Detailed Lesson Plan (DLP) Format: Curriculum Guide

1
Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format
DLP No.: 01 Learning Area: Introduction to World Religion and Belief System Grade Level: II Quarter: 1st Duration: 60 mins
Learning Competency/ies: 1.1. Give an example of a belief system or a worldview Code: HUMSS_WRB12-
(Taken from the Curriculum I/IIIa-1.1
Guide)
Key Concepts / Understandings Understanding of belief system: Religion, Spirituality, Philosophy of Religion, Theology
to be Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve,
condition of The learner can recall information and retrieve recognize, duplicate,
knowing relevant knowledge from long-term memory list, memorize, repeat,
something with describe, reproduce
familiarity gained Understanding interpret, exemplify, 1. Explain a belief system or a
through The learner can construct meaning from oral, classify, summarize, worldview
experience or written and graphic messages infer, compare, explain,
association paraphrase, discuss
Skills Applying execute, implement,

The ability and The learner can use information to undertake demonstrate, dramatize,
capacity acquired a procedure in familiar situations or in a new interpret, solve, use,
through way illustrate, convert, discover
deliberate, Analyzing differentiate, distinguish,
systematic, and The learner can distinguish between parts compare, contrast, organize,
sustained effort and determine how they relate to one outline, attribute, deconstruct
to smoothly and another, and to the overall structure and
adaptively purpose
carryout complex Evaluating coordinate, measure, detect,
activities or the The learner can make judgments and justify defend, judge, argue, debate,
ability, coming decisions describe, critique, appraise,
from one's evaluate
knowledge, Creating generate, hypothesize, plan, Formulate ideas regarding some
practice, The learner can put elements together to design, develop, produce, belief systems or worldviews
aptitude, etc., to form a functional whole, create a new product construct, formulate,
do something or point of view assemble, devise
Attitude Categories: List of Attitudes:

