OUR LADY OF CAYSASAY ACADEMY

Integrated School
Taal, Batangas, Philippines

UPPER BASIC EDUCATION

Senior High School

CURRICULUM MAP
Grade Level : 12 School Year : 2019 - 2020 Semester : 1st Number of Hours : 80 hours Meetings/Week : 4
 Core
 Specialized

Subject Title : Introduction to World Religions and Belief Systems Classification : Contextualized
Pre - Requisite :
The course explores the main tenets and practices of major world religions: Judaism,
Christianity, Islam, Hinduism, Theravada Buddhism, Mahayana
Buddhism, Confucianism, Taoism and Shintoism. It aims to help learners understand the
historical contexts of nine religions, appreciate their uniqueness and similarities and
promote mutual understanding among believers of different faiths. They are expected to
demonstrate understanding and appreciation of one’s faith and that of others.
Subject Description : . Prepared by : Miss Glenda C. Casanada

Content Content Performance Learning Time Teaching Strategies Assessment References

Standard Standard Competencies Allotment
The learners The learners The learners shall be 4 hours  Motivational Activity:  Case Study Introduction to World
 Definition demonstrate an shall be able to able to… Ask students to list down five things that they  Short Item Religions and Belief
of Terms understanding … believe in. Ask them on what they noticed about Quiz Systems
of…  Give an example of their belief systems and that of their classmates.  Exit Slip by Mary
 belief a belief system or Process it leading the students in understanding that  Exercises Dorothy dl Jose
system The learner worldview upbringing and social environment may affect  Character and Jerome A.
or prepares  Communicate his worldview and beliefs Sketch Ong
world character understanding of pp.4-7
view sketches of a his religion  Concept Attainment
*Religion, person who is  Differentiate Teacher presents pictures and asks students to say Introduction to
Spirituality, spiritual but not religion from: Aye if it refers to religion and nay if it is not. World Religion and
Philosophy of religious and a a. Spirituality Students determine what is common among the Belief Systems
Religion, and person who is B. Theology ”yes” and how are they different from the “no” Cornelio,
Theology religious but c. Philosophy of examples.” Sulano and
not Religion Sapitula pp
Content Content Performance Learning Time Teaching Strategies Assessment References
Standard Standard Competencies Allotment
The elements of spiritual. Socratic Method 2-10
religion, belief Infer that: Questions and answers are given to understand https://jakartagl
system and a. A belief system or about religion and the elements of religion obe.id/culture/p
spirituality must worldview is a olitics-hijab-
be discussed particular way of Accountable Talk indonesia
here. ordering the realities Students are grouped into five and each and https://www.im
of one’s world each is given a certain picture they will talk b.org/2018/07/0
b. Religion is the about the event in the picture and the 9/muslim-
pursuit of worldview of the following : womens-head-
transformation guided a. agnostics coverings/
by a belief system b. monists https://www.bbc
c. Spirituality is c. atheists .com/news/uk-
one’s integrative view d. monotheists 45112792
of life. It involves for e. polytheists
the quest for the
meaning and ultimate Activity is processed by asking students on what is
value of life as common about the sharing.
opposed to an Direct Instruction
instrumentalist or Teacher enhances the understanding of students
materialistic attitude to about religion by explaining the nature of religion ,
life. the ways social scientists define religion theology,
and the philosophy of religion

Case Study: Court Ruling on Student who fails to

sing the national Anthem due to religious belief
 Prepare a
character Based on the case how is religion being defined?
sketch of a How does religion become a social phenomenon? Give
person who is other examples. What other elements of religion can you
religious but add?
not spiritual
and a person Forming conclusion: Is religion the same with
who is spirituality?
spiritual but
nit religious

Giving of Exercises on Spiritual vs. Religious

Assessments:
Exit Slip:
Students write:
What they learned
What they appreciate
What they realized
 Content Content Performance Learning Time Teaching Strategies Assessment References
Standard Standard Competencies Allotment

Ask students to make a character sketch of a person

who is spiritual or a person who is religious
Short Quiz

How World The learner The learner  Cite regions or 4 hours Motivational Activity: Background Knowledge Check  Restricte Introduction to World
Religions began demonstrates conducts a places where Table Completion d Essay Religions and Belief
understanding of group activity specific religions Religion Person you Places or Things you Quiz Systems
historical and that evolved associate Sites you associate  Participa by Mary
geographical demonstrates  Analyze the culture with this associate with this -tion in Dorothy dl Jose
contexts of the the influence of of the region that religion with this religion the and Jerome A.
different religion in a gave rise to religion discussio Ong20-23
religions certain culture specific religions n
 Explain how Direct Instruction about the geography of faith or why  Three-
geography a certain region is dominated by a particular religion. Minute
influences religion Teacher shows examples of geographical features and Pause
and religion affects places and students explain its relevance with a  Creative
culture particular belief or practice. Group
 Conduct a group Document-Based Reading: Presen-
activity that Class is divided into three groups and given a reading tation
demonstrates the material. They will be reading the geography of Middle
influence of a East, Indian Subcontinent and the Eastern Asia .After
religion in a certain reading students summarize what they have learned
culture about the influence of geography to religion and report it
to the class.
Three-Minute Pause after each report.

