Grades 1 to 12 School GOV.

JUANITO REYES REMULLA SHS Grade Level 11

Teacher RITCHIE GLENN M. HERAMIA Learning Area Introduction to World Religion and Belief Systems
DAILY LESSON LOG Covered Date Week 2 Day 1 – Day 4 Semester Second / 4th Qtr.
JANUARY 28 – FEBRUARY 1, 2019

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES

A. Content Standards Students should understand the history, origin, and doctrines of the three Abrahamic religions: Judaism, Christianity, and Islam.

B. Performance Standards Student can demonstrate a deeper understanding of the elements of the three Abrahamic religions---Judaism, Christianity, and Islam.

C. Learning Competencies/ Objectives
Write the LC code for each
Recite the Apostle’s Creed, The
Lord’s Prayer, or the Beatitudes
(HUMSS_WRB12-I/ IIIe-f-5.1)
Interpret the Parable of the Prodigal
Son
(HUMSS_WRB12-I/IIIe -f-5.2)
Explain: the core teaching of
Christianity is the message that a
loving God sent His begotten Son in
order to redeem humankind from
eternal damnation
(HUMSS_WRB12-I/IIIe-f-5.3)
Interview a Christian parent or
couple on why they are Christians
and what beliefs and practices they
adhere to
(HUMSS_WRB12-I/IIIe-f-5.4)

II. CONTENT/TOPIC/SUBJECT MATTER Christianity

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages pp. 32-36 pp. pp. pp.
2. Learner’s Materials pages
3. Textbook pages pp. 68-81
B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson or presenting 1.Let them do the Motivational Activity
the new lesson in the lesson.
2.Let them answer the following
questions:
a.Was it difficult to find someone to
interview for the topic of Christianity?
b.Was the interviewee helpful in
providing answers to your questions?
c.How would you describe Christianity as

B. Motivation: Establishing a purpose for the
lesson
C. Presenting examples/Instances of the
new lesson
D. Discussing new concepts and practicing
skills # 1 (leading to the first formative
assessment where teacher gauge
students’ answer to determine their level
of understanding the lesson)
Suggested Approach: Question and
Answer
E. Discussing new concepts and practicing
skills # 2 (leading to the second formative
assessment) Suggested Approach:
Collaborative Learning
a religion based on the data you
gathered?
3.Let them read the Essential Questions.
Let them formulate their initial idea
about Christianity.
4.Let them do this activity: Formulate
questions based on the words written
inside the box. You may start your
questions with what, where, when, why,
or how.
Messiah
Cross
Holy Trinity
New Testament
Jesus Christ
Topic: Christianity
Let them analyze the concept map. Let this
serve as a guide in studying the lesson.
Post a picture of a Christian church. Let them
answer the following questions:
a.What Christian symbols can you find in the
picture?
b.What do these symbols mean?
c.What is the relevance of going to church in
Christianity?
Let them read the lesson proper.
Take note of the following:
a.Essential Questions
b.Guide Questions
c.Web Links
d.Trivia
Let them do the following group activities:
•Skit: Read the Parable of the Prodigal Son
from the New Testament and present it in
class through a skit. Afterwards, you will
initiate the discussion and ask how they
interpret the story.
•Reporting through a graphic organizer.
Complete the following diagram.
a. Compare the two Sacred Scriptures
and briefly describe the teachings of
each Book.
 b.
regarding the church officials and
F. Developing mastery leading to the third
formative assessment
Suggested Approach: Individual Activities
G. Valuing: Finding practical applications of
skills and skills in daily living
H. Making generalizations and abstractions
about the lesson
Let them answer the study aid
their functions in the church.
 What do you think is the most important
message imparted by Christianity?
 How does the Jewish view of Christ differ
from that of the Christians?
Understanding Level
 Let them answer the Authentic
Assessment part.
a. Debate

I. Evaluating learning (Assessment should be • Let them revise their initial idea about the 1.Explain the instructions for the
congruent to the three types of lesson. activity.
objectives) • Let them answer the Traditional 2.Explain the rubric for grading the
Assessment Part. B. photo-essay activity.
1.True 3.Let them do the activity for the lesson.
2.False---Christian 4.Allot a particular day for the
3.False---1ST Century C.E. presentation of the photo-essay.
4.False ---United States
5.Let them answer the questions under
5.False ---Romans
Critical Thinking part.
6.False ---Emperor Constantine
7.False ---Martin Luther
8.True
9.False ---Sacrament of Holy Orders
10.False---Creation Theory
A.
1.i 6.a
2.c 7.h
3.g 8.f
4.j 9.d
5.e 10.b
J. Additional activities for application or
remediation if needed.

V. REMARKS

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?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted by:

RITCHIE GLENN M. HERAMIA PHILLIP ADAM ODONO MARIA LUISA F. CANDELARIA

Teacher II SGH/Teacher III School Principal II

Grading Rubric for Poster

5 4 3 2 1

Content Content is accurate Content is Content is accurate Content is Content is inaccurate.

and all required accurate but but some required questionable. Information is not
information is some required information is missing Information is not presented in a logical
presented in a logical information is and/or not presented presented in a logical order, making
missing and/or order, making it difficult to follow.
order. in a logical order,
not presented it difficult to follow.
making it difficult to
in a logical order,
follow.
but is still generally
easy to follow.
 Presentation Presentation flows Presentation flows Presentation flows Presentation Presentation has no flow.
well and logically. well. Tools are well. Some tools are is unorganized. Insufficient information
Presentation reflects used correctly used to show Tools are not used and lacking some of the
extensive use of acceptable in a relevant member’s information.
tools in a creative understanding. manner. Lacking
some of the
way.
members’
information/ and or
information is not
identified
Pictures, Images are Images are Most images are Images are No images
Clip Art appropriate. appropriate. Layout appropriate inappropriate or
Background is cluttered layout is messy.
Layout is pleasing to
the eye.

Mechanics No spelling errors. Few spelling Few spelling errors. Some spelling errors. Many
No grammar errors. Few Few grammar Some grammar spelling and or grammar
errors. Text is in grammar errors. Text is in errors. Most of text errors. Text is copied.
authors’ own words. errors. Text is in authors’ own words. is in authors’ own
authors’ own words.
words.