Republic of the Philippines

Region I
Division of Vigan City
VIGAN NATIONAL HIGH SCHOOL WEST
Paratong, Vigan City
DETAILED LESSON PLAN
Grade _11____
Quarter __IV

Grading Period: Fourth

Topic: Comparative Analysis

of Confucianism, Toism & Shintoism

Content Standard The learner compares the three religions in the aspects of origin,
morality, purpose, destiny, and views on women

Performance Standard The learner prepares a multimedia presentation on the perceptions

of people from all walks of life on the doctrines of each of the three
religions and compares them in the aspects of individual, family,
society, government and nature.

Learning Competencies Provide evidence that Confucianism, Taoism and Shintoism share
common traits in viewing nature and ancestors.

I. Objectives:
1. Identify the similarities and traits of the three religion; Confucianism, Taoism and
Shintoism.
2. Share with the group the insights on situations and how are they based on the
teachings of the three religions.
3. Show appreciations on how legally and morally applied are these teachings on one’s
actions and behavior.
II. CONTENT

A. References
1. Teacher’s Guide
pages
2. /Learner’s Introduction to World Religion & Belief Systems: pages
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR)portal
5. Other Learning
Resource
III. PROCEDURES Teacher’s Activity Student’s Activity

A. Reviewing previous “Dare- A- Dare”: A simple recall Varying answers from the
lesson or presenting of the teachings and doctrines students. But makes sure to
the new lesson of Confucianism, Taoism & explain their points of view.
 (ELICIT) Shintoism. Five questions will
be provided by the teacher and
starts the first question about
the doctrines and teachings of
the three religions.

B. Establishing a purpose We live in a world where our

for the lesson actions, mind set and behaves
(ENGAGE) as based on its legality and
morality. Teachings that lives
through the history of mankind,
that may be translated from
our ancestor from our great
grand grand parents and until
the present still these are being
carried in our generation and
still believed to be taught in the
next era of mankind. (History)

C. Presenting With the teachings & doctrines Yes ma’am!

examples/Instances of provided by the three Asian
the new lesson religions; Confucianism, Taoism
(ENGAGE) and Shintoism, we come to
encounter how these teachings
applies into our daily living.

Present a problem; during and

exam, you saw your classmate Varying answers are presented
cheating with your seatmate, by the students
what will you do?

D. Discussing new LEAD ME: From the answers of the students, make a follow up
concepts and about their possible actions they will do on the problem. What
practicing new skills # legal and moral bases that leads o to their actions? How do their
1 (EXPLORE) actions lead them to be someone or somebody?

E. Developing mastery THINK-TALK:

(leads to Formative
Assessment 3) Confucianism: Respect for family, hard work and education
(EXPLAIN)
Taoism: Keeping your life simple

Shintoism: Living with nature; faith teachings on nature.

Based on what people believe is the right and proper thing to

do, their behavior, or their response to a particular problem
could be very different. From their point of view, they would
be behaving in a good or proper manner. From your point of
view, they might be behaving very oddly. Even if people
behave in the same way, are they behaving that way for the
same reason? If you don't understand another person's point
of view, do you think you might misunderstand them? Could
that lead to problems that might be completely
unnecessary? Of course! It's important to try and understand
other people’s points of view, and important for them to try
 and understand yours.

F. Finding practical TURN TABLE: Group the students into three groups and allow
application of one to pick a situation or problem to settle on. After five (5)
concepts and skills in minutes, ask a rapporteur to present their decision in class.
daily living
(ELABORATE) 1. A student knows that they are failing a class. Students
from each of these doctrines know they will be in
trouble when their parents find out. How do they
handle this situation?
2. Your friends smoke and are trying to get them to
start. How would you handle this situation?
3. You have found out that a student is taking money from
the canteen counter. What should you do?

G. Generalizing and Using a mind map, make an abstraction of the teachings of

abstractions about the Confucianism, Taoism and Shintoism.
lesson
(ELABORATE)
H. EVALUATION Choose one (1) item only.

1. KWL CHART: Using the KWL chart, make a journal entry

that reflects the knowledge learned about the three (3)
religions.
2. GRAPHIC ORGANIZER or VENN DIAGRAM that shows the
information about the teachings of the three (3) religions.

I. ENRICHMENT In groups, have students conduct further research and

document their learning with a Web tool such
as Diigo.com, a cloud-based platform that allows for
collaborative research, highlighting/annotation, saving of
images and more.
Experiential learning was observed during the discussion. Some
J. REMARKS students confidently share their own insights and learnings as
stipulated from the teachings of the three religions.

