GRADE 1 to 12 School Grade Level 11

DAILY LESSON LOG Teacher Learning Area INTRODUCTION TO WORLD RELIGIONS AND
BELIEF SYSTEM
Teaching Dates and Time Quarter SECOND
Day 1 Day 2 Day 3 Day 4
A. OBJECTIVES

A. Content Standard The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of the elements understanding of the elements understanding of the elements understanding of the elements
of Hinduism of Hinduism of Hinduism of Hinduism ICL
A. Founders: Aryans A. Founders: Aryans A. Founders: Aryans A. Founders: Aryans
(1500 B.C.) (1500 B.C.) (1500 B.C.) (1500 B.C.)
B. Sacred Texts: Vedas, B. Sacred Texts: Vedas, B. Sacred Texts: Vedas, B. Sacred Texts: Vedas,
Upanishads and Upanishads and Upanishads and Upanishads and
Bhagavad-Gita Bhagavad-Gita Bhagavad-Gita Bhagavad-Gita
C. Doctrines: Dharma-duty, C. Doctrines: Dharma-duty, C. Doctrines: Dharma-duty, C. Doctrines: Dharma-duty,
Kama-pleasure, Artha-wealth, Kama-pleasure, Artha-wealth, Kama-pleasure, Artha-wealth, Kama-pleasure, Artha-wealth,
Moksha-liberation, Brahman, Moksha-liberation, Brahman, Moksha-liberation, Brahman, Moksha-liberation, Brahman,
Atman, the Identification of Atman, the Identification of Atman, the Identification of Atman, the Identification of
Brahman and Atman, the Four Brahman and Atman, the Four Brahman and Atman, the Brahman and Atman, the Four
Yogas (Yoga of Knowledge, Yogas (Yoga of Knowledge, Four Yogas (Yoga of Yogas (Yoga of Knowledge,
Yoga of Work, Yoga of Yoga of Work, Yoga of Knowledge, Yoga of Work, Yoga of Work, Yoga of
Devotion or Love, and Yoga Devotion or Love, and Yoga Yoga of Devotion or Love, Devotion or Love, and Yoga
of Psychological Exercises) of Psychological Exercises) and Yoga of Psychological of Psychological Exercises)
D. Gods: 33 million gods and D. Gods: 33 million gods and Exercises) D. Gods: 33 million gods and
goddesses goddesses D. Gods: 33 million gods and goddesses
E Issues: Gender Inequality, E Issues: Gender Inequality, goddesses E Issues: Gender Inequality,
Caste System, Poverty Caste System, Poverty E Issues: Gender Inequality, Caste System, Poverty
Caste System, Poverty

B. Performance Standard The learner simulates a The learner simulates a The learner simulates a The learner simulates a
particular yoga and writes a particular yoga and writes a particular yoga and writes a particular yoga and writes a
particular paper on his/her particular paper on his/her particular paper on his/her particular paper on his/her
insights on Hinduism insights on Hinduism insights on Hinduism insights on Hinduism
C. Learning At the end of the session, the At the end of the session, the At the end of the session, the At the end of the session, the
Competency/Objectives learners are expected to: learners are expected to: learners are expected to: learners are expected to:
Write the LC code for each.
identify the names of the explain the core teaching of Simulate a particular yoga Differentiate Hinduism from
major Hindu deities as well as Hinduism which is the and write a reflection paper all other religions that were
their corresponding functions attainment of liberation in the on his /her insights on taken up
or powers identification of Atman and Hinduism
 Brahman through the Four
Yogas

