DEL - World Religions DLP 2016

Pedro T.
Mendiola
Sr.
Memorial
NHS
Prepared by:
Date
DONATILLA N. SALIBIO
Teacher III
Grade Level
Learning Area
Jan. 16-20,2017
Session 1
Session 2
11
World Religions
Quarter
Session 3
2nd
Session 4
Session
5
I.
OBJECTIVES
B.CONTENT STANDARD
A. PERFORMANCE STANDARD
C.LEARNING
COMPETENCIES
II.
III.
CONTENT
LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Materials pages
B. Other Learning Resources

IV. PROCEDURES
State the 4 Noble Truths

and Explain the core
teaching
The learner
demonstrates
understanding of the
elements of Theravada.
The learner
evaluates the EightFold Path in terms of
how it achieves the
Middle Way.
teaching
Theravada Buddhism

teaching
The learner
demonstrates
elements of Theravada.
The learner evaluates
the Eight-Fold Path in
terms of how it
achieves the Middle
Way.
teaching
Theravada Buddhism
HUMSS-WRB1211/IVb-9.3
HUMSS-WRB1211/IVb-9.3
R
E
A
T
I
O
N
A
T
I
O
N
No.
of
minut
es
A. Reviewing previous lesson or presenting

the new lesson
Which part of the

lesson last week
attracted you most?
Why?
Which part of the lesson last week attracted

you most? Why?
B. Establishing a purpose for the lesson
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
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts
and skills in daily living
H. making generalizations and abstractions
about the lesson
I. Evaluation/ Assessment
J. Assignment/ Agreement
R
E
Reflect on this
Life is suffering.
Suffering.
Reflect on this
Life is suffering.
Suffering.
Give time to the

reporters to discuss the
following:
1. Founders
2. Sacred texts
Give time to the

reporters to discuss the
following:
3. Founders
4. Sacred texts
3. doctrines
4. Gods
5. issues
Giving time for
questions and sharing.
3. doctrines
4. Gods
5. issues
Giving time for
questions and sharing.
1-10 true or false
1-10 true or false
Focus on the
impermanence of things
Have the students
answer the graphic
organizer
Let them write a
reflection about their
craving or suffering.
Focus on the
impermanence of things
Have the students
answer the graphic
organizer
Let them write a
reflection about their
craving or suffering.
Study the Eight

Fold Path
Study the Eight

Fold Path
V. REMARKS
VI. REFLECTION
SECTIONS
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
HUMSS
GAS 2
GAS
GAS 5
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:
NOTED BY:
CHECKED BY:
FRED E. MAGBANUA
SHS TEACHER
PRINCIPAL
Pedro T.
Mendiola
Sr.
Memorial
NHS
ADELINA DV. ACOSTA

SHS COORDINATOR
Prepared by:
Date
Grade Level
Teacher III
Jan. 16-20,2017
Session 1
Session 2
Learning Area
Quarter
Session 3
11
Contemporary Phil. Arts
from the Regions & from
the World
2nd
Session 4
Session
5
IV.
OBJECTIVES
B.CONTENT STANDARD
B. PERFORMANCE STANDARD
C.LEARNING
COMPETENCIES
V.
CONTENT
Critiques available
materials and
appropriate techniques
Shows understanding
of the materials and
techniques
Discriminates among
various materials
and techniques
Critiques available
materials and
appropriate techniques
Shows understanding of
the materials and
techniques
Discriminates among
various materials and
techniques
R
E
I
Traditional techniques
applied to
contemporary creation
Traditional techniques
applied to contemporary
creation
A
M
No.
of
minut
es
VI.
LEARNING
RESOURCES
CAR-E1211/12TPPOc-e -12
CAR-E1211/12TPP-Oce-12
A. References
A
T
I
O
N
A
T
I
O
N
IV. PROCEDURES
the new lesson
What are the local

materials you used in
your project last week?
What are the local materials you used in your

project last week?
Why do you think we

need to critique the
materials you used?
Show some of the arts
products done last
Friday.
Give time to critique
the following:
1. Availability of
local materials
2. Durability
Why do you think we

need to critique the
materials you used?
Show some of the arts
products done last
Friday.
Give time to critique
the following:
3. Availability of
local materials
4. Durability

new skills #2
3. value
4. aesthetic
Which art product is
lasting? Why?
3. value
4. aesthetic
Which art product is
lasting? Why?
Which of the
finished art
products would
you like to make,
given the time?
Which of the
finished art
products would you
like to make, given
the time?

Choose one art

product which is useful
to you. Why did you
choose?
Choose one art product

which is useful to you.
Why did you choose?

lesson
new skills #1
R
E
V

about the lesson
Call 5 students to tell

their art work is durable
because
Let them score the
durability of their work.
(1-5)
Call 5 students to tell

their art work is durable
because
Let them score the
durability of their work.
(1-5)
List down ten art

products ( from
the viewing)
which are
durable
List down ten art

products ( from
the viewing)
which are durable
V. REMARKS
VI. REFLECTION
SECTIONS
HUMSS
GAS 2
GAS

evaluation
80%
remediation
teachers?
PREPARED BY:
NOTED BY:
FRED E. MAGBANUA
SHS TEACHER
PRINCIPAL
CHECKED BY:
ADELINA DV. ACOSTA
SHS COORDINATOR
GAS 5
Pedro T.
Mendiola
Sr.
Memorial
NHS
Prepared by:
Date
Grade Level
Teacher III
Nov.28-29 & Dec.1-2, 2016
Session 1
Session 2
Session 3
Learning Area
Quarter
11
the World
2nd
Session 4
Session
5
VII.
OBJECTIVES
B.CONTENT STANDARD
C. PERFORMANCE STANDARD
Recite the Ten

Commandments as
stated in the Old
Testament (Exodus 20)
Identify the Jewish
custom demonstrated
in a movie
Recite the Ten

