We Celebrate God's Love Gr. 10 (TM)

Vi
ba
lG
ro
up
,I
nc
.
Unit I: Jesus Is the Way
Unit Goals
The learners will become aware of their moral duty as Christians and develop an
enlightened and upright conscience that is manifested in their proper use of freedom, capacity
to make right decisions and actions in their daily life.
I. Lesson 1 Jesus Challenges Us to Follow Him
.
A. The lesson explains that sin is part of the human condition. It is real and it is both personal
nc
and structural. Nevertheless, just as sin is part of human life, grace is as well much part of it.
Hence, each person is called to follow the path to grace because of we are all called to follow
Jesus. It is possible to choose to be good and thus, we become moral.
B. Learning Objectives: At the end of the lesson, the learners are able to:
,I
Doctrine: Explain the reality of sin.
Moral: Recognize that there are prevailing modern day beliefs and practices that cause
sin.
Worship:
and decisions.
up
Pray more for the ability to overcome temptations and daily discern one’s actions
ro
C. Learning Activities:
1. Socratic Paedeia
lG
2. Reading of the story The Power to Overcome Obstacles
3. Song analysis
4. Discussion
D. Learning Resources
ba
1. Bible
2. We Celebrate Textbook
Vi
3. LCD projector/laptop
E. Learning Content
a. The meaning of temptation
b. The importance of seeing Jesus as our perfect model in the struggle against
temptations.
c. The Call of Jesus

d. The personal and structural dimensions of sin.
e. The importance of prayer in one’s life.
f. The decision to be and do good.
F. Teaching Learning Episodes
a. Activity on p. 3.
.
b. Sharing by dyad – occasions of sin.
nc
Day 1 The Human Context
1. We Celebrate Life
Call students to share their answers to: What do they do with obstacles?
,I
Show some slides of pictures of famous people who hurdled certain difficulties in their life:
Einstein, Hellen Keller, Rick and Dick Hoyt, finally Jessica Cox
up
Ask the students: What do they have in common?
How did they overcome major obstacles in their lives?
Do you have similar experience/s? What did you do?

ro
Ask the students to answer the activity on p.3.
2. We Reflect on Life
lG
Draw the students’ attention to the boxed statement at the lower side of the book. Lead the
students to acknowledge that challenges are meant to make us stronger and to have deeper faith in
God.
Conclude the discussion by asking two students to read in front the text from St. Matthew found
ba
at the left corner of p. 2. The text captures what we all must believe in that Jesus calls us to follow
Him.
Emphasize that the text is a difficult passage but it is also an assuring passage that gives us hope
amidst life’s obstacles and battles. We can follow Jesus!
Vi
Day 2 The Christian Message
1. Review
Conduct a short review of the previous lesson using a question and answer teaching technique.
Ask a student to explain one of his/her answers to the activity.
2. We Celebrate God’s Word

If a video of Jesus’ Temptation is available, show it.
If a video is not available, ask 2 students to alternately read The Temptation of Jesus
on p. 3.
3. We Celebrate God’s Message
Explain the significance of Jessica Cox’s story and link it to a person’s need for God’s grace.
Point out the need to overcome temptations and the graces that accompany the willingness to
.
fight them.
nc
Present a clear discussion that sin is a human condition but we have prayer and the Eucharist that
help us overcome temptations and that we can make the decision to avoid sin.
Explain the personal and structural dimensions of sin.
,I
Emphasize the prevailing modern day beliefs and practices.
Cap the discussion by asking the students to read how the loss of sin could be rectified according
to Pope Francis.
Day 3 The Christian Life
1. Review
up
ro
Conduct a short review of the previous lesson using the sentence completion technique.
2. We Celebrate the Teachings of the Church

lG
Ask the students to read the Church teachings on p.7.
3. We Celebrate Holiness
Let the students read the life of St. Albert Chmielowski. Call some students to share their views
about the sanctity of life of St. Albert and what they think they could do to be whole and holy.
ba
Gather as much answers they are willing to share.
4. We Celebrate Our Faith (Integration)
Ask the students to read and answer We Believe, We Act, We Celebrate on p. 8. Enable the
Vi
students to write what they could do to avoid sins or temptations to sin.
Lead the students to pray the Let’s Pray on p. 9.