II. CONTENT
Understanding Hinduism Understanding Hinduism Understanding Hinduism Understanding Hinduism
III. LEARNING
RESOURCES
B. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. .Additional Materials from
Learning Resource (LR)portal
C. Other Learning
Resource
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for Activity 1 (Brainstorming) Activity 1 Activity 1 Activity 1
the lesson The learners are divided into The learners are going to Using their previous The learners are going to
six groups to discuss their draw from the previous groupings the learners will present a short role play about
prior knowledge on Hinduism discussion the core teaching differentiate the four yogas of the practices of Hindus’
and what this religion is all of Hinduism the Hindus. Then, each group religion.
about to them. The key points will choose and present a
will be reported in the class yoga
C. Presenting Activity 2 Activity 2 Activity 2 Activity 2
examples/Instances of the new Each of the groups will make Each of the groups will make Each group will present its The students will make a
lesson an emblem representing a diagram showing how chosen yoga diagram that will emphasize
Hinduism and how it differs Hinduism differs from those the differences and
from those previous religions previous religions that were similarities of Hinduism from
that were taken up taken up other religions.
D. Discussing new concepts Analysis 1 Analysis 1 Analysis 2 Analysis 2
and practicing new skills # 1 The learners are going to The learners are going to The learners are going to The learners are going to
answer the following answer the following answer the ff. questions: interpret the diagram in front
questions questions 1. What does yoga mean in of the class.
1. What is your conception of 1. What is the primary relation to Hinduism? 1. What differences does
Hinduism? teaching of Hinduism? 2. How does it affect the Hinduism have from other
2.What kind/form of belief do 2. What is the significance of religious life of the religions?
the Hindus have? knowing Hinduism religion? Hindus? 2. What are its similarities
 3. Who are the major deities 3. How does this religion 3. What significance does with them?
of the Hindus? differ from other religions? Yoga bring in the life of the
4.What are the so-called four Hindus?
Yogas of the Hindus?
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical application Application Application Application Application
of concepts and skills in daily 1. How can your knowledge 1. How does the teaching of 1. How can your knowledge Using the same groups the
living of Hinduism make you a Hinduism affect your own of yoga be of great help to learners will make and present
better person to have a better belief as a person? you to have a more a short role play about the
relationship with your 2. Does your knowledge of peaceful relationship with similarities and differences of
classmates who have different Hinduism make you a better your classmates and family Hinduism from other religions
faiths? believer / person? In what members?
2. How does your knowledge ways? 2. Write a reflection or
of the Hindus’ deities change insights on Yoga in a 1
your belief in your own God? whole sheet of paper
H. Making generalizations and
abstractions about the lesson Sum up in 5 sentences your With your group mates state Boil down in 5 sentences the Boil down in 5 sentences the
insights of Hinduism how it in 5 sentences the primary importance of yoga in the similarities and differences of
came out, its founder and tenets of Hinduism. religious life of the Hindus Hinduism from other religions
major deities.
I. Evaluating learning
J. Additional activities/
agreement for application or
remediation
V. REMARKS The same lessons will be discussed. Objectives last week (Sept. ,2016) were not carried out due to the rigid training of athletes in preparation for the
Municipal Meet.

VI. REFLECTIONS There was a thorough discussion of the lessons and all the objectives were carried out due to the maximum and active participation of the learners.
 GRADE 1 to 12 School Grade Level 11
DAILY Teacher Learning Area INTRODUCTION TO WORLD RELIGIONS AND
BELIEF SYSTEM
LESSON LOG Teaching Dates and Time Quarter FIRST
Day 1 Day 2 Day 3 Day 4
D. OBJECTIVES

A. Content Standard The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of the elements understanding of the elements understanding of the elements understanding of the elements
of Hinduism of Hinduism of Hinduism of Hinduism
A. Founders: Aryans A. Founders: Aryans A. Founders: Aryans A. Founders: Aryans
(1500 B.C.) (1500 B.C.) (1500 B.C.) (1500 B.C.)
B. Sacred Texts: Vedas, B. Sacred Texts: Vedas, B. Sacred Texts: Vedas, B. Sacred Texts: Vedas,
Upanishads and Upanishads and Upanishads and Upanishads and
Bhagavad-Gita Bhagavad-Gita Bhagavad-Gita Bhagavad-Gita
C. Doctrines: Dharma-duty, C. Doctrines: Dharma-duty, C. Doctrines: Dharma-duty, C. Doctrines: Dharma-duty,
Kama-pleasure, Artha-wealth, Kama-pleasure, Artha-wealth, Kama-pleasure, Artha-wealth, Kama-pleasure, Artha-wealth,
Moksha-liberation, Brahman, Moksha-liberation, Brahman, Moksha-liberation, Brahman, Moksha-liberation, Brahman,
Atman, the Identification of Atman, the Identification of Atman, the Identification of Atman, the Identification of
Brahman and Atman, the Four Brahman and Atman, the Four Brahman and Atman, the Brahman and Atman, the Four
Yogas (Yoga of Knowledge, Yogas (Yoga of Knowledge, Four Yogas (Yoga of Yogas (Yoga of Knowledge,
Yoga of Work, Yoga of Yoga of Work, Yoga of Knowledge, Yoga of Work, Yoga of Work, Yoga of
Devotion or Love, and Yoga Devotion or Love, and Yoga Yoga of Devotion or Love, Devotion or Love, and Yoga
of Psychological Exercises) of Psychological Exercises) and Yoga of Psychological of Psychological Exercises)
D. Gods: 33 million gods and D. Gods: 33 million gods and Exercises) D. Gods: 33 million gods and
goddesses goddesses D. Gods: 33 million gods and goddesses
E Issues: Gender Inequality, E Issues: Gender Inequality, goddesses E Issues: Gender Inequality,
Caste System, Poverty Caste System, Poverty E Issues: Gender Inequality, Caste System, Poverty
Caste System, Poverty