Commandments as
stated in the Old
Identify the Jewish
custom demonstrated in
a movie
The learner
demonstrates:
Understanding of
the elements of
Judaism
The learner
demonstrates:
Understanding of
the elements of
Judaism
Explain the core

teaching of Judaism in
the covenant of one
God
-Relate the Story of
Solomon
Demonstrating the
Jewish Belief in one God
Solomon
Demonstrating the
The learner
demonstrates:
Understanding of
the elements of
Judaism
The learner:
Identifies a story
from the Old
Testament that
demonstrates the
Jewish belief in one
God
The learner:
Identifies a story
from the Old
Testament that
demonstrates the
God
The learner:
Identifies a story
from the Old
Testament that
demonstrates the
God
Explain the
core
teaching of
Judaism in
the
covenant of
one God
-Relate the
Story of
Solomon
& Belief in
one God
The learner
demonstrat
es:
Understand
ing of the
elements
of Judaism
The
learner:
Identifies a
story from
the Old
Testament
that
demonstrat
es the
Jewish
belief in
No.
of
minut
es
C.LEARNING
COMPETENCIES
VIII.
IX.
CONTENT
LEARNING
RESOURCES
Recite the Ten

Commandments as
stated in the Old
Identify the Jewish
custom demonstrated
in a movie
HUMSS_WRB121/IIId-4.1
JUDAISM
Recite the Ten

Commandments as
stated in the Old
Identify the Jewish
a movie
HUMSS_WRB12-1/IIId4.2
JUDAISM
Explain the core

the covenant of one
God
Solomon
Demonstrating the
one God
Explain the
core
teaching of
Judaism in
the
covenant of
one God
-Relate the
Story of
Solomon
JUDAISM
Demonstrati
ng the
Jewish Belief
in one God
JUDAISM
A. References

IV. PROCEDURES
the new lesson
What are some of the

rules you have at
home?
Why makes it good of

you have rules? What
makes it bad if you
dont have?

lesson
Film viewing of the ten

commandments
Processing of what was
viewed
Let the class recite

together the ten
commandments
Let the class

recite
together the
ten
commandme
nts

makes it bad if you
dont have?
What do you know

about Judaism?

commandments
viewed
Give time to the

assigned reporter
to give his report .
(processing)
What do
you know
about
Judaism?
Give time
to the
assigned
reporter
to give his
report .

rules you have at
home?

new skills #1
Divide the class into 2

groups. Let them
discuss the first part of
the 10 commandments.
Sharing time.

groups. Let them
Sharing time.
Film viewing of
Samson and
Delilah

new skills #2
Let the second group

discuss the 2nd partlove to God.
Reporting /sharing

Reporting /sharing
Film viewing of
Samson and
Delilah
Let them read

together
Let them read

together
Ask 2 students to
retell the story.

Ask ten students to

give ways how they can
apply the said rules.
Ask ten students to

When you get

marry, what does
the story tell you
to do?

about the lesson
Let the first group recite

the first part of the ten
commandments

commandments
Guide the
students to tell
the belief that is
in the story.
Pedro T.
Mendiola
Sr.
Memorial
NHS
Prepared by:
Date
Session 1
Grade Level
Teacher III
Nov.28-29 & Dec.1-2, 2016
Session 2
Session 3
Learning Area
Quarter
(processin
g)
Film
viewing of
Samson
and
Delilah
Film
viewing of
Samson
and
Delilah
Ask 2
students
to retell
the story.
When
you get
marry,
what
does the
story tell
you to
do?
Guide
the
students
to tell
the belief
that is in
the story.
11
the World
2nd
Session 4
Session
5
No.
of
minut
es
X.
OBJECTIVES
B.CONTENT STANDARD
D. PERFORMANCE STANDARD
C.LEARNING
COMPETENCIES
XI.
XII.
CONTENT
LEARNING
Recite the Ten

Commandments as
stated in the Old
Identify the Jewish
custom demonstrated
in a movie
Recite the Ten

Commandments as
stated in the Old
Identify the Jewish
a movie
The learner
demonstrates:
Understanding of
the elements of
Judaism
The learner
demonstrates:
Understanding of the
elements of Judaism
The learner:
Identifies a story
from the Old
Testament that
demonstrates the
God
The learner:
Identifies a story
from the Old
Testament that
demonstrates the
God
The learner:
Identifies a story
from the Old
Testament that
demonstrates the
God
Recite the Ten

Commandments as
stated in the Old
Identify the Jewish
custom demonstrated
in a movie
HUMSS_WRB121/IIId-4.1
Recite the Ten

Commandments as
stated in the Old
Identify the Jewish
a movie
Explain the core

the covenant of one
God
Solomon
Demonstrating the
Understand
ing of the
elements
of Judaism
The
learner:
Identifies a
story from
the Old
Testament
that
demonstrat
es the
Jewish
belief in
one God
Explain the
core
teaching of
Judaism in
the
covenant of
one God
-Relate the
Story of
Solomon
JUDAISM
Demonstrati
ng the
Jewish Belief
in one God
JUDAISM
JUDAISM
JUDAISM
Explain the core

the covenant of one
God
Solomon
Demonstrating the
Solomon
Demonstrating the
The learner
demonstrates:
Understanding of
the elements of
Judaism
Explain the
core
teaching of
Judaism in
the
covenant of
one God
-Relate the
Story of
Solomon
& Belief in
one God
The learner
demonstrat
es:
RESOURCES
A. References

IV. PROCEDURES
the new lesson

rules you have at
home?
Let the class recite

together the ten
commandments
Let the class

recite
together the
ten
commandme
nts

makes it bad if you
dont have?

makes it bad if you
dont have?
What do you know

about Judaism?

