GRADES 1 to 12 School STA.

CLARA INTEGRATED NATIONAL HIGH SCHOOL Grade 12

DAILY LESSON LOG Teacher ANGELICA C. MANZANERO Learning Area INTRODUCTION TO WORLD RELIGIONS & BELIEF SYSTEM

Teaching Date and Time FEBRUARY 13-17, 2023 Quarter THIRD

Monday Tuesday Wednesday Thursday Friday

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 a n d j o y inlearning the lessons. Weekly objectives
shall be derived from the curriculum guides. 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
I. OBJECTIVES 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.

A. Content Standards The learner demonstrates understanding of belief system or worldview, Religion, Spirituality, Philosophy of Religion, and Theology.

B. Performance Standards The learner prepares character sketches of a person who is spiritual but not religious and a person who is religious but not spiritual.

1.2. Infer that:

a. A belief system or worldview is a
particular way of ordering the realities
of one’s world.
1.1. Give an example of a
b. Religion is the pursuit of
belief system or a worldview
transformation guided by a sacred 1.3. Differentiate religion from: 1.4. Prepare character sketches of
C. Learning Communicate her/ his
belief system. a. Spirituality a person who is spiritual but not
Competencies / understanding of her religion
Objectives Write the LC
c. Spirituality is one’s integrative view b. Theology religious and a person who is
(HUMSS_WRB12-I/IIIa-1.1)
code for each of life. It involves a quest for the c. Philosophy of Religion religious but not spiritual
1.1.1. Explain the
meaning and ultimate value of life as (HUMSS_WRB12-I/IIIa-1.2) (HUMSS_WRB12-I/IIIa-1.4)
etymological meanings of the
opposed to an instrumentalist or
term religion.
materialistic attitude to life.
(HUMSS_WRB12-I/IIIa-1.3)
1.2.1. Identify and explain the key
elements of religion

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.

II. Content INTRODUCTION TO WORLD INTRODUCTION TO WORLD INTRODUCTION TO WORLD RELIGIONS INTRODUCTION TO WORLD
RELIGIONS & BELIEF SYSTEM RELIGIONS & BELIEF SYSTEM & BELIEF SYSTEM RELIGIONS & BELIEF SYSTEM
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning
III. Learning Resources promotes concept development

A. Reference Learning Module Learning Module Learning Module

1. TG Pages N/A N/A N/A
2. LM Pages
3. TB Pages N/A N/A N/A
4. Additiona Materials
from other Learning Pofrtal
N/A N/A N/A

B. Other LR
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
IV. Procedures time allotment for each step

• Introduce yourself to the class

• Present and clarify the course’s
learning objectives
• Help students learn about each
other
• Set the tone for the course. You
A. Reviewing previous
are encouraged to show your Review what was discussed from the Review what was discussed from
lesson or presenting the
new lesson
students the course schedule. last session the last session
• Collect baseline data on students’
knowledge and motivation on the
course
• Stir students’ interest for the
course content
• Inform students of course
requirements

Ask learners how we go about

Let the students answer the following studying religions, how can we
questions compare and contrast them
1. How would you define religion?
2. What characteristics do you think
are common to all religions?
3. What do you think is the value of
studying the different religions in the
B. Establishing a purpose Ask learners what distinguishes religion
world?
for the lesson from simple beliefs/ folklore
4. Identify three benefits of having a
religion.
5. Identify three benefits of studying
the different religions in the world.
6. What do you think is the
relationship between spirituality and
religiousness/religiosity?

Let the students accomplish a

KWL chart
C. Presenting examples/ Ask learners what are common among
instances of the Discuss the etymology of “religion” religions? What are there in religions
new lesson that all religions have?

