School JOSE P.

DIZON ELEMENTARY SCHOOL

Teaching Dates October 10-14,2022
Teacher MARIA ISABEL G. CABRERA

KINDERGATEN Content The child demonstrates an understanding of body

Standards parts and their uses Week Number 8

The child shall be able to take care of oneself and

Performance the environment and able to solve problems Quarter First
Standards
encountered within the context of everyday living

DAILY LESSON LOG Most Essential

Learning • Name the five senses and their corresponding body parts (PNEKBS-Ic-4)
Competencies

PROCEDURES CONTENT
(BLOCKS OF TIME) MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
ARRIVAL TIME
(8:00-8:10/ Arrival Routine
12:00-12:10) National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan

Meeting time routine

MEETING TIME 1
(8:10-8:20/ Introduction of message for the day by asking the guide questions below
12:10-12:20)

I can feel soft,hard, I have a mouth, teeth, lips I can taste with my
I have a nose. I can smell
MESSAGE *HOLIDAY: LA NAVAL with my nose. smooth and rough objects and tongue. These help me tongue. I can identify
with my hands. speak and eat. different tastes.
 I have a nose. I can smell I can feel soft,hard, I have a mouth, teeth, lips I can taste with my
MESSAGE *HOLIDAY: LA NAVAL with my nose. smooth and rough objects and tongue. These help me tongue. I can identify
with my hands. speak and eat. different tastes.

What are the parts of your

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

TRANSITION TO The teacher gives instructions on how to do the independent activities, answer any
WORK PERIOD 1 questions, and tells the learners to join their group and do the assigned tasks.
WORK PERIOD 1
(8:20-9:05/
12:20-1:05)

TEACHER- Touch and Tell

(soft, hard. Smooth and
SUPERVISED Smelling Jars
rough)
Mouth Puppet Name the Taste
ACTIVITY

 Use their senses to  Use the senses to

 Use their senses to perform simple experiments perform simple experiments
LEARNING perform simple experiments in classifying objects
 Can cut and paste paper in classifying objects
CHECKPOINTS in classifying objects (texture – (taste – salty, sweet,
(good/bad smell) soft/hard/smooth/rough)
sour)

1. Smell and Match

INDEPENDENT 2. Texture /Taste Sorting
ACTIVITIES 3. Picture Puzzles
4. Food Chart: Sweet, Sour, Bitter, Salty Foods
 * Use the senses to observe and perform simple experiments in classifying objects
LEARNING * Classify objects according to observable properties like texture
CHECKPOINTS * Piece puzzles together
* Sort and classify objects according to one attribute/property (taste)

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 to start packing away the materials
MEETING TIME 2 they used and be ready for Meeting Time 2. A transition song or a countdown may be used.

MEETING TIME 2
(9:05-9:15/
1:05-1:15)

QUESTIONS/ Singing a song Singing a song Singing a song Singing a song

ACTIVITY

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
(9:15-9:30/
1:15-1:30)

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, brush
QUIET TIME their teeth, change their wet clothes, and have their Quiet Time.

QUIET TIME
(9:30-9:40/
1:30-1:40)

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 proceeds with the
STORY TIME pre-reading activities and makes sure that the learners are listening attentively

STORY Theme: Any Theme: Any Theme: Any Theme: Any

TELLING/RHYMES/P age and age and age and age and
OEMS/SONGS culturally culturally culturally culturally
(9:40-9:55/ appropriate appropriate appropriate appropriate
1:40-1:55) story based on lesson. story based on lesson. story based on lesson. story based on lesson.

TRANSITION TO After the post-reading activities, the teacher gives instructions regarding the teachersupervised
and independent activities, answers any questions, and tells the learners to
WORK PERIOD 2 join their group and do the assigned tasks.

WORK PERIOD 2 HOMEROOM GUIDANCE

(9:55-10:35/ 9:55-11:00/
1:55-2:35) 1:55-3:
TEACHER- Hand Game
Same and Lift the Bowl (concrete up (connecting level up to
SUPERVISED Different (smell)
to quantities of 3) quantities of 3)
ACTIVITY
QUARTER 1
STANDARDS:
Understand the
importance of
oneself
and others
COMPETENCIES: Gain
 QUARTER 1
STANDARDS:
Understand the
importance of
oneself
and others
 Use their senses to COMPETENCIES: Gain
observe and perform simple  Combine elements of two  Combine elements of two understanding of
LEARNING experiments sets using concrete objects sets using concrete objects oneself and others
CHECKPOINTS in classifying objects to represent the concept of to represent the concept of
(same and different smell) addition (up to 3) addition (up to 3)