commandments
viewed

commandments
viewed
Give time to the

assigned reporter
to give his report .
(processing)

new skills #1

groups. Let them
Sharing time.

groups. Let them
Sharing time.
Film viewing of
Samson and
Delilah

new skills #2

Reporting /sharing

Reporting /sharing
Film viewing of
Samson and
Delilah
What do
you know
about
Judaism?
Give time
to the
assigned
reporter
to give his
report .
(processin
g)
Film
viewing of
Samson
and
Delilah
Film
viewing of
Samson
and
Delilah

lesson
Let them read

together
Let them read

together
Ask 2 students to
retell the story.

rules you have at
home?
Ask 2
students

Ask ten students to

Ask ten students to

When you get

marry, what does
the story tell you
to do?

about the lesson

commandments

commandments
Guide the
students to tell
the belief that is
in the story.
Pedro T.
Mendiola
Sr.
Memorial
NHS
Prepared by:
Date
Session 1
XIII.
OBJECTIVES
B.CONTENT STANDARD
Teacher III
Grade Level
Learning Area
Jan.9-13,2017
Session 2
Quarter
Session 3
Session 4
Recite the creation

story in Rig Veda
Identify the names of
the major Hindu
deities as well as their
corresponding
functions of powers
Recite the creation

story in Rig Veda
Identify the names of
the major Hindu
deities as well as their
corresponding
functions of powers
Explain: The core

teaching of
Hindogasuism is the
attainment of
liberation in the
identification of
Atman and Brahman
through the 4 y
Explain: The core

teaching of
Hindogasuism is the
attainment of
liberation in the
identification of
Atman and Brahman
through the 4 y
The learner
demonstrates:
Understanding of
The learner
demonstrates:
Understanding of
Doctrines, gods,
issues
Doctrines, gods,
issues
to retell
the story.
When
you get
marry,
what
does the
story tell
you to
do?
Guide
the
students
to tell
the belief
that is in
the story.
World Religions
2nd
Session 5
Explain: The core

teaching of
Hindogasuism is
the attainment of
liberation in the
identification of
Atman and
Brahman through
the 4 y
Doctrines, gods,
issues
No.
of
minut
es
E. PERFORMANCE STANDARD
F. LEARNING
COMPETENCIES
XIV.
XV.
CONTENT
LEARNING
RESOURCES
the elements of
Hinduism
-Founders, Sacred
texts
The learner
simulates a
particular yoga and
writes a reflection
paper/insights
the elements of
Hinduism
-Founders, Sacred
texts
The learner
simulates a
particular yoga and
writes a reflection
paper/insights
The learner:
Identify the names
of the major Hindu
deities as well as
their corresponding
functions or powers
The learner:
Identify the names
of the major Hindu
deities as well as
their corresponding
functions or powers
JUDAISM
JUDAISM
The learner
simulates a
particular yoga and
writes a reflection
paper/insights
The learner
simulates a
particular yoga and
writes a reflection
paper/insights
Explain: The core

teaching of
Hinduism is the
attachment of
liberation in the
identification of
Atman and
Brahman though
the 4 Yogas.
Explain: The core

teaching of
Hinduism is the
attachment of
liberation in the
identification of
Atman and
Brahman though
the 4 Yogas.
JUDAISM
The learner
simulates a
particular yoga
and writes a
reflection
paper/insights
Simulate a
particular yoga
and write a
reflection paper
on your insights
on Hinduism
JUDAISM
Internet
A. References

IV. PROCEDURES
the new lesson

lesson

new skills #1
Which part of the

lesson last week
touched you most?
Sharing time
Why do you think we
need to study
Hinduism
Show pictures of yoga
and talk about what
they understand.
Which part of the

lesson last week
touched you most?
Sharing time

to discuss the ff:
1. Founders
2. Sacred Texts
3.
doctrines
Show pictures of yoga

and talk about what
they understand.
Why do you think we

need to study
Hinduism
How important is God

in your life?
How important is God

in your life?
How important is
God in your life?
Why do we need to
have a God in our
lives?
Talk of the different
gods
Their
names
Their
number
Their role
Listening to the
reporter
Why do we need to
have a God in our
lives?
Talk of the different
gods
Their
names
Their number
Their role
Listening to the
reporter
Why do we need
to have a God in
our lives?
Talk of the
different gods
Their
names
Their
number
Their role
Listening to the
reporter
Issues for each

group:
Gender
equality
Caste
Issues for each

group:
Gender
equality
Caste
Issues for each

group:
Gender
equality
Caste
system
new Think-Pair skills #2
4. Gods
5. Issues
-Reporting
-Generalization
Think-Pair
Sharing about
the yoga

What are the good

points of yoga?
How can it be applied
in your religion?

about the lesson
Let each group

representative say a
sentence about their
discussion.
Fact or opinion
Read the rig

veda creation
story.

to discuss the ff:
4. Founders
5. Sacred Texts
6.
Doctrines
4. Gods
5. Issues
-Reporting
-Generalization
Think-Pair
Sharing about
the yoga
What are the good

points of yoga?
How can it be applied
in your religion?
Let each group
representative say a
sentence about their
discussion.
Fact or opinion
poverty
system
-
poverty
system
-
Let the class fill

in the graphic
organizer
Let the class fill

in the graphic
organizer
Let the class

fill in the
graphic
organizer
How can gender

equality be applied
in your own religion?
How can gender

equality be applied
in your own religion?
How can gender

equality be
applied in your
own religion?
Generalizations will
be based on the
discussions (5 groups)
Generalizations will be
based on the
discussions (5 groups)
Generalizations will
be based on the
discussions (5
groups)
Matching type.
Matching type.
Matching type.
Weekend no
reading
assignment
Talk of the
different gods
Their
names
Their
number
Their role
Listening to the
reporter
V. REMARKS
VI. REFLECTION
SECTIONS
evaluation
80%
remediation
HUMSS
GAS 2
poverty
GAS
GAS 5

teachers?
PREPARED BY:
NOTED BY:
CHECKED BY:
FRED E. MAGBANUA
SHS TEACHER
PRINCIPAL
Pedro T.
Mendiola
Sr.
Memorial
NHS
ADELINA DV. ACOSTA

