School Andres Soriano Memorial Elementary School Teaching Dates

Kindergarten
Teacher Cherry Rose Favila-Catingub Week No. 35
Daily Lesson Log
Content Focus We have many animals in the environment Quarter Three

BLOCKS OF
TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Arrival Time
Activities Free Play: Exploration and Discovery
Meeting Time I
National Anthem National Anthem National Anthem National Anthem National Anthem
Opening Prayer Opening Prayer Opening Prayer Opening Prayer Opening Prayer
Exercise Exercise Exercise Exercise Exercise
Routine Activities Kumustahan Kumustahan Kumustahan Kumustahan Kumustahan
Attendance Attendance Attendance Attendance Attendance
Balitaan Balitaan Balitaan Balitaan Balitaan

We have animals in the Animals live in different Animals have different body Animals move in different Animals help us in different
Messages
environment. places. parts. ways. ways.
 When we went to the garden  Where do animals live?  What are the body parts of  How do animals move?  How do animals help us?
last week, what else did you  Animal Habitat animals?* body covering:  * Land animals  * Animals provide food
see besides plants? scales, fur, feathers* antenna walk/crawl/hop  * Animals help people at
Questions
 What animals do you see in / horn* legs* wings, tail, etc.  * Water animals swim work
the environment?  * Air animals fly  * Animals can be our friends
 Mapping  Song: AngMgaIbon (pets)
Concept Mapping
Activities
Animal Habitat
 Name common animals (PNEKA-Ie-1)
 Participate actively in a dialog or conversation of familiar topics (LLKOL-00-10)
 Group objects that are alike (MKSC-00-5)
 Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)
Competencies
 Name common animals (PNEKA-Ie-1)
 Observe, describe, and examine common animals using their senses (PNEKA-IIIh-2)
 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)
Transition to The teacher gives instructions on how to do the independent activities, answer any questions, and tells the learners to join their group and do the assigned tasks.
Work Period 1
Work Period 1
Teacher-  Animals in the Community  Animal Mural  Paper Plate Animal Mask  Classification Chart: Animal  Matching Animals to their
Supervised movements Uses
 Activity

 Name common animals  Nakalilikha ng  Naisasagawaangmgasum  Group animals according  Identify and describe how
(PNEKA-Ie-1) iba’tibangbagaysapamam usunodnakasanayanpagpi to certain characteristics animals can be useful
 Express simple ideas agitan ng las/paggupit/pagdikit ng (how they look/ body, (PNEKA-III g-7)
through symbols (e.g., malayangpagguhit(SKMP papel(KPKFM-00-1.3) coverings/parts, how they
drawings, invented -00-1)  paglikha ng move, sounds they make,
spelling) (LLKC-00-1)  Nakaguguhit, mgamodelopangkaraniwa what they eat, where they
nakapagpipinta at ngbagaysapaligid(KPKF live) (PNEKA-IIIi-4)
nakapagkukulay ng M-00-1.6)  ••Express simple ideas
iba’tibangbagay o gawain  Nakalilikha ng through symbols (e.g.,
(dekorasyonsa “name iba’tibangbagaysapamam drawings, invented
tag”, kasapi ng mag-anak agitan ng spelling) (LLKC-00-1)
,gawain ng bawatkasapi malayangpagguhit(SKMP
ng mag-anak, -00-1)
mgaalaganghayop,  Nakaguguhit,
mgahalamansapaligid) nakapagpipinta at
(SKMP-00-2) nakapagkukulay ng
 Name common animals iba’tibangbagay o gawain
(PNEKA-Ie-1) (dekorasyonsa “name
Competencies  Group animals according tag”, kasapi ng mag-anak
to certain characteristics ,gawain ng bawatkasapi
(how they look/ body, ng mag-anak,
coverings/parts, how they mgaalaganghayop,
move, sounds they make, mgahalamansapaligid)
what they eat, where they (SKMP-00-2)
live) (PNEKA-IIIi-4)  Nakagugupit at
 Express simple ideas nakapagdidikit ng
through symbols (e.g., iba’tibanghugisna may
drawings, invented iba’tibangtekstura(SKMP
spelling) (LLKC-00-1) -00-4)
 Nakapupunit, nakagugupit
at
nakapagdidikitsapaggawa
ng collage (SKMP-00-7)
 Nakapagpapatung-
patong,
nakapagdudugtung-
dugtong at
 nakapagdidikit-dikit
(assemblage) ng
mgapatapongbagay:
maliitnakahon ng
gamot(SKMP-00-8)
 Observe, describe, and
examine common animals
using their senses
(PNEKA-IIIh-2)
 Nakagagawanang nag-
iisa(KAKPS-00-3)

