DAILY LESSON LOG

SCHOOL NEW IBAJAY NATIONAL HIGH SCHOOL QUARTER 1

TEACHER JIN NORIKU OSEI C. CABRAL WEEK 5
LEARNING AREA INTRODUCTION TO WORLD RELIGIONS AND BELIEFS SYSTEM DATE
I. OBJECTIVES DAY/SESSION 1 DAY/SESSION 2 DAY/SESSION 3 DAY/SESSION 4
A. CONTENT STANDARD The learner demonstrates understanding of the elements of Christianity:
a. Founder: Jesus Christ (c. 7 BC- 30 A.D.)
b. Sacred texts: Bible (Old Testament and New Testament)
c. Doctrines: Trinity, Virgin Birth, Deity of Christ, Resurrection, Last Judgment: God: Trinity (Father, Son and Holy Spirit)
d. Sects: Roman Catholic, Greek/Eastern Orthodox, Protestantism, etc.
e. Issues: Ecumenism, Sexuality issues (e.g., contraception, homosexuality, ordination of women)
B. PERFORMANCE The learner interviews a Christian parent or couple on why they are Christians and what beliefs and practices they adhere to.
STANDARD
C. LEARNING 5.3. Explain: The core teaching of
5.4. Interview a Christian parent or
COMPETENC/IES Christianity is the message that a
5.1. Recite the Apostle’s Creed, The 5.2. Interpret the Parable of the couple on why they are Christians
loving God sent His begotten Son in
Lord’s Prayer or the Beatitudes Prodigal Son and what beliefs and practices they
order to redeem humankind from
adhere to
eternal damnation.
MOST ESSENTIAL
*Examine the brief history, core teachings, fundamental
LEARNING
beliefs, practices, and related issues of Christianity.
COMPETENCY
CODE/S HUMSS_WRB12-I/IIIe-f-5.1 HUMSS_WRB12-I/IIIe-f-5.2 HUMSS_WRB12-I/IIIe-f-5.3 HUMSS_WRB12-I/IIIe-f-5.4
II. CONTENT 5. Christianity
III. LEARNING K to 12 Textbook (Pdf format)
RESOURCES: Ong, Jerome A. and Mary Dorothy dL. Jose. (2016) Introduction to World Religions and Belief Systems. Vibal Group, Inc.
Pages
IV. PROCEDURE
A. BEFORE THE LESSON (Diagnostic Assessment)
A. Reviewing Prayer, Greetings, Checking of Prayer, Greetings, Checking of Prayer, Greetings, Checking of Prayer, Greetings, Checking of
yesterday’s lesson or attendance, etc. attendance, etc. attendance, etc. attendance, etc.
Presenting the new lesson
Present the new lesson. Recall the previous lesson. Recall the previous lesson. Recall the previous lesson.
B. Establishing
purpose of the new lesson

Ask: Who is Jesus? Teacher asks: What does Christianity What is the role of Abraham What is the role of Abraham
C. Presenting
share with Judaism in terms of beliefs in the foundation of the in the foundation of the
examples/ instances of the
new lesson and practices? Jewish beliefs? Jewish beliefs?

