Kindergarten School San Juan Elementary School Teaching Dates July 2-6, 2018

Daily Lesson Teacher Norelyn S. Togueño Week No. 5

Log Content Focus I have feelings Quarter First
Date Inspected
Signature

BLOCK
S OF MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
TIME
Arrival Time
Free Play Exploration and Discovery
Meeting Time I
Routine Daily Routine: Daily Routine: Daily Routine: Daily Routine: Daily Routine:
Activities National Anthem National Anthem National Anthem National Anthem National Anthem
Opening Prayer Opening Prayer Opening Prayer Opening Prayer Opening Prayer
Exercise Exercise Exercise Exercise Exercise
Kumustahan Kumustahan Kumustahan Kumustahan Kumustahan
Attendance Attendance Attendance Attendance Attendance
Balitaan Balitaan Balitaan Balitaan Balitaan
Messages I express my I feel happy when I feel sad when I feel angry when I feel afraid when
feelings in different ________. ________. ________. ________.
ways.
Questions How do you What makes you What makes you What makes you What makes you
express your happy? sad? angry? afraid? Who do you
feelings? talk to about your
Song: I have fear?
feelings
Transition The teacher gives instructions on how to do the independent activities, answer any questions, and tells the
to Work learners to join their group and do the assigned tasks.
Period 1
Work Period 1
Teacher- Emotion Stick Poster: What makes Paint Feelings Feelings Bingo Fear Fishing
Supervise Puppets you happy?
d Activity
Competen * Nakikilala ang  Naipakikita ang  Nakikilala ang  Nakikilala ang  Natutukoy ang
cies mga pangunahing tiwala sa sarili mga pangunahing mga kahalagahan
emosyon (tuwa, na tugunan ang emosyon (tuwa, pangunahing ng pagpapakita
takot, galit, at sariling takot, galit, at emosyon (tuwa, ng positibong
lungkot) (SEKPSE- pangangailanga lungkot) takot, galit, at pag-uugali sa
00-11 n nang mag-isa. (SEKPSE-00-11) lungkot) harap ng hindi
* Naisasagawa ang Hal. maghugas  Nakalilikha ng (SEKPSE-00- inaasahang
mga sumusunod na ng kamay, iba’t ibang bagay 11) pangyayari
kasanayan: kumain, sa pamamagitan  Identify tulad ng
pagbakat, magbihis, ng malayang familiar sounds pagkatalo sa
pagkopya ng magligpit, pagguhit in the laro, atbp.
larawan, hugis, at tapusin ang (SKMP-00-1) environment (SEKPSE-00-
titik (KPKFM-00- gawaing  Nakaguguhit, (LLKAPD-Ie-1) 8)
1.4) nasimulan nakapagpipinta at  Nakikilala ang
* Naipakikita ang (SEKPSE-Ie-5) nakapagkukulay mga
tiwala sa sarili na  Nakaguguhit, ng iba’t ibang pangunahing
tugunan ang nakapagpipinta bagay o gawain emosyon (tuwa,
sariling at (dekorasyon sa takot, galit, at
pangangailangan nakapagkukulay “name tag”, lungkot)
nang mag-isa. ng iba’t ibang kasapi ng mag- (SEKPSE-00-
bagay o gawain anak , gawain ng 11)
Hal. maghugas
(dekorasyon sa bawat kasapi ng  Tell who/what
ng kamay, “name tag”, mag-anak, mga is producing a
kumain, kasapi ng mag- alagang hayop, given sound
magbihis, anak , gawain mga halaman sa (LLKAPD-Ie-
magligpit, tapusin ng bawat kasapi paligid) 2)
ang gawaing ng mag-anak, (SKMP-00-2)  Identify where
nasimulan mga alagang the sound is
(SEKPSE-Ie-5) hayop, mga coming from
halaman sa (inside/outside
paligid) (SKMP- the room)
00-2) (LLKAPD-Ie-
 3)

