Republic of the Philippines

Department of Education
Region I
SCHOOLS DIVISION OFFICE I PANGASINAN

A Detailed Lesson Plan in Community Engagement, Solidarity, and Citizenship

(CSC)

Teacher: Denice Ricky Anne A. Quarter: Quarter 4

Cabrito
Grade Level: Grade Date: April 8 2025
12

I. OBJECTIVES

A. Content Standard
The learners demonstrate an understanding of the integration of social
science perspective and community action initiatives.
B. Performance Standard
The learners shall be able to synthesize the integrative experience of
implementing community-action initiatives applying social sciences’ ideas and
methods.

C. Learning Competencies
At the end of the lesson, at least 80% of the learners are able to:
• explain the core values of community action initiatives.

• analyze gender equality issues in our locality.

• promote awareness of human rights, social equity, gender equality and

participatory development.

GAD Integration

II. CONTENT
CORE VALUES OF COMMUNITY ACTION INITIATIVES
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages:
 2. Learner’s Material Pages:
3. Textbook pages:
4. Additional Materials from the Learning Resources (LR) portal
B. Other Learning Resources
PowerPoint Presentation, video presentation, activity sheets, and pictures.
https://youtu.be/SxunWYfpZjQ?si=-VfMqDW-K5tdFW_P

IV. Procedures

Teacher’s activity Student’s activity

I. Preliminary activities

1. Greetings
2. Prayer
3. Checking of Attendance
4. Checking of Assignment
5. Setting of Classroom Rules
A. Reviewing the Previous Lesson or Presenting the New Lesson
Before we move on to today's new lesson, let's
quickly review what we learned last time. To
help us remember, let me ask you some
questions.
(By the use of wheel of names, the teacher will
pick a student to answer the question)

The lucky student number 1 is, Diana. What is

the title of our topic yesterday?

Community Engagement, Solidarity and

Citizenship, Ma’am.

Very good! Please claim your “I heart that

emoji”!

Next lucky student is, Carlo! The question is,

as a student how can you contribute to
community engagement? Can you give me
good example of community engagement?

Ma’am, tree planting.

Yes! That’s excellent. Please claim your emoji.

Before we proceed to our next topic do you still
have question with out past lesson?

None, ma’am.
B. Establishing a purpose for the lesson
Before we begin our new lesson today, let’s
have a short game. The game is called “Pick
me and arrange me to figure out me!”

Ana, please read the direction

 Arrange the scrambled letters to figure out the
correct associated with the pictures.
Are you ready?

Yes, ma’am!
The lucky student number 1 is, Jean. Please
pick a picture in the box. Show us the picture
and tell us your answer.

(Jean will pick a picture and show it in the

class)

My answer is human rights, ma’am.

Very good! Please pic your prize at the box on

the table. Next lucky student is, Juliana. Please
pic a picture at the box and tell everybody your
answer.

Social Justice, ma’am.

That’s right! Claim your prize at the box please.

For the last picture, the lucky student is

Angelo. Please show us the picture and tell us
your answer.

C. Presenting examples/ instances of the new lesson

Later, we'll meet a well-known personality who
founded a popular fast-food chain in the
Philippines.

Someone is knocking on the door; I think our

guest is already here.

Can you help me open the door? Yes, teacher.

To open the door, I want you to say open

sesame. In the count of three, we all say open
sesame.

Again, what will you say? Open sesame, teacher.

(Teacher count 1-3) (Pupils say open sesame)

(Jollibee is standing at the door holding a

Clock)

Do you know him? Yes, teacher.

Who is he? Jollibee, teacher.

Correct! He is Jollibee.

What is Jollibee holding? He is holding a clock, teacher.

Very good! Do you think he can help Ana to

her problem? Yes, teacher.

Fortunately, Jollibee is here to help Ana solve

her problem with telling time.

Jollibee invites Ana and all of us to watch a

video clip together.

https://youtu.be/w9QK_4vrnJ0 (Pupils will watch the video)

Watch carefully and attentively.
D. Discussing new concepts and practicing new concept #1
What is the video all about? It is all about clock, teacher.

Correct! It is all about Clock.

And that was our new lesson for today. It is all

about telling and writing time using analog and
digital clock.

Again, please read our new lesson. Telling and writing time using analog and
digital clock.
Clock is used to measure time.

What are the two types of clocks? The two types of clocks are the analog and
digital clock, teacher.
That’s great! The two types of clocks are the
analog and digital clock.

This is an example of Analog clock.

Please show me your clock. (Pupils show their clock)

An analog clock has numbers 1-12.

Everybody let’s count. (Pupils count 1-12)

Look at the analog clock - can you count how

many hands it has? The analog clock has two hands, teacher.

Correct! It has two hands.

The short hand tells the hour of the day while

the long hand tells the minutes of the day.

The movement of the long hand from one

number to the next number is equal to five (5)
minutes.

