Kindergarten School Teaching Dates

Daily Lesson Log Teacher Week No. 1

Content Focus Nakikilala ang Sarili Quarter One
Most Essential 1. Nakikilala ang sarili (SEKPSE-00-1)
Learning 1.1 Pangalan at apelyido. (SEKPSE-Ia-1.1)
Competencies 1.2 Kasarian. (SEKPSE-Ib-1.2)
1.3 Gulang at kapanganakan. (SEKPSE-Ic-1.3)
1.4 Gusto/di-gusto (SEKPSE-IIc-1.4)
2. Use the proper expression in introducing oneself e.g I am / My name is _______. (LLKVPD-la-13)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME (August 22, 2022) (August 23, 2022) (August 24, 2022) (August 25, 2022) (August 26, 2022)
Arrival Time
(7:20-7:30)
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
Psychosocial Activity
(7:30-8:30) (1:00-2:00)
“Safe Animal Activity” “There’s an Emergency” “Cloud Relaxation” “Let’s Use Our Voice” “How Are You Today?”

1. Give the learners short 1. Let the learners know that 1. Teacher invites learners to 1. Learners stand in a circle 1. Draw the following
bond paper they are safe with you. be in a comfortable seated around the teacher. The emoticons on the
2. Ask them animal that 2. Do a grounding/breathing position. teacher holds his/her hand at blackboard side by side, or
makes them safe and give it a exercise. 2. The teacher invites his/her waist (middle) and cut out emoticons and tape
name 3. Let them know you are learners to breathe gently, learners begin to sing a note them on the board.
3. Give them time to draw going to practice handling relaxing their chest and at medium (normal) volume. 2. Choose four or all of the
4. Ask them to draw a habitat emergency situations to shoulders as they do so, and The provides the example for above emotions, draw one
for their safe animal prepare them in case noticing how their stomachs the medium tone. each on a piece of short
5. Once finishes, ask them to something happens. expand when they inhale, and 2. The teacher then raises her bond paper.
share their artwork 4. On the blackboard, write contract as they exhale; they hand high above her head 3. Then photocopy your
6. Let them tell their story down the names and may even want their learners and the learners increase the emotions of choice in the
numbers of people to contact to check if they are breathing volume to very loud (they can size of a flashcard or ¼
FOLLOW UP ACTIVITY in case of an emergency correctly by putting their also clap hands, stomp feet, bond paper each. Make
1. Pretend to be in the forest situation. Explain that an hands on their bellies to or yell to make as much noise enough copies for each of
and your safe animals emergency is one where check ( and then reminding as possible). your learners to have one
2. Stand in circle, then begin there is a life threatening them they can let go of their 3. Then the teacher drops her out of the four emotions.
to walk (like wheels on the circumstance, bellies when the script hand down to her E.g. If you choose four
bus) ask one learner to sound or when you are being begins). knees to signal very quiet emotions: happy, sad,
and walk like his or her safe constantly emotionally hurt 3. Teacher reads the script in sound and the learners drop angry, excited. For 20
animal and everyone will (e.g. bullying) a soothing, soft tone, giving their voices to a very low learners, make 5 copies per
follow. 5. Ask learners to write these instructions gently and slowly, whisper. emotion. Or you can draw
3. After 10 seconds switch in their notebooks. to encourage relaxation. 4. The teacher moves back these also in ¼ sheet paper
with other learner. 6. Share with them a specific Teacher needs to keep her and forth between the 3 instead of photocopying.
example: e.g. in case of an eyes open volume levels, eventually
earthquake, or if someone in stopping back in the middle at PART 1
WRAP US DISCUSSION school is physically hurt and DISCUSSION GUIDE normal volume to regulate the 1. Ask each learner to stand
 Talk about the needs to go to the hospital,  How do you feel? learners back to normal. up row by row (if you want
importance of safety what should they do?  How does your body there to be order in the
and what steps they 7. You may brainstorm and feel? MODIFICATION classroom) or randomly, to
can take when they role play if there is time.  What did you notice Animal Orchestra write their names
don’t feel safe in their about your breath? 1. The learners are divided underneath the emoticon
bodies or in their DISCUSSION GUIDE  What do you think into groups. that represents how they
environment. (You Emphasize: about breathing? 2. Each group uses the sound are feeling in the moment.
can do this in the big  Keeping safe in  How important is it? of an animal to make their 2. When everyone is done,
