Curriculum Implementation Matrix (CIM) Template

Subject: WORLD RELIGION AND BELIEFS Grade Level: 12 Quarter: _I/III Prepared by: CONSTANTINO G. LAZONA Checked by: __________________________

Curriculum Guide Practical Approaches for Assessment Learning

Learning Competency Appropriate Strategies Effective Classroom Resources/Materials
Code Method Activity
Management Needed
1.1.Give an example of a
HUMSS_WRB12- Collaborative Good teacher-student Books, Curriculum
belief system or a Observation Oral Presentation
I/IIIa-1.1 Learning relationship Guide
world view
1.2 Differentiate religion
from:
HUMSS_WRB12- Books, Curriculum
a. Spirituality Discussion Strategies Positive Classrooms Test Quiz
I/IIIa-1.2 Guide, Paper and pens
b. Theology
c. Philosophy of Religion
1.3 Infer that:
a. A belief system or
world view is a particular
way of ordering the
realities of one’s world.
b. Religion is the pursuit
of transformation guided
by a sacred belief system HUMSS_WRB12- Good teacher-student Written Activities Board and chalk
Clicker Use in Class Talking to Learners
c. Spirituality is one’s I.IIIa-1.3 relationship (Journal ) Paper and pen, Journal
integrative view of life. It
involves a quest for the
meaning and ultimate
value of life as opposed to
an instrumentalist or
materialistic attitude to
life.
1.4 Prepare character
sketches of a person who
is spiritual but not HUMSS_WRB12- Collaborative Analysis of Learners’ Multi-media
Positive Classrooms Multi-media
religious and a person 1/IIIa-1.4 Learning Products Presentations
who is religious but not
spiritual.
 Curriculum Implementation Matrix (CIM) Template
Subject: WORLD RELIGION AND BELIEFS Grade Level: 12 Quarter: _I/III Prepared by: NIEL ANTHONY P. OLIVAR Checked by: __________________________

Curriculum Guide Practical Approaches for Assessment Learning

Learning Competency Appropriate Strategies Effective Classroom Resources/Materials
Code Method Activity
Management Needed
2.1 Cite regions or places -Reference book
HUMSS_WRB12- Oral
where specific religions Lecture Discussion Preventive Techniques Tests -use of multimedia
I/IIIb-2.1 Performance tasks
evolved. -film showing
2.2. Analyze the culture of -give check up quiz on
HUMSS_WRB12- -Reference Book
the region that gave rise to Critical Thinking Systematic approaches Tests the said topic
I/IIIb-2.2 -Use of multimedia
specific religions. -performance insight
2.3 Explain how
geography influences HUMSS_WRB12- Inquiry-Guided Good teacher-student Analysis of learners’ -simulation activities -Reference Book
religion and religion I/IIIb-2.3 Learning relationships products - Use of multimedia
affects culture.
2.4 Conduct a group -Reference Book
activity that demonstrates HUMSS_WRB12- Promoting appropriate use -downloaded sample of
Team-based Learning Observation Role playing
the influence of a religion 1/IIIb-2.4 of consequences various culture
in a certain culture -film showing
 Curriculum Implementation Matrix (CIM) Template
Subject: WORLD RELIGION AND BELIEFS Grade Level: 12 Quarter: _I/III Prepared by: RICHIE Y. MEPIEZA Checked by: __________________________