Growth 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-
in Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, confidence, Wellness,
feelings locate, name, point to, reply, select, sit, Study, use Respect, Honesty, Personal
or 2. Responding to Phenomena - Active participation on the part of the discipline, Perseverance,
emotion learners. Attends and reacts to a particular phenomenon. Learning Sincerity, Patience, Critical
al outcomes may emphasize compliance in responding, willingness to thinking, Open-mindedness,
areas. respond, or satisfaction in responding (motivation). Interest, Courteous,
A Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, Obedience, Hope, Charity,
settled help, label, perform, practice, present, read, recite, report, select, tell, Fortitude, Resiliency,
way of write Positive vision, Acceptance,
thinking 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This Determined, Independent ,
or ranges from simple acceptance to the more complex state of commitment. Gratitude, Tolerant,
feeling Valuing is based on the internalization of a set of specified values, while Cautious, Decisive, Self-
about clues to these values are expressed in the learner's overt behavior and are Control, Calmness,
someon often identifiable. Responsibility,
e or Behavioral Verbs: work, complete, demonstrate, differentiate, explain, Accountability,
somethi follow, form, initiate, invite, join, justify, propose, read, report, select, Industriousness, Industry,
ng, share, study Cooperation, Optimism,
typically 4. Organization - Organizes values into priorities by contrasting different Satisfaction, Persistent,
one that values, resolving conflicts between them, and creating a unique value Cheerful, Reliable, Gentle,
is system. The emphasis is on comparing, relating, and synthesizing values. Appreciation of one’s
reflecte Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, culture, Globalism,
d in a defend, explain, formulate, generalize, identify, integrate, modify, order, Compassion, Work Ethics,
person’s organize, prepare, relate, synthesize Creativity, Entrepreneurial
behavio 5. Internalizing values - (Characterization): Has a value system that controls Spirit, Financial Literacy, Develop
r their behavior. The behavior is pervasive, consistent, predictable, and most Global, Solidarity, Making a appreciation of
importantly, characteristic of the learner. Instructional objectives are concerned stand for the good, one’s belief
with the student's general patterns of adjustment (personal, social, emotional). Voluntariness of human act, systems or
Behavioral Verbs: act, discriminate, display, influence, listen, modify, Appreciation of one’s rights, worldview
perform, practice, propose, qualify, question, revise, serve, solve, verify Inclusiveness, Thoughtful,
Seriousness, Generous,
Happiness, Modest,
Authority, Hardworking,
Realistic, Flexible,
Considerate,
Sympathetic, Frankness
Values Categories: List of Values:
A 1. Receiving Phenomena - Awareness, willingness to hear, selected 1. Maka-Diyos
learner's attention Love of God, Faith, Trusting,
principle Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Spirituality, Inner Peace, Love
s or identify, locate, name, point to, reply, select, sit, Study, use of truth, Kindness, Humble
standar 2. Responding to Phenomena - Active participation on the part of the
ds of learners. Attends and reacts to a particular phenomenon. Learning
behavio outcomes may emphasize compliance in responding, willingness to
r; one's respond, or satisfaction in responding (motivation). 2. Maka-tao
judgme Behavioral Verbs: aid, answer, assist, comply, conform, discuss, Concern for Others, Respect Practice respect
nt of greet, help, label, perform, practice, present, read, recite, report, for human rights, Gender of others belief
what is select, tell, write equality, Family Solidarity, system or
importa 3. Valuing - Attaches to a particular object, phenomenon, or behavior. Generosity, Helping, Oneness worldview
nt in life.This ranges from simple acceptance to the more complex state of
commitment. Valuing is based on the internalization of a set of specified
Go values, while clues to these values are expressed in the learner's overt
beyond behavior and are often identifiable.
learner’ Behavioral Verbs: work, complete, demonstrate, differentiate,
s life on explain, follow, form, initiate, invite, join, justify, propose, read, 3. Makakalikasan
earth, report, select, share, study Care of the environment,
include 4. Organization - Organizes values into priorities by contrasting Disaster Risk Management,
more different values, resolving conflicts between them, and creating a Protection of the
than unique value system. The emphasis is on comparing, relating, and Environment, Responsible
wealth synthesizing values. Consumerism, Cleanliness,
and Behavioral Verbs: adhere, alter, arrange, combine, compare, Orderliness, Saving the
fame, complete, defend, explain, formulate, generalize, identify, ecosystem, Environmental
and integrate, modify, order, organize, prepare, relate, synthesize sustainability
would 5. Internalizing values - (Characterization): Has a value system that 4. Makabansa
affect controls their behavior. The behavior is pervasive, consistent, Peace and order, Heroism
the predictable, and most importantly, characteristic of the learner. and Appreciation of Heroes,
eternal Instructional objectives are concerned with the student's general National Unity, Civic
destiny patterns of adjustment (personal, social, emotional). Consciousness, Social
of Behavioral Verbs: act, discriminate, display, influence, listen, responsibility, Harmony,
millions modify, perform, practice, propose, qualify, question, revise, Patriotism,
serve, solve, verify Productivity
2. Content Definition of Terms
3. Learning Resources Curriculum Guide, Textbook, Pictures
4. Procedures
4.1 Introductory Activity (___5_ minutes). This part introduces the lesson content. Throw the following questions to the students:
Although at times optional, it is usually included to serve as a warm-up activity to 1.What is a belief system or worldview
give the learners zest for the incoming lesson and an idea about what it to follow. 2. Do you consider religion as a belief system or
One principle in learning is that learning occurs when it is conducted in a worldview?
pleasurable and comfortable atmosphere. 3. Do you have a religion?
4. Do you understand your religion?
5. How do you choose your religion?
6. What are the practices of your religion?
7. Are there other religions that you know?
4.2 Activity (____ minutes). This is an interactive strategy to elicit learner’s prior Divide the class into 4 groups. Instruct the groups to
learning experience. It serves as a springboard for new learning. It illustrates the discuss thoroughly among them the questions given
principle that learning starts where the learners are. Carefully structured activities above.
such as individual or group reflective exercises, group discussion, self-or group
assessment, dyadic or triadic interactions, puzzles, simulations or role-play,
cybernetics exercise, gallery walk and the like may be created. Clear instructions
should be considered in this part of the lesson.
4.3 Analysis (____ minutes). Essential questions are included to serve as a guide 1. What are your feelings about the activity?
for the teacher in clarifying key understandings about the topic at hand. Critical
points are organized to structure the discussions allowing the learners to maximize
2. Are you able to identify a belief system or your
interactions and sharing of ideas and opinions about expected issues. Affective religion?
questions are included to elicit the feelings of the learners about the activity or the 3. How does your religion differ from other
topic. The last questions or points taken should lead the learners to understand the religions?
new concepts or skills that are to be presented in the next part of the lesson.
4. How do you practice or appreciate your
religion?
5. What other belief systems have you udentified?
4.4 Abstraction (____ minutes). This outlines the key concepts, important skills 1. Do you believe you really have a religion?
that should be enhanced, and the proper attitude that should be emphasized. This 2. How can you show that you have a religion?
is organized as a lecturette that summarizes the learning emphasized from the 3. Are you convinced or satisfied of your own religion?
activity, analysis and new inputs in this part of the lesson. 4. Will you defend your own religion?
5. Will you respect other beliefs and worldview?
4.5 Application (____ minutes). This part is structured to ensure the commitment Identify the belief system shown in the given pictures
of the learners to do something to apply their new learning in their own (show pictures of different religions)
environment.
4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether learning
objectives have been met for a specified duration, b) Remediate and/or enrich with
appropriate strategies as needed, and c) Evaluate whether learning intentions and
success criteria have been met. (Reminder: Formative Assessment may be given before,
during, or after the lesson). Choose any from the Assessment Methods below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral Presentation,
(Formal and informal observations of Dance, Musical Performance, Skill
learners’ performance or behaviors are Demonstration, Group Activity (e.g. Choral
recorded, based on assessment Reading), Debate, Motor & Psychomotor
criteria) Games, Simulation Activities, Science
Experiment
b) Talking to Learners / Hands-on Math Activities, Written Work and
Conferencing Essay, Picture Analysis, Comic Strip, Panel Picture Analysis – Let students identify and
(Teachers talk to and question learners Discussion, Interview, Think-Pair-Share, describe the type of religion shown in the pictures
about their learning to gain insights on Reading
their understanding and to progress and
clarify their thinking)
c) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept

(Teachers judge the quality of products Maps/Graphic Organizer, Project, Model,
produced by learners according to Artwork, Multi-media Presentation, Product
agreed criteria) made in technical-vocational subjects
d) Tests Skill Performance Test, Open-Ended

(Teachers set tests or quizzes to Question, Practicum, Pen and Paper Test, Pre
determine learners’ ability to and Post Test, Diagnostic Test, Oral Test, Quiz
demonstrate mastery of a skill or
knowledge of content)
4.7 Assignment (____ minutes). Fill-in below any of the four purposes:
 Reinforcing / strengthening the day’s lesson Define religion, spirituality, theology, and
philosophy of religion
 Enriching / inspiring the day’s lesson
 Enhancing / improving the day’s lesson
 Preparing for the new lesson
4.8 Concluding Activity (___2_ minutes).

