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SCC VISION
Saint Columban’s College is a leading Catholic School community of Christ-centered
stewards
committed to responsive and integral evangelization.

SCC MISSION
To deliver the Gospel message through holistic and innovative Catholic education.

SCC CORE VALUES

Discipline Obedience Valor Excellence Service
UNIT LEARNING PLAN IN INTRODUCTION TO WORLD RELIGION AND BELIEF
SYSTEM
GRADE 11- FIRST QUARTER

EXPLORE

This unit focuses on understanding the nature of religion, origins of

world religions and the positive and negative effects of religion. The first two
chapter are devoted to preliminaries needed throughout our study of
physics. Lesson 1 deals with basic understanding of belief system or
worldview*, Religion, Spirituality, Philosophy of Religion, and Theology.
Lesson 2 explores the historical and geographical context of the different
religions. Chapter 3 discusses the impact of Religion both positive and
negative.

Considered these questions:

- Why is it necessary to study religion and to know various concepts
related to religion, expound on the origin of religion, and evaluate the
many roles played by religion in people’s everyday life ?

Map of Conceptual Change: K-W-L charts are graphic organizers that help
students organize information before, during, and after a unit or a lesson.
They can be used to engage students in a new topic, activate prior
knowledge, share unit objectives, and monitor students’ learning.

Instructions: Select a topic you want to research. In the first column, write
what you already know about the topic. In the second column, write what
you want to know about the topic. After you have completed your research,
write what you learned in the third column.

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 LEARNING
COMPETENCIES
FIRM-UP

LC1: Differentiate Activity 1: Motivational Activity

the concept,
elements and Instruction: In the context of religion, list down 10 things that you believe in
characteristics of by completing the following statements. What have you observed in your
belief system, world own belief system?
view, religion and 1. I believe in/that ___________________________________________
spirituality 2. I believe in/that ___________________________________________
3. I believe in/that ___________________________________________
4. I believe in/that ___________________________________________
5. I believe in/that ___________________________________________
6. I believe in/that ___________________________________________
7. I believe in/that ___________________________________________
8. I believe in/that ___________________________________________
9. I believe in/that ___________________________________________
10. I believe in/that ___________________________________________

LC2: Name regions Activity 2: Sorting and Classifying

or places where
Instructions: Identify some of the regions or places in the world where
specific religions
religions are constantly evolved. After finding it, sort and classify according
evolved to their regions. You may do it in a one whole sheet of paper.

REGION/PLACE RELIGION HOW IS IT

EVOLVED?

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 LC3: Enumerate the Activity 3: Chart Making
different types of
Instruction: Formulate your own chart indicating the different types of
religions in the religions in the world
world

LEARNING
COMPETENCIES
DEEPEN

LC4: Discuss the Activity 4: Chart Analysis

differ of religion
from spirituality Instructions: In this lesson, you’ve already knew the nature of the religion
and later, the different factors in religion including the spirituality. Through
the chart analysis, discuss comprehensively the difference between religion
from spirituality. Pass and upload it on Learning Management System.

RELIGION AND SPIRITUALITY

RELIGION

DIFFERENCE OF RELIGION AND SPIRITUALITY

SPIRITUALITY

LC5: Analyze the Activity 5: Text Analysis

interconnectedness
Instructions: Using the C-E-R Text Analysis, analyze the
of geography,
interconnectedness of geography, culture, and religions. Pass and upload it
culture, and on Learning Management System.
religions
C-E-R CHART

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 CLAIM EVIDENCE REASONING

Geography

Culture

Religions

LC 6: Analyze the Activity 6:: Music Analysis

influence of religion
Instruction: Listen to the song of John Lennon entitled “Imagine” and
to culture and
discuss the possible consequences if a society has no religion. Give at least
society five possible consequences. And you’re going to share your answer during
our Zoom Meeting.

