Vous êtes sur la page 1sur 10

Detailed Lesson Plan (DLP) Format

DLP No.: 06 Learning Area: Introduction to World Religion and Belief System Grade Level: 11 Quarter: 1st Duration: 60 Mins
Code:
Learning Competency/ies: 6.1 Read the opening lines of Qur’an
HUMSS_WRB12-I/IIIg-h-6.1
Key Concepts /
The learners demonstrate the understanding of the following terms:
Understandings to be
Islam, Muhammad, Qur’an, Ramadan, Zakat, Hajj, Meca, Sunni, Shi’ite, Sufi
Developed
1. Objectives
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015)
Remembering
Knowledge
Understanding  Interpret the opening lines of Qur’an

Applying

Analyzing  Organize and/or outline Muslim beliefs and practices


Skills
Evaluating

Creating

1. Receiving Phenomena

2. Responding to Phenomena

Attitude 3. Valuing  Demonstrate respect and openmindedness in discussing Muslim beliefs and practices

4. Organization

5. Internalizing values

1. Maka-Diyos

2. Maka-tao  Respect one’s religion, streaming from a belief system or personal worldview
Values
3. Makakalikasan

4. Makabansa

2. Content  Islam
 Digital Presentations, Powerpoint Presentation, Slideshare, Prezi
3. Learning Resources
 Curriculum Guide, Textbook, Pen and Paper, Pictures
4. Procedures
4.1 Introductory Activity ( 05 minutes). Opening Prayer, Checking of Attendance, Greetings
Group the students into five groups, and let each group read the opening lines of the Qur’an
Ask the following questions :
4.2 Activity ( 15 minutes).  What is the poem about?
 What does it tell us about Islam?
 What is valuable about this?
With the same group discuss, the different stereotypes of a Muslim in the Philippines.
4.3 Analysis ( 15 minutes). Ask the students a guide question:
 How are these stereotypes allowing us to understand or not to understand the Islamic faith?
4.4 Abstraction ( 10 minutes). Discuss Islam and Qur’an, and the timeline of significant events in the History of Islam.
4.5 Application ( 00 minutes).
4.6 Assessment ( 10 minutes).
Assessment Method Possible Activities
a) Observation
b) Talking to Learners /
Conferencing
c) Analysis of Learners’ Products
Pen and paper test:
d) Tests
Ask: How can we minimize stereotyping in any religious group especially, Islam?
4.7 Assignment ( 03 minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the


day’s lesson

 Enriching / inspiring the day’s


lesson
 Enhancing / improving the
day’s lesson
Search for the story of Muhammad ibn Abd Allah, summarize it into a 1 whole sheet of papar and
 Preparing for the new lesson
submit it next meeting.
4.8 Concluding Activity ( 02 minutes).

5. Remarks

6. Reflections
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 learning 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:
Name: ADRIAN M. SOLLANO, MPM School: Jagobiao National High School- Senior High School Department
Position/Designation: Teacher III Division: Mandaue City Division
Contact Number:09209731209 Email address: adrian.sollano@deped.gov.ph

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others
Detailed Lesson Plan (DLP) Format

DLP No.: 07 Learning Area: Introduction to World Religion and Belief System Grade Level: 11 Quarter: 1st Duration: 60 Mins
Code:
Learning Competency/ies: 6.2 Retell the life and times of Prophet Muhammad
HUMSS_WRB12-I/IIIg-h-6.2
Key Concepts /
The learners demonstrate the understanding of the following terms:
Understandings to be
Islam, Muhammad, Qur’an, Ramadan, Zakat, Hajj, Meca, Sunni, Shi’ite, Sufi
Developed
1. Objectives
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015)
Remembering  Retell the life and times of Prophet Muhammad
Knowledge
Understanding

Applying

Analyzing
Skills
Evaluating
 Identify and formulate significant scenarious of Prophet Muhammad’s life that leads to the
Creating
foundation of Islam
Receiving Phenomena

Responding to Phenomena

Attitude  Demonstrate appreciation of one’s life story that brought great impact to some people, to
Valuing
Muslims in particular
Organization

Internalizing values

Maka-Diyos

Maka-tao  Respect one’s religion, streaming from a belief system or personal worldview
Values
Makakalikasan