Curriculum Guide Practical Approaches for Assessment Learning

Learning Competency Appropriate Strategies Effective Classroom Resources/Materials
Code Method Activity
Management Needed
3.1 Identify the positive Google Pictures
Encourage cooperation
and negative effects of HUMSS_WRB12- Cooperative Learning Meta Strips
when it comes to group Observation Picture Analysis
religions 1/IIIc-3.1 Strategy Power Point
activities
Presentation
3.2 Provide evidence that Discuss with the students Charts
HUMSS_WRB12-
religion brought about an Discussion / Lecture about what are expected Conferencing Oral Presentation Meta Strip
1/IIIc-3.2
event in history from them Google Pictures
3.3. Justify that religion Give the students a clear
can have positive or HUMSS_WRB12- instruction and point Analysis of Learners’ Meta Strip
Debates Debate
negative effects on 1/IIIc-3.3 system of the activity Products Internet
society. (debate)
3.4 Gather print or web-
Encourage positive
based articles, photos, Google Pictures
HUMSS_WRB12- outcome and clear Analysis of Learners’
editorials, etc. showing the Student Research Picture Analysis Magazines
1/IIIc-3.4 interaction/ Collaborative Products
positive or negative Newspapers
Learning
effects of religion.
 Curriculum Implementation Matrix (CIM) Template
4
Subject: WORLD RELIGION AND BELIEFS Grade Level: 12 Quarter: _I/III Prepared by: ARRIANE M. NADONZA Checked by: __________________________

Curriculum Guide Practical Approaches for Assessment Learning

Learning Competency Appropriate Strategies Effective Classroom Resources/Materials
Code Method Activity
Management Needed
4.1 Recite the Ten
Commandments as stated HUMSS_WRB12- Sharing of related Good teacher-student
Observation Oral Presentation Handouts
in the Old Testament I/IIId-4.1 experiences relationship
(Exodus 20)
4.2 Identify a Jewish
custom or tradition
demonstrated in a movie HUMSS_WRB12- Analysis of Learners’
Brainstorming Positive Classroom Essay, journal writing TV, DVD Player, CD
(e.g. Fiddler in the Roof, I/IIId-4.2 products
Ten Commandments, Ben
Hur)
4.3 Justify: The core
teaching of Judaism is the
HUMSS_WRB12-
covenant of one God with Facts Levelling The Good Behavior Game Observation Debate CG, Handouts
I.IIId-4.3
a chosen people vs. other
people with many gods.
4.4 Identify a story from
the Old Testament that Observation
HUMSS_WRB12- Story Telling /
demonstrates the Jewish The Good Behavior Game Talking to Learners Creative Presentation Torah
1/IIId-4.4 Lecture
belief in one God (e.g. Conferencing
Story of Samson)
 Curriculum Implementation Matrix (CIM) Template
Subject: WORLD RELIGION AND BELIEFS Grade Level: 12 Quarter: _I/III Prepared by: DAN DAVY AZARCON Checked by: __________________________
5
Curriculum Guide Practical Approaches for Assessment Learning
Learning Competency Appropriate Strategies Effective Classroom Resources/Materials
Code Method Activity
Management Needed
5.1 Recite the Apostle’s
HUMSS_WRB12- Collaborative Good teacher-student Sing it in their selected Handouts
Creed, The Lord’s Prayer Observation
I/IIIe-5.1 Learning relationship tune Multimedia
or the Beatitudes
5.2 Interpret the Parable of HUMSS_WRB12- Interview/Think-Pair-
Role Play Preventive Techniques Talking to Learners Costume/Bible
the Prodigal Son I/IIIe-5.2 Share
5.3 Explain: The core
teaching of Christianity is
the message that a loving
HUMSS_WRB12- Laptop
God sent His begotten Son Video Clips Showing Positive Classrooms Test Open-Ended Question
I/IIIe-5.3 LCD Projector
in order to redeem
humankind from eternal
damnation.
5.4 Interview a Christian
Props, paper,
parent or couple on why
HUMSS_WRB12- Talking to Simulation on the Pen,
they are Christians and Interview Systematic Approcaches
I/IIIe-5.4 Learners/Conferencing Interview Conducted Questionnaires
what beliefs and practices
Output copies
they adhere to.
 Curriculum Implementation Matrix (CIM) Template
6
Subject: WORLD RELIGION AND BELIEFS Grade Level: 12 Quarter: _I/III Prepared by: ADRIAN M. SOLLANO Checked by: __________________________