SHS COORDINATOR
Prepared by:
OBJECTIVES
Grade Level
Teacher III
Date
Session 1
XVI.
Learning Area
Nov.14-18 ,2016
Session 2
Quarter
Session 3
11
Contemporary Phil. Arts from
the Regions & from the World
2nd
Session 4
Classifies various art

forms found in the
Philippines

forms found in the
Philippines

forms found in the
Philippines

forms found in the
Philippines
B.CONTENT STANDARD
The learner
demonstrates:
appreciation of
contemporary art
forms, found in the
various regions by
understanding the
elements and
principles
The learner
demonstrates:
appreciation of
contemporary art
forms, found in the
various regions by
understanding the
elements and
principles
The learner
demonstrates:
appreciation of
contemporary art
forms, found in the
various regions by
understanding the
elements and
principles
The learner
demonstrates:
appreciation of
contemporary art
forms, found in the
various regions by
understanding the
elements and
principles
G. PERFORMANCE STANDARD
The learner:
Presents a form of
integrated
The learner:
Presents a form of
integrated
The learner:
Presents a form of
integrated
The learner:
Presents a form of
integrated
Session 5
Classifies
various art
forms found in
the Philippines
The learner
demonstrates:
appreciation
of
contemporary
art forms,
found in the
various
regions by
understanding
the elements
and principles
The learner:
Presents a
form of
No. of
minutes
contemporary art
based on the
region of his/her
choice
contemporary art
based on the
region of his/her
choice
contemporary art
based on the region
of his/her choice
contemporary art
based on the region
of his/her choice
Classifies
various art
forms found in
the Philippines
Classifies
various art
forms found in
the Philippines
Classifies various
art forms found
in the Philippines
Classifies various
art forms found in
the Philippines
XVII. CONTENT
INTEGRATIVE
ART AS APPLIED
IN THE
PHILIPPINES
CAR11/12IAC-Ob2
INTEGRATIVE ART
AS APPLIED IN
THE PHILIPPINES
CAR11/12IAC-Ob2
INTEGRATIVE ART
AS APPLIED IN THE
PHILIPPINES
CAR11/12IAC-Ob-2
INTEGRATIVE ART
AS APPLIED IN THE
PHILIPPINES
CAR11/12IAC-Ob-2
XVIII. LEARNING
RESOURCES
Phil.
Contemporary
Arts pp.1-25
Phil.
Contemporary
Arts pp.1-25
Phil. Contemporary
Arts pp.1-25
Phil. Contemporary
Arts pp.1-25
Prayer, checking of
attendance
Let each group give
a sentence about the
following words:
1.distortion 2.realism
3.abstraction 4. Non
objectivism
Why do we need to
identify the various
art forms in our
regions?
Prayer, checking of
attendance
Let each group give a
sentence about the
following words:
1.distortion 2.realism
3.abstraction 4. Non
objectivism
Why do we need to
identify the various
art forms in our
regions?
Prayer, checking of
attendance
Prayer, checking of
attendance
Q
U
I
Z
Let
Let
D
A
Y
Show 3 pictures and

let them identify
which picture is
applicable in such
period of time
according to form.
Show 3 pictures and

let them identify
which picture is
applicable in such
period of time
according to form.
students
present
one
students
present
one
form
form
Group the class into

two. One group will
Group the class into

two. One group will
Of
Art
Of
Art
C.LEARNING
COMPETENCIES
integrated
contemporary
art based on
the region of
his/her choice
INTEGRATIVE
ART AS
APPLIED IN
THE
PHILIPPINES
CAR11/12IAC
-Ob-2
Phil.
Contemporar
y Arts pp.125
A. References

IV. PROCEDURES
the new lesson

lesson

new skills #1
the
the

new skills #2

about the lesson
share in the class

about traditional art.
The second group will
share about
contemporary art.
True or false.
1-5 points
Students will present
an integrative art
form based on the
region of his/her
choice.
Ask one
representative from
each group to
summarize their
discussion..
Have the class p.50
share in the class

about traditional art.
The second group will
share about
contemporary art.
True or false.
1-5 points
Students will present
an integrative art
form based on the
region of his/her
choice.
Ask one
representative from
each group to
summarize their
discussion..
Have the class p.50
What is the
significance of the
contemporary arts
of the regions to its
citizens?
What is the
significance of the
contemporary arts
of the regions to its
citizens?
by
by
group.
group.
V. REMARKS
VI. REFLECTION
SECTIONS
evaluation
80%
remediation
teachers?
Pedro T.
Mendiola
Sr.
Memorial
NHS
HUMSS
Prepared by:
Date
GAS 2
Teacher III
Nov.14-19 ,2016
GAS
GAS 5
Grade Level
Learning Area
Quarter
11
the World
2nd
Session 1
Session
Session 3
Session 4
I.
Identifies various
contemporary art forms and
their practices from the
various regions
Identifies
various
contemporary
art forms and
their practices
from the various
region
Identifies various
contemporary art forms and
their practices from the
various region
Identifies
various
contemporary
art forms and
their practices
from the various
region
B.CONTENT
STANDARD
The learner demonstrates:

appreciation of contemporary
art forms, found in the various
regions by understanding the
elements and principles
The learner
demonstrates:
appreciation of
contemporary
art forms, found
in the various
regions by
understanding
the elements
and principles
The learner demonstrates:

appreciation of contemporary
art forms, found in the various
regions by understanding the
elements and principles
The learner
demonstrates:
appreciation of
contemporary
art forms, found
in the various
regions by
understanding
the elements
and principles
H. PERFORMANCE
STANDARD
The learner:
Presents a form of integrated
contemporary art based on the
region of his/her choice
The learner:
Presents a form
of integrated
contemporary
art based on the
region of his/her
choice
The learner:
Presents a form of integrated
contemporary art based on the
region of his/her choice
The learner:
Presents a form
of integrated
contemporary
art based on the
region of his/her
choice
INTEGRATIVE ART AS APPLIED

