DAILY LESSON
SENIOR HIGH SCHOOL
PLAN
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objective (Write the LC Code for
each)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
School LUIS Y. FERRER JR.
Grade Level TWELVE
Teacher TENIA A. DAVID Learning Area SOCIAL SCIENCE - WRB
Teaching Dates and Time July 24, 2019 Quarter FIRST
Session 1
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
Learning Objectives:
1. Identify the uniqueness and similarities of judaism, Christianity and Islam.
2. Display respect to the similarities and differences of each religion
3. Create a chart pointing out the similarities and uniqueness of the three monotheistic religion.
The learners demonstrate an understanding of…
the three religions in the aspects of origin, morality, purpose, destiny, and views on women.
The learners shall be able to…
conducts a group research on the doctrines of each of the three religions and compares them in the aspects of origin, morality,
purpose, destiny, and views on women.
At the end of the lesson, the learner is able to
Learning Competency: Identify the uniqueness and similarities of Judaism, Christianity and Islam HUMSS_WRB12-I/IIIi-7.1
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.
Comparative Analysis
List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson and in learning. Ensure there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
Teacher’s Guide, pages
Learner’s Material Guide, pages 104 - 114
Reference/s: Introduction to World Religions and Belief Systems, TM,
Pilgrimage to Sacred Spaces: An Introduction to World Religions, TB, 247-267

4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
Materials : PPT Presentation / paper
Internet
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 manipulative 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 time allotment for each step.
ROUTINELY ACTIVITIES:
Prayer
Classroom Monitoring
Attendance Monitoring
COLLABORATIVE APPROACH:
Priming Activity:
KAHOOT.com (On line Gaming)
To fuel up the students, the teacher will start the class with an online Team Mode Quiz.
A. Activity
Judaism, Christianity and Islam are known as the Abrahamic religions. Using the
ideas that you have learned from the previous lessons, your group will have to discuss the similarities and diffrences of each Religion in
terms of:
1. Origin
2. Morality
3. Purpose
4. Destiny
5. Views on Women
The group will choose a leader and that leader will be given a topic that he/she needs to discuss to the group and other groups.
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
G. Finding practical
applications of concepts and
skill in daily living
ANALYSIS
1. What is the purpose of existence for Judaism, Christianity and Islam?
2. What are the similarities and differences that you came up with?
Cabbage Peel.
A cramppled paper will be passed on to the class. Once the music stops, the student left with the paper ball will peel off a paper and ask
the corresponding question written to that paper.
Sample questions:
1. Where did Judaism, Christianity and Islam Originated?
2. What is meant by being morally righteous in Judaism, Christianity and Islam?
3. What is the reward for being morally upright?
4. What is the purpose of existence for Judaism, Christianity and Islam?
5. How does the concept of predestiny in Christianity nad Judaism differ from that of Islam?
6. What can be done to elevate the status of women in the three Abrahamic religions?
B. Application
Using the ideas that you have learned from the lesson, list down four similarities and differences of the three Abrahamic religions by
making a graphic organizer.
Similarities
Differnces
Judaism Christianity Islam
H. Making generalization and
abstractions about the lesson
I. Evaluating Learning True or False
1. Polygamy refers to a partnership wherein a man has many wives.
2. The exclusion of women in priesthood is a proof of Roman Catholicism’s patriarchal nature.
3. Punishment for concubinage in some Islamic societies is stoning to death.
4. it was the Roman Empire which became responsible for the formation of the Catholic Church that is why it took the
hierarchical and patriarchal structure of the government.
5. In Islam, the concept of ummah encourages humility because it reminds Muslims that everything happens according to God’s
plan
6. Christians believe that because of predestiny people are partly responsible for their salvation.
7. In Judaism, God allowed people into different stations in life to enable them to choose good ness over evil.
8. Charity is important in Islam that is why Muslims practice Salat or alms-giving.

Answer: INDEX OF MASTERY

1. False – Polygyny 8
2. True 7
3. False – adultery
4. True 6
5. False – predestiny
6. False – free will 5
7. True 4
8. False – zakat
3

J. Assignment

V. REMARKS
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 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:

TENIA AQUINO DAVID ARMANDO D. ISON

Subject Teacher Department Head

Approved By:

SALLY G. GENUINO
Assistant Principal II