Makabansa

2. Content  Islam
 Digital Presentations, Powerpoint Presentation, Slideshare, Prezi
3. Learning Resources
 Curriculum Guide, Textbook, Pen and Paper, Pictures
4. Procedures
4.1 Introductory Activity ( 05 minutes). Opening Prayer, Checking of Attendance, Greetings
Ask the students to present their assignments about Prophet Muhammad’s life with the following questions :
 Describe Prophet Muhammad’s family and his childhood.
4.2 Activity ( 15 minutes).  Retell Prophet Muhammad’s revelation through Angel Gabriel and how did it play great part of the
foundation of Islam.
 Discuss the foundation of Islam after the death of Prophet Muhammad.
“In 620 C.E., Muhammad experience himself being carried out to Jerusalem and ascending from there into
Paradise. This is called the Night Journey, where angle guided him upward. As he ascended, he encountered
angels and great prophets of the past and he entered into the presense of God. Muslim disagree whether this
4.3 Analysis ( 15 minutes). even constituted a personal vision or an actual physical ascension.” (Cornelio, J. et al. Introduction to World
Religion and Belief System. Manila: Rex Publishing Inc. 2015. Pg. 54)
 Based on your research about Muhammad’s life, why did the author said, “Muslims disagree
whether this even constituted a personal vision or an actual physical ascension?”
Discuss the timeline of Prophet Muhammad’s life and the significant events in it that leads to the fiundation
4.4 Abstraction ( 10 minutes).
of Islam.
4.5 Application ( 00 minutes).
4.6 Assessment ( 10 minutes).
Assessment Method Possible Activities
a) Observation
b) Talking to Learners /
Conferencing
c) Analysis of Learners’ Products
Open-Ended Question:
d) Tests Ask: If you were present in the time of Prophet Muhammad in Mecca, would you also become a Muslim?
Explain your aswer.
4.7 Assignment ( 03 minutes). Fill-in below any of the four purposes:
 Reinforcing / strengthening the
day’s lesson

 Enriching / inspiring the day’s


lesson
 Enhancing / improving the
day’s lesson
 Preparing for the new lesson Research and read in advance the doctrines of Islam.

4.8 Concluding Activity ( 02 minutes).

5. Remarks

6. Reflections
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 learning 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:
Name: ADRIAN M. SOLLANO, MPM School: Jagobiao National High School- Senior High School Department
Position/Designation: Teacher III Division: Mandaue City Division
Contact Number:09209731209 Email address: adrian.sollano@deped.gov.ph

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others
Detailed Lesson Plan (DLP) Format

DLP No.: 08 Learning Area: Introduction to World Religion and Belief System Grade Level: 11 Quarter: 1st Duration: 60 Mins
Code:
Learning Competency/ies: 6.2 Retell the life and times of Prophet Muhammad
HUMSS_WRB12-I/IIIg-h-6.2
Key Concepts /
The learners demonstrate the understanding of the following terms:
Understandings to be
Islam, Muhammad, Qur’an, Ramadan, Zakat, Hajj, Meca, Sunni, Shi’ite, Sufi
Developed
1. Objectives
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015)
Remembering  Retell the life and times of Prophet Muhammad
Knowledge
Understanding

Applying

Analyzing
Skills
Evaluating
 Identify and formulate significant scenarious of Prophet Muhammad’s life that leads to the
Creating
foundation of Islam
Receiving Phenomena

Responding to Phenomena

Attitude  Demonstrate appreciation of one’s life story that brought great impact to some people, to
Valuing
Muslims in particular
Organization

Internalizing values

Maka-Diyos

Maka-tao  Respect one’s religion, streaming from a belief system or personal worldview
Values
Makakalikasan