Curriculum Guide Practical Approaches for Assessment Learning

Learning Competency Appropriate Strategies Effective Classroom Resources/Materials
Code Method Activity
Management Needed
6.1 Read the opening
Oral presentation
lines of Qur’an HUMSS_WRB12- Interest Boosting Realea
Discussion Strategies Observation Data gathering or
preferably from an I/IIIg-h-6.1 (Shared Experience) Qua’ran
gathering of sources
English version
6.2 Retell the life and Learner-centered Documentary films
HUMSS_WRB12- Interest Boosting Essay or written
times of Prophet Teaching or Talking to Learners Other movies
I/IIIg-h-6.2 (Shared experience) activities
Muhammad Brainstorming Video clips
6.3 Explain: The core
teaching of Islam is there Active Digital presentation
HUMSS_WRB12- Essay or written
is only one God and Learning/Integrative Systematic approach Talking to Learners Power point/Slideshare
I/IIIg-h-6.3 activities
Muhammad is His final Learning Prezi
and greatest messenger
6.4 Conduct a panel
discussion on Muslim Oral presentation,
HUMSS_WRB12- Collaborative/Cooperative Costume Realea, paper
beliefs and practices Positive classroom Observation panel discussion,
I/IIIg-h-6.4 Learning and pen
(when possible invite a Role play
Muslim)
 Curriculum Implementation Matrix (CIM) Template
7
Subject: WORLD RELIGION AND BELIEFS Grade Level: 12 Quarter: _I/III Prepared by: ANICETA S. MANAPSAL Checked by: __________________________

Curriculum Guide Practical Approaches for Assessment Learning

Learning Competency Appropriate Strategies Effective Classroom Resources/Materials
Code Method Activity
Management Needed
7.1 Identify the
uniqueness and HUMSS_WRB12- Collaborative Good teacher-student Oral Presentation Books, paper and pen,
Observation
similarities of Judaism, I/IIIi-7.1 Learning relationship Graphic Organizer CG
Christianity and Islam
7.2 Provide evidence that
Pen and paper test Wifi connection
Judaism, Christianity and HUMSS_WRB12- Analysis of Learners
Discussion Strategies Positive classroom Data gathering Books, paper and pens,
Islam share common roots I/IIIi-7.2 Products
Internet surfing handouts
from Patriarch Abraham
7.3 Justify that Judaism,
Christianity and Islam, as
HUMSS_WRB12- Good teacher-student Conferencing/Talking Open-ended questions Handouts, lap top,
monotheistic religions, Critical Thinking
I/IIIi-7.3 relationship to Learners Debate LCD Projector
have largely influenced
the world today.
7.4 Conduct a group
research on the doctrines
of each of the three -Power point
religions and compare HUMSS_WRB12- Collaborative Presentation Laptop
Positive classroom Talking to Learners
them in the aspects of I/IIIi-7.4 Learning -Multimedia LCD Projector
origin, morality, purpose, presentation
destiny, and views on
women
 Curriculum Implementation Matrix (CIM) Template
8
Subject: WORLD RELIGION AND BELIEFS Grade Level: 12 Quarter: _I/III Prepared by: JOCELYN P. ANGURING Checked by: __________________________