MELCS:
Identify
the importance of
oneself as a member
of family and
community
HGKPS-Ii.1-15

INDEPENDENT 1. Play Dough Food

2. Number Books (quantities of 3)
ACTIVITIES 3. Find 3

*Mold clay into recognizable figures

LEARNING *Understand the quantity of three
CHECKPOINTS *Write numerals 0 to 3
*Add quantities up to 3
 The teacher reminds the learners about the time left in Work Period Time 2
around
TRANSITION TO 15 minutes before Indoor/Outdoor Games. After 10 minutes, the teacher tells
INDOOR/OUTDOOR the
GAMES 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 Unstructured Unstructured Unstructured
(10:35-10:55/ Free Play Free Play Free Play
2:35-2:55)

 Interpret emotions in music

LEARNING  Participate actively in games
CHECKPOINTS
 Listen discriminately and respond appropriately

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

Learners identify the Learners identify the parts

MEETING TIME 3 Learners identify the of the mouth and
soft, hard, smooth and
(10:55-11:00 objects with good and bad rough objects using their to recall that tongue is
2:55-3:00) smell using their nose. for tasting.
hands.
 WRAP-UP The teacher acknowledges the learners’ sharing and encourages them to come
QUESTIONS/ back
ACTIVITY so they can still learn more.

DISMISSAL ROUTINE

REMARKS

REFLECTION

A. No. of Learners who

earned 80% in the
evaluation.
____ no of learners who earned 80% and above.

B. No. of Learners who

require additional
activities for
remediation.
____no. of learners who requires additional activities for remediation.

C. Did the remedial

lessons work? No. of
Learners who have caught
up with the lesson.
__Yes __ No
___ of learners who caught up the lesson.

D. No. of Learners who

continue to require
remediation.
___ 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)
E. Which of my teaching __ Rereading of paragraphs/Poems/Stories
strategies worked well? __ Differentiated Instruction
Why did these work? __ 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

__Pupil’s behavior/attitude
F. What difficulties did __ Unavailable Technology Equipment (AVR/LCD)
I encounter which my __Science/Computer
principal or supervisor __ Internet Lab
can help me solve? __ Additional Clerical Works
 Planned Innovations:
__Contextualized/Localized and Indigenized IM’s
G. What innovation or __ Localized Videos
localized materials did __ Making big books from
I use/discover which I
wish to share with other views of the locality
teachers? __ Recycling of plastics to be used as Instructional Materials
__ local poetical composition

Prepared: Checked: Noted:

MARIA ISABEL G. CABRERA ALMA M. ANGELES LUCKY PAUL M. DAVID

Kinder Teacher Master Teacher I OIC-Head Teacher III
 School JOSE P. DIZON ELEMENTARY SCHOOL
Teaching Dates October 10-14,2022
Teacher MARIA ISABEL G. CABRERA

KINDERGATEN
Content The child demonstrates an understanding of body
Week Number 8
Standards parts and their uses

The child shall be able to take care of oneself and

Performance the environment and able to solve problems Quarter First
Standards
encountered within the context of everyday living

Most Essential
DAILY LESSON LOG Learning • Name the five senses and their corresponding body parts (PNEKBS-Ic-4)
Competencies

PROCEDURES CONTENT
(BLOCKS OF TIME) MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
ARRIVAL TIME
(8:00-8:10/ Arrival Routine
12:00-12:10) National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan

Meeting time routine

MEETING TIME 1
(8:10-8:20/ Introduction of message for the day by asking the guide questions below
12:10-12:20)

I have a nose. I can smell I can feel soft and hard I can feel I have a mouth, teeth, lips I can taste with my
MESSAGE with my nose. objects with my hands.
smooth and rough objects with and tongue. These help me tongue. I can identify
my hands. speak and eat. different tastes.
 I can feel I have a mouth, teeth, lips I can taste with my
I have a nose. I can smell I can feel soft and hard
MESSAGE with my nose. objects with my hands.
smooth and rough objects with and tongue. These help me tongue. I can identify
my hands. speak and eat. different tastes.

