School Grade Level 11/12

DAILY LESSON LOG Teacher Learning Area INTRODUCTION OF WORLD RELIGIONS AND BELIEF SYSTEM
Department of Education
Teaching Dates and Time WEEK 3 Quarter QUARTER 2
Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES
A. Content Standards

B. Performance Standards
Explain the uniqueness and similarities of Mahayana and Theravada Buddhism:

C. Learning  Identify the similar features of Theravada and Mahayana Buddhism.

Competencies/Objectives  Conduct a comparative analysis of the two major Buddhism sects.
 Show appreciation to the differences and similarities of the two religions/belief systems.

II. CONTENT COMPARATIVE ANALYSIS OF MAHAYANA AND THERAVADA BUDDHISM

III. LEARNING RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources
IV. PROCEDURES
 Greet the students and briefly recap The teacher will begin the class by asking
the previous lesson about Mahayana the students to share what they have The previous lesson was about
Buddhism. learned about Theravada and Mahayana conducting a comparative analysis of the
 Introduce the new lesson and its Buddhism in the previous lessons. The two major Buddhism sects. For this
1. Reviewing previous lesson or Review and recall the topics that were
objective: "Today, we will explore teacher will briefly review the key lesson, we will build on that by exploring
presenting the new lesson discussed ready for the assessment.
the similarities between Theravada concepts and beliefs of both sects before the similarities and differences between
and Mahayana Buddhism, and introducing the topic of the day, which is two different religions/belief systems and
understand how these two forms of a comparative analysis of the two major how we can appreciate them.
Buddhism are related to each other." Buddhism sects.
 Explain the importance of
understanding the similarities The purpose of this lesson is for the
The purpose of this lesson is to help
between different religions or belief students to understand and compare the
students appreciate the similarities and
2. Establishing the purpose of the similarities and differences between
systems. differences of two religions/belief
lesson Theravada and Mahayana Buddhism, and
 Clarify the objectives and systems and develop a respect for
to identify the key characteristics of each
competencies of the lesson. diversity.
sect.

3. Presenting examples/instances of  Show images or video clips of The teacher will present a brief overview  Present a brief overview of two
the new lesson Theravada Buddhist temples and of the key differences between the two different religions/belief systems

4. Discussing new concepts and
practicing new skills #1
5. Discussing new concepts and
practicing new skills #2
6. Developing Mastery
practices, and Mahayana Buddhist
temples and practices.
 Discuss the similarities between the
two forms of Buddhism, such as the
Four Noble Truths and the Eightfold
Path, and the importance of
meditation and mindfulness.
 Define the key terms and concepts
related to Theravada and Mahayana
Buddhism, such as the historical
origins, teachings, and practices.
 Ask students to compare and contrast
the two forms of Buddhism based on
the similarities and differences that
they observed from the examples
presented.
 Encourage students to ask questions
or share their thoughts and opinions
about the similarities between
Theravada and Mahayana Buddhism.
 Facilitate a class discussion about the
significance of these similarities and
how they contribute to the diversity
and richness of Buddhist traditions.
 Divide the class into groups and
assign each group a specific
similarity between Theravada and
Mahayana Buddhism to explore in
depth.
 Each group will create a short
presentation or skit that showcases
their understanding of the similarity
and how it reflects the core teachings
of Buddhism.
sects, such as their beliefs in the
Buddha's teachings, the role of the
Buddha and other enlightened beings,
and their approaches to meditation and
enlightenment.
The teacher will ask the students to work
in pairs or small groups to identify and
discuss the similarities and differences
between Theravada and Mahayana
Buddhism, using a Venn diagram or
another graphic organizer. The teacher
will provide guiding questions to help the
students focus their analysis and
encourage critical thinking.
The teacher will facilitate a whole-class
discussion to compare and contrast the
two sects, and to identify the key
characteristics of each. The teacher will
encourage the students to share their
thoughts and opinions and to listen
actively to their classmates.
The teacher will lead an interactive and
engaging activity that will allow the
students to practice what they have
learned. The activity will be a role-play
in which students will act out a
conversation between a Theravada
Buddhist and a Mahayana Buddhist,
discussing the similarities and differences
between their respective beliefs and
practices.
(e.g., Christianity and Islam).
 Highlight some of the similarities
and differences between the two
religions/belief systems.
 Discuss the importance of respecting
and appreciating the differences and
similarities of other religions/belief
systems.
 Discuss the concept of diversity and
the importance of valuing
differences.
 Introduce the concept of interfaith
dialogue and explain how it can
promote mutual understanding and
respect between different
religions/belief systems.
 Show examples of successful
interfaith dialogue and discuss how
it has helped to improve
relationships between different
religions/belief systems.
 Introduce the concept of cultural
relativism and explain how it can
help us understand and appreciate
different cultures and beliefs.
 Have students share their own
experiences of interacting with
people from different cultures or
belief systems and discuss how they
can apply cultural relativism in those
situations.
 Discuss the importance of empathy
and listening skills in promoting
understanding and respect for others.
 Divide students into small groups
and assign each group a different
pair of religions/belief systems to
compare and contrast.
 Have the groups create a Venn
diagram or chart to visually
represent the similarities and
differences of the two
religions/belief systems.
 Each group will then present their
Venn diagram/chart to the class and
  After each presentation, allow the
discuss how they appreciate the
class to ask questions and provide
similarities and differences between
feedback. the two religions/belief systems.