Curriculum Guide Practical Approaches for Assessment Learning

Learning Competency Appropriate Strategies Effective Classroom Resources/Materials
Code Method Activity
Management Needed
8.1 Recite the creation Storytelling Instructional time Film Showing Laptop
HUMSS_WRB12- Analysis of Learners
story in Rig Veda Visualizing videos Academic Learning Time Think-Pair- Video clips
1/IIIj-II/Iva-8.1 Products
Critical thinking Share Textbook
8.2 Identify the names of Graphic Organizer Organizing classroom
the major Hindu deities as (descriptive pattern) procedures and routines to
Essay Research works
well as their HUMSS_WRB12- Graphic Organizer prevent behavioral Analysis of Learners
Comparison/Abstraction Manila Paper
corresponding functions 1/IIIj-II/Iva-8.2 (Comparison, problem Products
Textbook
or powers Similarities, and Enriching the classroom
Differences) environment
8.3 Explain: The core
teaching of Hinduism is Positive expectations
the attainment of Giving clear directions Observation
HUMSS_WRB12- Essay Manila Paper
liberation in the Role Playing Discuss with students Talking to
1/IIIj-II/Iva-8.3 Simulation activities Paper and pen
identification of Atman about what are expected Learners/Conferencing
and Brahman through the of them
four Yogas
8.4 Simulate a particular The Physical
yoga and write a Environment
reflection paper on your -Classroom
insights on Hinduism Condition/Arrangement
Similarities Question and answer Laptop/Projector
HUMSS_WRB12- Enriching of the
Reflecting Observation activity Video clips
1/IIIj-II/Iva-8.4 Classroom Environment
Discussing feelings Sharing of insights Music
-a home-like setting
-playing music
Positive expectations
-giving clear directions
 Curriculum Implementation Matrix (CIM) Template
Subject: WORLD RELIGION AND BELIEFS Grade Level: 12 Quarter: _II/IV Prepared by: REX IRVIN L. BALDONASA Checked by: __________________________

Curriculum Guide Practical Approaches for Assessment Learning

Learning Competency Appropriate Strategies Effective Classroom Resources/Materials
Code Method Activity
Management Needed
9.1 State the Four Noble -handouts
HUMSS_WRB12- Brainstorming Oral Presentation
Truths and the Eight-fold Preventive Techniques Observation -textbook
II/IVb-9.1 Concept Mapping Graphic Organizer
path -netbook
9.2 Give examples of
situations that demonstrate -handouts
HUMSS_WRB12- Analysis of Learners’ Think-Pair-Share
cravings which may lead Critical Thinking Positive classrooms -notebook
II/IVb-9.2 Products Graded Activities
to suffering according to -textbook/CG
Theravada Buddhism
9.3 Explain: The core
teaching of Theravada
Buddhism is that life is
suffering; suffering is due
to craving; there is a way -handouts
HUMSS_WRB12- Inquiry-guided Good teacher-student Talking to
to overcome craving; and Draw and Tell -coloring materials
II/IVb-9.3 learning relationship Learners/Conferencing
the way to overcome -manila papers
craving is the Eight-fold
path, the Middle Way
(between pleasure and
mortification).
9.4 Evaluate the Eight-
Panel Discussion
fold Path in terms of how HUMSS_WRB12- Collaborative Talking to -netbook
Good Behavior Game Graphic Organizer
it achieves the Middle II/IVb-9.4 Critical thinking Learners/Conferencing -handout-manila paper
Shared Feelings
Way
 Curriculum Implementation Matrix (CIM) Template
Subject: WORLD RELIGION AND BELIEFS Grade Level: 12 Quarter: _II/IV Prepared by: ARLIE N FERNANDEZ Checked by: __________________________

Curriculum Guide Practical Approaches for Assessment Learning

Learning Competency Appropriate Strategies Effective Classroom Resources/Materials
Code Method Activity
Management Needed
10.1 State the three levels
of perfection of Mahayana
Strengthening personal Role playing,
Buddhism (moral HUMSS_WRB12- Integrated Teaching Observation Props and costumes
relationship mimicking,
discipline, cultivation of II/IVc-10.1 Three Levels Strategy Lecture Method CG
Systematic approach representing
virtue, and altruistic
conduct)
10.2 Give examples of Learning style-
acts of generosity of HUMSS_WRB12- Multiple Intelligence- Conferencing/Talking Written work
Preventive Techniques CG and related sources
Mahayana Buddhists II/IVc-10.2 based Instructional to Learners Essay writing
strategies
10.3 Explain: The core
teaching of Mahayana
Buddhism is to seek LCD Projector
HUMSS_WRB12- Analysis of Learners’ Slide Show
complete enlightenment Teaching with reading Systematic Approach Film Viewing
II/IVc-10.3 Products Film Showing
for the benefit of all living CG
beings through insight and
compassion.
10.4 Draw the insight
from the acts of generosity Student related
Conferencing/Talking
of Tzu Chi Foundation HUMSS_WRB12- experiences
Brain-based strategies Preventive Techniques to Learners Graphic Organizer
that reflect the core II/IVc-10.4 Hard copies of graphic
Guided inquiry
teaching of Mahayana organizers
Buddhism.

