Kindergarten School MALUNO INTEGRATED SCHOOL-MAIN Teaching Dates April 10-14, 2023

Daily Lesson Log Teacher Frema A. Alejandro Week No. 9

Content Focus Kahalagahan ng Pag-iingat sa Sarili sa Loob at Labas ng Quarter Third
Tahanan
Most Essential Nakikilala ang kahalagahan ng mga tuntunin: pag-iwas sa paglalagay ng maliit na bagay sa bibig, ilong, at
Learning tainga, hindi paglalaro ng posporo, maingat na paggamit ng matutulis/matatalim na bagay tulad ng kutsilyo,
Competency tinidor, gunting, maingat na pag-akyat at pagbaba sa hagdanan, pagtingin sa kaliwa’t kanan bago tumawid sa
daan, pananatiling kasama ng nakatatanda kung nasa sa matataong lugar (KPKPKK-Ih-3)

BLOCKS OF MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

TIME (April 10, 2023) (April 11, 2023) (April 12, 2023) (April 13, 2023) (April 14, 2023)
Arrival Time
(7:30am-7:40am)
National Anthem National Anthem National Anthem National Anthem
Opening Prayer Opening Prayer Opening Prayer Opening Prayer
Routine Exercise Exercise Exercise Exercise
Activities HOLIDAY Kumustahan Kumustahan Kumustahan Kumustahan
Attendance Attendance Attendance Attendance
Balitaan Balitaan Balitaan Balitaan
Meeting Time 1
(7:40am-7:50am)
Messages Ang posporo, lighter, at Ang paghawak ng Ang pag-akyat at pagbaba Lagumang Pagsusulit
kandila ay mga bagay na matatalim at matutulis na ng hagdan ay kailangan
hindi dapat hinahawakan bagay tulad ng kutsilyo, ng lubos na pag-iingat.
o pinaglalaruan. Ito ay gunting, karayom, at Laging tandaan na bago
maaaring pagsimulan ng tinidor ay hindi ligtas para tumawid ng kalsada o
sunog. sa batang katulad mo. daan ay ugaliing tumingin
Patnubay ng nakatatanda sa iyong kanan at kaliwa
ay kailangan sa anumang direksyon upang makita
ginagawa. kung may paparating na
sasakyan. Tandaan rin na
huwag sumama sa mga
taong hindi mo kakilala.
Questions  Ano ang maaaring  Bakit kailangan nating  Ano ang mga dapat
mangyari sa atin kapag iwasan ang paglalaro tandaan sa pag-akyat at
tayo ay naglaro ng ng matatalim at pagbaba ng hagdan?
posporo, lighter, at matutulis na bagay?
kandila?  Ano ang mga dapat
tandaan sa pagtawid sa
daan?
 Competencies  Nakikilala ang kahalagahan ng mga tuntunin: pag-iwas sa paglalagay ng maliit na bagay sa bibig, ilong, at tainga, hindi paglalaro ng
posporo, maingat na paggamit ng matutulis/matatalim na bagay tulad ng kutsilyo, tinidor, gunting, maingat na pag-akyat at pagbaba sa
hagdanan, pagtingin sa kaliwa’t kanan bago tumawid sa daan, pananatiling kasama ng nakatatanda kung nasa sa matataong lugar
(KPKPKK-Ih-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
Period 1 tasks within the allotted time.
Work Period 1
(7:50am-8:35am)
Teacher-Supervised I Take Good Care of My I Take Good Care of My Road Signs Coloring A. Paghahanda
Activity Body (Woksheet) Body (Woksheet)
B. Pamantayan sa
Introduce Letter Ww pagsusulit