Thinkpad Brainstorming: Teacher allows students to

brainstorm on how is culture influenced by religion.
Creative Group Presentation
Teacher allows students to brainstorm on how a certain
culture is beings culture influenced by religion. When
they are all done they are to it creatively. Rubrics will be
provided.

Short Quiz:
1.Why are natural forces and environment integral part I
the development of Shinto religion?
2.How did geography affect religious event and
development?
3.In your opinion in what particular aspect of society is
the development of religion most helpful?
 Content Content Performance Learning Time Teaching Strategies Assessment References
Standard Standard Competencies Allotment

Positive and The learner The learner  Identify the 4 hours Motivational Activity: Play the song of John Lennon Summati Introduction to World
Negative Effects demonstrates gathers print or positive and Imagine. Ask students the message of the song. Relate it ve Test Religions and Belief
of Religions understanding web-based negative to the topic Short Systems
the effects of articles, effects of Quiz by Mary
religions: photos , religions Prior Knowledge using LINK STRATEGY Active Dorothy dl Jose
positive and editorial, etc.  Provide participa- and Jerome A.
negative showing evidence that L I N K tion in Ong 34-37
positive or religion (List down (Inquire (It’s time to ( Now I the
negative effects brought all the what you take notes) know) Discussi
of religion about an things that want to on
event in you know know) Completi
history about the ng the K
 Justify that effects of on the
religion can religion) LINK
have positive column
or negative
effects on After they complete the L column individually, students
society turn to a partner and share their answers. Then teacher
leads a short class discussion, charting out what
 Gather print everyone in the class knows about the topic. Students
or web-based pick out the positive and negative effects of religion
articles, using a T-Chart.
photos,
editorials, etc. Interpretation of Graphic Aids:
showing the Students bring out their assigned articles, editorials,
positive or photos, personal reflections, etc. and each is displayed in
negative the classroom.
effects of Gallery Walk: Station to Station
religion A group of three or four students make their way to a
chart (station) where a question is posted together with
gathered article or print ad. Each group discusses the
question/display and writes comments. One student will
write as the others talk. After several minutes, each
group rotates to the next station. They can add new
comments or react on the comments of the previous
group. Before the students return to their seats they must
have visited the other stations and see also what others
have written.

Students go back to their LINK activity and do the

second column. Teacher makes some clarifications and
inputs like:
Content Content Performance Learning Time Teaching Strategies Assessment References
Standard Standard Competencies Allotment
The positive effects of religion such as:
1. Promoting social harmony
2. Nurturing positive goals in life
3. Source of moral values
4. Fostering social change
5. Giving people a sense of belonging
The negative effects may include:
1. Affirming social hierarchy
2. Triggering conflicts
3. Impeding scientific success
4. Promoting discrimination
5. Causing inequality

Students complete the LINK activity by filling out the K

column and lesson is wrapped up

Giving of Assessment:
Which effect of religion is referred to in the following
sentences?
1. Religion sets notion of right and wrong
2. Window burning or suttee in ancient India was
practiced
3. Inquisition was set to punish heresies
4. Care for ones parents or family as practiced in
Confucianism
5. Hitler practiced the holocausts
6. Jews referred to themselves as the chosen people.
7. Galileo was hammered by the Catholic church for
endorsing the Copernican theory that the Earth revolved
around the Sun, putting the Sun and not the Earth at the
center of the solar system
8.People were inspired by the stories of the different
prophets.
Answer the question below in at least five sentences.
How does religion affect you personally?
Judaism The learner The learner  Recite the 6 hours Motivation: Three-
demonstrates Identifies a Ten Students are asked the meaning of their names and finds Minute Introduction to World
understanding of story Commandme out if their names come from the Hebrew Bible Pause Religion and Belief
the elements of from the Old nts as stated Systems by:Cornelio,
Judaism: Testament that in the Old Brief Introduction about Judaism : Teacher introduces Essay Sulano and Sapitual, Pp
demonstrates Testament Judaism as an Abrahamic religion and presents a map Tesr 19-29
a. Founders: the Jewish (Exodus 20) showing the current distribution of the Jews all over the
Abraham (2000 belief in world.
B.C.) one God (e.g.  Identify a Summati
Content Content Performance Learning Time Teaching Strategies Assessment References
Standard Standard Competencies Allotment
and/or Moses Story of Jewish Brainstorming: ve Test
(1391-1271 B.C.) Samson). custom or Who is a Jew? What does it mean to be a Jew? Does it
b. Sacred texts: tradition mean belonging to a religion? Does it mean belonging to Reflectio
Torah, Poetry, demonstrated an ethnic group? n Log
Prophets, in a movie Why do we have these complicated definitions about
Talmud, Mishnah (e.g. Fiddler being a Jew? Where could many Jews identify
c. Doctrines: Ten in the Roof, themselves with?
Commandments, Ten
618 Rules Commandme Number heads Together
d. God: nts, Ben Hur) Students are placed in groups and each member is https://www.youtube.co
Yahweh/Jehovah assigned a number. Teacher poses the question and m/watch?
e. Sects:  Justify: The students put their heads together to figure out an answer. v=TCkm242rxfc
Orthodox, core teaching A teacher calls a number and students respond.
Conservative, of Judaism is 1. As a religion and culture, describe the notable
Reform Liberal the covenant patriarchs of Judaism
f. Issues: Anti- of one God 2. What role did each one play?
Semitism with a chosen 3. What significant events took place in each part
Zionism, people of the Hebrew Bible?
Holocaust vs. other 4. What is a covenant? How did it help in shaping
people with the Jewish culture and religion
many gods. Reflection Writing:
How is the story of the covenant with Abraham serve as
a guide in our own movement/l
 Identify a through life?
story from the Are these simply stories about a particular man at a
Old particular time, or does it have relevance today?
Testament Showing of video clip from the movie: Exodus
that What is the highlight of the movie? Why?
demonstrates Students are asked to recite the ten commandments. How
the Jewish does one live out the Ten commandments? What are
belief in one your insights after watching the movie?
God (e.g. Movie clip Review
Story of To understand Jewish practices which are rooted from
Samson the sacred book, students pick out a passage from the
Bible explain a Jewish practice shown from the movie.
They are to highlight the following:
1. Dietary practices
2. Sabbath
3. Messiah
4. Passover
5. Worship and Observances