Subject: WORLD RELIGION AND BELIEFS Grade Level:
Curriculum Guide
Learning Competency
11.1 Identify the
uniqueness and
similarities of Hinduism,
Theravada Buddhism HUMSS_WRB12-
and Mahayana
Buddhism
11.2 Provide evidence
that Hinduism,
Theravada Buddhism
HUMSS_WRB12-
and Mahayana
Buddhism share
common roots from
India
11.3 Justify that
Hinduism, Theravada
Buddhism and
HUMSS_WRB12-
Mahayana Buddhism, as
Vedic religions, have
largely influenced the
world today
11.4 Conduct an
interview on the
doctrines of each of the
three religions and
HUMSS_WRB12-
compare them in the
aspects of origin,
morality, purpose,
destiny, and views on
women.
Curriculum Implementation Matrix (CIM) Template
12 Quarter: _II/IV Prepared by: ___________________ Checked by: __________________________
Practical Approaches for Assessment Learning
Appropriate Strategies Effective Classroom Resources/Materials
Code Method Activity
Management Needed
-Research-provide
Have preventive
graphic organizer Books related to the
Brain-based Measures/Techniques
New American -Powerpoint topic
strategies/Inquiry-guided 1) Setting the stage
Lecture Method presentation with Projectot/LED Monitor
learning/ 2) Focusing
II/IVd-11.1 Guided Inquiry guide questions Websites that can be
Collaborative/Cooperative improved self-
Compare and Contrast -Group trusted/Slideshare
Learning concept
activity/Cooperative CGs
3) Classroom rules
Learning
Preventive
Book: Intro to World
Measures/Techniques Think, Pair & Share
Analysis of Learners Religion, others
Inquiry-guided learning 3)Classroom rules Concept Maps/Graphic
II/IVd-11.2 Products Internet: Slideshare.net
4) encouraging Organizer
CGs
responsibility
Oral Recitation Powerpoint
Preventive Measures Review of previous
Critical Thinking / Tests – open-ended presentations, books,
4) Encouraging presentation
Developing Higher-order question prepared open-ended
II/IVd-11.3 responsibility Investigation
Thinking Skills (HOTS) (Application of questions
Systematic Approach Oral test
knowledge and skills) CG’s
Person appropriate for
interview/topic,
Integrated Teaching: Interview (by group) template, interview
Preventive Measures and
Three Level Strategy / Conferencing Performance tasks- questions, CGs,
II/IVd-11.4 Remediation if necessary
Mobile Learning output-template evaluated research,
generator in case of
brown outs
 Curriculum Implementation Matrix (CIM) Template
Subject: WORLD RELIGION AND BELIEFS Grade Level: 12 Quarter: _II/IV Prepared by: SHERRY A. DIANA Checked by: __________________________