Let the students accomplish a KWL

chart
• Worldview – worldview is a set of beliefs used to understand the world.
D. Discussing new
The basic way of interpreting things and events that pervades a culture so
concepts and practicing thoroughly that it becomes a culture’s concept of reality-what is good, what
new skills #1 is important, what is sacred, what is real.
• Belief system - are the stories we tell ourselves to define our personal
sense of ‘reality’ (the way things actually exist)
• Religion- Etymologically, the word came from ‘Religare’ - a Latin word
which means to bind fast or hold together, to secure, to bind,to fasten
together, to create a system of attitudes and beliefs.
•Naturalism- denies the existence of God. All that exist is the material
universe.
• Deism- believes that God or gods created the universe but God or gods
no longer actively involved in the continuous process of creation.
• Theism- It means that God or gods created the Universe and continued to
E. Discussing new actively participate of the world’s activities and in human history.
concepts and practicing • Panentheism- means that God or gods are the inner spiritual essence of
new everything in the Universe.
skills #2 • Monotheism- a belief in one God.
new skills #1 • Polytheism - a belief in many gods
The above illustration shows the • Sacred – something that possesses holiness.
dynamics of worldview, belief system • Religious Rituals – religious rites," which are the sacred, customary ways
and religion. You must be aware how of
these concepts play an important role celebrating a religion or culture
in your daily life especially in your
relationship with the divine.
Let the learners make a comic strip
depicting a spiritual but not
religious and a person who is
religious but not spiritual man
F. Developing mastery
The comic strip will be graded as
(Leads to Formative
Assessment 3)
follows:
4 points for aesthetics; 3 points for
concreteness/flow, 3 points for
clarity, 3 points for accurateness

G. Finding practical
Being a filipino citizen, how does your
applications of concepts
and skills in daily living religion affects the way of living that
you have.

Critical Thinking Questions:

1. What did you discover after
accomplishing the task?
2. What did you feel when you
H. Making generalizations
encountered these situations? Which
and abstractions
about the lesson
specific part of our discussion did you
apply in your situation?
3. As a student, how does your own
belief system help you to become
who you are at the moment?

Evaluation will be based on the

activity. Me as a Human Being,
I. Evaluating learning
together wuth the generalization on
the Critical Thinking Questions

Choose a world-renowned work of art Choose one from the theories of

J. Additional activities for considered to be religiously inspired. religion we have discussed. Do further
application or Explain the specific religious research on it and write a critical
remediation inspiration of the artist behind the analysis of it. What for you are its
artwork. strengths and weaknesses?

Remediation to the non-compliance on

Students will produce a Comic
V. REMARKS Pre-Test None the critical analysis. Students will
Strip.
submit their work next meeting.

VI. 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

Students MPS on the pre-test is All students got 80 and above
earned 80% in the Shakespeare - 38 Shakespeare - 46
52.90 Shakespeare - 42
evaluation.

B. No.of learners who

require additional activities
N/A N/A Shakespeare - 4 (4 absent) None
for remediation who scored
below 80%

C. Did the remedial lessons

work?
No.of learners N/A N/A Shakespeare - 4 (still 4 absent) None
who have caught up with
the lesson

D. No.of learners who

continue to require N/A N/A None None
remediation

E. Which of my teaching
strategiesworked N/A Contructivism - Activity Based Contructivism - Activity Based Contructivism - Activity Based
well?Why did these work?

F. What difficulties did I

encounter which my Availability of Television
principal or supervisor can
N/A Availability of Television Availability of Television
help me solve?

G. What innovation or
localized materials did I
use/discover which I wish to
N/A None None None
share with other teachers?

Prepared by: __________________________ Noted By:

ANGELICA C. MANZANERO RAYMUNDO F. HERMO
Teacher I Principal II
 GRADES 1 to 12 School STA. CLARA INTEGRATED NATIONAL HIGH SCHOOL Grade 11
DAILY LESSON LOG Teacher JEZA M. CUASAY Learning Area INTRODUCTION TO WORLD RELIGIONS & BELIEF SYSTEM

Teaching Date and Time FEBRUARY 20-24, 2023 Quarter THIRD

Monday Tuesday Wednesday Thursday Friday

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 a n d j o y inlearning the lessons. Weekly objectives
shall be derived from the curriculum guides. 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
I. OBJECTIVES 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.

A. Content Standards The learner demonstrates understanding of historical and geographical contexts of the different religions.

B. Performance Standards The learner conducts a group activity that demonstrates the influence of a religion in a certain culture.

