BEd-CDD-F-003-(001)

St. Paul University Surigao BEd-CDD-F-002-(001)

St. Paul University System BEd-CDD-F-002-(001)
Basic Education Department BEd-CDD-F-002-(001)
Km. 3, Brgy. Luna, 8400 Surigao City, Philippines

PAULINIAN LEARNING LOG

Life Performance Outcome:
Mindful, Self-directed learners and Role models
Caring, Committed Advocates for Peace and Universal Well-being

Essential Performance Elements:

Manage their time and energy to allow for regular periods of quiet reflection and prayer, renewal and direction
setting.
Assess their unique personal qualities, thinking processes, talents and explain how strengthening them can lead
to open doors to continue learning and personal fulfillment.
Contribute their time, heartfelt attention, abilities and resources in directly assisting those who live with little hope
of improving their lives.

MELC:
Recognize examples of a belief system or a worldview. (HUMSS_WRB12-I/IIIa-1.1)
Differentiate religion, theology and philosophy. (HUMSS_WRB12-I/IIIa-1.2)
Infer that a belief system or worldview is a particular way of ordering the realities of one’s world; religion is the
pursuit of transformation guided by a sacred belief system; and spirituality is one’s integrative view of life.
(HUMSS_WRB12-I/IIIa-1.3)
Appraise a person who is spiritual but not religious, and a person who is religious but not spiritual.
(HUMSS_WRB12-I/IIIa-1.4)

LEARNING LEARNING ENGAGEMENT REMARKS

STATIONS
MORNING ROUTINE:
Ecumenical Opening Prayer
STATION 1 - Checking of Attendance
INTERACTIVE Setting the ambiance
TEACHER- Presentation of Outcomes
DIRECTED
LEARNING REVIEW:
Teacher will ask: What makes human person real?

HOOK:
Teacher will raise this question:
a. How being a religious enough for a person to sustain a
healthy spiritual life?
b. How is it received and interpreted by others?

LESSON PROPER:

Presentation

1. Teacher will present the competencies/objectives of the unit

 through PowerPoint presentation.
2. Teacher will ask the students to reflect on the words of
Gadadhar Chatterji (Different creeds but are different path to
reach the Almighty. Every religion is nothing but one such
paths that lead to God.) through think-pair-share activity.
3. Teacher will facilitate the activity through breakout rooms.

Processing

1. The teacher will discuss the innate nature of human

beings as homo religious.
2. The teacher will ask to list down ten things that they
believe in life by completing the sentence “I believe
in/that. . .”
3. The teacher will process their understanding and present
examples of a belief system and ask the students about
their prior knowledge of it.
4. The teacher will ask the students to search for the
meaning of religion, theology and philosophy.
5. The teacher will throw questions to the students:
a. What is religion?
b. What is theology?
c. What is philosophy?
d. What is then the connection with one another?
6. The teacher will ask the class to distinguish the
difference of belief system, religion and spirituality.

Synthesis

Teacher will ask the students:

a. How being a religious enough for a person to sustain a
healthy spiritual life?

Formation

Teacher will raise this questions:

a. How they will manage their time and energy to allow for
regular periods of quiet reflection and prayer, renewal and
direction setting?
b. How will they assess their unique personal qualities, thinking
processes, talents and explain how strengthening them can
lead to open doors to continue learning and personal
fulfillment?
c. How will you contribute time, heartfelt attention, abilities and
resources in directly assisting those who live with little hope
of improving their lives?

Independent Worksheet 1
STATION 2 –
INDEPENDENT 1. The teacher will ask the students to compare and contrast
LEARNING the concepts of belief system, religion and spirituality.
2. Then the students will craft an essay with the title “Spiritual
but not religious and Religious but not Spiritual.”

Rubric for Essay:

 Criteria Description Points
Content The content was well-thought of guide 7
questions were thoroughly answered.
Organization The paper was well-written with ideas 5
easily conveyed to readers
Analysis The analysis was clear and concise 8
based on the data presented

Collaborative Worksheet 1
STATION 3 –
COLLABORATIVE 1. The teacher will divide the class into 7 groups and ask the
LEARNING students to discuss the meaning of religion, theology and and
philosophy.
2. Then the students will craft a graphic organizer to discuss
their similarities and differences.