Curriculum Guide Practical Approaches for Assessment Learning

Learning Competency Appropriate Strategies Effective Classroom Resources/Materials
Code Method Activity
Management Needed
12.1 Describe the five
basic relationships (king
to subject, father to son, Collaborative/Cooperative Good teacher-student Oral Presentation
HUMSS_WRB12- Observation Books, IMs, pen and
husband to wife, elder Learning relationship Role Play
II/IVe-12.1 Tests paper
brother to younger Discussion strategies Positive expectations Quiz
brother, and friend to
friend)
12.2 Give examples of
Picture Analysis
acts showing final piety HUMSS_WRB12- Active Learning The Good Behavior Talking to
Comic Strip IMs
in the family, community II/IVe-12.2 Simulation/Games Game Learners/Conferencing
Think, Pair and Share
and society
12.3 Explain: The core
teaching of Confucianism
is to be a “gentlemen” by
following the moral way
consisting of the virtues HUMSS_WRB12- Effective Discussion
Preventive Techniques Observation Oral Presentation IMs
of love, righteousness, II/IVe-12.3 Critical Thinking
wisdom, propriety and
loyalty in order to
promote harmony in
society
12.4 Present a character
sketch of a person who HUMSS_WRB12- Analysis of Learners Artworks (e.g.
Concept sketches Systematic Approach IMs
personifies the Confucian II/IVe-12.4 Products sketches)
virtues.
 Curriculum Implementation Matrix (CIM) Template
Subject: WORLD RELIGION AND BELIEFS Grade Level: 12 Quarter: _II/IV Prepared by: ____________________ Checked by: __________________________

Curriculum Guide Practical Approaches for Assessment Learning

Learning Competency Appropriate Strategies Effective Classroom Resources/Materials
Code Method Activity
Management Needed
13.1 State that “Tao is the
HUMSS_WRB12- Essay writing Taoist Philosophy
origin of all beings whose Effective Discussion Preventive Techniques Conferencing
II/IVf-g-13.1 Reflective Journal Resource Speaker
essence is nothing
13.2 Give examples of
Projects (output
acts showing love and HUMSS_WRB12- Active Learning Analysis of Learners Realia
Positive Classrooms pictures)
respect of nature and the II/IVf-g-13.2 Experiential Learning Products Pictures
Reflective Journal
environment.
13.3 Explain: The core
HUMSS_WRB12- Taoist doctrine and
teaching of Taoism is Discussion Preventive Techniques Observation Think, pair and share
II/IVf-g-13.3 other doctrines
becoming one with “Yao”.
13.4 Identify the things
she can do without by
making an inventory of
personal belongings (e.g. HUMSS_WRB12- Analysis of Learners Melow music for a
Integrated Teaching Preventive Techniques Essay writing
things in the bedroom) II/IVf-g-13.4 Products meditative background
and write a reflection on
Taoism based on the result
of the inventory.
 Curriculum Implementation Matrix (CIM) Template
Subject: WORLD RELIGION AND BELIEFS Grade Level: 12 Quarter: _II/IV Prepared by: ____________________ Checked by: __________________________

Curriculum Guide Practical Approaches for Assessment Learning

Learning Competency
14.1 Narrate the Kojiki
creation story
HUMSS_WRB12-
14.2 Explain why is it
important for Japanese
people to worship gods HUMSS_WRB12-
14.3 Evaluate: The core
teaching of Shintoism is to
worship the ancestors and
forces of nature to achieve HUMSS_WRB12-
harmony in all
dimensions.
14.4 Interpret the Kojiki
creation story creatively. HUMSS_WRB12- Discussion, Critiquing
Appropriate Strategies Effective Classroom Resources/Materials
Code Method Activity
Management Needed
Prevention technique
Sharing one’s feelings
Reading -give simple instructions Concept Map (printed)
towards the given story
Brainstorming to follow with regards to Multimedia
Talking to Learners “Kojiki creation story”
II/IVh-14.1 Paint me a Picture rules and regulations Costumes
Concept Mapping
Question and Answer -give incentives to CG
Word Organizer
performing students
Film Showing Good teacher-student
Japanese People relationship Video clips serves as
Question and Anser
Worship God -stress cooperation Analysis of Learners’ examples for students
Portion
II/IVh-14.2 Employing Art of -guide students and Products to perform well
Think, Pair, share
Questioning reinforce answers and CG
Sharing Reactions performance
Brain-based strategies
Writing strategy
Writing Insights in a
Values level Enriching the classroom
tabular form Strips for the prepared
Self checking strategy environment Observation Method
Paint me a picture questions
II/IVh-14.3 with level of Picture exchange Talking to Learners
activity CG
questioning: Focusing self concept
Summarizing the Story
What? Why? When?
How?
Cards
Writing Daily Journal
Encouraging Application Cards Chart of Rules and
Pertaining given topic
II/IVh-14.4 Giving Insights responsibility Regulations to follow
Graphic Presentation
CG

