School Teaching

Kindergarten
Dates
Daily Lesson
Teacher 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
feelings? you talk to about
Song: I have your fear?
feelings
Transitio The teacher gives instructions on how to do the independent activities, answer any questions, and tells the
n to learners to join their group and do the assigned tasks.
Work
Period 1
Work Period 1
Teacher- Emotion Stick Poster: What Paint Feelings Feelings Bingo Fear Fishing
Supervise Puppets makes you happy?
d Activity
Compete * Nakikilala ang  Naipakikita ang  Nakikilala ang  Nakikilala ang  Natutukoy ang
ncies 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) pangangailanga lungkot) takot, galit, at pag-uugali sa
(SEKPSE-00-11 n nang mag-isa. (SEKPSE-00-11) lungkot) harap ng hindi
* Naisasagawa Hal. maghugas  Nakalilikha ng (SEKPSE-00- inaasahang
ang mga ng kamay, iba’t ibang bagay 11) pangyayari
sumusunod na kumain, sa pamamagitan  Identify tulad ng
kasanayan: magbihis, ng malayang familiar sounds pagkatalo sa
pagbakat, magligpit, pagguhit in the laro, atbp.
pagkopya ng tapusin ang (SKMP-00-1) environment (SEKPSE-00-
larawan, hugis, at gawaing  Nakaguguhit, (LLKAPD-Ie- 8)
titik (KPKFM-00- nasimulan nakapagpipinta at 1)  Nakikilala ang
1.4) (SEKPSE-Ie-5) nakapagkukulay mga
* Naipakikita ang  Nakaguguhit, ng iba’t ibang pangunahing
tiwala sa sarili nakapagpipinta bagay o gawain emosyon
na tugunan ang at (dekorasyon sa (tuwa, takot,
sariling nakapagkukulay “name tag”, galit, at
pangangailangan ng iba’t ibang kasapi ng mag- lungkot)
nang mag-isa. bagay o gawain anak , gawain ng (SEKPSE-00-
(dekorasyon sa bawat kasapi ng 11)
Hal. maghugas
“name tag”, mag-anak, mga  Tell who/what
ng kamay, kasapi ng mag- alagang hayop, is producing a
kumain, anak , gawain mga halaman sa given sound
magbihis, ng bawat kasapi paligid) (LLKAPD-Ie-
magligpit, ng mag-anak, (SKMP-00-2) 2)
tapusin ang mga alagang  Identify where
gawaing hayop, mga the sound is
nasimulan halaman sa coming from
 (SEKPSE-Ie-5) paligid) (inside/outside
(SKMP-00-2) the room)
(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)
Compete  Naisasagawa ang mga sumusunod na kasanayan: pagpilas/paggupit/pagdikit ng papel (KPKFM-
ncies 00-1.3)
 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
Transitio
The teacher reminds the learners about the time left in Work Period Time 1 around 15 minutes before
n to
Meeting Time 2. After 10 minutes, the teacher tells the learners to start packing away the materials they
Meeting
used 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
/ using the emotions ay masaya while painting while painting your fears?
Activity puppets Share an
experience where
you made someone
happy in the
family; someone in
school
Transitio The teacher commends the learners for the work they did in Work Period Time 1 and tells them to prepare
n to for recess time by washing their hands. Encourage sharing especially if not all children have food.
Recess
Supervised Recess
Transitio The teacher reminds the children to pack away the things they used in recess time, clean up their eating
n to Quiet area, throw their trash in the trash bin, wash their hands, brush their teeth, change their wet clothes, and
Time have their Quiet Time.
Quiet Time
Transitio While singing a transition song, the teacher “wakes” the learners up and tells them that it’s time to listen
n to Story to a story. When the learners are ready, the teacher proceeds with the pre-reading activities and makes
Time sure that the learners are listening attentively.
Story Time
Songs/ (See KTG p. 78) (See KTG p. 78) (See KTG p. 78) (See KTG p. 78) (See KTG p. 78)
Poems 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 question: What question: What
do you think the do you think are the things do you think do you think
characters will are the things that will make are the things are the things
feel in the story that will make the people in that will make that will make
based on the the people in the story sad? the people in the people in
picture on the the story the story the story
cover? happy? angry? scared/ afraid?
During Ask comprehension questions.
Reading
Post  What did the  What made the  What made the  What made the  What made the
Reading characters people happy in people in the people in the people in the
feel? What the story? If story sad? Is it story angry? story scared?
made you say you felt sad, ok to be sad? What should What can you
