1. Kindergarten
Daily Lesson Log
School MOLINETE ELEMENTARY SCHOOL Teaching Dates November 21-25, 2022
Teacher MARY ROSE D. DEANG Week No. 3
Content Focus Pagkakaiba at Pagkakatulad ng Bawat Pamilya Quarter Second
Most Essential
Learning Competencies
Nailalarawan kung paano nagkakaiba at nagkakatulad ang bawat pamilya (KMKPPam-00-3)
BLOCKS OF TIME
MONDAY
(November 21, 2022)
TUESDAY
(November 22, 2022)
WEDNESDAY
(November 23, 2022)
THURSDAY
(November 24, 2022)
FRIDAY
(November 25, 2022)
Arrival Time
(7:20am-7:30am)
(11:50-12:00 am)
Routine
Activities
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Meeting Time 1
(7:30am-7:40am)
12:00-12:10 pm)
Messages Ang pamilya ay itinuturing
bilang pinakamaliit na yunit sa
isang komunidad. Ang bawat
miyembro ng pamilya ay may
iba’t ibang tungkulin na dapat
gampanan.
Ang bawat pamilya, malaki
man o maliit ay magiging
masaya kung ang bawat isa ay
may respeto at
pagmamahalan.
Ang kulturang Pilipino ay
pamana ng ating mga ninuno.
Ang pagmamano at paggamit
ng magagalang na pananalita
tulad ng “po” at “opo” ay ilan
lamang sa mga kulturang
Pilipino na ating isinasabuhay.
Ang relihiyon ay samahan ng
mga mananampalataya o may
pananiniwala sa kanilang
sinasamba. Magkakaiba man
ang ating relihiyon ngunit iisa
ang ating sinasamba, ang
Diyos na Siyang may likha.
Saan man tayo kabilang na
relihiyon, ang mahalaga ay
ating iginagalang ang
paniniwala ng iba.
Ang letrang Nn at letrang Ee
ay kabilang sa ating alpabeto.
May mga salita na
nagsisimula sa letrang Nn
tulad ng nanay, noo, niyog at
ninang. Ang mga salitang
ekis, elepante, eroplano at
ehersiyo ay nagsisimula
naman sa letrang Ee.
Questions • Ano ang mga tungkuling
ginagampanan ng bawat
miyembro ng pamilya?
• Tumutulong ka ba sa mga
gawaing bahay? Sa
paanong paraan?
• Paano maipapakita at
maipadarama ang
pagmamahalan ng bawat
miyembro ng pamilya?
• Paano natin maipapakita
ang paggalang sa
nakatatanda sa atin?
• Anong relihiyon ang
kinabibilangan mo?
• Paano natin maipapakita
ang kabutihan at respeto sa
ibang tao?
• Anong mga salita ang
nagsisimula sa letrang Nn?
Ee?
• Ano ang tunog ng letrang
Nn? Ee?

2. (Isulat sa pisara ang sagot
ng mga bata at talakayin
ito pagkatapos.)
Competencies • Nailalarawan kung paano nagkakaiba at nagkakatulad ang bawat pamilya (KMKPPam-00-3)
Transition to Work
Period 1
The teacher gives instructions on how to do the independent activities, answers any questions, and tells the learners to do their assigned tasks within the allotted
time.