How did the basic tenets of Judaism underpin the

importance of actions for the Jewish people? What is the
 Content Content Performance Learning Time Teaching Strategies Assessment References
Standard Standard Competencies Allotment
importance of understanding the basic tenets of Judaism?

Chart Analysis
Teacher presents a chart about the different branches of
Judaism
In what ways are they similar? In what ways are they
common? What countries follow Orthodox, Reform or
Liberal Judaism? How will you describe their
relationship with one another? How do various Jewish
denominations adopt to changing times?

Reporting: A student reports on issues affecting

Judaism like anti-Semitism, Zionism

Three- Minute Pause is administered after each report

What is the greatest lesson that you learned from the
issues? Do you think it still exists today? How can we
prevent such acts of brutality?

Motivation: Teacher shows symbols related to

The learner  Recite the: Christianity and the students are asked to identify them.
demonstrates Apostle’s Direct Instruction about the Historical Context and
understanding of Creed, beginning of Christianity
the elements of The Lord’s
Christianity: Prayer Class Recites the Apostle’s Creed
a. Founder: or the Students watch and reflect on Video clips on the Introductionto World
Jesus Christ (c. 7 The learner Beatitudes Beatitudes and the Prodigal Son Religion and Belief
BC30 interviews a 6 hours Systems by:Cornelio,
A.D.) Christian  Interpret the Talking Circle Sulano and Sapitual, Pp
Christianity b. Sacred texts: parent or Parable of .Gather the class into a circle and ask for a volunteer to 34-47
Bible (Old couple on the Prodigal begin. Based on the previous activity, everyone in the //www.seattletimes.com/
Testament and why they are Son circle gets a chance to speak about the following: Writing of nation-world/philippine-
New Testament) Christians and  Explain: The 1. Essential beliefs Reflections senate-probes-govt-
c. Doctrines: what core teaching 2. The Christian values and conviction donations-to-bishops/
Trinity, Virgin beliefs and of 3. Basic Doctrines Case Study
Birth, practices they Christianity 4. Practices
Deity of Christ, adhere is the Socratic Method Participation in
Resurrection, to. message that Teacher presents data about the Christian followers all the discussion
Last a loving God over the world. What does the data imply about
Judgment sent His Christianity? Why do you think new Christian Interview Write-
d: God: Trinity begotten Son movements arose? uo
(Father, Son and
Content Content Performance Learning Time Teaching Strategies Assessment References
Standard Standard Competencies Allotment
Holy Spirit) in order to Philosophical chairs: Students are asked about the Summative Test
e. Sects: Roman redeem issues that challenged Christianity. Set of chairs in the
Catholic, humankind rooms are labeled as disagree, agree, neutral. When an
Greek/Eastern from eternal issue is flashed on the screen students choose their seats.
Orthodox damnation Once all students are seated, the discussion is started by
f. Issues: one student stating why they selected their
Ecumenism,  Interview a particular position followed by a response from a student
Sexuality Christian on the opposing side.
issues (e.g., parent or
contraception, couple on Compose a three paragraph essay reflecting on the core
homosexuality, why they are teaching or message of Christianity and how you can
ordination of Christians personally live it out.
women) and what
beliefs and
practices
they adhere
to Prepare an interview questionnaire to be given to a
parent. Ask them how they become Christians, what
practices or beliefs they strongly live out and how
Christianity has influenced them. Rubrics will be
provided.
Islam The learner The learner  Read the Extension:  Interview
demonstrates conducts a opening lines Students interview a Christian couple about the Christian Write-up Introductionto World
understanding of panel of Qur’an beliefs and practices they adhere to Religion and Belief
the elements of discussion on preferably Systems by:Cornelio,
Islam: Muslim beliefs from an Motivation: Identify the stereotypes, we Filipinos have Sulano and Sapitual, Pp
and English on Muslims. How do these stereotypes allow us or 52-60
a. Founder: practices (when version 8 hours prevent us from understanding Islam?
Prophet possible
Muhammad inviting  Retell the life Brief Introduction about Islam as an Abrahamic religion
(570-632 A.D.) a Muslim). and times of like Judaism and Christianity. Make students realize Three Minute
b. Sacred texts: Muhammad what makes Islam a primordial and terminal religion. Pause
Qur’an, Hadith
c. Doctrines: Five Jigsaw Groups ;Class is divided into four groups Quiz
Pillars of Islam Students learn about the following:
(Shahadah-  Explain: The 1. Quran Summative Test
declaring there is core teaching 2. Five pillars
no other god but of Islam is 3. Dietary Practices
Allah and there is only 4. Muhammad
Muhammad is one God and Processing: Summarization
His messenger, Muhammad How is Muhammad related to Abraham? What Panel Discussion
Salat-ritual prayer is His final makes him different from Jesus Christ?
five times a and greatest Why is the Quran important in understanding
day, Sawm- Islam? How is Islam integrated in the life of the
 Content Content Performance Learning Time Teaching Strategies Assessment References
Standard Standard Competencies Allotment
fasting during messenger Muslims?
Ramadan, Zakat-
alms giving  Conduct a Ask students to Read the Trivia Box about the
to the poor, and panel varieties of Islam. After reading teacher does the Three
Hajj pilgrimage discussion on Minute Pause
to Mecca at least Muslim Processing: How does learning about differences within
once in a beliefs and a group help to dispel stereotypes?
lifetime) practices How does learning about similarities among groups help
(when to dispel stereotypes?
possible Panel Discussion:
d. God: Allah invite a Class is divided into groups to conduct a panel
e. Practitioners: Muslim discussion about the beliefs and stand of Muslims in
Sunni, Shi’ite, terms of :
Sufi Inequality
f. Issues: Gender Militant Islam
Inequality, Migration
Militant Islam,
Migration Students answer and reflect on the following:
1.What do you think about the beliefs of the Muslims
and their stand on the issues cited?

