KINDERGARTEN WEEKLY LESSON LOG

SCHOOL: DATE:

TEACHER: QUARTER NO. 2

MOST ESSENTIAL
➢ Tell and describe the different kinds of weather (sunny, rainy, cloudy, stormy, windy) (PNEKE -00 – 1)
LEARNING
➢ Observe and record the weather daily (as part of the opening routine) (PNEKE-00-1)
COMPETENCIES

CONTEXTUALIZED KINDERGARTEN BLOCKS OF TIME

WEEK 19 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Arrival Routine
ARRIVAL TIME
The teacher greets each learner as they arrive in the classroom. The teacher may say hello, and welcome the learners. Learners who come early may be given
(10 min) time for free play while waiting. When the bell rings, the learners will form lines in preparation for the flag ceremony.

Daily Routine:
1.National Anthem
2. Opening Prayer (When all the children are in the classroom, prayer be done automatically.)
Say: In the name of the Father……………….
3. Exercise (The teacher directs the child to watch the video exercise on TV and join the children in dancing)
4. Attendance Check (The teacher leads in singing the song and encourage the learners to sing with her.)
MEETING TIME 1 5. Weather Check (Song: Weather Song) (Validate pupils answer by asking them to look outside.)
(10 min) 6. Checking of Calendar (Song: Lubi-lubi)
7. Local / National Celebrations
8. Cleanliness Check (I have two hands)
9. Balitaan/Sharing time with classmates (Call 1-2 pupils)
10. Getting Ready for class
(This is also the time when concepts learned the previous week/day are reviewed and the message for the day is introduced.)
 The wind is very strong and
The sun shines brightly The water droplets fall from The air moves fast during People feel good during
MESSAGE during sunny day. the clouds during rainy day . windy day. cloudy day.
the air is very cold during
stormy day.

QUESTIONS The teacher will ask random questions that will connect to the daily message.

Unsa ang Panahon Karon

(What is the Weather)

Unsa ang panahon karon

Unsa ang panahon karon
Unsa ang panahon karon
TRANSITION Hayag, hayag, ang panahon karon
Hayag, hayag, ang panahon karon
Hayag, hayag, ang panahon karon
Hayag ang panahon karon

(Note:The teacher can change the word “hayag” (sunny) to “uwanon”(rainy),”dag-umon”(cloudy) depending on the weather for that day.

TEACHER SUPERVISED ACTIVITY

(Reference: Kindergarten Learning Experiences Packets)

Pag-ila sa Letra nga Jj Poster: Nagkalain-laing Poster sa Letrang Jj Memory Game Review and Practice Writing
Klase sa Panahon
Pamaagi: Pamaagi: Pamaagi: Instructions:
1. Andama ang mga gamitunon. Pamaagi: 1. Ihatag ang worksheet nga 1. Ipaila - ila sa mga bata Gamit ang writing notebook,
2. Ipakita sa bata ang mga 1. Hatagi ang bata og mga anaay letrang Jj outline. ang mga hulagway sa ipasulat sa mga bata ang
butang o hulagway nga hulagway sa aktibidad 2. Ilhon sa bata ang letra nga nagkalain-laing klase sa sakto nga paagi sa
WORK PEROD 1 nagsugod sa letra nga Jj. nga mahitabo sa mga anaa sa worksheet. panahon(sunny, rainy, pagsumpay sa putol-putol
(45 min) 3. Ipasulti ang mga ngalan og nagkalain-laing klase sa 3. Ipalitok ang tingog sa letrang cloudy, windy, stormy). nga linya.
hatagi og gibug-aton ang panahon. Jj. 2. Ikulob sa lamesa ang
tingog /j/. (j…acket, 2. Ipasulti sa bata ang 4. Ipahunahuna sa bata ang mga hulagway.
j…ackstone, j…elly, mga hulagway. butang/hulagway nga ang 3. Ipabuhat sa bata ang *Note: The teacher may let
j…eepney) 3. Ipabuhat sa bata ang ngalan nagsugod sa letrang mosunod: the learners connect
4. Ipakita sa bata ang dako ug mosunod: Jj. ❖magkuha ug duha ka straight, curved, or diagonal
gamay nga letrang Jj. ❖ ipapilit sa manila 5. Ipabuhat sa bata ang hulagway ug itandi kung lines
5. Ipakita ang pagsulat sa letra paper ang mga mosunod: parehas ba kini o dili.
nga Jj. hulagway nga ❖ idibuho/idrowing sa sulod ❖ Kuhaon sa bata ang duha
6. Ipabuhat sa bata ang mga mahiangay sa klase sa sa outline Jj ang mga ka hulagway kung
mosunod: panahon. magkaparehas.
 ❖ Ipasulti pag-usab ang ❖ isulti ang ngalan sa butang nagsugod sa ❖ ang bata nga
ngalan sa mga hulagway nga mga hulagway. letrang Jj; ug makakuha ug
nagsugod sa letra nga Jj. ❖ isuwat ang ngalan sa pinakadaghan nga
❖ Ipatingog ang letra nga Jj. mga hulagway nga cards o hulagway ang
gidibuho. makadaog.
❖ Ipasulat sa hangin ang letra
nga Jj
❖ Ipasulat sa iyang palad ang
letra nga Jj.

