Kindergarten School Timalan Hilsview Royale Elementary School Teaching Dates May 1-5, 2023

Daily Lesson Log Teacher Cristina T. Agbanlog Week No. 1

Content Focus Mga Hayop sa Paligid Quarter Fourth
Most Essential - Name common animals (PNEKA-Ie-1)
Learning Competency - Observe, describe, and examine common animals using their senses (PNEKA-IIIh-2)
- Identify the needs of animals (PNEKA-IIIg-5)
- Identify ways to care for animals (PNEKA-IIIg-6)
- Identify and describe how animals can be useful (PNEKA-IIIg-7)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME (April 18, 2022) (April 19, 2022) (April 20, 2022) (April 21, 2022) (April 22, 2022)
Arrival Time
(7:30am-7:40am)
National Anthem National Anthem National Anthem National Anthem National Anthem
Opening Prayer Opening Prayer Opening Prayer Opening Prayer Opening Prayer
Routine Exercise Exercise Exercise Exercise Exercise
Activities Kumustahan Kumustahan Kumustahan Kumustahan Kumustahan
Attendance Attendance Attendance Attendance Attendance
Balitaan Balitaan Balitaan Balitaan Balitaan
Meeting Time 1
(7:40am-7:50am)
Messages May iba’t ibang hayop sa Ang mga hayop ay Ang mga hayop ay may mga Bukod sa tahanang Hindi lamang pagkain,
ating paligid. May mga hayop nangangailangan ng tahanan pangangailangan upang masisilungan, pagkain at damit at pagmamahal ang
na maaaring alagaan sa loob na masisilungan na mabuhay tulad ng pagkain at tubig na maiinom, ang mga kayang ibigay ng mga hayop
ng tahanan tulad ng aso at magbibigay sa kanila ng tubig. hayop ay nangangailangan rin sa tao, kaya rin nilang
pusa. Ang ibang hayop proteksiyon sa init ng araw at ng pagmamahal, pag-aalaga magbigay ng serbisyo o
naman ay inaalagaan sa bukid lamig ng ulan. May mga hayop na kumakain at proteksiyon. tulong sa trabaho tulad ng
tulad ng kalabaw, kambing at lamang ng halaman at ang iba kalabaw na katulong ng
baka. ay kumakain ng karne. magsasaka sa bukid. Maaari
Mayroon ring mga hayop na rin silang gamiting
kumakain ng parehong transportasyon.
halaman at karne.

Questions  Ano anong mga hayop ang  Saan nakatira ang mga  Ano anong mga hayop ang  Sa paanong paraan mo  Sa paanong paraan
maaaring alagaan sa loob hayop? kumakain ng karne? maipapakita ang nakatutulong ang mga
ng tahanan? Sa bukid? Halaman? Karne at pagmamahal sa mga hayop sa tao?
 Sa paanong paraan halaman? hayop?
(Isulat ang sagot ng mga nakatutulong ang tahanan
bata.) sa mga hayop?  Ano ano ang mga
pangangailangan ng
hayop upang mabuhay?
 Competencies  Name common animals (PNEKA-Ie-1)
 Observe, describe, and examine common animals using their senses (PNEKA-IIIh-2)
 Identify the needs of animals (PNEKA-IIIg-5)
 Identify was to care for animals (PNEKA-IIIg-6)
 Identify and describe how animals can be useful (PNEKA-IIIg-7)
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 tasks within the
Period 1 allotted time.
Work Period 1
(7:50am-8:35am)
Teacher-Supervised Paper Plate Animal Mask Animal Homes Animals Eat, Too Commitment Board Matching Animals to their Uses
Activity KTG, p. 515-516 KTG, p. 533 KTG, p. 531 KTG, p. 514 KTG, p. 516-517