Experience is the best teacher. Still students actions must be

K. REFLECTION guided accordingly by adults ( parents, teachers).

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:

MONETTE A. REFUERZO
Subject Teacher

Checked & Noted by:

GRACE F. CASTAÑEDA

School Principal II- SHS

 Republic of the Philippines

Region I
Division of Vigan City
VIGAN NATIONAL HIGH SCHOOL WEST
Paratong, Vigan City
DETAILED LESSON PLAN
Grade _11____
Quarter __IV

Grading Period: Fourth

Topic: Learning from Others and Reviewing the Literature

Content Standard The learner demonstrates understanding of:

1. the criteria in selecting, citing, and synthesizing related
literature
2. ethical standards in writing related literature

Performance Standard The learner is able to:

1. select, cite, and synthesize properly related literature
2. use sources according to ethical standards
3. present written review of related literature

Learning Competencies The learner:

1. selects relevant literature
CS_RS11-IIIf-j-1
.

A. Objectives:
1. Recognize the criteria in selecting, citing, and synthesizing related literature.
2. Develop and use appropriate processes in selecting, citing, and synthesizing related
literature.
3. Discuss the reasons why students should know how to select, cite, and synthesize
related literature.
4. Justify the importance of citing other ebooks, books, journals etc.

IV. CONTENT

B. References
Copies of the Curriculum Guide in Practical Research 1, classroom
website, other online dashboards and MS Office Applications, internet,
6. Teacher’s Guide pages computer systems

7. /Learner’s Materials
pages
8. Textbook pages
9. Additional Materials
from Learning
Resource (LR)portal
10. Other Learning
Resource
V. PROCEDURES Teacher’s Activity Student’s Activity

B. Reviewing previous Ask: How many of you are Students raise their hands for
lesson or presenting the browsing the net in making those who are using the net,
new lesson (ELICIT) your assignment? How about books, etc?
those who are using the
learning materials, your books?

How about those who are

browsing the assignment from
their classmates’ notes?

C. Establishing a purpose for It’s true that we are becoming Students answer variably on
the lesson (ENGAGE) resourceful when the teacher the sources of information.
gives us the assignment. In
this sense we show our skills in
looking for authentic
information. What is the most
common source of information
do you use in your work
studies?

D. Presenting You are all correct. Suppose Varying answers are presented
examples/Instances of the you are conducting a science by the students.
new lesson (ENGAGE) investigatory project, what do
you think is the most
accessible source of your
related literature of your
work?

These are the common

sources of information. Now
how do you know that
information you obtain from
the net are valid and truthful?

E. Discussing new concepts Round-Table Discussion: Group the class into four (4) and answer
and practicing new skills the question, How do you select the appropriate literature for
# 1 (EXPLAIN) your research work. How important is the related literature in
one’s research work? How does it help you in accomplishing
your research study?

F. Developing mastery THINK-TALK:

(leads to Formative
Assessment 3) A reporter from each group will present their output. They
(ELABORATE) should come up with the criteria in selecting, citing and
synthesizing related literature.

Show to the students the proper way of citing related

literature in their work.

G. Finding practical Use Exercise A on page ----

application of concepts
and skills in daily living Integrate the value of intellectual honesty when citing
(ELABORATE) related literature. These ideas from different authors are
considered personal and intellectual properties and these
 are secured and governed by the Copyright act.

H. Generalizing and Using a graphic organizer, make an abstraction of the lessons

abstractions about the learned for this session.
lesson (ELABORATE)
I. EVALUATION Choose one (1) item only to represent the (a)criteria in
selecting, citing related literature; (b) importance of related
literature (c) reasons of making the related literature using any
one of the following instructions:

1. Oral discourse
2. Art portrait
3. Poem/Essay

4. ENRICHMENT Using the GRAPHIC ORGANIZER, list down at least five

(5) related literature in line with your research study.
Students need concrete details to guide them in writing their
5. REMARKS research work.

Per experience as research teacher, most of the students need a

6. REFLECTION concrete material to develop their mastery in research writing.

h. No. of learners who earned

80% in the evaluation
i. No. of learners who require
additional activities for
remediation who scored
below 80%
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 teaching
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:

MONETTE A. REFUERZO
Subject Teacher

Checked & Noted by:

GRACE F. CASTAÑEDA
School Principal II- SHS
 Republic of the Philippines

Region I
Division of Vigan City
VIGAN NATIONAL HIGH SCHOOL WEST
Paratong, Vigan City
DETAILED LESSON PLAN
Grade _11____
Quarter __IV

Grading Period: Fourth

Topic: Economic Issues

Content Standard Contemporary Economic Issues Facing the Filipino

Entrepreneur
a. Investment and interest rate
b. Rentals
c. Minimum wage
d. Taxes

Performance Standard
The learners shall be able to…
analyze and propose solution/s to the economic problems
using the principles of applied economics conduct a survey
of current economic situations within the vicinity

Learning Competencies
Analyze the effects of contemporary issues such as
migration, fluctuations in the exchange rate, oil price
increases, unemployment, peace and order, etc. on the
purchasing power of the people .