2.1. Cite regions or places where

specific religions evolved
2.1. Cite regions or places where specific religions evolved
(HUMSS_WRB12-I/IIIb-2.1)
C. Learning (HUMSS_WRB12-I/IIIb-2.1) 2.4. Conduct a group activity that
2.2. Analyze the culture of the region
Competencies / 2.2. Analyze the culture of the region that gave rise to specific demonstrates the influence of a
that gave rise to specific religions
Objectives Write the LC religions (HUMSS_WRB12-I/IIIb-2.2) religion in a certain culture
code for each (HUMSS_WRB12-I/IIIb-2.2)
2.3. Explain how geography influences religion and religion affects (HUMSS_WRB12-I/IIIb-2.4)
2.3. Explain how geography influences
culture (HUMSS_WRB12-I/IIIb-2.3)
religion and religion affects culture
(HUMSS_WRB12-I/IIIb-2.3)

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.

II. Content INTRODUCTION TO WORLD INTRODUCTION TO WORLD INTRODUCTION TO WORLD RELIGIONS INTRODUCTION TO WORLD
RELIGIONS & BELIEF SYSTEM RELIGIONS & BELIEF SYSTEM & BELIEF SYSTEM RELIGIONS & BELIEF SYSTEM
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning
III. Learning Resources promotes concept development

A. Reference Learning Module Learning Module Learning Module Learning Module

1. TG Pages N/A N/A N/A N/A
2. LM Pages
3. TB Pages N/A N/A N/A N/A
4. Additiona Materials
from other Learning Pofrtal
N/A N/A N/A N/A

B. Other LR
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
IV. Procedures allotment for each step

A. Reviewing previous
Review what was Review what was Review what was discussed from the Review what was discussed from the
lesson or presenting the
new lesson discussed from the last session discussed from the last session last session last session

Let the learners answer the

following questions:
1. How did people across the
 Let the learners answer the
following questions:
1. How did people across the
globe begin to understand
themselves in relation to the
natural world and to the
unseen realms beyond?
2. What accounts for the
emergence of early
philosophical and ethical
traditions?
3. HowdidHinduism,
B. Establishing a purpose Judaism, and Zoroastrianism
for the lesson influence the religious
philosophies of Buddhism (500
BCE), Christianity (100 CE),
and Islam (600 CE)?
4. How did Buddhism,
Christianity, and Islam differ
from earlier beliefs and
practices rooted in ocal
communities and
cultures?
If students are unable to
answer, ask them later on the
session.
C. Presenting examples/ Introduce the new topic,
instances of the How World Religions Began:
new lesson Early Beliefs
Let the learners watch the
Video for “Early Belief
Systems”
 Answer the following
questions in not more than 5 three religions overlap?
sentences and present it
upfront.
D. Discussing new
concepts and practicing 1. What is the commonality cause only one religion to dominate?
Let the learners answer the following
questions:
1. How did Buddhism, Christianity,
and Islam spread across the world,
and why are they practiced so far
from their origins?
2. How did these three major world
religions change and adapt to diverse
cultural circumstances?
3. Why did Buddhism, Christianity, Divide the class into 6 groups
and Islam emerge when and where  Each group will be given a reading material about the spread of religions
they did?
4. How did Buddhism, Christianity,
and Islam interact with, provide
justification for, and conflict with
various states and empires in Afro-
Eurasia?
If students are unable to answer,
ask them later on the session
Let the students accomplish a KWL
Discuss to the chart
learners that they will create a
presentation that will demonstrates the
Introduce the new topic, influence of a religion in a certain
How World Religions Began: The culture depending on the article they
Spread of Religions received
 They can perform reporting,
dramatization, interpretative dance,
songs, etc
Let the learners watch the Video for
“The Spread of Religions”
 Answer the following questions in
not more than 5 sentences and
present it up front.
1. Where did the religions
originate?
2. Where did they spread?
3. Where did the spread of the
4. Why do some areas of the world Discuss to them the rubrics of the presentation
have more than one world religion? o Originality: 6 points
5. What kinds of factors might o Teamwork/ participation: 4 points
o Clarity of presentation: 6
6. What kind of evidence do you