STATION 4 – IL Worksheet 1
ASSESSMENT CL Worksheet 1

Expanded Opportunity
EO1 (Enrichment)- Quipper Worksheet
EO2 (Intervention)- Quipper Worksheet

Life Performance Outcome:

Mindful, Self-directed learners and Role models.
Creative, Resourceful Explorers and Problem Solvers

Essential Performance Elements:

Manage their time and energy to allow for regular periods of quiet reflection and prayer, renewal and direction
setting.
Seek out issues, possibilities and sources of related information willingly for further investigation and
development.

MELC:
Recognize the founders, sacred texts, doctrines, deity, sects and issues of Judaism especially the Ten
Commandments as stated in the Old Testament (Exodus 20) (HUMSS_WRB12- I/IIId-4.1)
Evaluate the core teaching of Judaism as the covenant of one God with a chosen people vs. other people with
many gods. (HUMSS_WRB12- I/IIId-4.3)
Distinguish stories from the Old Testament that demonstrates the Jewish belief in one God (e.g. Story of Samson)
(HUMSS_WRB12- I/IIId-4.3)

LEARNING LEARNING ENGAGEMENT REMARKS

STATIONS
STATION 1 – MORNING ROUTINE:
COLLABORATIVE Ecumenical Opening Prayer
LEARNING Checking of Attendance
Setting the ambiance
 Presentation of Outcomes

REVIEW:

Teacher will ask: How being a religious enough for a person to

sustain a healthy spiritual life?

HOOK:
Teacher will raise these questions:
a. How does Judaism fulfill the human yearning of meaning and
wholeness?
b. How did you seek out issues, possibilities and sources about
adherents of Judaism that bring about positive influence on
the world today?

Collaborative Worksheet 2
1. Divide the class into seven groups and ask them to identify
and explain the seven covenants of God to His people
through filling the table below.

Covenant of God Description Scriptural Texts

LESSON PROPER:
STATION 2 -
INTERACTIVE Presentation
TEACHER-
DIRECTED 1. The teacher will present the competencies/objectives of the
LEARNING unit through PowerPoint presentation.
2. The teacher will present the video about Judaism and ask the
students regarding the concept on founders, sacred texts,
doctrines, deity, sects and issues of Judaism especially the
Ten Commandments as stated in the Old Testament.
3. The teacher will ask the students: what word, line or phrase
that they are struck most? Why?

Processing

1. The teacher will present the video about Judaism and ask the
students regarding the concept of the following
a. founders,
b. sacred texts,
c. doctrines,
d. deity,
e. sects, and
f. issues of Judaism
2. The teacher will ask the students to recite theTen
Commandments as stated in the Old Testament.
 3. The teacher will emphasize some of the stories from the Old
Testament that demonstrates the Jewish belief in one God.
4. The teacher will ask the students to choose one story in the
Old Testament and explain it.

Synthesis

Teacher will ask this question:

a. How did you seek out issues, possibilities and sources about
adherents of Judaism that bring about positive influence on
the world today?

Formation

Teacher will raise this question:

a. How will you contribute time, heartfelt attention, abilities and
resources in directly assisting those who live with little hope
of improving their lives?
b. Why will you seek out issues, possibilities and sources of
related information willingly for further investigation and
development.

Independent Learning Worksheet 2

STATION 3 –
INDEPENDENT 1. The teacher will ask the students to write a reflection paper
LEARNING about the chosen story from the Old Testament.
Guide Questions:
a. What is the chosen biblical story/text?
b. Why did you choose the biblical text?
c. What does it say to you?
d. How will you respond to the text?