What are the parts of your

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

TRANSITION TO The teacher gives instructions on how to do the independent activities, answer any
WORK PERIOD 1 questions, and tells the learners to join their group and do the assigned tasks.
WORK PERIOD 1
(8:20-9:05/
12:20-1:05)

TEACHER- Touch and Tell Touch and Tell (smooth and

SUPERVISED Smelling Jars (soft and hard)
rough)
Mouth Puppet Name the Taste
ACTIVITY

 Use their senses to  Use the senses to

 Use their senses to perform  Use their senses to
simple experiments perform perform simple experiments
LEARNING perform simple experiments
in classifying objects
simple experiments
 Can cut and paste paper in classifying objects
CHECKPOINTS in classifying objects (texture – soft/hard) in classifying objects (taste – salty, sweet,
(good/bad smell) (texture – smooth/ rough)
sour)

1. Smell and Match

INDEPENDENT 2. Texture /Taste Sorting
3. Picture Puzzles
ACTIVITIES 4. Food Chart: Sweet, Sour, Bitter, Salty Foods

* Use the senses to observe and perform simple experiments in classifying objects
LEARNING * Classify objects according to observable properties like texture
* Piece puzzles together
CHECKPOINTS * Sort and classify objects according to one attribute/property (taste)
 * Use the senses to observe and perform simple experiments in classifying objects
LEARNING * Classify objects according to observable properties like texture
* Piece puzzles together
CHECKPOINTS * Sort and classify objects according to one attribute/property (taste)

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 to start packing away the materials they used and be ready for Meeting Time 2. A
MEETING TIME 2 transition song or a countdown may be used.

MEETING TIME 2
(9:05-9:15/
1:05-1:15)

QUESTIONS/ Singing a song Singing a song Singing a song Singing a song Singing a song
ACTIVITY

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
(9:15-9:30/
1:15-1:30)

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, brush
QUIET TIME their teeth, change their wet clothes, and have their Quiet Time.
 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, brush
QUIET TIME their teeth, change their wet clothes, and have their Quiet Time.

QUIET TIME
(9:30-9:40/
1:30-1:40)

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 proceeds with the
STORY TIME pre-reading activities and makes sure that the learners are listening attentively

STORY Theme: Any Theme: Any Theme: Any Theme: Any Theme: Any
TELLING/RHYMES/P age and age and age and age and age and
OEMS/SONGS culturally culturally culturally culturally culturally
(9:40-9:55/ appropriate appropriate appropriate appropriate appropriate
1:40-1:55) story based on lesson. story based on lesson. story based on lesson. story based on lesson. story based on lesson.

TRANSITION TO After the post-reading activities, the teacher gives instructions regarding the teachersupervised and independent activities,
answers any questions, and tells the learners to
WORK PERIOD 2 join their group and do the assigned tasks.

WORK PERIOD 2 HOMEROOM GUIDANCE

(9:55-10:35/ 9:55-11:00/
1:55-2:35) 1:55-3:
TEACHER- Hand Game
Same and Lift the Bowl (concrete up (connecting level up to Favorite Food
SUPERVISED Different (smell)
to quantities of 3) quantities of 3)
Survey
ACTIVITY
QUARTER 1
STANDARDS:
Understand the
importance of
oneself
and others
 Use their senses to COMPETENCIES: Gain
observe and perform simple  Combine elements of two  Combine elements of two  Collect data on one understanding of
LEARNING sets using concrete
experiments sets using concrete objects variable
objects to represent the to represent the concept of create and (favorite food), oneself and others
CHECKPOINTS in classifying objects
concept of addition (up to
discuss simple
(same and different smell) addition (up to 3) pictographs
3)

MELCS:
Identify
 QUARTER 1
STANDARDS:
Understand the
importance of
oneself
and others
 Use their senses to COMPETENCIES: Gain
 Combine elements of two
observe and perform simple sets using concrete  Combine elements of two  Collect data on one understanding of
LEARNING experiments
objects to represent the
sets using concrete objects variable (favorite food), oneself and others
CHECKPOINTS in classifying objects concept of addition (up to to represent the concept of create and discuss simple
(same and different smell) addition (up to 3) pictographs
3)

MELCS:
Identify
the importance of
oneself as a member
of family and
community
HGKPS-Ii.1-15
1. Food Picture Cards Sort
INDEPENDENT 2. Play Dough Food
ACTIVITIES 3. Number Books (quantities of 3)
4. Find 3

*Describe objects based on their taste

*Sort and classify objects according to taste
LEARNING *Mold clay into recognizable figures
CHECKPOINTS *Understand the quantity of three
*Write numerals 0 to 3
*Add quantities up to 3

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/
GAMES Outdoor Games. A transition song or countdown may be used.

INDOOR/OUTDOOR
GAMES Unstructured Unstructured Unstructured Unstructured
(10:35-10:55/ Free Play Free Play Free Play Free Play
2:35-2:55)
INDOOR/OUTDOOR
GAMES Unstructured Unstructured Unstructured Unstructured
(10:35-10:55/ Free Play Free Play Free Play Free Play
2:35-2:55)

LEARNING Participate Actively

CHECKPOINTS

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 3. A
MEETING TIME 3 transition song or countdown may be used.

