Republic of the Philippines

Department of Education
Region X- Northern Mindanao
Division of Misamis Oriental
Initao South District
INITAO CENTRAL SCHOOL

School Initao Central School Grade Level 3

Teacher Bless D. Aberilla Subject English
Daily Lesson Date: March 6, 2025
Plan
Time: 10:05 – 10:50 AM

I. OBJECTIVES
A. Content Writing / Composition
Standards
B. Performance Write a simple story
Standards
C. Learning Write a simple story
Competencies/
Objectives

Knowledge: Identify the elements of a simple story (characters, setting, and events).
Skills: Write a simple story with a clear beginning, middle, and end.
Attitude: Show creativity and confidence in writing a story.
II. CONTENT Simple Story
III. LEARNING Videos
RESOURCES
A. References Most Essential Learning Competencies Curriculum Guide
1. Teacher’s Guide Most Essential Learning Competencies Curriculum Guide
pages
2. Learner’s Worksheets, activity sheets
Materials pages

3. Textbook pages None

B. Other Learning Laptop, TV, pictures cards, markers, speaker

Resources
Strategy Cooperative learning, differentiated learning, game-based learning
Integration
Value Focus
IV. PROCEDURES
Preliminary Greetings, Prayer, Singing of National Anthem, Daily Exercise, Checking of Attendance
Activities
Before the classes start, set standard or house rule. That they should avoid making extra noises
except in doing group activity. That they should not answer in chorus, the behave and active
group will be given additional points.
A. Reviewing
previous lesson or How many days are there in June
presenting the new and July?
lesson. 2. How many days are there in
(Elicit) August?
3. The cold months are December
and January.How many days are the
cold months?

Drill
Ladder game
Divide the class into 4 rows. Each row will have 3 representatives.
As the teacher flashes the cards, the representative will read the time
shown in the model clock. The first to answer will take a step forward. The first to reach the
front will be the winner.

(Use the same procedure for the rest of the participants.)

B. Establishing a
purpose for the
lesson. How do you prepare yourself before going to school in the morning? Why is it important to take
(Motivation) good care of our body? Look at the pictures. Pick one and tell your classmate how long it takes
you to do this every morning.

Why is it important to be aware of time?

Why do we have to use time wisely?
C. Presenting Show a real and functioning clock with second hand. Let pupils read the time. Ask: What time
examples/instances does it tells us? e.g. 7 o’clock
of the new lesson  How many hands does a clock have? Let them identify the names of the different hands of a
(Engaged) clock.

Ask: Which is the hour hand? minute hand? second hand? What does each hand tell us?
 Let pupils observe how the second and the minute hands move.
(As much as possible, each group of 4 members should have a real clock.)Ask: Which hand
moves faster, second hand or minute hand?
Guide the pupils in counting the number of ticks the second hand moves before the minute hand
moves.

Ask: How many seconds are there in one minute? If three minutes have passed, how many
seconds is that?
Let pupils observe the minute and hour hands move. But since it will take time to show 60
minutes which is equal to 1 hour, manipulate the clock to show the pupils the number of ticks the
minute hand moves which is equivalent to 1 hour.

Ask: How many minutes are there in 1 hour? in 2 hours? Just show also, using the clock, that 24
hours is equal to 1 day.

Ask: How many hours are there in one day? in two days? Pupils should be able to say these:

Divide the class into 6 groups. Let each group answer the problems
given to them and show their solutions.

Group 1: Nena finished her homework in 360 seconds. How many

minutes did it take her to do her homework?

Group 2: Elena finished her homework in 9 minutes. How many

D. Discussing new seconds did it take her to do her homework?
concept and Group 3: Edgar travelled to their province in 4 hours. How many
practicing new skills minutes did he travel?
Group 4: Ronnie travelled to their province in 180 minutes. How many
#1 (Analysis) hours did he travel?
(Explore) Group 5: Juna stayed in her aunt’s house for 5 days. How many hours
did she stay?
Group 5: Benny stayed in his aunt’s house for 144 hours. How many
days did he stay?
Let each group present their solutions and answers.

How did Nena help her mother?

What can you say about Nina?

E. Discussing new Ask: “What did you notice when we changed minutes to hours or seconds to minutes?”
concepts and Guide pupils to recall that time can be converted from one unit to another by multiplying or
practicing new dividing.
skills.
#2 (Abstraction) Introduce key conversion rules:
(Explain)
 1 minute = 60 seconds
1 hour = 60 minutes
1 day = 24 hours
Examples:

“If you have 2 hours, how many minutes is that?”

“If a game lasts 120 minutes, how many hours is that?”

Show Step-by-Step Conversions:

Write an example on the board:

“Convert 3 hours to minutes.”
Step 1: Identify the conversion rule (1 hour = 60 minutes).
Step 2: Multiply: 3 × 60 = 180 minutes.

Do another example for division:

“Convert 360 minutes to hours.”

Step 1: Identify the rule (1 hour = 60 minutes).
Step 2: Divide: 360 ÷ 60 = 6 hours.

Let Pupils Explain in Their Own Words:

How do we change hours to minutes?

How about minutes to hours?

“Time can be converted by multiplying or dividing based on the correct unit of measure.
Knowing these conversions helps us understand time better in real life!”

F. Developing Ask each group the following:

mastery (Leads to
formative How did you get your answer? What operation did you use? Why?
assessment)
( Explain) What time measure did you convert? Is it from smaller to bigger time

measure?

If you are converting from smaller to bigger time measure, what

operation will be used? How about from bigger to smaller time

measure, which operation will be used?

What number should we divide if we convert seconds to minutes?

What number should we multiply if we convert minutes to seconds?

What number should we divide if we convert minutes to hours?

What number should we multiply if we convert hours to minutes?

 What number should we divide if we convert hours to day?

What number should we multiply if we convert days to hours?

G. Finding
practical/ Let us answer the following problem
application of 1. The Santos Family went on a vacation for 42 days. How many weeks were they on vacation?
concepts and skills 2. Carlos stayed in Cebu for 120days. How many months did he stay there?
in daily living. 3. Henry joined the BSP National jamboree in Mt. Makiling from November 26 to December 3
(Application) 2018. How many days did he attended the BSP training?
(Elaborate) 4. John wants to read a book. He finish reading 1 book in one week and 2 days. How many days
he finish reading the book?
5. Mang Lino and his friends build a house for 36 months. How many years did they build the
house?

How do you convert the following:

- seconds to minutes?

- minutes to seconds?

- minutes to hours?
H. Making
- hours to minutes?
generalizations
and abstractions
- days to hours?
about the lesson
( Elaborate)
- hours to days?

I. Evaluating Direction: Convert to the indicated units. Write your answer on your
Learning answer sheets.
( Evaluate) 1. 8 weeks =______ days
2. 3 months = _____ days
3. 365 days = ______year
4. 30 days = _______ weeks
5. 60 days =_______ months
Direction: Convert to the indicated units. Write your answer on your
answer sheets.
1. 8 weeks =______ days
 2. 3 months = _____ days
3. 365 days = ______year
4. 30 days = _______ weeks
5. 60 days =_______ months

Direction: Convert to the indicated units. Write your answer on your answer sheets.
1. 8 weeks =____days
2. 3 months =____days
3. 365 days =____years
4. 30 days=____weeks
5. 60 days =____months

J. Additional
activities for
application or
remediation

V. REMARKS

VI. REFLECTION
A. Number of
learners who earned
80% in the evaluation
B. Number of
learners who require
additional activities
for remediation who
scored below 80%
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 by:

BLESS D. ABERILLA ANECITA B. SABELLANO

Student Teacher Teacher II