Makabansa

2. Content  Islam
 Digital Presentations, Powerpoint Presentation, Slideshare, Prezi
3. Learning Resources
 Curriculum Guide, Textbook, Pen and Paper, Pictures
4. Procedures
4.1 Introductory Activity ( 05 minutes). Opening Prayer, Checking of Attendance, Greetings
Ask the students to present their assignments about Prophet Muhammad’s life with the following questions :
 Describe Prophet Muhammad’s family and his childhood.
4.2 Activity ( 15 minutes).  Retell Prophet Muhammad’s revelation through Angel Gabriel and how did it play great part of the
foundation of Islam.
 Discuss the foundation of Islam after the death of Prophet Muhammad.
“In 620 C.E., Muhammad experience himself being carried out to Jerusalem and ascending from there into
Paradise. This is called the Night Journey, where angle guided him upward. As he ascended, he encountered
angels and great prophets of the past and he entered into the presense of God. Muslim disagree whether this
4.3 Analysis ( 15 minutes). even constituted a personal vision or an actual physical ascension.” (Cornelio, J. et al. Introduction to World
Religion and Belief System. Manila: Rex Publishing Inc. 2015. Pg. 54)
 Based on your research about Muhammad’s life, why did the author said, “Muslims disagree
whether this even constituted a personal vision or an actual physical ascension?”
Discuss the timeline of Prophet Muhammad’s life and the significant events in it that leads to the fiundation
4.4 Abstraction ( 10 minutes).
of Islam.
4.5 Application ( 00 minutes).
4.6 Assessment ( 10 minutes).
Assessment Method Possible Activities
a) Observation
b) Talking to Learners /
Conferencing
c) Analysis of Learners’ Products
Open-Ended Question:
d) Tests Ask: If you were present in the time of Prophet Muhammad in Mecca, would you also become a Muslim?
Explain your aswer.
4.7 Assignment ( 03 minutes). Fill-in below any of the four purposes:
 Reinforcing / strengthening the
day’s lesson

 Enriching / inspiring the day’s


lesson
 Enhancing / improving the
day’s lesson
 Preparing for the new lesson Research and read in advance the doctrines of Islam.

4.8 Concluding Activity ( 02 minutes).

5. Remarks

6. Reflections
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 learning 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:
Name: ADRIAN M. SOLLANO, MPM School: Jagobiao National High School- Senior High School Department
Position/Designation: Teacher III Division: Mandaue City Division
Contact Number:09209731209 Email address: adrian.sollano@deped.gov.ph

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others
Detailed Lesson Plan (DLP) Format

DLP No.: 09 Learning Area: Introduction to World Religion and Belief System Grade Level: 11 Quarter: 1st Duration: 60 Mins
6.3. Explain: The core teaching of Islam is there in only one God and Muhammad Code:
Learning Competency/ies:
is His fnal and greatest messenger. HUMSS_WRB12-I/IIIg-h-6.3
Key Concepts /
The learners demonstrate the understanding of the following terms:
Understandings to be
Allah, Islam, Muhammad, Qur’an, Ramadan, Zakat, Hajj, Meca, Sunni, Shi’ite, Sufi
Developed
1. Objectives
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015)
Remembering
Knowledge  Explain the core teaching of Islam that there is only one God and Muhammad is His final
Understanding
and greatest messenger.
Applying  Illustrate the doctrines of Islam and Prophet Muhammad

Analyzing
Skills
Evaluating

Creating  Generate hypothesis as to why and how Islam came into existence by Muhammad.

Receiving Phenomena

Responding to Phenomena

Attitude  Demonstrate appreciation of one’s life story that brought great impact to some people, to
Valuing
Muslims in particular
Organization

Internalizing values

Maka-Diyos

Maka-tao  Respect one’s religion, streaming from a belief system or personal worldview
Values
Makakalikasan

Makabansa

2. Content  Islam
 Digital Presentations, Powerpoint Presentation, Slideshare, Prezi
3. Learning Resources
 Curriculum Guide, Textbook, Pen and Paper, Pictures
4. Procedures
4.1 Introductory Activity ( 05 minutes). Opening Prayer, Checking of Attendance, Greetings
Ask the with the following questions :
 Based on God’s revelation to Muhammad, why do Muslims believe in only ‘ONE’ God?
4.2 Activity ( 15 minutes).
 Discribe the impact of Angel Gabriel’s revelation to Muhammad, and how did he became God’s
final and greatest messenger.
 Analize the foundation of Islam through Muhammad’s writings, especially the Que’an.
4.3 Analysis ( 15 minutes).
 Trace the origin and Development of Islam from 7th Century Mecca onwards.
4.4 Abstraction ( 10 minutes). Construct critical analysis as to how monothiestic thought influenced Islam.
4.5 Application ( 00 minutes).
4.6 Assessment ( 10 minutes).
Assessment Method Possible Activities
a) Observation
b) Talking to Learners /
Conferencing
c) Analysis of Learners’ Products
Open-Ended Question:
d) Tests Ask: How did Muslims understand ‘Monotheism”? And how did it differ to Christian monothieism and the
concept of Trinity?
4.7 Assignment ( 03 minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the