Let the learners watch the
Video for “Early Belief
Systems”
 Answer the following
questions in not more than 5
sentences and present it
upfront.
D. Discussing new
concepts and practicing 1. What is the commonality cause only one religion to dominate?
new skills #1 in the creation/development
among early religions?
2. What is animism?
3. What is monotheistic?
4. What religions where
discussed in the movie?
5. Do religions affect
culture or does culture effect the religions spread?
religion?
E. Discussing new
concepts and practicing
new
skills #2
new skills #1
F. Developing mastery Let the groups of
(Leads to Formative students present their output to
Assessment 3)
the class
Let the learners watch the Video for
“The Spread of Religions”
 Answer the following questions in
not more than 5 sentences and
present it up front.
1. Where did the religions
originate?
2. Where did they spread?
3. Where did the spread of the
three religions overlap?
4. Why do some areas of the world Discuss to them the rubrics of the presentation
have more than one world religion? o Originality: 6 points
5. What kinds of factors might o Teamwork/ participation: 4 points
o Clarity of presentation: 6
6. What kind of evidence do you points
think historians used to create these o Time limit (not
maps? more than 10 minutes and not less than 5minutes): 4 points
7. What kind of new evidence
might change the ways the arrows
are drawn?
8. Do the maps demonstrate why
9. What other kinds of evidence do
you need about the spread of
Buddhism, Christianity, and Islam?
Aside from the video, show to the
students 3 maps
Let the groups of students
Let the groups of
Let the groups of students present their outputs
students prepare their presentation for
present their output to the class  Provide feedback for every
the next session
presentation
G. Finding practical
applications of concepts
and skills in daily living
\

Let the students answer the

following questions:
1. How did people across
Let the students answer the following
the globe begin to understand
questions:
themselves in relation to the
1. How did Buddhism, Christianity,
natural world and to the
and Islam spread across the world,
unseen realms beyond?
and why are they practiced so far
2. What accounts for the
from their origins?
emergence of early
2. How did these three major world
philosophical and ethical
H. Making generalizations religions change and adapt to diverse
traditions?
and abstractions cultural circumstances?
about the lesson 3. How did Hinduism,
3. Why did Buddhism, Christianity,
Judaism, and Zoroastrianism
and Islam emerge when and where
influence the religious
they did?
philosophies of Buddhism (500
4. How did Buddhism, Christianity,
BCE), Christianity (100 CE),
and Islam interact with, provide
and Islam (600 CE)?
justification for, and conflict with
4. How did Buddhism,
various states and empires in Afro-
Christianity, and Islam differ
Eurasia?
from earlier beliefs and
practices rooted in local
communities and cultures?

Evaluation Done thru group

I. Evaluating learning
presentation

J. Additional activities for

application or None None None None
remediation

Continuation of Presentation by
V. REMARKS None Group Presentation Monday due to the declaration of
Non-Working Holiday

VI. 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

Students MPS on the pre-test is All students got 80 and above
earned 80% in the 3 groups presented
52.90 Shakespeare - 42
evaluation.

B. No.of learners who

require additional activities
N/A N/A None
for remediation who scored
below 80%
B. No.of learners who
require additional activities
N/A N/A None
for remediation who scored
below 80%

C. Did the remedial lessons

work?
No.of learners N/A N/A None
who have caught up with
the lesson

D. No.of learners who

continue to require N/A N/A None
remediation

E. Which of my teaching
strategiesworked N/A Contructivism - Activity Based Contructivism - Activity Based
well?Why did these work?

F. What difficulties did I

encounter which my
principal or supervisor can
N/A Availability of Television Availability of Television
help me solve?

G. What innovation or
localized materials did I
use/discover which I wish to
N/A None None
share with other teachers?

Noted
Prepared by: __________________________ By:
JEZA M. CUASAY RAYMUNDO F. HERMO
Teacher I Principal II
 GRADES 1 to 12 School STA. CLARA INTEGRATED NATIONAL HIGH SCHOOL Grade 11
DAILY LESSON LOG Teacher JEZA M. CUASAY Learning Area INTRODUCTION TO WORLD RELIGIONS & BELIEF SYSTEM

Teaching Date and Time FEBRUARY 20-24, 2023 Quarter THIRD

Monday Tuesday Wednesday Thursday Friday

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 a n d j o y inlearning the lessons. Weekly objectives
shall be derived from the curriculum guides. 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
I. OBJECTIVES 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.

