Department of Education

Rehiyon - IV MIMAROPA
MARINDUQUE NATIONAL HIGH SCHOOL
Division of Marinduque

Isok I, Boac 4900, Marinduque

Tel. Nos.: (042) 311-1315, (042) 332-0358
Email Address: mnhsboac@yahoo.com.ph

Name of the WEDNESDAY

EMERLYN M. LINCALLO
Teacher 12 TD-Sullivan – 7:15-9:15 /New SHS R102
Learning UNDERSTANDING CULTURE SOCIETY 12 SMAW 1-Calder –12:30- 2:30 / Old SHS R101
Area AND POLITICS (UCSP) Gr.Level 12-SMAW 2–Pevsner-2:30-4:30 /Old SHS R102
Section THURSDAY
Time: 12 STEM 1-Heisenberg –7:15-9:15 / New SHS R301
(Room) 12 - SMAW 1– Calder – 9:30-11:30 / Old SHS R101
Quarter/ SECOND QUARTER /Oct. 9-11, 2019 12 - TD—Sullivan– 12:30-2:30 / New SHS R102
Date Wednesday-Friday FRIDAY
12 -GAS 1– Watson - 7:15-9:15 / New SHS R303
12-GAS 2 - Mendeleev -9:30-11:30 / New SHS R304

I. OBJECTIVES
The learners demonstrate an understanding of:
 cultural, social, and political institutions as sets of norms
and patterns of behavior that relate to major social
A. Content Standards interests.
 social and political inequalities as features of societies
and the global community

The learners:
 analyze aspects of social organization
B. Performance Standards
 identify one’s role in social groups and institutions

֎ conduct participant observation (e.g., attend, describe,

and reflect on a religious ritual of a different group;
observe elections practices) UCSP11/12HSO IIg-28

At the end of this lesson, the students are expected to:

C. Learning 1. Define religion and differentiate the belief systems and
Competencies/Objectives other institutionalized religions.
2. Describe and reflect on a religious rituals or practices of
different religious groups.
3. Appreciate roles of religion as one of the most influential
and universal forces in society.

Main Topic: RELIGION AND BELIEF SYSTEMS

Subtopics:
a. Animism
II. CONTENT b. Polytheism
c. Monotheism
d. Institutionalized religions
e. Separation of church and state
LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Curriculum Guide p. 6 of 8
Understanding Culture Society and Politics (DepEd)
Teacher’s Guide pp. 205-2010.
Understanding Culture Society and Politics (DepEd)
2. Learner’s Material Pages
3. Textbook Pages  Understanding Culture Society and Politics
Authors: Contreras, Antonio P., et al., Phoenix Publishing,
 Understanding Culture Society and Politics
Authors: Atienza, Rico, Arugay, Franco, and Quilala, C & E
Publishing Inc., 2016.
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4. Additional Materials
from Learning Resources
B. Other Learning Resources
III. PROCEDURES
Before the Lesson
A. Reviewing previous lesson or
presenting the new lesson
 Understanding Culture Society and Politics
Authors: Santarita, Joefe and Randy Madrid, Vibal Group Inc.,
2016.
Laptop, projector, speaker, manila paper/cartolina, pictures,
paper/ bondpaper/ colored paper, marker
Villanueva, Voltaire M., #ABKD Ako Bibo Kase Dapat (2018).
VMV11483 Book Publishing House. Makati City.
Other information from the following:
 https://www.pewforum.org/2017/04/05/the-changing-global-
religious-landscape/
 https://www.pewresearch.org/fact-
tank/2017/04/05/christians-remain-worlds-largest-religious-
group-but-they-are-declining-in-europe/
 www.youtube.com [major religions in the world]
#Mini-minie mo, Piliin mo ako 
֎ The review is in the form of a funny game. Students have
to follow the instructions given by the teacher as follows:
☺ 1.Which of the following is not a manifest
function of education?
A. cultural innovation
B. courtship
C. socialization
D. transmission of culture
(to be answered by the student 5 steps from the right) 
☺ 2. It is a social institution that formally
socializes members of society.
A. Nonstate Institutions
B. Religion
C. Education
D. Health
(to be answered by the student 3 steps backward) 
☺ 3.The functionalist theory sees education as
serving the needs of ________.
A. society
B. individuals
C. families
D. government
(to be answered by the student 4 steps to your left) 
☺ 4.The goals of education are the following
_____________.
A. socialization and self-actualization
B. transmission of culture and socialization
C. productive citizenry and socialization
D. self-actualization and productive citizenry
(to be answered by the student 1 step forward) 
☺ 5.Which of the following is an example of
nonformal education?
A. primary schooling
B. senior high school
C. distance/online learning
D. graduate studies
(to be answered by the student 3 steps to your left and 2 steps
backward)
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B. Establishing a purpose for the At the end of this lesson, the students are expected to:
lesson 1. Define religion and differentiate the belief systems and
other institutionalized religions.
2. Describe and reflect on a religious rituals or practices of
different religious groups.
3. Appreciate roles of religion as one of the most influential
and universal forces in society.

