DAILY LESSON LOG School KAYPIAN NATIONAL HIGH SCHOOL Grade Level 12

Teacher JOY ELIZA D. LUGA Learning Area INTRODUCTION TO WORLD RELIGION AND BELIEF
SYSTEMS
Teaching Dates and Time WEEK 21 (AUGUST 31, SEPTEMBER 1-2, 12:00-1:00, 1:00-2:00) Quarter 1st SEM

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of belief system or worldview, Religion, Spirituality, Philosophy of Religion, and Theology.
B. Performance Standard The learner prepares character sketches of a person who is spiritual but not religious and a person who is religious but not spiritual.
C. Learning Competency/Objectives  Give an example of a belief system or a  Infer that:  Differentiate religion from:  Prepare character sketches of a person
worldview Communicate her/ his A belief system or worldview is a particular Spirituality who is
understanding of her religion way of ordering the realities of one’s world. Theology spiritual but not religious and a
(HUMSS_WRB12-I/IIIa-1.1) Religion is the pursuit of transformation Philosophy of Religion person who is religious but not
 Explain the etymological meanings of the guided by a sacred belief system. (HUMSS_WRB12-I/IIIa-1.2) spiritual
term religion. Spirituality is one’s integrative view of life. It (HUMSS_WRB12-I/IIIa-1.4)
involves a quest for the meaning and
ultimate value of life as opposed to an
instrumentalist or materialistic attitude to life.
(HUMSS_WRB12-I/IIIa-1.3)

 Identify and explain the key elements of

religion
D. Specific Learning Objectives
COGNITIVE  Determine what is expected of the learners  Identify factors of stress  Determine ways on how to cope with stress  Recollect thoughts and ideas on religions
as senior high school students and belief systems
PSYCHOMOTOR  Show and behave with demeanor of a young  Demonstrate ways on how to maintain good  Demonstrate ways on how to maintain good  Prepare and answer pre-tests and
adult as they transition to higher level of mental health status mental health status modules on Introduction to World Religion
education
AFFECTIVE  Appreciate individual attributes that can help  Express appreciation and gratitude for  Express appreciation and gratitude for  Appreciate how world religion and belief
them through senior high school everyone’s presence that aids mental health everyone’s presence that aids mental health system contribute to society
II. CONTENT Definition of Religion Key Elements of Religions Studying Religions

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting Recall previous lesson. Let the students play a charade: Ask: Do you know the story of Juan Tamad? Do  The teacher will introduce DEAR
the new lesson  Present different pictures and ask the 1. pasyon you believe that Filipinos are like him? Time (Drop everything and Read)
students on how the following were 2. senakulo Prepare a short skit on how Juan Tamad is seen in
created. In case they do not know let the 3. Ibong Adarna the present time. Have a representative to explain
students have a theory on how they think it 4. Noli Me tangere it afterwards.
was created. 5. kundiman
B. Establishing a purpose for the lesson Present lesson objectives. Present lesson objectives. Present lesson objectives. Present lesson objectives.
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C. Presenting examples/Instances of the Discuss different factors that may cause stress Discuss different factors that may cause stress Discuss different factors that may cause stress for
new lesson children and how it can be dealt with

D. Discussing new concepts and practicing Let the students read silently the origin stories. Activity 1: Let the students read the essay “Indolence of the Let the students read for 10 minutes.
new skills # 1 Present titles of the genres and let the students Filipinos”. Let the students highlight or underline
Ask questions to check comprehension. classify them. lines that struck them or sentences they find it
hard to understand.
Let the students have a group discussion
afterwards.

E. Discussing new concepts and practicing Show a picture that depicts oppression. Questions for discussion: Let the students write in their reader response
new skills # 2 Segue that one of the themes during the Spanish  Whose idea was Dr. Rizal responding to? log.
period is the struggle between the colonizers and What exactly was the notion held about
the colonized. Filipinos during Rizal’s time?
 How did Rizal defend the identity of his
countrymen? What arguments, conditions,
and examples did he cite to make his case?
Among Rizal’s arguments, which was the
most helpful to his defense of Filipinos?
Explain.
F. Developing mastery
(leads to Formative Assessment 3)
G. Finding practical application of concepts
and skills in daily living
H. Making generalizations and abstractions
about the lesson
I. Evaluating learning Group the students and let them answer the Individual Activity: Individual Activity: The students will have a quiz regarding pre-
following questions: Let the students answer the following questions in  In your own experience and perspective, how colonial literature and Literature during the
1. How would you compare origin stories? their notebooks: can you prove that Filipinos are, in actuality, Spanish colonization.
Which elements do they share and what 1. How would you compare the literary genres hard working? Cite concrete examples to
differences do they have in explaining how emerged in the pre-colonial times and Spanish make your case.
the world came to be? colonization.
2. Which creation story is espoused by your 2. Do you think history, aside from culture, plays a
religion? How would you compare that vital role in literature? Why or why not?
particular origin story to these two folk
narratives?
3. Which aspects of two cultures could have
influenced the stories? Based on the details
of the two creation stories, what can we
conclude about the two cultures that came
up with them?
4. Is there such a thing as a “correct” version of
how the world was created? What can we
learn about diversity from the creation stories
that we have read?
J. Additional activities for application or
remediation

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 V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in
the 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?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Prepared by: Checked by: Submitted to: Date Checked/Observed:

JOY ELIZA D. LUGA BERNADETTE F. ANCHETA LEO GLENN P. EVASCO ___________________________

Teacher I Senior High School Coordinator Principal I

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