REPUBLIC OF THE PHILIPPINES

DEPARTMENT OF EDUCATION
REGION X
DIVISION OF MISAMIS OCCIDENTAL
SAPANG DALAGA NATIONAL HIGH SCHOOL

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
V. PROCEDURES
Introductory Activity
( 10 minutes).
The learners demonstrate understanding of the three religions Philosophies and
compare them in the aspects of origin, morality, purpose, destiny and views on
women.
The learner demonstrates understanding of the three religions, philosophies in the
aspect of origin, morality, purpose, destiny and views of women.
 Conduct an interview on the doctrines of each of the three religions and compare
them in the aspect of origin, morality, purpose, destiny and views of women.
EsP-PD11/12EI-Ii-j-11.4
Comparative Analysis
Cg, Books, E-Book, Laptop, downloaded references.
Introduction to the world religion and belief system, by: Jose Ong.
LM pp. 167
Laptop and audio speaker; Internet and PowerPoint presentation.
Review: The teacher will give a short recapitulation from the previous discussion,
about Hinduism, Buddhism and Mahayana Buddhism.
Drawing One's Emotions: The teacher will require the students to draw certain
image that will represent and differentiate the three religions being previously
discussed.
Transition: the teacher will invite and encourage the students to maintain the good
condition as they prepare the next session by having healthy and sound body and
mind.

Introduction of the topic. The teacher call at least 3 students to share their feeling
within as they go through the discussion.
Activity/Strategy The teacher will present a movie presentation on the exercises performed either by
(10 minutes). the Hindu, Buddhist, etc.

Analysis Processing questions:

(5 minutes).  How did you find the activity? Why?
• Do you like the activity
 What do you think are its importance to the Hinduism/ Buddhism Religion?

The teacher said, as part of our curriculum you are going to conduct a research or
interview on the doctrines of each of the three religions and compare them in the
aspects of origin, morality, purpose, destiny and views on women. You are going to
do that by group and after which you are going to present it in front through a
PowerPoint presentation, drama, role play, etc.

Abstraction Aspects of Origin

(10 minutes). Hinduism - It has thus been called the "oldest living religion" in the world. Scholars
regard Hinduism as a synthesis of various Indian cultures and traditions, with
diverse roots and no single founder or source.

Buddhism -The origin of Buddhism points to one man, Siddhartha Gautama, the
historical Buddha, who was born in Lumbini (in present-day Nepal) during the 5th
century BCE.

Mahayana Buddhists teach that enlightenment can be attained in a single lifetime,

and this can be accomplished even by a layperson.

Morality

Morality of Hinduism - Virtue, right conduct, ethics and morality are part of the
complex concept Hinduscall Dharma - everything that is essential for people, the
world and nature to exist and prosper together, in harmony. ... Ethics that constitute a
dharmic life - that is a moral, ethical, virtuous life - evolve in vedas and upanishads.

Morality of Buddhism -The foundation of Buddhist ethics for laypeople is The

Five Precepts which are common to all Buddhist schools. ... The precepts are
supposed to prevent suffering and to weaken the effects of greed, hatred and
delusion. They were the basic moralinstructions which the Buddha gave to
laypeople and monks alike.

Morality of Mahayana Buddhism -An important value in Buddhist ethics is non-

harming or non-violence (ahimsa) to all living creatures from the lowest insect to
humans which is associated with the first precept of not killing. ... InMahayana
Buddhism, another important foundation for moralaction is the Bodhisattva ideal.

Purpose

Purpose of Hinduism - According to Hinduism, the meaning (purpose) of life is

four-fold: to achieve Dharma, Artha, Kama, and Moksha. The first, dharma, means
to act virtuously and righteously. That is, it means to act morally and ethically
throughout one's life. ... The third purpose of a Hindu's life is to seek Kama.

Purpose of Buddhism -he teaching founded by the Buddha is known, in English,

as Buddhism. ... ABuddha is one who has attained Bodhi; and by Bodhi is meant
wisdom, an ideal state of intellectual and ethical perfection which can be achieved
by man through purely human means. The term Buddha literally means enlightened
one, a knower.

Purpose of Mahayana Buddhism -Mahayana Buddhists teach that enlightenment

can be attained in a single lifetime, and this can be accomplished even by a
layperson.

Destiny
Destiny for Hinduism -Tulsidas, a Hindu saint, said: "Our destiny was shaped long
before the body came into being." As long as the stock of sanchita karma lasts, a part
of it continues to be taken out as prarabdha karma for being enjoyed in one
lifetime, leading to the cycle of birth and death.

