School Emmanuel Elem.

School Teaching dates July 11-15, 2016

Teacher Diana Rose B. Gonzales Week No. Week 5

KINDERGARTEN
Daily Lesson Log
Content I have a body . I have senses that help me learn. Quarter First

PROCEDURE OBJECTIVES CONTENT

S
(BLOCKS
OF TIME)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Developmental domains:
Language, Literacy and Daily Routine Daily Routine Daily Routine Daily Routine Daily Routine
ARRIVAL Communication National Anthem National Anthem National Anthem National Anthem National Anthem
Content Standard Opening Prayer Opening Prayer Opening Prayer Opening Prayer Opening Prayer
TIME The child demonstrate an Exercise Exercise Exercise Exercise Exercise
understanding of increasing Kamustahan Kamustahan Kamustahan Kamustahan Kamustahan
his/herconversation skills Balitaan Balitaan Balitaan Balitaan Balitaan
Performance Standard
The child shall be able to
confidently speaks and expresses
his/ her feelings and ideas in words
that make sense
Learning Competency Code
LLKVPD-Ia-13,LLKOL-Ia 1-2,
LLKOL-Ig3&9, LLKOL-00-10
Developmental domains: Message: I use my feet to do Message: Message : I have two Tula: Pandinig Message: I have 2
*Kalusugang Pisikal at different things. I have two eyes. I see with my eyes. eyes. I see with my eyes. Message : I have 2 ears. I hear with my
Papapaunlad ng kakayahang Motor Questions: What can we see around Questions: What will ears. I hear with my ears.
MEETING (Fine Motor) Questions: What do you think us? happen if you cannot see ears. Question: What will
* Language, Literacy and will happen if you do not have well in class?How can Question: What sounds happen if you cannot
TIME 1 Communication feet? poor eyesight affects can we hear? hear well in school?
Content Standard learning? What can you At home? What do
The child demonstrates an do if you have poor some sounds mean?
understanding of: eyesight? (ex. Sirens,bells)
 Similarities and
 differences of what he/she
can see
 Sarilng kakayahang
sumubok, gamitin nang
maayos ang kamay upang
lumikha/lumimbag
 How to discriminate the
different sounds in the
environment.

Performance Standard
The child shall be able to:
 Critically observes
and makes sense of things around
him/her
 Kakayahang gamitin
ang kamay at daliri
Actively listen to sounds around
him/her and is attentive to make
judgements and respond
accordingly
Learning Competency Code
KPKFM-00-1.3
KPKFM-00-1.4
LLKVPD -00-3
LLKVPD-00-5
LLKAPD-Ie-1
LLKAPD-Id-4
LLKAPD-Ie-5
Developmental domains: Teacher- Supervised Teacher- Supervised Teacher- Supervised Teacher Supervised Teacher Supervised
*Kalusugang Pisikal at Foot Poster: We use Lit-based Activity: Character Literature-based: What Sensory Walk – Poster : Sounds We
Papapaunlad ng kakayahang Motor Listening to sounds Hear In School
our feet to do different Mask Objectives: To identify the did you see ?
(Fine Motor)
things. different facial features Number of around us Objectives: To
* Language, Literacy and
Communication Objectives: tracing Materials: paper plate, cut-out participants: 4-6 Objectives: To differentiate the
Content Standard Number of shapes from colored papers, children identify the different different sounds
The child demonstrates an Players/Participants: 6- scissors, paste/glue Procedure: sounds around us around us
understanding of: 8 students Number of Players/Participants: 1. Distribute ½ Materials: notebook Materials: manila
 Similarities and Materials. construction 8 children lengthwise bond paper and pen for paper, scratch
differences of what he/she Teacher‟s use only papers, pencil,
paper or bond paper, Procedure: or construction paper
can see
scissors, glue, manila 1. Ask children to recall the to each child. (Teacher brings a crayons, paste/glue
 Sarilng kakayahang
sumubok, gamitin nang paper characters in the story and 2. Ask them to divide notebook and pen Participants: 8
maayos ang kamay upang Procedure: choose one they will make a mask their paper into three to take down notes children
lumikha/lumimbag 1. On each foot cut- for. parts to correspond to of the things that Procedure:
 How to discriminate the
 WORK different sounds in the out, have a child
environment. draw/write about one
PERIOD 1
thing he/she can do
Performance Standard
The child shall be able to: using her feet e.g.