Work Period 1
(7:40am-8:25am)
(12:10-12:55 pm)
Teacher-Supervised
Activity
Writers Workshop: Role of
each family member
Introduce letter Nn
(KTG, p. 183)
Chart of Household Chores
(KTG, p. 183-184)
On the Job
Introduce letter Ee
(KTG, p. 184)
Church Collage My Family Members Help
One Another Poster
(KTG, p. 185)
Competencies
• Talk about family
members…using various
appropriate descriptive
words
(LLKOL-005)
• Give the names of family
members…and the roles
they play
(LLKV-00-6)
• Nakalilikha ng iba’t-ibang
bagay sa pamamagitan ng
malayang pagguhit
(SKMP-00-1)
• Trace, copy, and write the
letters of the alphabet
(LLKH-00-3)
• Write one’s given name
(LLKH-00-5)
• Naikukuwento ang mga
ginagawa ng pamilya nang
sama-sama
(KMKPPam-00-6)
• Give the names of family
members…and the roles
they play
(LLKV-00-6)
• Collect data on one
variable through
observation and asking
questions
(MKAP-00-1)
• Create simple pictographs
(MKAP-00-2)
• Discuss simple pictographs
(MKAP-00-3)
• Natutukoy ang mga
pangangailangan ng
pamilya at kung paano
nila ito natutugunan
(KMKPPam-00-7)
• Give the names of family
members…and the jobs
they do
(LLKV-00-6)
• Pagpilas/paggupit/
pagdikit ng papel
(KPKFM-00-1.3)
• Trace, copy, and write the
letters of the alphabet
(LLKH-00-3)
• Nailalarawan kung paano
nagkakaiba at nagkakatulad
ang bawat pamilya
(KMKPPam-00-3)
• Pagpilas/paggupit/
pagdikit ng papel
(KPKFM-00-1.3)
• Nakapupunit, nakagugupit
at nakapagdidikit sa
paggawa ng collage
(SKMP-00-7)
• Naikukuwento ang mga
ginagawa ng pamilya nang
sama sama
(KMKPPam-00-6)
• Give the names of family
members…and the roles
they play..
(LLKV-00-6)
• Nakalilikha ng iba’t-ibang
bagay sa pamamagitan ng
malayang pagguhit
(SKMP-00-1)
• Trace, copy, and write the
letters of the alphabet
(LLKH-00-3)
• Write one’s given name
(LLKH-00-5)
Learning Checkpoints
✓ Describe the roles of their
family member
✓ Identify who manages their
home
✓ Draw how their family
members earn a living
✓ Cut small pieces of paper
and make a collage
✓ Identify the name and
sound of letter Nn and Ee
Independent Activities
• Finger Painting: Nn, Ee (KTG, p. 185)
• Letter Mosaic: Nn, Ee (KTG, p. 186)
• Nn, Ee Words Poster (KTG, p. 186)
• Same Beginning (KTG, p. 186)
Competencies
• Trace, copy, and write the letters of the alphabet (LLKH-00-3)
• Give the sound of each letter (mother tongue, orthography) (LLKAK-Ih-7)
• Trace, copy, and write different strokes (LLKH-00-6)

3. • Pagpilas/paggupit/pagdikit ng papel (KPKFM -00-1.3)
• Identify the letters of the alphabet (mother tongue orthography) (LLKAK-Ih-3)
• Nakagagawa nang nag-iisa (KAKPS-00-3)
• Give the sound of each letter (mother tongue, orthography) (LLKAK-Ih-7)
• Name objects that begin with a particular letter of the alphabet (LLKV-00-5)
• Express simple ideas through symbols (e.g., drawings, invented spelling) (LLKC-00-1)
• Tell which two letters, numbers, or words in a group are the same (LLKVPD-Ie-4)
• Nakapaghihintay ng kanyang pagkakataon (KAKPS-0012)
Learning Checkpoints
✓ Identify and give the sound of the letters Ff, Tt
✓ Represent the letters Ff, Tt in creative ways
✓ Match the pictures correctly
Transition to Meeting
Time 2
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 away the materials they used and be ready for Meeting Time 2. A transition song or a countdown may be used.
Meeting Time 2
(8:25am-8:35am)
(12:55-1:05 pm)
Questions/Activity Let the learners present their
output.
Let the learners present their
output.
Let the learners present their
output.
Let the learners present their
output.
Let the learners present their
output.
Transition to Health
Break/
Quiet Time
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.
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.
Health Break/Quiet Time
(8:35am-8:50am) (8:50-9:00)
(1:05-1:20 pm) (1:20-1:30)
Transition to Story
Time
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 pre-reading activities and makes sure that the learners are listening attentively.
Story Time
(9:00am-9:15am)
(1:30-1:45 pm)
Story
Pre-reading Activity • Theme: Any age and
culturally appropriate story
about roles of family
members.
• Define difficult words.
• Theme: Any age and
culturally appropriate story
about roles of family
members at home.
• Define difficult words.
• Theme: Any age and
culturally appropriate story
about forgiveness.
• Define difficult words.
• Motivation question: When
do you say “I’m sorry” to
• Theme: Any age and
culturally appropriate story
about sharing in the family.
• Define difficult words.
• Motivation question: What
things do you share with
• Theme: Any age and
culturally appropriate story
about helping with the
household chores.