circle after pretending school and at home is sound. E.g. oink, oink arf, ask them what they noticed
to be an animal in the important. Sometimes no discussion is arf. about the class, and how
forest.)  Physical safety needed here, if the main 3. The teacher as the the class in general is
means getting to a objective is to calm your class conductor at the center of all feeling today. (They may
safe place, or helping the groups, gestures high, say, some of us are sad,
 Stress that the most down. Notes for discussion:
some are happy, etc.)
someone feel safe in Say: sometimes when we are middle or low for each group.
important thing they
their bodies. (e.g. stressed our bodies feel tight, 3 You can have a brief
need to know to help
someone out of and our breath is short; it DISCUSSION GUIDE discussion on how to
the feel safe s they
breath, or in a state of comes only to our chest. One  What did you notice support each other as
need to run to safety
panic, or someone way to relax is to breathe. It about your voice and classmates, especially
and find an adult. In
who needs to get to a helps all our organs function ability to make it those who are not feeling so
case of unsafety
hospital. well, and helps us to be louder or softer? good. Ask for examples on
emotionally or in their
 Emotional safety healthy, when we breathe  Do you ever feel like how to help others feel
bodies they need to
means feeling free to properly, all the way to our you want to shout better. List these on the
tell the adult that they
be yourself in school stomachs. very loudly but try not blackboard too.
can trust (teacher if
and at home without to, or whisper, but 4. Continue the exercise
they are at school,
someone putting you We may also want to talk cannot? and ask for 4 volunteers.
parents if at home)
down. Discipline is about other emotions and  What does that feel Give each one one of the
when they do not feel
necessary at school how this affects our breathing like for you? emoji drawings you
safe.
and at home but prepared on the short bond
patterns (i.e. when we feel  Which voice feels
bullyingis not. angry or scared, our breathing paper or any large sheet of
most relaxed for you?
pattern is short and fast). paper.
WRAP UP DISCUSSION / Breathing deeply is a way for 5. Ask them to spread out
WRAP UP DISCUSSION /
ACTIVITY us to regulate our emotions. and stand wherever they
ACTIVITY
 What did you learn Shortness of breath can lead like within visible range of
today? to impulsive actions such as their
Voice modulation is also a
 What would you do to shouting or throwing so classmates in the activity
way of regulating our energy.
call for help? breathing can help us space.
Notice your voice and
preempt this. You may also 6. Gather the rest of your
 In school, if a the tension in your face and
learners to the center of the
classmate or want to integrate this into neck. How loudly or softly do
someone is in trouble, check in activities -- if they’re you speak? The tone area and then distribute one
who would you feeling 8 to 10 in the stress of your voice is one way to small card to each learner.
contact or call? spectrum, they can do deep help others feel your support 7. Tell them not to look at
breathing as a way to and compassion. their emoji yet, and that
regulate. when you say ready, set, go
- they
WRAP UP DISCUSSION / must run to the volunteer
ACTIVITY holding up the same
Talk about the importance of emotion on their flash card.
breathing to stay calm and The first group that
healthy. completes their group wins.
8. Teacher stands at the
center and gives
instructions.
9. Teacher will point to a
group, and all learners in
the group together show the
emotion they were assigned
to with action and sound.
What does the emotion look
like in your body? What
sound would you make?
10. Teacher acts like a
music conductor and points
to the various emotions
making it fun by pointing to
one group after another
randomly.
11. After everyone has a
round of acting out their
emotion, teacher collects
their flashcards and shuffles
them, and then re-
distributes one card per
learner. And the game
repeats.

DISCUSSION GUIDE
 What different
emotions did you
learn about today?
 Tell a story about
when you felt that
emotion.
 What does that
emotion feel like in
 your body?
 How do you feel
when you are
moving?
 How do you feel
when you are
breathing?

WRAP UP DISCUSSION /
ACTIVITY
 How do you feel
now?
 What did you learn
about emotions
today?
Remember: It’s okay to feel
different feelings, what’s
most important is that you
don’t hurt yourself or
anyone or destroy anything.

