School MALABANIAS INTEGRATED SCHOOL Teaching dates June 13-16, 2017

KINDERGARTEN
Teacher REBECCA T. SORIANO Week No. 2
Daily Lesson Log
Content I do many things in school. Quarter 1

PROCEDURES CONTENT
(BLOCKS OF MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
TIME)

ARRIVAL TIME (10) Daily Routine National Anthem Opening Prayer Exercise Kamustahan Balitaan
 Meeting time routine
MEETING TIME 1  Review of concepts learned the previous week/day
(10 min)  Introduction of message for the day by asking the guide questions below
MESSAGE We follow a We do different things in We follow rules in the There are different We follow rules in
schedule in school. We play, sing, classroom. areas in school such as school.
school. dance, write, listen to the playground,
stories, etc. canteen, and
Principal’s office. We
do different activities in
each area.
QUESTIONS What do you do What are the different Why do we need rules in What are the other What rules do we
when you enter the activities we do in the classroom? What rules places in school? Who follow in the other parts
classroom?What do school?What are the can help keep our do you see in these of the school?
you do first? activities we do during classroom clean and places? What can you do
Second? Third? Meeting Time? Work orderly? What are our
in these places?
Last? Period? Story Time? rules to follow in the
Recess?

WORK PERIOD 1 Teacher- Our Class Schedule Poster: We do many things Classroom Rules Campus Tour School Map
( 45 min) Supervised in school!
Activity
 Learning Identify sequence of Tell what they do in school Know the importance of Know the places and Recall the places found
Checkpoints events (what comes Express their ideas through rules people in the school in the school
before, after, first, next, drawings and invented
last) spelling
Tell which activities take
a longer or shorter time
Independent 1. Charades: Class Routines
Activities 2. Spin the Wheel: Class Routine/Rules
3. School Red Collage
4. Writer’s Workshop: I can do many things in school
Learning 1. Know the class routines and rules
Checkpoints 2. Tear and paste pieces of paper
3. Draw the things they do in school
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
Meeting Time 2 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
be used.
MEETING TIME 2 QUESTIONS/ Check where the class is Song: Magagawa Natin, This Show the classroom rules Finger Play: Open, Shut Recall the places in
(10 min) ACTIVITY in the daily schedule. is the Way the learners came up Them school using the school
What block of time are with. Discuss what will map.
we in now?What will happen if the rules are
come next? not followed. Recite:
Class Rules Chant
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
Recess hands. Encourage sharing especially if not all children have food.

Recess (15 min)

Quiet Time
(10 min)
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,
Story Time the teacher proceeds with the pre-reading activities and makes sure that the learners are listening attentively.

Story Time Theme: Any age and Theme: Any age and Theme: Any age and Theme: Any age and Theme: Any age and
(20 min) culturally appropriate culturally appropriate story culturally appropriate culturally appropriate culturally appropriate
story about class about activities children do in story about following story about school and story about school
schedule, routines. school. rules. the different places in rules.
school.

Pre-Reading Define difficult words. Define difficult words. Define difficult words. Define difficult words. Define difficult words.
Motivation question: Motivation question: What Motivation question: What Motivation question: Motivation question:
What things did you do different activities can you are the different rules in What are the different What are the different
in school last week? do in school? the classroom? places in school? rules in school?
Motive question: What Motive question: What do Motive question: What do
Motive question: What do Motive question: What
do you think the you think are the different you think are the different
 characters will do in activities in school in the rules in the story? you think are the different do you think are the
school? story? places in school in the different rules in school
story?

During Reading Ask comprehension questions.

Post-Reading What did the What are the activities What are the rules in I will describe a place in What are the different
characters do in that they did in the story? the story? Demonstrate the story, tell me the rules in school? Why
school? What do you What do you call these following the rules? name of the place. are rules important?
think they felt while activities? (Recall the What would happen if
doing the activities in names of the routines) the characters did not
school? What made follow the rules?
you say that?
Transition to After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities,
Work Period 2 answers any questions, and tells the learners to join their group and do the assigned tasks.

