Introduction to World Religions and Belief Systems

The course explores the main tenets and practices of major world religions: Judaism, Christianity, Islam, Hinduism, Theravada Buddhism, Mahayana Buddhism,
Confucianism, Taoism and Shintoism. It aims to help learners understand the historical contexts of nine religions, appreciate their uniqueness and similarities and
promote mutual understanding among believers of different faiths. They are expected to demonstrate understanding and appreciation of ones faith and that of others.
SENIOR HIGH SCHOOL School CULIAT HIGH SCHOOL Grade Level12 (HUMSS)
DAILY LESSON LOG Introduction to World Religions and
Teacher MRS. RUTH A. SALAZAR Learning Area Belief Systems

Teaching Dates and Time Week 19: Sessions 1 : Quarter2nd

Oct 12, 2017

SESSION 1 REMARKS
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, OCT 3 - NAT Gr. 7
necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may OCT 5 - World Teachers Day
be done for developing content knowledge and competencies. These are using Formative Assessment strategies. OCT 6 - School Ac@vity
Valuing objectives support the learning of content and competencies and enable children to find significance and OCT 10 - NAT SHS
joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learner demonstrates understanding of the elements of Shintoism:
a. Founders: Prehistoric Animists of Japan Activities will be continued
b. Sacred texts: Kojiki and Nihongi as assignment
c. Doctrines: belief in kami, divinity of emperors
d. Gods: kami (animist and nature spirits)
e. Issues: Shrine visits of Japanese prime ministers

B. Performance The learner interprets the Kojiki creation story creatively.

Standards

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG,
the content can be tackled in a week or two.

Shintoism

Learning The learner should be able to:

Competencies /
Objectives with LC 14.1. Narrate the Kojiki creation story
code HUMSS_WRB12- II/IVh-14.1

14.2. Explain why is it important for Japanese people to worship gods

HUMSS_WRB12- II/IVh-14.2

14.3. Evaluate: The core teaching of Shintoism is to worship the ancestors and forces of nature to achieve
harmony in all dimensions.
HUMSS_WRB12- II/IVh-14.3

14.4. Interpret the Kojiki creation story creatively

HUMSS_WRB12- II/IVh-14.4

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Introduction to World Religions and Belief Systems

III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson
RESOURCES and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
materials. Hands-on learning promotes concept development.
A. References
1. Teachers K to 12 Senior High School Humanities and Social Sciences Strand Introduction to World Religions and Belief
Guide Systems February 2014

2. Learners Lee Yarbrough (n.d.) http://www.darke.k12.oh.us/curriculum/SocialStudies/WorldReligions.pdf, http://

Materials www.darke.k12.oh.us/curriculum/SocialStudies/WorldReligions.pdf
Cornish (n.d.) Character Sketch http://gpschools.schoolwires.net/cms/lib05/MI01000971/Centricity/Domain/299/
character%20sketch.pdf
Finlay (2004). Writing a Character Sketch. In Education World. Avaliable at http://www.educationworld.com/a_tsl/
archives/04-1/lesson017.shtml

3. Textbook Cornelio, Calano, Sapitula (2016). Introduction to World Religions and Belief Systems. Manila: Rex Book Store pp.
70-133 (Unit II)
Clarke, ed. (1993). The Worlds Religions: Understanding the Living Faiths. New York: Marshall Editions
Developments Limited
Matthews, Warren (2017). Introduction to World Religions and Belief Systems, Philippine Edition. QC: Abiva
Publishing House, Inc.

4. Additional Visual Aids, Whiteboard Markers/Eraser, Computer/Tablet/Speaker/LCD Projector

Materials from World View http://www.thrivemovement.com/what-worldview-and-why-it-important
Learning Belief Systems http://www.vub.ac.be/FOS/cfp/what-are-belief-systems.pdf
Resources Religion as Cultural System http://www.colorado.edu/ReligiousStudies/chernus/4800/GeertzSummary.htm
World View and Religion http://globalchristiancenter.com/bible-and-theology/systematic-theology/24569-
relationship-between-world-view-and-religion
Video clips downloaded from the Internet (YouTube)

B Other Learning Computer/Internet (Check if students have skills in using them)

Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn
well. Always be guided by demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation
to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous 5 mins:
lesson or presenting
the new lesson Teacher: Greetings / Introduction; prepare classroom, arrange chairs
B. Establishing a
purpose for the Review previous lesson/activity
lesson
Presenting objectives, learning competencies needed

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Introduction to World Religions and Belief Systems
The course explores the main tenets and practices of major world religions: Judaism, Christianity, Islam, Hinduism, Theravada Buddhism, Mahayana Buddhism,
Confucianism, Taoism and Shintoism. It aims to help learners understand the historical contexts of nine religions, appreciate their uniqueness and similarities and
promote mutual understanding among believers of different faiths. They are expected to demonstrate understanding and appreciation of ones faith and that of others.
C. Presenting
examples/instances of Introduce Shintoism
the new lesson (An introduction to Shinto, one of Japan's earliest belief systems. Asian Art Museum, 2009 from https://
www.youtube.com/watch?v=RgQ4eCc38dM)
(Introduction video from https://www.youtube.com/watch?v=d3P7wFBQvH0)
(Creation Myth of Japan video from https://www.youtube.com/watch?v=FgtY-Cx5B_g)

D. Discussing new Discussion

concepts and practicing
new skills # 1 Activity/Seatwork
E. Discussing new
concepts and practicing
new skills # 2
F. Developing mastery Accomplish the table under Shintoism, provide informa@on regarding the aspects of origin, morality, purpose,
(leads to Formative des@ny, and views on women.
Assessment )
G. Finding practical
applications of
concepts and skills in
daily living
H. Making What have you learned? Synthesis: The learner
generalizations and summarizes the
abstractions about the significance of religion and
lesson Accomplish the guide questions and unit tests from textbook pp 178-179 the basic similarities of all
religions discussed within
the semester.
The learners simulates a
panel discussion of inter-
religious dialogue that
reflects the following:

a. the meaning and

ultimate value of life
b. how one is to relate to
ones self, family, society
and nature
c. the way to achieve
personal happiness and
fulfillment
HUMSS_WRB12- II/IVj-16

(paper or panel
discussion)
I. Evaluating Learning Periodical Test: 50% should be answered correctly; pass the requirements (75%)

Peer Assessment

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Introduction to World Religions and Belief Systems

J. Additional activities The learner prepares a multimedia presentation on the perceptions of people from all walks of life on the doctrines
for application or of each of the three religions and compares them in the aspects of individual, family, society, government and
remediation nature.
V. REMARKS Most students were able to comply with the given requirements.

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What
works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them
relevant questions.
A. No . of learners who 80 - 94% : 3
earned 80% on the 72 - 78% : 3
formative assessment
B. No. of learners who Below 23 points - 3
require additional
activities for
remediation
C. Did the remedial
lesson work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my Group activities aside from individual activities to encourage students to participate
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 The use of print materials are still needed to support student learning for their review; using Promac t.v. with USB
localized materials did I and HDMI/MHL slot that lessens the use of cables and connectors (newer models are Internet/bluetooth/wifi ready
use/discover which I such as Hisense, having a bigger monitor -- at 11K, its less expensive than the LCD projector)
wish to share with other
teachers?

Prepared by: Checked by: Noted by:

RUTH A. SALAZAR ROWENA A. ARCEGA DR. MARISSA LOU N. RODRIGUEZ

SHS TVL-HE Teacher I SHS-TVL Coordinator Principal

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