2. How would you agree or disagree with them?

3. Does anyone in this class want to add something to

the solution?
Generalization:
Have students summarize Islam religion in five
sentences.

7.Comparative The learner The learner  Identify the 4 hours Warm-Up Activity: Three Faiths Web  Participat Introductionto World
Analysis demonstrates conducts a uniqueness Begin by brainstorming what students learned about ion in Religion and Belief
understanding of group and Islam, Christianity and Judaism. Create a word web on Group Systems by:Cornelio,
the three research on the similarities of the board to help students organize their thoughts. Activity Sulano and Sapitual, Pp
religions in the doctrines of Judaism,  Research 52-60
aspects of origin, each Christianity Venn diagram: Students write the uniqueness of each  Essay
morality, of the three and Islam religion and their commonalities inside the Venn Writing
purpose, destiny, religions and diagram.  Summati
and compares them ve Test
views on women. in the aspects of Once you have a solid number of ideas generated. Ask
Content Content Performance Learning Time Teaching Strategies Assessment References
Standard Standard Competencies Allotment
origin, morality,  Provide students:
purpose, evidence that a. Why do you think these three religions are studied
destiny, and Judaism, together, versus one of the other religions you
views on Christianity mentioned? How might
women. and Islam
share Reading an article about Abraham and the Three Faiths.
common Break students into smaller groups (three-four per group)
roots from and have them collaborate while taking notes.
Patriarch After students have taken notes, regroup and ask the
Abraham following questions to generate a discussion about
Abraham and the Three Faiths:
 Justify that
Judaism,  What was unique about Abraham’s religious
Christianity beliefs?
and Islam, as  What did you learn about The Three Faiths?
monotheistic  How are they related?
religions, Global Connection (Optional) if possible
have largely connect students with other parts of the globe to
influenced the learn more about how Christianity differs with
world today. other religions in terms of morality, purpose,
destiny and women.

 Conduct a Group Research about how Christianity differs with

group other religions in terms of morality, purpose, destiny and
research on women.
the doctrines
of each of the Essay: Answer the following questions:
three 1. Explain the uniqueness of each Abrahamic religion.
religions and 2. To what extent have each Abrahamic religion
compare them influenced the modern society
in the aspects 3. What particular aspect of our society does religion
of origin, have the strongest influence? Provide evidence to
morality, support your answer.
purpose,
destiny, and
views on
women