Work Period 2 Teacher- What Comes Next? Number Book: Different Ilang Dangkal How Long Is It? How Long Is It?
(40 min) Supervised materials inside the
Activity classroom
Learning Recall the routines in Draw or paste pictures Distinguish what is Compare lengths and Compare lengths and
Checkpoints class and say it in with correct quantities of shorter or longer distinguish what is distinguish what is
correct sequence 1-3 shorter or longer shorter

Independent 1.Block Play: Different areas in the school

Activities 2.Construction Toys
3.Same and Different: materials inside the classroom
4.Junk Box Sorting: variety of objects found inside the classroom
5. Measure It: variety of objects found inside the classroom
Learning 1. Use the blocks to build structures or models to represent different areas in school
Checkpoints 2. Use the construction toys to build structures or models
3. Describe each object and identify similarities and differences between two objects
4. Sort various objects based on one attribute
5. Record the length of various objects using non-standard measuring tools
Transition to The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor/Outdoor Games.
Indoor/Outdo After 10 minutes, the teacher tells the learners to start packing away the materials they used and be ready for Indoor/Outdoor
or Games Games. A transition song or countdown may be used.

Indoor/ Outdoor Move That Body Unstructured Free Play Dance Unstructured Free Play Body and Ball
Games
 (20 min) Learning Move according to the Group themselves Follow directions and
Checkpoints rhythm of the song. correctly according to perform gross motor
given characteristics movement
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
Meeting Time wrap up activities in Meeting Time 3. A transition song or countdown may be used.
3
Meeting Time 3 Learners recall the Learners share the Learners act out rules Learners recall the Learners recall the
(5 min) routines of the class activity they enjoyed most to follow in the different places in school. school rules.
sequentially. in a specific routine. classroom.
Wrap-Up The teacher acknowledges the learners’ sharing and encourages them to come back so they can still learn more.
Questions /
Activity

DISMISSAL ROUTINE

REMARKS

REFLECTION
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?

Prepared by: Noted by:

Rebecca T. Soriano Jayson A. Torres

Kindergarten-C Adviser School Caretaker/MT I
 WEEK 2
Content Focus: I do many things in school.

WORK PERIOD 1
TEACHER-SUPERVISED ACTIVITIES 1. Our Class Schedule

Competencies:
• Nakapagkukuwento ng mga ginagawa sa paaralan (KMKPAra-00-3)
• Nakasusunod sa mga itinakdang tuntunin at gawain (routines) sa paaralan at silid-aralan (SEKPSE-IIa-
4)
• Identify sequence of events (before, after, first, next, last) (MKSC-00-9)
• Tell which activities take a longer or shorter time (recognize and names the things that can be done in a
minute, e.g., washing hands, etc., and recognize and name the things that can be done in an hour)
(MKME-00-4)

Materials: daily schedule

Procedure:
1. Present the class Daily Schedule.
2. Encourage the learners to participate in the discussion about the blocks of time, routines and activities
in class.
3. Let them recognize and name the activities that can be done in a shorter time,
e.g., washing hands, etc., and activities that are done in a longer time e.g. art activities, structured games,
etc.

2. Poster: We do many things in school

Competencies:
• Nakapagkukuwento ng mga ginagawa sa paaralan (KMKPAra-00-3)
• Nakalilikha ng iba’t ibang bagay sa pamamagitan ng malayang pagguhit (SKMP-00-1)
• 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)
• Express simple ideas through symbols (e.g., drawings, invented spelling) (LLKC-00-1)

Materials: Manila paper with a pre-drawn outline of a school, bond paper cut into 4, pencils and crayons

Procedure:
1. Distribute the bond paper to the learners. Have them draw one activity they do in school on each piece.
2. Let them paste their drawings on the Manila paper.
3. Let them label their work or take down dictation as needed.
3. Classroom Rules