so? How were what will you (Yes). Why? you do when do so that you
these feelings do to feel What should you are angry? will not be
expressed? happy? you do when What are the scared
you are sad? things that you anymore?
should not do?
Transitio After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and
n to independent activities, answers any questions, and tells the learners to join their group and do the assigned
Work tasks.
Period 2
Work Period 2
Teacher- Emotions Patterns Hand Game Hand Game Playdough Graphing
Supervise Emotions Emotions
d Activity
Compete  Complete  Count objects  Count objects  Nakikilala ang  Count objects
ncies 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-  Compare two
patterns quantity of a set quantity of a set 11) groups of
(MKSC-00-21) of objects does of objects does  Naisasagawa objects to decide
 Transform/ not change even not change even ang mga which is more or
translate though the though the sumusunod na less, or if they
patterns from arrangement has arrangement has kasanayan: are equal
one form to changed (i.e., changed (i.e., pagmomolde ng (MKC-00-8)
another (MKSC- the child should the child should luwad (clay),  Create simple
00-22) be able to tell be able to tell pagbuo ng pictographs
that one set of that one set of puzzles (MKAP-00-2)
counters placed counters placed (KPKFM-00-  Discuss simple
in one-to-one in one-to-one 1.5) pictographs
correspondence correspondence  Nakapagmomold (MKAP-00-3)
and then and then e ng luwad
rearranged still rearranged still (clay) sa nais na
has the same has the same anyo (SKMP-
quantity) quantity) 00-6)
(MKSC-00-23) (MKSC-00-23)
 Add quantities  Add quantities
up to 10 using up to 10 using
concrete objects concrete objects
(MKAT-00-8) (MKAT-00-8)
Learning  Tell that the  Add quantities  Mold  Compare two
Checkpoi  Complete quantity of a up to 3 using playdough into groups of
nts patterns, set of objects concrete recognizable objects to
reproduce and does not objects figures decide which is
extend patterns, change even more or less, or
create their though the if they are
own patterns, arrangement equal
and has change  Create and
transform/trans discuss simple
 late 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)
Compete  Complete patterns (MKSC-00-19)
ncies  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
Transitio
n 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 Unstructured Free Feelings Parade
Activities
Play Hopscotch Play
Compete  Nakikilala ang  Naisasagawa  Nakikilala ang  Naisasagawa  Nakikilala
ncies mga ang mga mga ang mga ang mga
pangunahing sumusunod na pangunahing sumusunod na pangunahi
emosyon (tuwa, kilos lokomotor emosyon (tuwa, kilos lokomotor ng
takot, galit, at sa pagtugon sa takot, galit, at sa pagtugon sa emosyon
lungkot) ritmong lungkot) ritmong mabagal (tuwa,
(SEKPSE-00- mabagal at (SEKPSE-00-11) at mabilis takot,
11) mabilis  Nakasasali sa (paglakad, galit, at
 Naisasagawa (paglakad, mga laro, o pagtakbo, lungkot)
ang mga pagtakbo, anumang pisikal pagkandirit, (SEKPSE-
sumusunod na pagkandirit, na gawain at paglundag/pagta 00-11)
kilos lokomotor paglundag/pagta iba’t ibang lon, paglukso)  Nakasasali
sa pagtugon sa lon, paglukso) paraan ng pag- (KPKGM-Ie-2) sa mga
ritmong (KPKGM-Ie-2) eehersisyo laro, o
mabagal at (KPKPF-00-1) anumang
mabilis pisikal na
(paglakad, gawain at
pagtakbo, iba’t ibang
pagkandirit, paraan ng
paglundag/pagta pag-
lon, paglukso) eehersisyo
(KPKGM-Ie-2) (KPKPF-
 Naipakikita ang 00-1)
kawilihan nang  Identify
 may sariling familiar
interpretasyon sounds in
sa the
himig/tugtuging environme
napapakinggan nt
(SKMP-00-10) (LLKAPD
-Ie-1)

Learning  Interpret  Participate  Listen

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

Transitio The teacher tells the learners to help pack away the materials they used in the Indoor/Outdoor Games time
n 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
people around feel angry. feel afraid/scared
Activities
them. and 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 2
continue to require
remediation
E. Which of my teaching Differentiated instruction is very much effective because it caters to the multiple
strategies worked well? intelligences present in each pupil
Why 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 Customized Instructional Materials are ready and available for sharing.
localized materials did I
use/discover which I wish
to share with other
teachers?