The teacher will ask the students to

7. Finding practical applications of
concepts and skills in daily living
8. Generalizing and abstractions
about the lesson
9. Evaluating Learning
10. Additional Activities for
Application or Remediation
Encourage students to reflect on how the
similarities between Theravada and
Mahayana Buddhism can be applied in
their daily lives, such as through the
practice of meditation, compassion, and
mindfulness.
 Summarize the key points and
concepts discussed in the lesson, and
highlight the significance of
understanding the similarities
between different religions or belief
systems.
 Encourage students to reflect on how
these similarities contribute to a
more tolerant, compassionate, and
peaceful world.
 Assign a research project or essay
that explores the similarities between
Buddhism and another religion or
belief system, and how these
similarities can contribute to
interfaith dialogue and
understanding.
reflect on how the knowledge they have
gained about Theravada and Mahayana
Buddhism can be applied in their daily
lives. The teacher will encourage the
students to identify ways in which they
can incorporate Buddhist teachings and
practices into their own beliefs and
practices, even if they do not identify as
Buddhists themselves.
The teacher will ask the students to write
a short reflection paper on what they
have learned about Theravada and
Mahayana Buddhism and how it has
impacted their understanding of other
religions and belief systems. The teacher
will encourage the students to think about
the similarities and differences between
their own beliefs and those of other
religions and to identify ways in which
they can find common ground with
people of different faiths.
The teacher may assign additional
readings or videos about Buddhism and
its various sects for students who are
interested in learning more about the
topic. The teacher may also provide extra
support for students who are struggling
with the material, such as one-on-one
tutoring or additional practice exercises.
 Discuss how the concepts learned in
this lesson can be applied to real-life
situations, such as interacting with
people from different cultures or
belief systems.
 Brainstorm ways to promote
interfaith dialogue and
understanding in the community.
 Summarize the key concepts learned
in this lesson, including diversity,
interfaith dialogue, cultural
relativism, empathy, and respect for
differences.
 Discuss how these concepts can be
applied to other areas of life, such as
politics, education, and business.
The teacher will prepare a quiz that will
assess the learnings of the students.
Make sure that the test covers all the
topics that were discussed throughout the
week.
 Ask students to research and write a
paper on a specific religion/belief
system and compare it to their own
beliefs.
 Invite a speaker from a different
religious or cultural background to
share their experiences and beliefs
with the class.

V. 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 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 this 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?