Kindergarten School JUAN SUMULONG ELEMENTARY SCHOOL Teaching Dates October 9-13, 2023

Daily Lesson Log Week No. 6

Content Focus I have a body and I can do many things with my body Quarter 1
Most Essential Learning 1. Tell the function of each basic body part. (PNEKBS-Id-2)
Competencies 2. Demonstrate movements using different body parts. (PNEKBS-Ic-3)
Teacher: Checked by: Noted:
TERESITA R. MARCO YOLANDA O. VALDEZ DR. ROMEO G. RODRIGUEZ JR.
Teacher I Master Teacher-In-Charge Principal IV

BLOCKS OF MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

TIME (October 9, 2023) (October 10, 2023) (October 11, 2023) (October 12, 2023) (October 13, 2023)
Arrival Time
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
Meeting Time 1
Messages I have a face. My face has I have two hands and I have two feet and each foot has five My heart, lungs, bones The different parts of my
different parts. Each part has its each hand has five fingers. toes. My feet are connected to my legs. and stomach are inside body work together.
use. My hands are connected to my I can walk, run, hop, jump with my legs my body.
arms and shoulders. and feet. My heart beats so it can
I can clap, write, paint, draw pump blood into the
with my hands. body.
My lungs help me to
breathe.
My bones give shape to
my body.
My stomach stores the
food I eat.
Questions
● Tula: Ang Aking Mukha ● How many hands do  What are the parts  How do different
 How many feet do you have? that are inside our parts of the body
Let the learners touch you have? How many How many toes are there in your body? work together?
their own face or look in fingers are there in left/right foot?  What part of your
the mirror. What can you your left/right hands?  How many toes are there in all? body: pumps blood, Song:
find in your face? ● How many fingers do helps you breathe, Everybody Do
Song: Hokey Pokey This
 ● What can each part of the you have in all? shapes the body,
stores food?
face do? Song: Kanang Kamay
Song: Bone Connections
Competencies  Tell the function of each basic body part (PNEKBS-Id-2)
 Demonstrate movements using different body parts (PNEKBS-Ic-3)
Transition to Work The teacher gives instructions on how to do the independent activities, answer any questions, and tells the learners to do the assigned tasks.
Period 1
Work Period 1
Teacher- Face-Off Poem: Ang Aking Mukha Hand Tracing Measuring Feet Body Tracing Poster: Playdough: My Body
Supervised Activity KTG p. 97 KTG p. 83 KTG p. 87 What’s inside our KTG p. 84
body? KTG p. 84
 Identify one’s basic body  Trace, copy, and write  Arrange objects one after  Identify one’s  Naisasagawa
parts (PNEKBS-Id-1) different strokes: another in a series/sequence basic body parts ang mga
 Tell the missing parts in scribbling (free hand), according to a given (PNEKBS-Id-1) sumusunod na
objects/ pictures straight lines, attribute (size, length) land  Tell the function kasanayan:
(LLKVPD-00-3) slanting lines, describe their relationship of each basic pagmomolde ng
 Draw the missing part combination of straight (big/bigger/biggest or body part luwad (clay),
(LLKVPD-00-5) and slanting lines, long/longer/longest) (PNEKBS-Id-2)  pagbuo ng
curves, combination of (MKSC-00-10) puzzles
Competencies straight and curved (KPKFM-00-1.5)
and zigzag (LLKH-00-  Nakapagmomol
6) de ng luwad
(clay) sa nais na
anyo (SKMP-00-
6)
 Identify one’s
basic body parts
(PNEKBS-Id-1)
 Make parts of the face  Trace, copy,and  Count the number of feet and  Tell the function of  Mold
out of playdough write different toes. each part inside playdough
Learning  Measure feet using non-
Checkpoints
strokes the body into a
standard tools recognizable
human figure
Independent  Artwork: Playdough  Worksheet:  Worksheet:  Cut and Paste:  Art work:
Activities Face Movements using Movements using Feet What’s inside me? People
Hands Collage: How
do they
 move?
 Tell the function of each basic body part (PNEKBS-Id-2)
Competencies  Demonstrate movements using different body parts (PNEKBS-Ic-3)
 Naisasagawa ang mga sumusunod na kasanayan: pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
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
Meeting Time 2 away the materials they used and be ready for Meeting Time 2. A transition song or a countdown may be used
Meeting Time 2
Questions/Activity  The teacher demonstrates  What can you do with  What can you do with your  Shadow Match  Show and Tell:
how to wash the face your hands? feet? Artwork
properly
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 especially if not
Recess all children have food.
Health Break/Quiet Time
Transition to Story 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
Time pre-reading activities and makes sure that the learners are listening attentively.
Story Time
Story “Ang Mukha ni Maria” “Ang mga Kamay ni “Ang Pagtatalo ng mga “Ang Pagtatalo ng mga
“Makakating mga Paa”
Mamay” Bahagi ng Katawan” Bahagi ng Katawan”
Theme: Any age and culturally Theme: Any age and culturally Theme: Any age and culturally Theme: Any age and Theme: Any age and
appropriate story about one’s appropriate story about the appropriate culturally appropriate story culturally
face. hands story about the feet about body parts. Appropriate story about
body parts.
Define difficult words. Define difficult words. Define difficult words. Define difficult words. Define difficult words.
Motivation question: What are the Motivation question: What can Motivation question: What can you do Motivation question: Put Motivation question:
different parts of your face? you do with your hands? with your hand on your chest. What
your feet? What can you feel? are the body parts that
Motive question: What are the Motive question: What will the you remember in our
Pre- Reading parts of characters do with their hands? Motive question: What do you think the Motive question: What will discussions?
the face for? characters will do with their feet? the character feel that is
inside his body? Motive
question: What are the
different parts that will be
mentioned in the story?
During Reading Ask comprehension questions.
What lesson can learn according What did the characters do What did the characters do with their What lesson can learn What are the body
to the story? with their hands? feet? according to the story? parts mentioned in
the story?
Post Reading What would happened if the What would have happened if the
characters did not have characters did not have feet? How do these parts
hands?
 work together?
Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher supervised and independent activities, answers any questions, and tells the learners to
Period 2 join their group and do the assigned tasks.
Learning ✔ Identify the function of each body parts.
Checkpoints
✔ Demonstrate movements using different body parts.
Work Period 2