C. Presenting examples/ Instances of #Dokyu-bidyo 

the new lesson Top 10 Most Powerful Religion in the World
♥ In this part, the teacher will use a multimedia presentation
specifically a video clip in presenting the new lesson.
♥ Students will be asked to watch the short video clip and
take down important notes to remember.

♥ What is the video clip all about?

♥ What are the Top 10 powerful religion in the world
according to the video clip?
♥ How will you define religion based from the video clip?
♥ Why religion is said to be one of the most influential
forces in the society?
♥ Based from the said video clip, what do you think is our
lesson for today?

During the Lesson

D. Discussing new concepts and #Iba-iba pero nagkakaisa: A Group Activity
practicing new skills #1 [The following activities are range of teaching strategies that will be able
to develop student’s critical and creative thinking as well as their higher-
order thinking skills].

♥ The teacher will group the class into 4 and each of

them will make their own presentations about the
topic given to their group.
♥ The teacher will give each group a #TaskCard with
different learning activities including the
mechanics and the rubric.
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E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery
They will be given 15 minutes for the preparation of the activity
and another 5 minutes for the presentation.
Task #1: Group I – #Akrostik
(Iniisa-isang Titik, tungo sa pagpapakahulugang tumpak at hitik)
☺ Define RELIGION
The group will give words or phrases in the form of
acrostic that will define the word Religion.
Task #2: Group II – #Paskil-Pader
(Ipinabatid na Impormasyon sa Kawalan ng Kabatira’y Solusyon)
☺ Types of Belief systems
In a one whole manila paper, the group will make a
creative graphic organizer describing the belief systems in the
world (Monotheism, Polytheism, Animism, Atheism, Theism)
Task #3: Group III – #Ritwal
(Tradisyon sa Iba’t-ibang Gawain, Pagkatuto ang Mithiin)
☺ Institutionalized Religions in the World
Create a skit showing the rituals and practices of some
institutionalized religions in the world. The skit must be based
from your experiences or observations.
Task #4: Group IV- #Harapan Serye
(Pinagtambal sa Usapan, Yumayamang Ugnayan)
☺ Separation of Church and State
The group will organize a mini TV show or series giving
their explanation about the separation of church and state.
Scoring rubric will be presented and to be given before the activity
starts and for the consumption of everybody. It will be agreed
between the teacher and the students.
Rubric:
Content: :10
Organization/ Collaboration :5
Presentation (explanation) :10
Total: :25 points
Guide Questions:
1. What is religion?
2. How do religion and belief systems affect the economic
living and livelihood practices of some group of individuals
in our society (e.g. farming, fishing, engaging in business,
etc)? [TLE/ Economics]
3. Why do some religious groups include singing and dancing
as part of their way of worshipping their known divine
being or their known God? Give example of song or dance.
[MAPEH]
4. What is your stand on the issue of separation of church
and state especially on the hot topic about SOGIE BILL
and SAME-SEX MARRIAGE? [English and Political Science]
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G. Finding practical applications of
concepts & skills in daily living
After the Lesson
H. Making generalizations
abstractions about the lesson
5. How do variances of language affects religion in all parts
of the world? [Language/English]
6. According to the Pew Research Center demographic
analysis, as of 2017 the Earth’s population is estimated to
be 7.3 billion. What can you say to the demographic
presentation in the form of a pie graph about the religious
groups in the world. [Mathematics]
a. How will you compare Christianity among other
religions?
b. What can you say to Islam when compared to
other religion?
c. From the pie graph, how will you rank the world’s
religion based from its percentage or number of
adherents?
☺ If you will be given a chance to conduct a participant
observation in 2 religious denomination or religious
group, what would it be and why?
☺ What are you going to do when conducting a participant
observation? Why do you think respect is one of the
important things to bring?
and #Basa-nawa 
(Pagbabasang may Pag-unawa)
[This teaching strategy may enhance learner achievement in literacy
skills.]
 The teacher will ask the students to read the concluding
statement of Frank Lynch in his article entitled, “Folk
Catholicism in the Philippines.”
 Guide questions will be followed.
“The sharing of official religious belief and practice
strengthens and support the sense of oneness in the average
local community. Further, certain official observances
become the occasion of traditional social practices which also
tend to unite the town or barrio folks. Finally, there are folk-
religious customs which operate almost independently of
official supervision; in these observances (such as the
Santakrusan, pabasa, undras, the compadrazgo system, non-
official form, the lamay and padasal) the consequent
bolstering and extending of community solidarity is most
clearly seen” (Lynch, 2016).
Guide Questions:
1. What is the statement all about?
2. Why do sharing of religious belief and practice a
very important thing to do in the society?
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 3. How do Filipinos show their unity and appreciation
of the religious beliefs and practices?

