CIDAM

Classroom Instruction Delivery Alignment Map

Grade: 12 Semester: 1st or 2nd

Core Subject Title: Introduction to World Religions and Belief Systems No. of Items/Semester: 80 hours/semester

Core Subject Description: The course explores the main tenets and practices of major world religions: Judaism, Christianity, Islam, Hinduism, Prerequisites (if needed): None
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.

Culminating Performance Standard: Perform a “Cost Play” or” Parade of Religions” to promote tolerance and respect to other religions and avoid religious conflict inside this
country and specifically this institution.

Re-grouped Competencies
Highest Enabling Strategy
Performance Standards Highest Thinking to Use in Developing the
Learning Competencies
Skill to Assess Highest Thinking Skill to
Content Assess
Content
Standards
Enabling
Beyond Teaching
Minimum Beyond RBT Assessment Technique General
Minimum Minimum KUD KUD Strategy
Minimum Level Strategy
WW QA PT

1. The learner The learner The learner 1.1. Give an Combine the Analyzi Essay Movie Gallery Walk
Definition demonstrates prepares choose and example of a belief worldviews of ng Writing Analysis Communi Focused
of Terms understanding character defend what system or a K religion and the D (Oral cation Listing
of belief system sketches of a would they worldview learner’s Recitatio
Think-Pair
or worldview*, person who is prefer to be: Communicate her specific religion n)
Religion, spiritual but not a person who understanding of to come up with
Share
Spirituality, religious and a is spiritual her religion a single view of Movie
Philosophy of person who is but not it. Watching
Religion, and religious but religious or
Theology. not spiritual. religious but
not spiritual.
1.2.Differentiate Explain the Under Completi Interview Represent Interactive
religion from: relationship of standi ng the two ation Discussion
a. Spirituality U the three to one U Descripti adult Graphic
b. Theology ng/Ap Organizer
another and its (Eval) plying on Idea believers
c. Philosophy of
relevance to Map in a
Religion
Differentiate studying the communi
between religion as world religions. T- Graph ty. These
humans’ way to God, could be
theology as a study your
of God’s way to parents,
humans and relative,
philosophy as a godpare
reflection of humans’
nt or
lived experience of
neighbou
God
r.

1.3. Infer that: Distinguished

a. A belief system or the different
worldview is a between
particular way of monistic,
ordering the realities polytheistic,
of one’s world.
monotheistic
b. Religion is the
and atheistic
pursuit of
transformation and explain the
guided by a sacred elements of
religion and Varied Collaborative
belief system. Analyzi Connecti
c. Spirituality is one’s U spirituality. U Group Activity
ng on
integrative view of (Eval) Essay Presenta Visual
life. It involves a Writing tions Presentation
quest for the Brainstormin
meaning and
ultimate value of life g
as opposed to an
instrumentalist or
materialistic attitude
to life.
The elements of
religion are: (a)
reflects an effort to
elevate their whole
self to a higher
dimension of
existence, (b) a
framework of
transcendent beliefs,
(c) text or scriptures,
(d) rituals, and (e)
sacred spaces (e.g.,
church, temple,
mosque, synagogue).
Understanding the
worldview of each of
the world’s major
religions is critical in
appreciating their
rituals and practices.
These worldviews
are:
All is one (Monistic)
1. Many Gods
(Polytheistic)
2. One God
(Monotheistic)
3. No God (Atheistic)
The elements of
spirituality are: (a)
holistic (fully
integrated view to
life), (b) quest for
meaning (including
the purpose of life),
(c) quest for the
sacred(beliefs about
God), and (d)
suggests a self-
reflective existence.

