DLL Mbregalado Filipino Sa Piling Larang

PAARALAN CABUYAO INTEGRATED NATIONAL HIGH ANTAS 11 and 12
SCHOOL
GURO MARJORIE B. REGALADO ASIGNATURA FILIPINO SA PILING
LARANG
PETSA MARKAHAN UNA
ORAS SEKSYON POLARIS AT CASSIOPEIA
I. LAYUNIN
A. Pamantayang Nauunawaan ang kalikasan, layunin at paraan ng pagsulat ng iba’t ibang anyo ng
Pangnilalaman
sulating ginagamit sa pag-aaral sa iba’t ibang larangan (Akademik)
B. Pamantayan sa
Pagganap
Nasusuri ang kahulugan at kalikasan ng pagsulat ng iba’t ibang anyo ng
sulatin
C. Mga Kasanayan sa
Pagkatuto
1. Nabibigyang-kahulugan ang akademikong
pagsulat
CS_FA11/12PB-0a-c-101
II. NILALAMAN
Kahulugan, kalikasan, at katangian ng pagsulat ng sulating
akademik
 Akademik
KAGAMITANG
PANTURO
A. Sanggunian
1. Mga Pahina sa
Gabay ng Guro
2. Mga Pahina sa
Kagamitang Pang-
Mag-aaral
3. Mga Pahina sa
Textbook
4. Karagdagang
kagamitan mula sa
portal ng Learning
Resource (LR)
B. Iba Pang https://www.slideshare.net/MiguelDolores/akademikong-pagsulat
Kagamitang
Pangturo
III. PAMAMARAAN
A. Balik-Aral sa
nakaraang aralin at/o
Talakayin ang nilalaman ng portfolio
pagsisimula ng
bagong aralin.
Ano ang pagsulat?

B. Paghahabi sa Anong mga salita ang kaugnay sa salitang pagsulat?
layunin ng aralin.
C. Pag-uugnay ng Talakayin ang pilosopiya ng pagsulat.

mga halimbawa sa
bagong aralin.
D. Pagtalakay ng
bagong konsepto sa Ano nag kahulugan at katangian ng sulating akademik. Magbigay ng halimbawa.
paglalahad ng
bagong kasanayan
#1
E. Pagtalakay ng
bagong konsepto sa Ano ang mga salik na dapat isaalng alang sa pagsulat.
paglalahad ng
bagong kasanayan
#2
F. Paglinang sa
Kabihasaan
(Tungo sa Formative
Assessment)
G. Paglalapat ng
aralin sa pang-araw-
araw na buhay
H. Paglalahat ng
Aralin
I. Pagtataya ng
Aralin
J. Karagdagang
Gawain para sa
takdang-aralin at
remediation
IV. MGA TALA
A. Bilang ng mag-
aaral na nakakuha ng
80% sa pagtataya.
B. Bilang ng mag-
aaral na
nangangailangan ng
iba pang Gawain
para sa remediation.
C. Nakatulong ba ang
remedial? Bilang ng
mag-aaral na
nakaunawa sa aralin.
D. Bilang ng mga
mag-aaral na
magpapatuloy sa
remediation?
E. Alin sa mga
istratehyang
pagtuturo naktulong
ng lubos? Paano ito
nakatulong?
F. Anong suliranin
ang aking naranasan
na solusyunan sa
tulong ng aking
punongguro at
superbisor.
G. Anong
kagamitang panturo
ang aking nadibuho
na nais kong ibahagi
sa mga kapwa ko
guro.
Prepared: Checked:
MARJORIE B. REGALADO TEODORA M. GALANG