IN THE PHILIPPINES
CAR11/12IAC-Oa-1
INTEGRATIVE
ART AS APPLIED
IN THE
PHILIPPINES
CAR11/12IACOa-1
INTEGRATIVE ART AS APPLIED

IN THE PHILIPPINES
CAR11/12IAC-Oa-1
INTEGRATIVE
ART AS APPLIED
iN THE
PHILIPPINES
CAR11/12IACOa-1
I.
OBJECTIVES
Session
5
LEARNING
COMPETENCIES
XIX. CONTENT
Identifies
various
contempor
ary art
forms and
their
practices
from the
various
region
he learner
demonstra
tes:
appreciati
on of
contempor
ary art
forms,
found in
the
various
regions by
understan
ding the
elements
and
principles
The
learner:
Presents a
form of
integrated
contempor
ary art
based on
the region
of his/her
choice
INTEGRATI
VE ART AS
APPLIED IN
THE
PHILIPPINE
S
CAR11/12I
No.
of
minu
tes
AC-Oa-1
Phil. Contemporary
Arts pp.1-25
Phil.
Contempora
ry Arts
pp.1-25
Phil. Contemporary
Arts pp.1-25
Phil.
Contempora
ry Arts
pp.1-25
Phil.
Contem
porary
Arts
pp.1-25
A. Reviewing previous lesson or

presenting the new lesson
Looking back:
Who among your family members
had the art favourite?
Encourage the
students to state
a sentence from
what they have
learned:
I was inspired
by ...
I learned about...
I believe...
Looking back:
Who among your family members
had the art favourite?
Encourage the
students to state
a sentence from
what they have
learned:
I was inspired
by ...
I learned about...
I believe...
Q
U
I
Z
B. Establishing a purpose for the

lesson
Why do we need to study

contemporary art?
Why do we need to study

contemporary art?
Identifying of 2 pictures:
Twittering Machine by Paul Klee
Contemporary At vs, Modern Art
D. Discussing new concepts and

practicing new skills #1
Group the class into three. The

leader will facilitate in discussing
the following:
II.
crossbreadin
In your own
opinion, why
do we need to
know the
various works
of our Filipino
artists?
Post the
following art
works on the
board. Have
them . Have
them identify
which one is
- A song
- A novel
- A
painting
Group the
class into 6 to
discuss the
D
A
Y
C. Presenting examples/ instances

of the new lesson
In your own
opinion, why
do we need to
know the
various works
of our Filipino
artists?
Post the
following art
works on the
board. Have
them . Have
them identify
which one is
- A song
- A novel
- A
painting
Group the
class into 6 to
discuss the
XX.
LEARNIN
G
RESOURC
ES
A. References

IV. PROCEDURES
Identifying of 2 pictures:
Twittering Machine by Paul Klee
Contemporary At vs, Modern Art
Group the class into three. The

leader will facilitate in discussing
the following:
III.
crossbreadin
E. Discussing new concepts and

practicing new skills #2
2.two different disciplines

3. the Legends and the Classics
Have the students answer

the questions in page 6.
G. Finding practical applications of

concepts and skills in daily living
Ask the class to give 3

presentations whatever might fit
their art interest (legends and d
classics)
H. making generalizations and

abstractions about the lesson
Ask one representative from each

group to give the concept of their
discussion.
Have the class answer 2 questions

in p.7.
following:
1. Realism
2. Distorti
on
3. Abstrac
tion
4. Non
Objectiv
ism
9. The
elemen
ts of
art
10.Principl
es of
design
Create an art
element and
use as many
tools as you
can. Label
the elements
that you will
be making.
Arrange your
paper in a
landscape
manner.
Place your
palm on the
paper. P. 15
-making
lanterns with
star design
Students fill
in the graphic
organizer
Draw a guitar
on a sheet of
bond paper.
2.two different disciplines

3. the Legends and the Classics
Have the students answer

the questions in page 6.
Ask the class to give 3

presentations whatever might fit
their art interest (legends and d
classics)
Ask one representative from each

group to give the concept of their
discussion.
Have the class answer 2 questions
in p.7.
following:
5. Realism
6. Distorti
on
7. Abstrac
tion
8. Non
Objectiv
ism
11.The
elemen
ts of
art
12.Principl
es of
design
Create an art
element and
use as many
tools as you
can. Label
the elements
that you will
be making.
Arrange your
paper in a
landscape
manner.
Place your
palm on the
paper. P. 15
-making
lanterns with
star design
Students fill
in the graphic
organizer
Draw a guitar
on a sheet of
bond paper.
Write a research about

the history of art in your
region. What are the most
popular art forms used?
Who are the local artists
and what did they create?
Answer
questions 1 &
2 p.22
Study the
painting of
Antipas
Delotavo.
Answer the
questions
given in 1
whole sheet
of paper.
Write a research about

the history of art in your
region. What are the most
popular art forms used?
Who are the local artists
and what did they create?
Answer
questions 1 &
2 p.22
Study the
painting of
Antipas
Delotavo.
Answer the
questions
given in 1
whole sheet
of paper.
V. REMARKS
VI. REFLECTION
SECTIONS
HUMSS
GAS 2
GAS
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 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:
NOTED BY:
FRED E. MAGBANUA
SHS TEACHER
PRINCIPAL III
CHECKED BY:
ADELINA DV. ACOSTA