Draw Me: Violet Objects (lila) Hand Game: concrete, up to quantities of 4 Number Stations
Color Me: Pink (rosas)
Teacher KTG p.158 (quantities of 4)
Supervised KTG p.157
Activity
 Color Recognition (MKC-  Color Recognition  Count objects with one-to-one correspondence up to  Count objects
00-4) (MKC-00-4) quantities of 10 (4) (MKC-00-7) with one-to-one
 Sort and classify objects  Sort and classify correspondence
according to one objects according to  Match numerals to a set of concrete objects from 0 to 10 up to quantities
attribute/property (shape, one attribute/property (MKC-00-4) of 10 (4)
Competenci
color, size, function/use) (shape, color, size, (MKC-00-7)
es
(MKSC-00-6) function/use) (MKSC-
00-6)  Match numerals
to a set of
concrete objects
from 0 to 10
(MKC-00-4)
Learning ✔ Tell the color of certain  Recognize the color of  Identify number 4.  Count and write  Count and write
checkpoints certain object number 4. number 4.
object

✔ Cut and Paste: Pink objects ✔ Trace and Circle: Violet ✔ Worksheet: Find and color
Independent
 Worksheet: Count  Draw 4 objects.
Activities and trace number 4  Write number 4.
objects number 4
• Classify objects according to its color (PNEKPP-00-1)
• Count objects with one-to-one correspondence up to quantities of 10 (4) (MKC-00-7)
Competencies
• Recognize and identify numerals 0 to 10 (4) (MKC-00-2)
• Match numerals to a set of concrete objects from 0 to 10 (4) (MKC-00-4)
✔ Tell which pictures are the same based on color
Learning
Checkpoints ✔ Match pictures based on color
✔ Count up to five objects correctly
 ✔ Write number 4 properly (four/apat)
Transition to Indoor/ 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
Light Physical packing away the materials they used and be ready for Indoor/Outdoor Games. A transition song or countdown may be used.
activity
Indoor Activity/ Light Physical Activity
Sabi ni Pedro
Unstructured Free Play Partners
Activities (KTG p.74) Ankle Walk (KTG p.91) Unstructured Free Play (KTG p. 91)
Competencies  Nakasasali sa mga laro, o  Naisasagawa ang  Nagagamit ang mga kilos lokomotor  Naisasagawa ang  Naipakikita ang
anumang pisikal na Gawain mga sumusunod sa pag-eehersisyo.( KPKGM-IE-2) mga sumusunod na pagpapahalaga
at iba’t ibang paraan ng na kilos lokomotor kilos lokomotor sa sa maayos na
pag-eehersisyo (KPKPF- sa pagtugon sa  Demonstrate movements using pagtugon sa ritmong pakikipaglaro:
00-1) ritmong mabagal different body parts. (PNEKBS-Ic-3) mabagal at mabilis pagiging
 Nagagamit ang mga kilos at mabilis (paglakad, pagtakbo, mahinahon,
lokomotor at di-lokomotor (paglakad, pagkandirit, pagsang-ayon sa
sa paglalaro, pag- pagtakbo, paglundag/pagtalon, pasiya ng
eehersiyo, pagsasayaw pagkandirit, paglukso) nakararami/reperi
(KPKGM-Ig-3) paglundag/pagtal (KPKGM-Ie-2) , pagtanggap ng
on, paglukso) pagkatalo nang
(KPKGM-Ie-2)  Nagagamit ang mga maluwag sa
kilos lokomotor at di- kalooban,
 Nagagamit ang lokomotor sa pagtanggap ng
mga kilos paglalaro, pag- pagkapanalo nang
lokomotor at di- eehersiyo, may kababaang
lokomotor sa pagsasayaw loob (KAKPS-00-
paglalaro, pag- (KPKGM-Ig-3) 19)
eehersiyo,
pagsasayaw  Nakasasali sa
(KPKGM-Ig-3) mga laro, o
anumang pisikal
na gawain at iba’t
ibang paraan ng
pag-eehersisyo
(KPKPF-00-1)

 Nagagamit ang
mga kilos
lokomotor at di-
 lokomotor sa
paglalaro,
pageehersisyo,
pagsasayaw
(KPKGM-Ig-3)
Learning ✔ Move according to the rhythm of the song.
Checkpoints
✔ Follow directions and perform gross motor movements
Meeting Time 3

Learners identify their face and the Learners count the fingers Learners count their toes. Learners describe the Learners describe
use of each part. of function of their heart, bones, how the different body
their hands. lungs and stomach. parts work together.
Wrap-Up Questions The teacher takes note if the The teacher takes note if The teacher takes note if the learners are The teacher takes note if the The teacher takes
/Activity learners are able to identify the the learners are able to able to count correctly their toes. learners are able to identify note if the learners
different parts of their face. count correctly their fingers. their body parts and its are able to describe
function. how the different body
parts complement
each other.
Dismissal Routine Goodbye song

REMARKS KINDER BLUE KINDER BROWN

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?