Day 4 The Christian Challenge
1. Assessment
Have the students accomplish silently and individually the Let’s Do These. Instruct the
students to raise their hands when they are done. When almost everyone is finished doing
the exercise, conduct a lively discussion of their answers.
Ask the students to relive the episode of Jesus’ temptations and fill in the table with their
most honest answers. When they are done with the exercise, call 5 students to share their
.
answers in front.
nc
2. We Celebrate Our Commitment
1. Instruct the students to take note of the Performance Task given below. Remind them to base their
accomplishment of the task on the criteria presented in the rubrics.
,I
2. Remind them of the deadline for the submission of the PETA.
3. Wrap up the discussion with Let’s Pray, on p.9.
Suggested PETA
Title: Tweets to Overcome Temptations

up
ro
Goal: At the end of the unit, the students are able to create 5 tweets in Twitter or posts in Facebook that
teach other students or the general public how to overcome temptations.
Role: He/she has an account in FB or Twitter and craft a practical way of avoiding temptations
lG
Audience: fellow classmates and public
Situation: Many students negate the reality of temptation or undermine the possible moral decadence
because of a prevalent permissiveness. For a number of youth, sin is just created by the Church to instil
fear on their adherents. This must be countered by a more massive campaign to avoid sin. Doable steps
ba
may be needed to ensure that people become more aware of the negative effects of sin.
Product: 5 Practical ways of avoiding sin or temptations via Tweets or FB posts
Rubric for PETA

Vi
Title: Tweets to Overcome Temptations
Anchor Product Apprentice Basic Learned

Rubric Poor (77-84) Satisfactory (85-92) Superior (93-100)
Format (5%) Formatting rules Paper is neatly Excellent format;
ignored, not original presented. creative and original
message
Grammar and Lacks basic 1-2 minor errors. No errors.

Spelling (10%) proofreading or
contains major
errors.
Content/Message Irrelevant to intended Adequate content Clear, original,
message coherent message
Attractive, Ordinary and hardly Catchy but only to Unique, catchy to all
informative catches attention some types of audience.
readers/audience
.
nc
,I
up
ro
lG
ba
Vi
Lesson 2 Jesus’ Call to Freedom
Unit Goals
.
A. The lesson guides the students in their assessment of making the distinction between
nc
authentic freedom and false freedom.
Doctrine: Distinguish between true and false freedom.
,I
Moral: Use one’s intellectual capacities to assess the right use of freedom.
Worship: Pray for the ability to use one’s freedom responsibly and wisely.
1. Song analysis
up
2. Discussion
ro
3. Sharing
4. Article analysis
lG
1. Bible
ba
E. Learning Content
a. The meaning of freedom

Vi
b. The source of freedom.
c. The limits to freedom.
d. The debates about the Sabbath.
e. Activity on p. 13.
a. Sharing by groups of 5 – limits of freedom on p.18.

Teacher must prepare the Freedom Wall in one corner of the classroom. Ask the students to write
what they want to write on the Freedom Wall.
Ask 5 students to read what they wrote on the Freedom Wall. Let the students explain their
answers. Write their answers on the board for everyone to see.
.
Tell the students that what they write without restraint is a manifestation of what freedom is for
nc
them.
Ask the students to answer the activity on p.13.
,I
Draw the students’ attention to the boxed statement at the lower part of the book. Lead the
students to understand that Jesus draws the truth from his relationship with the Father.
1. Review
up
ro
Conduct a short review of the previous lesson through presenting a short video clip on Thai
Commercial featuring a man choosing to do what is good.
Then, ask a student to explain one of his/her answers to the activity.

