The daily lesson plan summarizes Mahayana Buddhism over 4 sessions. The objectives are to analyze the history, teachings, beliefs and practices of Mahayana Buddhism including the Four Noble Truths and six perfections. Examples of generosity by Mahayana Buddhists will be discussed. Assessment includes understanding the doctrines and giving examples of generosity that reflect Buddhist teachings.

1. DAILY LESSON PLAN
Department of Education
School MAPAYA NATIONAL HIGH SCHOOL Grade Level 11
Teacher EVANGELINE P. BERCASIO Learning Area
INTRODUCTION OF WORLD
RELIGIONS AND BELIEF SYSTEM
Teaching Dates and Time
Monday- Thursday (9:45 -10:45)
(2:00- 3:00) December 4-7,2023
Quarter QUARTER 2 (week 11)
Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES
A. Content
Standards
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
(generosity, morality, patience,
perseverance, meditation, and
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.
B. Performance
Standards
The learner draws the insight from the acts of generosity of Tzu Chi Foundation that reflect the core teaching of Mahayana Buddhism.
C. Learning
Competencies/
Objectives
*Analyze the brief history, core teachings, fundamental beliefs, practices, and related issues of Mahayana Buddhism
II. CONTENT Mahayana Buddhism

2. III. LEARNING
RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s
Pages
Introduction to World Religions and Beliefs
System By. Jerome A, Ong
B. Other
Resources
Laptop, Power Point
IV. PROCEDURES Day 1 Day 2 Day 3 Day 4
V. Classroom
management
1. Reviewing previous
lesson or presenting
the new lesson
Presenting a video example generosity acts on
Mahayana Buddhist.
The teacher will ask the
previous lesson.
What is the most
important of Mahayana
Buddhist.
Answer:
“Skilful means’ is the
key principal of
Mahayana, one of the
great Buddhist
traditions.
Review the previous
lesson last meeting.
Teacher will ask before we
start to our quiz lets have short
review on what we discussed
last meeting.
2. Establishing the
purpose of the
lesson
The teacher asks the learners the following
questions from the video presentation of what
they have understanding, opinion or initial
thought, insight in Buddhist Practice. What is
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
The the end of the
lesson, you should be
able to:
1. Understand the
historical background
of Mahayana Buddhist.

3. 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
nts
Points Obtain
Organization The concept was
clearly and
creatively conveyed.
10
Content The illustration were
appropriate to the
them.
5
Visual
Presentation
The idea was clearly
presented based on
the pictures and
words used.
5
TOTAL 20
3. Presenting
examples/instances
of the new lesson
The teachers discusses an example generosity
of Mahayana Buddhist.
Video clip viewing the
history of Mahayana
Buddhist https;
/www,youtube.com/wa
tch?Himalayan Art.
The teacher discusses the
Bhumis and Paramitas of
Mahayana Buddhist.

4. 4. Discussing new
concepts and
practicing new
skills #1
The teacher unlocks terminologies used in
the lesson.
Teacher ask the
questions regarding the
video clip about the
history of Mahayana.
Let us have activity. This
activity is called “IF
YOU KNOW ME,
TRY ME” What are the
10 bhumis as lifted from
Avatamsaka Sutra or
“Flower Garland Sutra,”
Direction: I have
prepared table.Write
in your activity note
book.
Bhumi Description Paramita Nature
.
5. Discussing new
concepts and
practicing new
skills #2
Discussion on the following:
 Forms of Mahayana Buddhist generosity
 Branches and function of Buddhist
 Function of Siddhartha Gautama Sutras
 Doctrine ; Four Noble Truths, Eight-fold,
the six perfections to become a
Bodhisattva.
Since you already
understand our
lesson today, we will
be having a group
activity? You will be
grouped into three.
Draw the Symbol of
Mahayana Buddhist
in the bondpaper and
write the brief
history of Mahayana
Buddhist based in
your drawing.

5. 6. Developing Mastery
The learners give their two- sentence
generalization on the lesson.
The teacher may ask “What have you realized
after the discussion?”
The learners may give their realizations that
Buddhist pervades all aspects of humanlife
and cultural life on the kind of belief they
have.
Questions:
1. What aspects of
Mahayana Buddhism
could make in terms of
activism?
2. How did Mahayana
Buddhism shape Asian
history in terms of
activism?
3. How do you think
Mahayana Buddhism
concept of bodhisattava
contributed to it being
one of the most
successful missionary
religions in the world.
7. Finding practical
applications of concepts
and skills in daily living
The learners will do activity 1 whole sheet of
paper:
“describe the current and old Practices system
of the Buddhism country”. As they finished,
the teacher will call volunteers to share to the
class what they have written.
8. Generalizing and
abstractions about the
lesson
From the responses given by the learners on the
questions given a generalization may together
be drawn.
Now let us summarize
our lesson I have here
the Concept Mahayana