Objectives: At the end of the session, the learners should be able to:
- Identify common issues faced by Filipino entrepreneurs.
- Explain how the economic issues affect the purchasing power of the people.
- Identify and demonstrate Filipino values that will ease the issues on economic
challenges as it affect the purchasing power of the people.
-
VI. CONTENT Contemporary Economic Issues Facing the Filipino
Entrepreneur

C. References

11. Teacher’s Guide pages Curriculum Guide

12. /Learner’s Materials
pages
13. Textbook pages
14. Additional Materials
from Learning
Resource (LR)portal
15. Other Learning
Resource
VII.PROCEDURES Teacher’s Activity Student’s Activity
A. Reviewing previous “May I ask, What can you
lesson or presenting the remember from our
new lesson (ELICIT) lesson last meeting? May I
request Angeline to give
her brief insights”
“Thank you Angie, you are
right. Last time, we
discussed about
identification of market
problems in our school”
“ May I ask Jubert to give
some of those market
problems?” “Thank you
Jubert.”
“You mentioned about
the problem on
malnutrition because of
salaries and wages on
workers. Is this really a
problem, Jessyca?”
Thank you, Jessyca. You are
correct. This is really a
problem. Today, we are
going to identify the
common issues faced by
Filipino entreprenuers. And
probably on our discussion
we will be able to point out
factors how it affects the
purchasing power as a
common individual.
B. Establishing a purpose for Class is grouped into five (5). Students answer variably on
the lesson (ENGAGE) Each group will identify the the sources of information.
common economic issues in
the locality specifically
Vigan. Considering the fact
is becoming a global tourist
destination of the local and
foreign.
C. Presenting Now let’s hear from the Varying answers are
examples/Instances of the different group what the presented by the students.
new lesson (Elaborate) observed economic
problems in the locality are.
D. Discussing new concepts “ Do you see the significance of our workshop? Why?
and practicing new skills
# 1 (EXPLAIN) “Was it difficult or easy? Why?
“Do you believe that every problem might have different
causes? Why?”
“Why did group 1 said that……..”
“What if we will put these causes in this area, do you think
its correct? Why?
(Q and A will be expounded from the responses of the
learners)
E. Developing mastery THINK-TALK:
(leads to Formative
Assessment 3) (Expand) “ Class, the activity that we performed a while ago, give us
the glimpse of the complexity of the problem. Correct,
some issues are hard to be solve, however, if we can just
identify some of its causes, we can diagnose and suggest
solutions to these issues. The activity also give us an idea
effect of these issues and as a member of the community,
we can identify ways how to lessen the adverse economic
impact to the pockets of every member of the community.
“Class, economic issues are the basis for our proposal to
solve it. Example, we know that interest rates, rentals,
wages and taxes. So what are the effects of these to the
purchasing people? Isn’t it that we have to offer satisfaction
to every citizen and experience quality of life through our
existence?. Therefore, our proposal now is to humane ways
to fill the gaps of these issues socially and economically.”
F. Finding practical “Now class, let us revisit your PROBLEM TREE OUTPUT. You
application of concepts think from among your causes, what are the possible
and skills in daily living market needs. These market needs are actually business
(ELABORATE)
opportunities which we can propose a business. Do it with
your group. I will give you 5 mins to come up with your
market needs and your proposal. Just make 1 proposal.
Choose the best business opportunity.
“Write your answer in the metacard, and post them beside
your tree.”
“We will have a GALLERY WALK. You identify a presenter
each tree and he will explain your output. He will station in
your booth to entertain other members of the class, while
his other co-members will visit other booths. We will do it
like a carrousel. With my cue, the viewers will transfer from
one booth to another.”
After the activity, the teacher will ask:
 “Did you enjoy roaming around?”
“What have you learned from the activity?”
G. Generalizing and “What have you observed from the identified issues given
abstractions about the by the other groups?” Are they interrelated?
lesson
H. EVALUATION As a common “tao”, how will you make your life a better
one amidst of the economic issues that burdens our life
especially the average and below average earners?

7. ENRICHMENT Using the PROBLEM TREE , list down other economic

issues in your locality.

8. REMARKS Students work more productively when they are in group.

9. REFLECTION
o. No. of learners who earned
80% in the evaluation
p. No. of learners who require
additional activities for
remediation who scored
below 80%
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 teaching
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:

MONETTE A. REFUERZO
Subject Teacher

Checked & Noted by:

GRACE F. CASTAÑEDA
School Principal II- SHS
 Republic of the Philippines

Region I
Division of Vigan City
VIGAN NATIONAL HIGH SCHOOL WEST
Paratong, Vigan City
DETAILED LESSON PLAN
Grade _11____
Quarter __IV

Grading Period: Fourth

Topic: Comparative Analysis

of Confucianism, Toism & Shintoism

Content Standard The learner compares the three religions in the aspects of origin,
morality, purpose, destiny, and views on women

Performance Standard The learner prepares a multimedia presentation on the perceptions

of people from all walks of life on the doctrines of each of the three
religions and compares them in the aspects of individual, family,
society, government and nature.