Teacher III Dalubguro I
Noted:
MARIBETH G. HERRERO
Officer-In-Charge
SCHOOL CABUYAO INTEGRATED NATIONAL HIGH GRADE LEVEL 11
SCHOOL
TEACHER MARJORIE B. REGALADO LEARNING AREA PHYSICAL SCIENCE
TEACHING DATE QUARTER FOURTH
TEACHING TIME SECTION BPPA, BPPB, TOUR A
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the relationship between the
function and structure of biological macromolecules
B. Performance The learners shall be able to distinguish the structures of different biological
Standards macromolecules and relate them to their properties
C. Learning Explain how the structures of carbohydrates, lipids, nucleic acid and proteins,
Competencies and determine their properties and functions (S11/12PS-IIIe-22)
D. Objectives 1. Distinguish between carbohydrates, proteins, lipids, and nucleic acids
II. CONTENT Biological Macromolecules
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide 112-122
pages
2. Learner's Materials
pages
3. Textbook pages
4. Additional materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
Have the learners review their lesson on carbohydrates, proteins, lipids and nucleic acids from
A. Reviewing previous
Grade 10 Chemistry. Help them recall how the macromolecules were composed of very few
lesson or presenting
the new lesson elements, namely carbon, hydrogen, oxygen, and nitrogen. They should also have seen the
structures.
Trapezoidal Tangram
B. Establishing a
Cut out puzzle pieces out of thick paper print-outs. Group the learners in pairs or by three’s and
purpose for the lesson
have them form the different shapes using puzzle pieces
C. Presenting The different puzzle pieces can represent different elements upon which, depending on
examples/instances of orientation with different pieces, creates a different pattern or “biomolecule”.
the new lesson
D. Discussing new Show the Fischer structure and chemical formula of glucose.
concepts and Using the guide questions, lead the learners into the discussion of carbohydrates.
practicing new skills #1
Introduce the terms and definition of saccharide, monosaccharide, disaccharide, and
polysaccharide. Give examples and sources of the
different saccharides. Connect the discussions with the different functions of the different
E. Discussing new saccharides. You may let the learners draw the
concepts and function based on the different sources. For example, fructose (example) can be found in fruits
practicing new skills #2 (source), and fruits are sources of energy
(function). Another would be cellulose (example) which can be found in plant stems, leaves, bark,
roots which serves as the structural material of
plants (function).
Carbohydrate
The word carbohydrate may be broken down to carbon and hydrate. From the chemical formula
of carbohydrate, notice that the ratio of
C:H:O is 1:2:1, which can be rewritten as Cn(H2O)n. Carbohydrates can be seen as hydrates of
F. Developing mastery
carbon. This is a traditional but incorrect
understanding of carbohydrates but it still presents a useful picture of the molecule. Another term
for carbohydrate is saccharide. This term
is derived from the Latin word saccharum referring to sugar--a common carbohydrate.
G. Finding Practical
skills in daily living
H. Making
generalizations and
abstraction about the
lesson
I. Evaluating learning
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation
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
these 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: Checked:
MARJORIE B. REGALADO CELIA CONCEPTION O. GREGORIO

Teacher III Master Teacher II
Noted:
JUANITO Y. DE RAMOS, Ed. D.
Principal III

SCHOOL
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of how the uses of different
materials are related to their properties and structures.
B. Performance The learners shall be able to explain how the uses of different materials are
Standards related to their properties and structures.
C. Learning 2. Relate the polarity of a molecule to its properties (S11/12PS-IIIc-16)
Competencies
D. Objectives 3. Explain the VSEPR theory
4. Draw the geometry of molecules using the VSEPR theory
5. Distinguish between polar and non-polar molecules
6. Relate the properties of molecules to its
II. CONTENT Polarity of Molecules

