Ormoc City Sacred Heart Child

SCIENCE 3 School: Development Center Grade Level: III

SEMI-DETAILED LESSON Teacher: PRECIOUS ANN D. COSTORIO Learning Area: SCIENCE 3
Monday -
DATE: August 22-25, 2023 Friday

I. OBJECTIVE
CONTENT STANDARD The learners demonstrate understanding of properties of
materials to determine whether they are useful or harmful.
PERFORMANCE STANDARD The learners should be able to use local, recyclable solid
and/ or liquid materials in making useful products.
LEARNING COMPETENCIES WITH Use the properties of materials whether they are useful or
CODE harmful.
SSMT-Ia-b-1
II. CONTENT Useful or Harmful properties of materials.
KBI: Pagmamamhal at pagmamalasakit sa kapaligiran at
kapwa.
III. LEARNING REFERENCES
 REREFENCES MELC page-380
Curriculum guide: p. 29
https://www.youtube.com/watch?v=horKJfGrhqk

 MATERIALS LCD Projector/ Television, Laptop, PowerPoint

Presentation.
IV. PROCEDURE
A. ENGAGE
 PRAYER Let a pupil lead the prayer.
 DRILL Play the game “In or Out.

Ask:
 What is all about the game?
 Did you enjoy it?

 ATTENDANCE Check the number of pupil/s who is/are present and absent.
 HEALTH INSPECTION Check the nails of the pupils.

Remind them the importance of proper hygiene.

 REVIEW A. Enumerate the characteristics of the following:

 Solid

 Liquid
  Gas

B. EXPLORE
 MOTIVATION Let the pupils observe the following pictures.

Ask:
 What are shown in the pictures?
 What are your observations?
 PRESENTATION In order for us to minimize waste in our household, we
have to know which materials are still useful and which
ones should already be disposed of or will harm as.

Before throwing any materials, we must check first if it can

cause harm to living things and the environment.
 PRE-ACTIVITY Directions: Get three items inside your bag and three more
items inside the classroom. Identify each item you found
and answer the following question.

1.What is the item made of?

2.Are these materials safe or harmful?
 ACTIVITY PROPER Directions: Group yourselves into 4 and go around the
classroom. In the chart below, list down 5 materials that
you can find. Write down each material, its uses and
harmfulness in the proper column in the table below. And
get ready for a reporting afterwards.
Product Usefulness Harmfulness Why is it
harmful/useful?

1.
2.
3.
4.
5.
C. EXPLAIN
 GROUP REPORTING Ask a representative for each group to present their output
and observation.

 DISCUSSION The usability of a certain material depends on its

properties. There are materials that are made to last long
and therefore can be reused many times. There are also
those not meant to be reused, though they can be utilized to
serve another purpose. There are also materials that are
made for certain purposes only and can be harmful when
not used or disposed properly.

A material is considered useful when it serves its purpose

or even beyond. For example, bottles are made to contain
any solid or liquid material. When they are already empty,
they can still be use for other purposes. Whether a bottle is
made of plastic or glass, it has certain property that makes
it reusable.

A material is considered a waste when it can no longer be

used after it served its purpose. It is considered harmful
when it can harm to people, animals and the environment.

Recognizing whether a material is useful or harmful helps

us decide whether it is reusable or should already be
disposed of. Realizing that a material can still be reused for
other purposes helps us minimize wastes. Also, knowing
which materials are harmful helps us to be more careful
when disposing them.

A material’s properties can help you determine if the the

object is harmful or useful. Knowing these properties can
help you handle the material correctly.

Useful Materials
Among the materials that are very useful to people are
metals, plastics, wood, ceramics, rubbers and textiles.

Metal - strong, hard and shiny material

that can be formed into different
shapes and an excellent conductor of
heat and electricity. It is commonly
used to make coins, kitchenware,
containers, car parts and wires.

Plastic – is a material that is made

from various chemicals. When heated,
it can be molded into different shapes.
It is durable, lightweight, corrosion
resistant, and waterproof.

Wood – is a material that is produced

from trees. It is hard, flexible, and long
lasting and these qualities make a
wood an all-around material. It is an
extremely versatile material. It is also
renewable resource with exceptional strength. It is
commonly used in construction materials because the
energy used to produce wood is much lower than that of
steel, concrete or plastic.