Learning Competencies Provide evidence that Confucianism, Taoism and Shintoism share
common traits in viewing nature and ancestors.

J. Objectives:
4. Identify the similarities and traits of the three religion; Confucianism, Taoism and
Shintoism.
5. Share with the group the insights on situations and how are they based on the
teachings of the three religions.
6. Show appreciations on how legally and morally applied are these teachings on one’s
actions and behavior.
VIII. CONTENT

D. References
I. Teacher’s Guide pages
J. /Learner’s Materials Introduction to World Religion & Belief Systems: pages
pages
K. Textbook pages
L. Additional Materials
from Learning
Resource (LR)portal
M. Other Learning
Resource
IX. PROCEDURES Teacher’s Activity Student’s Activity

A. Reviewing previous “Dare- A- Dare”: A simple recall Varying answers from the
lesson or presenting of the teachings and doctrines students. But makes sure to
the new lesson of Confucianism, Taoism & explain their points of view.
(ELICIT) Shintoism. Five questions will
 be provided by the teacher and
starts the first question about
the doctrines and teachings of
the three religions.

B. Establishing a purpose We live in a world where our

for the lesson actions, mind set and behaves
(ENGAGE) as based on its legality and
morality. Teachings that lives
through the history of mankind,
that may be translated from
our ancestor from our great
grand grand parents and until
the present still these are being
carried in our generation and
still believed to be taught in the
next era of mankind. (History)

C. Presenting With the teachings & doctrines Yes ma’am!

examples/Instances of provided by the three Asian
the new lesson religions; Confucianism, Taoism
(ENGAGE) and Shintoism, we come to
encounter how these teachings
applies into our daily living.

Present a problem; during and

exam, you saw your classmate Varying answers are presented
cheating with your seatmate, by the students
what will you do?

D. Discussing new LEAD ME: From the answers of the students, make a follow up
concepts and about their possible actions they will do on the problem. What
practicing new skills # legal and moral bases that leads o to their actions? How do their
1 (EXPLORE) actions lead them to be someone or somebody?

E. Developing mastery THINK-TALK:

(leads to Formative
Assessment 3) Confucianism: Respect for family, hard work and education
(EXPLAIN)
Taoism: Keeping your life simple

Shintoism: Living with nature; faith teachings on nature.

Based on what people believe is the right and proper thing to

do, their behavior, or their response to a particular problem
could be very different. From their point of view, they would
be behaving in a good or proper manner. From your point of
view, they might be behaving very oddly. Even if people
behave in the same way, are they behaving that way for the
same reason? If you don't understand another person's point
of view, do you think you might misunderstand them? Could
that lead to problems that might be completely
unnecessary? Of course! It's important to try and understand
other people’s points of view, and important for them to try
and understand yours.
F. Finding practical TURN TABLE: Group the students into three groups and allow
application of one to pick a situation or problem to settle on. After five (5)
concepts and skills in minutes, ask a rapporteur to present their decision in class.
daily living
(ELABORATE) 4. A student knows that they are failing a class. Students
from each of these doctrines know they will be in
trouble when their parents find out. How do they
handle this situation?
5. Your friends smoke and are trying to get them to
start. How would you handle this situation?
6. You have found out that a student is taking money from
the canteen counter. What should you do?

G. Generalizing and Using a mind map, make an abstraction of the teachings of

abstractions about the Confucianism, Taoism and Shintoism.
lesson
(ELABORATE)
H. EVALUATION Choose one (1) item only.

3. KWL CHART: Using the KWL chart, make a journal entry

that reflects the knowledge learned about the three (3)
religions.
4. GRAPHIC ORGANIZER or VENN DIAGRAM that shows the
information about the teachings of the three (3) religions.

I. ENRICHMENT In groups, have students conduct further research and

document their learning with a Web tool such
as Diigo.com, a cloud-based platform that allows for
collaborative research, highlighting/annotation, saving of
images and more.
Experiential learning was observed during the discussion. Some
J. REMARKS students confidently share their own insights and learnings as
stipulated from the teachings of the three religions.

Experience is the best teacher. Still students actions must be

K. REFLECTION guided accordingly by adults ( parents, teachers).

v. No. of learners who

earned 80% in the
evaluation
w. No. of learners who
require additional
activities for
remediation who scored
below 80%
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 teaching
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:

MONETTE A. REFUERZO
Subject Teacher

Checked & Noted by:

GRACE F. CASTAÑEDA

School Principal II- SHS