End with the song: “Kung

Ikaw ay masaya tumawa
ka.”
Meeting Time 1
(8:30-8:40) (2:00-2:10)
Messages Mayroon akong pangalan. Ako ay lalaki. Ako ay ipinanganak noong Ang bawat tao ay naiiba Ano man ang ating
Ang pangalan ko ay Ako ay babae. __. ang mga gusto at di-gusto. pangalan, kasarian, edad
_______. Ako ay _____ taong Mayroon man tayong mga at pagkakaiba sa mga
May dalawang kasarian, ito gulang. pagkakapareho sa mga bagay na ating gusto at
Ang bawat tao sa mundo ay babae at lalaki. Bawat bagay na ating gusto, ang di-gusto, tayo ay dapat
ay mayroong pangalan na kasarian ay may angkop na Ang bawat tao ay bawat isa ay mayroon ring makuntento at maging
ibinigay ng kanilang kagamitan at kasuotan na nagdiriwang ng kaarawan, pagkakaiba. masaya sapagkat ito ay
magulang, kung kaya’t ginagamit sa pang araw- isang beses sa loob ng biyaya mula sa ating
hindi ito dapat ikahiya araw. Alalahaning mabuti isang taon. Sa tuwing tayo Diyos. Matuto tayong
bagkus ito ay ipagmalaki. na ano mang kasarian ay magdiriwang ng gumalang at rumespeto
mayroon ang isang tao ay kaarawan ay sa pagkakaiba ng bawat
nararapat na ito ay igalang nadaragdagan ng isang isa.
at irespeto. taon ang ating gulang o
edad.

Questions  Ano ang iyong buong  Sino sino ang mga lalaki  Kailan ang iyong  Ano ang mga bagay na Song: The More We Get
pangalan? sa klase? kaarawan? iyong gusto? Together
 Song: Where is ______?  Sino sino ang mga babae  Ilang taon ka na?  Ano ang mga bagay na
(KTG, p. 64) sa klase? hindi mo gusto?
 Sa anong buwan ng taon
 Sino ang mas marami, kabilang ang iyong
lalaki o babae? kaarawan?

 Ano ang mga angkop na Poem: Kaarawan Ko

kagamitan at kasuotan (KTG, p. 64)
para sa lalaki? Babae?

Competencies 1. Nakikilala ang sarili (SEKPSE-00-1)

1.1 Pangalan at apelyido. (SEKPSE-Ia-1.1)
1.2 Kasarian. (SEKPSE-Ib-1.2)
1.3 Gulang at kapanganakan. (SEKPSE-Ic-1.3)
1.4 Gusto/di-gusto (SEKPSE-IIc-1.4)
2. Use the proper expression in introducing oneself e.g I am / My name is ______. (LLKVPD-la-13)
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
Period 1 within the allotted time.
Work Period 1
(8:40-9:05) (2:10-2:35)
Teacher- Name Tag Clothes Sorting Birthday Invitation Making Things I Like, Things I Introduce Yourself
Supervised Activity (KTG, p. 7) (KTG, p. 54-55) Don’t Like

