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DLL EAPP - N/A

English for Academic and Professional Purposes (Our Lady of Fatima University)

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SUAL NATIONAL HIGH Grade

School 11-HE
SCHOOL Level
Learning
Teacher MARIELA A. YBAÑEZ EAPP
Area
Teaching
Date and April , 2024; 11:15-12:15 Quarter Fourth
Time

DAY: MONDAY
I. OBJECTIVES
The learners demonstrate the principles and uses of
A. Content Standards
a reaction/review/ and critique.
The learners produces an objective assessment of
an event, a person, a place or a thing, writes a
comprehensive review/reaction paper.
*Performance Arts, Play, Dance, Sports,Film etc.
B. Performance Standards
*Participation in a religious or community festival
*Art Exhibit critiques designs such as
industrial------------

 Uses appropriate critical writing approaches

Learning Competencies / Objectives
in writing such as formalism,
C. Write the LC code for each
deconstructivism, etc.
Writing the Reaction Paper Review/Critique
II. CONTENT Topic: Critical Writing
Sub-topic: Types of Approaches in Literary Criticism
III. LEARNING RESOURCES
A.
References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
 Internet - google.com and youtube.com
Learning
 EAPP 11 Quarter 4 -Module
Resource (LR) portal
B. Other Learning Resources Flash cards, pictures, illustration, laptop, TV
a. Science
C. Interdisciplinary Integration b. Social Studies
c. Media Information Literacy
IV. PROCEDURES

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A. Reviewing previous lesson or

presenting the new lesson

B. Establishing a purpose for the lesson

Game: 4 Pics 1 Word:
 The teacher will present four images and the
students need to guess the word that
connects the four pictures.

 The images are often seemingly unrelated,

but they all have one word in common.

 Students must use their observational skills

and creativity to figure out the word that links
the images together.
1.

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2.

3.

4.

5.

Answers:

1. Water (H₂O)
2. Oxygen gas (O₂)
3. Salt (NaCl)
4. Carbon dioxide (CO₂)
5. Sulfuric acid (H₂SO₄)

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C. Presenting examples/ instances of Experiment: Polarity of Molecules (Testing the

the lesson Polarity of Household Substances)

Objectives:
 Demonstrate the polarity of molecules using
some common household substances and
observing their behavior in water.
 Investigate the solubility and miscibility of
several substances using water as the
solvent.

Definition of Terms:
 Soluble: This term specifically refers to the
ability of a solid, liquid, or gas (solute) to
dissolve in a solvent to form a homogeneous
solution.
 Insoluble: This term describes the inability
of a solid, liquid, or gas to dissolve in a
solvent under specific conditions.
 Miscible: This term describes the ability of
two or more liquids to mix and form a
homogeneous solution.
 Immiscible: This term specifically refers to
the inability of two or more liquids to mix and
form a homogeneous solution. When
substances are immiscible, they do not form
a single phase when combined; instead,
they separate into distinct layers or phases.

Materials:
 9 Clear cups/plastic cups
 Water
 Vinegar
 Ethyl alcohol
 Salt
 Hair serum
 Dish washing liquid
 Sugar
 Pebbles
 Cooking oil
 Sand
 Spoons

Procedures:
 Fill each cup halfway with water.
 Add 1 tablespoon of each substance to each
cup (Vinegar, Ethyl alcohol, Salt, Hair
serum, Dish washing liquid, Sugar, Pebbles,
Cooking oil and Sand).
S琀椀r well un琀椀l the substances are fully dissolved or
dispersed.

Guide Questions:

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1. Which of the following substances are


soluble with water?
 2. Which of the following substances are
miscible with water?
 3. Which of the following substances are
Presentation of the Atom Model
 Present the large model of an atom to the
class.
 Point out and explain the different parts of
the atom:
Nucleus: containing protons and neutrons
Electron cloud: containing electrons
orbiting the nucleus
D. Discussing new concepts and
practicing new skills #1
Subatomic Particles:
 Protons: positively charged particles found
in the nucleus
Neutrons: neutral particles found in the
nucleus
Electrons: negatively charged particles
found in the electron cloud
Understanding Valence Electrons and Electron
Dot Symbols:

Valence Electrons:
 Use the periodic table to illustrate how the
group number indicates the number of
valence electrons in main group elements.
Electron Dot Symbols:
 Introduce electron dot symbols (Lewis
symbols) as a way to represent the number
E. Discussing new concepts and
of valence electrons in an atom.
practicing new skills #2
 Demonstrate how to draw electron dot
symbols for elements using dots or crosses
around the chemical symbol.
 Provide examples on the board and guide
students through drawing electron dot
symbols for various elements.

F. Developing mastery The teacher will explain the difference between

(Leads to Formative Assessment 3) polar and nonpolar molecules, introduce the
concept of electronegativity, and bond range.

Polar vs. Nonpolar Molecules:

 Define polar molecules as molecules with an
uneven distribution of charge, resulting in a
positive and a negative end (dipole).

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 Define nonpolar molecules as molecules

with an even distribution of charge, resulting
in no overall dipole moment.

Electronegativity:
 Introduce electronegativity as the ability of
an atom to attract electrons in a chemical
bond.

 Explain that electronegativity values

increase across a period from left to right
and decrease down a group on the periodic
table.
 Use the periodic table to compare the
electronegativity values of different
elements.

Bond Range:
 Discuss how the difference in
electronegativity values can be used to
determine the type of bond (nonpolar
covalent, polar covalent, or ionic).
How does understanding molecular polarity impact
G. Finding practical Applications of
our everyday choices in selecting cleaning agents
Concepts and Skills in Daily Living
for different surfaces?

 Summarize the key points of the lesson,

emphasizing the importance of molecular
H. Making generalizations and polarity in understanding chemical behavior.
abstractions about the lesson
Encourage students to continue exploring

the concept of molecular polarity in their
studies and everyday lives.
Directions: For each of the following molecules in
I. Evaluating learning the table below, determine if it is polar, nonpolar, or
ionic. Calculate the electronegativity difference and
show your work by listing the electronegativities of
each element in the bond.
Molecule Electrone Electroneg Type of
gativity ativity Bond
Value Difference

O2
HCl
NaCl
CaO
CH₄
H₂SO₄
C₂H₅OH
KCl

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J. Additional activities for Application or

Remediation

V. REMARKS
VI.REFLECTION

No. of learners who earned 80% in the

A.
evaluation
B. No. 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 these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
What innovation or localized materials
did I
G.
Used/discover which I wish to share
with other teachers?

Prepared by:

SEGUNDINO II O. UNTALASCO
Teacher I

Approved by:

SHIELA MARIE R. BIASON

Head Teacher-III/OIC-ASP II Designate

NOTED:

AMPARO P. RAMOS, EdD

Principal I

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