Kindergarten School KANAPAWAN ELEMENTARY SCHOOL Teaching Dates December 19-23, 2022

Daily Lesson Log Teacher JHEA C. BANDOLA_________________________________ Week No. 18

Content Focus We Care for Animals in the Environment Quarter TWO
Most Essential Learning 1. Talk about likes/dislikes (foods, pets, toys, games, friends, places) LLKOL-Ic-15
Competencies 2. Talk about family members, pets, toys, foods, or members of the community using various appropriate descriptive words. LLKOL-
00-5

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME (December 19, 2022) (December 20, 2022) (December 21, 2022) (December 22, 2022) (December 23, 2022)
Arrival Time
(8:00-8:10)
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
(8:10-8:20)
Messages We take care of animals. Animals need a home. Animals need a home. Animals need food to live. Animals need love and care.
We call these animals pets. Pets live in humans’ homes. Some live in the zoo and
other places where humans
care for them.
Questions What animals can we take Where do pets live? What animals live in the zoo? What do animals need How do animals take
care of? What do we call animals Do you know that there are to live and grow? care of their young? How do
that we take care of in our homes for endangered animals? you take care of animals?
homes? What do animals eat?

Introduce words: refuge,

reserve,
List all the learners’ answers endangered, extinct
then
discuss if all of these can
be pets. Cross out those that
cannot be pets and talk
Competencies  Talk about likes/dislikes (foods, pets, toys, games, friends, places) LLKOL-Ic-15
 Talk about family members, pets, toys, foods, or members of the community using various appropriate descriptive words. LLKOL-00-5
Transition to Work The teacher gives instructions on how to do the independent activities, answers any questions, and tells the learners to join their group and do the assigned tasks.
Period 1
Work Period 1
(8:20-9:05)
Teacher-Supervised Favorite Pet Survey (KTG, p. Pet Parade (KTG, p. 538) Kinder Zoo (KTG, p. 539) Animals Eat, Too (KTG, p. 539) Commitment Board
Activity 538) (KTG, p. 540)
Competencies •Collect data on one variable •Talk about likes/dislikes (foods, •Naisasagawa ang mga •Nakaguguhit, nakapagpipinta at •Naipakikita ang pagtulong at
(e.g., sex /boys or girls) through pets, toys, games, friends, places) sumusunod na kasanayan: nakapagkukulay ng iba’t ibang pangangalaga sa kapaligiran,
 observation and asking (LLKOL-Ic-15) •pagmomolde ng luwad (clay), bagay o gawain halimbawa pagdidilig
questions (MKAP-00-1) pagbuo ng puzzles (KPKFM-00- (dekorasyon sa ‘name tag’, ng mga halaman, pag-aalis ng
•Create simple pictographs •Talk about the details of an 1.5) kasapi ng mag-anak, gawain ng mga damo at kalat, hindi
(MKAP-00-2) object/picture like toys, pets, •paglikha ng mga modelo bawat kasapi ng maganak, pagsira ng halaman, at
•Discuss simple pictographs foods, places (LLKOL-Id-4) pangkaraniwang bagay sa paligid mga alagang hayop, mga pag-aalaga sa hayop
(MKAP-00-3) (KPKFM-00-1.6) halaman sa paligid) (SKMP-00- (KMKPKom-00-5)
•Name common animals •Talk about family members, •Nakapagmomolde ng luwad 2) •Nakapaghihintay ng kanyang
(PNEKA-Ie-1) pets, toys, foods, or members of (clay) sa nais na anyo (SKMP- •Identify the needs of animals pagkakataon (KAKPS-00-12)
the community using 00-6) (PNEKA-III g-5) •Nakaguguhit, nakapagpipinta
•Talk about likes/dislikes (foods, various appropriate descriptive •Use objects and materials safely •Name common animals at nakapagkukulay ng iba’t
pets, toys, games, friends, places) words (LLKOL-00-5) PNEKPP-00-6 (PNEKA-Ie-1) ibang bagay o gawain
(LLKOL-Ic-15) •Talk about the details of an •Group animals according to (dekorasyon sa ‘name tag’,
•Participate actively in a dialog object/picture like toys, pets, certain characteristics (how they kasapi ng mag-anak, gawain ng
or conversation of familiar foods, places (LLKOL-Id-4) look/ body, coverings/ bawat kasapi ng
topics (LLKOL-00-10) parts, how they move, sounds mag-anak, mga alagang hayop
•Talk about family members, they make, what they eat, where mga halaman sa paligid)
pets, toys, foods, or members of they live) (PNEKA-IIIi-4) (SKMP-00-2)
the community using •Express simple ideas through •Identify ways to care for
various appropriate symbols (e.g., drawings, invented animals (PNEKA-III g-6)
descriptive words (LLKOL- spelling) (LLKC-00-1) •Express simple ideas through
00-5) symbols (e.g., drawings,
invented spelling) (LLKC-00-1)
Create a simple pictograph Talk about pets using various Identify the needs of animals Identify the needs of animals Know how to care for animals
Learning Checkpoints
Appropriate descriptive words
1. My Favorite Pet
2. Animal Homes
Independent Activities
3. Word Box (Mother Animals and their Young)
4. Animal Food Match
•Observe, describe, and examine common animals using their senses (PNEKA-IIIh-2)
•Talk about the details of an object/picture like toys, pets, foods, places (LLKOL-Id-4)