 Name common  Group animals  Identify the body parts  Group animals  Identify and describe
Learning
animals and draw according to where of animals according to how they how animals can be
Checkpoints
them they live move useful
 Playdough Animals
Independent  Connect the Animal Parts
Activities  Sand/ Water Play
 Animal Name Memory Game
 Naisasagawaangmgasumusunodnakasanayan: pagmomolde ng luwad (clay), pagbuo ng puzzles (KPKFM-00-1.5)
 Nakapagmomolde ng luwad (clay) sanaisnaanyo (SKMP-00-6)
 Name common animals (PNEKA-Ie-1)
 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)
 Nakapagbubuo ng pagkakaibigan(KMKPAra-00-5)
 Naisasagawaangmgasumusunodnakasanayan: pagmomolde ng luwad (clay), pagbuo ng puzzles (KPKFM-00-1.5)
 Name common animals (PNEKA-Ie-1)
Competencies
 Observe, describe, and examine common animals using their senses (PNEKA-IIIh-2)
 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)
 Name common animals (PNEKA-Ie-1)
 Observe, describe, and examine common animals using their senses (PNEKA-IIIh-2)
 Use objects and materials safely (PNEKPP-00-6)
 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)
 Make recognizable animals using playdough
Learning
 Identify the body parts of animals and put them in their proper place
Checkpoints
 Identify the word that is different in a group and tell which two words in a group are the same
Transition to 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
Meeting Time 2 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
Activity Bugtungan: Bugtungan: Poem: Manok Poem: Aso
MgaHayopsaPaligid MgaHayopsaPaligid
Questions  What animals are in our  What are the habitats of  What are the body parts of  What movements do animals  What do animals give us?
community? animals? animals? make?
Transition to 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
Recess especially if not all children have food.
Supervised Recess
Transition to 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,
Quiet Time brush their teeth, change their wet clothes, and have their Quiet Time.
Quiet Time
Transition to 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
Story Time proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Story Time
Story Si Langgam at Si Tipaklong Si Pilandok at angmgaBuwaya AngItimnaKuting AngMahiyaingManok Tiktaktok at Pikpakbum
Any age and culturally Any age and culturally Any age and culturally Any age and culturally Any age and culturally
Theme appropriate story about appropriate story about appropriate story about appropriate story about animals appropriate story about
animals animals animals animals
 Define difficult words.  Define difficult words.  Define difficult words.  Define difficult words.  Define difficult words.
 Motivation question: What  Motivation question:  Motivation question: What  Motivation question: How  Motivation question: What
are the animals you see in Where do animals in our are the different parts of do the animals move? are the things that you eat?
Pre-reading
Activity
the community? community live? animals that you know?  Motive question: How will  Motive question: How will
 Motive question: What  Motive question: Where do  Motive question: What are the animals in the story the animals in the story
animals are in the story? the animals live in the the different parts of the move? eat?
story? animals in the story?
During Reading Ask comprehension questions.
 What are the animals that  What will happen if the  What are the animals in  How did the animals in the  How did the animals in the
are in the story? places where the animals the story? story move? story eat?
 What animals do you have live get destroyed?  What are their parts?  Demonstrate.
Post Reading
at home?  How did the parts of the
 How do you take care of animals help the
these animals? characters in the story?
Transition to After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells the
Work Period 2 learners to join their group and do the assigned tasks.
Work Period 2
Teacher- Animal Boat Animal and their Homes Ants in the Pan Butterfly Wings Bird-Wing Division
Supervised
Activity
 Group, represent, and count  Group, represent, and count  Separate and represent  Separate and represent  Separate and represent
Competencies sets of equal quantity of sets of equal quantity of groups of equal quantities groups of equal quantities groups of equal quantities
materials up to 10 materials up to 10 using concrete objects up to using concrete objects up to using concrete objects up to
