School Pili National High School (SHS) Grade Level 11

Introduction to World
Teacher Pearl Arianne M. Montealegre Learning Area
Religions & Belief Systems
Teaching Dates and July 08, 2019 (Monday)
Quarter 1st
Daily Lesson Log Time July 09, 2019 (Tuesday)

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the elements of Judaism:
a. Founders: Abraham (2000 B.C.) and/or Moses (1391-1271 B.C.)
b. Sacred texts: Torah, Poetry, Prophets, Talmud, Mishnah
c. Doctrines: Ten Commandments, 618 Rules
d. God: Yahweh/Jehovah
e. Sects: Orthodox, Conservative, Reform Liberal
f. Issues: Antisemitism, Zionism, Holocaust
B. Performance Standards The learner identifies a story from the Old Testament that demonstrates the
Jewish belief in one God (e.g. Story of Samson).
C. Learning Competencies / 1. Recite the Ten Commandments as stated in the Old Testament (Exodus
Objectives 20) WRB12I/IIId
2. Identify a Jewish custom or tradition demonstrated in a movie (e.g.
Fiddler in the Roof, Ten Commandments, Ben Hur) WRB12I/IIId
3. Justify: The core teaching of Judaism is the covenant of one God with a
chosen people vs. other people with many gods. WRB12I/IIId
4. Identify a story from the Old Testament that demonstrates the Jewish
belief in one God (e.g. Story of Samson) WRB12I/IIId
II. CONTENT Judaism
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Introduction to World Religions and Belief Systems Teacher’s Manual by
Jerome A. Ong & Mary Dorothy dL. Jose; pages 28 – 30
2. Learner’s Guide pages Introduction to World Religions and Belief Systems Textbook by Jerome
A. Ong & Mary Dorothy dL. Jose; pages 46 – 67
3. Textbook pages Pages 46 – 67
4. Additional Materials from Internet
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Let’s review some important key terms in our previous lesson.
presenting the new lesson
B. Establishing a purpose for the The class will be divided into Three. They are going to challenge
lesson themselves by arranging the jumbled letter – words. While arranging the
jumbled letter – words, they are going to listen to the music Father
Abraham. After listening to the music they are going to connect the
jumbled letter – words. It will lead to the formulating of sentences showing
how the following pairs of words are connected to each other:
a. Abraham and Covenant
b. Moses and Exodus
c. Ishmael and the Arabs
C. Presenting examples/ instances of The teacher will show a Concept Map for the lesson and let the student
the new lesson
analyze it and it will serve as their guide in studying the lesson.
With the aid of powerpoint presentation the teacher will discuss the
following:
The Historical Background of Judaism
Socio – Political Dynamics of Judaism
Sacred Scriptures
Beliefs and Doctrines
Articles of Faith
Worship and Observances
 Sabbath
The Days of Awe
Pilgrimage Festivals
Other Important Days
Halakha
Synagogues
The Temple
Subdivisions
D. Discussing new concepts and The teacher will post a picture of the Jewish people and the students will
Practicing skill
answer the following questions:
1. Why do you think the Jews consider themselves as the chosen people?
2. Why did they have to leave the Promised Land?
3. What role did Moses paly in leading them back to the Promised Land?
4. What can you say about the plight of the Jewish people in their journey
back to the Promised land?
E. Developing mastery Let the students do the following activity.
(Leads to Formative Assessment 3) The students will make a poster showing the story of Moses from the Old
Testament which shows the Hebrew people’s journey back to the Promised
Land.
1. Make the students read the story of Moses from the Old Testament.
2. Ask them to select important events in the story and draw an illustration
of each event on the cartolina.
3. Label each event and explain its significance to the Jewish faith.
4. Explain the grading standards based on the rubric.
F. Making generalizations and Reflect and Understand
abstractions about the lesson Essential Questions:
1. What do you think makes the history of the Jews distinct?
2. How did the Jews show their faith in their God?
G. Evaluating learning Authentic Assessment
Present a stage – play of Exodus. The students will be graded using the
rubrics below.
RUBRIC FOR STAGE – PLAY
CRITERIA DESCRIPTION POINTS POINTS OBTAINED
The costume,
props, and back-
drops were
Creativity/ masterfully
5
Resourcefulness executed using
recyclable or
cheap materials
only.
The story of
Moses including
Content the timeline and 10
characters was
accurate.
The story was
Presentation clearly presented 10
and mastered.
Total: 25
I. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
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: Checked by: Noted by:

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