Competencies  Nakikilala ang sarili  Nakikilala ang sarili  Nakikilala ang sarili  Nakikilala ang sarili  Nakikilala ang sarili
1.1 Pangalan at apelyido 1.2 Kasarian 1.3 1.4 gusto/di-gusto (SEKPSE-00-1)
(SEKPSE-00-1) (SEKPSE-00-1) gulang/kapanganakan (SEKPSE-00-1) 1.1 Pangalan at
(SEPKSE-Ia-1.1) (SEKPSE-Ib-1.2) (SEKPSE-00-1)  (SEKPSE-Ic-1.4) apelyido. (SEKPSE-Ia-
 Nakaguguhit,  Nakikilala at natatanggap (SEKPSE-Ic-1.3)  Naisasagawa ang mga 1.1)
nakapagpipinta at ang pagkakaiba ng tao:  Naisasagawa ang mga sumusunod na 1.2 Kasarian.
nakapagkukulay ng iba’t kasarian sumusunod na kasanayan: pagbakat, (SEKPSE-Ib-1.2)
ibang bagay o gawain (SEKPP-Ib-1) kasanayan: pagtiklop ng pagkopya ng larawan, 1.3 Gulang at
(dekorasyon sa “name  Naisasagawa ang papel (KPKFM-00-1.2), hugis, at titik kapanganakan.
tag”, kasapi ng mag- sumusunod na pagbakat, pagkopya ng (KPKFM-00-1.4) (SEKPSE-Ic-1.3)
anak, gawain ng bawat kasanayan: larawan, hugis, at titik  Talk about likes/dislikes 1.4 Gusto/di-gusto
kasapi ng mag-anak, pagpilas/paggupit/ (KPKFM-00-1.4) (foods, pets, toys, (SEKPSE-IIc-1.4)
mga alagang hayop, mga pagdikit ng papel  Nakaguguhit, games, friends, places)  Use the proper
halaman sa paligid) (KPKFM-00-1.3) nakapagpipinta at (LLKOL-Ic-15) expression in
(SKMP-00-2)  Sort and classify objects nakapagkukulay ng iba’t  Express simple ideas introducing oneself e.g.,
according to one ibang bagay o gawain through symbols (e.g., I am/My name is ______
attribute/property (dekorasyon sa “name drawings, invented (LLKVPD-Ia-13)
 (function/use) tag”, kasapi ng mag- spelling) (LLKC-00-1)
(MKSC-00-6) anak , gawain ng bawat
kasapi ng mag-anak,
mga alagang hayop,
mga halaman sa paligid)
(SKMP-00-2)
 Show readiness to try  Name and identify the  Say their birthday  Name/identify the things  Use proper expression
Learning new experiences things and clothes that they like/things they in introducing oneself.
Checkpoints  Decorate their name tag belong to girls/boys don’t like

 Name Design (KTG, p. 56-57)

Independent  Name Necklace (KTG, p. 54)
Activities  Play dough: My Birthday Cake (KTG, p. (KTG, p. 57)
 Sequencing Pictures (KTG, p. 58)
 Nakikilala ang sarili: pangalan at apelyido (SEKPSE-Ia-1.1)¸ gulang/kapanganakan (SEKPSE-Ic-1.3)
 Recognize one’s given name by sight (LLKAK-Ia-6)
 Identify the letters of one’s given name (LLKAK-Ic-1)
 Write one’s given name (LLKH-00-5)
 Naisasagawa ang mga sumusunod na kasanayan: pagmomolde ng luwad (clay), pagbuo ng puzzles (KPKFM-00-1.5)
Competencies  Nakaguguhit, nakapagpipinta at nakapagkukulay ng iba’t ibang bagay o gawain (dekorasyon sa “name tag”, kasapi ng mag-anak , gawain ng
bawat kasapi ng mag-anak, mga alagang hayop, mga halaman sa paligid) (SKMP-00-2)
 Nakapagmomolde ng luwad (clay) sa nais na anyo (SKMP-00-6)
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 Identify sequence of events (before, after, first, next, last) (MKSC-00-9)
 Describe how one grows and changes (PNEKBS-Ij-7)
 Count the letters in their name and write the numerals
Learning  Know how old they are
Checkpoints  Make recognizable figures out of clay and blocks
 Sequence the pictures correctly
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
Transition to
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
Meeting Time 2
be used.
Meeting Time 2
(9:05-9:15) (2:35-2:45)
Questions/Activity  Song: Where is  Activity: Counting boys  Song: Lubi-Lubi  Show Height Chart  Song: The More We
______? and girls Get Together
 Sino ang ipanganak ng  Sino ang
 Aling grupo ang may buwan ng _______? pinakamatangkad sa
pinakamaraming klase? Pinakmababa?
miyembro?  Ilan ang ipinanganak
 sa buwan ng ______?  Sino sino ang may
 Aling grupo ang may parehong taas?
pinakakaunting  Activity: Learners
miyembro? stand when their  Ilan ang mga batang
birthdays fall on the may parehong taas?
month mentioned by
the teacher. Other
learners count them.
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
Transition to sanitizing their hands.
Health Break/
Quiet Time After their health break, the teacher reminds the children to pack away the things they used during recess time, clean up their eating area, throw
their trash in the trash bin, sanitize their hands, and have their Quiet Time.
Supervised Recess
(9:15-9:30) (2:45-3:00)
Quiet Time
(9:30-9:40) (3:00-3:10)
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,
Transition to Story
the teacher proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Time

Story Time
(9:40-9:55) (3:10-3:25)
Story
Pre-reading  Theme: Any age and a  Theme: Any age and a  Theme: Any age and a  Theme: Any age and a  Theme: Any age and a
Activity culturally appropriate culturally appropriate culturally appropriate culturally appropriate culturally appropriate
story about names. story about similarities story about where we story about things they story about children
and differences between live. like and dislike. growing.
boys and girls.