Rubric for Reflection Writing:

Features 20 15 10
Quality of - Piece was - Piece was - Piece was
Writing written in an written in an written in an
extraordinary interesting interesting
style and style and style and
voice voice voice
- Very - Somewhat - Give some
informative & informative & new
well organized information
organized but poorly
organized
Grammar - Virtually no - A number of
Usage & spelling, spelling,
Machanic punctuation punctuation
or or
grammatical grammatical
errors errors

2. Then, the students will submit it in the Google Classroom.

STATION 4 – IL Worksheet 2
ASSESSMENT CL Worksheet 2
 Expanded Opportunity
EO1 (Enrichment)- Quipper Worksheet
EO2 (Intervention)- Quipper Worksheet

Life Performance Outcome:

Mindful, Self-directed learners and Role models
Caring, Committed Advocates for Peace and Universal Well-being

Essential Performance Elements:

Manage their time and energy to allow for regular periods of quiet reflection and prayer, renewal and direction
setting.
Assess their unique personal qualities, thinking processes, talents and explain how strengthening them can lead
to open doors to continue learning and personal fulfillment.
Contribute their time, heartfelt attention, abilities and resources in directly assisting those who live with little hope
of improving their lives.

MELC:
Identify the founder sacred text, doctrines, deity, sects and issues in Christianity especially the importance of the
Apostle’s Creed, The Lord’s Prayer or the Beatitudes (HUMSS_WRB12- I/IIIe-f-5.1)
Interpret the Parable of the Prodigal Son (HUMSS_WRB12- I/IIIe-f-5.2)
Explain the core teaching of Christianity as the message that a loving God sent His begotten Son in order to
redeem humankind from eternal damnation. (HUMSS_WRB12- I/IIIe-f-5.3)
Generate insights (theme) on why Christians practices their belief they adhere to [through an interview]
(HUMSS_WRB12- I/IIIe-f-5.4)

LEARNING LEARNING ENGAGEMENT REMARKS

STATIONS
STATION 1 – MORNING ROUTINE:
COLLABORATIVE Ecumenical Opening Prayer
LEARNING Checking of Attendance
Setting the ambiance
Presentation of Outcomes

REVIEW:

Teacher will ask the following questions:

a. How does Judaism fulfill the human yearning of meaning and
wholeness?
b. How did you seek out issues, possibilities and sources about
adherents of Judaism that bring about positive influence on
the world today?

HOOK:

Teacher will raise this question: In what ways do Christians bring

about positive influence on the world today?

Collaborative Worksheet 3
1. Divide the class into seven groups and ask them to read the
 biblical text on the Parable of the Prodigal Son. The students
will fill the table below.

Symbolism Meaning Scriptural Texts

2. Then the students will submit it in the Google Classroom.

LESSON PROPER:
STATION 2 -
INTERACTIVE Presentation
TEACHER-
DIRECTED 1. The teacher will present the competencies/objectives of the
LEARNING unit through PowerPoint presentation.
2. The teacher will present the video about the uniqueness of
the Christianity compared to other religion.
3. The teacher will ask the students what insights they have
learned after watching the video.

Processing

1. The teacher will present the following concepts of

Christianity:
a. founders,
b. sacred texts,
c. doctrines,
d. deity,
e. sects, and
f. issues.
2. The teacher will ask the students to recite the following, and
ask the meaning of the prayer in their own lives:
a. Apostles Creed
b. Lord’s Prayer
c. Beatitudes
3. The teacher will ask the students to identify the covenant
made by God in the Old Testament and connect it to Jesus
Christ which is the new and definitive covenant.
4. The teacher will ask the students the following questions,
and process their understanding:
a. For non-Christians, how did you practice your faith?
b. For Christians, how did you live out your baptismal
promises?
c. For non-believers, how did you live your life without
God?

Synthesis

Teacher will ask this question: In what ways do Christians bring about
positive influence on the world today?
 Formation

Teacher will raise this questions:

a. How they will manage their time and energy to allow for
regular periods of quiet reflection and prayer, renewal and
direction setting?
b. How will they assess their unique personal qualities, thinking
processes, talents and explain how strengthening them can
lead to open doors to continue learning and personal
fulfillment?
c. How will you contribute time, heartfelt attention, abilities and
resources in directly assisting those who live with little hope
of improving their lives?

Independent Learning Worksheet 2

STATION 3 –
INDEPENDENT 1. The teacher will ask the students to write a reflection paper
LEARNING about the Prodigal Son.