A. Content Standards The learner demonstrates understanding of historical and geographical contexts of the different religions.

B. Performance Standards The learner conducts a group activity that demonstrates the influence of a religion in a certain culture.

2.1. Cite regions or places where

specific religions evolved
2.1. Cite regions or places where specific religions evolved
(HUMSS_WRB12-I/IIIb-2.1)
C. Learning (HUMSS_WRB12-I/IIIb-2.1) 2.4. Conduct a group activity that
2.2. Analyze the culture of the region
Competencies / 2.2. Analyze the culture of the region that gave rise to specific demonstrates the influence of a
that gave rise to specific religions
Objectives Write the LC religions (HUMSS_WRB12-I/IIIb-2.2) religion in a certain culture
code for each (HUMSS_WRB12-I/IIIb-2.2)
2.3. Explain how geography influences religion and religion affects (HUMSS_WRB12-I/IIIb-2.4)
2.3. Explain how geography influences
culture (HUMSS_WRB12-I/IIIb-2.3)
religion and religion affects culture
(HUMSS_WRB12-I/IIIb-2.3)

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.

II. Content INTRODUCTION TO WORLD INTRODUCTION TO WORLD INTRODUCTION TO WORLD RELIGIONS INTRODUCTION TO WORLD
RELIGIONS & BELIEF SYSTEM RELIGIONS & BELIEF SYSTEM & BELIEF SYSTEM RELIGIONS & BELIEF SYSTEM
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning
III. Learning Resources promotes concept development

A. Reference Learning Module Learning Module Learning Module Learning Module

1. TG Pages N/A N/A N/A N/A
2. LM Pages
3. TB Pages N/A N/A N/A N/A
4. Additiona Materials
from other Learning Pofrtal
N/A N/A N/A N/A

B. Other LR
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
IV. Procedures allotment for each step

A. Reviewing previous
Review what was Review what was Review what was discussed from the Review what was discussed from the
lesson or presenting the
new lesson discussed from the last session discussed from the last session last session last session

Let the learners answer the

following questions:
1. How did people across the
 Let the learners answer the
following questions:
1. How did people across the
globe begin to understand
themselves in relation to the
natural world and to the
unseen realms beyond?
2. What accounts for the
emergence of early
philosophical and ethical
traditions?
3. HowdidHinduism,
B. Establishing a purpose Judaism, and Zoroastrianism
for the lesson influence the religious
philosophies of Buddhism (500
BCE), Christianity (100 CE),
and Islam (600 CE)?
4. How did Buddhism,
Christianity, and Islam differ
from earlier beliefs and
practices rooted in ocal
communities and
cultures?
If students are unable to
answer, ask them later on the
session.
C. Presenting examples/ Introduce the new topic,
instances of the How World Religions Began:
new lesson Early Beliefs
Let the learners watch the
Video for “Early Belief
Systems”
 Answer the following
questions in not more than 5 three religions overlap?
sentences and present it
upfront.
D. Discussing new
concepts and practicing 1. What is the commonality cause only one religion to dominate?
Let the learners answer the following
questions:
1. How did Buddhism, Christianity,
and Islam spread across the world,
and why are they practiced so far
from their origins?
2. How did these three major world
religions change and adapt to diverse
cultural circumstances?
3. Why did Buddhism, Christianity, Divide the class into 6 groups
and Islam emerge when and where  Each group will be given a reading material about the spread of religions
they did?
4. How did Buddhism, Christianity,
and Islam interact with, provide
justification for, and conflict with
various states and empires in Afro-
Eurasia?
If students are unable to answer,
ask them later on the session
Let the students accomplish a KWL
Discuss to the chart
learners that they will create a
presentation that will demonstrates the
Introduce the new topic, influence of a religion in a certain
How World Religions Began: The culture depending on the article they
Spread of Religions received
 They can perform reporting,
dramatization, interpretative dance,
songs, etc
Let the learners watch the Video for
“The Spread of Religions”
 Answer the following questions in
not more than 5 sentences and
present it up front.
1. Where did the religions
originate?
2. Where did they spread?
3. Where did the spread of the
4. Why do some areas of the world Discuss to them the rubrics of the presentation
have more than one world religion? o Originality: 6 points
5. What kinds of factors might o Teamwork/ participation: 4 points
o Clarity of presentation: 6
6. What kind of evidence do you