This is usually a brief but affective closing activity such as a strong quotation, a short One’s belief system has influenced one’s actions
song, an anecdote, parable or a letter that inspires the learners to do something to and behavior. Whatever our belief system is, let it
practice their new learning. serve as a guide for us to improve ourselves.
5. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-
teaching or lack of time, transfer of lesson to the following day, in cases of class suspension, etc.
7. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s 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. Indicate below whichever is/are appropriate.
A. No. of
learners who
earned 80% in
the evaluation.
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
learning
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 by:
Name: CONSTANTINO G. LAZONA School: Don Filomeno M. Torres Memorial National High School
Position/Designation: Teacher III Division: Cebu Province
Contact Number: 09984563885 Email address: constantino_lazona@yahoo.com
Bibliography: www.google.beliefsystems
Appendices: (attach all materials that will be used)
1. Activity Sheet ……………
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others
2
DLP No.: 02 Learning Area: Introduction to World Religion and Belief System Grade Level:11 Quarter: 1st Duration: 60 mins
Learning Competency/ies: 1.2 Differentiate religion from spirituality, theology, and philosophy of religion Code: HUMSS_WRB12-
(Taken from the Curriculum I/IIIa-1.2
Guide)
to be Developed
Knowledge Categories: Behavioral
The fact or Verbs:
condition of Remembering identify,
knowing The learner can recall information and retrieve relevant retrieve,
something with knowledge from long-term memory recognize,
familiarity gained duplicate,
through list,
experience or memorize,
association repeat,
describe,
reproduce
Understanding interpret, Explain the meaning of
The learner can construct meaning from oral, written and exemplify, 1. Religion
graphic messages classify, 2. Spirituality
summarize, 3. Theology
infer, 4. Philosophy of Religion
compare,
explain,
paraphrase,
discuss

adaptively purpose
from one's evaluate
knowledge, Creating generate, hypothesize, plan, Devise a presentation that will
practice, The learner can put elements together to design, develop, produce, portray the meaning of religion,
aptitude, etc., to form a functional whole, create a new product construct, formulate, spirituality, theology, and
do something or point of view assemble, devise philosophy of religion

thinking 7. Valuing - Attaches to a particular object, phenomenon, or behavior. This Determined, Independent ,
or ranges from simple acceptance to the more complex state of commitment. Gratitude, Tolerant,
feeling Valuing is based on the internalization of a set of specified values, while Cautious, Decisive, Self-
about clues to these values are expressed in the learner's overt behavior and are Control, Calmness,
someon often identifiable. Responsibility,
typically 8. Organization - Organizes values into priorities by contrasting different Satisfaction, Persistent,
one that values, resolving conflicts between them, and creating a unique value Cheerful, Reliable, Gentle,
is system. The emphasis is on comparing, relating, and synthesizing values. Appreciation of one’s
reflecte Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, culture, Globalism,
d in a defend, explain, formulate, generalize, identify, integrate, modify, order, Compassion, Work Ethics,
person’s organize, prepare, relate, synthesize Creativity, Entrepreneurial
behavio 5. Internalizing values - (Characterization): Has a value system that controls Spirit, Financial Literacy, Perform an
r their behavior. The behavior is pervasive, consistent, predictable, and most Global, Solidarity, Making a activity based
importantly, characteristic of the learner. Instructional objectives are concerned stand for the good, on your
with the student's general patterns of adjustment (personal, social, emotional). Voluntariness of human act, understanding
Behavioral Verbs: act, discriminate, display, influence, listen, modify, Appreciation of one’s rights, of religion,
perform, practice, propose, qualify, question, revise, serve, solve, verify Inclusiveness, Thoughtful, spirituality,
Seriousness, Generous, theology, and
Happiness, Modest, philosophy of
Authority, Hardworking, religion
Considerate,
A 1. Receiving Phenomena - Awareness, willingness to hear, selected 8. Maka-Diyos
s or identify, locate, name, point to, reply, select, sit, Study, use of truth, Kindness, Humble .
behavio outcomes may emphasize compliance in responding, willingness to
r; one's respond, or satisfaction in responding (motivation). 9. Maka-tao Perform with respect
judgme Behavioral Verbs: aid, answer, assist, comply, conform, discuss, Concern for Others, Respect
nt of greet, help, label, perform, practice, present, read, recite, report, for human rights, Gender
what is select, tell, write equality, Family Solidarity,
importa 3. Valuing - Attaches to a particular object, phenomenon, or behavior. Generosity, Helping, Oneness
nt in life.This ranges from simple acceptance to the more complex state of 10.Makakalikasan
commitment. Valuing is based on the internalization of a set of specified Care of the environment,
Go values, while clues to these values are expressed in the learner's overt Disaster Risk Management,
beyond behavior and are often identifiable. Protection of the
learner’ Behavioral Verbs: work, complete, demonstrate, differentiate, Environment, Responsible
s life on explain, follow, form, initiate, invite, join, justify, propose, read, Consumerism, Cleanliness,
earth, report, select, share, study Orderliness, Saving the
include 4. Organization - Organizes values into priorities by contrasting ecosystem, Environmental
more different values, resolving conflicts between them, and creating a sustainability
than unique value system. The emphasis is on comparing, relating, and 11.Makabansa
wealth synthesizing values. Peace and order, Heroism
and Behavioral Verbs: adhere, alter, arrange, combine, compare, and Appreciation of Heroes,
fame, complete, defend, explain, formulate, generalize, identify, National Unity, Civic
and integrate, modify, order, organize, prepare, relate, synthesize Consciousness, Social
would 5. Internalizing values - (Characterization): Has a value system that responsibility, Harmony,
affect controls their behavior. The behavior is pervasive, consistent, Patriotism,
the predictable, and most importantly, characteristic of the learner. Productivity
eternal Instructional objectives are concerned with the student's general
destiny patterns of adjustment (personal, social, emotional).
of Behavioral Verbs: act, discriminate, display, influence, listen,
millions modify, perform, practice, propose, qualify, question, revise,
serve, solve, verify
3. Learning Resources Curriculum Guide, Textbook
4. Procedures
4.1 Introductory Activity (_5_ minutes). This part introduces the lesson content. Recall yesterday’s activity where students were tasked
Although at times optional, it is usually included to serve as a warm-up activity to to identify and explain a belief system or worldview and
give the learners zest for the incoming lesson and an idea about what it to follow. to share and portray their ideas about belief systems or
One principle in learning is that learning occurs when it is conducted in a worldviews.
pleasurable and comfortable atmosphere. Ask students if they have done their assignment on
religion, spirituality, theology, and philosophy of religion.
4.2 Activity (_10___ minutes). This is an interactive strategy to elicit learner’s prior
learning experience. It serves as a springboard for new learning. It illustrates the With similar groupings, instruct students to discuss
principle that learning starts where the learners are. Carefully structured activities and/or reconcile their assignment on the definition of
such as individual or group reflective exercises, group discussion, self-or group religion, spirituality, theology and philosophy of religion
assessment, dyadic or triadic interactions, puzzles, simulations or role-play, to make a single group output which shall be shared in
cybernetics exercise, gallery walk and the like may be created. Clear instructions class.
4.3 Analysis (__5__ minutes). Essential questions are included to serve as a guide 1. What are your feelings about the activity?
2. Are you able to define religion, spirituality,
interactions and sharing of ideas and opinions about expected issues. Affective theology, and philosophy of religion?
questions are included to elicit the feelings of the learners about the activity or the 3. Is your definition agreed by all the group
topic. The last questions or points taken should lead the learners to understand the members?
4. Do you understand the definition of these
terms?
4.4 Abstraction (__5__ minutes). This outlines the key concepts, important skills 1. Do you think your definitions are correct?
that should be enhanced, and the proper attitude that should be emphasized. This 2. Are the terms you define concern you?
is organized as a lecturette that summarizes the learning emphasized from the 3. Can you relate these definitions in your own self?
activity, analysis and new inputs in this part of the lesson. 4. Can you define and or explain religion, spirituality,
theology, and philosophy of religion?
4.5 Application (_5__ minutes). This part is structured to ensure the commitment .
of the learners to do something to apply their new learning in their own Can you identify and explain your religion and
environment. spirituality?
4.6 Assessment (_15_ minutes). For the Teacher to: a) Assess whether learning
d) Observation Investigation, Role Play, Oral Presentation,
(Formal and informal observations of Dance, Musical Performance, Skill Each group must devise an activity that will show
learners’ performance or behaviors are Demonstration, Group Activity (e.g. Choral the definition of religion, spirituality, theology and
recorded, based on assessment Reading), Debate, Motor & Psychomotor philosophy of religion
Experiment
e) Talking to Learners / Hands-on Math Activities, Written Work and
Conferencing Essay, Picture Analysis, Comic Strip, Panel
(Teachers talk to and question learners Discussion, Interview, Think-Pair-Share,
f) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept


 Reinforcing / strengthening the day’s lesson 1. Research for the rituals and practices of
Polytheism, Monotheism, and Atheism
and also the elements of religion and
spirituality

This is usually a brief but affective closing activity such as a strong quotation, a short Do you believe in these words – “Tell me who
song, an anecdote, parable or a letter that inspires the learners to do something to you’re friends are and I will tell you who you are”
practice their new learning.
H. No. of
learners who
earned 80% in
the evaluation.
I. No. of learners
who require
additional
activities for
remediation.
J. Did the remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
K.No. of learners
who continue to
require
remediation.
L. Which of my
learning
strategies
worked well?
Why did these
work?
M. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve?
N. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teachers?
Prepared by:
Bibliography: Intro to World Religion and Belief System

6. Answer Key …
4. Handouts …
6. Others
3
DLP No.: 03 Learning Area: Introduction to World Religion and Belief System Grade Level: 11 Quarter: 1st Duration: 60 mins
Learning Competency/ies: 1.3. Infer that: Code: HUMSS_WRB12-
(Taken from the Curriculum a. A belief system or worldview is a particular way of ordering the realities I/IIIa-1.3
Guide) on one’s world.
b. Religion is the pursuit of transformation guided by a sacred belief
system.
c. Spirituality is one’s integrative view of life. It involves a quest for the
meaning and ultimate value of life as opposed to an instrumentalist or
materialistic attitude to life.
The elements of religion are: (a) reflects an effort to elevate their whole self to
a higher dimension of existence, (b) a framework of transcendent beliefs, (c)
text or scriptures, (d) rituals, and (e) sacred spaces (e.g., church, temple,
mosque, synagogue).
Understanding the worldview of each of the world’s major religions is critical in

appreciating their rituals and practices. These worldviews are:
All is one (Monistic)
1. Many Gods (Polytheistic)
2. One God (Monotheistic)
3. No God (Atheistic)
The elements of spirituality are: (a) holistic(fully integrated view of life), (b)
quest for meaning (including the purpose of life), (c) quest for the sacred
(beliefs about God), and (d) suggests a self-reflective existence.
to be Developed
The fact or Verbs:
through list,
association repeat,
describe,
reproduce
Understanding interpret, Discuss
The learner can construct meaning from oral, written and exemplify, 1.the elements of religion
graphic messages classify, a. reflects an effort to elevate their
summarize, whole self to a higher dimension of
infer, existence
compare, b. a framework of transcendent beliefs
explain, c. text or scriptures
paraphrase, d. rituals
discuss e. sacred spaces
2.the worldview on
a. Many Gods
b. One God
c. No God
3.the elements of spirituality
a. holistic
b. quest for meaning
c. quest for the sacred
d. suggests a self-reflected experience

adaptively purpose
from one's evaluate
knowledge, Creating generate, hypothesize, plan, Design a role play that will show
practice, The learner can put elements together to design, develop, produce, 1.the spirituality of polytheism,
aptitude, etc., to form a functional whole, create a new product construct, formulate, monotheism, and atheism
do something or point of view assemble, devise 2. the elements of religion, and
3.the elements of spirituality

