National Capital Region
DIVISION OF CITY SCHOOLS
BRIXTON SENIOR HIGH SCHOOL
Caloocan
Grade 11 Introduction to World Religions and Belief Systems
4th Quarter – 2nd Semester
Teacher I
Content Standard The learners demonstrate understanding of the philosophies of Theravada and
Mahayana Buddhism in the aspect of morality, purpose and destiny
Performance Standard The learners should be able to present the similarities and differences in
philosophies of Theravada and Mahayana Buddhism
Learning Competency The learners shall be able to identify the uniqueness and similarities of Theravada
and Mahayana Buddhism
HUMSS_WRB12-II/IVd-11.1
[Link]: at the end of the Identify the similar features of Theravada and Mahayana Buddhism
session, at least 75% of the Conduct a comparative analysis of two major Buddhism sects
students are expected to: Show appreciation to the differences and similarities of two religions/
belief systems
[Link] (Topic) Comparative Analysis of Theravada and Mahayana Buddhism
[Link] RESOURCES
A. Reference: Introduction to World Religions and Belief Systems Quarter 4 Week 4
TG/LM/TEXTBOOK
B. Other Learning [Link]
Resources/Website
C. Material/s SLM
IV. TEACHING STRATEGIES
Part of the lesson Strategy Part of the lesson Strategy
Engage True or False Expand Diagraming Concepts
Explore Matching Type Summary/ Question and Answer
Generalization
Explain Interaction and Evaluation Post Assessment
Discussion
V. INTEGRATION
The lesson was integrated with prior knowledge about Theravada
A. Integration within the curriculum
and Mahayana Buddhism
B. Integration across the curriculum The lesson was integrated to EsP and Oral Communication
The lesson used Facebook group to post activities for those who
are in digital-modular mode of learning. Learners can also
C. ICT Integration
submit their assignments via Facebook messenger, Gmail and/or
Google drive.
[Link] Prayer/Checking of Attendance/Reminders /Checking of Assignment
A. Routinary Activity
B. Elicit/Engage: Review/Motivation/ Activity 1: What I Know (SLM page 2 nos.1-5)
Establishing a purpose for the Directions: Write T if the statement is TRUE, and F if it is FALSE. Write your
lesson/presenting example answers in your activity notebook.
Objective: The objective of this activity is to engage or to get the attention of
the students and will serve as a springboard on the introduction of the
lesson.
C. Explore: Discussing new Activity 2: Matching Type
concepts/ practicing new skills Directions: The teacher will show conflicted situations to the students. The
task of the students is to identify and match the virtues from the Eightfold Paths
that should have been applied to prevent or resolve the situation.
Objective: Thru this activity the teacher can drill or review to help students
link the current lesson with the previous one.
D. Explain: Developing Mastery Discussion Proper:
(leads to formative assessment) Direction: The teacher will discuss with the students the key features of the
major sects of Buddhism and compare them in practices and core beliefs. The
teacher is expected to throw questions to raise the critical skills of the students.
Objective: This activity will give the students complete mastery on the topic.
E. Elaborate: Finding practical Activity 3: Diagramming Concepts
applications of concepts and skills in The students will be divided in two groups. Each group is tasked to present the
daily living philosophies of Theravada and Mahayana Buddhism using either a Venn
diagram or a concept map and how can these philosophies be applied in their
daily lives as senior high school students.
Objective: This activity will let the students solidify their understanding of the
topic and apply their learning in real life situation.
F. Summary: Making Activity 4: Q&A
generalizations and abstraction about Differentiate Theravada and Mahayana Buddhism in terms of the
the lesson following:
a. their view of Buddha
b. their view of enlightenment
c. their view of truth body
How are you going to explain the belief systems of a Buddhist to
someone who has never heard of it?
Objective: This activity will measure the level of mastery of the students over
the topic.
G. Evaluate Learning: Assessment Activity 5: Post Assessment (SLM Page 11, nos. 1-10)
Directions: Write T if the statement is TRUE, and F if it is FALSE. Write
your answers in your activity notebook.
Objective: This activity will determine the students’ learning over the topic.
H. Assignment Activity 6: Based on your learning from the belief systems of Theravada and
Mahayana Buddhists, explain one of the proverbs below:
a. “An evil person who harms a virtuous person is like one who raises his
head and spits at heaven. Instead of reaching heaven, the spittle falls
back on him. It is the same with someone who throws dust against the
wind.”
b. “Practice giving. Consider the flame of a single torch. Though
hundreds and thousands of people come to light their own torches from
it so that they can cook their food and ward off darkness, the first torch
remains the same.”
c. “Patience under insult is the greatest strength, because people who are
patient do not harbor hatred.”
[Link]
VIII. REFLECTION
GRADELEVEL/SECTION Grade 11
Strands: HUMSS 11-A; HUMSS 11-B
A. No. of learners who earned 75%
on the formative assessment
B. No. of learners who require
additional activities for remediation
Prepared and submitted by:
Teacher I