 (beginning of multiplication) (beginning of multiplication) 10 (beginning division) 10 (beginning division) 10 (beginning division)
(MKAT-00-15) (MKAT-00-15) (MKAT-00-16) (MKAT-00-16) (MKAT-00-16)
 Divide a whole into two or
four equal parts (halves and
fourths) (MKAT-00-17)
Learning  Group, represent, and count sets of equal quantity of materials up to 10
Checkpoints  Separate and represent groups of equal quantities using concrete objects up to 10
 Counting by twos
Independent  Finger Print fish scales
Activities  Modified Fishing Game
 Horse Wagon Division
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 Group, represent, and count sets of equal quantity of materials up to 10 (beginning of multiplication) (MKAT-00-15)
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
Competencies
 Nakapaghihintay ng kanyangpagkakataon(KAKPS-00-12)
 Group, represent, and count sets of equal quantity of materials up to 10 (beginning of multiplication) (MKAT-00-15)
 Separate and represent groups of equal quantities using concrete objects up to 10 (beginning division) (MKAT-00-16)
Learning  Group, represent, and count sets of equal quantity of materials up to 10
Checkpoints  Separate and represent groups of equal quantities using concrete objects up to 10
Transition to 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
Indoor/Outdoor learners to start packing away the materials they used and be ready for Indoor/Outdoor Games. A transition song or countdown may be used.
Games
Indoor/ Outdoor Games
Animal Sound Game Animal Habitat and Movement Animal Parts Relay Animal Movement Relay Free Play
Activities
Game
 Naipakikitaangpanimbangsa  Naisasagawaangmgasumusu  Naisasagawaangmgasumusu  Naisasagawaangmgasumusu
pagsasagawa ng iba’tibang nodna kilos nodna kilos nodna kilos
kilos ng katawan, gaya ng lokomotorsapagtugonsaritm lokomotorsapagtugonsaritm lokomotorsapagtugonsaritmo
paglukso- ongmabagal at mabilis ongmabagal at mabilis ngmabagal at mabilis
luksongpahalinhinanangmga (paglakad, pagtakbo, (paglakad, pagtakbo, (paglakad, pagtakbo,
paa (skipping), pagkandirit, pagkandirit, pagkandirit,
pagtulaynang di paglundag/pagtalon, paglundag/pagtalon, paglundag/pagtalon,
Competencies natutumbasatuwidnaguhit, paglukso )(KPKGM-Ie-2) paglukso) (KPKGM-Ie-2) paglukso )(KPKGM-Ie-2)
pag-akyat at  Group animals according to  Nakapaghihintay ng  Group animals according to
pagbabasahagdanan(KPKG certain characteristics (how kanyangpagkakataon(KAKP certain characteristics (how
M-00-4) they look/ body, S-00-1 they look/ body,
 Group animals according to coverings/parts, how they coverings/parts, how they
certain characteristics (how move, sounds they make, move, sounds they make,
they look/ body, what they eat, where they what they eat, where they
coverings/parts, how they live) (PNEKA-IIIi-4) live) (PNEKA-IIIi-4)
 move, sounds they make,  Naisakikilosangsarilingkaka  Nakapaghihintay ng
what they eat, where they yahansaiba’t- kanyangpagkakataon
live) (PNEKA-IIIi-4) ibangparaan(SEKPSE-If-2) (KAKPS-00-12)
 Identify familiar sounds in
the environment (LLKAPD-
Ie-1)
 Tell who/what is producing a
given sound (LLKAPD-Ie-2)
 Identify where the sound is
coming from (inside/outside
the room) (LLKAPD-Ie-3)

 Identify where the sound is  Group animals according  Follow instructions  Do the animal movements  Do the animal movements
Learning
coming from to how they move and
Checkpoints
where they live
Transition to 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
Meeting Time 3 3. A transition song or countdown may be used.
Meeting Time 3
Learners name the different Learners identify the different Learners identify the body Learners share how animals Learners share how animals
Activities animals they see in the habitat of animals living in the parts of the animals they see in move around the community. help the people in the
community. community. the community. community.
 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
Wrap-Up the learners are able to the learners are able to the learners are able to the learners can the learners are able to
Questions / identify the names of the match the animals with distinguish the different demonstrate the different articulate and are
Activity different animals that can their habitat. body parts of animals. movements of different appreciative of the uses of
be seen in the community. animals in the community. animals in people’s lives
Dismissal Routine
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 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
these 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?