DLL Comparative Analysis On Abrahamic Religion

 

DAILY LESSON PLAN 

School LUIS Y. FERRER JR. SENIOR HIGH SCHOOL Teacher TENIA A. DAVID Teaching Dates and Time July 24, 2019 

Grade Level TWELVE Learning Area SOCIAL SCIENCE - WRB  Quarter FIRST 

Session 1 Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

I. OBJECTIVES

Learning Objectives: 1.  Identify the uniqueness and similarities of judaism, Christianity and Islam. 2.  Display respect to the similarities and differences of each religion 3.  Create a chart pointing out the similarities and uniqueness of the three monotheistic religion.

A. Content Standards

The learners demonstrate an understanding of…  

B. Performance Standards

The learners shall be able to… 

the three religions in the aspects of ori gin, morality, purpose, destiny, and views on women.   conducts a group research on the doctrines of each of the three religions and compares them in the aspects of origin, moralit y,  purpose, destiny, and and views on women.  C. Learning Competencies / Objective (Write the LC Code for each)  II. CONTENT

At the end of the lesson, the learner is able to

Learning Competency: Identify the uniqueness and similarities of Judaism, Christianity and Islam HUMSS_W HUMSS_WRB12-I/IIIi-7.1 RB12-I/IIIi-7.1 Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

Comparative Analysis  III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages   2. Learner’s Materials pages  3. Textbook pages

 

List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson and in learning. Ensure there is a mix of concr ete ete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development. Teacher’s Guide,

pages

Learner’s Material Guide,

pages 104 - 114

Reference/s: Introduction to World Religions and Belief Systems, TM, Pilgrimage to Sacred Spaces: An Introduction to World Religions, TB, 247-267 

 

Materials : PPT Presentation / paper 4. Additional Materials from Learning Resource (LR) portal 

B. Other Learning Resources

Internet

IV. PROCEDURES

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with manipulative ways to learn new things,  practice their learning, question their learning processes, and draw conclusions conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate time allotment for each step.

A. Reviewing previous lesson or presenting the new lesson

ROUTINELY ACTIVITIES: Prayer Classroom Monitoring Attendance Monitoring

B. Establishing a purpose for the lesson

COLLABORATIVE APPROACH: Priming Activity: KAHOOT.com (On line Gaming) To fuel up the students, the teacher will start the class with an online Team Mode Quiz. A.  Activity Judaism, Christianity and Islam are known as the Abrahamic religions. Using the ideas that you have learned from the previous lessons, your group will have to di scuss the similarities and diffrences of each Religion in terms of: 1.  Origin 2. Morality 3.   Purpose 4.  Destiny 5.  Views on Women The group will choose a leader and that leader will be given a topic that he/she needs to discuss to the group and other groups.

 

 

C. Presenting examples/instances of the new lesson

D. Discussing new concepts and practicing new skills #1

ANALYSIS  1.  What is the purpose of existence for Judaism, Christianity and Islam? 2.  What are the similarities and differences that you came up with? Cabbage Peel. A cramppled paper will be passed on to the class. Once the music stops, the student left with the paper ball will peel off a paper and ask the corresponding question written to that paper. Sample questions: 1.  Where did Judaism, Christianity and Islam Originated? 2.  What is meant by being morally righteous i n Judaism, Christianity and Islam? 3.  What is the reward for being morally upright? 4.  What is the purpose of existence for Judaism, Christianity and Islam? 5.  How does the concept of predestiny in Christianity nad Judaism differ from that of I slam? 6.  What can be done to elevate the status o f women in the three Abrahamic religions?

E. Discussing new concepts and practicing new skills #2 F. Developing mastery

B.  Application Using the ideas that you have learned from the lesson, list down four similarities and differences of the three Abrahamic religions by making a graphic o rganizer. Similarities  

Judaism

G. Finding practical applications of concepts and skill in daily living

 

Differnces Christianity

Islam

 

H. Making generalization and abstractions about the lesson I. Evaluating Learning

True or False 1.  Polygamy refers to a partnership wherein a man has many wives. 2.  The exclusion of women in priesthood is a proof of Roman Catholicism’s patriarchal nature. nature.   3.  Punishment for concubinage in some Islamic societies is stoning to death. 4.  it was the Roman Empire which became responsible for the formation of the Catholic Church that is why it took the hierarchical and patriarchal structure of the government. 5.  In Islam, the concept of ummah encourages humility because it reminds Muslims that everything happens according to God’s    plan 6.  Christians believe that because of predestiny people are partly responsible for their salvation. 7.  In Judaism, God allowed people into different stations in life to enable them to choose good ness over evil. 8.  Charity is important in Islam that is why Muslims practice Salat or alms-giving. INDEX OF MASTERY

Answer: 1.  False False –   –  Polygyny  Polygyny 2.  True 3.  False False –   –  adultery  adultery 4.  True 5.  False False –   –  predestiny  predestiny 6.  False False –   –  free  free will 7.  True 8.  False False –   –  zakat  zakat

8 7 6 5 4 3 2 1

J. Assignment V. REMARKS

 

 

VI. REFLECTION

se needs to be done to help the students Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What el se learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation C. remedial work? No.Did of the learners wholessons 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:

TENIA AQUINO DAVID Subject Teacher

ARMANDO D. ISON Department Head

Approved By:

SALLY G. GENUINO Assistant Principal II