INDEPENDENT ACTIVITY
Writing Papers (Jj) It’s a Match Picture-letters Letter Mosaic: (Jj) Pictograph: Kinds of Weather Continuation…
(Jj) Practice Writing
Materials: Materials: Materials:
writing papers, tracing Materials: craft paper, colored papers picture cards,1/4 manila Instructions:
worksheet (with letter dot picture cards of objects cut in medium sized pieces, paper, scissors, glue Gamit ang writing notebook,
patterns for each letter), felt with names beginning scissors, glue Procedure: ipasulat sa mga bata ang
tip pens, pencils, crayons with capital letter Ii and Procedure: 1. Give them pictures of sakto nga paagi sa
Procedure: other letter of the 1. On a piece of 2’ x 3’ of craft different kinds of weather pagsumpay sa putol-putol
1. Learners trace the letters in alphabet paper, write the outline of and manila paper. nga linya.
the worksheet provided. Procedure: the letter Mm in upper and 2. Ask the learners to paste
2. Learners get a writing papers 1. Place the letter cards lowercase. the pictures in the manila
and pencil. on the table/floor. 2. Ask the learners to paste paper according to the kind *Note: The teacher may let the
3. Learners try to write the 2. Place all the picture the colored paper on the of weather. learners connect straight,
letters on their own. cards face down on the entire letter. 3. Let them count the number curved, or diagonal lines.
floor/table. 3. Ask the learners to say the of sunny, rainy, cloudy,
3. Learners get a picture letter name and sound. windy, and stormy .
card, say the word the While the learners are 4. Let them compare which
picture represents and doing the mosaic, let the among the weather has
match it with capital learners produce the sound the most number, and also
letter J and small letter j. of Jj. the least.

Hipos, Hipos
(Watermelon)

Hipos, hipos, hipos, hipos

TRANSITION Hiposon, hiposon
Ang papel og lapis,ug uban pa
Hipos na, hipos na…
MEETING TIME 2 The teacher asks questions about the activities in Work Period 1, or let the learners do a short activity (game, rhymes, song, riddles etc.). The learners may also
(10 min) be asked to share their work to the class.

SUPERVISED
RECESS The teacher assists, and guides the children as they eat their snacks.
(15 min)
QUIET TIME
During this time, children can rest or engage in relaxing activities.
(10 min)

Kami Nagpuyo sa Komunidad

(This is the Way I Brush My Teeth)

Kami nagpuyo sa komunidad, komunidad, komunidad.

TRANSITION Kami nagpuyo sa komunidad, Carcar ang pangalan.
Malambuon among komunidad, komunidad, komunidad,
Malambuon among komunidad
Mao nga kami malipayon.