Rubric for Reflection Writing:

Features 20 15 10
Quality of - Piece was - Piece was - Piece was
Writing written in an written in an written in an
extraordinary interesting interesting
style and style and style and
voice voice voice
- Very - Somewhat - Give some
informative & informative & new
well organized information
organized but poorly
organized
Grammar - Virtually no - A number of
Usage & spelling, spelling,
Machanic punctuation punctuation
or or
grammatical grammatical
errors errors

2. Then, the students will submit it in the Google Classroom.

STATION 4 – IL Worksheet 2
ASSESSMENT CL Worksheet 2

Expanded Opportunity
EO1 (Enrichment)- Quipper Worksheet
EO2 (Intervention)- Quipper Worksheet

Life Performance Outcome:

Caring, Committed Advocates for Peace and Universal Well-being.

Essential Performance Elements:

Contribute their time, heartfelt attention, abilities and resources in directly assisting those who live with little hope
of improving their lives.
MELC:
Interpret the opening lines of Qur’an preferably from an English version (HUMSS_WRB12- I/IIIg-h-6.1)
Summarize the life and times of Prophet Muhammad (HUMSS_WRB12- I/IIIg-h-6.2)
Recognize the core teaching of Islam in terms of its founder, scripture, deity, beliefs, subdivisions and issues.
(HUMSS_WRB12- I/IIIg-h-6.3)
Generate insights on Muslim beliefs and practices (when possible invite a Muslim through panel discussion)
(HUMSS_WRB12- I/IIIg-h-6.4)

LEARNING LEARNING ENGAGEMENT REMARKS

STATIONS
MORNING ROUTINE:
Ecumenical Opening Prayer
STATION 1 - Checking of Attendance
INTERACTIVE Setting the ambiance
TEACHER- Presentation of Outcomes
DIRECTED
LEARNING REVIEW:
Teacher will ask this question: In what ways do Christians
bring about positive influence on the world today?

HOOK:
Teacher will raise these questions:
a. In what ways do Muslims bring about positive influence on
the world today?
b. How does Islam fulfill the human yearning for meaning and
wholeness?

LESSON PROPER:

Presentation

1. The teacher will present the competencies/objectives of the

unit through PowerPoint presentation.
2. The teacher will ask the following questions:
a. Who are the Muslims?
b. How do we call the adherents of their religion?
c. What are their contributions in the world?
3. The teacher will process their understanding by presenting a
video.

Processing

1. The teacher will ask a Muslim from the class to read the
opening lines of the Qur’an in Arabic or anybody to read the
English translation of it flash through the screen.
2. The teacher will ask the students to reflect on the sacred text
and provide insights of it through the chat box.
3. The teacher will play the video about the life of Prophet of
Muhammad.
4. The teacher will ask the students to summarize his life
through oral recitation.
5. The teacher will present the following concepts of Islam:
a. founders,
 b. sacred texts,
c. doctrines,
d. deity,
e. subdivisions, and
f. issues

Synthesis

Teacher will raise this question: How does Islam fulfill the human
yearning for meaning and wholeness?

Formation

Teacher will raise this question: How will you contribute time, heartfelt
attention, abilities and resources in directly assisting those who live
with little hope of improving their lives?

Independent Learning Worksheet 4

STATION 2 – 1. The teacher will ask the students to choose one core
INDEPENDENT teaching of the Islam and create a short reflection. Relate the
LEARNING chosen concept in their faith or life.

Rubric for Reflection Writing:

Features 20 15 10
Quality of - Piece was - Piece was - Piece was
Writing written in an written in an written in an
extraordinary interesting interesting
style and style and style and
voice voice voice
- Very - Somewhat - Give some
informative & informative & new
well organized information
organized but poorly
organized
Grammar - Virtually no - A number of
Usage & spelling, spelling,
Machanic punctuation punctuation
or or
grammatical grammatical
errors errors

2. Then, the students will submit it in the Google Classroom.

Collaborative Learning Task 4
STATION 3 –
COLLABORATIVE The teacher will divide the class into 7 groups through break out
LEARNING rooms and ask the students to do one of the task below:
a. Interview a Muslim brother/sister about their faith.
Guide questions:
- What are your core teachings?
- What makes you distinct to other religion?
- How did they live their faith?
b. Choose any video documentary about Holy War or any
issues in the Islam.
Guide questions:
 - What is the main theme of the video?
- How did they encounter this issue or problem?
- How did they overcome this issue?
General Instructions:
1. Create a report and documentation for the chosen task.
2. Indicate the name and signature of the interviewee for task letter
“A” and cite the link of the documentary for task letter “B”.
3. Generate insights of their religious practices.
4. Submit it in our Google Classroom.