C. Pagbibigay ng
direksiyon/instruksiyon

D. Maayos na Pagsusulit
Competencies   Nakikilala ang  Nakikilala ang  Nakikilala ang
kahalagahan ng mga kahalagahan ng mga kahalagahan ng mga
tuntunin: pag-iwas tuntunin: pag-iwas sa tuntunin
sa paglalagay ng paglalagay ng maliit (KPKPKK-Ih-3)
maliit na bagay sa na bagay sa bibig,  Get information from
bibig, ilong, at ilong, at tainga, hindi simple environmental
tainga, hindi paglalaro ng posporo, prints (LLKSS-00-3)
paglalaro ng maingat na paggamit
posporo, maingat na ng
paggamit ng matutulis/matatalim
matutulis/matatalim na bagay tulad ng
na bagay tulad ng kutsilyo, tinidor,
kutsilyo, tinidor, gunting, maingat na
gunting, maingat na pag-akyat at pagbaba
pag-akyat at sa hagdanan,
pagbaba sa pagtingin sa kaliwa’t
hagdanan, pagtingin kanan bago tumawid
sa kaliwa’t kanan sa daan, pananatiling
bago tumawid sa kasama ng
daan, pananatiling nakatatanda kung
kasama ng nasa sa matataong
 nakatatanda kung lugar (KPKPKK-Ih-
nasa sa matataong 3)
lugar (KPKPKK-Ih-
3)
 Identify ways on how  Identify ways on how  Copy the color of the
to keep oneself out of to keep oneself out of road signs on the
harm harm pictures
Learning
 Recognize the letter
Checkpoints
Ww and its sound, and
give words that begin
with /w/
 Writing Letter Ww (KTG, p. 416)
Independent  Letter Ww Hunt (KTG, p. 416)
Activities  W Substitute
 Hidden Letter Ww
 Identify the sounds of letters orally given (LLKPA-Ig-1)
 Identify the letters of the alphabet (mother tongue, orthography) (LLKAK-Ih-3)
 Identify the letter of alphabet (mother tongue, orthography) (LLKAK-Ih-3)
 Count objects with one –to-one correspondence up to quantities of 10 (MKC-00-7)
Competencies  Rote count up tp 20 (MKSC-00-12)
 Compare two groups of objects to decide which is more or less, or if they are equal (MKC-00-8)
 Identify the sounds of letters orally given (LLKPA-Ig-1)
 Name common objects/ things in the environment (LLKV-00-1)
 Pagbakat, pagkopya ng larawan, hugis at titik (KPKFM-00-1.4)
 Write the letter Ww properly
 Identify the letter Ww in a group of letters
Learning
 Sound out letter Ww
Checkpoints
 Substitute the beginning sound of words to /w/
 Color the hidden uppercase and lowercase letter Ww
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
Transition to
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
Meeting Time 2
may be used.
Meeting Time 2
(8:35am-8:45am)
Questions/Activity Let the learners present Let the learners present Let the learners present
their work. their work. their work.
Transition to Health 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
Break/ sanitizing their hands.
Quiet Time
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)
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
Transition to Story
ready, the teacher proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Time
Story Time
(9:10am-9:25am)
Story
Pre-reading Activity  Theme: Any age and a  Theme: Any age and a  Theme: Any age and
culturally appropriate culturally appropriate culturally appropriate
story about safety story about safety story about road signs
precautions in using precautions in using and traffic rules.
flammable materials. pointed and sharp
objects.  Define difficult words.
 Define difficult words.
 Define difficult words.  Motivation question:
 Motivation question: Do you know how read
What are flammable  Motivation question: road signs?
materials? Do you have scissors?
Pencil?  Motive question: Why
 Motive question: Why do need to follow
do we need to take  Motive question: What traffic rules?
extra precautions in will happen if you are
using flammable nor careful in using
materials? this kind of materials?
During Reading Ask comprehension questions.
Post Reading  Who are the characters  What are the pointed  What are the
in the story? objects in the story? characters in the
Sharp objects? story?
 What did the main
character learn from  What did her mother  What did the main
his teacher? tell her? character learn about