Textile – is made from either natural

or human-made fibers that have been
woven together and are used to make a
variety of items such as bags, carpets,
rags, tents, nets, flags, towels and
others.

Ceramics – are good insulators. They

are durable and resistant to high
temperatures and harsh environments.
Ceramics minimally expand or
contract when exposed to heat or cold.
Vases, figurines, mugs, tiles, and bricks are some examples
of few items in your home that are made of it.

Rubber – is a flexible material that

exhibits elasticity, which is its capacity to
return to its original shape after being
stretched to a great extent. It is mostly
used to manufacture tires. It is also used to
make belts, hoses, gaskets, shoes, spillers, furniture, toys,
etc.

Harmful Materials
Some materials that people use everyday can be
harmful when they are used improperly. Some materials
can cause injuries. Others can be corrosive, flammable or
explosive, poisonous, or reactive.

Corrosive Materials – can damage or

destroy the outer layer of other
materials. Muriatic acid is a corrosive
material that is very useful in removing
stains from tiles. However, when
applied on metals, it corrodes the metal. It could easily
burn a person’s skin.

Flammable Materials – can easily catch

fire when exposed to heat.

Explosive Materials – are those

substances that contain a lot of energy.

Poisonous or Toxic Materials – can

 cause sickness or death when they swallowed, inhaled, or
absorbed through skin.

Reactive Materials – cause a chemical

reaction when they mixed with other
substances.

D. ELABORATE
 GEERALIZATION No questions and clarifications regarding our lesson today?
Again, what are the useful properties of materials?
- (Among the materials that are very useful to people
are metals, plastics, wood, ceramics, rubbers and
textiles.)

How about the harmful properties of materials?

- (Corrosive materials, flammable or explosive
materials, poisonous materials, or reactive materials.

Why is it important for us to be able to categorize harmful

materials from the useful ones?
- (Recognizing whether a material is useful or harmful
helps us decide whether it is reusable or should
already be disposed of. Realizing that a material can
still be reused for other purposes helps us minimize
wastes. Also, knowing which materials are harmful
helps us to be more careful when disposing them.)
 APPLICATION OF ACTIVITIES Go to your respective groupings for an activity.
USING THE DIFFERENTIATED
APPROACH Before starting the activity, please be reminded by the
rules:

1. Always show cooperation.

2. Give freely your opinions and ideas to your group.
3. Respect the ideas and opinions of your groupmates.
4. Always aim high.

Group 1 – Make a poster about the importance of knowing

the useful and harmful properties of materials.
Group 2 – In a role play highlight the result when harmful
materials are not dealt properly.
Group 3 – Make a slogan about the useful and harmful
properties of materials.
Group 4 - Make a short song about the importance of
knowing the useful and harmful properties of materials.

Here’s the rubrics on how you will be graded.

4 3 2 1
Shows Shows Slightly Shows no
relevance to relevance to relevant to relevance to
the assigned the assigned the the assigned
 topic or topic or assignment topic or
work. work. topic or work. Does
Excellent in Conveys work. Does not convey
presentation the message not fully its purpose.
. Conveys it is convey its Poor
the message supposed purpose. presentation.
it is to. Presentation
supposed to. Presentation can be
Exceeds the is good. improved.
expectation.
 FINDING PRACTICAL What will happened if everyone of us disposes properly
APPLICATION OF CONCEPTS our garbage’s and other materials that are not useful
AND SKILLS IN DAILY LIVING anymore?
- (Waste and garbage’s will be minimized leading to
the conversion and preservation of our environment.
Also, knowing how to dispose materials basing of its
usefulness or harmfulness is one way of keeping us
away from harm, not just us, but as well people who
are dear to us.

Why is there a need for us to save and protect our

environment and other people from these harmful
properties of materials or any harmful events?
- (It really is our sole responsibility to save and protect
our environment especially from harmful chemicals
and events. Our environment is our home, and when
it’s damaged, our lives will be affected. And as an
individual upholding the right virtues in life, it is our
mere purpose to practice humanity all the time. And
protecting and saving others from harm is an
example of it.