Competencies:
• Nakasusunod sa mga itinakdang tuntunin at gawain (routines) sa paaralan at silid-aralan (SEKPSE-IIa-
4)
• Nakikilala ang kahalagahan ng mga tuntunin (KPKPKK-Ih-3)

Materials: cardboard, paper strips, markers or drawing tools

Procedure:
1. Ask the learners to think of rules in class to make it a better place for learning. Have them think of rules
that can keep them safe; rules during work time, meeting time etc.; and rules in dealing with people.
2. Let them write or draw each rule on a strip of paper.
3. Post these rules around the classroom where appropriate. For example, post rules related to books in
the Reading Corner 4. Campus Tour

Competencies:
• Nakapagkukuwento ng mga ginagawa sa paaralan (KMKPAra-00-3)
• Natutukoy na ang paaralan ay isang mahalagang bahagi ng komunidad (KMKPKom-00-7)
• Natutukoy ang iba’t ibang lugar sa komunidad (paaralan) (KMKPKom-00-3)
• Name common objects/things in the environment (in school, home, and community) (LLKV-00-1)
 • Describe common objects/things in the environment based on color, shape, size, and function/use
(LLKV-00-2)
• Name the places and the things found in the classroom, school and community (LLKV-00-8)

Materials: Manila paper, markers, drawing tools

Procedure:
1. Discuss rules before going around the campus.
2. Visit important places in the school e.g. Principal’s Office, library, canteen, clinic, playground.
3. Request the principal/ librarian/ security guard/ school nurse/ guidance counselor to discuss the
function of specific places in the school and their roles vis-à-vis those places. Discuss as well any rules for
learners when visiting those places, ex. lowering down one’s voice inside the library.

5. School Map

Competencies:
• Natutukoy ang iba’t ibang lugar sa komunidad (paaralan) (KMKPKom-00-3)
• Name common objects/things in the environment (in school, home, and community) (LLKV-00-1)
• Name the places and the things found in the classroom, school and community (LLKV-00-8)
• Express simple ideas through symbols (e.g., drawings, invented spelling) (LLKC-00-1)

Materials: Manila paper, ¼ bond paper, pencil, glue

Procedure:
1. Assign the learners to draw each place they visited during the campus tour.
2. Put the places together in a school map on Manila paper. Label the places.

WORK PERIOD 1
INDEPENDENT ACTIVITIES 1. Charades: Class

Routines

Competencies:
• Nakapagkukuwento ng mga ginagawa sa paaralan (KMKPAra-00-3)
• Nakasusunod sa mga itinakdang tuntunin at gawain (routines) sa paaralan at silid-aralan (SEKPSE-IIa-
4)

Materials: picture cards representing the blocks of time

Procedure:
1. Ask one learner to choose a picture card from a bowl.
2. The learner will act out the block of time or do actions representing each routine.
3. Other learners try to guess what routine is being represented.

2. Spin the Wheel: Class Routines/Rules

Competencies:
• Nakapagkukuwento ng mga ginagawa sa paaralan (KMKPAra-00-3)
• Nakasusunod sa mga itinakdang tuntunin at gawain (routines) sa paaralan at silid-aralan (SEKPSE-IIa-
4)

Materials: wheel chart of class routines/rules

Procedure:
1. Ask one learner to spin the arrow or the wheel chart of class routines or class rules.
2. Ask him/her to say something about the routine/rule where the arrow pointed.
3. Each learner in the group takes turn in spinning the wheel and discussing about the routine/rule.

3. School Red Collage

Competencies:
• Naisasagawa ang mga sumusunod na kasanayan: pagpilas/paggupit/pagdikit ng papel (KPKFM-00-
1.3)
 • Nakapupunit, nakagugupit at nakapagdidikit sa paggawa ng collage (SKMP-00-7) Materials: big outline
of the word school (or the name of the school), red art/ construction paper, magazines, scissors, glue

Procedure:
1. Let the learners cut small pieces of red art or construction paper (They may also cut out red parts from
magazines).
2. They will paste the cut-outs on the word SCHOOL or the name of the school.