Competencies  Naisasagawa ang mga  Naisasagawa ang mga  Identify the needs of  Naipakikita ang  Identify and describe
sumusunod na kasanayan sumusunod na animals pagtulong at how animals can be
pagpilas/paggupit/pagdikit kasanayan: (PNEKA-III g-5) pangangalaga sa useful (PNEKA-III g-7)
ng papel pagpilas/paggupit/  Name common animals kapaligiran, halimbawa
(KPKFM-00-1.3) pagdikit ng papel (PNEKA-Ie-1) pagdidilig ng mga
 paglikha ng mga modelo (KPKFM-00-1.3)  Group animals according halaman, pag-aalis ng
pangkaraniwang bagay sa pagbakat, pagkopya ng to certain characteristics mga damo at kalat, hindi
paligid larawan, hugis, at titik (how they look/ body, pagsira ng halaman, at
(KPKFM-00-1.6) (KPKFM-00-1.4) coverings/ parts, how pag-aalaga sa hayop
 Nakaguguhit, paglikha ng mga modelo they move, sounds they (KMKPKom-00-5)
nakapagpipinta at pangkaraniwang bagay make, what they eat,  Nakapaghihintay ng
nakapagkukulay ng iba’t sa paligid where they live) kanyang pagkakataon
ibang bagay o gawain (KPKFM-00-1.6) (PNEKA-IIIi-4) (KAKPS-00-12)
(dekorasyon sa “name  Nakalilikha ng iba’t  Express simple ideas  Identify ways to care for
tag”, kasapi ng mag-anak, ibang bagay sa through symbols (e.g., animals
gawain ng bawat kasapi pamamagitan ng drawings, invented (PNEKA-III g-6)
ng mag-anak, mga malayang pagguhit spelling)  Express simple ideas
alagang hayop, mga (SKMP-00-1) (LLKC-00-1) through symbols (e.g.,
halaman sa paligid)  Nakaguguhit, drawings, invented
(SKMP-00-2) nakapagpipinta at spelling)
 Observe, describe, and nakapagkukulay ng iba’t (LLKC-00-1)
examine common animals ibang bagay o gawain
using their senses (dekorasyon sa “name
(PNEKA-IIIh-2) tag”, kasapi ng mag-
anak , gawain ng bawat
kasapi ng mag-anak,
mga alagang hayop, mga
halaman sa paligid)
(SKMP-00-2)
  Identify the needs of
animals
(PNEKA-IIIg-5)
 Identify the body parts of  Identify where animals  Identify the needs of  Know how to care for  Identify and describe
Learning Checkpoints animals. live. animals. animals. how animals can be
useful.
 Favorite Pet Survey (KTG, p. 532-533)
 Playdough Animals (KTG, p. 517)
Independent Activities
 Connect the Animal Parts (KTG, p. 518)
 Animal Name Memory Game (KTG, p. 518-519)
 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)
 Name common animals (PNEKA-Ie-1)
 Talk about likes/dislikes (foods, pets, toys, games, friends, places) (LLKOL-Ic-15)
 Naisasagawa ang mga sumusunod na kasanayan: pagmomolde ng luwad (clay), pagbuo ng puzzles (KPKFM-00-1.5)
 Nakapagmomolde ng luwad (clay) sa nais na anyo (SKMP-00-6)
Competencies
 Name common animals (PNEKA-Ie-1)
 Observe, describe, and examine common animals using their senses (PNEKA-IIIh-2)
 Identify the needs of animals (PNEKA-IIIg-5)
 Group animals according to certain characteristics (how they look/ body, coverings/parts, how they move, sounds they make, what they eat, where they
live) (PNEKA-IIIi-4)
 Identify the letter, number, or word that is different in a group (LLKVPD-00-6)
 Tell which two letters, numbers, or words in a group are the same (LLKVPD-Ie-4)
 My Favorite Pet Survey: Create and interpret simple pictograph.
 Playdough Animals: make recognizable animals using playdough.
Learning Checkpoints
 Connect the Animal Parts: Identify the body parts of animals and put them in their proper places.
 Animal Name Memory Game: Identify the word that is different in a group and tell which two words in a group are the same.
Transition to Meeting 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
Time 2 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)
Bugtungan: Mga Hayop sa Pantomime: Pet Ko, Hula Mo Poem: Manok Poem: Aso Song: Old McDonalds
Paligid KTG, p. 534 KTG, p. 525 KTG, p. 525
KTG, p. 525

Questions/Activity  What animals are in our  What are the habitats of  What are the body parts of  What movements do  What do animals give us?
community? animals? animals? animals make?

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 sanitizing their
 hands.
Break/
Quiet Time After their health break, the teacher reminds the children to pack away the things they used in 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 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
Time proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Story Time
(9:10am-9:25am)
Story Tiktaktok at Pikpakbum Si Monica Dalosdalos Si Langgam at si Tipaklong Si Pagong at si Matsing Si Wako

Pre-reading Activity  Define difficult words  Define difficult words  Define difficult words  Define difficult words  Define difficult words
using pictures. using pictures. using pictures. using pictures. using pictures.

 What is your favorite pet?  Who among you loves to  Have you seen an ant and  Who among you loves to  Have you seen an owl?
help in doing household a grasshopper? What do run? Do you run fast or Where do they live?
 What is your dog’s name? chores? they look like? slow?

 Where do they live?

During Reading Ask comprehension questions.

Post Reading  Who are the characters in  Who is the character in the  Who are the characters in  Who are the characters in  Who are the characters
the story? story? the story? the story? in the story?

 How will you describe  How will you describe  How will you describe the  Who run fast in the story?  How will you describe
Tiktaktok? Pikpakbum? Monica? ant? Grasshopper? Who won the race? Wako?