thinking 11. Valuing - Attaches to a particular object, phenomenon, or behavior. Determined, Independent ,
or This ranges from simple acceptance to the more complex state of Gratitude, Tolerant,
feeling commitment. Valuing is based on the internalization of a set of specified Cautious, Decisive, Self-
about values, while clues to these values are expressed in the learner's overt Control, Calmness,
someon behavior and are often identifiable. Responsibility,
typically 12. Organization - Organizes values into priorities by contrasting Satisfaction, Persistent,
one that different values, resolving conflicts between them, and creating a unique Cheerful, Reliable, Gentle,
is value system. The emphasis is on comparing, relating, and synthesizing Appreciation of one’s
reflecte values. culture, Globalism,
d in a Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, Compassion, Work Ethics,
person’s defend, explain, formulate, generalize, identify, integrate, modify, order, Creativity, Entrepreneurial
behavio organize, prepare, relate, synthesize Spirit, Financial Literacy,
r 5. Internalizing values - (Characterization): Has a value system that controls Global, Solidarity, Making a Act respective
their behavior. The behavior is pervasive, consistent, predictable, and most stand for the good, roles
importantly, characteristic of the learner. Instructional objectives are concerned Voluntariness of human act, responsibly
with the student's general patterns of adjustment (personal, social, emotional). Appreciation of one’s rights,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, Inclusiveness, Thoughtful,
perform, practice, propose, qualify, question, revise, serve, solve, verify Seriousness, Generous,
Happiness, Modest,
Considerate,
A 1. Receiving Phenomena - Awareness, willingness to hear, selected 15.Maka-Diyos
behavio outcomes may emphasize compliance in responding, willingness to 16.Maka-tao
r; one's respond, or satisfaction in responding (motivation). Concern for Others, Respect
judgme Behavioral Verbs: aid, answer, assist, comply, conform, discuss, for human rights, Gender
nt of greet, help, label, perform, practice, present, read, recite, report, equality, Family Solidarity,
what is select, tell, write Generosity, Helping, Oneness
importa 3. Valuing - Attaches to a particular object, phenomenon, or behavior. 17.Makakalikasan
nt in life. This ranges from simple acceptance to the more complex state of Care of the environment,
commitment. Valuing is based on the internalization of a set of specified Disaster Risk Management,
Go values, while clues to these values are expressed in the learner's overt Protection of the
beyond behavior and are often identifiable. Environment, Responsible
learner’ Behavioral Verbs: work, complete, demonstrate, differentiate, Consumerism, Cleanliness,
s life on explain, follow, form, initiate, invite, join, justify, propose, read, Orderliness, Saving the
earth, report, select, share, study ecosystem, Environmental
include sustainability
more 4. Organization - Organizes values into priorities by contrasting 18.Makabansa
than different values, resolving conflicts between them, and creating a Peace and order, Heroism Display
wealth unique value system. The emphasis is on comparing, relating, and and Appreciation of Heroes, consciousness of
and synthesizing values. National Unity, Civic one’s spirituality
fame, Behavioral Verbs: adhere, alter, arrange, combine, compare, Consciousness, Social
and complete, defend, explain, formulate, generalize, identify, responsibility, Harmony,
would integrate, modify, order, organize, prepare, relate, synthesize Patriotism,
affect 5. Internalizing values - (Characterization): Has a value system that Productivity
the controls their behavior. The behavior is pervasive, consistent,
eternal predictable, and most importantly, characteristic of the learner.
destiny Instructional objectives are concerned with the student's general
of patterns of adjustment (personal, social, emotional).
millions Behavioral Verbs: act, discriminate, display, influence, listen,
modify, perform, practice, propose, qualify, question, revise,
4. Procedures
4.1 Introductory Activity (_5_ minutes). This part introduces the lesson content. Recall the definition of religion, spirituality, theology,
Although at times optional, it is usually included to serve as a warm-up activity to philosophy of religion.
give the learners zest for the incoming lesson and an idea about what it to follow. Ask students to prepare their assignment output on the
One principle in learning is that learning occurs when it is conducted in a rituals and practices of Polytheism, Monotheism, and
pleasurable and comfortable atmosphere. Atheism as well as the elements of religion and
spirituality
4.2 Activity (_10___ minutes). This is an interactive strategy to elicit learner’s prior Divide the class into 3 groups and require each group to
learning experience. It serves as a springboard for new learning. It illustrates the discuss their assignment . Assign a group to report on:
principle that learning starts where the learners are. Carefully structured activities I - the elements of religion
such as individual or group reflective exercises, group discussion, self-or group 2 – the worldviews on polytheism, monotheism, and
assessment, dyadic or triadic interactions, puzzles, simulations or role-play, atheism
cybernetics exercise, gallery walk and the like may be created. Clear instructions 3 - the elements of spirituality
4.3 Analysis (__5__ minutes). Essential questions are included to serve as a guide 1. How did you find the activity?
2. Have you discussed the worldviews on
interactions and sharing of ideas and opinions about expected issues. Affective Polytheism, Monotheism, and Atheism?
questions are included to elicit the feelings of the learners about the activity or the 3. Are you able to share among your group the
topic. The last questions or points taken should lead the learners to understand the elements of relgion? The elements of spirituality?
2. What are some rituals and practices of
polytheism, monotheism, and atheism?
4.4 Abstraction (__5__ minutes). This outlines the key concepts, important skills The teacher shall make a lecture-discussion on:
that should be enhanced, and the proper attitude that should be emphasized. This
is organized as a lecturette that summarizes the learning emphasized from the
- Elements of religion
activity, analysis and new inputs in this part of the lesson. - Polytheism, monotheism, and atheism
- Elements of spirituality – holistic, quest for
meaning, quest for the sacred, suggests a
self-reflected experience
4.5 Application (_5__ minutes). This part is structured to ensure the commitment 1. In what worldview do you belong?
of the learners to do something to apply their new learning in their own 2. Can you identify which element of spirituality describe
environment. yours?
g) Observation Investigation, Role Play, Oral Presentation,
(Formal and informal observations of Dance, Musical Performance, Skill Design a role play that will show
learners’ performance or behaviors are Demonstration, Group Activity (e.g. Choral 1.the spirituality of polytheism, monotheism, and
recorded, based on assessment Reading), Debate, Motor & Psychomotor atheism
criteria) Games, Simulation Activities, Science 2. the elements of religion, and
Experiment 3.the elements of spirituality
h) Talking to Learners / Hands-on Math Activities, Written Work and
i) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept

 Reinforcing / strengthening the day’s lesson What are the characteristics of a religious
person?
How can you identify the spirituality of a person?