III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages
from Learning
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous What is the difference between polar and nonpolar covalent bond?
lesson or presenting What is electronegativity?
the new lesson
Show a five-minute video showing the five different geometric shapes under the VSEPR theory, namely,
B. Establishing a
linear, trigonal planar, tetrahedral, trigonal bipyramidal, and octahedral. The video also explains the basic
principle behind the VSEPR theory.
C. Presenting Show picture of Molecular Geometry
examples/instances of Present the images below summarizing the different shapes under the VSEPR theory.
the new lesson
D. Discussing new Molecular Geometry
concepts and The valence shell electron pair repulsion theory or VSEPR theory helps predict the spatial arrangement of
practicing new skills #1 atoms in a polyatomic molecule. The shapes are designed to minimize the repulsion within a molecule.
Give the following guidelines to determine the VSEPR shape of a molecule:
1. Determine the central atom of a molecule. The central atom is the least electronegative element.
2. Count how many valence electrons the central atom has.
E. Discussing new
3. Count how many valence electrons the side atoms have.
concepts and
4. Create the appropriate Lewis structure of the molecule.
5. Using the Lewis structure as a guide, determine the appropriate VSEPR shape for the molecule.
6. Note how many electrons are shared and unshared. This will help determine the appropriate VSEPR
shape.
Practice with learners on how to determine and draw different molecular shapes using the examples below.
F. Developing mastery Emphasize that lone pairs has a big
factor in making a molecule polar.
Solubility, Miscibility, and Polarity
Give the general rule that “like dissolves like” or “like mixes with like.” This refers to substances being
able to mix due to their same polarity.
In the experiment, water and vinegar mixed because they are both polar substances while gasoline and oil
are non-polar substances. Oil and
water, oil and vinegar, gasoline and water, and vinegar and gasoline do not mix because their polarities are
different.
Summarize the lesson with emphasis to the fact that molecules are polar or non-polar based on the type of
H. Making covalent bond and its molecular
generalizations and geometry.
abstraction about the Mention that one of the most practical manifestations of polarity is solubility and miscibility. Solubility
lesson refers to the ability of a solute to dissolve
in a certain amount of solvent. Miscibility is the ability of two liquids to mix in all proportions.
Determine the polarity of the following compounds based on electronegativity differences and molecular
geometry.
1. HBr 2. PH3 3. SiS2 4. O2 5. BCl3
for application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
E. Which of my
teaching strategies
these work?
can help me solve?
wish to share with
other teachers?
Prepared: Checked:

Noted:
Principal III

SCHOOL
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of how the uses of different
B. Performance The learners shall be able to explain how the uses of different materials are
Standards related to their properties and structures.
C. Learning Determine if a molecule is polar or non-polar given its structure
Competencies (S11/12PS-IIIc-15)
2. Relate the polarity of a molecule to its properties (S11/12PS-IIIc-16)
D. Objectives Draw the geometry of molecules using the VSEPR theory
Distinguish between polar and non-polar molecules
II. CONTENT Polarity of Molecules
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages
from Learning
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Review polar and nonpolar covalent bond
the new lesson
B. Establishing a Answer the assignment.
C. Presenting
examples/instances of
the new lesson
D. Discussing new Answer the assignment and discuss
concepts and The student will write and discuss their answer on the board.
E. Discussing new
concepts and
G. Finding Practical Uses of polarity in their course/track
H. Making What is the difference between polar and nonpolar covalent bond?
generalizations and How to determine if the molecule is polar or nonpolar using the VSEPR Model Theory?
lesson
for application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
E. Which of my
teaching strategies
these work?
can help me solve?
wish to share with
other teachers?
Prepared: Checked:

Noted:
Principal III

SCHOOL
TEACHING TIME 11:45-12:45,2:00-3:00 and 3:00-4:00 SECTION BPPA, BPPB, TOUR A
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding on how the uses of different
B. Performance The learners shall be able to explain how the intermolecular forces relate to the
Standards properties, uses and structure of substance.
C. Learning 1. Describe the general types of intermolecular forces (S11/12PS-IIIc-d-17)
Competencies
D. Objectives 1. Describe the general types of intermolecular forces
II. CONTENT Intermolecular Forces
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages
from Learning
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Polar and Covalent bond
lesson or presenting VSEPR theory
the new lesson Molecular Geometry
B. Establishing a Experiment/ Demonstration - Floating paper clip, Methanol and Water--Hydrogen bonding,
purpose for the lesson Water and Sulfur
Gather observations from the experiments and demonstrations. Relate how these phenomena are
C. Presenting theorized to be due to intermolecular forces of attraction.
examples/instances of First establish the distinction between intramolecular forces and intermolecular forces of
the new lesson attraction. Ask the learners to derive the meaning of the words focusing on the prefix intra and
inter.
Types of Intermolecular Forces
Introduce the four main types of intermolecular forces:
D. Discussing new
1. Ion-ion interaction
concepts and
practicing new skills #1 2. Dipole-dipole interaction
3. Hydrogen bonding
4. Dispersion forces also known as London forces in honor of Fritz London.
E. Discussing new
concepts and
H. Making What is Intermolecular force and what are the types?
generalizations and
lesson
for application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
E. Which of my
teaching strategies
these work?
can help me solve?
wish to share with
other teachers?
Prepared: Checked:

Noted:
Principal III

SCHOOL
I. OBJECTIVES
A. Content Standard
B. Performance
Standards
C. Learning
Competencies
D. Objectives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide
pages
pages
3. Textbook pages
from Learning
B. Other Learning
Resources
IV. PROCEDURES
the new lesson
B. Establishing a
C. Presenting
the new lesson
D. Discussing new
concepts and
E. Discussing new
concepts and
H. Making
generalizations and
lesson
for application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
E. Which of my
teaching strategies
these work?
can help me solve?
wish to share with
other teachers?
Prepared: Checked:

Noted:
Principal III

SCHOOL
I. OBJECTIVES
A. Content Standard
B. Performance
Standards
C. Learning
Competencies
D. Objectives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide
pages
pages
3. Textbook pages
from Learning
B. Other Learning
Resources
IV. PROCEDURES
the new lesson
B. Establishing a
C. Presenting
the new lesson
D. Discussing new
concepts and
E. Discussing new
concepts and
H. Making
generalizations and
lesson
for application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
E. Which of my
teaching strategies
these work?
can help me solve?
wish to share with
other teachers?
Prepared: Checked:

Noted:
Principal III

SCHOOL
I. OBJECTIVES
A. Content Standard
B. Performance
Standards
C. Learning
Competencies
D. Objectives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide
pages
pages
3. Textbook pages
from Learning
B. Other Learning
Resources
IV. PROCEDURES
the new lesson
B. Establishing a
C. Presenting
the new lesson
D. Discussing new
concepts and
E. Discussing new
concepts and
H. Making
generalizations and
lesson
for application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
E. Which of my
teaching strategies
these work?
can help me solve?
wish to share with
other teachers?
Prepared: Checked:

Noted:
Principal III

SCHOOL
I. OBJECTIVES
A. Content Standard
B. Performance
Standards
C. Learning
Competencies
D. Objectives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide
pages
pages
3. Textbook pages
from Learning
B. Other Learning
Resources
IV. PROCEDURES
the new lesson
B. Establishing a
C. Presenting
the new lesson
D. Discussing new
concepts and
E. Discussing new
concepts and
H. Making
generalizations and
lesson
for application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
E. Which of my
teaching strategies
these work?
can help me solve?
wish to share with
other teachers?
Prepared: Checked:

Noted:
Principal III

SCHOOL
I. OBJECTIVES
A. Content Standard
B. Performance
Standards
C. Learning
Competencies
D. Objectives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide
pages
pages
3. Textbook pages
from Learning
B. Other Learning
Resources
IV. PROCEDURES
the new lesson
B. Establishing a
C. Presenting
the new lesson
D. Discussing new
concepts and
E. Discussing new
concepts and
H. Making
generalizations and
lesson
for application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
E. Which of my
teaching strategies
these work?
can help me solve?
wish to share with
other teachers?
Prepared: Checked:

Noted:
Principal III

SCHOOL
I. OBJECTIVES
A. Content Standard
B. Performance
Standards
C. Learning
Competencies
D. Objectives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide
pages
pages
3. Textbook pages
from Learning
B. Other Learning
Resources
IV. PROCEDURES
the new lesson
B. Establishing a
C. Presenting
the new lesson
D. Discussing new
concepts and
E. Discussing new
concepts and
H. Making
generalizations and
lesson
for application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
E. Which of my
teaching strategies
these work?
can help me solve?
wish to share with
other teachers?
Prepared: Checked:

Noted:
Principal III

SCHOOL
I. OBJECTIVES
A. Content Standard
B. Performance
Standards
C. Learning
Competencies
D. Objectives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide
pages
pages
3. Textbook pages
from Learning
B. Other Learning
Resources
IV. PROCEDURES
the new lesson
B. Establishing a
C. Presenting
the new lesson
D. Discussing new
concepts and
E. Discussing new
concepts and
H. Making
generalizations and
lesson
for application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
E. Which of my
teaching strategies
these work?
can help me solve?
wish to share with
other teachers?
Prepared: Checked:

Noted:
Principal III

SCHOOL
I. OBJECTIVES
A. Content Standard
B. Performance
Standards
C. Learning
Competencies
D. Objectives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide
pages
pages
3. Textbook pages
from Learning
B. Other Learning
Resources
IV. PROCEDURES
the new lesson
B. Establishing a
C. Presenting
the new lesson
D. Discussing new
concepts and
E. Discussing new
concepts and
H. Making
generalizations and
lesson
for application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
E. Which of my
teaching strategies
these work?
can help me solve?
wish to share with
other teachers?
Prepared: Checked:

Noted:
Principal III
SCHOOL
I. OBJECTIVES
A. Content Standard
B. Performance
Standards
C. Learning
Competencies
D. Objectives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide
pages
pages
3. Textbook pages
from Learning
B. Other Learning
Resources
IV. PROCEDURES
the new lesson
B. Establishing a
C. Presenting
the new lesson
D. Discussing new
concepts and
E. Discussing new
concepts and
H. Making
generalizations and
lesson
for application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
E. Which of my
teaching strategies
these work?
can help me solve?
wish to share with
other teachers?
Prepared: Checked:

Noted:
Principal III

SCHOOL
I. OBJECTIVES
A. Content Standard
B. Performance
Standards
C. Learning
Competencies
D. Objectives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide
pages
pages
3. Textbook pages
from Learning
B. Other Learning
Resources
IV. PROCEDURES
the new lesson
B. Establishing a
C. Presenting
the new lesson
D. Discussing new
concepts and
E. Discussing new
concepts and
H. Making
generalizations and
lesson
for application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
E. Which of my
teaching strategies
these work?
can help me solve?
wish to share with
other teachers?
Prepared: Checked:

Noted:
Principal III

SCHOOL
I. OBJECTIVES
A. Content Standard
B. Performance
Standards
C. Learning
Competencies
D. Objectives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide
pages
pages
3. Textbook pages
from Learning
B. Other Learning
Resources
IV. PROCEDURES
the new lesson
B. Establishing a
C. Presenting
the new lesson
D. Discussing new
concepts and
E. Discussing new
concepts and
H. Making
generalizations and
lesson
for application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
E. Which of my
teaching strategies
these work?
can help me solve?
wish to share with
other teachers?
Prepared: Checked:

Noted:
Principal III
SCHOOL CABUYAO INTEGRATED NATIONAL HIGH SCHOOL GRADE LEVEL 11
TEACHER MARJORIE B. REGALADO LEARNING AREA CHEMISTRY 1
TEACHING TIME SECTION STEM A
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of quantitative relationship of
reactants and products in a chemical reaction.
B. Performance The learners shall be able to design, using multimedia, demonstrations, or
Standards models, a representation or simulation of any of the following:
1. Atomic structure 2. Mass relationships in reactions
C. Learning Construct mole or mass ratios for a reaction in order to calculate the
Competencies amount of reactant needed or amount of product formed in terms of moles or mass
(STEM_GC11MR-Ig-h-38)
D. Objectives a. Identify mole ratios of reactants and products from balanced chemical equations
b. Perform stoichiometric calculations related to chemical equations
II. CONTENT Lesson 13: Mass Relationships in Chemical Reactions
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages
from Learning
B. Other Learning
Resources
IV. PROCEDURES
Let us make sandwiches!
Some learners are going on a road trip and they are to bring some food to eat along the way.
Karen was asked to bring hamburger sandwiches for which she will use two slices of bread and
the new lesson
one hamburger patty to make one sandwich. Show the equation.
Amounts of Reactants and Products
Stoichiometry is the study of the quantities of materials consumed and produced in chemical
B. Establishing a
reactions. From the balanced chemical equation, we will be able to:
a. Determine how much products will be produced from a specific amount of reactants
b. Determine the amount of reactants needed to produce a specific amount of products
C. Presenting 1. Illustrate stoichiometry using the following examples:
examples/instances of a. Let us make hamburger sandwiches again. The equation is
the new lesson two slices of bread + one hamburger patty one hamburger sandwich
D. Discussing new Ammonia, NH3, is a leading industrial chemical used in the production of agricultural fertilizers
concepts and and synthetic fibers. It is produced by the reaction of nitrogen and hydrogen gases:
E. Discussing new Solid lithium hydroxide is used to remove carbon dioxide and is called a CO2 scrubber. This
concepts and technique has been used for space vehicles. The reaction is:
The combustion of carbon monoxide gas in oxygen gas is represented by the following balanced
equation: 2 CO(g) + O2(g) 2CO2(g)
How many moles of carbon dioxide gas will be produced from the complete combustion of 4.60
moles CO(g)?
G. Finding Practical Uses of chemicals in daily lives.
H. Making What is stoichiometry?
generalizations and What are the information we can get from a balance reaction?
lesson
Consider the reaction: 2 KClO3 ! 2 KCl + 3 O2
I. Evaluating learning a. How many moles of KClO3 are required to produce 22.8 moles oxygen gas, O 2?
b. How many moles of KCl will be produced from the total decomposition of 18.8 moles KClO 3?
for application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
E. Which of my
teaching strategies
these work?
can help me solve?
wish to share with
other teachers?
Reminders
January 3-Classes resume
January 15, 2018 Robotics Seminar-Long test
January 11, 12, 2018 – Periodical Test
January 22, Checking
January 23, Item Analysis and Completion
SCHOOL CABUYAO INTEGRATED NATIONAL HIGH SCHOOL GRADE LEVEL 11
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of quantitative relationship of
reactants and products in a chemical reaction.
B. Performance The learners shall be able to design, using multimedia, demonstrations, or
Standards models, a representation or simulation of any of the following:
1. Atomic structure 2. Mass relationships in reactions
C. Learning Calculate percent yield and theoretical yield of the reaction (STEM_GC11MR-Ig-h-39);
Competencies 3. Explain the concept of limiting reagent in a chemical reaction; identify the excess reagent
(STEM_GC11MR-Ig-h-40); and
4. Calculate reaction yield when a limiting reagent is present (STEM_GC11MR-Ig-h-41).
D. Objectives c. Define theoretical, actual, and percent yield of reactions
d. Calculate theoretical and percent yield of a reaction
e. Identify the limiting and excess reagent(s) of a reaction
f. Calculate reaction yield in the presence of a limiting reagent
II. CONTENT Lesson 13: Mass Relationships in Chemical Reactions
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide pages 99-103
pages
3. Textbook pages
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous 3. Given the reaction 4 Fe + 3 O2 ! 2 Fe2O3
lesson or presenting the a. How many grams of Fe2O3 will be formed from 4.86 moles Fe reacting with
new lesson sufficientoxygen gas?
b. How many grams of Fe are needed to react with sufficient oxygen to produce 28.8 moles
Fe2O3?
B. Establishing a purpose Consider the reaction 2Mg + O2 ! 2MgO
for the lesson a. How many grams of MgO are produced from the complete reaction of 94.2 g Mg?
b. How many grams of Mg are needed to produce 224 g of MgO in the complete reaction of
Mg with oxygen gas?
C. Presenting Limiting Reagents
examples/instances of the The reactant used up first in the chemical reaction is called the limiting reagent. Excess
new lesson reagents are reactants present in quantities greater than what is needed by the reaction.
D. Discussing new Consider again the reaction:
concepts and practicing 3H2(g) + N2(g) ! 2NH3(g)
new skills #1 a. If 6.60 moles H2 are made to react with 4.42 moles N2, what is the limiting reagent? How
many moles NH3 will be produced? What reagent is in excess and by how much? Determine
which reagent will produce the smallest amount of product:
E. Discussing new The amount of limiting reagent present at the start of the reaction determines the
concepts and practicing theoretical yield. To determine the amount of NH3 produced, use the limiting reagent.
new skills #2
F. Developing mastery If 25.5 g H2 are made to react with 64.2 g N2, what is the limiting reagent? What is
thetheoretical yield in g of NH3 that will be produced? How do you determine the limiting
reagent?
i. Get the number of moles of each reactant.
ii. Calculate the number of moles of product using each reagent.
iii. The one that yields the smallest number of moles of product is the limiting reagent.
G. Finding Practical Explain why the theoretical yield is not obtained in
skills in daily living actual work. Ask them for possible reasons.
H. Making generalizations Differentiate: Theoretical Yield, Actual Yield, and Percent Yield
and abstraction about the
lesson
I. Evaluating learning Ask them to answer this practice exercise:
1. Silver metal reacts with sulfur to form silver sulfide according to the following reaction: 2Ag
(s) + S(s) ! Ag2S (s)
J. Additional activities for Watch the animation videos of limiting reagent from the following sources:
application or remediation • Limiting reagent [Vector animation]. Retrieved from McGraw Hill Education web
site:http://www.mhhe.com/physsci/chemistry/essentialchemistry/flash/limitr15.swf
• Limiting reactant [Vector animation]. Retrieved from North Carolina School of Medicine
andMathematics web site:
http://www.dlt.ncssm.edu/core/Chapter6-Stoichiometry/Chapter6-
Animations/LimitingReactant.html
• Reactants, products and leftovers [Simulation]. Retrieved from PhEt Interactive Simulations
web site: http://phet.colorado.edu/sims/html/reactants-products-and-leftovers/latest/reactants-
products-and-leftovers_en.html
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
activities for remediation
C. Did the remedial
learners who have caught
up with the lesson.
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
can help me solve?
localized materials did I
use/discover which I wish
to share with other
teachers?
Prepared: Checked:

Noted:
Principal III
SCHOOL
I. OBJECTIVES
A. Content Standard
B. Performance Standards
C. Learning Competencies
D. Objectives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide pages
pages
3. Textbook pages
4. Additional materials from

Learning Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new
concepts and practicing
new skills #1
E. Discussing new
new skills #2
G. Finding Practical skills
in daily living
H. Making generalizations
and abstraction about the
lesson
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional activities
for remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
localized materials did I
use/discover which I wish
to share with other
teachers?
Prepared: Checked:

Noted:
Principal III
SCHOOL
I. OBJECTIVES
A. Content Standard
D. Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
2. Learner's Materials pages
3. Textbook pages
4. Additional materials from Learning

B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
E. Discussing new concepts and
G. Finding Practical skills in daily
living
H. Making generalizations and
abstraction about the lesson
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require

additional activities for remediation
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 these 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: Checked:

Noted:
Principal III
SCHOOL
I. OBJECTIVES
A. Content Standard
D. Objectives
II. CONTENT
A. References
3. Textbook pages

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
E. Discussing new concepts and
G. Finding Practical skills in daily
living
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION

with the lesson.
help me solve?
Prepared: Checked:
Noted:
Principal III

SCHOOL
I. OBJECTIVES
A. Content Standard
D. Objectives
II. CONTENT
A. References
3. Textbook pages

IV. PROCEDURES
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson

C. Presenting
examples/instances of the
new lesson
E. Discussing new
new skills #2

applications of concepts and


J. Additional activities for
application or remediation
V. REMARKS

VI. REFLECTION

with the lesson.
help me solve?
Prepared: Checked:

Noted:
Principal III

DLL Mbregalado Filipino Sa Piling Larang

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

DLL Mbregalado Filipino Sa Piling Larang

Uploaded by

Copyright:

Available Formats

PAARALAN CABUYAO INTEGRATED NATIONAL HIGH ANTAS 11 and 12

Ano ang pagsulat?