 Define difficult words.  Define difficult words.  Define difficult words.  Define difficult words.
 Define difficult words.
 Motivation question: Who  Motivation question:  Motivation question:  Motivation question:
has a unique name in the What are the similarities  Motivation question: What are the things you How can you say that
class? and differences What are the different like or dislike? you are growing?
between boys and girls? things we do during
 Motive question: Why do birthdays?  Motive question: Why do  Motive question: What
you think having a name  Motive question: What people have different did the characters do
is very important? do you think are the  Motive question: What likes and dislikes? while they were
similarities and do you think are the growing?
differences between different things done
 boys and girls in the during birthdays in the
story? story?
During Reading Ask comprehension questions.
Post Reading  Who are the characters  What are the similarities  What did the characters  What are the things that  Who is the main
in the story? and differences between do to celebrate their the character in the speaker in the story?
boys and girls in the birthday? story likes?
 Sequence the event. story? (List down the  What did the character
(Use pictures) learners’ answers)  What objects can be  What are the things that do while he/she was
found in the birthday the character in the growing?
celebration? Identify the story dislikes?
beginning sounds of  What can you do while
these objects.  What did you learn from you are growing?
(Demonstrate how to the story?
identify the beginning
sound.)
Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any
Period 2 questions, and tells the learners to do their assigned tasks within the allotted time.
Work Period 2
(9:55-10:15) (3:25-3:45)
Name Syllable Clap/Stamp Graph: How many letters How Old Am I? Ilang Hakbang? Weight Chart
Teacher-
(KTG, p. 58) are in your name? (KTG, p. 59) (KTG, p. 59) (KTG, p. 59-60)
Supervised Activity
(KTG, p. 61)
Competencies  Tell the number of  Count objects with one-  Nakikilala ang sarili:  Use nonstandard  Compare objects based
syllables in given spoken to-one correspondence 1.3 measuring tools e.g. on their size, length,
words (LLKPA-Ig-8) up to quantities of 10 gulang/kapanganakan length – feet, hand, piece weight/mass
(MKC-00-7) (SEKPSE-00-1) of string; capacity – (MKME-00-2)
 Recognize and identify (SEKPSE-Ic-1.3) mug/glass; mass – stone, - big/little
numerals 0 to 10  Count objects with one- table blocks - longer/shorter
(MKC-00-2) to-one correspondence (MKME-00-1) - heavier/lighter
 Compare two groups of up to quantities of 10  Collect data on one
objects to decide which (MKC-00-7) variable (e.g., sex /boys
is more or less, or if they  Compare two groups of or girls) through
are equal objects to decide which observation and asking
(MKC-00-8) is more or less, or if they questions (MKAP-00-1)
 Collect data on one are equal
variable (e.g., sex /boys (MKC-00-8)
or girls) through  Collect data on one
observation and asking variable (e.g., sex /boys
questions or girls) through
(MKAP-00-1) observation and asking
 Create simple questions (MKAP-00-1)
 pictographs (MKAP-00-
2)
 Discuss simple
pictographs (MKAP-00-
3)
 Tell the number of  Tell and count the  Compare two groups of  Measure distance using  Answer questions
syllables in their names. numbers of letters in objects to decide which feet. about the chart.
Learning
their names. is more or less, or if
Checkpoints
they are equal.