road signs and traffic
 Can name the harmful  How would you feel if rules?
objects that a child you were the
should not play? character?  Do you also follow the
traffic rules?
 Can you give other
examples of sharp
 objects? Why do we
need to be careful in
using sharp and
pointed objects?
Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any
Period 2 questions, and tells the learners to do their assigned tasks within the allotted time.
Work Period 2
(9:25am-10:05am)
Teacher-Supervised Paper Planes Workers Sequence More or Less, Spin It
Activity
 Pagtiklop ng papel  Identify the 1st, 2nd,  Add quantities up to 10
(KPKFM-00-1.2) 3rd, up to 10th using concrete objects
 Explore how objects (MKC-00-11) to represent the concept
Competencies can be moved like of addition. (MKAT-00-
pushing, pulling, 8)
rising, sinking, blowing
(PNEKPP-00-4)
 Identify how air  Identify which among  Put together sets that
Learning
vehicles move through the workers are 1st, make up 9
Checkpoints
the experiment 2nd, 3rd, etc.
 Block Play
Independent  Math Equations
Activities  Water Play
 Paper Planes
 Natutukoy ang iba’t ibang lugar sa komunidad (KMKPKom-00-3)
 Naisasagawa ang mga sumusunod na kasanayan; paglikha ng mga modelo pangkaraniwang bagay sa paligid (KPKFM-00-1.6)
 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)
Competencies
 Write addition and subtraction number sentences using concrete representations (MKAT-00-10)
 Classify objects according to observable properties like size, color, shape, texture, and weight) (PNKEKPP-00-3)
 Explores how objects can be moved like pushing, pulling, rising, sinking, blowing (PNEKPP-00-4)
 Pagtiklop ng papel (KPKFM-00-1.2)
 Make water and air vehicles using blocks
Learning  Fill in the blanks to write a math equation
Checkpoints  Try out ways to make toy boats move
 Make paper planes
Transition to The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor Activity/Light Physical
Indoor/ Light 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 Physical Activity. A transition song or countdown may be used.
Indoor Activity/ Light Physical Activity
(10:05am-10:25am)
Activities The Boat is Sinking Step On Unstructured Free Play
 Nakasasali sa mga  Classify objects  Nakasasali sa mga
laro, o anumang according to laro, o anumang pisikal
pisikal na gawain at observable properties na gawain at iba’t
iba’t ibang paraan ng like size, color, shape, ibang paraan ng
pageehersisyo texture, and weight) pageehersisyo
(KPKPF-00-1) (PNEKPP-00-1) (KPKPF-00-1)
 Nagagamit ang mga  Nakasasali sa mga  Nagagamit ang mga
kilos lokomotor at di- laro, o anumang kilos lokomotor at di-
lokomotor sa pisikal na gawain at lokomotor sa
Competencies
paglalaro, pag- iba’t ibang paraan ng paglalaro, pag-
eehersisyo, pag-eehersisyo eehersisyo, pagsasayaw
pagsasayaw (KPKPF-00-1) (KPKGM-Ig-3)
(KPKGM-Ig-3)  Naipakikita ang  Naipakikita ang
 Naipakikita ang pagpapahalaga sa pagpapahalaga sa
pagpapahalaga sa maayos na maayos na
maayos na pakikipaglaro pakikipaglaro
pakikipaglaro (KAKPS-00-19) (KAKPS-00-19)
(KAKPS-00-19)
 Divide themselves according to a specific number
Learning
 Follow the instructions of the game
Checkpoints
 Follow the instructions of the teacher to practice safety measures when travelling on air vehicles
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
Meeting Time 3 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 talk about  The learners talk  The learners talk about
things that are soft and about things that are the colors in their
hard. rough and smooth. surroundings.
Wrap-Up  The teacher checks if  The teacher checks if  The teacher checks if
Questions/ Activity the learners were able the learners were able the learners were able
to identify soft and to identify rough and to identify colors in
hard objects. smooth objects. their surroundings.
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 by: Noted:

FREMA A ALEJANDRO MARILOU M. GERARDO FEVELYN J. ACUPAN

Teacher 3 Master Teacher 1 Principal 2