• Define difficult words.

4. • Motivation question: What
are the roles of your family
members?
• Motive question: What do
you think are the roles of the
members of the family in the
story?
• Motivation question: What
are the roles of your family
members at home?
• Motive question: What do
you think are roles of the
members of the family at
home in the story?
your family members?
When do they say “I’m
sorry” to you?
• Motive question: What do
you think will the main
character in the story do
when someone says, “I’m
sorry” to him/her?
your family members? What
things do they share with
you?
• Motive question: How was
sharing shown in the story?
• Motivation question: What
chores do you do at home?
Do you like doing them?
• Motive question: What are
the household chores of the
main character in the
story? Does he/she enjoy
doing them?
During Reading Ask comprehension questions.
Post Reading • What are the roles of the
family members?
• Are they the same as the
roles of your family
members?
• How do the family members
in the story manage their
home?
• Do your family members
manage your home in the
same way as the family
members in the story do?
• Was there forgiveness in
the story? How did it
happen?
• What did the family
members share with one
another?
• How do you feel when your
family members share with
one another?
• What are the household
chores of the main
character in the story? Did
he/she enjoy doing them?
• What would happen if we
do not do our household
chores?
Transition to Work
Period 2
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 their assigned tasks within the allotted time.
Work Period 2
(9:15am-9:55am)
(1:45-2:25 pm)
Teacher-Supervised
Activity
Roles Relay Game
(KTG, p. 187)
Number 9 Combinations
(KTG, p. 187)
Lining Up Family Members
(KTG, p. 187-188)
Sorting of Coins
(KTG, p. 188)
Subtraction and Writing
Number Sentences
(KTG, p. 188)
Competencies
• Match object, pictures
based on properties
/attributes in one-to-one
correspondence
(MKAT-00-1)
• 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)
• Combine elements of two
sets using concrete objects
to represent the concept of
addition
(MKAT-00-3)
• Recognize the words “put
together,” “add to,” and
“in all” that indicate the act
of adding whole numbers
(MKAT-00-26)
• Write addition number
sentences using concrete
representations
(MKAT-00-10)
• Arrange objects one after
another in a
series/sequence according
to a given 188 attribute
(size, length) and describe
their relationship
(big/bigger/biggest or
long/ longer/longest)
(MKSC-00-10)
• Use non-standard
measuring tools
(MKME-00-1)
• Sort and classify objects
according to one
attribute/property (shape,
color, size, function/use)
(MKSC-00-6)
• 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)
• Take away a quantity from a
given set using concrete
objects to represent the
concept of subtraction
(MKAT-00-4)
• Recognize the words “take
away,” ‘less,’ and ‘are left’
that indicate the act of
subtracting whole numbers
(MKAT-00-5)
• Write subtraction number
sentences using concrete
representations
(MKAT-00-10)

5. • Recognize and identify
coins and bills up to PhP20
(pesos and centavos)
(MKAT-00-2)
Learning Checkpoints
✓ Write the numerals 0 to 4
using proper strokes
✓ Take away a quantity from
a given set using concrete
objects to represent the
concept of subtraction
✓ Arrange objects from the
shortest to the longest
✓ Take away a quantity from
a given set using concrete
objects to represent the
concept of subtraction
✓ Write subtraction
sentences using concrete
representations
Independent Activities
• Writing Numerals (0-9)
• Playdough Numerals
• Find 9
• It’s A Match
Competencies
• Read and write numerals 0 to 10 (MKC-00-3)
• Pagbakat, pagkopya ng larawan, hugis, at titik (KPKFM-00-1.4)
• Recognize and identify numerals 0 to 10 (MKC-00-2)
• Match numerals to a set of concrete objects from 0 to 10 (MKC-00-4)
• Nakapagmomolde ng luwad (clay) sa nais na anyo (SKMP-00-6)
• Combine elements of two sets using concrete objects to represent the concept of addition (MKAT-00-3)
• Recognize the words ‘put together,’ ‘add to,’ and ‘in all’ that indicate the act of adding whole numbers (MKAT-00-26)
Learning Checkpoints
✓ Make structures with blocks
✓ Manipulate playdough to form numerals and corresponding quantities
✓ Make different combinations of 9
Transition to Indoor/
Light Physical Activity
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 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
(9:55am-10:15am)
(2:25-2:45 pm)
Activities
Charades of Roles
(KTG, p. 191)
Cat and Mouse Game
(KTG, p. 191)
Little Monkeys
(KTG, p. 191-192)
Match Around the Alphabet
(KTG, p. 192)
Grandmother, May I?