This is usually a brief but affective closing activity such as a strong quotation, a short Have you heard the idea “First impression is
song, an anecdote, parable or a letter that inspires the learners to do something to lasting”? Does your first impression to a given
practice their new learning. person really distinguish his/her spirituality?
O. No. of
learners who
earned 80% in
the evaluation.
P. No. of learners
who require
additional
activities for
remediation.
Q. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
R. No. of
learners who
continue to
require
remediation.
S.Which of my
learning
strategies
worked well?
Why did these
work?
T. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
U. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teachers?
Prepared by:
Bibliography Intro to World Religion and Beliefs

9. Answer Key …
4. Handouts …
6. Others
DLP No.: 04 Learning Area: Introduction to World Religion and Belief System Grade Level: 11 Quarter: 1st Duration: 60 mins
Learning Competency/ies: Prepare character sketches of a person who is spiritual but not religious and a Code: HUMSS_WRB12-
(Taken from the Curriculum person who is religious but not spiritual. I/IIIa-1.4
Guide)
to be Developed
The fact or Verbs:
through list,
association repeat,
describe,
reproduce
Understanding interpret, Explain the characteristics of a
The learner can construct meaning from oral, written and exemplify, religious person and a spiritual person
graphic messages classify,
summarize,
infer,
compare,
explain,
paraphrase,
discuss

adaptively purpose
from one's evaluate
knowledge, Creating generate, hypothesize, plan, Produce character sketches of person
practice, The learner can put elements together to design, develop, produce, who is spiritual but not religious and a
aptitude, etc., to form a functional whole, create a new product construct, formulate, person who is religious but not
do something or point of view assemble, devise spiritual.

Growth 13. Receiving Phenomena - Awareness, willingness to hear, selected Self-esteem, Self-
in attention confidence, Wellness,
feelings Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, Respect, Honesty, Personal
or locate, name, point to, reply, select, sit, Study, use discipline, Perseverance,
emotion 14. Responding to Phenomena - Active participation on the part of the Sincerity, Patience, Critical
al learners. Attends and reacts to a particular phenomenon. Learning thinking, Open-mindedness,
areas. outcomes may emphasize compliance in responding, willingness to Interest, Courteous,
A respond, or satisfaction in responding (motivation). Obedience, Hope, Charity,
settled Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, Fortitude, Resiliency,
way of help, label, perform, practice, present, read, recite, report, select, tell, Positive vision, Acceptance,
thinking write Determined, Independent ,
or 15. Valuing - Attaches to a particular object, phenomenon, or behavior. Gratitude, Tolerant,
feeling This ranges from simple acceptance to the more complex state of Cautious, Decisive, Self-
about commitment. Valuing is based on the internalization of a set of specified Control, Calmness,
someon values, while clues to these values are expressed in the learner's overt Responsibility,
e or behavior and are often identifiable. Accountability,
somethi Behavioral Verbs: work, complete, demonstrate, differentiate, explain, Industriousness, Industry,
ng, follow, form, initiate, invite, join, justify, propose, read, report, select, Cooperation, Optimism,
typically share, study Satisfaction, Persistent,
one that 16. Organization - Organizes values into priorities by contrasting Cheerful, Reliable, Gentle,
is different values, resolving conflicts between them, and creating a unique Appreciation of one’s
reflecte value system. The emphasis is on comparing, relating, and synthesizing culture, Globalism,
d in a values. Compassion, Work Ethics,
person’s Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, Creativity, Entrepreneurial
behavio defend, explain, formulate, generalize, identify, integrate, modify, order, Spirit, Financial Literacy,
r organize, prepare, relate, synthesize Global, Solidarity, Making a
5. Internalizing values - (Characterization): Has a value system that controls stand for the good, Display
their behavior. The behavior is pervasive, consistent, predictable, and most Voluntariness of human act, seriousness in
importantly, characteristic of the learner. Instructional objectives are concerned Appreciation of one’s rights, group activities
with the student's general patterns of adjustment (personal, social, emotional). Inclusiveness, Thoughtful, and in making
Behavioral Verbs: act, discriminate, display, influence, listen, modify, Seriousness, Generous, character
perform, practice, propose, qualify, question, revise, serve, solve, verify Happiness, Modest, sketches
Considerate,
nt in life.This ranges from simple acceptance to the more complex state of Care of the environment, Practice
commitment. Valuing is based on the internalization of a set of specified Disaster Risk Management, orderliness
include 4. Organization - Organizes values into priorities by contrasting sustainability
more different values, resolving conflicts between them, and creating a 25.Makabansa
than unique value system. The emphasis is on comparing, relating, and Peace and order, Heroism
wealth synthesizing values. and Appreciation of Heroes,
and Behavioral Verbs: adhere, alter, arrange, combine, compare, National Unity, Civic
fame, complete, defend, explain, formulate, generalize, identify, Consciousness, Social
and integrate, modify, order, organize, prepare, relate, synthesize responsibility, Harmony,
would 5. Internalizing values - (Characterization): Has a value system that Patriotism,
affect controls their behavior. The behavior is pervasive, consistent, Productivity
the predictable, and most importantly, characteristic of the learner.
4. Procedures
4.1 Introductory Activity (_5_ minutes). This part introduces the lesson content. Prayer, unfreezing activity, checking of attendance
Although at times optional, it is usually included to serve as a warm-up activity to Review the elements of religion and spirituality.
give the learners zest for the incoming lesson and an idea about what it to follow.
One principle in learning is that learning occurs when it is conducted in a
pleasurable and comfortable atmosphere.
4.2 Activity (_10___ minutes). This is an interactive strategy to elicit learner’s prior Present pictures or video presentation that will show the
learning experience. It serves as a springboard for new learning. It illustrates the qualities of a religious person and a spiritual person.
principle that learning starts where the learners are. Carefully structured activities Group students into 4 groups. Assigned the group
such as individual or group reflective exercises, group discussion, self-or group 1 – qualities of a religious person
assessment, dyadic or triadic interactions, puzzles, simulations or role-play, 2 – qualities of a spiritual person
cybernetics exercise, gallery walk and the like may be created. Clear instructions 3 – qualities of a person who is spiritual but not religious
should be considered in this part of the lesson. 4 – qualities of a person who is spiritual but not religious
4.3 Analysis (__5__ minutes). Essential questions are included to serve as a guide 1. What are your feelings about the activity?
2. Are you able to identify the qualities of a
interactions and sharing of ideas and opinions about expected issues. Affective person assigned in your group?
questions are included to elicit the feelings of the learners about the activity or the 3. Select a representative to report your group
topic. The last questions or points taken should lead the learners to understand the output in class.
4.4 Abstraction (__5__ minutes). This outlines the key concepts, important skills The teacher shall go over the student responses
and add qualities tehy failed to identify and pick
activity, analysis and new inputs in this part of the lesson. out those qualities that may be common to some
or is/are not part of the group.
Ask is there a possibility to have a religious person
may not be spiritual or a spiritual person who is
not religious?
4.5 Application (_5__ minutes). This part is structured to ensure the commitment Can you guess the spirituality of (known personalities)
of the learners to do something to apply their new learning in their own based on your own judgement? Show pictures of local,
environment. national, or internal figures
j) Observation Investigation, Role Play, Oral Presentation,
Experiment
k) Talking to Learners / Hands-on Math Activities, Written Work and
l) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept Prepare character sketches for:
(Teachers judge the quality of products Maps/Graphic Organizer, Project, Model, a. A person who is spiritual but not
produced by learners according to Artwork, Multi-media Presentation, Product religious
agreed criteria) made in technical-vocational subjects b. A person who is religious but not
spiritual
 Reinforcing / strengthening the day’s lesson In your journal,