Hinduism The learner The learner  Identify the 4 hours  Essay Introductionto World
demonstrates simulates a names of the Teacher introduces the historical background of Question Religion and Belief
understanding of particular yoga major Hindu Hinduism and it, being a Dharmic religion s Systems by:Cornelio,
the elements of and writes a deities as well  3-2-1 Sulano and Sapitual, Pp
Hinduism reflection paper as their Play an online quiz on which Hindu god reflects your countdo 52-60
Content Content Performance Learning Time Teaching Strategies Assessment References
Standard Standard Competencies Allotment
a. Founders: on her insights correspond- personality wn
Aryans (1500 on Hinduism ding Are you familiar with the Hindu gods? How did you feel  Participat
B.C.) functions or while playing the game and being compared to a Hindu ion in the
b. Sacred texts: powers god? Are you familiar with avatars? How did they Discussi
Vedas,  Explain: The become part of the Hindu religion? Teacher presents the on
Upanishads core teaching other Hindu gods. What do the Hindu gods imply about  Simulati
and Bhagavad- of Hinduism the Hindu religion? Why on of the
Gita is the Yoga
c. Doctrines: attainment of Presentation of Sacred Texts of Hinduism using a  Reflectio
Dharma-duty, liberation in Graphic Organizer. n
Kama - pleasure, the
Artha- wealth, identification Divide the class into two groups: One will read and
Moksha - of Atman and analyze Smriti Scriptures while the other groups read
liberation, Brahman and analyze the Shriti Scriptures
Brahman, Atman, through the Students should already have a thorough grounding in
the Four Yogas. the Vedas from their Asian History studies. What is
Identification of  Simulate a being looked for particularly here is an ability to evaluate
Brahman and particular the nature of God in the Vedas, in comparison to other
Atman, the Four yoga and concepts of God in Hinduism, and an exploration of the
Yogas (Yoga of write a importance of the text as sruti literature.Students will
Knowledge, reflection differentiate Smriti literature from Shruti literature
Yoga of Work, paper on your Round Table
Yoga of insights on Students are presented a graphic organizer. Out of this
Devotion or Hinduism graphic organizer students will do the activities below.
Love, and Yoga
of
Psychological
Exercises) Observance/
Festivals
d. Gods: 33
million gods and
goddesses
e. Issues: Gender
Inequality, Caste Hinduism
System, Poverty Worship and
on Hinduism Doctrines
Deities

Write: Each student writes one (or two or 3) sentences

about a given topic (or this could
be an answer to a question) on a piece of paper.
2. Share: The paper is passed around to one group
member at a time. Each group
Content Content Performance Learning Time Teaching Strategies Assessment References
Standard Standard Competencies Allotment
member responds in writing.
3. Summarize: When the original is returned, the student
reads the comments from the
group and shares what was said in the group about the
topic (or question)
3-2-1 Countdown
3 things you didn't know before
2 things that surprised you about this topic
1 thing you want to start doing with what you've
learned

Teacher gives input if there are other concepts not clear

with students and presents a video to enhance students’
understanding of the lesson.
Assessment:
Essay Questions:

1. How would you agree or disagree on how Brahman is

given less attention compared to Vishnu?

2. Hinduism is referred also a a universal religion.

Explain why a Hindu might argue that all other religions
could be seen as harmonious with Hindu belief. Why is
extreme spiritual tolerance seen as misleading when
other aspects of Hinduism are considered?

3. How does the concept of karma relate to samsara and

to a larger religious world view?
How is the Hindu yoga compared with the non- Hindus
performing yoga?

Students simulate yoga and write their reflection

Theravada 1 The learner The learner  State the 4 hours Motivational Activity: Teacher asks students to read a Participat Introductionto World
Buddhism demonstrates evaluates the Four Noble quote and explain the message. What is common among ion in the Religion and Belief
understanding of Eightfold Truths and the quotes that you read? discussio Systems by:Cornelio,
the elements of Path in terms of the Eight-  “We are what we think. All that we are arises n Sulano and Sapitual,
Theravada how it fold path with our thoughts. With our thoughts, we make Four pp. 105-110
Buddhism: achieves the  Give the world.” Corners pp. 121-122
a. Founder: Middle Way examples of  “The mind is everything. What you think you Summati
Siddhartha situations that become.” ve Test https://www.buddhanet.n
Gautama  Demon-strate Research et/e-
(563-483 B.C.) cravings Activating prior Knowledge of Students about Buddha, and learning/buddhistworld/
b. Sacred texts: which may Doctrines of Buddhism, and Sacred Scripture. Writing wat_m5.htm
Tripitaka Students analyze the Sacred Scriptures of Buddhism. of
Content Content Performance Learning Time Teaching Strategies Assessment References
Standard Standard Competencies Allotment
c. Doctrines: Four lead to How will you differentiate it with our Scripture in terms Reaction
Noble suffering of its origin, how it is written and the purpose of it? s
Truths,relation according to Students discuss the sources of knowledge about Buddha
Eight-fold Path, Theravada and his teachings..
Law of Buddhism Give time for students to work on the Venn Diagram to
Dependent  Explain: understand the three schools of Buddhism.
Origination and The core
The teaching of
Impermanence Theravada
of Things Buddhism is
d. God: non- that life is Mahayana
theistic suffering;
e. Issue: Territory suffering is
conflict in due to
Mainland craving; there
Southeast Asia is a way to Theravada Vajrayana
overcome
craving; and
the way to
overcome Students watch a video about the worship and daily
craving is the observances of the followers of Buddhism.
Eight-fold
Path, the In understanding the doctrines of Buddhism FOUR
Middle Way CORNERS is used. As they give their stand each group
(between will provide an evidence to support their answer. The
pleasure and following are the basic doctrines:
mortification)  Four Noble Truths
.  Eightfold path
 Evaluate the  Doctrine of Impermanence
Eight-fold
Path in terms Watch a video on the interview with the Dalai Lama
of how it What struck you in the Dalai lama’s message? To what
achieves the particular Buddhist doctrine does it relate with? What is
Middle Way the connection of his advice with the Eightfold Path?
Students state the eightfold-path and give examples.
Why is this this important to be followed? Where is the
Noble Eightfold Path based upon? How could it help
achieve the Middle way?