•Express simple ideas through symbols (e.g., drawings, invented spelling) (LLKC-00-1)
•Identify the letters of one’s given name (LLKAK-Ic-1)
Competencies •Name common animals (PNEKA-Ie-1)

• Match object, pictures based on properties /attributes in one-to-one correspondence (MKAT-00-1)

•Identify the needs of animals (PNEKA-III g-5)

 Create animals using junk materials

 Identify common words
Learning Checkpoints
 Match pictures based on attributes in one-to-one correspondence
 Know the names of animals and their young
Transition to Meeting The teacher reminds the learners about the time left in Work Period 1 around 15 minutes before Meeting Time 2. After 10 minutes, the teacher tells the learners to start packing
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
(9:05-9:15)
Questions/Activity Pantomime: Pet Ko, Hula Mo Poem: Animal Homes Finger Play: This Little Cow Song : Animals and their Young
(KTG, p. 542) (KTG, p. 542-543) (KTG, p. 544) / Inahin at mga Inakay (KTG,p.
550)
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 sanitizing their hands.
Transition to Health
Break/
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,
Quiet Time
sanitize their hands, and have their Quiet Time. * Handwashing must be reminded before the health- break.
Health Break/Quiet Time
(9:15-9:25)
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
Transition to Story
pre-reading activities and makes sure that the learners are listening attentively.
Time
Story Time
(9:25-9:55)
Story Theme: Any age and Culturally Theme: Any age and culturally Theme: Any age and culturally Theme: Any age and culturally Theme: Any age and
appropriate story about how to appropriate story about Appropriate story about animal Appropriate story about animals culturally appropriate story
take care of animals animals and their home extinction and the food that they eat about how animals show love
and care to their young
Pre-reading Activity Define difficult words. Define difficult words. Define difficult words. Define difficult words. Define difficult words.
Motivation question: Motivation question: What Motivation question: Who
Motivation question: Do you Motivation question: Have you lost something that is your favorite food? takes care of you at home?
have a pet? Do you want to have Where do you live? is important to you?
a pet? Motive question: What is the Motive question: Who took care
Motive question: Motive question: Whatwas favorite food of the animal in the of the animal in the story?
Motive question: What are the Where do the animals live in the almost story?
pets in the story? story? gone in the story?
During Reading Ask comprehension questions.
Post Reading What are the pets in the Where do the animal s live? What was almost gone in What is the favorite food of Who took care of the animal in
story? How can we help protect the story? the animal in the story? the story?
How do you take care the homes of animals? How can we help prevent How can we make sure the How can we help care for
of pets? Animal extinction? animals have enough food to animals?
eat?
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 do