E. EVALUATE
 EVALUATION Direction: Determine if the underlined material in each
sentence is described as useful or harmful. Write the
correct answer.
______1. Diamonds embedded in drills are
used to cut glass in large factories.
______2. When stored in hot areas, can of
hairspray will cause explosion.
______3. Shiny metal objects placed in part
of a jeepney can reflect light.
______4. The rubber that is used to cover
an electric wire to protect not only the wire
but also those handling the wire.
______5. Bleach helps remove stain and
grimes in sinks.
______6. Mostly of the attractive chairs are
made of woods.
______7. Plastic water bottles most likely
 to come very handy and affordable.
______8. Chlorine is a substance that helps
to remove stains in clothes.
______9. Filled LPG tanks when stored in
a not appropriate environment causes
explosion.
______10. Plastic candy wrappers helps to
preserve the candies to last longer.
 ASSIGNMENT Direction: In your home, find any local, recyclable solid
and/ or liquid materials and transform its use to any useful
products.
V. REMARKS
VI. REFLECTION A. Number of Learners who earned 80 percent in the
evaluation.
B. Number of learners who required additional
activities for remediation who scored below 80%.
C. Number of Learners continue to require
remediation.
D. Number of learners who continue to require
reinforcement.
 Ormoc City Sacred Heart Child
School: Development Center Grade Level: III
ENGLISH 2
Teacher: PRECIOUS ANN D. COSTORIO Learning Area: ENGLISH 2
SEMI-DETAILED LESSON
Monday -
DATE: August 22-25, 2023 Friday

Objectives
At the end of the lesson, the pupils should be able to:
 Identify the cause and effect of events in a story;
 Identify the speaker in a story;
 Predict possible endings of a story;
 Read consonants in English alphabet; and
 Recognize simple sentences.

Writing sentences helps us express ideas and thoughts!

II. Subject Matter

A. Title: Donald, the new boy in school
B. Topic: Cause and/or Effects of events, Speaker in the story or poem, Possible ending of a story read, Consonants of
English alphabet, Simple sentence
C. References: Essential English for Active Learners 3, pp. 31 - 43
D. Materials: books, pictures, and power point presentation

III. Procedure

A. Preparatory
1. Drill

“Spelling Bingo Game”

2. Review
A. Read the story “Who likes Milk”.

Say:

Give the correct sequence of events in the story. Write 1 in the blank for the event that happened first, 2
for the second event, and 3 for the third or last event.

_______ I apologized.
_______ I threw the milk from my glass out of the window.
_______ Mrs. Reyes got wet.

B. Ask the following questions verbally.

1. What is a sentence?
 A sentence is a group of words giving a complete thought.

2. What are basic parts of a sentence?

 The basic parts of a sentence are the subject, the verb, and (often, but not always) the object. The
subject is usually a noun — a word that names a person, place, or thing. The verb (or predicate)
usually follows the subject and identifies an action or a state of being.
 3. What is a simple sentence?
 Simple sentences have one subject and one verb or predicate.

B. Developmental Activities

a. Motivation

Read the story “At the Playground”. Tell them to read silently with you.

Ask:
 Did you like the story?
Let them answer the following questions:

1. Who is speaking in the story?

2. Why does Lucas like to swing?
3. What happens when Lucas gets tired?
4. What do you think happened next?

b. Presentation

Let them listen to another story that will ask them to make predictions.

Read the story “Something Different”.

c. Discussion

1. Explain and discuss cause and effect.

 Knowing the cause of something helps you understand why things happen as They do. Knowing
the effect of an event means understanding what happens after something is done.

 The girl in the story hurriedly ran to her room.

 She felt sad when se pulled out her toys.
 She did not like to bring her brother’s musical instrument.
 She did not like to bring her sister’s necklace.