B. DURING THE LESSON (Formative Assessment)

 Teacher asks: Why is the Hebrew Recite the Apostle’s Creed, The Lord’s Connect the words. Formulate Ask the learners:
D. Discussing new Bible (Old Testament) included in Prayer and the Beatitudes by group. sentences showing how the following a. What role did Moses play in
concepts and practicing new Christianity’s sacred scriptures? pairs of words are leading them back to the Promised
skills #1 connected to each other: Land?
(Leads to Formative a. Abraham and covenant b. What can you say about the plight
Assessment 1) b. Moses and exodus of the Jewish people in their journey
c. Ishmael and the Arabs back to the Promised Land?
Discuss the historical background Analyze: Why is the concept of Holy Ask the learners to conduct a role-
E. Discussing new and the sacred scriptures of Trinity confusing for some Christians play on the following stories:
concepts and practicing new
skills #2 (Leads to Formative
Christianity. and non-Christians alike? Group 1- The Story of Samson
Assessment 2) Group 2- Elijah and the Prophets
Group 3. The Ten Plagues
F. Developing mastery Compare Old Testament with the Create a diagram for the Sacred (Role Playing)
(Leads to Formative New Testament. Scriptures and their significance.
Assessment 3)
G. Finding practical Why do you think the Jews consider
applications of concepts and themselves as the chosen people?
skills in daily living
C. AFTER THE LESSON (Summative Assessment)
ASSESSMENT Quiz. Essay: Quiz. Matching Type on Page 65
Why the Jewish people considered as
the “people of the Book”?
V. ADDITIONAL . Dramatize the Parable of the Prodigal Sons
ACTIVITIES FOR
APPLICATION OR
REMEDIATION
VI. REMARKS __ Lesson carried __ Lesson carried __ Lesson carried __ Lesson carried
__ Lesson not carried __ Lesson not carried __ Lesson not carried __ Lesson not carried
__ Re- Teaching __ Re- Teaching __ Re- Teaching __ Re- Teaching
__ Transfer of the lesson to the __ Transfer of the lesson to the __ Transfer of the lesson to the __ Transfer of the lesson to the
following day following day following day following day
__ Lack of time __ Lack of time __ Lack of time __ Lack of time
__ Class suspended __ Class suspended __ Class suspended __ Class suspended
__ Achieved __ Achieved __ Achieved __ Achieved
__ No class __ No class __No class __No class
VI. REFLECTION
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 teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
___% of the learners got 80% ___% of the learners got 80% mastery ___% of the learners got 80% mastery ___% of the learners got 80%
______ of learners requires ______ of learners requires additional ______ of learners requires additional ______ of learners requires
additional activities for remediation activities for remediation activities for remediation additional activities for remediation
__Yes __No __Yes __No __Yes __No __Yes __No
____ no. of learners caught the ____ no. of learners caught the lesson ____ no. of learners caught the lesson ____ no. of learners caught the
lesson lesson
___ no. of learners requires activities ___ no. of learners requires activities ___ no. of learners requires activities ___ no. of learners requires activities
for remediation for remediation for remediation for remediation
__ Multimedia Presentation __ Multimedia Presentation __ Multimedia Presentation __ Multimedia Presentation
__ Answering Preliminary __ Answering Preliminary __ Answering Preliminary __ Answering Preliminary
activities/exercises activities/exercises activities/exercises activities/exercises
__ Discussion __ Discussion __ Discussion __ Discussion
__ Case Method __ Case Method __ Case Method __ Case Method
__ Think-Pair-Share __ Think-Pair-Share __ Think-Pair-Share __ Think-Pair-Share
__ Differentiated Instruction __ Differentiated Instruction __ Differentiated Instruction __ Differentiated Instruction
__ Group Collaboration __ Group Collaboration __ Group Collaboration __ Group Collaboration
__Role Playing/Drama __Role Playing/Drama __Role Playing/Drama __Role Playing/Drama
__Discovery Method __Discovery Method __Discovery Method __Discovery Method
__ Lecture Method __ Lecture Method __ Lecture Method __ Lecture Method
__ Games __ Games __ Games __ Games
__ Panel Discussion __ Panel Discussion __ Panel Discussion __ Panel Discussion
__ Graphics Method __ Graphics Method __ Graphics Method __ Graphics Method
__ Mental Mapping __ Mental Mapping __ Mental Mapping __ Mental Mapping
__ Debates __ Debates __ Debates __ Debates
__ ICT Based __ ICT Based __ ICT Based __ ICT Based
__ 3D Artifacts __ 3D Artifacts __ 3D Artifacts __ 3D Artifacts
__ Rubrics __ Rubrics __ Rubrics __ Rubrics
__ KWL Charts __ KWL Charts __ KWL Charts __ KWL Charts
__others:____________________ __others:____________________ __others:____________________ __others:____________________
Why? Why? Why? Why?
__ Lack of time __ Lack of time __ Lack of time __ Lack of time
__ Unruly learners __ Unruly learners __ Unruly learners __ Unruly learners
__ Suspension of classes __ Suspension of classes __ Suspension of classes __ Suspension of classes
__others:____________________ __ others:__________________ __ others:_________________ __ others:_________________
 DATE

PREPARED BY: CONFORMED:

JIN NORIKU OSEI C. CABRAL NESTHEL C. VALDESPINA
Subject Teacher Principal I