(KTG, p. 192)
Competencies
• Nakasasali sa mga laro, o
anumang pisikal na gawain
at iba’t ibang paraan ng
pageehersisyo
(KPKPF-00-1)
• Naipakikita ang
pagpapahalaga sa maayos
na pakikipaglaro
(KAKPS-00-19)
• Nakasasali sa mga laro, o
anumang pisikal na gawain
at iba’t ibang paraan ng
pageehersisyo
(KPKPF-00-1)
• Nagagamit ang mga kilos
lokomotor at di-lokomotor
sa paglalaro, pag-
eehersisyo, pagsasayaw
(KPKGM-Ig-3)
• Nakagagalaw, (lundag)
nang angkop sa ritmo at
indayog bilang tugon sa
himig na
napapakinggan/awit na
kinakanta
(KPKPF-Ia-2)
• Recite rhymes and poems,
and sing simple
jingles/songs in the mother
• Nakagagalaw (martsa)
nang angkop sa ritmo at
indayog bilang tugon sa
himig na
napapakinggan.awit na
kinakanta
(KPKPF-Ia-2)
• Identify the letters of the
alphabet (mother tongue,
orthography)
• Nakasasali sa mga laro, o
anumang pisikal na gawain
at iba’t ibang paraan ng
pageehersisyo
(KPKPF-00-1)
• Naipakikita ang
pagpapahalaga sa maayos
na pakikipaglaro
(KAKPS-00-19)

6. • Naisakikilos ang sariling
kakayahan sa iba’t ibang
paraan, hal. pag-awit,
pagsayaw, at iba pa
(SEKPSE-If-2)
• Nakapaghihintay ng
kanyang pagkakataon
(KAKPS-00-12)
• Naipakikita ang
pagpapahalaga sa maayos
na pakikipaglaro
(KAKPS-00-19)
tongue, Filipino, and/or
English
(LLKOL-Ia-2)
• Take away a quantity from
a given set using concrete
objects to represent the
concept of subtraction
(MKAT-00-4)
(LLKAK-Ih-3)
• Name objects that begin
with a particular letter of
the alphabet
(LLKV-00-5)
• Use polite greetings and
courteous expressions in
appropriate situations
(LLKOL-Ia-1)
• Nakapaghihintay ng
kanyang pagkakataon
(KAKPS-00-12)
Learning Checkpoints
✓ Follow simple directions
✓ Actively participate in the games
Transition to Meeting
Time 3
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. A transition song or countdown may be used.
Meeting Time 3
(10:15am-10:20am)
(2:45-2:50 pm)
Activities • The learners talk about
their role in the family.
• The learners talk about
how to show love and
respect for family
members.
• The learners talk about
ways on how to show
politeness through Filipino
culture.
• The learners talk about
how to show respect
people with different
religions.
• The learners talk about the
name and sound of letter
Nn and Ee.
Wrap-Up Questions/
Activity
• The teacher checks if the
learners can describe their
role in the family.
• The teacher checks if the
learners can share ways on
how to show love and
respect for his family
members.
• The teacher checks if the
learners were able to tell
the importance of being
polite.
• The teacher checks if the
learners were able to talk
about the respect for other
religion.
• The teacher checks if the
learners were able to say
the name and sound of
letter Nn and Ee.
Homeroom Guidance
(10:20-10:35 am)
(2:50-3:05 pm)
On a sheet of paper, draw
the faces that are being
described. Color your
drawing.
Trace different emotions
on a sheet of paper.
Listen as your teacher
reads the sentence.
Choose your answer
between the two choices.
Write the letter of your
answer on a sheet of
paper.
Make a bracelet of
emotions. Follow the
instruction below. Ask
the help of your parent or
guardian.
Dismissal Routine The teacher reminds the learners to sanitize their hands and to always follow the health protocols.
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 that 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.

7. 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: Noted:
MARY ROSE D. DEANG
Teacher I
MARILOU O. SOLIS
Head Teacher I