STATION 4 – IL Worksheet 4
ASSESSMENT CL Task 4

Expanded Opportunity
EO1 (Enrichment)- Quipper Worksheet
EO2 (Intervention)- Quipper Worksheet

Life Performance Outcome:

Mindful, Self-directed learners and Role models
Caring, Committed Advocates for Peace and Universal Well-being

Essential Performance Elements:

Manage their time and energy to allow for regular periods of quiet reflection and prayer, renewal and direction
setting.
Assess their unique personal qualities, thinking processes, talents and explain how strengthening them can lead
to open doors to continue learning and personal fulfillment.
Contribute their time, heartfelt attention, abilities and resources in directly assisting those who live with little hope
of improving their lives.

MELC:
Differentiate the uniqueness and similarities of Judaism, Christianity and Islam (HUMSS_WRB12- I/IIIi-7.1)
Justify that Judaism, Christianity and Islam, as monotheistic religions, have largely influenced the world today.
(HUMSS_WRB12- I/IIIi-7.2,3)
Compare the doctrines of three religions in view of the aspects of origin, morality, purpose, destiny, and views on
women (through conducting a research) (HUMSS_WRB12- I/IIIi-7.4)

LEARNING LEARNING ENGAGEMENT REMARKS

STATIONS
STATION 1 – MORNING ROUTINE:
COLLABORATIVE Ecumenical Opening Prayer
LEARNING Checking of Attendance
Setting the ambiance
Presentation of Outcomes

REVIEW:

Teacher will ask the following questions:

a. In what ways do Muslims bring about positive influence on
 the world today?
b. How does Islam fulfill the human yearning for meaning and
wholeness?

HOOK:

Teacher will raise this question: What are the similarities and
differences of the Middle Eastern Religion?

Collaborative Learning Worksheet 5

1. Divide the class into seven groups and ask them to research
on the given concepts below per religion.

Concepts Judaism Christianity Islam

Origin
Morality
Purpose
Destiny
Views on
women

2. Then the students will submit it in the Google Classroom.

LESSON PROPER:
STATION 2 -
INTERACTIVE Presentation
TEACHER-
DIRECTED 1. The teacher will present the competencies/objectives of the
LEARNING unit through PowerPoint presentation.
2. The teacher will ask the students the following questions:
a. What are the core teachings of Judaism?
b. What are the core teachings of Christianity?
c. What are the core teachings of Islam?
3. The teacher will summarize their thoughts pointing to
Abrahamic Religion.

Processing

1. The teacher will ask the following questions:

a. Where these religions began?
b. How did they live a moral life?
c. What is their main purpose?
d. What is their destiny?
e. How did they view women?
2. The teacher will divide the class into five groups through
breakout rooms, and ask to explain the assigned question in
the class after 15 minutes.
3. The teacher will facilitate the sharing of insights.
4. The teacher will emphasize that Middle Eastern Religion is a
monotheism.

Synthesis

Teacher will ask this question: What are the similarities and
differences of the Middle Eastern Religion?
 Formation

Teacher will raise this questions:

a. How they will manage their time and energy to allow for
regular periods of quiet reflection and prayer, renewal and
direction setting?
b. How will they assess their unique personal qualities, thinking
processes, talents and explain how strengthening them can
lead to open doors to continue learning and personal
fulfillment?
c. How will you contribute time, heartfelt attention, abilities and
resources in directly assisting those who live with little hope
of improving their lives?

Independent Learning Worksheet 5

STATION 3 –
INDEPENDENT 1. The teacher will ask the students to write a synthesis paper
LEARNING about the Middle Eastern Religion.