Evaluat Make Debate: Post-it-all

1.4.Prepare Choose and ing character What is Reasoning Interactive
character sketches defend what is sketche preferabl and Proof discussion
of a person who is D preferable to U of a e to be: a Taking a
spiritual but not be: a person (Eval) person person Stand
religious and a who is spiritual who is who is
person who is spiritual
strategy
but not religious spiritual
religious but not but not but not
or religious but
spiritual religious
not spiritual. religious
and who
or
is
religious
religious
but not
but not
spiritual spiritual.
2. How The learner The learner The learner 2.1. Cite regions or Discover when,
World demonstrates conducts a discusses the places where K where and how U Analyzi Short Oral Communic Discovey/Inqu
Religions understanding group activity influence of specific religions the learner’s (Ana) ng Essay Recitatio ation iry-based
Began of historical and that his/her evolved own religion Respons n
geographical demonstrates religion in evolved e
contexts of the the influence of their culture
different a religion in a and family. 2.2. Analyze the Examine the
religions. certain culture. culture of the different
region that gave U aspects that U Applyin Interview Connectio Brainstorming
rise to specific gave rise to the g the n Video Clip
religions specific religion (Ana) leader of Presentation
of the learners your
church

2.3. Explain how Prove that

geography geography U Evaluat Synthesis Reasoning Accountable
influences religion really influences (Eval) ing Making and Proof Talk
and religion affects U religion and that
culture religion affects
culture.

2.4. Conduct a Elaborate the

group activity that influence of U
demonstrates the D religion in the (Create Applyin Reflectio Role play Connectio Collaborative
influence of a personal life ) g n Paper n work
religion in a certain and community
culture of the learners.

3. Positive The learner The learner The learner 3.1. Identify the Identify the Remem Modified Represent Graphic
and demonstrates gathers print or makes use of positive and positive and bering True/Fals ation Organizer
Negative understanding web-based the gathered negative effects of negative e
Effect of of effects of articles, photos, data in order religions, Explain the effects of
Religions Religions: editorial, etc. to develop a (Competency 3.3 is importance of religions
positive and showing the plan on how included) U religion in the U and
negative. positive or to solve the 3.3. Justify that life of the (Eval) justify that
negative effects negative religion can have people religion can
of religion. effects of positive or have
religion negative effects on positive or
especially in society negative
the family effects on
life of the society
 learner.
3.2.Provide Interview a U Creatin Make a Communic Read Text
evidence that U Minister, Pastor (App) g short ation Scavenger
religion brought or Priest about presenta Hunt
about an event in the impact of tion of Reporting
history their religion in the
the past and of result of
today. the
interview
.

3.4. Gather print or D Select the best D Remem True or Group SQ3R
web-based articles, positive effect (Create bering/ False Collage Cooperative
photos, editorials, of religion and ) Creatin Learning
etc. showing the explain why it is g Scavenger
positive or the best and Hunt
negative effects of select the most
religion negative effect
of religion and
provide the best
solution for it.

4. Judaism The learner The learner The learner 4.1. Recite the Ten K Internalize the U Evaluat Defend: Creative Communic Read-aloud
demonstrates identifies a shares their Commandments as concept, lesson (Ana) ing/Ap Which Presenta ation Mental
understanding story from the story which stated in the Old or moral of the plying comman tion Imagery
of the elements Old Testament will relate to Testament (Exodus Ten dment is showcasi
of Judaism: that the values 20) Commandment the ng the
a. Founders: demonstrates they learn s in the hardest Ten
Abraham (2000 the Jewish from the learner’s to Comman
B.C.) and/or belief in one Story of personal life. follow? dments
Moses (1391- God (e.g. Story Samson and
1271 B.C.) of Samson). about their
b. Sacred texts: belief. 4.2. Identify a Share opinion Identify a Movie Simulatio Communic Movie
Torah, Poetry, Jewish custom or about the Jewish Analysis n of the ation Watching
Prophets, tradition Jewish belief in custom or Analyzi story of
Talmud, demonstrated in a U relation to one’s U tradition ng/App Samson Movie Review
Mishnah movie (e.g. Fiddler own belief. (Eval) demonstrate lying
c. Doctrines: in the Roof, Ten d in a movie
Ten Commandments, and identify
Commandment Ben Hur) a story from
s, 618 Rules (Competency 4.4 is the Old
d. God: included) Testament
Yahweh/Jehova 4.4. Identify a story that
 h from the Old demonstrate
e. Sects: Testament that Compare and s the Jewish
Orthodox, demonstrates the contrast the belief in one
Conservative, Jewish belief in one practices of God.
Reform Liberal God (e.g. Story of people believing
f. Issues: Samson) in one God and
Antisemitism, of those who
Zionism, believe in many
Holocaust gods.