 Shape Match (KTG, p. 16)

Independent  Graph: How many clothes for boys and girls?
Activities  Let’s Match: Who has the same height? (KTG, p. 62)
 Open and Count (KTG, p. 62)
 Describe objects based on attributes/properties (shapes, size, its use and functions) (MKSC-00-4)
 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)
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 Compare two groups of objects to decide which is more or less, or if they are equal (MKC-00-8)
 Recognize and identify numerals 0 to 10 (MKC-00-2)
Competencies
 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)
 Compare objects based on their size, length, weight/mass (MKME-00-2)
 Tell which objects/pictures are the same based on color, shape, size, direction, and other details (T-shirt with collar and without collar)
(LLKVPD-Id-1)
 Know two to three-dimensional shapes: square, circle, triangle, rectangle
Learning  Count and compare the number of clothes which belong to boys and girls
Checkpoints  Match the pictures correctly
 Count up to three objects correctly
Transition to The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor Activity/Light Physical Activity. After
Indoor/ Light 10 minutes, the teacher tells the learners to start packing away the materials they used and be ready for Indoor/Light Physical Activity. A transition
Physical Activity song or countdown may be used.
Indoor Activity/ Light Physical Activity
(10:15-10:25) (3:45-3:55)
Name Chain Count and Turn (1,2,3) The Birthday Train Arrange Yourselves We Are Growing
Activities
(KTG, p. 18) (KTG, p. 18) (KTG, p. 63) (KTG, p. 63-64) (KTG, p. 64)
Competencies  Nakikilala ang sarili:  Nakasasali sa mga  Nakikilala ang sarili:  Naisasagawa ang mga  Naisasagawa ang mga
1.1 pangalan at apelyido laro, o anumang pisikal - gulang/kapanganakan sumusunod na kilos sumusunod na kilos
(SEKPSE-00-1) na gawain at iba’t -gusto/di-gusto lokomotor sa pagtugon lokomotor sa pagtugon
 (SEKPSE-Ia-1.1) ibang paraan ng pag- (SEKPSE-00-1) sa ritmong mabagal at sa ritmong mabagal at
 Natatawag ang mga eehersisyo (SEKPSE-Ic-1.3) mabilis (paglakad, mabilis (paglakad,
kalaro at ibang tao sa (KPKPF-00-1) (SEKPSE-IIc-1.4) pagtakbo, pagkandirit, pagtakbo, pagkandirit,
kanilang pangalan  Naipakikita ang  Recite rhymes and paglundag/pagtalon, paglundag/pagtalon,
(KAKPS-00-13) panimbang sa poems, and sing simple paglukso) paglukso)
 Use the proper pagsasagawa ng iba’t jingles/songs in the (KPKGM-Ie-2) (KPKGM-Ie-2)
expression in introducing ibang kilos ng katawan, mother tongue, Filipino  Nagagamit ang mga kilos  Nagagamit ang mga
oneself gaya ng paglukso- and/or English lokomotor at di-lokomotor kilos lokomotor at di-
e.g., I am/My name is luksong pahalinhinan (LLKOL-Ia-2) sa paglalaro, pag- lokomotor sa paglalaro,
______ ang mg apaa eehersiyo, pagsasayaw pag-eehersiyo,
(LLKVPD-Ia-13) (skipping), pagtulay (KPKGM-Ig-3) pagsasayaw
nang di natutumba sa (KPKGM-Ig-3)
tuwid na guhit, pag-
akyat at pagbaba sa
hagdanan (KPKGM-
00-4)
 Rote count up to 20
(MKSC-00-12)
 Introduce themselves properly and identify the name of their classmates
Learning  Say their birthday and their wishes
Checkpoints  Arrange themselves accordingly
 Participate actively in a game

Transition to 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
Meeting Time 3 wrap-up activities in Meeting Time 3. A transition song or countdown may be used.

Meeting Time 3
(10:25-11:00) (3:55-4:00)
 Learners say their full  Learners identify the  Learners line up  Learners identify their  Learners introduce
name. things that belong to according to the month likes and dislikes. themselves and share
boys or girls. of their birthday before their feelings and
Activities going out. thoughts about their
experiences during
their first week inside
the school.
Wrap-Up  The teacher acknowledges the learners’ sharing and encourages them to come back so they can still learn more.
Questions/ Activity

Dismissal
The teacher reminds the learners to sanitize their hands and to always follow the health protocols.
Routine
REMARKS
REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s 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 this 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:

_____________________ ________________________
Teacher Principal I