the sound is loud/soft, high/low (LLKAPD-Id-4)
• Listen discriminately and respond appropriately, i.e., speak loudly/softly when asked, asked to adjust the volume of television/radio (LLKAPD-Id-6)
• Use the senses to observe and perform simple experiments in classifying objects (e.g., texture – soft/hard, smooth/rough; taste – salty, sweet, sour) (PNEKBS-
Id-6)
• 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)
• Classify objects according to observable properties like size, color, shape, texture, and weight) (PNEKPP-00-1)
Learning Checkpoints
✓ Use recycled materials
✓ Use listening skills to understand and echo messages
✓ Use the senses to observe and perform simple experiments in classifying objects
✓ Sort and classify objects according to one attribute/property (taste)

3. 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
(8:05- 8:15)( 12:45-12:55)
Questions/Activity Tula: Ang Aking Bibig
(KTG, p. 120)
Song: Malambot at Matigas /
Magaspang at Makinis
(KTG, p. 120)
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
(8:15- 8:30)( 12:55-1:10)
(8:30- 8:40)( 1:10-1:20)
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
(8:40- 8:55)( 1:20-1:35)
Story
Pre-reading Activity • Theme: Any age and a
culturally appropriate story
about the mouth, tongue, or
tasting.
• Define difficult words.
• Motivation question: What
can you do with your
mouth?
• Motive question: What do
you think are the things that
the mouth did in the story?
• Theme: Any age and a
culturally appropriate story
about the hands and the
objects that are soft and
hard.
• Define difficult words.
• Motivation question: What
objects can you touch that
is soft? Hard?
• Motive question: What do
you think are the objects
that are soft and hard in the
story?
During Reading Ask comprehension questions.
Post Reading • What did the characters do
with their mouths?
• What are the hard and soft
objects in the story?

4. • What will happen if a
person does not have a
mouth?
• How many syllables are the
names of objects that are
hard?
• How many syllables are the
names of objects that are
soft
• (Demonstrate how to count
the number of syllables by
clapping)
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
(8:55-9:35)( 1:35-2:15)
Teacher-Supervised
Activity
Favorite Food Survey
(KTG, p, 116)
Lift the Bowl (concrete up to
quantities of 3)
(KTG, p. 115)
Competencies
• Count objects with one-to-
one correspondence up to
quantities of 10
(MKC-00-7)
• Collect data on one variable
(e.g., sex /boys or girls)
through observation and
asking questions
(MKAP-00-1)
• Create simple pictographs
(MKAP-00-2)
• Discuss simple pictographs
(MKAP-00-3)
• 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)
• Add quantities up to 10
using concrete objects
(MKAT-00-8)
Learning Checkpoints
✓ Collect data on one
variable (favorite food),
create and discuss simple
pictographs
✓ Combine elements of two
sets using concrete objects
to represent the concept of
addition (up to 3)
Independent Activities
• Same and Different Sounds (KTG, p. 102-103)
• Spin the Bottle (KTG, p. 103)
• Same and Different: Shapes (KTG, p. 104)
• Food Picture Card Sort (KTG, p. 117)
Competencies
• Identify familiar sounds in the environment (LLKAPD-Ie-1)
• Differentiate a soft from a loud sound/high from low (LLKAPD-Ie-5)

5. • Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
• 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)
• Describe objects based on attributes/properties (shapes, size, its use, and functions) (MKSC-00-4)
• Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)
• Use the senses to observe the environment (PNEKBS-Ic-5)
• Use the senses to observe and perform simple experiments in classifying objects (texture – soft/hard, smooth/rough; taste – salty, sweet, sour) (PNEKBS-Id-6)
• Classify objects according to observable properties like size, color, shape, texture, and weight) (PNEKPP-00-1)
Learning Checkpoints
✓ Identify familiar sounds in the environment and differentiate a soft from a loud sound/high from low
✓ Tell which pictures are the same based on color
✓ Identify two to three-dimensional shapes
✓ Describe objects based on their taste
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
(9:35-9:55 ) (2:15-2:35)
Activities
Food Henyo
(KTG, p. 119-120)
Soft-Hard Relay
(KTG, p. 119)
Competencies
• Talk about the details of an
object/picture like toys, pets,
foods, places
(LLKOL-Id-4)
• Describe objects based on
attributes/properties
(shapes, size, its use and
functions)
(MKSC-00-4)
• Nakasasali sa mga laro, o
anumang pisikal na
gawain at iba’t ibang
paraan ng pag-eehersisyo
(KPKPF-00-1)
• Nagagamit ang mga kilos
lokomotor at di-lokomotor
sa paglalaro, pag-
eehersisyo, pagsasayaw
(KPKGM-Ig-3)
• Sort and classify objects
according to one
attribute/property (shape,
color, size, function/use)
(MKSC-00-6)
• Classify objects according
to observable properties
like size, color, shape,
texture, and weight)
(PNEKPP-00-1)
Homeroom Guidance
(9:55-10:15)( 2:35-2:55)

6. Coloring Avtivity Napapahalagahan ang 5
pandama
Drawing Activity
Learning Checkpoints
✓ Know the five senses and their corresponding body part
✓ Demonstrate the use of the five senses
✓ Describe or describe objects based on attributes/ properties
✓ Classify objects according to texture
✓ Play cooperatively with a partner
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
(10:15-10:20)( 2:55-3:00)
Activities • Learners identify the parts
of the mouth and recall
that tongue is for tasting.
• Learners identify the soft
and hard objects using
their hands.
Wrap-Up Questions/
Activity
• The teacher takes note if
the learners are able to
distinguish the different
parts of their mouth.
• The teacher takes note if
the learners are able to
distinguish soft and hard
objects using their hands.
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?

7. G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Prepared by: Checked:
MARY ROSE D. DEANG
Teacher I
MARILOU O. SOLIS
Head Teacher II