lG
If a video of Jesus’ Debates about Sabbath, show it.
If a video is not available, ask 2 students to alternately read The Debates About the
ba
Sabbath on p. 13.
Lead the students to see how Jesus used his freedom. Elucidate on freedom and the varied ways
Vi
people interpret it. Present Jesus as a model of the proper use of freedom. He knew what was
right and he did that despite being unpopular and even if he would be hated by others for doing it.
Elaborate on the essential message: Freedom is not boundless or limitless. Freedom in fact, is
limiting. In exercising freedom we are made aware that others as well, have rights. Thus, in
performing deliberate acts, we have to be more keen and sensitive to the needs and privileges of
others as well. This leads us to an important point: Any act done by a human person must carry
with it an awareness of one’s obligation to others because they too, have rights we must all
uphold. Aware that in every right there is a corresponding responsibility, a person must exercise
care and interest in the well-being of others.
Some argue that since it is innate it should not have any restrictions. This is a flawed notion.
Freedom does not mean it is a license to do whatever we want. If we fail to use freedom
responsibly it leads to an abuse of freedom. Imagine a world without laws. Imagine Manila
without traffic lights or a school without rules. There will certainly be chaos. Hence, freedom has
to have its limits. People must be mindful of these limits so we won’t abuse this gift. Discuss this
.
further by emphasizing that 1) freedom gives us rights but they also make us aware of
nc
responsibilities that go with it. 2) freedom has to be concerned with responsibilities regarding our
status—teachers, married individuals, politicians, students. We live by rules that are connected
with our status and 3) freedom if it’s authentic, liberates oneself and others. Discuss internal and
external factors that diminish our moral imputability and responsibility.
,I
Discuss sin as an obstacle to true freedom. Cite how some politicians misuse freedom and how
people also abuse it either in social media or in their interactions with others.
up
Conclude the discussion by asking two students to make a generalization based on the discussion.
Possible answers: Freedom is not absolute. It must be used with a great sense of responsibility.
Know the limits and we will be on the right track.
Cap the discussion by asking the students to read the boxed statement before the We Celebrate
the Teachings of the Church on p. 16.
ro
lG
1. Review

ba
Ask the students to read the Church teachings on p.16. Discuss that at Mass, the Confiteor
expresses our desire to overcome sin. Ask the students to be more aware of this part in the mass
as they take responsibility in the practice of their faith. Cf. p.17.
Vi
Let the students read the life of St. Bonaventure. Call some students to share their views about the
sanctity of life of St. Bonaventure and what they his reasons were for giving up his position as
General of the Franciscans. Gather as much answers they are willing to share.
Ask the students to read and answer We Believe, We Act, We Celebrate on p. 16-17. Lead the
students to pray Christ With Us on p. 18.
1. Assessment
Have the students accomplish silently and individually the Let’s Do These on p. 18-20.
Instruct the students to raise their hands when they are done. When almost everyone is
finished doing the exercise, conduct a lively discussion of their answers.
.
1. Instruct the students to write their personal commitment to God and have the class agree on what
nc
concrete action could they do collectively to their commitment to authentic freedom.
2. Wrap up the discussion with a short spontaneous prayer.
,I
up
ro
lG
ba
Vi
Lesson 3 Jesus’ Law of Love
Unit Goals
A. The lesson enables the students to understand the concept of moral law and how a Christian is
called to follow Jesus’ invitation to love.
.
nc
Doctrine: Compare and contrast law and love.
Moral: Appreciate the moral law as summarized in the 1st Commandment: love of God and
,I
neighbor.
Worship:Spend moments of prayer in the Chapel, particularly, praying for the people they find
difficulty accepting or forgiving.
1. Poem analysis
up
ro
2. Discussion
3. Sharing
4. Article analysis
lG
1. Bible
ba
E. Learning Content
Vi
a. The meaning and importance of understanding the law and love.
b. The Moral Law.
c. The Classifications of Law.
d. The First Commandment
e. The Greatest Commandment Jn.15:9-17