 What happened to  Sequence the story. Which  What have you learned  Sequence the story. Which  Did Wako learn his
Pikpakbum? happened first? Next? Last? from the story? happened first? Next? lesson?
Last?
Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells
Period 2 the learners to do their assigned tasks with the allotted time.
Work Period 2
(9:25am-10:05am)
Chicken Feet Pair Pressure Beautiful Butterfly Wings Triangular Animals Counting by two’s
Teacher-Supervised
KTG, p. 534-535 KTG, p. 535 KTG, p. 536 KTG, p. 536-537 KTG p. 521
Activity
Competencies  Group, represent, and  Group, represent, and  Recognize symmetry (own  Group, represent, and  Count objects with one-
count sets of equal count sets of equal quantity body, basic shapes) count sets of equal to-one correspondence
quantity of materials up of materials up to 10 (MKSC-00-11) quantity of materials up to up to quantities of 10
 to 10 (beginning of (beginning of  Nakaguguhit, 10 (beginning of (MKC-00-7)
multiplication) multiplication) nakapagpipinta at multiplication)  Group, represent, and
(MKAT-00-15) (MKAT-00-15) nakapagkukulay ng iba’t (MKAT-00-15) count sets of equal
 Read and write numerals ibang bagay o gawain  Read and write numerals quantity of materials up
0 to 10 (dekorasyon sa ‘name 0 to 10 to 10 (beginning of
(MKC-00-3) tag’, kasapi ng mag-anak, (MKC-00-3) multiplication)
 Match numerals to a set gawain ng bawat kasapi  Match numerals to a set of (MKAT-00-15)
of concrete objects from ng mag-anak, mga concrete objects from 0 to
0 to 10 alagang hayop mga 10
(MKC-00-4) halaman sa paligid) (MKC-00-4)
 Nakaguguhit, (SKMP-00-2)  Nakaguguhit,
nakapagpipinta at nakapagpipinta at
nakapagkukulay ng iba’t nakapagkukulay ng iba’t
ibang bagay o gawain ibang bagay o gawain
(dekorasyon sa ‘name (dekorasyon sa ‘name
tag’, kasapi ng mag- tag’, kasapi ng mag-anak,
anak, gawain ng bawat gawain ng bawat kasapi
kasapi ng mag-anak, mga ng mag-anak, mga
alagang hayop mga alagang hayop mga
halaman sa paligid) halaman sa paligid)
(SKMP-00-2) (SKMP-00-2)

 The teacher checks if the  The teacher checks if the  The teacher checks if the  The teacher checks if the  The teacher checks if
learners were able to learners were able to learners were able to learners were able to the learners were able
group, represent, and group, represent, and recognize symmetry. group, represent, and to group, represent, and
Learning Checkpoints count sets of equal count sets of equal count sets of equal count sets of equal
quantity of materials up quantity of materials up quantity of materials up quantity of materials up
to 10 (beginning of to 10 (beginning of to 10 (beginning of to 10.
multiplication). multiplication). multiplication).
 Block Play
 Number Writing 10
Independent Activities
 10 to Reach Home (KTG, p. 538-539)
 Number Match (0-10)
 Read and write numerals 0 to10 (MKC-00-3)
 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  Recognize and visualize situations that require addition and subtraction (MKAT-00-14)
 Write addition and subtraction number sentences using concrete representations (MKAT-00-10)
 Add quantities up to 10 using concrete objects (MKAT-00-8)
 Transform/translate patterns from one form to another (MKSC-00-22)
Learning Checkpoints  Block Play: The teacher checks if the learners are able to create a model using blocks.
  Writing Number 10: The teacher checks if the learners are able to write numeral 10.
 10 to Reach Home: The teacher checks if the learners are able to recognize and visualize situations that require addition and subtraction.
 Number Match (0-10): The teacher checks if the learners are able to match the number symbol to its name.
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,
Transition to Indoor/
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
Light Physical Activity
may be used.
Indoor Activity/ Light Physical Activity
(10:05am-10:25am)
Fun indoors Fun indoors Fun indoors Fun indoors Fun indoors
Activities
 Naipakikita ang  Naipakikita ang  Naipakikita ang  Naipakikita ang  Naipakikita ang
pagpapahalaga sa maayos pagpapahalaga sa maayos pagpapahalaga sa maayos pagpapahalaga sa maayos pagpapahalaga sa maayos
Competencies na pakikipaglaro na pakikipaglaro na pakikipaglaro na pakikipaglaro na pakikipaglaro
(KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19)

Learning Checkpoints  Play manipulative toys or individual game which follows a set rule. Observe safety measures.
Transition to Meeting 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
Time 3 activities in Meeting Time 3. A transition song or countdown may be used.
Meeting Time 3
(10:25am-10:30am)
 The learners name the  The learners identify the  The learners describe what  The learners share the  The learners share how
different animals they see different habitat of animals animals need to live and different ways of taking animals help the people
Activities
in the community. living in the community. grow. care of animals. in the community.

Wrap-Up Questions/  The teacher takes note if  The teacher takes note if  The teacher takes note if  The teacher takes note if  The teacher takes note if
Activity the learners are able to the learners are able to learners are able to give learners are able to give the learners are able to
identify the names of the match the animals with the different needs of different ways of taking articulate and are
different animals that can their habitat. animals in order to live care of animals. appreciative of the uses of
be seen in the community. and grow. animals in people’s lives.

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 students’ 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 that 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:

CRISTINA T. AGBANLOG RIANETTE O. YDIA

Teacher Principal II