4. Writer’s Workshop: I can do many things in school

Competencies:
• Nakapagkukuwento ng mga ginagawa sa paaralan (KMKPAra-00-3)
• Express simple ideas through symbols (e.g., drawings, invented spelling) (LLKC-00-1) Materials: paper,

markers or coloring materials

Procedure:
1. Give one sheet of paper to each learner.
2. Have each learner express his ideas through freehand drawing and writing about the things s/he can
do in school.
3. Collate the pages into a book that can be shared during Meeting Time or Story Time.

WORK PERIOD 2 TEACHER-SUPERVISED ACTIVITIES

1. What Comes Next?

Competencies:
• Nakasusunod sa mga itinakdang tuntunin at gawain (routines) sa paaralan at silid-aralan (SEKPSE-IIa-
4)
• Identify sequence of events (before, after, first, next, last) (MKSC-00-9)

Materials: picture cards of the blocks of time

Procedure:
1. The learners will sequence the blocks of time correctly.
2. They will articulate the sequence of blocks of time.

2. Number Book: Different materials inside the classroom (quantities of 1-3)

Competencies:
• Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
• Recognize and identify numerals 0 to 10 (MKC-00-2)
• Read and write numerals 0 to 10 (MKC-00-3)

Materials: ¼ pieces of bond paper, magazines, scissors, glue, markers

Procedure:
1. Prepare a big number book: bind together pieces of bond paper to form a book.
2. Allow learners to draw pictures or glue pictures from magazines of things found inside the classroom.
3. Write a number caption underneath (e.g. 1 table, 1 blackboard, 2 books, 1 pair of scissors, 1 pencil,
etc.)

3. Ilang Dangkal?

Competencies:
• Compare objects based on their size, length, weight/mass (MKME-00-2)
• Use nonstandard measuring tools e.g. length – feet, hand, piece of string, capacity – mug/glass ,
mass – stone, table blocks (MKME-00-1) Materials: objects that have a length of 1 or more “dangkal” or
hand spans

Procedure:
 1. Learners are given a set of objects. They compare the lengths of the objects and determine which is
longer/ shorter; longest/ shortest.
2. Learners are asked to estimate how long each object is - How many “dangkal” or hand spans long each
object is?
3. Then learners use their hand span or “dangkal” to measure the length of each.
4. Discuss why some children counted more “dangkal” than the others.
5. Point out that the hand span of each child may be different from one another, thus making the number
of “dangkal” more or less than that of the others.

4. How Long Is It?

Competencies:
• Compare objects based on their size, length, weight/mass (MKME-00-2)
• Use nonstandard measuring tools e.g. length – feet, hand, piece of string, capacity – mug/glass , mass
– stone, table blocks (MKME-00-1)

Materials: non-standard measuring tools e.g. string or yarn, common objects in the classroom or in school,
Manila paper, scissors, tape

Procedure:
1. Learners use the string or yarn to measure the common objects found in the classroom or in school.
2. Let the learners cut the string or yarn according to the length of the object.
3. Tape the strings or yarn on a sheet of Manila paper. Label them with the name of the object measured.
4. Let the learners observe the differences in length of the various objects.

Note: Some learners will need to work within a small group or one-on-one with the teacher to help them
focus. This will also help teachers closely monitor and assist a specific learner complete this activity.

WORK PERIOD 2
INDEPENDENT ACTIVITIES

1. Block Play: Different Areas in the School

Competencies:
• Nakikipaglaro sa dalawa o tatlong bata gamit ang isang laruan (SEKPKN-Ig-2)
• Naisasagawa ang mga sumusunod na kasanayan: paglikha ng mga modelo pangkaraniwang bagay
sa paligid (KPKFM-00-1.6) Materials: table or floor blocks

Procedure:
1. Learners use table or floor blocks to build structures representing the different areas in the school
(e.g. school, classroom, learning centers, playground)
2. While building structures, learners are encouraged to talk about what they are creating.