f. Activity on p. 26.
Ask the students to read quietly the poem, A Mother’s Love is a Haven in the Storm of Life, p. 22.
Ask the students to do the Activity, on p. 23.
.
Let the students work on an image that represents a mother’s love for them.
nc
Draw the students’ attention to the boxed statement at the lower part of the book. Lead the
students to reflect on other expressions of God’s love for them ie. Friends’ love and concern,
,I
relatives who care for them when they were younger, concern of teachers, etc.
Cap the discussion with how love continues to make this world a better place to live in.
1. Review
up
ro
Conduct a short review of the previous lesson through caricatures they could draw on the board
that represent expressions of love of people in their life.
Then, ask a student to explain one of his/her answer to #1 in the Activity on p.23.
lG
If a video of Love One Another in Jn. 15:9-17 is available, show it.
If a video is not available, ask 2 students to alternately read the passage on p. 24.
ba
Link the poem to the Gospel’s message emphasizing on: 1) there is no conflict between law and
love. If we love like Jesus, we could not but do what is in accordance with God’s law. 2) that love
Vi
is the foundation of moral law: it prescribes for us ways and rules of conduct and proscribes the
ways of evil.
Explain #2 by citing the way parents discipline their children; that discipline is an expression of
proscribing what is to be avoided, eg. sin. Thus, moral law is expressed in the following terms:
eternal law, natural law, revealed and human law. Cite examples of transgressing the first
commandment and even human laws like traffic rules, school regulations, laws of the land—these
are all important to keep oneself on the right track. Without rules, people will be lawless—there
will be massive killing and abuse. The world will be in total chaos. Thus, discipline is the first
step in mitigating sin. When parents discipline or set the rules at home, they want to ensure our
safety and to prevent us from doing what is bad. That’s how much parents love their children.
They want what is good for them. Our parents mirror God’s love for us. So, when we think of
expressions of moral law, we are supposed to consider that they exist because God loves us and
they are meant for our own good.
Conclude the discussion by asking two students to make a generalization based on the discussion.
.
Possible answers: We are not to look at laws in a negative way. They are for our own good. God
nc
loves and cares for all of us that He prescribes rules of conduct so that we could avoid evil. So,
when we obey God’s laws we show obedience to God and we give back to Him our love and
trust.
Cap the discussion by asking a student to read the boxed statement before the We Celebrate the
,I
Teachings of the Church on p. 26.
1. Review
up
ro
The foundation of all laws is __________ (correct answer: love).

lG
Ask the students to read the Church teachings on p.26. Discuss how the commands of God could
be summed up into two: love of God and love of neighbor.
Let them answer We Believe, on p. 26.
ba
Let the students read the life of St. Borromeo. Call some students to share their views about the
sanctity of his life and what they think strike them as they read his short biography.

Vi
students to put into action their realizations through their greater interest to participate to attend
the Mass. Lead the students to pray, Let’s Pray, on p. 28.
1. Assessment
.
1. Instruct the students to write their personal commitment to God by answering the activity on p.
nc
31.
2. Wrap up the discussion with a short video presentation of the song, “For God so Loved the
World”, National Youth Day Theme Song.
,I
up
ro
lG
ba
Vi
Lesson 4 Jesus’ Invitation to Form our Conscience
Unit Goals
A. The lesson enables the students to understand the importance of conscience and how it should
be properly formed.
.
nc
Doctrine: Explain how conscience works in a human person.
Moral: Appreciate the role of conscience in making one’s decisions in life.
,I
Worship: Pray for the grace to know when and how to listen to a well-formed conscience.
1.
2.
Discussion
Sharing
up
3. Article analysis
ro
1. Bible
lG
E. Learning Content
ba
a. The meaning and importance of conscience.
b. The Types of Conscience.
c. Forming Our Conscience

Vi
d. Judgment by the Interior Law Rom. 2:12-16
Ask the students: When was the last time you made a difficult decision? Point out that life is all
about making choices. Some choices are easy and some are not. The difficult choices are often
choices of conscience.
Ask the students to read quietly the article, Making Truthful Choices of Conscience, p. 32.
.
nc
Draw the students’ attention to the boxed statement on the lower portion of the book. Lead the
students to share their answers to the questions on p. 33. Ask the students to form a triad for
,I
sharing.
Cap the discussion with a short essay: Choices of the Heart.
1. Review
up
Conduct a short review of the previous lesson through a video presentation of the song: Pilgrim’s
ro
Theme

lG
If a video of Judgment by the Interior Law is available, show it.
If a video is not available, ask a student to alternately read the passage on p. 34.

