SCHOOL MOLAVE BLISS ELEMENTARY SCHOOL TEACHING DATE July 23-27, 2018

KINDERGARTEN
TEACHER FLORDELIZA D. APAO WEEK NO. 8
DAILY LESSON LOG
CONTENT FOCUS I can see and hear. QUARTER FIRST

Blocks of Time MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Arrival Time (10 min) Arrival routine
Meeting Time 1 Meeting time routine
(10 min) Review of concepts learned the previous week/day
Introduction of message for the day by asking the guide questions below
MESSAGE
I have a nose. I can smell with I can feel soft and I can feel smooth and I have a mouth, teeth, lips I can taste with my
my nose. hard objects with my rough objects with my and tongue. These help me tongue. I can identify
hands. hands. speak and eat. different tastes

QUESTION/S
Where is your nose on your What objects are hard? What objects are What are the parts of your What food tastes
face? How many nose do you Soft? smooth? Rough? mouth? How many teeth do sweet? What food
have? What can we do with our you have? Lips? Tongue? What tastes sour? What
nose? can we do with our mouth, food tastes salty?
teeth, lips, and tongue? What food tastes
bitter?

Transition to Work Period 1 The teacher gives instructions on how to do the independent activities, answers any questions, and tells the learners to join their group and do the assigned tasks.

Work Period 1(40 mins)

Teacher-Supervised Activity Smelling Jars Touch and Tell Touch and Tell Mouth Puppet Name the Taste
(soft and hard) (smooth and rough)

Learning Checkpoints
Use their senses to perform simple
experiments in classifying objects
(good/bad smell)
Use their senses to perform Use their senses to perform Can cut and paste paper Use the senses to perform
simple experiments in simple experiments in simple experiments in
classifying objects (texture classifying objects (texture – classifying objects (taste –
– soft/hard) smooth/rough) salty, sweet, sour)
 Blocks of Time MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Independent Activities
1. Smell and Match
2. Texture /Taste Sorting
3. Picture Puzzles
4. Food Chart: Sweet, Sour, Bitter, Salty Foods

Learning Checkpoints
Transition to Meeting Time 2
 Use the senses to observe and perform simple experiments in classifying objects
 Classify objects according to observable properties like texture
 Piece puzzles together
 Sort and classify objects according to one attribute/property (taste)
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 (10 min)

QUESTIONS/ ACTIVITY Song: Little Nose Song: Malambot at Song: Malambot at Tula: Ang Aking Bibig Song: Kung Ang Ulan ay Puro
Matigas / Magaspang Matigas / Magaspang at Tsokolate
at Makinis Makinis

The teacher commends the learners for the work they did in Work Period Time 1 and tells them to prepare for recess time by washing their hands. Encourage sharing especially if not all
Transition to Recess children have food.

Supervised Recess
(15 min)
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, wash their hands, brush their teeth, change
Transition to Quiet Time their wet clothes, and have their Quiet Time.
Quiet Time
(10 min)

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-
Transition to Story Time reading activities and makes sure that the learners are listening attentively.