2. Construction Toys

Competencies:
• Nakikipaglaro sa dalawa o tatlong bata gamit ang isang laruan (SEKPKN-Ig-2)
• Naisasagawa ang mga sumusunod na kasanayan: paglikha ng mga modelo pangkaraniwang bagay
sa paligid (KPKFM-00-1.6) Materials: construction toys (e.g. interlocking blocks)

Procedure:
Provide learners with a set of construction toys. Fitting things together and taking them apart provides children
with both spatial challenges and a sense of accomplishment. Through trial and error, persistence and
repetition, children gain first-hand experience with putting things together, taking them apart, and twisting and
turning them.
3. Same and Different

Competencies:
• Describe objects based on attributes/properties (shapes, size, its use and functions) (MKSC-00-4)
• Group objects that are alike (MKSC-00-5)

Materials: assorted objects or materials that can be found inside the classroom Procedure:
1. Give each learner a pair of objects.
2. Ask the learner to describe each object.
3. Ask the learner to identify similarities between the two objects.
4. Ask the learner to identify the differences between the two objects.

3. Junk Box Sorting

Competencies:
• Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)

Materials: box of a variety of objects (make sure these are objects that are exactly the same and those that
have similar characteristics – color, shape, function)

Procedure:
1. Give the learners the idea of sorting in play. Try sorting out all the red blocks to make a tower, sorting
coins into piles of different denominations, putting all the shapes in one field, all the different in another.
2. Keep a box full of small objects like buttons, paperclips, beads, dried beans, coins, nuts and bolts.
3. Let the learners sort the various objects by providing trays, boxes or containers where they can sort
them into.

4. Measure It

Competencies:
• Compare objects based on their size, length, weight/mass (MKME-00-2)
- big/little
- longer/shorter
- heavier/lighter
• Use nonstandard measuring tools e.g. length – feet, hand, piece of string, capacity – mug/glass, mass –
stone, table blocks (MKME-00-1)

Materials: variety of objects found inside the classroom, non-standard measuring tools e.g. inch cubes, sticks,
stone, table blocks

Procedure:
1. Learners use the different non-standard measuring tools to measure the common objects found in the
classroom or in school.
2. Let the learners compare the length by counting the cubes, popsicle sticks, stones, paper clips or
blocks used that represented the length of a particular object.
3. Let the learners record the length of the the various objects. (e.g. book – The book is 10 cubes long;
The book is 15 clips longs; The book is 3 sticks long)

Note: Some learners will need to work within a small group or one-on-one with the teacher to help them
focus. This will also help teachers closely monitor and assist a specific learner complete this activity.

INDOOR/OUTDOOR GAMES

1. Follow Me

Competencies:
• Nakasasali sa mga laro, o anumang pisikal na gawain at iba’t ibang paraan ng pag-eehersisyo
(KPKPF-00-1)
• Nakagagalaw (martsa, palakpak, tapik, padyak, lakad, lundag at iba pa) nang angkop sa ritmo at
indayog bilang tugon sa himig na napapakinggan/awit na kinakanta (KPKPF-Ia-2)
• Naisasagawa ang paggalaw/pagkilos ng iba’tibang bahagi ng katawan sa saliw ng awitin nang may
kasiyahan (KPKGM-Ia-1)
 • Naisasagawa ang mga sumusunod na kilos lokomotor sa pagtugon sa ritmong mabagal at mabilis
(paglakad, pagtakbo, pagkandirit, paglundag/pagtalon, paglukso) (KPKGM-Ie-2)
• Nagagamit ang mga kilos lokomotor at di-lokomotor sa paglalaro, pageehersisyo, pagsasayaw
(KPKGM-Ig-3)
• Naipakikita ang kawilihan nang may sariling interpretasyon sa himig/tugtuging napapakinggan (SKMP-
00-10)