B. Performance Standard The learner simulates a The learner simulates a The learner simulates a The learner simulates a
particular yoga and writes a particular yoga and writes a particular yoga and writes a particular yoga and writes a
particular paper on his/her particular paper on his/her particular paper on his/her particular paper on his/her
insights on Hinduism insights on Hinduism insights on Hinduism insights on Hinduism
C. Learning At the end of the session, the At the end of the session, the At the end of the session, the At the end of the session, the
Competency/Objectives learners are expected to: learners are expected to: learners are expected to: learners are expected to:
Write the LC code for each.
 identify the two types of explain the Doctrine of the differentiate the four caste A. state clearly what Puja is
Scriptures and the four Atman, which claims that system in India and how it is being done
divisions of Vedas in the there is a soul in each and by the Hindus
Hindu Tradition every living creature
B. identify the different
festivals of the Hindus
II. CONTENT
Understanding Hinduism Understanding Hinduism Understanding Hinduism Understanding Hinduism
III. LEARNING
RESOURCES
E. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages PP. 73-74 PP.76-78 PP. 78-79 PP. 80-82
4. .Additional Materials from
Learning Resource (LR)portal
F. Other Learning
Resource
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for Activity 1 (Brainstorming) Activity 1 Activity 1 Activity
the lesson The learners are divided into Debate on the belief that each Using their previous Each of the groups will
six groups to identify once and every living creature has groupings and previous present a manner of worship
again the sacred scriptures of its own soul learning on social status of being done in each religion
the previous studied religions Hindus the learners will previously studied.
differentiate the four caste
system in India
C. Presenting Activity 2 Activity 2 Activity 2 Activity 2
examples/Instances of the new Each group will identify and Each of the groups will Each group will present a The students will present how
lesson differentiate the Sacred present its points of view why caste system in a role play the Hindus do their manner of
Scriptures of Hindus, the every living creature is worship, the Puja.
Shruti and the Smriti considered to have its own
soul
D. Discussing new concepts Analysis 1 Analysis 1 Analysis 2 Analysis 2
and practicing new skills # 1 The learners are going to The learners are going to The learners are going to The learners are going to
answer the following answer the following answer the ff. questions: answer the ff. questions:
questions questions 1. How are the people in India 1.How do the Hindus carry
1. What are the sacred books 1. Why does Hinduism divided according to their out their manner of
 of the religions that we believe that each and every caste system? worship?
have taken up? living creature has its own 2. How does it affect the 2. How does it differ from the
2.What sacred book does soul? religious life of the worships of other
Hinduism have? 2. What is the significance of Hindus? religions?
3. What are the major believing that every living 3. What significance does it 3. What are the different
scriptural texts in creature has its own bring to each caste? Is there festivals celebrated by the
Hinduism? respective soul? any advantage or Hindus throughout the
3. What does it say to us disadvantage? year?
about our own belief?
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical application Application Application Application Application
of concepts and skills in daily 1. Just like the Hindus who 1. If every living creature has 1. What can you do to Using the same groups the
living try to live out what is written its own respective soul, promote fairness and justice learners will make and present
in their sacred book, how can therefore, it is true that each to show the people around a short role play about the
you apply in your daily living individual person has his / her you that you treat them worship or celebration of any
the things that are stated in own soul to care for? So, how equally and fairly and without festivals.
your sacred book? can you take good care of any bias?
your soul while living in this
chaotic world?
H. Making generalizations and Sum up in 5 sentences your With your group mates state Boil down in 5 sentences the Boil down in 5 sentences the
abstractions about the lesson insights about the sacred in 5 sentences the primary importance of yoga in the manner of worship and the
books of the Hindus? tenets of Hinduism. religious life of the Hindus different Hindu festivals
celebrated in the entire year.
I. Evaluating learning
J. Additional activities/
agreement for application or
remediation

V. REMARKS There was an active and maximum participation among the students. Hence, the objectives of the lessons were absolutely carried out.

