DAILY LESSON PLAN School MAPAYA NATIONAL HIGH SCHOOL Grade Level 11
Department of Education INTRODUCTION OF WORLD
Teacher EVANGELINE P. BERCASIO Learning Area
RELIGIONS AND BELIEF SYSTEM
Monday- Thursday (9:45 -10:45)
Teaching Dates and Time Quarter QUARTER 2
(2:00- 3:00) December 4-7,2023
Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES
The learner demonstrates understanding of the elements of Mahayana Buddhism:
a. Founder: Siddhartha Gautama
(563-483 B.C.)
b. Sacred texts: Sutras
c. Doctrines: Four Noble Truths,
Eight-fold Path, The Six Perfections
to become a Bodhisattva
A. Content (generosity, morality, patience,
perseverance, meditation, and
Standards
insight)
d. God: non-theistic
e. Issues: Tibet invasion, Engaged
activism
f. Universality and growth of sects:
Development of Buddhism to Zen
(Chan) Buddhism as the fruit of its encounter with Taoism.
The learner draws the insight from the acts of generosity of Tzu Chi Foundation that reflect the core teaching of Mahayana Buddhism.
B. Performance
Standards
Give examples of acts of generosity of Mahayana Buddhists HUMSS_WRB12- II/IVc-10.2
C. Learning
Competencie
s/Objectives
II. CONTENT Mahayana Buddhism
III. LEARNING
RESOURCES
A. References
1. TG’s
Pages
2. LM’s
Pages
3. Textbook’ Introduction to World Religions and Beliefs System
s Pages By. Jerome A, Ong
B. Other
Laptop, Power Point
Resources
IV.
Day 1 Day 2 Day 3 Day 4
PROCEDURES
V. Classroom
management
Review what was discuss
the last session regardin
four Yoga.
With all the previous
activities and
The Four Yogas
discussion that we
1. Reviewing
Presenting a video example generosity acts on had, what do you
previous lesson 1. Jnana Yoga (The Wa
Mahayana Buddhist. think is the core
or presenting Knowledge)
teaching or the heart
the new lesson 2. Bhakti Yoga (The wa
of Hinduism
Love)
religion.
3. Karma Yoga (The Wa
Work)
4. Raja Yoga (The Wa
meditation)
2. Establishing The teacher asks the learners the following At the end of the lesson, At the endof the lesson,
the purpose of questions from the video presentation of what you should be able to: should be able to:
the lesson they have understanding, opinion or initial 1. Understand the names Understand the importan
thought, insight in Buddhist Practice. What is of Hindus. . Yogas.
your view about Mahayana Buddhist
Reflection and acts of generosity? Will then
the teacher will ask learners to share their idea
about the video presentation the teacher also
may divided students into 5 group. Each
group were going to make a roll play about
different practices of Buddhist. This session
will portray these challenges and reflect on
the most effective way to face these
situations.
1. Plan a role play on a specific belief or
example in which a development challenge of
their culture is seen in your everyday living.
2. Practice you role play your group mates.
3. Perform your role play in class.
Make a report on your group`s suggesting
about show. Include this report and the script.
Before the activity to be fully prepared the
students will be graded based on the
Authentic rubric at below:
Criteria Description Poi Points Obtain
nts
Organization The concept was 1
clearly and 0
creatively conveyed.
Content The illustration 5
were appropriate to
the them.
Visual The idea was clearly 5
Presentation presented based on
the pictures and
words used.
TOTAL 20
3. Presenting
The teachers discusses an example generosity
examples/insta
nces of the of Mahayana Buddhist.
new lesson
4. Discussing
new concepts The teacher unlocks terminologies used in
and practicing the lesson.
new skills #1
Discussion on the following:
Forms of Mahayana Buddhist generosity
5. Discussing
Branches and function of Buddhist
new concepts
Function of Siddhartha Gautama Sutras
and practicing
Doctrine ; Four Noble Truths, Eight-fold,
new skills #2
the six perfections to become a
Bodhisattva.
The learners give their two- sentence
generalization on the lesson.
The teacher may ask “What have you realized
6. Developing
after the discussion?”
Mastery
The learners may give their realizations that
Buddhist pervades all aspects of humanlife
and cultural life on the kind of belief they
have.
The learners will do activity 1 whole sheet of
7. Finding
paper:
practical
“describe the current and old Practices system
applications of
of the Buddhism country”. As they finished,
concepts and skills
the teacher will call volunteers to share to the
in daily living
class what they have written.
8. Generalizing From the responses given by the learners on
and abstractions the questions given a generalization may
about the lesson together be drawn.
Briefly and comprehensively explain the
following:
1. Give example about the Four Noble Truths,
Eight-fold Path,six perfections to become a
Bodhisattava and explain their functions.
9. Evaluating
2. What are the possible Mahayana Buddhism
Learning
in which Buddha beliefs and permission can
mean something meaningful and fruitful for
the Buddhism Practices?
3. Cite one example acts of Mahayana
Buddhism generosity?
Assignment:
Reinforcing:
1. Workshop (group discussion and
presentation):
6. Additional
A. What is good Mahayana Buddhism in
Activities for
relation of individuals?
Application or
B. How does we achieve good practices or
Remediation
belief?
C. How does Buddhist benefit itself about
the Belief that they have?
The evaluation part was not matched because
the lesson was not fully executed. There’s a
IV. REMARKS
need for the continuation of the lesson of the
next day.
V.
REFLECTION
A. No. of learners
who earned
80% in the
evaluation.
B. No. of learners
who require
additional
activities for
remediation
who scored
below 80%.
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
D. No. of learners
who continue
to require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did this
work?
F. What
difficulties did
I encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other teachers?
Prepared by: Checked by:
EVANGELINE P. BERCASIO MARIA NIMFA T. DE GUZMAN
Teacher I Principal II