I. Evaluating Learning Direction: Choose the letter of your best answer.

1. Allysa believes that there is only one God and she knows the
different effects of good and bad actions of man towards her
fellow. Which belief can justify this belief?
A. Monotheism C. Animism
B. Polytheism D. Atheism

2. Jacob believes that the Greek Gods are real. There is a specific
God assigned to all the different levels of life. There is a god for
journeys, for death, for beauty, knowledge, for health and many
others. Which belief can justify this?
A. Monotheism C. Animism
B. Polytheism D. Atheism

3. Which of the following can be a valid reason for the separation

of Church and State?
A. The government does not want the Church to intervene their
decisions.
B. The government has strict laws which cannot be affected by
Religion nor Culture.
C. The government has vested interest that they do not want the
Church to know.
D. The government does not tax the Church so the Church has
nothing to do with them.

4. Which statement can best express the effect of Religion to the

people?
A. It changes people. C. It affects the belief of people.
B. It provides laws to follow. D. All of the Above

5. What do you call to a person’s “adherence to a set of beliefs

or teachings about the deepest and most elusive of life’s
mysteries?”
A. Education C. Beliefs
B. Religion D. practices

Index of Mastery:

STEM 1- STEM 2- Euclid GAS 1- Watson GAS 2-

Heisenberg
5 5
4 4
3 3
2 2
1 1
Total:
Mendeleev
5 5
4 4
3 3
2 2
1 1

SMAW 2- SMAW 1 Calder TD- Sullivan

Pevsner
5 5 5
4 4 4
3 3 3
2 2 2
1 1 1
Total:

J. Additional activities for application Additional activities/ remedial activities for the students who
or remediation are below 85% in the Index of Mastery.
֎ Compare and contrast religious organizations that you
know and can be found in Marinduque based on their
beliefs, rituals and practices.

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IV. REMARKS

V. 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 lesson work? No.
of learners who 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 used/ discover
which I wish to share with other
teachers?

Prepared by: Checked by:

EMERLYN M. LINCALLO MENANDRO M. MERLIN, D.E.M

Teacher II, Senior High School Master Teacher III
Grade 12 Coordinator

Noted by:

MA. CORAZON ADATO-BORJA

Principal II, Senior High School

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