 Cause - A cause is a catalyst, a motive, or an action that brings about a reaction—or reactions. A
cause instigates an effect.
 Effect - An effect is a condition, occurrence, or result generated by one or more causes. Effects
are outcomes.
2. Explain that the story is told in the first-person narrative.
  In a first-person narrative, the character is the one telling the story. Uses the pronoun I, me,
myself.
 Second person point of view uses the pronoun “you” to address the reader. This narrative voice
implies that the reader or story teller is either the protagonist or a character in the story.
 In the third-person point of view, the author is narrating a story about characters, referring to
them by name, or using the third-person pronouns “he”, “she” and “they”.

d. Generalization
Ask:
 What is the importance of knowing the cause and effect?
 What is a cause?
 What is an effect?
 What is a first-person point-of-view?
 What is a second person point-of-view?
 What is a third person point-of-view?

e. Application

Ask the class to write a cause-effect sentence but they must write it in a way that either the cause or
effect is wrong. Their partners will say the correct cause and effect.

IV. Evaluation

A. Direction: Below are some simple sentences taken from the story, identify the basic parts of the story. The
“subject” and “predicate”. Underline the subject and encircle the predicate.

1. Donald talked to his parents.

2. He felt a little better.

3. Those pictures are attractive

4. I am so happy for Donald and his classmates.

B. Direction: Draw a line to match each cause on the left with its
effect on the right.
C. Direction: Read the story. Tell what happen next.

V. Assignment
Direction: Read and study in advance lesson 4 in your book.
 Ormoc City Sacred Heart Child
School: Development Center Grade Level: III
ENGLISH 3
Teacher: PRECIOUS ANN D. COSTORIO Learning Area: ENGLISH 3
SEMI-DETAILED LESSON
Monday -
DATE: August 22-25, 2023 Friday

Objectives
At the end of the lesson, the pupils should be able to:
 Listen to retell some parts of a story;
 Identify an imperative sentence and exclamatory sentence; and
 Use different kinds of sentences (declarative, interrogative, exclamatory, and imperative).

Different person, different life’s story!

II. Subject Matter

A. Title: They guide us, they love us.
B. Topic: Retelling parts of the story; identifying imperative sentences and exclamatory sentences and using different
kind of sentences.
C. References: Essential English for Active Learners 3, pp. 27 -39
D. Materials: books, pictures, and power point presentation

III. Procedure

A. Preparatory
1. Drill
Spelling Bingo Game!

2. Review
Direction: Arranged the story according to its sequence.

______I came to school late.

______I woke up.

______I eat breakfast.

______We were stocked a traffic.

Ask:
 Why is it important to know how to sequence events?

B. Developmental Activities
a. Motivation
Read the story “Learning how to ride a bike”.

Ask:
 Did you like the story?
 Can you retell the happenings in the story?
 What are the happenings in the story?
  Did you know that the story was compose of sentences, including imperative, interrogative,
exclamatory and declarative sentences?
 Can you give examples of imperative, interrogative, exclamatory and declarative sentences
found in the story?
b. Presentation
Say:
 Knowing how to retell happenings in a story is very important because it’s an indication that we
fully understand what was read.
 Sentences makes a story; it comes in different type and it’s equally important too to learn and
know the different types.

c. Discussion

Say:
What is retelling a story means?
 Retelling is the process of recalling the events that happened in a story in order from the
beginning, middle, to end.  Retelling is used to promote comprehension, which is the process of
understanding what is being read and building on the information learned by connecting it with
other stories or real-life events. Retelling promotes vocabulary by engaging the individual in
using story vocabulary as they retell what happened in the story.
Why is the significance of retelling a story?
 It shows full understanding of the text or story that was read.

Say:
 Going back to what we have discussed before, what is a sentence?
- A sentence is a group of words giving a complete thought.

 Now sentences have its types:

- Declarative
- Imperative
- Interrogative
- Exclamatory

d. Generalization

Ask:
 What is retelling a story?
 What is the significance of being able to retell happenings in a story?
 What are the different types of sentences?
 What is a declarative sentence? Site an example.
 What is an interrogative sentence? Site an example.
 What is an exclamatory sentence? Site an example.
 What is an imperative sentence? Site an example.
e. Application

Show a short video presentation “Jack and the beanstalk”.

Divide the class into five (5) groups. Let them discuss about the happenings and have someone in each
group to retell the events in front. Each group should also write 2 sentences of each type of sentences
(imperative, declarative, interrogative and exclamatory).

IV. Evaluation
A. Direction: Listen attentively as your teacher read aloud the story “The elephant and the ant”. Retell the
happenings in the story by writing it on your paper.