VI. REFLECTIONS A new knowledge and insight about another religion was added in the minds of the students. That’s another achievement on their part!
 GRADE 1 to 12 School Grade Level 11
DAILY Teacher Learning Area INTRODUCTION TO WORLD RELIGIONS AND
BELIEF SYSTEM
LESSON LOG Teaching Dates and Time Quarter FIRST
Day 1 Day 2 Day 3 Day 4
G. OBJECTIVES

A. Content Standard The learner demonstrates The learner demonstrates The learner demonstrates
understanding of the elements understanding of the elements understanding of the elements MUNICIPAL MEET MUNICIPAL MEET
of Hinduism of Hinduism of Hinduism
A. Founders: Aryans A. Founders: Aryans A. Founders: Aryans
(1500 B.C.) (1500 B.C.) (1500 B.C.)
B. Sacred Texts: Vedas, B. Sacred Texts: Vedas, B. Sacred Texts: Vedas,
Upanishads and Upanishads and Upanishads and
Bhagavad-Gita Bhagavad-Gita Bhagavad-Gita
C. Doctrines: Dharma-duty, C. Doctrines: Dharma-duty, C. Doctrines: Dharma-duty,
Kama-pleasure, Artha-wealth, Kama-pleasure, Artha-wealth, Kama-pleasure, Artha-wealth,
Moksha-liberation, Brahman, Moksha-liberation, Brahman, Moksha-liberation, Brahman,
Atman, the Identification of Atman, the Identification of Atman, the Identification of
Brahman and Atman, the Four Brahman and Atman, the Four Brahman and Atman, the
Yogas (Yoga of Knowledge, Yogas (Yoga of Knowledge, Four Yogas (Yoga of
Yoga of Work, Yoga of Yoga of Work, Yoga of Knowledge, Yoga of Work,
Devotion or Love, and Yoga Devotion or Love, and Yoga Yoga of Devotion or Love,
of Psychological Exercises) of Psychological Exercises) and Yoga of Psychological
D. Gods: 33 million gods and D. Gods: 33 million gods and Exercises)
goddesses goddesses D. Gods: 33 million gods and
E Issues: Gender Inequality, E Issues: Gender Inequality, goddesses
Caste System, Poverty Caste System, Poverty E Issues: Gender Inequality,
Caste System, Poverty

B. Performance Standard The learner simulates a The learner simulates a The learner simulates a
particular yoga and writes a particular yoga and writes a particular yoga and writes a
particular paper on his/her particular paper on his/her particular paper on his/her
insights on Hinduism insights on Hinduism insights on Hinduism
C. Learning At the end of the session, the At the end of the session, the At the end of the session, the
Competency/Objectives learners are expected to: learners are expected to: learners are expected to:
Write the LC code for each.
identify the names of the explain the core teaching of Simulate a particular yoga
major Hindu deities as well as Hinduism which is the and write a reflection paper
their corresponding functions attainment of liberation in the on his /her insights on
or powers identification of Atman and Hinduism
Brahman through the Four
Yogas

II. CONTENT
Understanding Hinduism Understanding Hinduism Understanding Hinduism
III. LEARNING
RESOURCES
H. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. .Additional Materials from
Learning Resource (LR)portal
I. Other Learning
Resource
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for Activity 1 (Brainstorming) Activity 1 Activity 1
the lesson The learners are divided into The learners are going to Using their previous
six groups to discuss their draw from the previous groupings the learners will
prior knowledge on Hinduism discussion the core teaching differentiate the four yogas of
and what this religion is all of Hinduism the Hindus. Then, each group
about to them. The key points will choose and present a
will be reported in the class yoga
C. Presenting Activity 2 Activity 2 Activity 2
examples/Instances of the new Each of the groups will make Each of the groups will make Each group will present its
lesson an emblem representing a diagram showing how chosen yoga
Hinduism and how it differs Hinduism differs from those
from those previous religions previous religions that were
that were taken up taken up
D. Discussing new concepts Analysis 1 Analysis 1 Analysis 2
and practicing new skills # 1 The learners are going to The learners are going to The learners are going to
answer the following answer the following answer the ff. questions:
questions questions 1. What does yoga mean in
1. What is your conception of 1. What is the primary relation to Hinduism?
Hinduism? teaching of Hinduism? 2. How does it affect the
2.What kind/form of belief do 2. What is the significance of religious life of the
the Hindus have? knowing Hinduism religion? Hindus?
3. Who are the major deities 3. How does this religion 3. What significance does
of the Hindus? differ from other religions? Yoga bring in the life of the
4.What are the so-called four Hindus?
Yogas of the Hindus?
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical application Application Application Application
of concepts and skills in daily 1. How can your knowledge 1. How does the teaching of 1. How can your knowledge
living of Hinduism make you a Hinduism affect your own of yoga be of great help to
better person to have a better belief as a person? you to have a more
relationship with your 2. Does your knowledge of peaceful relationship with
classmates who have different Hinduism make you a better your classmates and family
faiths? believer / person? In what members?
2. How does your knowledge ways? 2. Write a reflection or
of the Hindus’ deities change insights on Yoga in a 1
your belief in your own God? whole sheet of paper
H. Making generalizations and
abstractions about the lesson Sum up in 5 sentences your With your group mates state Boil down in 5 sentences the
insights of Hinduism how it in 5 sentences the primary importance of yoga in the
came out, its founder and tenets of Hinduism. religious life of the Hindus
major deities.
I. Evaluating learning
J. Additional activities/
agreement for application or
remediation
V. REMARKS

