DAILY 11 HUMSS Socrates, 11

School Sico 1.0 Integrated National High School Grade Level HUMSS Aristotle, 11 HUMSS
LESSON Plato
LOG Introduction to World
Teacher Maricris B. Atienza Learning Area
Religions and Belief System
GRADES 1 to 12 Week No. 3 Semester/Quarter S2/Q1
DepEd Order
Teaching
No. 42, s. 2016 February 27-28,-March 1-3, 2023 No. of Hours 4
Date

I. OBJECTIVE SESSION 1 (Good for 2 days) SESSION 2 (Good for 2 days)

The learner demonstrates understanding of the elements
of Judaism: a. Founders: Abraham (2000 B.C.) and/or
The learner demonstrates understanding of historical Moses (1391-1271 B.C.)b. Sacred texts: Torah, Poetry,
a. Content Standard
and geographical contexts of the different religions. Prophets, Talmud, Mishnah c. Doctrines: Ten
Commandments, 618 Rules d. God: Yahweh/Jehovah e.
Sects: Orthodox, Conservative, Reform Liberal.
The learner demonstrates understanding of the elements
The learner conducts a group activity that demonstrates of Judaism: The learner identifies a story from the Old
b. Performance Standard
the influence of a religion in a certain culture. Testament that demonstrates the Jewish belief in one God
(e.g. Story of Samson).
Examine the brief history, core teachings, fundamental
c. Most Essential Learning Competency
(MELC)
Analyze the influences of religion to culture and society beliefs, practices, and related issues of
Judaism..
II. CONTENT

III. LEARNING RESOURCES

a. T.G. Pages Hand-outs

b. L.M. Pages
c. Other Learning Resources
IV. PROCEDURES
a. Reviewing Previous Lesson
(What’s In/Recall/Drill)
b. Establishing a purpose for the Lesson
(What I Need to Know)
Ong, Jerome A. and Jose, Mary Dorothy dL. (2016). Introduction to world religions and belief systems. Quezon City:
Vibal Group, Inc.
EPS, LRMDS
Begin with classroom routine:
Begin with classroom routine: a. Prayer
a. Prayer b. Reminder of the classroom health and safety protocols.
b. Reminder of the classroom health and safety c. Checking of attendance
protocols. d. Quick “kumustahan
c. Checking of attendance
d. Quick “kumustahan Teacher reviews the lesson from the last session
What are the different kinds of belief systems or world
1. What did you learn from this lesson last session? views?
2. What have you discovered about yourself after this
activity?
Activity 1 Instructions: Challenge yourself by arranging the jumbled
Instructions: Caption Me: Take a look at the two letter words. Write the

c. Presenting Examples/Instances of the
new Lesson
(What’s New/Activity)
d. Discussing new concepts and
practicing new skills
(What Is It/Analysis)
e. Developing Mastery
(What’s More/Leads to formative
assessment)
pictures below. Afterwards, think of an appropriate
caption for each photo. Captions can be written in
English or Filipino language. Use of hashtags are also
allowed. Write your answers in your notebook. answers in your activity notebook.
1. A H R B A M A -____________________
2. J W E S H I - ___________________
3. M E S O S -____________________
4. T A O H R -____________________
5. R I B A B S -____________________
6. S O Y A N G U G E S- ___________________
7. H A C U L O T O S - ____________________
8. T U M A L D - ____________________
9. P E N C H A T U T E-____________________
10.S A T H A B B -____________________
Instructions: 4 Pics, One Word: Guess the concept
described in the four pics shown below.
Instructions: Read and understand the following
questions. Write your answers in your notebook.
1. Do you think your captions in “What I Know” are
appropriate for the given pictures? Why or why not?
2. How do you think are the pictures connected to, what
you will be learning in this module?
Questions:
1. What concept/ word does the four pictures show?
2. Was it difficult for you to guess the word? Why or why
not?
Discussion about Discussion about
1. How Do Religious Beliefs Influence Culture? 1. Judaism At A Glance
2. Positive And Negative Effects Of Religion 2. Judaism Beliefs
Directions: Directions: Arrange the Story of Samson into its proper
Cut pictures from magazines or newspapers which sequence. Write only the
reflect three (3) of either positive or negative effects of letters A to E according to the first event down to the last
religion. Paste these cut-out pictures on your activity one.
notebook. If printed materials are not available, you may ____1. Delilah cut his hair and called in the Philistines.
choose to illustrate them by drawing or sketching them ____2. Samson fell in love with a beautiful Philistine
yourself. woman named Delilah.
 Your presentation will be graded using the following
criteria:
____3. Samson's hair had begun to grow back and as he
leaned against the pillars
of the temple, he prayed to God for strength once more to
defeat the
Philistines.
____4. God forgave Samson and still accomplished great
things through Samson.
____5. Samson was born a Nazirite and was set apart with
supernatural strength
from God to do His work in the nation of Israel.

1. Do you agree that sometimes religious conflicts

f. Making generalizations and
abstractions about the lesson
(What I Have Learned/Abstraction)
g. Finding practical applications of
concepts and skills in daily living
(What I Can Do/Application)
are being used for political reasons? Why or why
Familiarize yourself with the diagram above showing the
not?
genealogy of Abraham. Can you identify some of the listed
names based on your knowledge of your religion?
2. Among the positive effects of religion, which can
you relate with and why?
Instructions: Below are the lyrics to John Lennon’s Find a song where the singer uses lyrics that describe
song “Imagine”. Read carefully each line and think what you feel about the lesson tackled in this module.
about the possible consequences if a society has no preciate geography and culture in your religion?
religion Afterwards, explain why you think that song/lyrics
captured your learning/feeling toward this module’s
lesson.
Imagine
John Lennon
Imagine there's no heaven
It's easy if you try
No hell below us
Above us only sky
Imagine all the people living for today
Imagine there's no countries
It isn't hard to do
Nothing to kill or die for
And no religion too
Imagine all the people living life in peace, you
You may say I'm a dreamer
But I'm not the only one
I hope someday you'll join us
And the world will be as one
 Imagine no possessions
I wonder if you can
Instructions: Which effect of religion is referred to
in the following sentences? Write the letter of the
correct answer in your activity notebook.
Choices:
a. Religion promotes discrimination.
b. Religion promotes social harmony.
c. Religion affirms hierarchy.
d. Religion sets positive goals in life.
e. Religion obstructs scientific success and
development.
h. Evaluating learning f. Religion reduces fear of the unknown.
Quiz 1-5
(What I can Do/Assessment) g. Religion obstructs the use of reason.
h. Religion gives people a sense of belonging.
i. Religion makes people fight each other.
j. Religion provides moral values.
_____1. Religion integrates and stabilizes cultures
as well as nations.
_____2. Religion should be susceptible to progress.
_____3. Religion sets notions of right and wrong.
_____4. Religion promotes obscurantism.
_____5. Religion gives a sense of origin and
destination.
i. Additional activities for Remediation N/A
(What Other Enrichment Activities N/A
Can I Engage In)
V. REMARKS CPL: Socrates: Plato: Aristotle: CPL: Socrates: Plato: Aristotle:
VI. REFLECTION
a. No. of learners who earned 80% on the
Socrates: Plato: Aristotle: Socrates: Plato: Aristotle:
formative test

b. No. of learners who need remediation

c. Which of my teaching strategies work
well?
d. What difficulties did I encounter?

e. What innovations or localized materials

did I use which I can share to my fellow
teachers?
Prepared: Checked/ Noted:

MARICRIS B. ATIENZA JOCELYN P. ARQUILLO

Teacher II Principal II