1. write the qualities of your ideal person?
2. List the qualities of the person whom you
think is double-standard.

This is usually a brief but affective closing activity such as a strong quotation, a short Each one of us has his/her own spirituality.
song, an anecdote, parable or a letter that inspires the learners to do something to Whatever our spirituality is, let us evaluate how it
practice their new learning. affects others spirituality.
V. No. of learners
who earned
80% in the
evaluation.
W. No. of
learners who
require
additional
activities for
remediation.
X.Did the remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
Y. No. of learners
who continue to
require
remediation.
Z. Which of my
learning
strategies
worked well?
Why did these
work?
AA. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve?
BB. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teachers?
Prepared by:
Bibliography Intro to World Religion and Beliefs

12. Answer Key …
4. Handouts …
6. Others
5
DLP No.: 05 Learning Area: Understanding Culture, Society and Politics Grade Level: 11 Quarter: 1st Duration: 60 mins
Learning Competency/ies: Analyze social and political structures Code: UCSP11/12HSO-
(Taken from the Curriculum IIj-23
Guide)
Key Concepts / Understandings Social and politicals inequalities as features of societies and the global community
to be Developed
The fact or Verbs:
through list,
association repeat,
describe,
reproduce
Understanding interpret, Explain the different political
The learner can construct meaning from oral, written and exemplify, organizations:
graphic messages classify, a. Bands
summarize, b. Tribes
infer, c. Chiefdoms
compare, d. States and Nations
explain,
paraphrase,
discuss

adaptively purpose
from one's evaluate
knowledge, Creating generate, hypothesize, plan, Develop understanding on the
practice, The learner can put elements together to design, develop, produce, authority and legitimacy of these
aptitude, etc., to form a functional whole, create a new product construct, formulate, political organizations
do something or point of view assemble, devise