Period 2 their assigned tasks within the allotted time. * Another leader to check if his/her classmate is wearing face mask- well.
Work Period 2
(9:55-10:40)
Teacher-Supervised Chicken Feet (Counting groups Pair Pressure Calling All Caterpillars Beautiful Butterfly Wings Triangular Animals
Activity of 2) (KTG, p.542 ) (KTG, p.543 ) (KTG, p. 543-544) (KTG, p. 544) (KTG, p. 544)
Competencies Group, represent, and count sets Group, represent, and count sets •Take away a quantity from a Recognize symmetry (own body, Group, represent, and count sets
of equal quantity of materials up of equal quantity of materials up given set using concrete objects basic shapes) (MKSC-00-11) of equal quantity of materials
to 10 (beginning of to 10 (beginning of to represent the •Nakaguguhit, nakapagpipinta at up to 10(beginning of )
multiplication) (MKAT-00-15) multiplication) (MKAT-00-15) concept of subtraction (MKAT- nakapagkukulay ng iba’t ibang (MKAT-00-15)
00-4) bagay o Gawain (dekorasyon sa •Read and write numerals 0 to
•Read and write numerals 0 to 10 •Recite rhymes and poems, and ‘name tag’, kasapi ng mag-anak, 10 (MKC-00-3)
(MKC-00-3) sing simple jingles/songs in the gawain ng bawat kasapi ng •Match numerals to a set of
•Match numerals to a set of mother tongue, Filipino and/or mag-anak, mga alagang hayop concrete objects from 0 to 10
 concrete objects from 0 to English (LLKOL-Ia-2) mga halaman sa paligid) (SKMP- (MKC-00-4)
10(MKC-00-4) 00-2) •Nakaguguhit, nakapagpipinta
•Nakaguguhit, nakapagpipinta at •Observe, describe, and examine at nakapagkukulay ng iba’t
nakapagkukulay ng iba’t ibang common animals using their ibang bagay o gawain
bagay o gawain senses (PNEKA-IIIh-2) (dekorasyon sa ‘name tag’,
(dekorasyon sa ‘name tag’, kasapi ng mag-anak, gawain ng
kasapi ng mag-anak, gawain ng bawat kasapi ng mag-anak, mga
bawat kasapi ng mag-anak, mga alagang hayop mga halaman sa
alagang hayop mga halaman sa paligid) (SKMP-00-2)
paligid) (SKMP-00-2)
Group, represent, and count Group, represent, and count sets Mastered the concept of Recognize symmetry Group,represent, and count
sets of equal quantity ofmaterials of equal quantity of materials up subtraction sets of equal quantity of
Learning Checkpoints up to 10(beginning of to 10 (beginning of materials
multiplication) multiplication) up to 10 (beginning Of
multiplication)
1. Saucer and Food Match-Up
2. Eggs in the Nest
Independent Activities 3. 10 to Reach Home
4. Five in a Row

 Separate and represent groups of equal quantities using concrete objects up to 10 (beginning division) (MKAT-00-16)
 Group, represent, and count sets of equal quantity of materials up to 10 (beginning of multiplication) (MKAT-00-15)
 Recognize and visualize situations that require addition and subtraction (MKAT-00-14)
 Write addition and subtraction number sentences using concrete representations (MKAT-00-10)
 Add quantities up to 10 using concrete objects (MKAT-00-8)
Competencies  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)
 Sort and classify objects according to one attribute/property (shape, color, size, unction/use) (MKSC-00-6)
 Reproduce and extend patterns (MKSC-00-20)

