Grades 1 to 12 School DepEd – Region III Grade Level 12

DAILY Introduction to World Religions and

LESSON Teacher Senior High School Teachers – HUMSS-C Class F Learning Area
Belief Systems
LOG Teaching Dates --
Quarter I or III
and Time

SESSIONS DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of historical and geographical contexts of the different religions.
B. Performance Standards The learner conducts a group activity that demonstrates the influence of a religion in a certain culture.
C. Learning Cite regions or places where Analyze the culture of the region Explain how geography Conduct a group activity
Competencies/ specific that gave rise to specific religions influences religion and religion that demonstrates the
Objectives religions evolved (HUMSS_WRB12-I/IIIb-2.2) affects culture influence of a religion in a
Write the LC code for (HUMSS_WRB12-I/IIIb-2.1) (HUMSS_WRB12-I/IIIb-2.3) certain culture
each (HUMSS_WRB12-I/IIIb-2.4)
II. CONTENT 2. How World Religions Began
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide cautious
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Videos:  http:// Video:  http://
Resources  https://www.youtube.com/watch? www.cultureandreligion.com/  https://www.youtube.com/ www.lancaster.ac.uk/
v=AvFl6UBZLv4  http://www2.psych.ubc.ca/~ara/ watch?v=6iBYRssRZSI staff/gyaccp/geography
 https://www.youtube.com/watch? Manuscripts/Norenzayan_ PDFs: %20and%20religion.pdf
v=ge071m9bGeY %26_Gervais_chapter.pdf Religion, Geography and Culture
 https://www.youtube.com/watch?  http://
Image: v=ZQ3IF8X-4zI teacherweb.ftl.pinecrest.edu/
 http://media.web.britannica.com/ snyderd/MWH/readings/
eb-media/31/3731-004- 6/3%20-%20Religion.pdf
ACD90CA6.gif  http://www.lancaster.ac.uk/
PDFs: staff/gyaccp/geography
Heartland Theory: %20and%20religion.pdf
 https://www.albert.io/blog/  http://www.uri.org/files/
heartland-theory-ap-human- resource_files/
geography-crash-course/ WorldReligionSummary1.pdf
 http://www2.psych.ubc.ca/
Religion and Geography:
 http://
teacherweb.ftl.pinecrest.edu/
snyderd/MWH/readings/6/3%20-
%20Religion.pdf
 http://www.lancaster.ac.uk/staff/
gyaccp/geography%20and
%20religion.pdf
 http://www.uri.org/files/
resource_files/
WorldReligionSummary1.pdf
 http://www2.psych.ubc.ca/~ara/
media/On%20the%20Origin
%20of%20Religion%20-
%20Science.pdf?page=full
 https://www.learner.org/
courses/worldhistory/support/
printmaterials_7.pdf
 http://
teacherweb.ftl.pinecrest.edu/
snyderd/MWH/readings/6/3%20-
%20Religion.pdf
 http://www.transcomm.ox.ac.uk/
working%20papers/
Vertovec01.PDF
 https://
www.louisianabelieves.com/
docs/default-source/academic-
curriculum/task---social-studies---
grade-6---spread-of-world-
religions-pdf.pdf?sfvrsn=3
 http://www2.psych.ubc.ca/~ara/
Manuscripts/Norenzayan_
%26_Gervais_chapter.pdf
~ara/media/On%20the
%20Origin%20of%20Religion
%20-%20Science.pdf?
page=full
 https://www.learner.org/
courses/worldhistory/
support/printmaterials_7.pdf
 http://
www.transcomm.ox.ac.uk/
working%20papers/
Vertovec01.PDF
 https://
www.louisianabelieves.com/
docs/default-source/
academic-curriculum/task---
social-studies---grade-6---
spread-of-world-religions-
pdf.pdf?sfvrsn=3
 http://www2.psych.ubc.ca/
~ara/Manuscripts/
Norenzayan_
%26_Gervais_chapter.pdf
5 Themes of Geography
 http://maps.unomaha.edu/
workshops/career/
fivethemes.html
Images:
For Photo Essays
 http://www.rappler.com/move-
ph/issues/disasters/typhoon-
yolanda/50614-haiyan-
photograph-wins-world-press-
photo
 http://
blog.nepalmuslimsamaj.org/
wp-content/uploads/
2015/07/muslim-girl.jpg
 http://
www.hindustantimes.com/
assembly-elections/election-
commission-asks-politicians-
to-stay-off-religion-while-
campaigning/story-

