p DAILY 11 HUMSS Socrates, 11

School Sico 1.0 Integrated National High School Grade Level HUMSS Aristotle, 11 HUMSS
LESSON Plato
LOG Introduction to World
Teacher Maricris B. Atienza Learning Area
Religions and Belief System
GRADES 1 to 12 Week No. 6 Semester/Quarter S2/Q1
DepEd Order
Teaching
No. 42, s. 2016 March 20-24, 2023 No. of Hours 4
Date

I. OBJECTIVE SESSION 1 (Good for 2 days) SESSION 2 (Good for 2 days)

The learner demonstrates understanding of the The learner demonstrates understanding of the
elements of Islam: a. Founder: Prophet Muhammad elements of Islam: a. Founder: Prophet Muhammad
(570-632 A.D.) b. Sacred texts:ur’an, Hadith c. (570-632 A.D.) b. Sacred texts:ur’an, Hadith c.
Doctrines: Five Pillars of Islam (Shahadahdeclaring Doctrines: Five Pillars of Islam (Shahadahdeclaring
there is no other god but Allah and Muhammad is there is no other god but Allah and Muhammad is
a. Content Standard His messenger, Salat-ritual prayer five times a day, His messenger, Salat-ritual prayer five times a day,
Sawm-fasting during Ramadan, Zakat-alms giving Sawm-fasting during Ramadan, Zakat-alms giving to
to the poor, and Hajjpilgrimage to Mecca at least the poor, and Hajjpilgrimage to Mecca at least once
once in a lifetime) d. God: Allah e. Practitioners: in a lifetime) d. God: Allah e. Practitioners: Sunni,
Sunni, Shi’ite, Sufi f. Issues: Gender Inequality, Shi’ite, Sufi f. Issues: Gender Inequality, Militant
Militant Islam, Migration Islam, Migration
The learner conducts a panel discussion on Muslim The learner conducts a panel discussion on Muslim
b. Performance Standard beliefs and practices (when possible inviting a beliefs and practices (when possible inviting a
Muslim). Muslim).
*Examine the brief history, core teachings, *Examine the brief history, core teachings,
c. Most Essential Learning Competency
(MELC)
fundamental fundamental
beliefs, practices, and related issues of Islam beliefs, practices, and related issues of Islam
II. CONTENT

III. LEARNING RESOURCES

a. T.G. Pages Hand-outs

Ong, Jerome A. and Jose, Mary Dorothy dL. (2016). Introduction to world religions and belief systems.
b. L.M. Pages
Quezon City: Vibal Group, Inc.
c. Other Learning Resources EPS, LRMDS
IV. PROCEDURES
a. Reviewing Previous Lesson Begin with classroom routine:
(What’s In/Recall/Drill) Begin with classroom routine: a. Prayer
a. Prayer b. Reminder of the classroom health and safety
b. Reminder of the classroom health and safety protocols.
protocols. c. Checking of attendance
c. Checking of attendance d. Quick “kumustahan
 d. Quick “kumustahan
The teacher will conduct a game that is related
The teacher will ask the seven sacraments of with the past discussion.
Christianity.
In this module, the students are expected to:
In this module, students are able to:
a. Identify the place of origin of Islam and how it
1. Identify the relationship between
b. Establishing a purpose for the Lesson spread worldwide
Christianity and Judaism
(What I Need to Know) b. Conclude the result of spiritual discovery of
2. Define the importance of Christianity and
Muhammad
Judaism.
Venn Diagram about the Similarities and
differences between Christianity and Judaism.
The learners are going to present a short role playing
about the practices of Islamic religion.

c. Presenting Examples/Instances of the The learners are going to answer the following
new Lesson questions
(What’s New/Activity) 1. How do you feel while doing and after doing the
activity?
2. What is the significance of a symbol in one
religion?

Discussion on the relationship of Christianity and

d. Discussing new concepts and Judaism. (Video Presentation).
Discussion of the origin of Islam and its worldview
practicing new skills
(What Is It/Analysis) The teacher will explained further the video
presented.
Question and answer portion.
The students will presents a short skit that
e. Developing Mastery The teacher will create a Question and answer and
summarizes the importance of spiritual discovery of
(What’s More/Leads to formative the students will try to answer the following
assessment) Muhammad. After the presentation the class will
terminologies.
answer some question that the teacher will asked.

f. Making generalizations and The students will create a summary note about the I learned a lot today
abstractions about the lesson important topics about the discussion. about___________________________________________________
(What I Have Learned/Abstraction) _______________________.
It reflects on my
_________________________________________________________
_________________________________________________________
 _________________________.

g. Finding practical applications of If you will be given a chance to choose between

What are the important concepts of Islam that is related
concepts and skills in daily living Judaism and Christianity religion, what will it be
(What I Can Do/Application) with our religion?
and why.?
h. Evaluating learning
(What I can Do/Assessment)
Quiz 1-5 Quiz 1-5

i. Additional activities for Remediation N/A

(What Other Enrichment Activities N/A
Can I Engage In)
V. REMARKS CPL: Socrates: Plato: Aristotle: CPL: Socrates: Plato: Aristotle:
VI. REFLECTION
a. No. of learners who earned 80% on the
Socrates: Plato: Aristotle: Socrates: Plato: Aristotle:
formative test

b. No. of learners who need remediation

c. Which of my teaching strategies work
well?
d. What difficulties did I encounter?

e. What innovations or localized materials

did I use which I can share to my fellow
teachers?

Prepared: Checked/ Noted:

MARICRIS B. ATIENZA JOCELYN P. ARQUILLO

Teacher II Principal II