SHS COORDINATOR
GAS 5
Prepared by:
Pedro T.
Mendiola
Sr.
Memorial
NHS
Teacher III
Date
Learning Area
Nov.7-11 ,2016
Session
1
I.
OBJECTIVES
A.CONTENT
STANDARD
B.PERFORMANCE
STANDARD
C.LEARNING
COMPETENCIES
Grade Level
Quarter
Session
Session 3
11
Introduction to World
Religions
2nd
Session 4
Differentiate religion from spirituality , theology and philosophy of religion

The learner
The learner
The learner
The learner
demonstrates
demonstrates
demonstrates
demonstrates
understanding of
understanding of
understanding of
understanding of
belief system or
belief system or
belief system or
belief system or
worldview,
worldview,
worldview, religion,
worldview,
religion,
religion,
spirituality,
religion,
spirituality,
spirituality,
philosophy or
spirituality,
philosophy or
philosophy or
religion, and
philosophy or
religion, and
religion, and
theology
religion, and
theology.
theology.
Identify the
theology
Identify the
Identify the
elements of religion,
Identify the
elements of
elements of
belief system and
elements of
religion, belief
religion, belief
spirituality must be
religion, belief
system and
system and
discussed here.
system and
spirituality must
spirituality must
spirituality must
be discussed
be discussed here.
be discussed
here.
here.
The learner
The learner
The learner
The learner
prepares
prepares
prepares
prepares
character
character
character
character
sketches of a
sketches of a
sketches of a
sketches of a
person who is
person who is
person who is
person who is
spiritual but not spiritual but not
spiritual but not
spiritual but not
religious and a
religious and a
religious and a
religious and a
person who is
person who is
person who is
person who is
religious but
religious but not
religious but not
religious but
not spiritual.
spiritual.
spiritual.
not spiritual.
-Give an
example of a
belief system or
a worldview
-Differentiate
religion from
spirituality,theol
ogy and
philosophy of
Session 5
-Give an
example of a
belief system or
a worldview
-Differentiate
religion from
spirituality,theol
ogy and
philosophy of
-Give an example
of a belief system
or a worldview
-Differentiate
religion from
spirituality,theolo
gy and philosophy
of religion
-Identify the
-Give an
example of a
belief system or
a worldview
-Differentiate
religion from
spirituality,theol
ogy and
philosophy of
The learner
demonstrates
understanding of
belief system or
worldview,
religion,
spirituality,
philosophy or
religion, and
theology
The learner
prepares
character
sketches of a
person who is
spiritual but
not religious
and a person
who is religious
but not
spiritual.
-Give an
example of a
belief system or
a worldview
-Differentiate
religion from
spirituality,theo
logy and
philosophy of
No.
of
minut
es
religion
-Identify the
elements of
religion
Definition of
terms
religion
-Identify the
elements of
religion
elements of
religion
religion
-Identify the
elements of
religion
religion
-Identify the
elements of
religion
Introductio
n to
World
Religions
And Belief
Systems
pp. 1-11
Q & A.Can you

still remember
the world
religions you have
discussed in your
class when youre
in Grade-10?
What are those?
Why do we need
to study these
religions?
Direct their
answers to
globalization
Showing pictures
pp. 2-3.Let them
analyze what is
being done.
Q & A.Can you still

remember the
world religions you
have discussed in
your class when
youre in Grade10? What are
those?
Why do we need
to study these
religions?
Direct their
answers to
globalization
Showing pictures
pp. 2-3.Let them
analyze what is
being done.
Arrange the
scrabbled words:
1. Iolgrein
2. goTrohey
3. sipluasrit
D. Discussing new concepts and practicing new skills #1
Group the class

into 3. Have them
read the text to
give the
difference.
Group the class

into 3. Have them
read the text to
give the
difference.
E. Discussing new concepts and practicing new skills #2
Introducing 2
professors
Introducing 2
professors
II.
CONTENT
III.
LEARNING RESOURCES
A. References

IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
C. Presenting examples/ instances of the new lesson
Q
U
I
Z
Why do we need
to have a
religion?
Why do we
need to have
a religion?
Talk about the

belief of the
Jehovahs
Witnesses
Let the class
participates in
the discussion of
the elements of
religion.
Talk about
the belief of
the Jehovahs
Witnesses
Let the class
participates in
the discussion
of the
elements of
religion.
Let the class
participates in
the discussion
of the
elements of
religion.
Let the class

participates in
the discussion of
the elements of
religion.
D
A
Y
Matching
type
5 questions
Matching
type
5 questions
Fact or opinion
Fact or opinion
G. Finding practical applications of concepts and skills in daily

living
Emphasize the
essence of
practicing
religion.
Emphasize the
essence of
practicing religion.
Spirituality must be
experienced by
everyone in their
respective lives.
H. making generalizations and abstractions about the lesson
Let each
representative
from each group
tell the difference.
Let each
representative
from each group
tell the difference.
Ask 5 volunteers to
tell one sentence
each about the new
concept they have
learned.
True or False test
True or False test
Identify the
concepts referred to.
Spirituality must
be experienced
by everyone in
their respective
lives.
Ask 5 volunteers
to tell one
sentence each
about the new
concept they
have learned.
Identify the
concepts referred
to.
Make a
reading on
Jehovahs
witnesses
and the
Philippine
flag
Make a
reading on
Jehovahs
witnesses
and the
Philippine
flag
Write one
paragraph
about the
saying
spiritual , but
not religious
V. REMARKS
VI. REFLECTION
SECTIONS
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 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:
NOTED BY:
CHECKED BY:
Write one
paragraph
about the
saying
spiritual ,
but not
religious
FRED E. MAGBANUA
SHS TEACHER
PRINCIPAL III
ADELINA DV. ACOSTA