 Group, represent, and count sets of equal quantity of materials up to 10 (beginning of multiplication)
 Recognize and visualize situations that require addition and subtraction
Learning Checkpoints  Arrange objects one after another in a series/sequence according to a give attribute (size, length) and describe their relationship (big/bigger/biggest or long/
longer/longest)
 Separate and represent groups of equal quantities using concrete objects up to 10 (beginning division)
Transition to Indoor/ The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor Activity/Light Physical Activity. After 10 minutes, the teacher tells
Light Physical Activity the learners to start packing away the materials they used and be ready for Indoor/Light Physical Activity. A transition song or countdown may be used.
Indoor Activity/ Light Physical Activity
(10:40-10:55)
Pet Stations (KTG, p. 547) Animals Run Home (KTG, p. Save the Animals (KTG, p. 548) Beware of Sharks (KTG, p. 548- Agawang Sisiw (KTG, p. 549)
Activities
548) 549)
Competencies Natutukoy ang kahalagahan ng Nagagamit ang mga kilos •Naisasagawa ang mga Recite rhymes and poems, and Natutukoy ang kahalagahan ng
pagpapakita ng positibong pag- lokomotor at di-lokomotor sa sumusunod na kilos lokomotor sa sing simple jingles/songs in the pagpapakita ng positibong pag-
uugali sa harap paglalaro, pageehersisyo, pagtugon sa ritmong mother tongue, Filipino and/or uugali sa harap
ng hindi inaasahang pangyayari pagsasayaw (KPKGM-Ig-3) mabagal at mabilis (paglakad, English (LLKOL-Ia-2) ng hindi inaasahang pangyayari
 tulad ng pagkatalo sa laro, atbp. •Naisasagawa ang mga pagtakbo, pagkandirit, •Natutukoy ang kahalagahan ng tulad ng pagkatalo sa laro, atbp.
(SEKPSE-00-8) sumusunod na kilos lokomotor sa paglundag/pagtalon, paglukso) pagpapakita ng positibong pag- (SEKPSE-00-8)
•Nagkakaroon ng kamalayan sa pagtugon sa ritmong (KPKGM-Ie-2) uugali sa harap •Nagkakaroon ng kamalayan sa
damdamin ng iba (SEKEI-00-2) mabagal at mabilis (paglakad, ng hindi inaasahang pangyayari damdamin ng iba (SEKEI-00-2)
••Nakasasali sa mga laro, o pagtakbo, pagkandirit, tulad ng pagkatalo sa laro, atbp. ••Nakasasali sa mga laro, o
anumang pisikal na gawain at paglundag/pagtalon, paglukso ) (SEKPSE-00-8) anumang pisikal na gawain at
iba’t ibang paraan ng pag- (KPKGM-Ie-2) ••Nakasasali sa mga laro, o iba’t ibang paraan ng
eehersisyo (KPKPF-00-1) anumang pisikal na gawain at pag-eehersisyo (KPKPF-00-1)
Naisasagawa ang iba’t ibang paraan ng pag- •Naisasagawa ang
paggalaw/pagkilos ng iba’tibang eehersisyo (KPKPF-00-1) paggalaw/pagkilos ng
bahagi ng katawan sa saliw •Naisasagawa ang iba’tibang bahagi ng katawan sa
ng awitin nang may kasiyahan paggalaw/pagkilos ng iba’tibang saliw
(KPKGM-Ia-1) bahagi ng katawan sa saliw ng awitin nang may kasiyahan
•Nakikipaglaro sa dalawa o ng awitin nang may kasiyahan (KPKGM-Ia-1)
tatlong bata gamit ang isang (KPKGM-Ia-1) •Nakikipaglaro sa dalawa o
laruan (SEKPKN-Ig-2) •Nakikipaglaro sa dalawa o tatlong bata gamit ang isang
tatlong bata gamit ang isang laruan (SEKPKN-Ig-2)
laruan (SEKPKN-Ig-2)
Learning Checkpoints  Observe the learners’ team work and sportsmanship
Transition to Meeting 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 wrap-up activities in Meeting
Time 3 Time 3. A transition song or countdown may be used.
Meeting Time 3
(10:55-11:00)
Learners share the different Learners give the meaning Learners describe what animals Learners match the mother
Activities ways of taking care of animals. of the words refuge, reserve, need to live and grow. animals with their young.
endangered and extinct.
Wrap-Up Questions/ The teacher takes note if learners are able to give different ways of taking care of animals.
Activity The class will recite the poem Animal Home.
The teacher takes note if learners are able to correctly distinguish the words refuge, reserve, endangered and extinct with each other.
The teacher takes note if learners are able to give the different needs of animals in order to live and grow.
The teacher takes note if learners are able to match correctly the mother and its young animal.

The teacher reminds the learners to sanitize their hands and to always follow the health protocols.Remind them also that handwashing must be done not only in school but also
Dismissal Routine
at home.

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:

JHEA C. BANDOLA CYNTHIA E. GUINTO

Teacher School Principal 1