C. Pag-uugnay ng Talakayin ang pilosopiya ng pagsulat.

MARJORIE B. REGALADO TEODORA M. GALANG

MARJORIE B. REGALADO CELIA CONCEPTION O. GREGORIO

SCHOOL CABUYAO INTEGRATED NATIONAL HIGH GRADE LEVEL 11

II. CONTENT Polarity of Molecules

MARJORIE B. REGALADO CELIA CONCEPTION O. GREGORIO

SCHOOL CABUYAO INTEGRATED NATIONAL HIGH GRADE LEVEL 11

MARJORIE B. REGALADO CELIA CONCEPTION O. GREGORIO

SCHOOL CABUYAO INTEGRATED NATIONAL HIGH GRADE LEVEL 11

MARJORIE B. REGALADO CELIA CONCEPTION O. GREGORIO

SCHOOL CABUYAO INTEGRATED NATIONAL HIGH GRADE LEVEL 11

MARJORIE B. REGALADO CELIA CONCEPTION O. GREGORIO

SCHOOL CABUYAO INTEGRATED NATIONAL HIGH GRADE LEVEL 11

MARJORIE B. REGALADO CELIA CONCEPTION O. GREGORIO

SCHOOL CABUYAO INTEGRATED NATIONAL HIGH GRADE LEVEL 11

MARJORIE B. REGALADO CELIA CONCEPTION O. GREGORIO

SCHOOL CABUYAO INTEGRATED NATIONAL HIGH GRADE LEVEL 11

MARJORIE B. REGALADO CELIA CONCEPTION O. GREGORIO

SCHOOL CABUYAO INTEGRATED NATIONAL HIGH GRADE LEVEL 11

MARJORIE B. REGALADO CELIA CONCEPTION O. GREGORIO

SCHOOL CABUYAO INTEGRATED NATIONAL HIGH GRADE LEVEL 11

MARJORIE B. REGALADO CELIA CONCEPTION O. GREGORIO

SCHOOL CABUYAO INTEGRATED NATIONAL HIGH GRADE LEVEL 11

MARJORIE B. REGALADO CELIA CONCEPTION O. GREGORIO

SCHOOL CABUYAO INTEGRATED NATIONAL HIGH GRADE LEVEL 11

MARJORIE B. REGALADO CELIA CONCEPTION O. GREGORIO

MARJORIE B. REGALADO CELIA CONCEPTION O. GREGORIO

SCHOOL CABUYAO INTEGRATED NATIONAL HIGH GRADE LEVEL 11

MARJORIE B. REGALADO CELIA CONCEPTION O. GREGORIO

SCHOOL CABUYAO INTEGRATED NATIONAL HIGH GRADE LEVEL 11

MARJORIE B. REGALADO CELIA CONCEPTION O. GREGORIO

MARJORIE B. REGALADO CELIA CONCEPTION O. GREGORIO

4. Additional materials from

MARJORIE B. REGALADO CELIA CONCEPTION O. GREGORIO

4. Additional materials from Learning

B. No. of learners who require

MARJORIE B. REGALADO CELIA CONCEPTION O. GREGORIO

4. Additional materials from Learning

B. No. of learners who require

SCHOOL CABUYAO INTEGRATED NATIONAL HIGH GRADE LEVEL 11

4. Additional materials from Learning

H. Making generalizations and

B. No. of learners who require

MARJORIE B. REGALADO CELIA CONCEPTION O. GREGORIO

You might also like