B. Direction: Write IN if it is an interrogative sentence, IM if it is imperative, D if it is declarative and E if it is

exclamatory.

______1. Wow, the elephant is very huge!

______2. I am a red ant.
______3. Why are you friend with the lion?
______4. Be nice to our new friends.
______5. Eat those grass instead.

V. Assignment
Direction: Complete the sentences by putting the correct punctuation marks (?,.,!)

1. Can you please pass the sauce to me ___

2. How are you doing in life ___
3.This is me, Precious ___
4. Oh my God ___
5. Wow, I loved it ___
 Ormoc City Sacred Heart Child
School: Development Center Grade Level: III
MATHEMATICS 3
Teacher: PRECIOUS ANN D. COSTORIO Learning Area: MATHEMATICS 3
SEMI-DETAILED LESSON
Monday -
DATE: August 22-25, 2023 Friday

I. Objectives:
At the end of the lesson the students will be able to:
 Compare the numbers by placing the symbols (>,< or,=);
 Arrange the numbers from least to greatest or vice versa; and
 Appreciate the importance of ordering number in our daily lives.

II. Learning Content:

a. Topic: Comparing and Ordering Four- to – Five – digit Whole Numbers
b. Learning References: Number smart 3, learners manual pp, 23-30
c. Learning Materials: PowerPoint Presentation/ Pictures/ Videos

III. Procedure:
a. Preparatory Activity
1. Drill
https://www.youtube.com/watch?v=a4FXl4zb3E4 Whole numbers Song

Ask:
 Did you like the song?
 What was it all about?

2. Review
Let them answer:
Direction: Write following number in Word and Expanded Form
1. 34, 500
Word Form: __________________________________________________
Expanded Form:_______________________________________________
2. 6,700
Word Form: __________________________________________________
Expanded Form:_______________________________________________
3. 578
Word Form: __________________________________________________
Expanded Form:_______________________________________________
4. 134,567
Word Form: __________________________________________________
Expanded Form:_______________________________________________
5. 32,987
Word Form: __________________________________________________
Expanded Form:_______________________________________________
 b. Developmental Activity

1. Engagement
Say:
 We use expressions like “less” or “more” when compared numbers during the previous grades.

Ask
 How do you compare numbers that are larger than one-digit numbers?

2. Exploration
 Have them read short article on the whale shark, or butanding in Filipino. Let them look at the
other kinds of sharks and their average length in the table.
 Ask the class if they have seen real sharks.
 Let them write the lengths of the sharks and use the numbers to and digits to compare.
 Starting with the highest place values, tell them that we compare the digits of the two numbers in
each place value from left to right.
Look at the table of their average lengths below. Write the lengths of the bull shark and blue
shark.
Kind of Shark Length in mm
Whale Shark 14 000
Tiger Shark 4 200
Mako Shark 2 500
Great White Shark 7 000
Hammerhead Shark 6 100
Bull Shark 3 500
Blue Shark 3 800

Blue Shark: ______________

Bull Shark: ______________
Which is longer? _____________

3. Elaboration
Let us use the numbers and digit to compare. Starting with the highest place value, we compare the
digits in each place value from left to right of the two numbers, 3 500 and 3 800.

Both numbers have the digit 3 in their thousands place, which both have a value of 3000. The next set of
digits in the hundreds place are 5 and 8.

Bull Shark: 3 5 0 0 mm (millimeters)

Blue Shark: 3 8 0 0 mm

The digit 5 has a value of __________ while the digit 8 has a value of ____________.
Which was longer, the blue shark or bull shark? _____________
 We can say that the blue shark is longer because 3 800 mm > mm or 3 800 is greater than 3 500.
We can also say 3 500 < 3 800 or 3 500 is less than 3 800.

We use the following symbols to compare:

< (less than), > (greater than), and = (equal)
Using the table of shark lengths, answer the following:
1. Which shark is the shortest?
2. Which shark is the longest?

We can arrange numbers either from least to greatest or greatest to least. This is called ordering whole
numbers. But because we can create numbers using the decimal numeration system in endless ways, we cannot
identify the greatest possible whole number.

Let us arrange the lengths of the sharks from least to greatest.

Fill in the missing lengths using numbers in the given table.