Rubric for Synthesis Writing:

Criteria Description Points
Content The content was well-thought of guide 7
questions were thoroughly answered.
Organization The paper was well-written with ideas 5
easily conveyed to readers
Analysis The analysis was clear and concise 8
based on the data presented

2. Then, the students will submit it in the Google Classroom.

STATION 4 – IL Worksheet 5
ASSESSMENT CL Worksheet 5

Expanded Opportunity
EO1 (Enrichment)- Quipper Worksheet
EO2 (Intervention)- Quipper Worksheet

Life Performance Outcome:

Mindful, Self-directed learners and Role models
Caring, Committed Advocates for Peace and Universal Well-being

Essential Performance Elements:

Manage their time and energy to allow for regular periods of quiet reflection and prayer, renewal and direction
setting.
Contribute their time, heartfelt attention, abilities and resources in directly assisting those who live with little hope
of improving their lives.

MELC:
Differentiate the uniqueness and similarities of Hinduism and Buddhism (HUMSS_WRB12- II/IVd-8.1)
Recognize the core teachings of Hinduism and Buddhism in terms of its origin, founder, scripture, deity, morality,
purpose, view of women and destiny (HUMSS_WRB12- II/IVd-8.2)
Justify that Hinduism and Buddhism, as Vedic religions, have largely influenced the world today.
(HUMSS_WRB12- II/IVd-8.3)
Generate insights on the doctrines of each religion (through conducting an interview) (HUMSS_WRB12- II/IVd-
8.4)

LEARNING LEARNING ENGAGEMENT REMARKS

STATIONS
STATION 1 – MORNING ROUTINE:
COLLABORATIVE Ecumenical Opening Prayer
LEARNING Checking of Attendance
Setting the ambiance
Presentation of Outcomes

REVIEW:

Teacher will ask the following question: What are the similarities and
differences of the Middle Eastern Religion?

HOOK:

Teacher will raise this question: What are the similarities and
differences of the Vedic Religion (Buddhism and Hinduism)?

Collaborative Learning Worksheet 5

1. Divide the class into seven groups and ask them to research
on the given concepts below per religion.

Concepts Hinduism Buddhism

Origin
Morality
Purpose
Destiny
Views on
women

2. Then the students will submit it in the Google Classroom.

LESSON PROPER:
STATION 2 -
INTERACTIVE Presentation
TEACHER-
DIRECTED 1. The teacher will present the competencies/objectives of the
LEARNING unit through PowerPoint presentation.
2. The teacher will ask the students about their insights in
Hinduism and Buddhism.
3. The teacher will play the downloaded video to reinforce
understanding.

Processing

1. The teacher will present the following concepts of Hinduism

and Buddhism:
a. founders,
b. sacred texts,
 c. doctrines,
d. deity,
e. sects, and
f. issues.
2. The teacher will ask the following questions:
a. Where these religions began?
b. How did they live a moral life?
c. What is their main purpose?
d. What is their destiny?
e. How did they view women?
2. The teacher will divide the class into five groups through
breakout rooms, and ask to explain the assigned question in
the class after 15 minutes.
3. The teacher will facilitate the sharing of insights.
4. The teacher will emphasize the meaning of Vedic Religion
which largely influenced the world today.

Synthesis

Teacher will ask this question: What are the similarities and
differences of the Vedic Religion (Buddhism and Hinduism)?

Formation

Teacher will raise this questions:

1. How they will manage their time and energy to allow for
regular periods of quiet reflection and prayer, renewal and
direction setting?
2. How will you contribute time, heartfelt attention, abilities and
resources in directly assisting those who live with little hope
of improving their lives?

Independent Learning Task 5

STATION 3 –
INDEPENDENT 1. The teacher will ask the students to craft a creative poster or
LEARNING slogan about the main message of the doctrine in Vedic
Religion.
2. Then, the students will submit it in the Google Classroom.