4.3. Justify: The

core teaching of Analyzi Completi Represent
Judaism is the U U ng ng the K- ation
covenant of one (Ana) W-L Graphic
God with a chosen Chart organizer
people vs. other (Oral (Venn
people with many Discussio Diagram)
gods. n) K-W-L Chart

5. The learner The learner The learner 5.1. Recite the Elucidate Creatin Make a Read-aloud
Christianity demonstrates interviews a develops a Apostle’s Creed, K concept of g video clip Communic Oral
understanding Christian parent video The Lord’s Prayer Apostle’s Creed, U containin ation Recitation
of the elements or couple on presentation or the Beatitudes The Lord’s (Ana) g the
of Christianity: why they are containing Prayer or the Lord’s
a. Founder: Christians and different Beatitudes Prayer,
Jesus Christ (c. what beliefs opinions of Apostle’s
7 BC-30 A.D.) and practices different Creed
b. Sacred texts: they adhere to. individual
Bible (Old with 5.2. Interpret the Construct own Interpret the Creatin Reflectio Draw a Connectio Character
Testament and different Parable of the perspective of Parable of g n Paper character n Mapping
New beliefs and Prodigal Son U the greatness of U the Prodigal sketch of Role Play
Testament) practices. (Competency 5.3 is father’s love to (App) Son and God
c. Doctrines: included) their children Explain the
Trinity, Virgin 5.3. Explain: The and give value core
Birth, Deity of core teaching of to it. teaching of
Christ, Christianity is the Christianity.
Resurrection, message that a
Last Judgment loving God sent His
d: God: Trinity begotten Son in
(Father, Son order to redeem
and Holy Spirit) humankind from
 e. Sects: Roman eternal damnation.
Catholic,
Greek/Eastern 5.4. Interview a Communicate Broadcas Communic Interactive
Orthodox, Christian parent or D to the class the D Analyzi ting ation Discussion
Protestantism, couple on why they result of the ng Roll the Dice
etc. are Christians and interview to (Sharing)
f. Issues: what beliefs and come up with
Ecumenism, practices they an
Sexuality issues adhere to internalization
(e.g., of one’s own
contraception, belief and
homosexuality, practices.
ordination of
women)

6. Islam The learner The learner The learner 6.1. Read the Interpret the Oral Communic Read-aloud
demonstrates conducts a appraises opening lines of K ideas of the U Discussio ation Think-Pair-
understanding panel and respect Qur’an preferably opening lines of n Share
of the elements discussion on the practices from an English Qur’an using
of Islam: Muslim beliefs and beliefs of version own dialect.
a. Founder: and practices the Muslims
Prophet (when possible in the 6.2. Retell the life
Muhammad inviting a country and and times of Justify the core Retell the Quiz Group Connectio Collaborative
(570-632 A.D.) Muslim). across the Prophet teaching of life and Bowl Presenta n work
b. Sacred texts: globe. Muhammad Islam that there times of Unders tion Jigzaw
Qur’an, Hadith (Competency 6.3 is K/U is only one God U Prophet tanding (Reportin
c. Doctrines: included) in connection (Eval) Muhammad g)
Five Pillars of 6.3. Explain: The also with the and explain
Islam core teaching of Christian’s the core
(Shahadah- Islam is there is belief in one teaching of
declaring there only one God and God. Islam.
is no other god Muhammad is His
but Allah and final and greatest
Muhammad is messenger.
His messenger,
Salat-ritual 6.4. Conduct a Change the Evaluat Position Reasoning Panel
prayer five panel discussion on deep-rooted ing Paper and Proof Discussion
times a day, Muslim beliefs and D and biased U
Sawm-fasting practices (when perception (Create
during possible invite a towards )
Ramadan, Muslim) Muslims in the
 Zakat-alms country and
giving to the across the
poor, and Hajj- globe.
pilgrimage to
Mecca at least
once in a
lifetime)
d. God: Allah
e. Practitioners:
Sunni, Shi’ite,
Sufi
f. Issues:
Gender
Inequality,
Militant Islam,
Migration

7. The learner The learner The learner 7.1. Identify the Discuss the Identify the Creatin Paper Make Represent Graphic
Comparati demonstrates conducts a can propose uniqueness and detailed uniqueness g and story ation Organizer
ve Analysis understanding group research their own similarities of uniqueness and and pencil board (Venn
of the three on the and an ideal Judaism, similarities of similarities Test showing Diagram)
religions in the doctrines of religion and Christianity and Judaism, of Judaism, the
aspects of each of the defend why Islam Christianity and Christianity origin of
origin, morality, three religions is it ideal for (Competency 7.2 is Islam and its and Islam Judaism,
purpose, and compares them. included) U origin D and provide Christiani
destiny, and them in the 7.2. Provide (Eval) evidence ty and
views on aspects of evidence that that these Islam.
women. origin, morality, Judaism, three
purpose, Christianity and religions
destiny, and Islam share share
views on common roots common
women. from Patriarch roots from
Abraham Patriarch
Abraham

7.3. Justify that Elaborate Analyzi Critical Oral Reasoning Interactive

Judaism, U positive and U ng Essay Discussio and proof Discussion
Christianity and negative (Create test n
Islam, as influences of )
monotheistic Judaism, Islam
religions, have and Christianity
largely influenced in the
the world today. Philippines.
 7.4. Conduct a Propose an Evaluat Answer Persuasiv Communic Group Activity
group research D ideal religion D ing the e Speech ation Making
on the doctrines of based on the (Create Compara Dialogue
each of the three data gathered ) tive
religions and containing the Analysis
compare them in aspects of Template Midte
the aspects of origin, morality, in CG rm:
origin, morality, purpose, (pg.9) Objec
purpose, destiny, destiny, and tive
and views on views on Test
women women

8. The learner The learner The learner 8.1. Recite the Discuss the U Analyzi Analysis: Perform Communic Choral
Hinduism demonstrates simulates a defend on creation story in K concept of one (Create ng “Hymn of a ation Recitation
understanding particular yoga which among Rig Veda of the creation ) Cosmic creative Puzzle/World
of the elements and writes a the four story in the Rig Man” presenta Hunt
of Hinduism: reflection paper yogas/marga Veda like tion
a. Founders: on her insights s is the best “Hymn of showing
Aryans (1500 on Hinduism. way to follow Cosmic Man” one of
B.C.) in order to the
b. Sacred texts: attain creation
Vedas, moksha. story
Upanishads and
Bhagavad-Gita 8.2. Identify the Make a D Creatin Table Make a
c. Doctrines: names of the major K character (Create g Completi character Represent Picture
Dharma-duty, Hindu deities as sketches of the ) on sketches ation Analysis
Kama-pleasure, well as their major Hindu of the Technology
Artha-wealth, corresponding deities. major Integration
Moksha- functions or Hindu
liberation, powers deities.
Brahman,
Atman, the 8.3. Explain: The Conduct a Explain the Evaluat Written Socratic Communic Inquiry-based
Identification of core teaching of research to core ing output Type ation approach
Brahman and Hinduism is the prove that one teaching of based on Debate
Atman, the attainment of attains moksha Hinduism, the
Four Yogas liberation in the through the simulate a result/th
(Yoga of identification of communion of particular e things
Knowledge, Atman and Atman with yoga and being
Yoga of Work, Brahman through Brahman by D write a discusse
Yoga of the Four Yogas. U exercising one (Eval) reflection d during
Devotion or (Competency 8.4 is of the four paper on the
Love, and Yoga included) yogas/margas insights on debate
 of Psychological 8.4. Simulate a according to the Hinduism
Exercises) particular yoga and teaching of
d. Gods: 33 write a reflection Hindu Dharma.
million gods paper on your
and goddesses insights on
e. Issues: Hinduism
Gender
Inequality,
Caste System,
Poverty

9. The learner The learner The learner 9.1. State the Four Distinguish the Remem Paper Do the Represent Reading Text
Theravada demonstrates evaluates the demonstrate Noble Truths and K relationship of U bering and self-talk ation Self-talk
Buddhism understanding Eight-fold Path s a personal the Eight-fold path the Four Noble (Ana) pencil task Technique
of the elements in terms of how experience in Truths to that of Test (making
of Theravada it achieves the which the the Eightfold contract
Buddhism: Middle Way Eightfold Path. to
a. Founder: Path has yourself)
Siddhartha been
Gautama (563- practiced.
483 B.C.)
b. Sacred texts: 9.2. Give examples Choose and Give Applyin Completi Forum Connectio Technology
Tripitaka of situations that echo in the class examples of g ng the about n Integration
c. Doctrines: demonstrate one personal situations Table personal Video
Four Noble cravings which may experience that that experien Presentation
Truths, Eight- lead to suffering shows craving is demonstrate ces that
fold Path, Law according to the cause of cravings shows
of Dependent Theravada K/U suffering and U which may craving is
Origination and Buddhism apply the third (App) lead to the
The (Competency 9.3 is and fourth suffering cause of
Impermanence included) Noble truth to according to suffering
of Things 9.3. Explain: The that experience. Theravada
d. God: non- core teaching of Buddhism
theistic Theravada and explain
e. Issue: Buddhism is that the core
Territory life is suffering; teaching of
conflict in suffering is due to Theravada
Mainland craving; there is a Buddhism.
Southeast Asia way to overcome
craving; and the
way to overcome
craving is the Eight-
 fold Path, the
Middle Way
(between pleasure
and mortification).

9.4. Evaluate the Demonstrate Applyin Make a Connectio 4A’s Values in

Eight-fold Path in U personal U g scene n Integration
terms of how it experience in (App) showing Scenario
achieves the which the that building
Middle Way Eightfold Path doing the (simulation)
has been Eightfold
practiced. Path
achieves
the
Middle
way.

10. The learner The learner The learner 10.1. State the Cite the State the Remeb Identifica Take Communic Guided
Mahayana demonstrates draws the develops and three levels of impact/importa three levels ering/E tion your ation Reciprocal
Buddhism understanding insight from the shows perfection of nce of a person of perfection valuati Stand: Peer
of the elements acts of altruistic Mahayana who is morally of ng Are you Questioning
of Mahayana generosity of attitude Buddhism (moral K disciplined, U Mahayana an Social Media
Buddhism: Tzu Chi towards their discipline, virtuous and (Eval) Buddhism altruistic Posting
a. Founder: Foundation that peers and cultivation of altruistic in the and man or
Siddhartha reflect the core the people virtue, and society. Give not?
Gautama (563- teaching of around altruistic conduct) examples of Why?
483 B.C.) Mahayana them. (Competency 10.2 their acts of Why
b. Sacred texts: Buddhism. is included) generosity not?
Sutras 10.2. Give
c. Doctrines: examples of acts of
Four Noble generosity of
Truths, Eight- Mahayana
fold Path, The Buddhists
Six Perfections
to become a
Bodhisattva 10.3. Explain: The Assessing and Explain the Evaluat Reaction Make a Communic Oral
(generosity, core teaching of expressing core ing Paper character ation Discussion
morality, Mahayana one’s teaching of Writing sketch of Visual Imagery
patience, Buddhism is to experience Mahayana a Filipino
perseverance, seek complete U which can be U Buddhism who can
meditation, and enlightenment for considered act (Eval) that is to be
insight) the benefit of all of generosity seek consider
d. God: non- living beings for Mahayana complete ed
theistic through insight and Buddhism. enlightenme selfless/a
 e. Issues: Tibet compassion. nt for the ltruistic
invasion, (Competency 10.4 benefit of all
Engaged is included) living beings
activism 10.4. Draw the through
f. Universality insight from the insight and
and growth of acts of generosity compassion
sects: of Tzu Chi and draw
Development of Foundation that the insight
Buddhism to reflect the core from the
Zen (Chan) teaching of acts of
Buddhism as Mahayana generosity
the fruit of its Buddhism of Tzu Chi
encounter with Foundation
Taoism. that reflect
the core
teaching of
Mahayana
Buddhism

11. The learner The learner The leaner 11.1. Identify the Conduct a Panel Identify the Unders Paper Oral Reasoning Panel
Comparati demonstrates conducts an combines the uniqueness and Discussion uniqueness tanding and Discussio and Proof Discussion
ve Analysis understanding interview on aspects of similarities of about the and pencil n Collaborative
of the three the doctrines of origin, Hinduism, detailed similarities Test Group Work
religions/philos each of the morality, Theravada U uniqueness and U of Hinduism, Presenta
ophies in the three purpose, Buddhism and similarities of (Eval) Theravada tion
aspects of religions/philos destiny, and Mahayana Hinduism, Buddhism
origin, morality, ophies and views on Buddhism Theravada and
purpose, compares them women of (Competency 11.2 Buddhism and Mahayana
destiny, and in the aspects these three is included) Mahayana Buddhism
views on of origin, religion and 11.2. Provide Buddhism and and provide
women. morality, come up evidence that its origin evidence
purpose, with a design Hinduism, that these
destiny, and that would Theravada three
views on promote the Buddhism and religions
women best Mahayana share
practices of Buddhism share common
the three common roots roots from
religions. from India India

11.3. Justify that Evaluate the Justify that Evaluat Answer Take Communic Interview
Hinduism, influences that Hinduism, ing the Your ation Oral
Theravada is brought to us Theravada Compara Stand Discussion
Buddhism and by Hinduism, Buddhism tive (informal Group
 Mahayana Theravada and Analysis Debate) Presentation
Buddhism, as Vedic Buddhism and Mahayana Template
religions, have U/D Mahayana U Buddhism, in CG
largely influenced Buddhism and (Eval) as Vedic (pg.9)
the world today. of how it affects religions,
(Competency 11.4 to the people in have largely
is included) the society and influenced
11.4. Conduct an Decide which of the world
interview on the these three today and
doctrines of each religions is the conduct an
of the three best and explain interview on
religions and why you the
compare them in consider it the doctrines of
the aspects of best one among each of the
origin, morality, the three. three
purpose, destiny, religions and
and views on compare
women them in the
aspects of
origin,
morality,
purpose,
destiny, and
views on
women

12. The learner The learner The learner 12.1. Describe the U Cite a scenario Applyin Group Represent Interactive
Confuciani demonstrates presents a imitates the five basic that shows the g Presenta ation discussion
sm understanding character character of relationships (king basic U tion Picture
of the elements sketch of a a person who to subject, father relationships (App) Analysis
of person who personifies to son, husband to (king to subject,
Confucianism: personifies the the wife, elder brother father to son,
a. Founder: Confucian Confucian to younger brother husband to
Confucius (551- virtues. virtues. and friend to wife, elder
479 B.C.) friend) brother to
b. Sacred texts: younger brother
Confucian and friend to
Classics friend)
c. Doctrines:
Mandate of 12.2. Give Select one Analyzi Table Role Play Communic Video
Heaven, T”ien, examples of acts personal ng Completi Tableau ation Presentation
Human nature showing filial piety U instance that U on Collaborative
as originally in the family, display filial (Eval) work
good (Mencius) community and piety and
 or evil (Hsun society explain the
Tze), effects of such
Rectification of action
Names, The
Moral Way
consisting of 12.3. Explain: The Justify that Unders Represent Interactive
five cardinal core teaching of through love, tanding Interactiv ation Discussion
virtues, Filial Confucianism is to righteousness, e Sharing Cause-effect
Piety, and be a “gentleman” wisdom, diagram
Ancestor by following the U propriety, there U
Worship moral way would be (Eval)
d. God: Heaven consisting of the harmony in
e. Issues: virtues of love, society.
Gender righteousness,
inequality, wisdom, propriety
Authoritarianis and loyalty in order
m to promote
harmony in
society.

12.4. Present a Discover the U Analyzi Insight Communic Collaborative

character sketch of D different (Ana) ng Writing Group ation Work
a person who contributions of Activity Reporting
personifies the person who
Confucian virtues personifies the
Confucian
virtues

13. Taoism The learner The learner The learner 13.1. State that Explain why for Analyzi Essay Making a Communic Teaser
demonstrates identifies the makes a “Tao is the origin of Taoist “Tao is ng/crea Writing simple ation Presentation
understanding things she can personal all beings whose K the origin of all U ting bookmar Collaboration
of the elements do without by needs essence is nothing” beings whose (Eval) k
of Taoism: making an inventory essence is
a. Founder: Lao inventory of and select nothing”
Tzu (604 B.C. - personal the things
?) belongings (e.g. that she can
b. Sacred texts: things in the live without 13.2. Give Justify how Give Unders Oral Represent Visual Imagery
Tao Te Ching, bedroom) and and justify examples of acts connectedness examples of tanding Discussio ation Visual
Book of Chuang writes a why. showing love and to nature and acts showing n (story Presentation
Tze reflection on respect of nature environment love and from the
c. Doctrines: Taoism based and the and becoming respect of Zhuangzi
Wu-Wei, Law of on the result of environment U one with the U nature and )
Reversion, the inventory. (Competency 13.3 ‘Tao’ bring (Eval) the
 Following is included) harmony and environment
nature 13.3. Explain: The well-being to And Explain
d. Tao as the core teaching of the web of life the core
Origin of all Taoism is teaching of
Beings, becoming one with Taoism
unnameable ‘Tao.’ which is
and eternal becoming
e. Issues: one with
Inaction, ‘Tao.’
Superstitious
practices,
Environmentalis 13.4. Identify the Make a Evaluat Take Reasoning Debate
m things she can do personal needs ing Stand: Is and Proof Collaborative
without by making U inventory and D it always Interaction
an inventory of select the things (App) better to
personal that you can live take
belongings (e.g. without and action?
things in the justify why.
bedroom) and
write a reflection
on Taoism based
on the result of the
inventory

14. The learner The learner The learner 14.1. Narrate the Evaluate the Narrate the Applyin Identifica Creative Communic Choral
Shintoism demonstrates interprets the evaluate the Kojiki creation characters of Kojiki g tion Group ation Recitation
understanding Kojiki creation characters of story U/D Kojiki creation D creation Presenta Group
of the elements story creatively Kojiki (Competency 14.4 story and (App) story and tion Collaboration
of Shintoism: creation is included) present a Interpret it
a. Founders: story at 14.4. Interpret the creative creatively
Prehistoric personifies it. Kojiki creation presentation
Animists of story creatively that will
Japan showcase their
b. Sacred texts: qualities and
Kojiki and the events of
Nihongi the story.
c. Doctrines:
belief in kami, 14.2. Explain why is Defend: In what Explain why Evaluat Composit Group Communic Collaborative
divinity of it important for U way do is it ing ion Paper Presenta ation Activity
emperors Japanese people to worshipping the U important tion
d. Gods: kami worship gods ancestors and (Eval) for Japanese
(animist and (Competency 14.3 forces of nature people to
nature spirits) is included) is the means to worship
e. Issues: Shrine 14.3. Evaluate: The achieve gods and
 visits of core teaching of harmony in all Evaluate the
Japanese prime Shintoism is to dimensions in core
ministers worship the the teaching of teaching of
ancestors and Shintoism? How Shintoism.
forces of nature to about for the
achieve harmony Filipinos in the
in all dimensions. past? Relate it.

15. The learner The learner The learner 15.1. Identify the Discuss in detail Analyzi Paper Group Communic Focused
Comparati compares the prepares a conducts an uniqueness and U the uniqueness ng and Presenta ation Group
ve Analysis three religions multimedia interview on similarities of and similarities pencil tion Discussion
in the aspects presentation on someone Confucianism, ofConfucianism, Test
of origin, the perceptions community Taoism and Taoism and
morality, of people from or even from Shintoism Shintoism
purpose, all abroad with
destiny, and walks of life on different 15.2. Provide Trace the Provide Evaluat Critical Make a Communic Scavenger
views on the doctrines of religions evidence that U origins of the evidence that ing Essay presenta ation Hunt
women. each of the (Shintoism, Confucianism, Confucianism, Confucianism, tion Inquiry-based
Taoism and
three religions Confucianism Taoism and Taoism and showing
Shintoism
and compares and Taoism) Shintoism share Shintoism and the
share
them in the and make a common traits in connect the common influence
aspects of video clip viewing nature and related events traits in s of the
individual, about their ancestors of the three viewing three
family, society, Doctrines (Competency 15.3 which is related nature and major
government and is included) U to its influence ancestors and East
and nature. practices. 15.3. Justify that in the world Justify that Asian
Confucianism, today. the three as Religion/
East Asian
Taoism and Philosop
religions/philo
Shintoism as East hy
sophies have
Asian largely
religions/philosoph influenced the
ies have largely world today.
influenced the
world today.

15.4. Prepare a Interview Answer Video Connectio Interview

multimedia someone in the Clip n Group Activity
presentation on your community Compara Making/
the perceptions of D or even your tive Presenta
people from all friends abroad Analysis tion
walks of life on the with different Template
doctrines of each religions in CG
of the three (Shintoism, (pg.9)
 religions and Confucianism
compare them in and Taoism)
the aspects of and make a clip
individual, family, about their
society, Doctrines and
government and practices.
nature

16. The learner The learners The learner Simulate a panel Demonstrate or Evaluat Compilati Open Reasoning Panel
Synthesis summarizes the simulates a shows discussion of inter- show openness ing on of all Forum and Proof Discussion
significance of panel discussion openness religious dialogue and respect to U written Sharing Interactive
religion and the of inter-religious and respect that reflects the D the person with (App) works of Sharing
basic dialogue that to the person following: different insights
similarities of all reflects the with a. the meaning and religions across as a
religions following: different ultimate value of the globe. whole
discussed a. the meaning religions life
and ultimate
within the across the b. how one is to
value of life
semester. globe. relate to one’s self,
b. how one is to
family, society and
relate to one’s
self, family, nature
society and c. the way to
nature achieve personal
c. the way to happiness and
achieve personal fulfilment Final
happiness and Exam
fulfilment.

Performance Task Scenario:

In response to the recent Jamhuri High School in Nairobi, Kenya incident in which there is an unrest in school due to religious conflict between Christians and Muslims
last January 2018, as a student, this serves as a wakeup call to everyone so you are tasks to have a “Cost Play”/” Parade of Religions” to promote tolerance and respect to other
religions and avoid religious conflict inside this country and specifically this institution. You are to present the different beliefs and practices of the Major religions of the world
by group. Each group will represent one religion. You must meet the following standards: custom, content, stage presence and communication skills.

Literal Transfer Task: The learner demonstrate and show openness and respect to the different religion and its practices in the community.

Prepared by:

NORAMIE R. BAAY Checked by: JANE C. PADEROG, Ph.D Noted: RUBYLYN I. ECHAVEZ
Senior High School Coordinator Basic Education Principal