2 500, _____________, 3 800____________, ______________, _______________, 14 000

IV. Evaluation
A. Direction: Compare the numbers and then place >, <, or = in each blank.

1. 345 __________ 354

2. 728 __________ 739
3. 69 650 _________ 739
4. 2090 _________ 2 009
5. 10 000 _________ (5 000 + 5 000)
6. 78 956 _________ 78 596
7. 1 890 + 1000 _________ 2 890
8. 7 050 _________ 7 500

B. Direction: Circle the number with the least value in each row. Box the number with the greatest value.

1. 89 000 98 000 80 900 86 000

2. 56 850 56 085 5 865 50 086
3. 75 077 70 770 8 077 7 700
4. 63 000 60 300 36 630 60 030
V. Assignment:

1. Arrange the following numbers from least to greatest:

a. 123 213 321 132 312
________________________________________________

b. 5 456 5 645 4 565 6 554 4 655

________________________________________________

c. 10 932 19 230 29 310 9 203 23 901

________________________________________________

2. Arrange the numbers below from greatest to least.

a. 6 357 6 537 7 653 5 673 7 563
________________________________________________

b. 8 990 8 099 8 909 9 089 9 908

________________________________________________

c. 108 801 180 810 1 008

 Ormoc City Sacred Heart Child
School: Development Center Grade Level: III
MATHEMATICS 2
Teacher: PRECIOUS ANN D. COSTORIO Learning Area: MATHEMATICS 2
SEMI-DETAILED LESSON
Monday -
DATE: August 22-25, 2023 Friday

I. Objectives:
At the end of the lesson the students will be able to:
 Visualize and count numbers by 10s, 50s, and 100s; and
 Work well with groupmates.

II. Learning Content:

a. Topic: Skip Counting by 10s, 50s, and 100s
b. Learning References: Number smart 2, learners manual pp, 23-30
c. Learning Materials: PowerPoint Presentation/ Pictures/ Videos

III. Procedure:
a. Preparatory Activity
1. Drill
https://www.youtube.com/watch?v=gG0ybAcyvDE Skip Counting song

Ask:
 Did you like the song?
 What was it all about?

2. Review
Let them answer:

Direction: Identify the place value and value of the underlined digit.
Place Value Value
1. 72 458
2. 36 505
3. 28 498
4. 21 078
5. 16 544

b. Developmental Activity

1. Engagement
Let them answer.

Direction: Write the missing numbers.

10, 12, 14, __, __, __
15, __, 19, __, 23 __
 20, 25 __, __, 40, __
60, __, 70, __,80, __

Say:
 What have you noticed?

2. Exploration
Fast or Slow?

Some animals move slow. Others move fast.

A rabbit is faster than a turtle.
A kangaroo is faster than a rabbit.
A horse is faster than a kangaroo
The turtle is the slowest among them and the horse is the fastest.

The turtle moves one step at a time.

Turtles move slow on land but they swim fast.
If we imagine a turtle walking on land, it probably walks one small step at a time. We can count
its step as 1,2,3,4,5,6,7,8,9 and so on.

A rabbit moves faster than a turtle. It can hop and run. If we imagine a rabbit hopping, we can do skip
counting by tens: 10, 20, 30, 40, 50 ,60, and so on.

A kangaroo hops like a rabbit. But because of its size, this time, we skip count by 50s. If we imagine the
kangaroo hopping, we skip count by 50s: 50, 100, 150, 200, 250, 300, and so on.

A horse trots and gallops. Since it moves the fastest among them, if we imagine the horse galloping, we
skip count by 100s: 100, 200, 300, 400, 500, and so on.

3. Elaboration
Say:

In math, skip counting can be defined as the method of counting forward by numbers other than 1. We
add the same number over and over again. To skip count means to count by skipping through a particular
number of places in the counting sequence. For example, when we skip count by 5, we start from 0, and we skip
the next number and go to the fifth number, which will be 5.

Skip counting can also mean adding or subtracting a particular number each time to our previous
number. For example, if we are to skip count by 10, we would count as 10, 20, 30, 40 . . . and so on. Note that
each number in this sequence is 10 more than the previous number.
 It can be applied to any number more than one, like skip counting by 10s, 50s, 100s and many others.