Si Ning ug Rico Sa Baybayon

Sigulanon ni: Riva Valles
Dibuho ni: Patrick Conception

Si Ning ug Rico kauban iyang pamilya niadto sa dagat aron maligo. Apan natingala sila sa pag abot didto nga
STORY TIME
hugaw kaayo ang baybayon, daghang sagbot. Inubanan sa ilang pamilya naka desisyon sila nga hinloan ang baybayon,
(15 min) ilang gihipos ang mga sagbot.

Gilabay kini sa insaktong basurahan. Ug ilang giawhag ang ubang bata ug mga tawo nga didto usab duol sa
dagat. Nagtinabangay sila sa paghinlo niini ug pagkahuman nangaligo sila nga hamugaway ug malipayon sa dagat.
 Daily Routine:
A. Book and Print Awareness
(Say the Title, Author and Illustrator)

B. Flipping of Pages
(Flip every pages of the book from front to back.)
Pre-Reading
C. Unlocking of Difficulties
(Choose word/s to be unlocked.)

D. Motivation-Motive Tandem Question/s

(Ask the learners questions to make the story interesting while catching the attention of the learners.)

Modelled Reading: Guided Reading: Shared Reading: Independent Reading: Application:

During Reading
The teacher plainly read the Teacher reads the story and Teacher reads the story while Call 4-5 pupils to retell the May tell stories they
story to the learners. ask questions once in a while the learners follow. (Shared story. experience before.
for understanding. reading)

Post Reading Give the Post Reading Questions to the learners every after the Reading.

TEACHER SUPERVISED ACTIVITY

Mag-ihap ta! Taga-i Ko Mamingwit Kita! Asa Ang Pundok Nga Mas Review and Practice Writing
Daghan/ Mas Dyutay
Pamaagi: Pamaagi: Pamaagi: Instructions:
1. Ipakita sa bata ang mga 1. Pakigduwa sa bata og duwa 1. Ipakita ang pamaagi unsaon Pamaagi: Gamit ang writing notebook,
butang nga ihapon. nga “Taga-i Ko”. pagpamingwit. 1. Ipahiluna ang 5 ka ipasulat sa mga bata ang sakto
WORK PERIOD 2
2. Ipha og tagsa-tagsa ang 2. Isulti ang “Taga-i ko og 5 ka 2. Ipabuhat sa bata ang platito. nga paagi sa pagsulat sa
(40 min) kada butang samtang _____________ “. mosunod: 2. Sudlan og mga butang numero.
nagtan-aw ang bata. 3. Ipakuha o ipapangita sa bata ❖ bingwita ang isda sa ang mga platito. (5 ka
3. Isulti nga adunay 5 ka iro, 5 ang imong gipangayo. planggana; butones, 4 ka bato, 3 ka
ka iring, 5 ka itik, ug 5 ka 4. Dawata ang mga butang nga ❖ isulti ang numero nga buwak, 2 ka bolsita ug 1 *Note: The number to be written
isda. (o bisan unsa nga imong gipangayo nga ihatag nakasuwat sa isda; ka baso) must be based on the number
butang ang gamiton) sa bata nimo. Tagai ko 3. Ipabuhat sa bata ang assigned in a week.
❖ ilihok imong lawas basi sa
og….. 5 ka _____. mosunod:
numero nga nabingwit.
 4. Ipakita sa bata unsaon 5. Ipabuhat sa bata ang (5 - mopakpak ka lima, ❖ ipha ang mga butang
pagsuwat ang numero 5. mosunod: 4 - mokiaykiay ka upat, nga anaa sa platito;
5. Ipasuwat sa bata ang ❖ ipha tagsa-tagsa ang mga 3 -iduko ang ulo katulo, ❖ pagpili og 2 ka platito;
numero 5 sa hangin, dayon butang nga nakuha; ug ug uban pa). ❖ isulti kung asa nga
sa papel. ❖ isuwat ang numero 5 sa ❖ isulti ang numero nga platito ang adunay
6. Ipabuhat sa bata ang mga papel. nakasuwat sa isda. mas daghan og sulod;
mosunod: ❖ idibuho/idrowing ang lingin mas dyutay og sulod;
❖ ipha ang mga butang (5 nga himbis base sa ❖ isulti nganong mas
ka iro, 5 ka iring, 5 ka itik, numero nga gisuwat. daghan/ mas dyutay
5 ka isda);
kini; ug
❖ isuwat sa bukton ang
❖ ipha ug isulti pila
numero 5;
tanan ang mga butang
❖ i-trace ang numero 5 nga sa platito.
naa sa papel.
❖ isuwat pila kabuok ang iro,
iring, itik, ug itlog sa papel;
ug
❖ pagkuha ug 5 ka
gagmayng bato sa gawas.