Procedure:
1. Start the game by singing the song “Sundan Mo Ako.” (Tune of Sit down, Sit down, You’re Rocking the
Boat)

Sundan Mo Ako
Sundan, sundan, sundan mo ako (3x)
At ako’y gayahin mo. (Show an action to be imitated by the learners. Examples:jump, clap, etc.)
Sundan, sundan, sundan mo ako (3x) At ikaw naman dito. (Point to the
next leader)

2. Make a particular movement to be imitated by the learners.

3. Continue singing then point to the next leader.
4. Repeat all over again.

2. Line Up Game

Competencies:
• 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)
• Listen discriminately and respond appropriately, i.e., speak loudly/softly when asked, asked to adjust
volume of television/radio (LLKAPD-Id-6)

Procedure:
1. Ask the learners to form a circle.
2. They will form two lines according to the categories given.
Examples:
- BOYS and GIRLS (one line for boys and another line for girls)
- WEARING DRESS or SKIRT and WEARING SHORTS or LONG PANTS
- 5 YEAR OLDS and not 5 YEAR OLDS
- HAS OLDER SIBLING/S and HAS NO OLDER SIBLING/S

- WALKS TO SCHOOL and RIDES A VEHICLE GOING TO SCHOOL

Note: include other descriptions that can be used for your own class

3. Teacher, May I?

Competencies:
• Nakasasali sa mga laro, o anumang pisikal na gawain at iba’t ibang paraan ng pag-eehersisyo
(KPKPF-00-1)
• Naisasagawa ang mga sumusunod na kilos lokomotor sa pagtugon sa ritmong mabagal at mabilis
(paglakad, pagtakbo, pagkandirit, paglundag/ pagtalon, paglukso) (KPKGM-Ie-2)
• Nagagamit ang mga kilos lokomotor at di-lokomotor sa paglalaro, pageehersisyo, pagsasayaw
(KPKGM-Ig-3)
• Listen discriminately and respond appropriately, i.e., speak loudly/softly when asked, asked to adjust
volume of television/radio (LLKAPD-Id-6)

Procedure:
1. Stand a few feet away from the group of learners facing you.
2. Tell them that you are going to give each of them a command (Example: “Caloy, make five baby steps”)
but before the learner can obey, s/he has to ask permission first by saying “Teacher, may I?” then waits
for teacher to answer, “Yes, you may” before proceeding with the task assigned.
3. The learner who forgets to ask permission loses his/her turn to move forward. Likewise, the learner
who proceeds without waiting for teacher to grant him/her permission, also loses his/her turn to move
forward.
4. Call out the learners’ names one by one and give them a command (Examples: “Carisa, make four
giant steps.” or “Celina, make three frog hops.”).
5. The learner moves forward as s/he obeys the commands accordingly.
6. The first to reach the teacher wins and gets the chance to be the next “Teacher.”
SONGS/ RHYMES

Magagawa Natin
Magagawa natin ang lahat ng bagay
Ang lahat ng bagay sa mundo
Isang bagay ang di magagawa
Di magagawang nag-iisa
Malulutas natin ang mga problema Kung tayo’y nagkakaisa
Ang sulirani’y dagling mapaparam
At may bagong bukas

Class Rules Chant

1-2
Eyes on you
3-4
Feet on the floor
5-6
No one speaks
7-8
Sit up straight
9-10
That’s the end

Open, Shut Them

Open, shut them, open, shut them, Give a little clap.
Open, shut them, open, shut them, Lay them in your clap.

Creep them, creep them, creep them, creep them Right

up to your chin.
Open wide your little mouth, But do not put them in.

Roll them, roll them, roll them, roll them Roll them just like this.
Shake them, shake them, shake them, shake them,
Blow a little kiss!