Learners identify the parts

MEETING TIME 3 Learners identify the Learners identify the Learners identify the of the mouth and
(10:55-11:00 objects with good and bad soft and hard objects smooth and rough objects to recall that tongue is
2:55-3:00) smell using their nose. using their hands. using their hands. for tasting.

WRAP-UP
The teacher acknowledges the learners’ sharing and encourages them to come back
QUESTIONS/ so they can still learn more.
ACTIVITY

DISMISSAL ROUTINE

REMARKS

REFLECTION

A. No. of Learners who

earned 80% in the
evaluation.
____ no of learners who earned 80% and above.

B. No. of Learners who

require additional
activities for
remediation.
____no. of learners who requires additional activities for remediation.
B. No. of Learners who
require additional
activities for
remediation.
____no. of learners who requires additional activities for remediation.
 B. No. of Learners who
require additional
activities for
remediation.
____no. of learners who requires additional activities for remediation.

C. Did the remedial

lessons work? No. of
Learners who have caught
up with the lesson.
__Yes __ No
___ of learners who caught up the lesson.

D. No. of Learners who

continue to require
remediation.
___ 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)
E. Which of my teaching __ Rereading of paragraphs/Poems/Stories
strategies worked well? __ Differentiated Instruction
Why did these work? __ 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

__Pupil’s behavior/attitude
F. What difficulties did __ Unavailable Technology Equipment (AVR/LCD)
I encounter which my __Science/Computer
principal or supervisor __ Internet Lab
can help me solve? __ Additional Clerical Works
 __ Bullying among pupils
__Pupil’s behavior/attitude
F. What difficulties did __ Unavailable Technology Equipment (AVR/LCD)
I encounter which my __Science/Computer
principal or supervisor __ Internet Lab
can help me solve? __ Additional Clerical Works
F. What difficulties did __ Unavailable Technology Equipment (AVR/LCD)
I encounter which my __Science/Computer
principal or supervisor __ Internet Lab
can help me solve? __ Additional Clerical Works

Planned Innovations:
__Contextualized/Localized and Indigenized IM’s
G. What innovation or __ Localized Videos
localized materials did __ Making big books from
I use/discover which I
wish to share with other views of the locality
teachers? __ Recycling of plastics to be used as Instructional Materials
__ local poetical composition

Prepared: Checked: Noted:

MARIA ISABEL G. CABRERA ALMA M. ANGELES LUCKY PAUL M. DAVID

Kinder Teacher Master Teacher I OIC-Head Teacher III
KINDERGATEN
School JOSE P. DIZON ELEMENTARY SCHOOL Teaching Dates April 3-7, 2017
Teacher MARIA ISABEL G. CABRERA Week Number 40
DAILY Content Quarter Fourth
LESSON LOG
PROCEDURES CONTENT
OBJECTIVES
(BLOCKS OF TIME) MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Developmental Domain(s)

Content Standard

Daily Routine Daily Routine Daily Routine Daily Routine Daily Routine
National Anthem National Anthem National Anthem National Anthem National Anthem
Opening Prayer Opening Prayer Opening Prayer Opening Prayer Opening Prayer
ARRIVAL TIME Exercise Exercise Exercise Exercise Exercise
Performance Standard Kamustahan Kamustahan Kamustahan Kamustahan Kamustahan
Balitaan Balitaan Balitaan Balitaan Balitaan

Learning Competency Code

Developmental Domain(s)

Content Standard

MEETING TIME 1
Performance Standard

Learning Competency Code

Developmental Domain(s)

Content Standard
WORK PERIOD 1
Performance Standard

Learning Competency Code

Developmental Domain(s)

Content Standard

MEETING TIME 2
Performance Standard

Learning Competency Code

Developmental Domain(s)

Content Standard

SUPERVISED
RECESS Performance Standard
SNACK TIME (TEACHER-SUPERVISED)

Learning Competency Code

 NAP TIME
Developmental Domain(s)

Content Standard

STORY
Performance Standard

Learning Competency Code

Developmental Domain(s)

Content Standard

WORK PERIOD 2
Performance Standard

Learning Competency Code

Developmental Domain(s)

Content Standard

INDOOR/OUTDOOR
PLAY Performance Standard
 INDOOR/OUTDOOR
PLAY

Learning Competency Code

MEETING TIME 3 DISMISSAL ROUTINE

REMARKS

REFLECTION

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?

Prepared by: Checked by:

MARIA ISABEL G. CABRERA ENRIQUE P. CAPULONG
Kinder Teacher Principal I