GRADE 1 to 12 School MABINI NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON Teacher Roseann U. Enriquez Learning Introduction to world religion

LOG Area and belief system
4th
Teaching Dates and Time March 4-8,2019 Quarter Quarter
7:20-8:20, 8:20-9:20, 10:30-11:30

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
A. Content Standard The learners demonstrates understanding of the three religions/philosophies in the aspect of origin, morality, purpose, destiny, and view on
women.
B. Performance Standard The learners conducts an interview on the doctrines of each of the three religions/philosophies and compares them in the aspects of origin,
morality, purpose, destiny, and views on women.
C. Learning Identify the uniqueness and Justify that Hinduism, Theravada FOUNDATION DAY FOUNDATION DAY
Competency/Objectives similarities of Hinduism, Buddhism, and Mahayana
Write the LC code for each. Theravada Buddhism and Buddhism share common roots
Mahayana Buddhism. from India.
HUMMS_WRB12/II/IVd- HUMMS_WRB12/II/IVd-11.3
11.1 Conduct an interview on the
Provide Evidence that Hinduism doctrines of each of the three
and Theravada Buddhism and religion and compare them in the
Mahayana Buddhism, as Vedic aspects of origin, morality,
religions, have largely purpose, destiny and views on
influenced the world today. women.
HUMMS_WRB12/II/IVd- HUMMS_WRB12/II/IVd-11.4
11.2
II. CONTENT Comparative Analysis of Comparative Analysis of
Hinduism,Theravada Hinduism,Theravada
Hindusim,Mahayana Buddhism Hindusim,Mahayana Buddhism
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
LRMDS
B. Other learning resources
IV. PROCEDURES
A. Reviewing previous lesson Pitik Bulag
or presenting the new lesson The class will be divided into two
groups. The group will choose
their member who will do the
pitik bulag. The winning group in
pitik bulag will ask question from
the other group.
B. Establishing a purpose for the teacher will post pictures of
the lesson gods and goddesses in
Hinduism and the various forms
of Bodhisattvas in Buddhism.
Complete the table below. Can
they be considered the
“superheroes” of their
respectives religion?

Nam Signif Nam Signif

e of icanc es of icanc
hindu e/ bodhi e/
gods powe satta powe
and r/ va r/
godd duty duty
esses
1.
2.
3.
C. Presenting examples/ Ask them the following Enumerate the similarities and
Instances of the new lesson question: differences among the three
1. Did you find it difficult to find dharmic religion.
pictures of Hindu Gods and
Goddesses? What about
bodhisattvas?
2. Do you think we can
compare the powers of these
gods/goddesses/bodhisattvas to
the domains of Christian’s
saints? Why or why not?
D. Discussing new concepts The student will analyze the Each group will answer the
and practicing new skills #1 concept map and that will serve following question and present it
as their guide in studying the in class.
lesson. 1. What is the basis that the three
The student will read the lesson Dharmic Religion originated from
 proper that discusses the India?
comparative analysis of the 2. Do you think the three religion
dharma religion. have a large influence on the
world today?
E. Discussing new concepts Student facilitated Presentation of Output in
and practicing new skills #2 discussion their interview to a
The student will discuss on person who have
class the assign topic on them. knowledge in Dharmic
Religion.
F. Developing mastery (leads Interactive Storytelling ESSAY:
to Formative Assessment 3) This activity is a way to connect Write an essay about the
the story of the storyteller and differences in popularity between
his her classmate who know the Hindusim and Buddhism
story. Each story teller will be
assigned in a particular dharmic RUBRICS IN GRADING:
religion. Then each story teller Organization- the concept was
will narrate what he/she knows clearly and creatively
about religion assigned to conveyed(10)
him./her using the template Content-concepts are clearly used
Hind Ther Mah and explained(5)
uism avad Ayana Presentation-the idea was clearly
a Buddhism presented based on the words
Budd used
hism (5)

Total Points 20 points

G. Finding practical
application of concepts and How karma does affects ones
skills in daily living destiny in both Dharmic religions?
H. Making generalizations and
abstraction about the lesson
I. Evaluating learning

J. Additional activities for Conduct an interview on the

application or remediation doctrines of each of the three
religion and compare them in
the aspects of origin, morality,
purpose, destiny and views on
 women.
(Person who knows about the
religion preferably teacher on
history)

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 58 learners 60 learners
80% in the evaluation
B. No. of learners who require 4 Learners 2 Learners
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons 4 learners 1 learner
work? No. of learners who
have cope 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
uses/discover which I wish to
share with other teachers?

Prepared By: Checked

ROSEANN U. ENRIQUEZ DANILO C OCAMPO
Teacher II Head Teacher III