 Critically observes and dance, climb, jump
makes sense of things 2. Have children paste
around him/her their drawings on the
 Kakayahang gamitin ang manila paper.
kamay at daliri 3. Write the title “We
 Actively listen to sounds use our feet to do
around him/her and is
attentive to make
different things.”
judgements and respond Independent
accordingly Foot Shape Book
Learning Competency Code Objectives: Identify things
KPKFM-00-1.3 we can do with our feet
KPKFM-00-1.4 Materials: 6-8 pages of ½
LLKVPD -00-3
crosswise paper, pencils,
LLKVPD-00-5
LLKAPD-Ie-1 crayons, stapler (Teacher
LLKAPD-Id-4 writes the title on each of
LLKAPD-Ie-5 the booklets.) Number of
Players/Participants: 8
children
Procedure:
1. Teacher traces the
footprint of each child and
cuts out at least 6-8 pages
of that footprint. She
staples the pages
together.
2. Let the children write
their name on the cover
page of the booklet
.3. ON each page of the
booklet, have them draw
things that they can do with
their feet..
4.Take down dictation as
needed.
2. Give each child a paper plate the beginning, middle the children will 1. Ask the children
and help him lay-out the shapes and end part of the see). to recall the things
on the paper plate to form a face. story. Number of they heard when
3. Ask each child to identify the 3. Have them draw Players/Participants they went around
different facial features. things/places that they : 8 children the school.
4. Have them show the masks to saw at the beginning, Procedure: 2. Give each child a
the rest of the class during middle and end of the 1. Teacher tells the piece of paper and
Meeting Time 2 story. children that they ask him to draw his
Independent Independent are going on a answer
Objectives: To identify and Spin the Bottle (colors) listening walk. 49 3. Take down
describe the things in the Objectives: color 2. Ask this question dictation as each
environment recognition “What body part do child tells you what
Materials: mini-books, pencil, Number of we need to be able he drew or you can
crayons, paste/glue, Participants: Players/Participants: 8 to listen to the sound out the
8 children 48 children sounds around us?” letters while guiding
Procedure: 1. Distribute the Materials: mineral Remind the children him how to write
booklets to each child. water bottle, color to refrain from the letters.
2. On the first page, have the cards , color graph talking to be able to 4. Paste their
child draw objects of different Preparation: Make a hear the sounds answers in the
colors. graph like the one very well. manila paper. Write
3. On the second page, let the below: How many 3. Walk around the the title of the
child draw objects of different times did it land on …. ? school and stop at activity.
shapes. Procedure: 1. Arrange certain spots where
4. On the third page, let the child the color cards around there are distinctive Independent
draw objects of different sizes. the circle. 2. At each sounds – children Ear Book: I can hear
5. Take down dictation as turn, a child spins the shouting, music different sounds
needed. bottle. 3. Have the child playing, etc. Objectives: To
identify the color of the 4. Teacher asks differentiate the
card to which the top them what they can different sounds
part of the bottle is hear around them. around us
pointing to. 4. Let them 5. Teacher takes Materials: shape
record how many times note of their booklets (ear
the spinner landed on a answers. This list will shape), markers,
particular color by be used in other crayons, pencils
drawing sticks on each activities. Participants: 8
column. Independent: children
Sound tracks Procedure:
Objectives: To 1. On each page,
identify ask children to list
environmental down things that
 sounds make sounds in the
Materials: tape environment.
recorder (Teacher 2. Take down
will record different dictation as needed.
sounds e.g. doorbell, 3. Write the title “ I
telephone, clap, can hear different
etc.) sounds. “
Preparation:
Teacher records
different
environmental
sounds e.g. animal
sounds, bell,
dripping of water,
telephone/cellphon
e
Participants: 8
children
Procedure: 1.
Teacher plays the
recorder.
2. Children listen to
a particular sound
and identify what it
is.
3. After the activity,
have children draw
things that make
sounds.
MEETING Developmental domains: Message: We see round Tula: Mata Song: Do you know??? Activity: Making sense Message: Some
Understanding the Physical and objects around us. Pag-usapan ang gamit ng mga mata of sentences sounds are high and
TIME 2 Natural Environment(PNE) A circle does not have straight sa tula. Activity: Does it rhyme? some are low.