SHS COORDINATOR
Prepared by:
Pedro T.
Mendiola
Sr.
Memorial
NHS
Date
Grade Level
Teacher III
Dec.5-9 ,2016
Session 1
Session
Learning Area
Quarter
Session 3
11
Religions & Belief
System
2nd
Session 4
2
IV.
OBJECTIVES
A.CONTENT STANDARD
B.PERFORMANCE STANDARD
Sessio
n5
Recite the Apostles Creed, The Lords Prayer or the Beatitudes/ Interpret the parable of the Prodigal Son/
Explain: The core teaching of Christianity is the message that a loving God sent His begotten in order to
redeem humankind from eternal damnation
The learner
demonstrates
understanding of
the elements of
Christianity
The learner
demonstrates
understanding of
the elements of
Christianity
The learner demonstrates

elements of Christianity
The learner demonstrates

elements of Christianity
The learner
interviews a
Christian parent
or couple on why
they are
Christians and
what beliefs and
practices they
adhere to
The learner
interviews a
Christian parent
or couple on why
they are
Christians and
what beliefs and
practices they
adhere to
The learner interviews a

Christian parent or
couple on why they are
Christians and what
beliefs and practices
they adhere to
The learner interviews a

Christian parent or
couple on why they are
Christians and what
beliefs and practices
they adhere to
The
learner
demonstr
ates
understa
nding of
the
elements
of
Christiani
ty
The
learner
intervie
ws a
Christia
n
parent
or
couple
on why
they are
Christia
ns and
what
beliefs
and
practice
No.
of
minu
tes
s they
adhere
to
C.LEARNING COMPETENCIES
V.
VI.
CONTENT
LEARNING
RESOURCES
Recite the
Apostles Creed,
The Lords
Prayer or the
Beatitude
HUMSS_WRB12
/11/IIIe-f-5.1
Interpret the
parable of the
Prodigal Son
HUMSS_WRB12
/11/IIIe-f-5.2
Explain: The core

teaching of Christianity
is the message that a
loving God sent His
begotten in order to
redeem humankind from
eternal damnation
HUMSS_WRB12/11/IIIe
-f-5.3
Interview a Christian
parent or a couple on
why are they Christians
and what beliefs and
practices they adhere to
HUMSS_WRB12/11/IIIe
-f-5.4
Introduction
to
World
Religions
And Belief
Systems
I remember
I have learned that
I can say that tone

is
I remember
I have learned that
I can say that
What do you consider as

the most wonderful or
important thing in this
world?
What do you consider as

the most wonderful or
important thing in this
world?
Why do you consider

it so?
Tell the story of the
Prodigal Son
Listen to the reporter
for the following:
1.Sects:
a.Roman Catholic
b.Greek/Orhtodox,Prot
estantism
Why do you consider

it so?
Tell the story of the
Prodigal Son
Listen to the reporter
for the following:
1.Sects:
a.Roman Catholic
b.Greek/Orhtodox,Prot
estantism
2. Issues
a. contraception
b. homosexuality
c . ordination of
women
3. Issues
a. contraception
b. homosexuality
c . ordination of
women
Debate
Debate
Christianity
A. References

IV. PROCEDURES
A. Reviewing previous lesson or presenting the new
lesson

Let the class read

the Beatitudes
Let the class read

the Beatitudes
D. Discussing new concepts and practicing new skills

#1
Give the time to

the reporter to
discuss the ff:
1. Founder
2. Sacred
texts
Give the time to

the reporter to
discuss the ff:
1.Founder
2.Sacred
texts
J.
Discussing new concepts

new skills # 2
and practicing
3.Doctrin
es
4.God:Trin
ity
Fact or Opinion
3.doctrine
s
4.God:Trin
ity
Fact or Opinion
G. Finding practical applications of concepts and skills

in daily living
Sharing about
their belief
Sharing about
their belief
H. making generalizations and abstractions about the

lesson
Ask the 4
students from
each group to
state a sentence
about the report
quiz
Ask the 4
students from
each group to
state a sentence
about the report
quiz
Look for the

meaning of the
word Bible, OT and
NT
Look for the

meaning of the
word Bible, OT and
NT
As an individual, family
and with a religion, what is
your stand?
Ask each group to sum
what they have discussed
As an individual, family
and with a religion, what is
your stand?
Ask each group to sum
what they have discussed
What can you say about the

use of contraceptives?
Agree or disagree? Why?
What can you say about the

use of contraceptives?
Agree or disagree? Why?
Interview a couple why are
Interview a couple why are
they Christians?
they Christians?
V. REMARKS
VI. REFLECTION
SECTIONS
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
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:
NOTED BY:
CHECKED BY:
FRED E. MAGBANUA
SHS TEACHER
PRINCIPAL III
Pedro T.
Mendiola
Sr.
Memorial
NHS
ADELINA DV. ACOSTA

SHS COORDINATOR
Prepared by:
Date
Teacher III
Dec.12-16 ,2016
Grade Level
Learning Area
Quarter
11
Religions & Belief
System
2nd
Dec. 19-21
Foundation Day of PTMS-MNHS