VI. REFLECTIONS
 GRADE 1 to 12 School Grade Level 11
DAILY Teacher Learning Area INTRODUCTION TO WORLD RELIGIONS AND
BELIEF SYSTEM
LESSON LOG Teaching Dates and Time Quarter FIRST
Day 1 Day 2 Day 3 Day 4
J. OBJECTIVES

A. Content Standard The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of the elements understanding of the elements understanding of the elements understanding of the elements
of Hinduism of Hinduism of Hinduism of Hinduism
A. Founders: Aryans A. Founders: Aryans A. Founders: Aryans A. Founders: Aryans
(1500 B.C.) (1500 B.C.) (1500 B.C.) (1500 B.C.)
B. Sacred Texts: Vedas, B. Sacred Texts: Vedas, B. Sacred Texts: Vedas, B. Sacred Texts: Vedas,
Upanishads and Upanishads and Upanishads and Upanishads and
Bhagavad-Gita Bhagavad-Gita Bhagavad-Gita Bhagavad-Gita
C. Doctrines: Dharma-duty, C. Doctrines: Dharma-duty, C. Doctrines: Dharma-duty, C. Doctrines: Dharma-duty,
Kama-pleasure, Artha-wealth, Kama-pleasure, Artha-wealth, Kama-pleasure, Artha-wealth, Kama-pleasure, Artha-wealth,
Moksha-liberation, Brahman, Moksha-liberation, Brahman, Moksha-liberation, Brahman, Moksha-liberation, Brahman,
Atman, the Identification of Atman, the Identification of Atman, the Identification of Atman, the Identification of
Brahman and Atman, the Four Brahman and Atman, the Four Brahman and Atman, the Brahman and Atman, the Four
Yogas (Yoga of Knowledge, Yogas (Yoga of Knowledge, Four Yogas (Yoga of Yogas (Yoga of Knowledge,
Yoga of Work, Yoga of Yoga of Work, Yoga of Knowledge, Yoga of Work, Yoga of Work, Yoga of
Devotion or Love, and Yoga Devotion or Love, and Yoga Yoga of Devotion or Love, Devotion or Love, and Yoga
of Psychological Exercises) of Psychological Exercises) and Yoga of Psychological of Psychological Exercises)
D. Gods: 33 million gods and D. Gods: 33 million gods and Exercises) D. Gods: 33 million gods and
goddesses goddesses D. Gods: 33 million gods and goddesses
E Issues: Gender Inequality, E Issues: Gender Inequality, goddesses E Issues: Gender Inequality,
Caste System, Poverty Caste System, Poverty E Issues: Gender Inequality, Caste System, Poverty
Caste System, Poverty

