GRADE 1 to 12: MUÑOZ NATIONAL HIGH SCHOOL- Grade Level 9 Checked by: Noted:

School
DAILY ANNEX
Teacher DIVINA MERCEDES S. FERNANDO Learning Area SCIENCE WILLIAM M. BALALA ELENITA R. ROMAGOSA, Ph. D
LESSON LOG Head Teacher I–, Science Principal III
August 13-17, 2018 Week 13
Teaching Dates and Time
( Aristotle 7:30-8:30 am, Edison 2:20-3:40 Quarter Second
pm)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives
Write the LC code for each.
07-30-18 07-31-18 08-01-18 08-02-18 08-03-18
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learners should be able to: (1) infer how the movement of particles of an object affects the speed of sound through it; (2) Investigates the effect of temperature to speed of sound
through fair testing
The learner demonstrates an The learner demonstrates an The learner demonstrates an The learner demonstrates an The learner demonstrates an
understanding about the process understanding about the process understanding about the process of understanding about the process understanding about the
of electron configuration as a of electron configuration as a electron configuration as a pattern of electron configuration as a process of electron
pattern in the process of covalent pattern in the process of covalent in the process of covalent bonding pattern in the process of covalent configuration as a pattern in
bonding bonding bonding the process of covalent
bonding
The learner demonstrates an The learner demonstrates an The learner demonstrates an The learner demonstrates an The learner demonstrates an
understanding about the process understanding about the understanding about the process of understanding about the process understanding about the
of electron configuration as a process of electron electron configuration as a pattern of electron configuration as a process of electron
pattern in the process of covalent configuration as a pattern in in the process of covalent bonding pattern in the process of covalent configuration as a pattern in
bonding the process of covalent bonding the process of covalent
bonding
bonding
The learner demonstrates an The learner demonstrates an - The learner demonstrates
understanding about the process understanding about the process an understanding about The learner demonstrates an
of electron configuration as a of electron configuration as a the process of electron understanding about the
The learner demonstrates an
pattern in the process of covalent pattern in the process of covalent configuration as a pattern process of electron
understanding about the process
bonding bonding in the process of covalent configuration as a pattern in
of electron configuration as a
(S9MT-IIa-13, S9MT-IIb-14, (S9MT-IIa-13, S9MT-IIb-14, bonding the process of covalent
pattern in the process of covalent
S9MT-IIc-d-15, S9MT-IIe-f-16) S9MT-IIc-d-15, S9MT-IIe-f-16) - The learner should be bonding
bonding
able to identify electronic (S9MT-IIa-13, S9MT-IIb-14,
(S9MT-IIa-13, S9MT-IIb-14,
configurations as pattern in S9MT-IIc-d-15, S9MT-IIe-f-
S9MT-IIc-d-15, S9MT-IIe-f-16)
making covalent bonding 16)
of lewis dot structure
(S9MT-IIa-13, S9MT-IIb-
14, S9MT-IIc-d-15, S9MT-
IIe-f-16)

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 II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages pp. 98-126 pp. 98-126 pp. 98-126 pp. 98-126 pp. 98-126
2. Learner’s Materials pages pp. 98-126 pp. 98-126 pp. 98-126 pp. 98-126 pp. 98-126
3. Curriculum Guide
4. Additional Materials from p. 52-53 p. 52-53 p. 52-53 p. 52-53 p. 52-53
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or (5 minutes) (5 minutes) (5 minutes) (5 minutes)
presenting the new lesson Ask: Ask: Ask: - State procedures on how to (5 minutes)
State procedures on how to State procedures on how to State procedures on how to identify electron Ask:
identify electron configurations of identify electron configurations of identify electron configurations of configurations of chemical State procedures on how
chemical elements chemical elements chemical elements elements to identify electron
configurations of
chemical elements

B. Establishing a purpose for the (5 minutes) (5 minutes) (5 minutes) (5 minutes) . (5 minutes)

lesson Ask:
Differentiate procedures to writing
chemical formula and identifying
electron configurations chemical
elements
C. Presenting examples/Instances of (10 minutes)
the new lesson analyse significance to writing
chemical formula and identifying
electron configurations chemical
elements through integration
10 Discussing new concepts (20 Minutes)
and practicing new skills #
1 I. Write your own
electronic
Ask:
- Differentiate procedures to
writing chemical formula and
identifying electron
configurations chemical
elements
(10 minutes)
- analyse significance to writing
chemical formula and
identifying electron
configurations chemical
elements through integration
(20 Minutes)
I. Write your own
electronic
Ask: - Differentiate types of - Differentiate types of
Differentiate procedures to writing chemical bonding chemical bonding
chemical formula and identifying - Identify electron transfer in - Identify electron transfer
electron configurations chemical a chemical reaction in a chemical reaction
elements
( 10 minutes) (10 minutes) (10 minutes)
- analyse significance to writing - Identify electronic - Identify electronic
chemical formula and configuration of an element configuration of an
identifying electron and identify dot diagram of element and identify dot
configurations chemical an ionic chemical bond diagram of a covalent
elements through integration chemical bond
(20 Minutes) (20 minutes)
I. Create your I. Create your
own Ionic own covalent
bonding bonding

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 configuration of the configuration of the
following elements following elements
1. NaCl 1. O2
1. Cu, e- =29 1. Mn, e- =25 2. Al O
2. Cl2
2. Al, e- = 13 2. Ga, e- = 31 3.
4.
Mg I
Na S 3. N2
3. Ge, e- = 32 5. Ca O 4. F2
3. P, e- = 15 6. KBr
4. As, e- = 33 5. I2
4. Fe , e- =26 7. AlCl
6. Br2
Se, e-= 34
5. 8. KCl
5. O, e- = 8 9. MgO
6. Br, e- =35 10. BaCl
6. Cl , e- =17

7. Mg, e- =12

8. Co, e- = 27

9. S, e- =16

10. Kr, e- =36

(20 Discussing new concepts and

practicing new skills # 2
I. Developing mastery
(leads to Formative Assessment 3)
(25 Finding practical application of
concepts and skills in daily
living
(26 Making generalizations and
abstractions about the lesson
(27 Evaluating learning
(28 Additional activities for
application or remediation
REMARKS
REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation

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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?
G. What innovation or localized materials did I
use/discover which I wish to share with
other teachers?

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