Destiny for Buddhism –Your destiny is shaped according to the combination of

conditions pre-determined at birth and other factors that you are able to change
through your own efforts.”

Destiny for Mahayana Buddhism –Mahayana Buddhists believe in a multitude

of heavens, hells and descriptions of ... Mahayana Buddhism says that there are
three aspects of Buddhahood, which it ..... We make our own destiny, and the Six
Courses are all in our heads

Views on women

Views of women for Hinduism -women must be honored and adorned by their
fathers, brothers, husbands and brothers-in-law who desired their own welfare.
 “Where women are honored, there the gods are pleased. Where they are not honored,
no sacred rite yields rewards.”

Views of Women for Buddhism – As in other religions, the experiences

of Buddhist women have varied considerably. ... They believe
that women in Buddhism has become an important topic because we live in modern
times and so many women are practicing the Dharma now. However, this is not the
case. The female sangha has been here for centuries.

Views of women for Mhayana Buddhism - Mahayana doctrine holds that,

ultimately, nothing is male or female. Mahayana Buddhism considers any bodies of
either gender to be insubstantial and impermanent, empty of any intrinsic existence.
However, Buddhist discourse generally deals with two levels of truth, either ultimate
or conventional. It is on the level of conventional truth that gender does appear
relevant.

Application Journal Writing: In your journal, complete each statement based on how you
(5 minutes). feel. Use the blanks to add your own feeling words.

I believe in destiny because________________________________ .

I feel comfortable of the religion of____________________
My realization after taking up the topics are____________________
All I can say about my religion are___________________________
I believe in God because __________________________________
Assessment The teacher will group the learners into 4 groups and let them present creatively the
(20 minutes). summary of what the learners learned from today's lesson on Emotional Intelligence.

Rubric:
 CATEGORY 3 2 1 0
Content All content is All content is Most of the Not all the
covered and covered. Content is content is
learners covered. covered.
presented the
content
creatively.
Preparedness Learners are Learners seem The Learners Learners do not
completely pretty prepared are somewhat seem at all
prepared and but might have prepared, but it prepared to
have obviously needed a couple is clear that present.
rehearsed. more rehearsals. rehearsal was
lacking.
Posture and Learners stands Learners stands Few learners Learners are
Eye Contact up straight, look up straight. They stand up slouching,
relaxed and are not distracted straight. Some distracted,
confident. They or being are distracted or being
are not distracting. They being distracting
distracted or establishes eye distracting. Not and/or does not
being contact with all of the look at people
distracting. everyone in the students during the
They establishes room during the establish eye presentation.
eye contact with presentation. contact with
everyone in the everyone in the
room during the room during the
presentation. presentation.
Volume Volume is loud Volume is loud Volume is loud Volume often
enough to be enough to be enough to be too soft to be
heard by all heard by all heard by all heard by all
audience audience audience audience
members members at least members at members.
throughout the 90% of the time. least 80% of the Learners are not
presentation. Students are time. Learners clear when
Students are clear in their are clear in their speaking.
clear in their speech 90% of speech 80% of
speech. the time. the time.
Enthusiasm Facial Facial Facial Very little use
expressions and expressions and expressions and of facial
body language body language body language expressions or
generate a sometimes are used to try body language.
strong interest generate a strong to generate Did not
and enthusiasm interest and enthusiasm, but generate much
about the topic enthusiasm seem somewhat interest in topic
in others. about the topic faked. being presented.
in others.
Creativity Learners were Learners were Learners Learners were
creative in their somewhat attempted to be not creative in
presentation and creative in their creative in their their
was able to sell presentation and presentation presentation and
their trip and engaging the and attempted did not attempt
engage the audience. But to sell their trip to sell their trip
audience. they were able to and engaged the or engage the
sell their trip. audience. audience.
Total Points Possible: 18 Group Points Earned:

V. REMARKS
Indicate special cases
including but not limited to
continuation of lesson plan to
the following day in case of
re-teaching or lack of time,
transfer of lesson to the
following day, in cases of
class suspension, etc.
VI. REFLECTION
Reflect on your teaching and
assess yourself as a teacher.
Think about your student’s
progress. What works? What
else needs to be done to help
the students learn? Identify
what help your instructional
supervisors can provide for
you so when you meet them,
you can ask them relevant
questions. Indicate below
whichever is/are appropriate.
A. No.of learners who earned
80% on the formative
assessment.
B. No.of learners who
require additional activities
for remediation.
C. Did the remedial lessons
work? No.of learners who
have caught up with the
lesson.
D. No.of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

Prepared by:

BENJIE L. MANANZAN
SHS Teacher