IV. Evaluation
Do these with your group mates.

A. Circle the number that does not belong to the group.

1. 15, 20, 25, 30, 36, 40

2. 400, 410, 420, 430, 435, 450
3. 650, 700, 770, 800, 850, 900
4. 500, 600, 700, 850, 900, 1000

B. The Alien Robot makes big steps. Complete its trail. Find the missing number.

Trail 1: 110, 120, ____, 140, ____, ____, 170

Trail 2: 450, 500, 550, ____, 650, ____, ____
Trail 3: ____, 200, 300, ____, 500, ____, ____

C. Skip count backward.

1. 500, ____, 300, ____, 100

2. 100, ____, ____, 70, ____, 50, ____, ____
3. ____, 350, ____, 250, ____, ____, 100

V. Assignment:
Direction: Complete the numbers by skip counting by 100!
 Ormoc Sacred Heart Child
School: Development Center Grade Level: III
GMRC 3
Teacher: PRECIOUS ANN D. COSTORIO Learning Area: GMRC 3
SEMI-DETAILED LESSON
Monday -
DATE: August 22-25, 2023 Friday

I. Objectives
At the end of the lesson, the pupils should be able to:
 Identify the different God-given talents;
 Evaluate oneself critically;
 Demonstrate ways to develop self-esteem based on the result of self-evaluation;
 Write ways on how to value oneself; and
 Perform activities that promote self-esteem.

You Got this!

II. Subject Matter

A. Topic: Self-esteem
B. References: The new Values Unfolding, Teacher’s Resource Material, pp. 2 - 5
C. Materials: books, pictures, and power point presentation

III. Procedure:
A. Preparatory Activity
1. Drill
Let the student spell the word “supercalifragilisticexpealidocious”. Whoever gets the wrong answer will
show their talent in front.
B. Developmental Activity
1. Motivation
Ask and let them ponder:
 Do you often compare yourself with other kids, with your friends, and with your classmates?
 Do you often feel less accomplished or less talented?

Say:
If you do, then you do think negatively of yourself and that is not good.
2. Presentation
Sometimes, people do not realize that they think negatively of themselves. Becoming aware of
your negative thoughts and feelings will help you change the way you think and feel abut
yourself. It is important to realize and recognize that you are talented and capable of doing many
good things. That is what we call self – esteem.
3. Discussion
Self-esteem according to psychology is the person’s evaluation of his/her own worth. It is how a
person value himself/herself. It is how a person feels or judges himself/herself, and it can either
be high or low.
Self-esteem is often equated with self-confidence, but they two different things. Self-esteem is
how you value yourself while self-confidence is the belief in your capacity to do things.
 Self-esteem can either be positive or negative, high or low. Positive or high self-esteem helps
people succeed because it helps them see their values as a person. Low self-esteem holds back
and interferes with the person’s relationships, success, and happiness.
People with high self-esteem:
 Have positive thoughts and feelings about themselves;
 Accept and respect themselves even if they commit mistakes;
 See the good qualities in themselves such as being honest, respectful, kind, and generous;
 Take pride in every good thing that they do;
 Believe in themselves even if they sometimes fail;
 Feel valued and accepted by others; and
 Feel worthy of being treated with fairness and respect.
People with high self-esteem:
 Are hard on themselves;
 Think negatively about themselves;
 Feel inferior and insecure; and
 Doubt their ability to do things and succeed.
4. Application
Direction: Think of at least six (6) things you are good at and write them.

IV. Evaluation
A.
Directions: On the lines provided, write five (5) ways on how you can show that you value
yourself.
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________
4. _______________________________________________________________
5. _______________________________________________________________
B.
How will you improve or raise your self-esteem in the following situations?
1. You are always being excluded in class activities because you are too shy and you always stay alone
in one corner. You want to be part of the activities. What will you do?

2. You were given a partner in a class project whom you think is not performing well in class. What will
you do?

3. You are good in singing but you were asked to join the dance group. What will you do?

4. You always feel nervous and could hardly speak whenever you are called during recitation. What will
you do?

5. Your classmates invited you to join their group but you feel ashamed because most of them belong to
wealthy families. What will you do?
V. Assignment

Directions: Cut pictures and make a collage of the different talents a young child like you have and
must develop.