Story Time Theme: Any age and culturally Theme: Any age and Theme: Any age and Theme: Any age and Theme: Any age and culturally
(20 min) appropriate story about the culturally appropriate story culturally appropriate culturally appropriate appropriate story about the
things we can do in school. about the things we can do story about the things story about the things things we can do in school with
with blocks. we can do with art we can do with our our classmates
materials. body.
 Blocks of Time MONDAY
Define difficult words.
Pre-Reading
Motivation question: What are the
things that you smell?
Motive question: What are the
smells in the story?
During Reading
What are the things that had smells
Post-Reading in the story?
What will happen if the characters
did not have noses?
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 join their
group and do the assigned tasks.
Same and Different (smell)
Teacher-Supervised Activity
Use their senses to observe and
Learning Checkpoints perform simple experiments in
classifying objects (same and
different smell)
TUESDAY WEDNESDAY
Define difficult words. Define difficult words.
Motivation question: What Motivation question:
objects can you touch that are What objects can you
soft? Hard? touch that are smooth?
Rough?
Motive question: What do you Motive question: What do
think are the objects that are you think are the objects
soft and hard in the story? that are smooth and rough
in the story?
Ask comprehension questions.
What are the hard and soft What are the smooth and
objects in the story? rough objects in the story?
How many syllables are the How many syllables are
names of objects that are the names of objects that
hard? are rough?
How many syllables are the How many syllables are
names of objects that are soft? the names of objects that
(Demonstrate how to count are smooth?
the number of syllables by
clapping) (Demonstrate how to
count the number of
syllables by clapping)
Work Period 2 (40 min)
Lift the Bowl (concrete Hand Game
up to quantities of 3) (connecting level up to
quantities of 3)
Combine elements of two Combine elements of two sets
sets using concrete objects using concrete objects to
to represent the concept of represent the concept of
addition (up to 3) addition (up to 3)
THURSDAY
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?
What did the characters
do with their mouths?
What will happen if a
person does not have a
mouth?
Favorite Food Survey
Collect data on one
variable (favorite food),
create and discuss simple
pictographs
FRIDAY
Define difficult words.
Motivation question: What are the
different tastes of food?
Motive question: How will the food
in the story taste?
How does the food taste?
Did the characters like the taste?
What made you say so?
Make Pastillas
Collect data on one variable
(favorite food), create and discuss
simple pictographs
 Blocks of Time MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Independent Activities
1. Food Picture Cards Sort
2. Play Dough Food
3. Number Books (quantities of 3)
4. Find 3
Learning Checkpoints  Describe objects based on their taste
 Sort and classify objects according to taste
 Mold clay into recognizable figures
 Understand the quantity of three
 Write numerals 0 to 3
 Add quantities up to 3

Transition to Indoor/Outdoor
Games The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor/Outdoor Games. After 10 minutes, the teacher tells the learners
to start packing away the materials they used and be ready for Indoor/Outdoor Games. A transition song or countdown may be used.

Indoor/Outdoor Games Pin the Nose Ilong, Ilong, Ilong Soft-Hard Relay Unstructured Free Play Food Henyo
(20 min)

Know the five senses and their Identify their basic body parts Classify objects according to Describe or describe objects Describe or describe objects
Learning Checkpoints correspon-ding body parts texture based on based on attributes/properties
attributes/properties

Transition to Meeting Time 3 The teacher tells the learners to help pack away the materials they used in the Indoor/Outdoor Games time and get ready to do the wrap up activities in Meeting Time 3. A
transition song or countdown may be used.

Learners identify the objects with Learners identify the soft and Learners identify the Learners identify the Learners identify the different
Meeting Time 3 good and bad smell using their hard objects using their hands. smooth and rough objects parts of the mouth and to tastes using their tongue.
(5 min) nose. using their hands. recall that tongue is for
tasting.
The teacher takes note if the learners The teacher takes note if the The teacher takes note if the The teacher takes note if the The teacher takes note if the
Wrap-Up Questions / Activity are able to distinguish the different learners are able to distinguish soft learners are able to learners are able to learners are able to distinguish
smells using their nose. and hard objects using their hands. distinguish the different distinguish the different the different tastes using their
textures using their hands. parts of their mouth. tongues.