Subject: Intro. To World Religions Grade Level:
Curriculum Guide
Learning Competency
15.1 Identify the
uniqueness and
similarities of
Confucianism, Taoism,
and Shintoism
15.2 Provide evidence
that Confucianism,
Taoism and Shintoism
share common traits in
viewing nature and
ancestors.
15.3 Justify that
Confucianism, Taoism
and Shintoism as East
Asian
religions/philosophies
have largely influenced
the world today.
15.4 Prepare a
multimedia presentation
on the perceptions of
people from all walks of
life on the doctrines of
each of the three religions
and compare them in the
aspects of individual,
family, society,
government and nature.
Curriculum Implementation Matrix (CIM) Template
12 Quarter: _II/IV Prepared by: ELIROSE S. LUCERO Checked by: __________________________
Practical Approaches for Assessment Learning
Appropriate
Effective Classroom Resources/Materials
Code Strategies Method Activity
Management Needed
HUMSS_WRB12II/IVi- Brain-based Have Preventive Measures New American Research-provide Books, CG’s
15.1 strategies/ Inquiry- or Techniques Lecture Method, graphic org.( venn Projector/LED
diagram (group activity-
Guided Learning/ Guided Inquiry, collaborative/cooperative Monitor, trusted
Collaborative or Compare and learning)), powerpoint websites: slide
Cooperative Contrast presentation with guide share.net
Learning questions
HUMSS_WRB12II/IVi- Inquiry- Guided Preventive Analysis of Think, Pair and Share, CG’s ,Books,
15.2 Learning, active Measures/Techniques, Learners’ Product Concept mapping or any Graphic Organizers,
Systematic Approach graphic organizers suited
learning to the topic/ multimedia internet if available,
presentation teaching materials
HUMSS_WRB12II/IVi- Critical Thinking/ Positive Classrooms, Tests: Oral Test Review of Previous CG, Powerpoint
15.3 Developing Higher Preventive Techniques Application presentations, open- presentations,
ended questions,
-Order Thinking (class rules) of Knowledge and investigation books, prepared
Skills skills, Observation questions
HUMSS_WRB12II/IVi- Brain-based Positive Analysis of Active review, Multimedia Projector or LED
15.4 Strategies, Classroom,Remediation if Learners’ Product presentation :Template monitor for
on Comparative analysis,
Integrated necessary, Systematic
discussion multimedia
Teaching: approach presentation,
Learning Style template, Evaluated
MI”s research, generator
in case of brownout
 Curriculum Implementation Matrix (CIM) Template
Subject: WORLD RELIGION AND BELIEFS Grade Level: 12 Quarter: _II/IV Prepared by: _____________________ Checked by: __________________________

Curriculum Guide Practical Approaches for Assessment Learning

Learning Competency Appropriate Strategies Effective Classroom Resources/Materials
Code Method Activity
Management Needed
Simulate a panel
discussion of inter-
religious dialogue that
reflects the following:

a. The meaning and

ultimate value of
Digital presentations,
life HUMSS_WRB12- Essay or Written
Active Learning Systematic Approach Talking to learners Powerpoint/
b. How one is to II/IVj-16 Activities
Slideshare/ Prezi
relate to one’s self,
family, society and
nature
c. The way to
achieve personal
happiness and
fulfillment