 Recognize the  Explore simple  Express their  Express  Show readiness

basic emotions cause-and- emotions thoughts, to face
Learning
effect through art feelings, fears, fears/negative
Checkpoi
relationships in ideas, wishes, emotions
nts
familiar events and dreams
and situations
 Feelings Cubes
Independ
 Find a Match (Feelings)
ent
 Feelings Collage
Activities
 Food Faces

 Nakikilala ang mga pangunahing emosyon (tuwa, takot, galit, at lungkot) (SEKPSE-00-11)
 Match object, pictures based on properties /attributes in one-to-one correspondence (MKAT-00-1)
Competen  Naisasagawa ang mga sumusunod na kasanayan: pagpilas/paggupit/pagdikit ng papel (KPKFM-00-
cies 1.3)
 Identify familiar sounds in the environment (LLKAPD-Ie-1)
 Tell who/what is producing a given sound (LLKAPD-Ie-2)
 Differentiate a soft from a loud sound/high from low (LLKAPD-Ie-5)
 Talk about their personal experiences
Learning
 Match pictures in one-to-one correspondence
Checkpoi
 Tear and paste paper to make a collage
nts
 Recognize the basic emotions
Transition
The teacher reminds the learners about the time left in Work Period Time 1 around 15 minutes before
to
Meeting Time 2. After 10 minutes, the teacher tells the learners to start packing away the materials they used
Meeting
and be ready for Meeting Time 2. A transition song or a countdown may be used.
Time 2
Meeting Time 2
Questions Tell experiences Song: Kung ikaw Share feelings Share feelings How do you fight
/ Activity using the emotions ay masaya while painting while painting your fears?
puppets Share an
experience where
you made someone
happy in the
family; someone in
school
Transition The teacher commends the learners for the work they did in Work Period Time 1 and tells them to prepare
to Recess for recess time by washing their hands. Encourage sharing especially if not all children have food.
Supervised Recess
Transition The teacher reminds the children to pack away the things they used in recess time, clean up their eating area,
to Quiet throw their trash in the trash bin, wash their hands, brush their teeth, change their wet clothes, and have
Time their Quiet Time.
Quiet Time
Transition While singing a transition song, the teacher “wakes” the learners up and tells them that it’s time to listen to
to Story a story. When the learners are ready, the teacher proceeds with the pre-reading activities and makes sure
Time that the learners are listening attentively.
Story Time
Songs/Po (See KTG p. 78) (See KTG p. 78) (See KTG p. 78) (See KTG p. 78) (See KTG p. 78)
ems I have Feelings If You’re Happy Cry, Cry when I have Feelings I have Feelings
and You Know It you’re sad
Story Ang Bilog Na Itlog Ang Mukha ni Bito Si Dilat, Si Pikit, Si We Hear With Our Ang Kuya ni
Kindat, Si Kurap Ears Karina
Theme Any age and Any age and Any age and Any age and Any age and
culturally culturally culturally culturally culturally
appropriate story appropriate story appropriate story appropriate story appropriate story
about different about being happy. about being sad. about being angry. about being
emotions. scared/afraid.
Pre-  Define difficult  Define difficult  Define difficult  Define difficult  Define difficult
reading words. words. words. words. words.
Activity  Motivation  Motivation  Motivation  Motivation  Motivation
question: What question: What question: What question: What question: What
are you feeling makes you makes you sad? makes you makes you
 today? happy?  Motive angry? afraid/scared?
 Motive  Motive question: What  Motive  Motive
question: What question: What do you think are question: What question: What
do you think the do you think are the things that do you think are do you think are
characters will the things that will make the the things that the things that
feel in the story will make the people in the will make the will make the
based on the people in the story sad? people in the people in the
picture on the story happy? story angry? story scared/
cover? afraid?
During Ask comprehension questions.
Reading
Post  What did the  What made the  What made the  What made the  What made the
Reading characters feel? people happy in people in the people in the people in the
What made you the story? If you story sad? Is it story angry? story scared?
say so? How felt sad, what ok to be sad? What should What can you
were these will you do to (Yes). you do when do so that you
feelings feel happy? Why?What you are angry? will not be
expressed? should you do What are the scared
when you are things that you anymore?
sad? should not do?
Transition After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and
to Work independent activities, answers any questions, and tells the learners to join their group and do the assigned
Period 2 tasks.
Work Period 2
Teacher- Emotions Patterns Hand Game Hand Game Playdough Graphing Emotions
Supervise Emotions
d Activity
Competen  Complete  Count objects  Count objects  Nakikilala ang  Count objects
cies patterns with one-to-one with one-to-one mga with one-to-one
(MKSC-00-19) correspondence correspondence pangunahing correspondence
 Reproduce and up to quantities up to quantities emosyon (tuwa, up to quantities