INDEPENDENT ACTIVITY
Fishing Game Playdough Numerals Who Has More Block Play Challenge Continuation…
Practice Writing
Materials: Materials: Materials: Materials:
fish cut-outs (that have the Playdough assorted counters, 6 plastic 6 tables or floor blocks Instructions:
numerals 1-10 written on Procedure: saucers, paper, pencil for each learner Gamit ang writing notebook,
them) with paper clips 1. Give each learner a Procedure: Procedure: ipasulat sa mga bata ang sakto
attached, one fishing rod medium-sized ball of 1. Put out six saucers, each 1. Provide each learner nga paagi sa pagsulat sa
with magnet at the end of playdough. with a different number of with 6 blocks. numero.
the string, blue mat as 2. Let them form the numerals things in, for example, six 2. Challenge the learners
fishing area, paper clips 0,1,2,3,4,5 and 6. toothpicks, five small to create or build
Procedure: buttons, four big buttons, anything using only 6 *Note: The number to be written
1. In the designated fishing 3. Ask the learners to create two pebbles, one marble. blocks. must be based on the number
area, learners stand the number of objects for 2. The learners point at two 3. Ask them to describe assigned in a week.
outside the blue mat and each numeral. (Example: 6 saucers and choose without their work.
take turns in catching fish pencils – numeral 6) counting out, which has
with their fishing rods. more. Learners then check Note: Some learners need to
2. When learners catch a fish, by pairing up the contents of work within a small group or
they say the number the two saucers. one-on-one with the teacher
written on the fish and do Variations: to help them focus. This will
actions equivalent to the 1. Put the same number also help teachers closely
number (e.g. jump 5 times, of things in two of the monitor and assist a
saucers. specific learner complete
 clap their hands 6 times 2. Put four big things and this activity. Use different
and so on) four small things in counters from time to time.
3. After doing the chosen another saucer.
action, each learner then 3. Repeat the procedure
puts paper clip/s along the using another nuber
side of the fish cut-out combination but
which correspond/s to the should not go beyond
number found at the back the quantity of 6.
of the fish. 4. Learners write number
6.

Song
( Eency, Weency Spider)

Manghipos na, manghipos na,

manghipos na kita.
Manghipos na, manghipos na,
TRANSITION manghipos na kita
Usa, duha, tulo, upat, lima
Manghipos na, manghipos na,
Manghipos na kita manghipos na,
manghipos na, manghipos na kita
Usa, duha, tulo, upat, lima

INDOOR/
OUTDOOR GAMES Play games that connects to the lesson or activities done.
(20 min)
MEETING TIME 3
Review the lesson or activities done by asking questions to the learners.
(5 min)

• Closing Song
DISMISSAL
• Prayer
ROUTINE • Reminders
 Reflect on your teaching and assess yourself as a teacher. Think about your learners’ progress daily. What works? What else needs to be
done to learners learn? Identify what help your instructional supervisors can provide for you, so when you meet them, you can ask them
REFLECTION relevant questions.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
No. of Learners who earned 80% in the evaluation
Learners who require additional activities for
remediation
Did the remedial lessons work?

No. of learners who have caught up with the lesson.

Learners who need remediation.

Learners who need accommodation.

Accomplish this part at the end of the week:
Which of my teaching strategies worked well? Why
did you do these works?
What difficulties did I encounter which my
Principal/School Head/Supervisor can help me solve?
What innovation or localized materials did I use/
discover which I wish to share with other teachers?

Prepared by: Noted by: Date: