Introduction to World Religions and Belief Systems The course explores the main tenets and practices of major world religions: Judaism, Christianity, Christianity, Islam, Hinduism, Theravada Buddhism, Mahayana Buddhism, Confucianism, 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. SENIOR HIGH SCHOOL
School CULIAT HIGH SCHOOL Teacher MR MRS. RUTH A. SALAZAR Teaching Dates and Time Time Week Week 19: Sessions 1 : Oct 12, 2017
I. OBJECTIVES
A. Content Standards
Grade Level 12 (HUMSS) Introduction to World Religions and Belief Systems Learning Area Quarter 2nd
SESSION 1 Objectives must be met over the week and connected connected to the curriculum standards. To meet the objectives, necessary procedures must must be followed followed and if needed, needed, additional lessons, exercis exercises and remedial activities may be don done e for for deve develo lopi ping ng con conte tent nt kno knowl wled edge ge and and com compe pete tenc ncie ies. s. The These se are are usi using ng F rmative Assessment strategies. Valui Valuing ng obje objecti ctives ves supp support ort the the learn learning ing of conte content nt and and compe competen tencie cies s and enab enable le children to find significance and oy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. The learner demonstrates demonstrates understanding understanding of the elements of Shintoism: Shintoism: a. Founders: Prehistoric Animists of Japan b. Sacred texts: Kojiki and Nihongi c. Doctrines: belief in kami, divinity of emperors d. Gods: kami (animist and nature spirits) e. Issues: Shrine visits of Japanese prime ministers
B. Performance Standards
The learner interprets the Kojiki creation story creatively. creatively.
II. CONTENT
Conte Content nt is what what the the lesso lesson n is all all about. about. It pert pertain ains s to the the subjec subjectt matter matter that that the the te cher aims to teach. In the CG, the content can be tackled in a week or two.
!"#$!%& '() + , -$) ./0 1 '() 2 , 34/56 )789:7/;< =8> '() ? , &9:445 $9@ABC> '() DE , -$) &F&
Activities will will be continued as assignment
Shintoism Learning The learner should be able to: Competencies / Objectives with LC 14.1. Narrate the Kojiki creation story code HUMSS_WRB12HUMSS_WRB12- II/IVh-14.1 14.2. Explain why is it important for Japanese people to worship gods HUMSS_WRB12HUMSS_WRB12- II/IVh-14.2 14.3. 14.3. Evaluate: Evaluate: The The core teaching teaching of Shinto Shintoism ism is to to worship worship the the ancestors ancestors and and forces of nature to achieve harmony in all dimensions. HUMSS_WRB12HUMSS_WRB12- II/IVh-14.3 14.4. Interpret the Kojiki creation story creatively HUMSS_WRB12HUMSS_WRB12- II/IVh-14.4
DGH
Introduction to World Religions and Belief Systems
III. LEARNING RESOURCES
Lists the materials to be used in different days. Varied sources of materials sustai children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
. Teachers Guide
. Learners Materials
. Textbook
K to 12 Senior High School Humanities and Social Sciences Strand – Introduction to World Religions and Belief Systems February 2014 Lee Yarbrough (n.d.) http://www.darke.k12.oh.us/curriculum/SocialStudies/WorldReligions.pdf, http:// www.darke.k12.oh.us/curriculum/SocialStudies/WorldReligions.pdf Cornish (n.d.) Character Sketch http://gpschools.schoolwires.net/cms/lib05/MI01000971/Centricity/Domain/299/ character%20sketch.pdf Finlay (2004). Writing a Character Sketch. In Education World . Avaliable at http:// ww.educationworld.com/a_tsl/ archives/04-1/lesson017.shtml Cornelio, Calano, Sapitula (2016). Introduction to World Religions and Belief Syst ms. Manila: Rex Book Store pp. 70-133 (Unit II) Clarke, ed. (1993). The World’s Religion’s: Understanding the Living Faiths. New ork: Marshall Editions Developments Limited Matthews, Warren (2017). Introduction to World Religions and Belief Systems, Phiilippine Edition. QC: Abiva Publishing House, Inc.
. Additional
Visual Aids, Whiteboard Markers/Eraser, Computer/Tablet/Speaker/LCD Projector Materials from World View http://www.thrivemovement.com/what-worldview-and-why-it-important Learning Belief Systems http://www.vub.ac.be/FOS/cfp/what-are-belief-systems.pdf Resources Religion as Cultural System http://www.colorado.edu/ReligiousStudies/chernus/4 00/GeertzSummary.htm World View and Religion http://globalchristiancenter.com/bible-and-theology/systematic-theology/24569relationship-between-world-view-and-religion Video clips downloaded from the Internet (YouTube)
B Other Learning Resources IV. PROCEDURES
Computer/Internet (Check if students have skills in using them)
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with ultiple ways to learn new things, ractice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for e ch step. A. Reviewing previous 5 mins: lesson or presenting the new lesson Teacher: Greetings / Introduction; prepare classroom, arrange chairs B. Establishing a purpose for the Review previous lesson/activity lesson Presenting objectives, learning competencies needed
IGH
Introduction to World Religions and Belief Systems 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. C. Presenting examples/instances of Introduce Shintoism the new lesson (An introduction to Shinto, one of Japan's earliest belief systems. Asian Art Museum, 2009 from https:// www.youtube.com/watch?v=RgQ4eCc38dM) (Introduction video from https://www.youtube.com/watch?v=d3P7wFBQvH0) (Creation Myth of Japan video from https://www.youtube.com/watch?v=FgtY-Cx5 _g) D. Dis cussing new Discussion concepts and practicing new skills # 1 Activity/Seatwork E. Dis cussing new concepts and practicing new skills # 2 F. Developing mastery $994JK5B<: C:7 C8L57 MN67/ &:BNC4BO KM/K4<7O (leads to Formative 67<@N>O 8N6 AB7R< 4N R4J7N0 Assessment ) G. Finding practical applications of concepts and skills in daily living H. Making What have you learned? generalizations and abstractions about the lesson Accomplish the guide questions and unit tests from textbook pp 178-179
Synthesis: The learner summarizes the significance of religion and the basic similarities of all religions discussed within the semester. The learners simulates a panel discussion of interreligious dialogue that reflects the following: a. the meaning and ultimate value of life b. how one is to relate to one’s self, family, society and nature c. the way to achieve personal happiness and fulfillment HUMSS_WRB12- II/IVj-16 (paper or panel discussion)
I. Evaluating Learning
Periodical Test: 50% should be answered correctly; pass the requirements (75%) Peer Assessment
+GH
Introduction to World Religions and Belief Systems
J. Additional activities for application or remediation V. REMARKS
The learner prepares a multimedia presentation on the perceptions of people from all walks of life on the doctrines of each of the three religions and compares them in the aspects of individual, fami ily, society, government and nature. Most students were able to comply with the given requirements.
VI. REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about your stud nt’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you eet them, you can ask them relevant questions.
A. No . of learners who SE , THU V + earned 80% on the 1I , 1SU V + formative assessment B. No. of learners who Below 23 points - 3 require additional activities for remediation C. Did the remedial lesson work? No. of learners who have caught up with the lesson. D. No. of learners who continue to require remediation E. Which of my Group activities aside from individual activities to encourage students to participate teaching strategies worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or The use of print materials are still needed to support student learning for their review; using Promac t.v. with USB localized materials did I and HDMI/MHL slot that lessens the use of cables and connectors (newer models are Internet/bluetooth/wifi ready use/discover which I such as Hisense, having a bigger monitor -- at 11K, it’s less expensive than the L D projector) wish to share with other teachers? Prepared by:
Checked by:
Noted by:
RUTH A. SALAZAR SHS TVL-HE Teacher I
ROWENA A. ARCEGA SHS-TVL Coordinat or
DR. MARISSA LOU N. RODRIGUEZ Principal
HGH
