WEEKLY Objectives must be met over the week and connected to the curriculum standards.

OBJECTIVES To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises, and remedial activities may be done to develop content
knowledge and competencies. These are assessed using Formative Assessment
strategies. Valuing objectives supports the learning of content and competencies and
enables one to find significance and joy in learning the lessons. Weekly objectives
shall be derived from the curriculum guides.

TUESDAY (morning) FRIDAY (morning)

INTRODUCTION TO WORLD INTRODUCTION TO WORLD

RELIGION AND BELIEF SYSTEM RELIGION AND BELIEF SYSTEM

HUMSS 11 HUMSS 11

A. Content The learners demonstrate an The learners demonstrate an

Standard: understanding of: understanding of:

belief system or worldview*, Religion, belief system or worldview*, Religion,

Spirituality, Philosophy of Religion, and Spirituality, Philosophy of Religion, and
Theology. ___ *The elements of Theology. ___ *The elements of religion,
religion, belief system and spirituality belief system and spirituality must be
must be discussed here. discussed here.

B. Performance The learners shall be able to: The learners shall be able to:
Standard:
prepares character sketches of a person prepares character sketches of a person
who is spiritual but not religious and a who is spiritual but not religious and a
person who is religious but not spiritual. person who is religious but not spiritual.

C. Learning The learners: The learners:

Competencie
a. Communicate understanding of 1. Infer that a belief system or
s:
one's own religion (HUMSS_WRB12- worldview is a particular way of
I/IIIa-1.1). ordering the realities of one’s world.

b. Differentiate religion from 2. Understand that religion is the

spirituality, theology, and pursuit of transformation guided by a
philosophy of religion sacred belief system.
(HUMSS_WRB12-I/IIIa-1.2).
3. Recognize that spirituality involves a
quest for meaning and ultimate value
in life.

4. Identify the elements of religion and

spirituality (HUMSS_WRB12-I/IIIa-
1.3).

5. Prepare character sketches of a

person who is spiritual but not
religious and a person who is religious
but not spiritual
(HUMSS_WRB12-I/IIIa-1.4).

I. SUBJECT Understanding Belief Systems and Understanding Belief Systems,

MATTER Worldviews Religion, and Spirituality

A. References: Most Essential Learning Competencies Most Essential Learning Competencies

Online Resources Online Resources

B. Materials ● Whiteboard and markers ● Whiteboard and markers

needed:
 ● Handouts on religion, spirituality, ● Handouts on elements of religion and
theology, and philosophy of religion spirituality

● PowerPoint presentation on ● PowerPoint presentation on belief

different belief systems systems and worldviews

● Reflection journals ● Reflection journals

II. PROCEDURE

A. Engage (10 ● Activity: Start with a thought- ● Activity: Begin with a question:
minutes)
provoking question: "What do you "What do you think is the difference
think is the difference between between being religious and being
religion and spirituality?" spiritual?"

● Discussion: Allow students to ● Discussion: Allow students to share

share their initial thoughts and their initial thoughts. Create a word
create a word cloud on the board cloud on the board with their
with their responses. responses.

B. Explore (20 ● Activity: Divide the class into four ● Activity: Divide the class into
minutes)
groups, each assigned one topic: groups, each assigned to research
religion, spirituality, theology, and one aspect: belief
philosophy of religion. systems/worldviews, religion,
spirituality, elements of religion, and
● Task: Each group researches their elements of spirituality.
assigned topic, focusing on
definitions, characteristics, and ● Task: Each group creates a brief
examples. They create a brief presentation summarizing their
presentation summarizing their findings, focusing on definitions,
findings. characteristics, and examples.

C. Explain (30 ● Presentation: Each group ● Presentation: Each group presents

minutes)
presents their findings to the class. their findings to the class.

● Teacher Input: Provide additional ● Teacher Input: Provide additional

insights and clarify differences insights and clarify the distinctions
between religion, spirituality, and connections between belief
theology, and philosophy of systems, religion, and spirituality. Use
religion. Use examples from various examples from various world religions
belief systems to illustrate these to illustrate these concepts.
differences.

D. Elaborate (15 ● Activity: Students individually ● Activity: Students individually reflect

minutes)
reflect on their own belief system or on their own belief system or
worldview. They consider how their worldview. They consider how their
understanding of religion compares understanding of religion compares to
to spirituality, theology, and spirituality.
philosophy.
● Discussion: Facilitate a class
● Discussion: Facilitate a class discussion where students share their
discussion where students share reflections. Encourage them to think
their reflections. Encourage them to about the connections and differences
think about the connections and between these concepts in their own
differences between these concepts lives.
in their own lives.
 ● Character Sketches: In pairs,
students prepare character sketches
of a person who is spiritual but not
religious and a person who is religious
but not spiritual. They should include
attributes and behaviors that highlight
the differences and similarities.

E. Evaluate (15 ● Self-Assessment: Provide ● Self-Assessment: Provide students

minutes)
students with a structured reflection with a structured reflection journal
journal prompt where they evaluate prompt where they evaluate their
their own understanding of their understanding of the elements of
religion and differentiate it from religion and spirituality.
spirituality, theology, and
philosophy. ● Peer Feedback: In pairs, students
discuss their character sketches and
● Peer Feedback: In pairs, students provide constructive feedback to each
discuss their reflections and provide other.
constructive feedback to each
other.

M. HOMEWORK ● Have students write a one-page ● Have students write a one-page essay
essay on how they can on how understanding different belief
communicate their understanding of systems, religions, and spiritualities
their religion and how it relates to can enhance their appreciation of
spirituality, theology, and cultural diversity and personal
philosophy of religion, incorporating growth, incorporating insights from
insights from the lesson. the lesson.