extend patterns of 10 (MKC-00- of 10 (MKC-00- takot, galit, at of 10 (MKC-00-
(MKSC-00-20) 7) 7) lungkot) 7)
 Create own  Tell that the  Tell that the (SEKPSE-00-11)  Compare two
patterns (MKSC- quantity of a set quantity of a set  Naisasagawa groups of objects
00-21) of objects does of objects does ang mga to decide which
 Transform/transl not change even not change even sumusunod na is more or less,
ate patterns from though the though the kasanayan: or if they are
one form to arrangement has arrangement has pagmomolde ng equal (MKC-00-
another (MKSC- changed (i.e., the changed (i.e., the luwad (clay), 8)
00-22) child should be child should be pagbuo ng  Create simple
able to tell that able to tell that puzzles pictographs
one set of one set of (KPKFM-00- (MKAP-00-2)
counters placed counters placed 1.5)  Discuss simple
in one-to-one in one-to-one  Nakapagmomold pictographs
correspondence correspondence e ng luwad (clay) (MKAP-00-3)
and then and then sa nais na anyo
rearranged still rearranged still (SKMP-00-6)
has the same has the same
quantity) quantity)
(MKSC-00-23) (MKSC-00-23)
 Add quantities up  Add quantities up
to 10 using to 10 using
concrete objects concrete objects
(MKAT-00-8) (MKAT-00-8)
 Tell that the  Add quantities  Mold playdough  Compare two
 Complete quantity of a set up to 3 using into groups of
patterns, of objects does concrete objects recognizable objects to
reproduce and not change even figures decide which is
extend patterns, though the more or less, or
Learning
create their own arrangement if they are equal
Checkpoi
patterns, and has change  Create and
nts
transform/transl discuss simple
ate patterns pictographs
from one form
to another
Independ  Play dough: Circle
ent  Shape Lacing: Circle
Activities  Worksheet: Count and Add
 Worksheet: Patterns
 Naisasagawa ang mga sumusunod na kasanayan: pagpilas, paggupit, pagdikit ng papel (KPKFM-00-
1.3)
 Naisasagawa ang mga sumusunod na kasanayan: pagmomolde ng luwad (clay), pagbuo ng puzzles
(KPKFM-00-1.5)
 Nakapagmomolde ng luwad (clay) sa nais na anyo (SKMP-00-6)
 Recognize simple shapes in the environment (MKSC-00-1)
 Identify two to three dimensional shapes: square, circle, triangle, rectangle (MKSC-00-2)
 Arrange objects one after another in a series/sequence according to a given attribute (size, length) and
describe their relationship (big/bigger/biggest or long/longer/longest) (MKSC-00-10)
Competen  Complete patterns (MKSC-00-19)
cies  Combine elements of two sets using concrete objects to represent the concept of addition (MKAT-00-3)
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 Add quantities up to 10 using concrete objects (MKAT-00-8)
 Recognize the words “put together,” “add to,” and “in all” that indicate the act of adding whole
numbers (MKAT-00-26)
 Identify familiar sounds in the environment (LLKAPD-Ie-1)
 Differentiate a soft from a loud sound/high from low (LLKAPD-Ie-5)
 Name common animals (PNEKA-Ie-1)
 Naisasagawa ang mga sumusunod na kilos lokomotor sa pagtugon sa ritmong mabagal at mabilis
(paglakad, pagtakbo, pagkandirit, paglundag/pagtalon, paglukso )(KPKGM-Ie-2)
 Arrange objects one after another in a series/sequence according to size and describe their relationship
(big/bigger/biggest or small/smaller/smallest)
Learning
 Identify two to three dimensional shapes: square, circle, triangle, rectangle
Checkpoi
 Combine elements of two sets using concrete objects to represent the concept of addition and add
nts
quantities up to 3 using concrete objects
 Complete patterns
Transition
to The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before
Indoor/O Indoor/Outdoor Games. After 10 minutes, the teacher tells the learners to start packing away the materials
utdoor they used and be ready for Indoor/Outdoor Games. A transition song or countdown may be used.
Games
Indoor/ Outdoor Games
Feelings Dance Unstructured Free Feelings Hopscotch Unstructured Free Feelings Parade
Activities
Play Play
 Nakikilala ang  Naisasagawa  Nakikilala ang  Naisasagawa ang  Nakikilala
mga ang mga mga mga sumusunod ang mga
pangunahing sumusunod na pangunahing na kilos pangunahi
emosyon (tuwa, kilos lokomotor emosyon (tuwa, lokomotor sa ng
takot, galit, at sa pagtugon sa takot, galit, at pagtugon sa emosyon
lungkot) ritmong mabagal lungkot) ritmong mabagal (tuwa,
(SEKPSE-00-11) at mabilis (SEKPSE-00-11) at mabilis takot, galit,
 Naisasagawa (paglakad,  Nakasasali sa (paglakad, at lungkot)
ang mga pagtakbo, mga laro, o pagtakbo, (SEKPSE-
sumusunod na pagkandirit, anumang pisikal pagkandirit, 00-11)
kilos lokomotor paglundag/pagta na gawain at paglundag/pagtal  Nakasasali
sa pagtugon sa lon, paglukso) iba’t ibang on, paglukso) sa mga
ritmong mabagal (KPKGM-Ie-2) paraan ng pag- (KPKGM-Ie-2) laro, o
Competen at mabilis eehersisyo anumang
cies (paglakad, (KPKPF-00-1) pisikal na
pagtakbo, gawain at
pagkandirit, iba’t ibang
paglundag/pagta paraan ng
lon, paglukso) pag-
(KPKGM-Ie-2) eehersisyo
 Naipakikita ang (KPKPF-
kawilihan nang 00-1)
may sariling  Identify
interpretasyon sa familiar
himig/tugtuging sounds in
napapakinggan the
(SKMP-00-10) environme
nt
 (LLKAPD-
Ie-1)