Teacher shows pictures related to Theravada and

students write their impressions about the pictures.

Form generalization about Theravada Buddhism based

on the given pictures. What is the ultimate purpose of
 Content Content Performance Learning Time Teaching Strategies Assessment References
Standard Standard Competencies Allotment
this religion? How can nibbana be achieved? If a
Buddhist monk is in front of you, what would he likely
tell you about your spiritual life?

Assessment: Students research about any of the

following issues:
Saffron Revolution in 2007
Tibet demonstration in 2008

Answer the questions based on the articles:

1. What is the cause of the conflict/ Why are the

Buddhist monks involve here? Describe their
participation in the issue
2. How does the incident disprove the general perception
about a monk? Provide evidence by citing a line from the
article. What is your opinion about this?
3. How do you think others would see it differently?

Mahayana The learner  State the three 4 hours Fishbowl Technique:  Quiz
 Content Content Performance Learning Time Teaching Strategies Assessment References
Standard Standard Competencies Allotment
Buddhism demonstrates levels of Students pick out a word and relate it to Buddhism  Participat Introduction to World
understanding of The learner perfection of Bikkhus bodhisattvas sangha ion in the Religion and Belief
the elements of draws the Mahayana Dharma Avalokiteshvara arhats discussio Systems by:Cornelio,
Mahayana insight Buddhism Nibbana Pali n Sulano and Sapitual,
Buddhism: from the acts of (moral  Research pp 123-125
generosity of discipline, Map Interpretation: work
Tzu Chi cultivation of What does the map show? What happened to Buddhism  Analysis
Foundation that virtue, and after the death of Buddha, based on the map? Which has of an
reflect altruistic more followers? article
the core conduct
teaching of Guided Discussion about the emergence of Mahayana
Mahayana  Give Buddhism and its main difference with Theravada
Buddhism examples of Buddhism in terms of concept of Buddha and
acts of Boddhisattva
generosity of https://www.youtube.co
Mahayana Video Analysis: Jentsun Tenzin Palmo m/watch?
Buddhists What is your takeaway after watching the video? v=EELKMkZ53Ec
Why should one embrace the levels of perfection? How
 Explain: The can one achieve the three levels?
core teaching How did the video change your misconception about
of Mahayana Buddhism?
Buddhism is Assessment:
to seek
complete Research about the beginning and achievements of the
enlightenment Tzu Chi Foundation.
for the benefit
of all living 1. How did Tzu Chi foundation begin?
beings 2. How does it embody the level of perfection of
through Buddhism?
insight and 3. How do you think non-Buddhists respond to the call
compassion of the foundation?
4. Can others see this in another way? How would they
 Draw the see it?
insight from
the acts of
generosity of
Tzu Chi
Foundation
that reflect
the core
teaching of
Mahayana
Buddhism
 Content Content Performance Learning Time Teaching Strategies Assessment References
Standard Standard Competencies Allotment

 Identify the
uniqueness
and
similarities of Show a picture of the depiction of dharma. Students
The learner The learner Hinduism, draw insights about the picture based on what they have
Comparative demonstrates conducts an Theravada 4 hours learned from Hinduism and Buddhism.
Analysis understanding of interview on the Buddhism Students recall the Hindu deities
the three doctrines of and Name of Significanc Name of Significanc
religions/philosop each of the Mahayana Hindu e/Power/D Boddhisatt e/Power/D
hies in the three Buddhism gods/godde uty va uty
aspects of origin, religions/philos  Provide sses Introductionto World
morality, ophies and evidence that Hinduism Religion and Belief
purpose, destiny, compares them Hinduism, Students summarize the difference between Hinduism Research Systems by:Cornelio,
and views on in the aspects of Theravada and Buddhism in terms of concept to their god/gods. In Graphic organizer Sulano and Sapitual,
women. origin, morality, Buddhism what other aspects can we differentiate Hinduism, Video clip pp. 156-159
purpose, and Theravada and Mahayana? analysis
destiny, and Mahayana World Religion and
views on Buddhism Use of Online or Library Sources: Class is divided into Belief Systems
women. share groups. They will research on the differences among the Jose and Ong
common three religions. Use a Y chart. pp. 176-178
roots from Origin
India View on morality
Practices
Purpose
Views on women

 . Provide
evidence that Jigsaw Groups is used in sharing what they have
Hinduism, learned from their research.
Theravada Students discuss in class the following:
Buddhism What they have learned
and What they considered weighty, the
Mahayana Similarities or differences
Buddhism Students complete the Y chart by providing the
share similarities at the bottom.
common Deductive Reasoning is used in summarizing the lesson.
roots from Think about what you have learned .How do our culture
India and society influenced by the dharmic religions?
 Content Content Performance Learning Time Teaching Strategies Assessment References
Standard Standard Competencies Allotment
 Justify that
Hinduism, Assessment:Video clips of the three faiths
Theravada After watching the different videos , students write their
Buddhism reaction on the different views of these religions.
and
Mahayana
Buddhism, as
Vedic
religions,
have largely
influenced the
world today.
 Conduct an
interview on
the doctrines
of each of the
three
religions and
compare them
in the aspects
of origin,
morality,
purpose,
destiny, and
views on
women