Session 1
Session
Session 3
Session 4
2
I.
OBJECTIVES
A.CONTENT
STANDARD
B.PERFORMANCE
STANDARD
C.LEARNING
COMPETENCIES
VII.
VIII.
CONTENT
LEARNING RESOURCES
Sessi
on 5
Read the opening lines of Quran/Retell the life and times of prophet Muhammad/Explain the core
teaching of Islam/
The learner
demonstrates:
Understanding of
the elements of
Islam:
a. Founder
b. Sacred
texts
c. Doctrines
d. God
e. Practitione
rs
f.
Issues
The learner:
The learner
conducts a panel
discussion on
Muslim beliefs
and practices
The learner:
conducts a panel
discussion on
Muslim beliefs
and practices
The learner
demonstrates:
Understanding of
the elements of
Islam:
g. Founder
h. Sacred
texts
i.
Doctrines
j.
God
k. Practitione
rs
l.
Issues
The learner:
The learner
conducts a panel
discussion on
Muslim beliefs
and practices
The learner:
conducts a panel
discussion on
Muslim beliefs
and practices
The learner
demonstrates:
elements of Islam:
m. Founder
n. Sacred texts
o. Doctrines
p. God
q. Practitioners
r.
Issues
The learner
demonstrates:
elements of Islam:
s. Founder
t.
Sacred texts
u. Doctrines
v. God
w. Practitioners
x. Issues
The learner:
The learner
conducts a panel
discussion on
Muslim beliefs and
practices
The learner:
The learner
conducts a panel
discussion on
Muslim beliefs and
practices
Explain the core

teaching of Islam
Explain the core

teaching of Islam
Retell the life and

times of prophet
Muhammad
Islam
Retell the life and

times of prophet
Muhammad
Introduction
to
World
Religions
And Belief
Systems
1. Classroom
routines
2. Can you still
remember
the sacraments in
1. Classroom
routines
2. Can you still
remember
the sacraments in
Review:
Call 5 students to
write the pillars that
were previously
discussed.
Review:
Call 5 students to
write the pillars that
were previously
discussed.
A. References

IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
No.
of
minu
tes
Christianity. Sharing
time
State the objectives
of the lesson
Christianity. Sharing
time
State the objectives
of the lesson
Show the Quran
Show the Quran
1. Call a
representative
from each group to
read a verse from
the Quran.
2. Call 5 students t
o discuss the 5
pillars.
a. Shahadah
b. Salat- ritual
1. Call a
representative
from each group to
read a verse from
the Quran.
2. Call 5 students t
o discuss the 5
pillars.
a. Shahadah
b. Salat- ritual
c. Sawm-fasting
d. Zakat-alms
e. Haji-pilgrimage
c. Sawm-fasting
d. Zakat-alms
e. Haji-pilgrimage
Questioning:
Which of these 5
pillars is applicable
to your life? Sharing
time
Questioning:
Which of these 5
pillars is applicable
to your life? Sharing
time
G. Finding practical applications of concepts and skills in daily

living
H. making generalizations and abstractions about the lesson
Video film
Processing
Ask the
reporters( 5
students) to say 1
sentence about the
pillar they had
discussed
That which is
applicable, let them
have a plan to
execute it.
Read about the 5
pillars of Islam
Video film
Processing
Ask the
reporters( 5
students) to say 1
sentence about the
pillar they had
discussed
That which is
applicable, let them
have a plan to
execute it.
Read about the 5
pillars of Islam
Why do we need
to study the core
teaching of Islam?
Why do we need
to study the core
teaching of Islam?

D. Discussing new concepts and practicing new skills #1
J.Discussing new concepts
V. REMARKS
VI. REFLECTION
SECTIONS
and practicing new skills # 2
U
I
1.Give time to
the reporter to
discuss the
following:
1.Give time to
the reporter to
discuss the
following:
a. God: Allah
b. Practitione
rs: Sunni,
Shiite,Sufi
c. Issues:
- Gender
Inequality
-Militant Islam
-Migration
c. God: Allah
d. Practitione
rs: Sunni,
Shiite,Sufi
c. Issues:
- Gender
Inequality
-Militant Islam
-Migration
Discussion
Have you seen any
similarities with the
belief that you have?
Discussion
Have you seen any
similarities with the
belief that you have?
Give emphasis on
Zakat-alms giving
Post five pillars on the
board. Let 5 students
paste or match the
numbers with the
teaching.
Give emphasis on
Zakat-alms giving
Post five pillars on the
board. Let 5 students
paste or match the
numbers with the
teaching.
Which pillar is also

practiced by your
church?
Explain and do it.
Which pillar is also

practiced by your
church?
Explain and do it.
Interview a
Muslim about
his/her belief
Interview a
Muslim about
his/her belief

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
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:
NOTED BY:
FRED E. MAGBANUA
SHS TEACHER
PRINCIPAL III
CHECKED BY:
ADELINA DV. ACOSTA
SHS COORDINATOR

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Pedro T.

B. Other Learning Resources

State the 4 Noble Truths

State the 4 Noble Truths

A. Reviewing previous lesson or presenting

Which part of the

Which part of the lesson last week attracted

B. Establishing a purpose for the lesson

C. Presenting examples/ instances of the new

E. Discussing new concepts and practicing

Give time to the

Give time to the

1-10 true or false

1-10 true or false

Study the Eight

Study the Eight

ADELINA DV. ACOSTA

B. Other Learning Resources

B. Establishing a purpose for the lesson

What are the local

What are the local materials you used in your

Why do you think we

Why do you think we

E. Discussing new concepts and practicing

G. Finding practical applications of concepts

Choose one art

Choose one art product

C. Presenting examples/ instances of the new

H. making generalizations and abstractions

Call 5 students to tell

Call 5 students to tell

List down ten art

List down ten art

A. No. of learners who earned 80% in the

Recite the Ten

Recite the Ten

Explain the core

Recite the Ten

Recite the Ten

Explain the core

B. Other Learning Resources

What are some of the

B. Establishing a purpose for the lesson

Why makes it good of

C. Presenting examples/ instances of the new

Film viewing of the ten

Let the class recite

Let the class

Why makes it good of

What do you know

Film viewing of the ten

Give time to the

What are some of the

D. Discussing new concepts and practicing

Divide the class into 2

Divide the class into 2

E. Discussing new concepts and practicing

Let the second group

Let the second group

Let them read

Let them read

G. Finding practical applications of concepts