Life Science: Body and the Senses sides and pointed corner. Some sounds are soft
Language, Literacy and Objectives: identify and some are loud.
Communication Questions: What round objects words that rhyme Activity: Sound Trip:
Content Standard do you see around us? Two little a nd ikot
Materials: none
The child demonstrates an ikot
understanding of body parts and Number of
their uses. players/participants:
-Increasing his/her conversation whole class during
skills
 circle time or in half
Performance Standard groups
The child shall be able to take care Procedure: 1. Read out
of oneself and environment and
able to solve problems encountered two words to the
within the context of everyday group.
living. 2. Ask the children to
- Confidently speaks and put their thumbs up if
expresses his/her feelings these two words rhyme
and ideas in words that –ex. pail- tail cow- pig.
make sense
3. Continue to activity
Learning Competency Code
PNEKBS-Ic-4 until you have
PNEKBS-Ic-5 read/called out at least
LLKOL-Ia-2 10 pairs of words.
SUPERVISE Developmental domains:
Pangangalaga sa Sariling
D RECESS Kalusugan at Kaligtasan
Content Standard
Ang bata ay nagkakaroon ng pang-
unawa sa kakayahang pangalagaan
ang sariling kalusugan at
kaligtasan
Performance Standard
Ang bawat bata ay nagpapamalas
ng pagsasagawa ng mga SNACK TIME (Teacher Supervised)
pangunahing kasanayan ukol sa
pansariling kalinisan sa pang-araw
araw na pamumuhay at
pangangalaga para sa sariling
kaligtasan
Learning Competency Code
KPKPKK-Ih-1
NAP
STORY Developmental domains: Ang Bilog na Itlog Ang mukha ni Bito Si Dilat, Si Pikit, Si We Hear with Our Ang Kuya ni Karina
Book and Print Awarness Procedure: Kindat, Si Kurap Ears
TIME Content Standard Procedure: 1. Paghahanda sa mga bata sa pakikinig Procedure:
The child demonstrates an 1. Paghahanda sa mga bata sa ng kwento. Procedure: Procedure: 1. Paghahanda sa mga
understanding of book familiarity pakikinig ng kwento. 2. Paglalahad ng mga bagay na dapat 1. Paghahanda sa mga 1. Paghahanda sa mga bata sa pakikinig ng
awareness that there is a story to 2. Paglalahad ng mga bagay na tandaan sa pakikinig ng kuwento. bata sa pakikinig ng bata sa pakikinig ng kwento.
read with a beginning and an end, dapat tandaan sa pakikinig ng 3. Pagkukuwento kwento. kwento. 2. Paglalahad ng mga
written by authors,illustrated with kuwento. 2. Paglalahad ng mga 2. Paglalahad ng mga bagay na dapat tandaan
someone 3. Pagkukuwento bagay na dapat tandaan bagay na dapat tandaan sa pakikinig ng kuwento.
Performance Standard sa pakikinig ng kuwento. sa pakikinig ng kuwento. 3. Pagkukuwento
The shall be able to use the book 3. Pagkukuwento 3. Pagkukuwento
 handle and turn the pages take care
of books, enjoy listening to stories
repeatedly and may play pretend-
reading and associates him/herself
with the story
Learning Competency Code
LLKBPA-00-2 to 8
WORK Developmental domains:
Language, Literacy and
PERIOD 2 communication
Mathematics
Content Standard
The child demonstrates an
understanding of :
*the sense of quantity and numeral
relations, that addition result in
increase and subtraction results in
decrease
*Information received by listening
to stories and be able to relate
within the context of their own
experience
Performance Standard
The child shall be able to *perform
simple addition and subtraction of
up to 10 0bjects or
pictures/drawing
*listen attentively and
respond/interact with peers and
teacher/adult appropriately
Learning Competency Code
MKC -00 -2 TO 4
MKME-00-1
MKME-00-2
MKME-00-3
LLKLC-00-1
LLKLC-00-2
Teacher- Supervised Title Teacher- Supervised Teacher- Supervised Teacher- Supervised Teacher- Supervised
of Activity: Story Map Scrapbook Lit-based Activity: Ribbon Me Fruit and Vegetable
Objective: to classify objects based Character Mask Ribbon Me Patterns
“Ang Itlog na Bilog -
Materials: a reel of
Kwento ni Al Santos at on a given attribute Objectives: To Objective: to
ribbon, scissors,
Guhit ni Josefina Sanchez” Number of Players/ Participants: 6- identify the different describe patterns To
Objective/Competency: 8 facial features Manila or kraft connect an abstract
To retell the story using Materials: old magazines Manila Materials: paper paper, glue, pencil idea to the real
locations on the map paper scissors glue/paste plate, cut-out shapes Procedure: world
Materials: large sheet of Preparation: Make a scrapbook by from colored papers, Use lengths of Number of Players/
binding ¼ sheets of Manila paper scissors, paste/glue ribbons to measure Participants: 6-8
manila paper, half-size
bond papers, white Procedure: Number of the different parts of Materials: variety of
cardboards, 1.Cut out pictures from old Players/Participants: the body fruits and
marker/pencils, masking magazines, newspapers and 8 children Procedure:  Make a Ribbon vegetables such as
tape, barbecue sticks catalogues. 1. Ask children to Me chart that will onion, orange,
Procedure: 2. Make a scrapbook divided up recall the characters show all the apple, banana,
into different categories such as in the story and measurements of cabbage Bond or
1. List down the different
one child.