day’s lesson

 Enriching / inspiring the day’s


lesson
 Enhancing / improving the
day’s lesson
Invite a Muslim to attend a panel discussion next class, or if not possible, just interview a Muslim, with
 Preparing for the new lesson
questions pertaining to their religion, Islam.
State a qoutation from Qur’an to reflect: “The slaves of the Most Beneficent (Allah) are those who walk on the
4.8 Concluding Activity ( 02 minutes). earth in humility and sedateness, and when the foolish address them (with bad words) they reply back with
mild words of gentleness. Quran 25:63”
5. Remarks

6. Reflections
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 learning 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:
Name: ADRIAN M. SOLLANO, MPM School: Jagobiao National High School- Senior High School Department
Position/Designation: Teacher III Division: Mandaue City Division
Contact Number:09209731209 Email address: adrian.sollano@deped.gov.ph

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others
Detailed Lesson Plan (DLP) Format

DLP No.: 01 Learning Area: Introduction to World Religion and Belief System Grade Level: 11 Quarter: 1st Duration: 60 Mins
1.2 Differentiate religion from:
a. Spirituality Code:
Learning Competency/ies:
b. Theology HUMSS_WRB12-I/IIIa-1.2
c. Philosophy of Religion
Key Concepts /
The learners demonstrate the understanding of the following terms:
Understandings to be
Spirituality, Theology, Philosophy of Religion
Developed
1. Objectives
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015)
Remembering
Knowledge
Understanding  Define the terms: spirituality, theology, and philosophy of religion

Applying

Analyzing
Skills
 Give examples of the correct usage of the terms; spirituality, theology, philosophy of
Evaluating
religion
Creating

Receiving Phenomena

Responding to Phenomena

Attitude Valuing  Respect other religions’ beliefs and ideas

Organization

Internalizing values

Maka-Diyos

Maka-tao  Accept with respect each individual’s faith and beliefs


Values
Makakalikasan

Makabansa

2. Content  Definition of Terms


 Digital Presentations, Powerpoint Presentation, Slideshare, Prezi
3. Learning Resources
 Curriculum Guide, Textbook, Pen and Paper, Pictures
4. Procedures
4.1 Introductory Activity ( minutes). Opening Prayer, Checking of Attendance, Greetings
Differentiate religion from:
 Spirituality
4.2 Activity ( minutes).
 Theology
 Philosophy of Religion
Analysis on:
 Religion as humans’ way to God
4.3 Analysis ( minutes).
 Theology as the study of God’s way to humans
 Philosophy as a reflection of human’s lived experience of God
4.4 Abstraction ( minutes). .
4.5 Application ( minutes). Create scenario thru a role play using these three terms:Religion, Philosophy, Theology, Spirituality.
4.6 Assessment ( minutes).
Assessment Method Possible Activities
a) Observation
b) Talking to Learners /
Conferencing
c) Analysis of Learners’ Products
Open-Ended Question:
d) Tests Ask: Are the terms Philosophy, Religion, Spirituality, important in studying Introduction to World Religion
and Belief Systems? Why?
4.7 Assignment ( minutes). Fill-in below any of the four purposes:
 Reinforcing / strengthening the
day’s lesson

 Enriching / inspiring the day’s Assignment: On a short Essay, explain “Religion as the pursuit of transformation guided by a sacred belief
lesson system.”
 Enhancing / improving the
day’s lesson
 Preparing for the new lesson
“Just as the soul fills the body, so God fills the world. Just as the soul bears the body, so God endures the
world. Just as the soul sees but is not seen, so God sees but is not seen. Just as the soul feeds the body, so God
4.8 Concluding Activity ( minutes).
gives food to the world.” -Marcus Tullius Cicero,
http://www.brainyquote.com/quotes/quotes/m/marcustull118658.html?src=t_religion
5. Remarks

6. Reflections
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 learning 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:
Name: ADRIAN M. SOLLANO, MPM School: Jagobiao National High School- Senior High School Department
Position/Designation: Teacher III Division: Mandaue City Division
Contact Number:09209731209 Email address: adrian.sollano@deped.gov.ph

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others