Confucianism The learner  Describe the 4 hours List down the three relationships that you are involved  Docume Introductionto World
demonstrates The learner five basic in right now and identify the power of relations in these nt Religion and Belief
understanding of presents a relationships relationships by stating if you are a subordinate, superior Analysis Systems by:Cornelio,
the elements of character or equal position.  Quiz Sulano and Sapitual,
(king to
Confucianism: sketch of a  Characte pp. 135-150
a. Founder: person who
subject, Introduce the Daoic religions and how can Confucianism r Sketch
Confucius (551- personifies the father to can be regarded by some as a philosophy World Religion and
Content Content Performance Learning Time Teaching Strategies Assessment References
Standard Standard Competencies Allotment
479 Confucian son, Belief Systems
B.C.) virtues. husband to Activate Prior Knowledge: Brainstorm on what they Jose and Ong
b. Sacred texts: wife, elder remember about Confucianism during their Asian history pp. 193-197
Confucian brother to class. Teacher begins the lesson on Confucianism what https:/www.sacred-
Classics is confusing to them. texts.com/cfu/conf1.htm
younger
c. Doctrines:
Mandate of
brother and Ten plus Two: Direct Instruction for ten minutes about
Heaven, friend to the nature of Confucianism, Confucius and the content of
T”ien, Human friend) his books. Students share, ask or reflect for two minutes.
nature as  Give
originally examples of Idea Spinner:
good (Mencius) acts showing For Confucian beliefs, practices and values teacher turns
or evil (Hsun filial piety in a spinner and asks students to either explain, give
Tze), the family, examples or reflect on them. They will focus on:
Rectification of comm-unity  Junzi
Names, The  Relationships
and society
Moral  Ren
Way consisting  Hsiao
of five cardinal  Explain: The
 Shu
virtues, Filial core
 Li
Piety, and teaching of
Ancestor Confucianis
Worship m is to be a Document Analysis(Formative Assessment)
“gentleman” For better understanding of Confucianism, students are
by following given copies of lines from Confucian Classics and reflect
the moral on some questions below.
way Questions:
d. God: Heaven 1. What does Confucius mean by “filial piety?” How
e. Issues: Gender consisting of
the virtues does the concept
inequality, of filial piety give shape to the relations between parents
Authoritarianism of love,
and
righteousnes children and between rulers and subjects?
s, wisdom, 2. What assumptions does Confucius make about human
propriety nature
and loyalty when he says that one should lead the people through
in order to moral force
promote rather than regulations and keep order among them
harmony in through rites
society. rather than punishments?
3. What is humaneness and why does Confucius consider
it to be so
 Present a
important?
character 4. How would a government founded on Confucian
sketch of a
Content Content Performance Learning Time Teaching Strategies Assessment References
Standard Standard Competencies Allotment
person who principles
personifies compare to your own government?
the 5. Are Confucian principles relevant to the issues of
Confucian practical life?
virtue
Ask students to write a character sketch of a person who
personifies Confucian virtues.
(Rubrics will be provided)