STATION 4 – IL Task 6
ASSESSMENT CL Worksheet 6

Expanded Opportunity
EO1 (Enrichment)- Quipper Worksheet
EO2 (Intervention)- Quipper Worksheet

Life Performance Outcome:

Mindful, Self-directed learners and Role models
Caring, Committed Advocates for Peace and Universal Well-being

Essential Performance Elements:

Manage their time and energy to allow for regular periods of quiet reflection and prayer, renewal and direction
setting.
Contribute their time, heartfelt attention, abilities and resources in directly assisting those who live with little hope
of improving their lives.
MELC:
Recognize the core teachings of Confucianism, Taoism and Shintoism in view of origin, founder, scriptures,
individuals, family, society, government and nature (HUMSS_WRB12- II/IVi-9.1
Provide evidence that Confucianism, Taoism and Shintoism share common traits in viewing nature and ancestors
(HUMSS_WRB12- II/IVi-9.2)
Differentiate that Confucianism, Taoism and Shintoism as East Asian religions/philosophies have largely
influenced the world today (HUMSS_WRB12- II/IVi-9.3)
Generate insights on perceptions of people from all walks of life on the doctrines of Confucianism, Taoism and
Shintoism (through multimedia presentation) (HUMSS_WRB12- II/IVi-9.4)

LEARNING LEARNING ENGAGEMENT REMARKS

STATIONS
STATION 1 – MORNING ROUTINE:
COLLABORATIVE Ecumenical Opening Prayer
LEARNING Checking of Attendance
Setting the ambiance
Presentation of Outcomes

REVIEW:

Teacher will ask the following question: What are the similarities and
differences of the Middle East Asian Religion?

HOOK:

Teacher will raise this question: What are the similarities and
differences of the East Asia Religion?

Collaborative Learning Worksheet 7

1. Divide the class into seven groups and ask them to research
on the given concepts below per religion.

Concepts Confucianism Taoism Shintoism

Origin
Morality
Purpose
Destiny
Nature
Ancestors
Views on
women

2. Then the students will submit it in the Google Classroom.

LESSON PROPER:
STATION 2 -
INTERACTIVE Presentation
TEACHER-
DIRECTED 1. The teacher will present the competencies/objectives of the
LEARNING unit through PowerPoint presentation.
2. The teacher will ask the students about their insights during
the collaborative learning task.
3. The teacher will play the downloaded video to reinforce
 understanding.

Processing

1. The teacher will present the following concepts of

Confucianism, Taoism and Shintoism:
a. founders,
b. sacred texts,
c. doctrines,
d. deity,
e. sects, and
f. issues.
2. The teacher will ask the following questions:
a. Where these religions began?
b. How did they live a moral life?
c. What is their main purpose?
d. What is their destiny?
e. What is their belief in nature?
f. How did they regard their ancestors?
g. How did they view women?
4. The teacher will divide the class into five groups through
breakout rooms, and ask to explain the assigned question in
the class after 15 minutes.
5. The teacher will facilitate the sharing of insights.
6. The teacher will create an online poll in Zoom then ask the
students to type their reasons behind their preference
among the East Asia Religions.

Synthesis

Teacher will ask this question: What are the similarities and
differences of the East Asia Religion?

Formation

Teacher will raise this questions:

a. How they will manage their time and energy to allow for
regular periods of quiet reflection and prayer, renewal and
direction setting?
b. How will you contribute time, heartfelt attention, abilities and
resources in directly assisting those who live with little hope
of improving their lives?

Independent Learning Task 7

STATION 3 –
INDEPENDENT 1. The teacher will ask the students to craft a creative
LEARNING presentation (graphic organizer, video presentation, etc)
about the general insight or theme we can draw from East
Asia religion.
2. Then, the students will submit it in the Google Classroom.

STATION 4 – IL Task 7
ASSESSMENT CL Worksheet 7

Expanded Opportunity
 EO1 (Enrichment)- Quipper Worksheet
EO2 (Intervention)- Quipper Worksheet

Prepared by: Checked by:

MR. KIM PETER O. DIEZ MS. YVONNE ARREO GARRIDO

Subject Teacher Subject Team Leader

Reviewed by: Validated by:

MRS. MARY LOUIE GALAURA MR. RICKY BOY E. LIMLINGAN

Asst. Principal Academic Supervisor

Approved by:

SR. TERESITA BARICAUA, SPC

Basic Education Principal