DISMISSAL ROUTINE

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 when you meet them, you can ask them relevant questions.
A. No. of learners who ____ no of learners who earned ____ no of learners who earned
earned 80% in the 80% and above.
evaluation.
B. No. of learners who ____no. of learners who
require additional requires additional activities
activities for for remediation.
remediation.
C. Did the remedial lessons __Yes __ No
work? No. of learners ___ of learners who caught up
who have caught up the lesson.
with the lesson.
D. No. of learners who ___ of learners who continue to
continue to require require remediation.
remediation.
E. Which of my teaching Strategies used that work
strategies worked well? well:
Why did these work? __ Group collaboration
__ Games
__Solving Puzzle/ Jigsaw
__ Answering preliminary
activities/exercises
__ Carousel
__ Diads
__Think-Pair-Share (TPS)
__ Rereading of
paragraphs/Poems/Stories
__ Differentiated Instruction
__ Role Playing/Drama
__ Discovery Method
__Lecture Method
Why?
__ Complete IMs
__Availability of Materials
__ Pupil’s eagerness to learn
__Group member’s
cooperation in doing their task
REMARKS
80% and above.
____no. of learners who requires
additional activities for
remediation.
__Yes __ No
___ of learners who caught up the
lesson.
___ of learners who continue to
require remediation.
Strategies used that work well:
__ Group collaboration
__ Games
__Solving Puzzle/ Jigsaw
__ Answering preliminary
activities/exercises
__ Carousel
__ Diads
__Think-Pair-Share (TPS)
__ Rereading of
paragraphs/Poems/Stories
__ Differentiated Instruction
__ Role Playing/Drama
__ Discovery Method
__Lecture Method
Why?
__ Complete IMs
__Availability of Materials
__ Pupil’s eagerness to learn
__Group member’s cooperation in
doing their task
____ no of learners who earned
80% and above.
____no. of learners who requires
additional activities for
remediation.
__Yes __ No
___ of learners who caught up
the lesson.
___ of learners who continue to
require remediation.
Strategies used that work well:
__ Group collaboration
__ Games
__Solving Puzzle/ Jigsaw
__ Answering preliminary
activities/exercises
__ Carousel
__ Diads
__Think-Pair-Share (TPS)
__ Rereading of
paragraphs/Poems/Stories
__ Differentiated Instruction
__ Role Playing/Drama
__ Discovery Method
__Lecture Method
Why?
__ Complete IMs
__Availability of Materials
__ Pupil’s eagerness to learn
__Group member’s cooperation
in doing their task
____ no of learners who ____ no of learners who earned
earned 80% and above. 80% and above.
____no. of learners who
requires additional
activities for remediation.
__Yes __ No
___ of learners who caught
up the lesson.
___ of learners who
continue to require
remediation.
Strategies used that work
well:
__ Group collaboration
__ Games
__Solving Puzzle/ Jigsaw
__ Answering preliminary
activities/exercises
__ Carousel
__ Diads
__Think-Pair-Share (TPS)
__ Rereading of
paragraphs/Poems/Stories
__ Differentiated
Instruction
__ Role Playing/Drama
__ Discovery Method
__Lecture Method
Why?
__ Complete IMs
__Availability of Materials
__ Pupil’s eagerness to
learn
__Group member’s
cooperation in doing their
task
____no. of learners who
requires additional activities
for remediation.
__Yes __ No
___ of learners who caught up
the lesson.
___ of learners who continue to
require remediation.
Strategies used that work
well:
__ Group collaboration
__ Games
__Solving Puzzle/ Jigsaw
__ Answering preliminary
activities/exercises
__ Carousel
__ Diads
__Think-Pair-Share (TPS)
__ Rereading of
paragraphs/Poems/Stories
__ Differentiated Instruction
__ Role Playing/Drama
__ Discovery Method
__Lecture Method
Why?
__ Complete IMs
__Availability of Materials
__ Pupil’s eagerness to learn
__Group member’s
cooperation in doing their task
 __ Bullying among pupils
F. What difficulties did I __Pupil’s behavior/attitude
encounter which my __ Unavailable Technology
principal or supervisor Equipment (AVR/LCD)
can help me solve? __Science/Computer
__ Internet Lab
__ Additional Clerical Works
Planned Innovations:
__ localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as instructional Materials
__ Local Poetical composition
G. What innovation or The lesson was successfully
localized materials did I delivered due to:
use/discover which I wish __ Pupil’s eagerness to learn
to share with other __ Complete/varied IMs
teachers? __ Uncomplicated lesson
worksheets
Strategies used that work
well:
__ Group collaboration
__ Games
__Solving Puzzle/ Jigsaw
__ Answering preliminary
activities/exercises
__ Carousel
__ Diads
__Think-Pair-Share (TPS)
__ Rereading of
paragraphs/Poems/Stories
__ Differentiated Instruction
__ Role Playing/Drama
__ Discovery Method
__Lecture Method
__ Bullying among pupils
__Pupil’s behavior/attitude
__ Unavailable Technology
Equipment (AVR/LCD)
__Science/Computer
__ Internet Lab
__ Additional Clerical Works
Planned Innovations:
__ localized Videos
__ Making big books from views
of the locality
__ Recycling of plastics to be used
as instructional Materials
__ Local Poetical composition
The lesson was successfully
delivered due to:
__ Pupil’s eagerness to learn
__ Complete/varied IMs
__ Uncomplicated lesson
worksheets
Strategies used that work well:
__ Group collaboration
__ Games
__Solving Puzzle/ Jigsaw
__ Answering preliminary
activities/exercises
__ Carousel
__ Diads
__Think-Pair-Share (TPS)
__ Rereading of
paragraphs/Poems/Stories
__ Differentiated Instruction
__ Role Playing/Drama
__ Discovery Method
__Lecture Method
__ Bullying among pupils
__Pupil’s behavior/attitude
__ Unavailable Technology
Equipment (AVR/LCD)
__Science/Computer
__ Internet Lab
__ Additional Clerical Works
Planned Innovations:
__ localized Videos
__ Making big books from views
of the locality
__ Recycling of plastics to be
used as instructional Materials
__ Local Poetical composition
The lesson was successfully
delivered due to:
__ Pupil’s eagerness to learn
__ Complete/varied IMs
__ Uncomplicated lesson
worksheets
Strategies used that work well:
__ Group collaboration
__ Games
__Solving Puzzle/ Jigsaw
__ Answering preliminary
activities/exercises
__ Carousel
__ Diads
__Think-Pair-Share (TPS)
__ Rereading of
paragraphs/Poems/Stories
__ Differentiated Instruction
__ Role Playing/Drama
__ Discovery Method
__Lecture Method
__ Bullying among pupils
__Pupil’s behavior/attitude
__ Unavailable Technology
Equipment (AVR/LCD)
__Science/Computer
__ Internet Lab
__ Additional Clerical
Works
Planned Innovations:
__ localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as instructional
Materials
__ Local Poetical
composition
The lesson was
successfully delivered due
to:
__ Pupil’s eagerness to
learn
__ Complete/varied IMs
__ Uncomplicated lesson
worksheets
Strategies used that work
well:
__ Group collaboration
__ Games
__Solving Puzzle/ Jigsaw
__ Answering preliminary
activities/exercises
__ Carousel
__ Diads
__Think-Pair-Share (TPS)
__ Rereading of
paragraphs/Poems/Stories
__ Differentiated
Instruction
__ Role Playing/Drama
__ Discovery Method
__Lecture Method
__ Bullying among pupils
__Pupil’s behavior/attitude
__ Unavailable Technology
Equipment (AVR/LCD)
__Science/Computer
__ Internet Lab
__ Additional Clerical Works
Planned Innovations:
__ localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as instructional Materials
__ Local Poetical composition
The lesson was successfully
delivered due to:
__ Pupil’s eagerness to learn
__ Complete/varied IMs
__ Uncomplicated lesson
worksheets
Strategies used that work
well:
__ Group collaboration
__ Games
__Solving Puzzle/ Jigsaw
__ Answering preliminary
activities/exercises
__ Carousel
__ Diads
__Think-Pair-Share (TPS)
__ Rereading of
paragraphs/Poems/Stories
__ Differentiated Instruction
__ Role Playing/Drama
__ Discovery Method
__Lecture Method
 Why? Why? Why? Why? Why?
__ Complete IMs __ Complete IMs __ Complete IMs __ Complete IMs __ Complete IMs
__Availability of Materials __Availability of Materials __Availability of Materials __Availability of Materials __Availability of Materials
__ Pupil’s eagerness to learn __ Pupil’s eagerness to learn __ Pupil’s eagerness to learn __ Pupil’s eagerness to __ Pupil’s eagerness to learn
__Group member’s __Group member’s cooperation in __Group member’s cooperation learn __Group member’s
cooperation in doing their task doing their task in doing their task __Group member’s cooperation in doing their task
cooperation in doing their
task
Prepared by:

FLORDELIZA D. APAO
Kindergarten Teacher

Checked and Inspected by:

MA. LEZLIE F. SAAVEDRA,Ed.D.

Elementary School Principal III