Growth 17. Receiving Phenomena - Awareness, willingness to hear, selected Self-esteem, Self-
in attention confidence, Wellness,
feelings Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, Respect, Honesty, Personal
or locate, name, point to, reply, select, sit, Study, use discipline, Perseverance,
emotion 18. Responding to Phenomena - Active participation on the part of the Sincerity, Patience, Critical
al learners. Attends and reacts to a particular phenomenon. Learning thinking, Open-mindedness,
areas. outcomes may emphasize compliance in responding, willingness to Interest, Courteous,
A respond, or satisfaction in responding (motivation). Obedience, Hope, Charity,
settled Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, Fortitude, Resiliency,
way of help, label, perform, practice, present, read, recite, report, select, tell, Positive vision, Acceptance,
thinking write Determined, Independent ,
or 19. Valuing - Attaches to a particular object, phenomenon, or behavior. Gratitude, Tolerant,
feeling This ranges from simple acceptance to the more complex state of Cautious, Decisive, Self-
about commitment. Valuing is based on the internalization of a set of specified Control, Calmness,
someon values, while clues to these values are expressed in the learner's overt Responsibility,
e or behavior and are often identifiable. Accountability,
somethi Behavioral Verbs: work, complete, demonstrate, differentiate, explain, Industriousness, Industry,
ng, follow, form, initiate, invite, join, justify, propose, read, report, select, Cooperation, Optimism,
typically share, study Satisfaction, Persistent,
one that 20. Organization - Organizes values into priorities by contrasting Cheerful, Reliable, Gentle, Relate students’
is different values, resolving conflicts between them, and creating a unique Appreciation of one’s organizations to
reflecte value system. The emphasis is on comparing, relating, and synthesizing culture, Globalism, these political
d in a values. Compassion, Work Ethics, organizations
person’s Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, Creativity, Entrepreneurial
behavio defend, explain, formulate, generalize, identify, integrate, modify, order, Spirit, Financial Literacy,
r organize, prepare, relate, synthesize Global, Solidarity, Making a
5. Internalizing values - (Characterization): Has a value system that controls stand for the good,
their behavior. The behavior is pervasive, consistent, predictable, and most Voluntariness of human act,
importantly, characteristic of the learner. Instructional objectives are concerned Appreciation of one’s rights,
with the student's general patterns of adjustment (personal, social, emotional). Inclusiveness, Thoughtful,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, Seriousness, Generous,
perform, practice, propose, qualify, question, revise, serve, solve, verify Happiness, Modest,
Considerate,
nt in life.This ranges from simple acceptance to the more complex state of Care of the environment,
commitment. Valuing is based on the internalization of a set of specified Disaster Risk Management,
include 4. Organization - Organizes values into priorities by contrasting sustainability
more different values, resolving conflicts between them, and creating a 32.Makabansa
than unique value system. The emphasis is on comparing, relating, and Peace and order, Heroism
wealth synthesizing values. and Appreciation of Heroes,
and Behavioral Verbs: adhere, alter, arrange, combine, compare, National Unity, Civic
fame, complete, defend, explain, formulate, generalize, identify, Consciousness, Social Display social
and integrate, modify, order, organize, prepare, relate, synthesize responsibility, Harmony, responsibility in
would 5. Internalizing values - (Characterization): Has a value system that Patriotism, this/her particular
affect controls their behavior. The behavior is pervasive, consistent, Productivity group or organization
the predictable, and most importantly, characteristic of the learner.
4. Procedures
4.1 Introductory Activity (_5_ minutes). This part introduces the lesson content. Prayer, unfreezing activity, checking of attendance
Although at times optional, it is usually included to serve as a warm-up activity to Review the different forms of social organizations
give the learners zest for the incoming lesson and an idea about what it to follow.
One principle in learning is that learning occurs when it is conducted in a
pleasurable and comfortable atmosphere.
4.2 Activity (_10___ minutes). This is an interactive strategy to elicit learner’s prior Divide students in 7 groups to brainstorm on:
learning experience. It serves as a springboard for new learning. It illustrates the a. Bands
principle that learning starts where the learners are. Carefully structured activities b. Tribes
such as individual or group reflective exercises, group discussion, self-or group c. Chiefdoms
assessment, dyadic or triadic interactions, puzzles, simulations or role-play, d. States and Nations
cybernetics exercise, gallery walk and the like may be created. Clear instructions e. Traditional authority
should be considered in this part of the lesson. f. Charismatic authority
g. Rational authority
4.3 Analysis (__5__ minutes). Essential questions are included to serve as a guide 1. How do you find the activity?
2. Do you understand the terms/topics you are
interactions and sharing of ideas and opinions about expected issues. Affective working with?
questions are included to elicit the feelings of the learners about the activity or the 3. Can you relate yourselves to one f these
topic. The last questions or points taken should lead the learners to understand the organizations?
4. Which organization you belief is a better one.
4.4 Abstraction (__5__ minutes). This outlines the key concepts, important skills The teacher shall have a lecturette on the political
organizations and legitimacy of organizations
activity, analysis and new inputs in this part of the lesson. authority.
4.5 Application (_5__ minutes). This part is structured to ensure the commitment Do you consider the Supreme Student Government a
of the learners to do something to apply their new learning in their own political organization?
environment. Where does the SSG gets its authority>
m) Observation Investigation, Role Play, Oral Presentation,
Experiment
n) Talking to Learners / Hands-on Math Activities, Written Work and
o) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept

d) Tests Skill Performance Test, Open-Ended Explain the different political organizations:
(Teachers set tests or quizzes to Question, Practicum, Pen and Paper Test, Pre a. Bands
determine learners’ ability to and Post Test, Diagnostic Test, Oral Test, Quiz b. Tribes
demonstrate mastery of a skill or c. Chiefdoms
knowledge of content) d. States and Nations
What Is your understanding on the 3 types of
authority and legitimacy to wit:
a. Traditional
b. Charismatic
c. Rational
 Reinforcing / strengthening the day’s lesson In your journal, draw the organizational structure
of the Supreme Student Government
4.8 Concluding Activity (___2_ minutes). There’s a saying that goes “If you can’t lead you
This is usually a brief but affective closing activity such as a strong quotation, a short follow, but still if you can not follow then get out of
song, an anecdote, parable or a letter that inspires the learners to do something to the way”
practice their new learning.
CC. No. of
learners who
earned 80% in
the evaluation.
DD. No. of
learners who
require
additional
activities for
remediation.
EE. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
FF. No. of
learners who
continue to
require
remediation.
GG. Which of
my learning
strategies
worked well?
Why did these
work?
HH. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve?
II. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
Prepared by:
Bibliography Understanding Culture, Society and Politics

15. Answer Key …
4. Handouts …
6. Others

Detailed Lesson Plan (DLP) Format: Curriculum Guide

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1

Detailed Lesson Plan (DLP) Format

Skills Applying execute, implement,

Attitude Categories: List of Attitudes:

3. Learning Resources Curriculum Guide, Textbook, Pictures

c) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept

d) Tests Skill Performance Test, Open-Ended

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (___2_ minutes).

C. Did the remedial

Detailed Lesson Plan (DLP) Format

Skills Applying execute, implement,

Attitude Categories: List of Attitudes:

3. Learning Resources Curriculum Guide, Textbook

f) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept

d) Tests Skill Performance Test, Open-Ended

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (___2_ minutes).

Bibliography: Intro to World Religion and Belief System

Detailed Lesson Plan (DLP) Format

Understanding the worldview of each of the world’s major religions is critical in

Skills Applying execute, implement,

Attitude Categories: List of Attitudes:

3. Learning Resources Curriculum Guide, Textbook

i) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept

How can you identify the spirituality of a person?

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (___2_ minutes).

Bibliography Intro to World Religion and Beliefs

Detailed Lesson Plan (DLP) Format

Skills Applying execute, implement,

Attitude Categories: List of Attitudes:

3. Learning Resources Curriculum Guide, Textbook

 Reinforcing / strengthening the day’s lesson In your journal,

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (___2_ minutes).

Bibliography Intro to World Religion and Beliefs

Detailed Lesson Plan (DLP) Format

Skills Applying execute, implement,

Attitude Categories: List of Attitudes:

3. Learning Resources Curriculum Guide, Textbook

o) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

Bibliography Understanding Culture, Society and Politics

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