Let the learners watch the
Video for “Early Belief
Systems”
 Answer the following
questions in not more than 5
sentences and present it
upfront.
D. Discussing new
concepts and practicing 1. What is the commonality cause only one religion to dominate?
new skills #1 in the creation/development
among early religions?
2. What is animism?
3. What is monotheistic?
4. What religions where
discussed in the movie?
5. Do religions affect
culture or does culture effect the religions spread?
religion?
E. Discussing new
concepts and practicing
new
skills #2
new skills #1
F. Developing mastery Let the groups of
(Leads to Formative students present their output to
Assessment 3)
the class
Let the learners watch the Video for
“The Spread of Religions”
 Answer the following questions in
not more than 5 sentences and
present it up front.
1. Where did the religions
originate?
2. Where did they spread?
3. Where did the spread of the
three religions overlap?
4. Why do some areas of the world Discuss to them the rubrics of the presentation
have more than one world religion? o Originality: 6 points
5. What kinds of factors might o Teamwork/ participation: 4 points
o Clarity of presentation: 6
6. What kind of evidence do you points
think historians used to create these o Time limit (not
maps? more than 10 minutes and not less than 5minutes): 4 points
7. What kind of new evidence
might change the ways the arrows
are drawn?
8. Do the maps demonstrate why
9. What other kinds of evidence do
you need about the spread of
Buddhism, Christianity, and Islam?
Aside from the video, show to the
students 3 maps
Let the groups of students
Let the groups of
Let the groups of students present their outputs
students prepare their presentation for
present their output to the class  Provide feedback for every
the next session
presentation
G. Finding practical
applications of concepts
and skills in daily living
\

Let the students answer the

following questions:
1. How did people across
Let the students answer the following
the globe begin to understand
questions:
themselves in relation to the
1. How did Buddhism, Christianity,
natural world and to the
and Islam spread across the world,
unseen realms beyond?
and why are they practiced so far
2. What accounts for the
from their origins?
emergence of early
2. How did these three major world
philosophical and ethical
H. Making generalizations religions change and adapt to diverse
traditions?
and abstractions cultural circumstances?
about the lesson 3. How did Hinduism,
3. Why did Buddhism, Christianity,
Judaism, and Zoroastrianism
and Islam emerge when and where
influence the religious
they did?
philosophies of Buddhism (500
4. How did Buddhism, Christianity,
BCE), Christianity (100 CE),
and Islam interact with, provide
and Islam (600 CE)?
justification for, and conflict with
4. How did Buddhism,
various states and empires in Afro-
Christianity, and Islam differ
Eurasia?
from earlier beliefs and
practices rooted in local
communities and cultures?

Evaluation Done thru group

I. Evaluating learning
presentation

J. Additional activities for

application or None None None None
remediation

Continuation of Presentation by
V. REMARKS None Group Presentation Monday due to the declaration of
Non-Working Holiday

VI. 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

Students MPS on the pre-test is All students got 80 and above
earned 80% in the 3 groups presented
52.90 Shakespeare - 42
evaluation.

B. No.of learners who

require additional activities
N/A N/A None
for remediation who scored
below 80%
B. No.of learners who
require additional activities
N/A N/A None
for remediation who scored
below 80%

C. Did the remedial lessons

work?
No.of learners N/A N/A None
who have caught up with
the lesson

D. No.of learners who

continue to require N/A N/A None
remediation

E. Which of my teaching
strategiesworked N/A Contructivism - Activity Based Contructivism - Activity Based
well?Why did these work?

F. What difficulties did I

encounter which my
principal or supervisor can
N/A Availability of Television Availability of Television
help me solve?

G. What innovation or
localized materials did I
use/discover which I wish to
N/A None None
share with other teachers?

Noted
Prepared by: __________________________ By:
JEZA M. CUASAY RAYMUNDO F. HERMO
Teacher I Principal II