Learning  Interpret  Participate  Listen

Checkpoi emotions in  Interpret actively in discriminately
nts music emotions in games and respond
music appropriately

Transition The teacher tells the learners to help pack away the materials they used in the Indoor/Outdoor Games time
to and get ready to do the wrap up activities in Meeting Time 3. A transition song or countdown may be used.
Meeting
Time 3
Meeting Time 3
Learners share how Learners share Learners share Learners share who Learners share
they express their what they do when what they do when makes them feel about the things
feelings with the they feel happy. they feel happy. better when they that make them feel
people around feel angry. afraid/scared and
Activities
them. who helps them
when they’re
feeling
afraid/scared.
Wrap-Up
The teacher acknowledges the learners’ sharing and encourages them to come back so they can still learn
Questions
more.
/ Activity
Dismissal Routine
REMARKS
REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’
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 18
80% in the evaluation.
B. No. of learners who require 2
additional activities for
remediation.
C. Did the remedial lessons No
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who continue 2
to require remediation
E. Which of my teaching Differentiated instruction is very much effective because it caters to the multiple
strategies worked well? Why intelligences present in each pupil
did these work?
F. What difficulties did I Having a Special Kid in my class is somewhat disturbing to other pupils.
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized Customized Instructional Materials are ready and available for sharing.
materials did I use/discover
which I wish to share with
other teachers?