B. Performance Standard The learner simulates a The learner simulates a The learner simulates a The learner simulates a
particular yoga and writes a particular yoga and writes a particular yoga and writes a particular yoga and writes a
 particular paper on his/her particular paper on his/her particular paper on his/her particular paper on his/her
insights on Hinduism insights on Hinduism insights on Hinduism insights on Hinduism
C. Learning At the end of the session, the At the end of the session, the At the end of the session, the At the end of the session, the
Competency/Objectives learners are expected to: learners are expected to: learners are expected to: learners are expected to:
Write the LC code for each.
identify the two types of explain the Doctrine of the differentiate the four caste A. state clearly what Puja is
Scriptures and the four Atman, which claims that system in India and how it is being done
divisions of Vedas in the there is a soul in each and by the Hindus
Hindu Tradition every living creature
B. identify the different
festivals of the Hindus
II. CONTENT
Understanding Hinduism Understanding Hinduism Understanding Hinduism Understanding Hinduism
III. LEARNING
RESOURCES
K. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages PP. 73-74 PP.76-78 PP. 78-79 PP. 80-82
4. .Additional Materials from
Learning Resource (LR)portal
L. Other Learning
Resource
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for Activity 1 (Brainstorming) Activity 1 Activity 1 Activity
the lesson The learners are divided into Debate on the belief that each Using their previous Each of the groups will
six groups to identify once and every living creature has groupings and previous present a manner of worship
again the sacred scriptures of its own soul learning on social status of being done in each religion
the previous studied religions Hindus the learners will previously studied.
differentiate the four caste
system in India
C. Presenting Activity 2 Activity 2 Activity 2 Activity 2
examples/Instances of the new Each group will identify and Each of the groups will Each group will present a The students will present how
lesson differentiate the Sacred present its points of view why caste system in a role play the Hindus do their manner of
Scriptures of Hindus, the every living creature is worship, the Puja.
Shruti and the Smriti considered to have its own
soul
D. Discussing new concepts Analysis 1 Analysis 1 Analysis 2 Analysis 2
and practicing new skills # 1 The learners are going to The learners are going to The learners are going to The learners are going to
answer the following answer the following answer the ff. questions: answer the ff. questions:
questions questions 1. How are the people in India 1.How do the Hindus carry
1. What are the sacred books 1. Why does Hinduism divided according to their out their manner of
of the religions that we believe that each and every caste system? worship?
have taken up? living creature has its own 2. How does it affect the 2. How does it differ from the
2.What sacred book does soul? religious life of the worships of other
Hinduism have? 2. What is the significance of Hindus? religions?
3. What are the major believing that every living 3. What significance does it 3. What are the different
scriptural texts in creature has its own bring to each caste? Is there festivals celebrated by the
Hinduism? respective soul? any advantage or Hindus throughout the
3. What does it say to us disadvantage? year?
about our own belief?
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical application Application Application Application Application
of concepts and skills in daily 1. Just like the Hindus who 1. If every living creature has 1. What can you do to Using the same groups the
living try to live out what is written its own respective soul, promote fairness and justice learners will make and present
in their sacred book, how can therefore, it is true that each to show the people around a short role play about the
you apply in your daily living individual person has his / her you that you treat them worship or celebration of any
the things that are stated in own soul to care for? So, how equally and fairly and without festivals.
your sacred book? can you take good care of any bias?
your soul while living in this
chaotic world?
H. Making generalizations and Sum up in 5 sentences your With your group mates state Boil down in 5 sentences the Boil down in 5 sentences the
abstractions about the lesson insights about the sacred in 5 sentences the primary importance of yoga in the manner of worship and the
books of the Hindus? tenets of Hinduism. religious life of the Hindus different Hindu festivals
celebrated in the entire year.
I. Evaluating learning
J. Additional activities/
agreement for application or
remediation

V. REMARKS There was an active and maximum participation among the students. Hence, the objectives of the lessons were absolutely carried out.

VI. REFLECTIONS A new knowledge and insight about another religion was added in the minds of the students. That’s another achievement on their part!
 GRADE 1 to 12 School Grade Level 11
DAILY Teacher Learning Area INTRODUCTION TO WORLD RELIGIONS AND
BELIEF SYSTEM
LESSON LOG Teaching Dates and Time Quarter FIRST
Day 1 Day 2 Day 3 Day 4
M. OBJECTIVES

A. Content Standard The learner demonstrates The learner demonstrates The learner demonstrates
understanding of the elements understanding of the elements understanding of the elements MUNICIPAL MEET MUNICIPAL MEET
of Hinduism of Hinduism of Hinduism
A. Founders: Aryans A. Founders: Aryans A. Founders: Aryans
(1500 B.C.) (1500 B.C.) (1500 B.C.)
B. Sacred Texts: Vedas, B. Sacred Texts: Vedas, B. Sacred Texts: Vedas,
Upanishads and Upanishads and Upanishads and
Bhagavad-Gita Bhagavad-Gita Bhagavad-Gita
C. Doctrines: Dharma-duty, C. Doctrines: Dharma-duty, C. Doctrines: Dharma-duty,
Kama-pleasure, Artha-wealth, Kama-pleasure, Artha-wealth, Kama-pleasure, Artha-wealth,
Moksha-liberation, Brahman, Moksha-liberation, Brahman, Moksha-liberation, Brahman,
Atman, the Identification of Atman, the Identification of Atman, the Identification of
Brahman and Atman, the Four Brahman and Atman, the Four Brahman and Atman, the
Yogas (Yoga of Knowledge, Yogas (Yoga of Knowledge, Four Yogas (Yoga of
Yoga of Work, Yoga of Yoga of Work, Yoga of Knowledge, Yoga of Work,
Devotion or Love, and Yoga Devotion or Love, and Yoga Yoga of Devotion or Love,
of Psychological Exercises) of Psychological Exercises) and Yoga of Psychological
D. Gods: 33 million gods and D. Gods: 33 million gods and Exercises)
goddesses goddesses D. Gods: 33 million gods and
E Issues: Gender Inequality, E Issues: Gender Inequality, goddesses
Caste System, Poverty Caste System, Poverty E Issues: Gender Inequality,
Caste System, Poverty
B. Performance Standard The learner simulates a The learner simulates a The learner simulates a
particular yoga and writes a particular yoga and writes a particular yoga and writes a
particular paper on his/her particular paper on his/her particular paper on his/her
insights on Hinduism insights on Hinduism insights on Hinduism
C. Learning At the end of the session, the At the end of the session, the At the end of the session, the
Competency/Objectives learners are expected to: learners are expected to: learners are expected to:
Write the LC code for each.
identify the names of the explain the core teaching of Simulate a particular yoga
major Hindu deities as well as Hinduism which is the and write a reflection paper
their corresponding functions attainment of liberation in the on his /her insights on
or powers identification of Atman and Hinduism
Brahman through the Four
Yogas