places that the main animals, cars, food, people (girls/ choose one they will scratch paper pencil
character visited. boys or adults/ children). You could make a mask for. A Ribbon Me chart crayon
2. Ask the students to also incorporate numbers. 2. Give each child a can also show the Procedure:
draw, color and label the paper plate and help measurements of 1. Have the children
different places that the Independent him lay-out the the wrists of all look outside each
Number Books (quantities of 3) shapes on the paper children. piece of fruit or
main character visited.
Note: It is always
3. Paste the drawings on Objectives: To use numerals to plate to form a face. vegetable.
the manila paper. Make it describe and record quantities 3. Ask each child to important to note Encourage them to
look like a map. Materials: cut outs from magazines identify the different that all ribbons describe the shape,
4. On a white cardboard, scratch or bond paper Preparation: facial features. should start at the texture and
ask the children to draw, Make number books by cutting 4. Have them show same base line so markings.
color and label the main paper in half and binding these the masks to the rest that the children do 2. Ask the children
character and the other together. of the class during not get fooled by questions to force
characters he met in the Procedure: 1. Find pictures of Meeting Time 2. what they see. them to examine
story. Cut them out and familiar objects such as shoes, toys, each piece carefully:
tape a barbecue stick at food items. Independent Independent Which is green?
the back to make 2. Cut and paste 3 of each object/ Literature-based: Mixed Up Numbers Yellow? Orange?
item on 1 page. Label each page “3 What did you see ? Objectives: To read Which ones are
puppets.
5. As you and the whole
class read through the
story, place the character
figures at the appropriate
setting locations on the
map.
Independent
Lit-based Activity:
Mobile: Mga bagay na
nakita ng bilog na itlog
Objectives: Identify round
objects; recall story
details
Materials: cardboard or
construction paper,
crayons,, scissors,
paste/glue, yarn, hanger
Number of
Players/Participants: 6
children
Procedure:
1. Have each one draw
one thing that the round
egg saw as depicted in the
story.
2. Let them hang their
drawings on the hanger.
_____” Number of and recognize smooth? Bumpy?
participants: 4-6 number words To Which ones pull
children recognize the apart? Which one
Procedure: sequence of feels like paper?
1. Distribute ½ numbers Players: Which ones have
lengthwise bond small group tiny spots on the
paper or construction Materials: skin?
paper to each child. vocabulary cards of 3. Ask the children
2. Ask them to divide number words to draw each item 4.
their paper into three 1. Place the word Ask the children
parts to correspond cards at random in what they think
to the beginning, the chalk tray. each fruit or
middle and end part 2. Ask the students vegetable looks like
of the story. to say each word inside. Ask them to
3. Have them draw with you. predict if these
things/places that 3. Ask the children would have the
they saw at the to help you place same color on the
beginning, middle them in correct inside. Ask if they
and end of the story. sequence. expect to find seeds
4. Tell the children – few or many.
to hide their eyes Discuss the lines,
while a mischievous the shade of color.
kitten (you) comes 5. Cut each item
and change the open and talk about
order of the cards. what you discover.