IV. PROCEDURES
A. Reviewing previous Picture Tell: RELIGIOUS / SPIRITUAL
lesson or presenting
the new lesson Show pictures and let the students
tell whether it is Religious or
Spiritual
B. Establishing a purpose Map It Out
for the lesson
Let the students identify the
countries where the following
religions are present:
1. Christianity
2. Judaism
3. Islam
4. Hinduism
5. Buddhism
Motive Question:
Did you ever wonder where these
religions started/originated?
C. Presenting Watch the video “HOW THE 5
examples/instances of MAJOR RELIGIONS SPREAD
the new lesson AROUND THE WORLD”
Process Questions:
Based on the video, can you now
name some of the places where the
world’s major religions originated?
Can you point them on the map?
JMQ4esI4aomSOFqx1d4QqL.
html
Review : 5 minutes Review 5 minutes
The teacher will show the map of
the world to the class and let the
learners plot the religion on
specific place where it originated.
Christianity : Israel
Islam: Mecca, Saudi Arabia
Buddhism: Nepal/India
Hinduism: India
Motivation : 5 minutes Can you give specific instances
in history describing how a
The teacher will show a video clip certain culture of the specific
entitled: “THE CUTE CARTOON region gives rise to such
ABOUT THE HISTORY OF religions? Or
RELIGION” Can you give a personal
encounter/observation on how a
After watching the video, the certain culture of the region
teacher will post the following gives rise to specific religions?
questions:
1. What is the video about?
2. What do you think is the root
cause of the conflict of each
religion?
3. What is the connection of the
video to our lesson today?
Preliminary Activity : 10-12 Group Activity: Each group will be assigned
minutes Divide the class into two and let to a certain religion. They
them present the following will make a poster that
Group Activity : 3 Groups scenario: shows the influence of
Show culture of the following 1. Geography affects religion religion in their culture.
religions 2. Religion affects culture (See attached rubrics)
Your group can choose among the
following strategies:
1. Tableau
2. Skit
3. Talk show
4. Game Show
 5. News Casting

The group will prepare their

presentation for only 2 minutes
and they are only given 3 minutes
presentation including their
concise explanation.
(See attached rubrics)
D. Discussing new Group Work Guide Questions Explain the picture based on
concepts and Group the students and let them
practicing new skills #1 work on a timeline for the following 1. What are the things that you’ve
religions: considered in making your
scenario wherein culture affect
1. Christianity the religion?
2. Judaism 2. From your group presentation
3. Islam how culture affect the religion?
4. Hinduism 3. What did you learn from the
5. Buddhism presentation?
your own understanding and
realization

E. Discussing new Ask the students to present their
concepts and timeline
practicing new skills #2
F. Developing mastery Trace the expansion/spread of
(leads to Formative major religions to the rest of the
Assessment 3) world using the Heartland Theory
through group presentations.
Group 1 – Expansion of Judaism
Group 2 – Christianity
Group 3 – Islam
Group 4 – Hinduism
Group 5 – Buddhism
Rate the performance using a rubric
Can you further describe the
relationship? Is there really an
independent-dependent
relationship?
Discussion of culture and religion Doing the following through a Discussion of the poster
group activity graded using a made by each group.
rubric:
culture Religion  Cite geographical aspect/s that
affect/s religion considering at
least one of the following 5
themes of geography:
1.Location
2.Place
3.Human/Environment
Interactions
4.Movements
5.Regions
 Cite religious aspect/s that

G. Finding practical
applications of
concepts and skills in
daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
J. Additional activities for
application or
remediation
V. REMARKS
VI. 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
Trace the spread of Islam and
Christianity in our country. What
have you noticed?
Look in our community. Aside from
the dominant religion, are there
other churches present?
(E.g. Mosque are not only present in
Mindanao alone but also in other
places; same with Christian
churches that are present also in
the Islam-dominated Mindanao)
Answer the 10-item “Trace of
World’s Major Religion Template”
Based from your religion, what
particular culture have you seen in
practicing your religion?
How does culture affect religion?
Quiz
Research about the culture and
religion (Christianity, Islam and
Buddhism)
Bring per group
Cartonila paper (white), coloring
materials
affect/s culture considering at
least one of the following
elements of religion:
1.Reflection on existence
2.Framework of transcendent
beliefs
3.Texts or scriptures
4.Rituals
5.Sacred spaces (e.g., church,
temple, mosque, synagogue)
Can you write a short narrative
on one of your
experiences/observations in
which the geography in your
place affects your religion and/or
your religion affects your
culture?
Can you identify from the How does religion affect
following pictures, which is culture?
geography affecting religion and
religion affecting culture.
Make a photo essay with at least
3 sentences correlating religion
with geography and culture
 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
use/discover which I
wish to share with other
teachers?

Prepared by:

RYAN R. PECSON
Master Teacher
Division of Pampanga

CAROLINE M. SOLOMON
Division of Pampanga

RUBRIC FOR GROUP WORKS

Criteria Apprentice Basic Learned Exemplary

One person dominates decision-
Decision Making
making.
Social Interaction Students frequently interrupt
and/or put down the views of
Some students contribute to decision- Most students contribute to Students contribute to decision-
making. decision-making. making.
Students pay attention to the group Body and/or verbal responses Students respect and encourage the
discussion. Some students ask indicate active listening .Most views of others. Students ask
 others.
Students do not ask questions or
clarification.
Students do not contribute in any
Contributing
positive way to the group work.
Students exhibit on-task behavior Students exhibit on-task behavior
On Task Behavior
inconsistently
With assistance, students have
Group Structure and
difficulty sequencing steps. Task
Functioning
is not completed on time.
questions and build on others
comments.
Some students contribute positively
to the group work.
some of the time.
With assistance, students are able to
sequence steps. Rush to complete
task. Division of tasks and
responsibilities if inefficient and
wastes time.
students ask questions and build on questions or clarification. Students
others comments.
Most students contribute positively
to the group work.
Most students exhibit on-task
behavior most of the time.
Students complete a sequence of
steps. Complete task on time. The
leader assigns responsibilities and
tasks.
build on others comments.
Students consistently contribute in a
positive way to the group work.
Students exhibit on-task behavior
consistently.
Students complete a clear and
logical sequence of steps. Complete
task with form and reflection and
revision. Members volunteer to take
responsibilities and roles.