II. CONTENT
Understanding Hinduism Understanding Hinduism Understanding Hinduism
III. LEARNING
RESOURCES
N. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. .Additional Materials from
Learning Resource (LR)portal
O. Other Learning
Resource
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for Activity 1 (Brainstorming) Activity 1 Activity 1
the lesson The learners are divided into The learners are going to Using their previous
six groups to discuss their draw from the previous groupings the learners will
prior knowledge on Hinduism discussion the core teaching differentiate the four yogas of
and what this religion is all of Hinduism the Hindus. Then, each group
about to them. The key points will choose and present a
will be reported in the class yoga
C. Presenting Activity 2 Activity 2 Activity 2
examples/Instances of the new Each of the groups will make Each of the groups will make Each group will present its
lesson an emblem representing a diagram showing how chosen yoga
Hinduism and how it differs Hinduism differs from those
from those previous religions previous religions that were
that were taken up taken up
D. Discussing new concepts Analysis 1 Analysis 1 Analysis 2
and practicing new skills # 1 The learners are going to The learners are going to The learners are going to
answer the following answer the following answer the ff. questions:
questions questions 1. What does yoga mean in
1. What is your conception of 1. What is the primary relation to Hinduism?
Hinduism? teaching of Hinduism? 2. How does it affect the
2.What kind/form of belief do 2. What is the significance of religious life of the
the Hindus have? knowing Hinduism religion? Hindus?
3. Who are the major deities 3. How does this religion 3. What significance does
of the Hindus? differ from other religions? Yoga bring in the life of the
4.What are the so-called four Hindus?
Yogas of the Hindus?
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical application Application Application Application
of concepts and skills in daily 1. How can your knowledge 1. How does the teaching of 1. How can your knowledge
living of Hinduism make you a Hinduism affect your own of yoga be of great help to
better person to have a better belief as a person? you to have a more
relationship with your 2. Does your knowledge of peaceful relationship with
classmates who have different Hinduism make you a better your classmates and family
faiths? believer / person? In what members?
2. How does your knowledge ways? 2. Write a reflection or
of the Hindus’ deities change insights on Yoga in a 1
your belief in your own God? whole sheet of paper
H. Making generalizations and
abstractions about the lesson Sum up in 5 sentences your With your group mates state Boil down in 5 sentences the
insights of Hinduism how it in 5 sentences the primary importance of yoga in the
came out, its founder and tenets of Hinduism. religious life of the Hindus
major deities.
I. Evaluating learning
J. Additional activities/
agreement for application or
remediation
 V. REMARKS

VI. REFLECTIONS

GRADE 1 to 12 School Grade Level 11

DAILY Teacher Learning Area INTRODUCTION TO WORLD RELIGIONS AND
BELIEF SYSTEM
LESSON LOG Teaching Dates and Time Quarter FIRST
Day 1 Day 2 Day 3 Day 4
P. OBJECTIVES