Taoism The learner  State that 8 hours Imagine that you will travel abroad and stay in the  Essay  Introduction to
demonstrates The learner “Tao is the country for a week. You are only allowed 7 kilos as Question World Religion
understanding of identifies the origin of all hand-carry, what are the things that you will put inside. s and belief
the elements of things  Reflec- systems
beings
Taoism: she can do Let the class read and relate the statement below to the tion Cornelio,
a. Founder: Lao without by
whose previous activity:  Summati Sapitla and
Tzu (604 B.C. making an essence is “Tao is the origin of all beings whose essence is Serrano pp 137-
ve Test
- ?) inventory of nothing” nothing” 145
b. Sacred texts: personal  Give Introduction of the Historical Background of Taoism  World Religion
Tao Te Ching, belongings examples of Focused Listing and Belief
Book of Chuang (e.g. things in acts Students generate descriptions and definitions for the Systems
Tze the bedroom) showing following; pp.203-212
c. Doctrines: Wu- and love and Sacred Scriptures
Wei, Law of writes a respect of Worship and observances
Reversion, reflection on Beliefs and Doctrines
nature and
Following nature Taoism From here, you might ask students to get together in
d. Tao as the based on the
the small groups to discuss the lists,
Origin of all result of the environmen Processing:
Content Content Performance Learning Time Teaching Strategies Assessment References
Standard Standard Competencies Allotment
Beings, inventory. t 1. How can one be one with Tao?
unnameable and 2. Why does Tao emphasize love of nature?
eternal  Explain: Divide the class into three groups and role play on how
e. Issues: the following is incorporated in our daily life:
The core
Inaction, a. Wu Wei
Superstitious
teaching of b. Ying Yang
practices, Taoism is c. longevity and chi
Environ- becoming
mentalism one with
‘Tao.’
Students deduce from the activity the core teaching of
 Identify the Taoism
things she
can do Application of Concept of Tao: Make an inventory of the
without by things that you have and list down the things that you are
making an willing to remove because you can live without them.
inventory of Write your personal reflection using concepts related to
Taoism.
personal
belongings
(e.g. things
in the
bedroom)
and write a
reflection
on Taoism
based on
the result of
the
inventory
environment
Shintoism  Narrate the Kojiki 4 hours Motivation: Students share examples of practices of Quiz  Introduction to
The learner creation story Filipinos related to belief in spirits. Link the answer to Participation in World Religion
The learner interprets the  Explain why is it Shintoism role playing and belief
demonstrates Kojiki important for Poll Survey systems
understanding of creation story Japanese people to Socratic Method: Restricted Essay Cornelio,
the elements of creatively. worship gods Show the picture of Itsukushima shrine. Introduce to Sapitla and
Shintoism:  Evaluate: The students why is it erected. Serrano pp 161-
a. Founders: core teaching of 176
Prehistoric Shintoism is to Allow students to read the Kojiki creation story
Animists of worship the Divide the class into groups
Japan ancestors and Each group is assigned to creatively interpret the:
b. Sacred texts: forces of nature to Creation story
 Content Content Performance Learning Time Teaching Strategies Assessment References
Standard Standard Competencies Allotment
Kojiki and achieve harmony Kami Worship
Nihongi in all dimensions. Festivals
c. Doctrines:  Interpret the Ritual Purification
belief in kami, Kojiki story After the role playing students are asked to summarize
divinity creatively the core teaching of Shintoism.
of emperors Assessment/s:
d. Gods: kami Poll Survey on the beliefs and core teachings of
(animist and Shintoism
nature Restricted Essay:
spirits) 1. Why did Shintoism practice purification?
e. Issues: Shrine 2.Why is Shintoism able to co-exist with other
visits of Japanese religions/philosophy such as Buddhism and
prime ministers Confucianism
Comparative The learner The learner  Provide evidence 4 hours Show symbols of the three Daoic beliefs. Students  Summati  World Religion
Analysis compares the compares the that draw insights about the picture based on what they have ve Test and Belief
three three Confucianism, learned from Confucianism, Taoism and Shintoism  Exit Card Systems
religions in the religions in the Taoism and  Creative By Joe and Ong
aspects of origin, aspects of Shintoism share Write around: group pp.238-244
morality, origin, common traits in Ivied the class into four groups. Each member of the presentat
purpose, destiny, morality, viewing nature group finish the statement: ion
and women purpose, and ancestors Confucianism, Taoism and Shintoism share similar  Participat
destiny, and  Justify that traits in viewing nature as proven by…. ion in the
women Confucianism, Confucianism, Taoism and Shintoism share similar Discussi
Taoism and traits in viewing nature as proven by… on
Shintoism as East Pass the paper to the right and the one who receives it  Multi
Asian will read it and continue/add another statement. media
religions/philosop Presentat
hies have largely Processing: What one important aspect needs to be ion
influenced the stressed in these beliefs? How can these beliefs be useful
world today. today?
 Prepare a
multimedia Based on their own MI students
presentation on present a situation that will prove that these beliefs
the perceptions of influenced the world today.
people from all
walks of life on
the doctrines of Exit Card
each of the three
religions and Assessment:
compare them in Write True or False. Justify your answer if the statement
the aspects of is TRUE
individual, family,
society, 1. Confucianism started as a philosophy that would
provide a solution to China’s problem
Content Content Performance Learning Time Teaching Strategies Assessment References
Standard Standard Competencies Allotment
government and 2. Shinto is an animistic religion.
nature 3. Death is considered as a form of purification in Dao
religions.
4. Daoism tolerates laziness.
5.The Dao si distinct from a god.
Answer the questions below:
1. How is cultivation of oneself a core teaching of the
three beliefs?
2.How are Confucianism, Taoism and Shintoism similar
in terms of the purpose of existence?

Synthesis The learner The learners 4 hours Motivation: Students watch a video about interfaith  Panel https://www.yo
summarizes the simulates a  The learners harmony and draw their insights about it Discussi utube.com/watc
significance of panel simulate a panel on h?
religion and the discussion of discussion of Scaffold activities for Panel Discussion are presented:  Reaction v=mOh1REeBy
basic similarities inter-religious inter-religious First students are asked to collect news about inter- on w0
of all religions dialogue that dialogue that religious meetings and encounter. Students analyze the collected
discussed within reflects the reflects the purpose and relevance of the encounter news
the semester. following: following:
a. the meaning a. the meaning Second students watch in you tube an inter –religious
and ultimate and ultimate dialogue. They write their observations, their manner of
value of life value of life discussion and their purpose of the dialogue.
b. how one is to b. how one is to
relate to one’s relate to one’s Third teacher prepares students for a panel discussion of
self, family, self, family, the different religions focusing on
society and society and nature a. the meaning and ultimate
nature c. the way to value of life
c. the way to achieve personal b. how one is to relate to one’s
achieve happiness and self, family, society and nature
personal fulfillment c. the way to achieve personal
happiness and happiness and fulfillment
fulfillment
Rubrics and guidelines are given