Everybody let’s count. (Pupils count 5-60 )

Very good! Let's check the invitation again -

what's the scheduled start time for the birthday The birthday starts at 3 o'clock in the
party? afternoon, teacher.

Very good! The party starts at 3 o'clock in the

afternoon.

This is what 3:00 o'clock looks like.

The short hand points out in the 3 which is the

hour, and the longhand points out in the 12
which is the minutes.

Did you get it, class? Yes, teacher.

Let’s have another example.

I need a volunteer to come forward and
demonstrate how to set the clock hands to
5:30. Volunteer come in front and show how 5:30
looks like.
Very good! Give him/her a Darna Clap.
(Pupils make the Darna Clap)
Now, let’s have the second type of clock which
is a digital clock.

A Digital clock displays the time in numerical

digits.

This is example of Digital Clock.

P.M.

As you can see, the right part tells the minutes,

and the left part tells the hour.

What time did you see in the digital clock?

We see 3:30 p.m. in the digital clock ,
Very good! The time in the digital clock that I’ve teacher.
shown to you was 3:30 P.M.

Take a look at the invitation.

What time are we dismissed and allowed to go

home?
The time that we are free to go home is 6:00
Correct! 6:00 o'clock in the evening. o'clock in the evening, teacher.

Who would like to come up here and

demonstrate what 6:00 looks like on a digital
clock?

Very good! That’s what 6:00 o'clock looks like. (Pupil come in front and show what it looks
like)
Give him a very good clap.
(Pupils make the Very Good Clap)
Let us remember, that 60 minutes is equal to 1
hour and 24 hours is equal to one day.

Let us also remember, that there are two parts

of the day which are AM and PM. We use A.M
to tell the time in the morning and P.M in the
afternoon and evening.

Do you have any questions or clarifications

before we proceed to your group activity?
Yes, teacher. How to know the time if there is
We can tell time by simply with the help of our no clock, teacher?
nature like the sun's height in the sky shows if
it's morning, midday, or evening; long shadows
mean it's early or late. A rooster's crow tells us
it's morning.
Are you ready for your group activity?
Yes, teacher.
E. Discussing new concepts and practicing new concept #2
Let’s have a group activity.

The class will be divided into three groups.

Each group will perform a task.

Group 1: Write the correct time in the box Answers:

below the clock.

5 3 9

Group 2: Draw the hands of the clock to show

the given time.

Group 3: Encircle the time when the activity

happens.

1. It is ten o'clock in the morning.

School is fun. 1. 10:00 a.m.

10:00 a.m. 10:00 p.m.

2. It is nine thirty in the evening.

It is time to go to bed.
2. 9:30 p.m.
9:30 a.m. 9:30 p.m.

3. It is eight o'clock in the evening.

Let's have dinner. 3. 8:00 p.m.
 8:00 a.m. 8:00 p.m.
F. Developing Mastery
Let’s have a game but before that please show
me your clock.

Instruction: Show me the face of your clock if

the time indicates a.m. and show me the back
of your clock if the time indicates p.m.

1. It’s 6:00 o’clock in the morning. 1. (Face of the clock)

2. It’s 7:00 o’clock in the morning. The sun 2. (Face of the clock)
shines brightly.

3. It’s time to eat dinner. 3.(Back of the clock)

4.Lunchtime is at 12:00 pm. 4. (Back of the clock)

5.The Park opens at 9:00 o’clock in the 5. (Face of the clock)

morning.
G. Finding practical applications of concepts and skills in daily living
Have you heard the saying Time is Gold? Yes, teacher.

What is the meaning of that saying? Pupil’s possible answers:

 Time is important we should not waste

it.
 Use time wisely.
 Time is a valuable resource, so it is
better to do things quickly as possible.
Correct! Time is valuable. We should not
waste time.
H. Making Generalization and abstractions about the lesson

Okay, class let’s wrap it up!

What device did we use to tell time? The device that we use to tell time is Clock,
teacher.

Very Good! The device that we use to tell time

is a clock.

What are the two types of clocks? The two types of clocks are the Analog clock
and Digital Clock.
That's correct! The two types of clocks are
Analog and Digital Clocks.
If the time is morning, what did we use, a.m. or If the time is morning we use a.m., teacher.
p.m.?
If the time is afternoon or evening, we use
Correct! How about afternoon or evening? p.m, teacher.

Wow! You did a great job. You’ve really

understood our topic for today. So, let’s give (Pupils make the fireworks clap)
yourselves a fireworks clap.
I. Evaluating learning
Direction: Draw the hands of the clock based
on the given time.

J. Additional activities for application or remediation

Direction: Draw a clock and show the time by
drawing the hands of the clock. Draw it in your
notebook.

1.3:25
2.4:05
3:7:55
4.1:40
5.12:00

Prepared by:

Denice Ricky Anne A. Cabrito

Teacher I Applicant