A. Content Standard The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of the elements understanding of the elements understanding of the elements understanding of the elements ICL
of Hinduism of Hinduism of Hinduism of Hinduism
A. Founders: Aryans A. Founders: Aryans A. Founders: Aryans A. Founders: Aryans
(1500 B.C.) (1500 B.C.) (1500 B.C.) (1500 B.C.)
B. Sacred Texts: Vedas, B. Sacred Texts: Vedas, B. Sacred Texts: Vedas, B. Sacred Texts: Vedas,
Upanishads and Upanishads and Upanishads and Upanishads and
Bhagavad-Gita Bhagavad-Gita Bhagavad-Gita Bhagavad-Gita
C. Doctrines: Dharma-duty, C. Doctrines: Dharma-duty, C. Doctrines: Dharma-duty, C. Doctrines: Dharma-duty,
Kama-pleasure, Artha-wealth, Kama-pleasure, Artha-wealth, Kama-pleasure, Artha-wealth, Kama-pleasure, Artha-wealth,
Moksha-liberation, Brahman, Moksha-liberation, Brahman, Moksha-liberation, Brahman, Moksha-liberation, Brahman,
Atman, the Identification of Atman, the Identification of Atman, the Identification of Atman, the Identification of
Brahman and Atman, the Four Brahman and Atman, the Four Brahman and Atman, the Brahman and Atman, the Four
Yogas (Yoga of Knowledge, Yogas (Yoga of Knowledge, Four Yogas (Yoga of Yogas (Yoga of Knowledge,
Yoga of Work, Yoga of Yoga of Work, Yoga of Knowledge, Yoga of Work, Yoga of Work, Yoga of
Devotion or Love, and Yoga Devotion or Love, and Yoga Yoga of Devotion or Love, Devotion or Love, and Yoga
of Psychological Exercises) of Psychological Exercises) and Yoga of Psychological of Psychological Exercises)
D. Gods: 33 million gods and D. Gods: 33 million gods and Exercises) D. Gods: 33 million gods and
 goddesses goddesses D. Gods: 33 million gods and goddesses
E Issues: Gender Inequality, E Issues: Gender Inequality, goddesses E Issues: Gender Inequality,
Caste System, Poverty Caste System, Poverty E Issues: Gender Inequality, Caste System, Poverty
Caste System, Poverty

B. Performance Standard The learner simulates a The learner simulates a The learner simulates a The learner simulates a
particular yoga and writes a particular yoga and writes a particular yoga and writes a particular yoga and writes a
particular paper on his/her particular paper on his/her particular paper on his/her particular paper on his/her
insights on Hinduism insights on Hinduism insights on Hinduism insights on Hinduism
C. Learning At the end of the session, the At the end of the session, the At the end of the session, the At the end of the session, the
Competency/Objectives learners are expected to: learners are expected to: learners are expected to: learners are expected to:
Write the LC code for each.
differentiate the four caste A. state clearly what Puja is Differentiate Karma from Answer correctly and easily
system in India and how it is being done Samsara and Moksha the questions for the long quiz
by the Hindus
B. identify the different
festivals of the Hindus
II. CONTENT
Understanding Hinduism Understanding Hinduism Understanding Hinduism Understanding Hinduism
III. LEARNING
RESOURCES
Q. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages PP. 78-79 PP. 80-82
4. .Additional Materials from
Learning Resource (LR)portal
R. Other Learning
Resource
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for Activity 1 Activity 1 Activity 1 Activity
the lesson Using their previous Each of the groups will Brainstorming on what
groupings and previous present a manner of worship Karma is. Long quiz
learning on social status of being done in each religion
Hindus the learners will previously studied.
differentiate the four caste
system in India
C. Presenting Activity 2 Activity 2 Activity 2
examples/Instances of the new Each group will present a The students will discuss in The students will present a Long quiz
lesson caste system in a role play their respective group the role play on karma
different festivals that the
Hindus celebrate for the entire
year.
D. Discussing new concepts Analysis 1 Analysis 1 Analysis 1 Analysis 2
and practicing new skills # 1 The learners are going to The learners are going to The learners are going to
answer the ff. questions: answer the ff. questions: answer the ff. questions: Long quiz
1. How are the people in India 1.How do the Hindus carry 1. What is the Hindus’
divided according to their out their manner of conception of Karma?
caste system? worship? 2.What is their belief of
2. How does it affect the 2. How does it differ from the Samsara?
religious life of the worships of other 3. What about the Moksha,
Hindus? religions? how do they regard it?
3. What significance does it 3. What are the different
bring to each caste? Is there festivals celebrated by the
any advantage or Hindus throughout the
disadvantage? year?

E. Discussing new concepts and

practicing new skills # 2
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical application Application Application Application
of concepts and skills in daily 1. What can you do to Using the same groups the Using the same groups the
living promote fairness and justice learners will make and learners will make and
to show the people around present a short role play about present a short role play about
you that you treat them the worship or celebration of the differences among Karma,
equally and fairly and without any festivals. Samsara and Moksha.
any bias?

H. Making generalizations and Boil down in 5 sentences the Boil down in 5 sentences the Boil down in 5 sentences your
abstractions about the lesson Caste system of the Hindus manner of worship and the conceptions of Karma.
and how it affects their different Hindu festivals Samsara and Moksha
political and religious life? celebrated in the entire year.
I. Evaluating learning
J. Additional activities/
agreement for application or
remediation

V. REMARKS There was a thorough discussion of this polytheistic religion because the students participated actively. Hence, the objectives of the lessons were carried out
fully and successfully.

VI. REFLECTIONS Knowledge of a polytheistic religion gives the students an insight to respect people of other religion and live out what one believes in.