Learning
Competency
TRANSFER

LC 7: Conduct a Scaffold 1: Short Story Writing

group activity that
Instructions: Write a short story demonstrates the influence of a religion in a
demonstrates the
certain culture and shows person who is spiritual but not religious and a
influence of a person who is religious but not spiritual. Pass and upload it on Learning
religion in a certain Management System.
culture and
sketches of a
person who is
spiritual but not Scaffold 2: Dialogue Writing
religious and a
person who is Instructions: Using the short story that you’ve written, make a dialogue on it.
religious but not Pass and upload it on Learning Management System.
spiritual

Activity 1: One-Act Play Script

Engaging Scenario:
Your group will be doing a One-Act Play Script indicating the nature, the
influence and effect of religion to the society. In this task, you will all
become voice actors/actresses. This activity will be witness and watch by
your classmates, family and relatives, if they are available and present, and
some of the teachers who will become the judges of this activity. To do this,
your class will be group into three. Each group will need to prepare a short
story indicating the nature, the influence and effect of religion to the society
and need to formulate a dialogue for this short story. After the given time for

SCC2021 Introduction to World Religion and Belief Systems Page 4

 the preparation and practice, you will all perform your One-Act Play Script
via zoom meeting. You will be judge by the three invite teachers who will
become the judges of this activity. There total score will be divided into
three and final score will be your grade for this task. Lastly, you will be judge
and grade in align with these following rubrics:

GRASPS:

Goal: To perform One- Act Play Script

Role: Voice actors/actresses
Audience: Classmates, family and relatives (optional), and selected
teachers as judges
Situation: Each group will need to prepare a short story indicating the
nature, the influence and effect of religion to the society and need to
formulate a dialogue for this short story.
Product: One-Act Play Script.

Standard Rubrics:
Criteria Excellent Satisfactory Fair Needs
(40) (30) (20) Improvement
(10)
Dialogue The The The Dialogue is
dialogue is dialogue is dialogue is extremely
realistic and somewhat hardly unrealistic.
interesting. realistic and realistic or
Lines are interesting. interesting.
short; Lines are Lines may
characters short; be wordy,
interrupt characters and
one occasionally characters
another, interrupt speak too
repeat lines, one politely/form
answer another, etc. ally.
questions
with
questions,
and change
the subject
abruptly
Development As the As the As the The scene is
scene scene scene extremely
unfolds, the unfolds, the unfolds, the undeveloped.
reader gains reader gains reader gains The copy
sufficient some little insight looks like an
insight into insight into into the initial draft.
the the characters,
characters, characters, their fears,
their fears, their fears, and the
and the and the conflict. The
conflict. conflict. reader is left
Scene Holes may without

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 either pits a exist, but much
character the situation information
with his/her is explained on the
greatest and characters
fear or new explored. and/or their
alliances situations.
develop.
Character Characters Characters Characters Characters
are layered are layered are hardly are not
and and layered, but layered or
interesting. interesting. interesting. interesting.
Fears, Fears, Fears, They are one-
interests, interests, interests, dimensional,
and and and identical,
personality personality personality and/or
are are briefly are only unnecessary.
explored, explored, slightly
and but revealed.
characters characters Characters
are unique. might be are similar
No clone similar to to one
characters one another,
appear. another. and it's
Each Each unclear why
character character some
has a has a characters
reason to be reason to be are there.
in the in the
scene. scene.
Nuts and Bolts One-act One-act One-act One-act play
play script is play script is play script is script is
typed, typed, typed, but sloppy and
double double name and hand-written.
spaced, and spaced, and title are
in an in an missing.
acceptable acceptable
font. Name, font. Name
date, appears in
course, and the corner.
instructor Title
appears in appears, but
the corner. may be
Unique title generic.
appears.
Emphasize the Values Integration
values that students
should develop as
you discuss the  Develop the value of respect for every religion and belief system in
unit. terms of their culture and tradition
 Appreciate the rich culture of every religion.
 Recognize the multiculturality of the world
Inject the teaching  Integrate the school core values such as Discipline, Obedience,
and development of Valor, Excellence and Service in every topic.
these values as you  In spite of the fact that there are many forms of prayers done by
go in this unit. different religions, still, prayer can unite all religions in the world.
 Even if there are lots of religions founded in different parts of the
world, still there will be a God who we'll be worship at the end of the

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 day.
 Religions in the world may have different beliefs and culture, may
have positive and negative impact to each one of us, still, religions
plays a very important aspect in the development of civilization and
cultures

Prepared by:

MR. MARK V. DE GUZMAN

Subject Teacher

Checked by:

MR. SAMSKY D. AVILES

Christian Living Education/Edukasyon sa Pagpapakatao
Subject Area Coordinator

Noted by:

MR. JESUS R. VARGAS

High School Principal

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