6. Write here in the circle
the concept map of
Mahayana Buddhism.
9. Evaluating Learning
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.
2. What are the possible Mahayana Buddhism
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?
Questions:
Direction: Match Column A
with Column B. Write the
letter of the correct answer on
the blanks provided.
Column A.
1. Believe that other japanese sects corrupt
people towards hell.
2. Most prominent text in Mahayana
Buddhism that includes discourses by
Siddhartha Gautama before he died.
3. Buddhist school which was the original
source of the Mahayana
4. Vietnamese Mahayana Buddhist monk who
voluntarily burned himself
5. . Pertains to the teaching about the nature of
the Buddha and reality.
6. Popular Buddha in China.
7. Spontaneous desire to achieve the state of
being enlightened.
8. Document that confirmed Chinas authority
over Tibet.
9. Leader of the Gelug scholl of Tibetan
Buddhism and is believed to be reincarnation
of Avalokisteshvara.
10. When believers die, it is their objective to
live in Sukhavati.
Column B.
A. Mahasamghika
B. Thick Quang Duc
C. Lotus Sutra
D. Pure Land Buddhism
E. Nichiren Daishonin
F. Bodhicitta
G. Seventeen Point
H. Tenzin Gyatso
I. Trikaya
J. Amitabha

7. 6. Additional
Activities for
Application or
Remediation
Assignment:
Reinforcing:
1. Workshop (group discussion and
presentation):
A. What is good Mahayana Buddhism in
relation of individuals?
B. How does we achieve good practices or
belief?
C. How does Buddhist benefit itself about
the Belief that they have?
Assignment:
1. Make a comparison
of Mahayana Buddhism
from Theravada
Buddhism by
completing the table
below.
Mahayana Thewravada
View on
Siddharta
Gautama/
Buddha
IV. REMARKS
The evaluation part was not matched because
the lesson was not fully executed. There’s a
need for the continuation of the lesson of the
next day.
Teacher ask to students
tomorrow be ready for
quiz.
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

8. Prepared by: Checked by:
EVANGELINE P. BERCASIO MARIA NIMFA T. DE GUZMAN
Teacher I Principal II
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?

9. DAILY LESSON PLAN
Department of Education
School MAPAYA NATIONAL HIGH SCHOOL Grade Level 11
Teacher EVANGELINE P. BERCASIO Learning Area
INTRODUCTION OF WORLD
RELIGIONS AND BELIEF SYSTEM
Teaching Dates and Time
Monday- Thursday (9:45 -10:45)
(2:00- 3:00) December 11-12,2023
Quarter QUARTER 2 (week 11)
Session 1: Session 2: Session 3: Session 4:
A. OBJECTIVES
1. Analyze the brief history, core
teachings,fundamental beliefs, practices, and
related issues of Mahayana Buddhism.
a. State the three levels of perfection of
Mahayana Buddhism.
b. Give examples of acts of generosity of
M a h a y a n a B u d d h i s t s .

10. B.Content
Standards
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
(generosity, morality, patience,
perseverance, meditation, and
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.
C.Performance
Standards
The learner draws the insight from the acts of generosity of Tzu Chi Foundation that reflect the core teaching of Mahayana Buddhism.
D. Learning
Competencie
s/Objectives
*Analyze the brief history, core teachings, fundamental beliefs, practices, and related issues of Mahayana Buddhism.
II. CONTENT Mahayana Buddhism
III. LEARNING
RESOURCES
A. References
1. TG’s
Pages

11. 4. LM’s
Pages
5. Textbook’
s Pages
Introduction to World Religions and Beliefs
System By. Jerome A, Ong
B. Other
Resources
Laptop, Power Point
IV.
PROCEDURES
Day 1 Day 2 Day 3 Day 4
V. Classroom
management
1. Reviewing
previous lesson or
presenting the new
lesson
2. Establishing the
purpose of the
lesson
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 (generosity, morality,
patience, perseverance, meditation, and
insight)
d. God: nontheistic
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.

12. 3. Presenting
examples/instance
s of the new lesson
4. Discussing new
concepts and
practicing new
skills #1
.
5. Discussing new
concepts and
practicing new
skills #2
6. Developing
Mastery
7. Finding
practical
applications of
concepts and skills
in daily living
Let’s find out if you know how to apply
the insight from the acts of generosity of
Tzu Chi Foundation that reflect the core
teaching of Mahayana Buddhism. Do this
in your activity notebook.
Activity 5. Select one out of four
endeavors inside the box below. Draw in
your activity notebook. How do you want
to advocate it as a youth of the nation?

13. 8. Generalizing
and abstractions
about the lesson
9. Evaluating
Learning
7. Additional
Activities for
Application or
Remediation
IV. REMARKS
V.
REFLECTION
H. No. of learners
who earned
80% in the
evaluation.
I. No. of learners
who require
additional
activities for
remediation
who scored
below 80%.

14. J. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
K. No. of learners
who continue
to require
remediation.
L. Which of my
teaching
strategies
worked well?
Why did this
work?
M. What
difficulties did
I encounter
which my
principal or
supervisor can
help me solve?
N. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other teachers?

15. Prepared by: Checked by:
EVANGELINE P. BERCASIO MARIA NIMFA T. DE GUZMAN
Teacher I Principal II