5. The children close Look at the different
their eyes and lower patterns in each
their heads on their piece.
desk. 6. Ask the children
6. The teacher to draw what they
switches cards and see in the inside.
then calls on a pupil Independent
to return them to Number Lotto
the correct places. Objective: to match
Variation: Distribute numerals
the cards to the Number of Players/
children. Call one of Participants: 2-4
the word names. A Materials: lotto
student with the boards, 2 sets of
corresponding card number cards, 0-3

Developmental domains:
Kalusugang Pisikal at
pagpapaunlad ng kakayahang
Motor
INDOOR
/OUTDOOR
ACTIVITIES
Content Standard
Ang bata ay nagkakaroon ng pang-
unawa sa kanyang kapaligiran at
naiuugnay dito ang angkopna
paggalaw ng katawan.
How to discriminate the different
sounds in the environment
Performance Standard
Ang bata ay nagpapamalas ng
maayos na galaw at koordinasyon
is invited to stand. Procedure: 1. Give
each player a lotto
board.
2. Players take turns
to pick up a card
from the deck.
3. If the number
appears on their
board they use this
to cover the number
up.
4. Continue until
someone fills their
board.
People Counting Games Let’s See Circle Game Where is the Here I Am
(1,2,3) Tell the function of the sense organ. Objectives: To count sound? Objectives: To
*Ask the children to walk around the discriminate animal
Objectives : To count in in sequence To learn Objective: To listen
room with their eyes open.
sequence one-to-one sensitively and sounds
*Ask them to stop walking and to stand
To learn one-to-one still. correspondence To thoughtfully To follow directions
correspondence Ask them to tell who is standing next to develop body Procedure: Let the of the game
To develop body them. coordination To solve children sit quietly in Materials: mask or
coordination *Ask them how they know. problems To predict a circle. He/She neckerchief
*Ask the children to close their eyes Participants: whole
To develop a sense of outcomes should sit on a chair
and walk around their room.
rhythm Materials: chairs for in the center of the class
* Tell them to stop walking and to stand
Materials: ball or jump still. each player circle with his/her Procedure:
rope * Tell them not to open their eyes and Players: 6-8 players eyes covered. 1. Divide the class
Number of participants: try to guess who is standing next to Procedure: Children Another child is sent into groups. The
whole or small group them. stand in a circle with to another part of group members are
*Tell them to open their eyes and check assigned an animal
Procedure: their chairs behind the room and makes
Hopping Forward: “One,
if their guess is correct.
them. One child is an animal sound. sound. One will be
* Discuss what caused this difficulty.
Two, Three” (change designated to start The child in the the group leader
*Discuss what would happen if we have
direction) the counting, and this center of the circle who will make the
no eyes at all.
animal sound.
“One, Two, Three” (change child wears a hat to must try to point to
direction) clearly delineate his where the sound is 2. Then the
Bouncing Ball: “One, Two, or her from the coming from When members are
Three” (bounce the ball) others. The starter the child in the blindfolded and
begins the counting middle of the circle scattered around
and each child counts has figured out from the room. They do
not know where
off in sequence. The where the sound is
child who says the coming, the child their group leader
 ng mga bahagi ng katawan. last number in the who was hiding goes is.
Actively listen to sounds around sequence sits down. into the middle and 3. On signal start,
him/her and is attentive to make
The children go a new it is is chosen. the leader starts
judgements and respond
accordingly around and around Variation: Children and continuously
the circle, skipping may use sounds make the sound of
over those sitting other than animal the animal they
down, until only one sounds, perhaps represent.
child is left standing. sounds tied to a 4. The group
Repeat the activity particular theme members listen
exactly, starting with being studied in the carefully to their
the same child and classroom. sound and start
going in the same walking to source of
direction, using the their assigned
same sequence, and animal sound.
neither adding nor 5. The first group to
removing any assemble all its
children. Ask the members around
children to predict the leader will win
who they think will the game. Variation:
be the last one Assign another
standing. name to the groups.
Learning Competency Code Materials to be used
KPKGM –Ia-1 to 3 will depend on what
LLKAPD-Ie-1 the group
represents. Change
the leader of the
group from time to
time.
MEETING DISMISSAL ROUTINE
TIME 3
REMARKS
REFLECTIO
N
A. No. of learners
who earned 80% of
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
work well? Why did
these work?
F. What difficulties
did I encounter
which my
principal /supervisor
can help me solve?
G. What innovation
or localized
materials did I
use/discover which I
wish to share with
other teacher?