ba
Link the message of God’s Word with the discussion on choices. Emphasize that hearing the law
is not synonymous with observing it. Every person has the innate ability to judge one’s actions
and decisions. In fact, conscience forms part of our thinking ability. We weigh, we analyze and
examine which is part of our volition. Hence, conscience in Latin means –cum alia scientia –
Vi
which refers to our inherent ability to apply knowledge of something. Though, in Filipino, we
often refer to it as “the little voice within” (tinig ng budhi) that tells us whether we are doing right
or wrong. Our human tendency to avoid to listen to it points to human nature to avoid the stirrings
of our conscience especially, when we are conveniently doing something we want yet, deep
within we know is bad. We want to shut off this innate power to judge and prefer right over
wrong. That makes it difficult for us to decide. Hence, we need to form upright and certain
conscience because it is the final arbiter of our actions. It is the final decision-maker. There is
nowhere we can run to except our conscience when we are confronted with important decisions.
Ask the students to read the Types of Conscience. When they are done reading, ask the students to
assess their own conscience. Ask them: Which type fits their kind of conscience?
After having asked 5 students to share their views, discuss how we could best form our
conscience. Emphasize the need to listen to Christ and be led by the Holy Spirit to guide us.
Deepen the CFC 7077 – we form our conscience “through prayer, by attending the Word of God
and teachings of the Church, by critically reflecting on the events and experiences of our life.”
.
Conclude the discussion by emphasizing that in all human activity, therefore, we are bound to
nc
follow our conscience faithfully, in order to come to God, for whom we were created (DH3).
Cap the discussion by asking the students to read: We Celebrate the Teachings of the Church on p.
36.
,I
1. Review
up
Ask at least 2 students to share their insights during the previous discussion.

ro
Ask the students to read the Church teachings on p.36 again. Discuss how the commands of God
could be summed up into two: love of God and love of neighbour.

lG
Let the students read the life of St. Elizabeth Seton. Call some students to share their views about
the sanctity of her life and what they think strike them as they read her short biography.
ba
students to put into action their realizations through praying together, Prayer for Conscience
Formation, on p. 38.
Vi
1. Assessment
.
nc
41.
2. Wrap up the discussion with a group activity. Ask the class to form 4 groups to act out any of the
following scenarios: 1) temptation to vices eg. drinking/gambling vs. conscience 2) weighing
decisions between cheating and honesty 3) family conflicts and conscience
,I
up
ro
lG
ba
Vi
Lesson 5 Jesus Empowers Us to Make Moral Decisions
Unit Goals
.
A. The lesson enables the students to differentiate human acts and acts of man as they make
nc
enlightened moral decisions.
Doctrine: Analyze their choices and foster the ability to make moral decisions.
,I
Moral: Appreciate the role of conscience in making one’s decisions in life.
Worship: Pray for the grace to know when and how to listen to a well-formed conscience.
1. Discussion
up
2. Sharing
ro
3. Article analysis
4. Interview
lG
1. Bible
ba
E. Learning Content
a. The meaning and importance of conscience.

Vi
b. The Types of Conscience.
c. Forming Our Conscience
d. Judgment by the Interior Law Rom. 2:12-16
f.
Discuss the things that people value most in life: money, fame, and success. People work hard to
get what they want in life either for personal enrichment or for merely for the sheer joy of having
them. But, just like goods/material things we purchase, when we get to buy them, they lose
attractiveness. They’re no longer interesting, trendy, or faddish. The oddity of it is that sometimes
in a fraction of a second, once we have what we want, it loses relevance to us. So, what really
.
gives meaning to one’s life: the having or being?
nc
Ask the students to read the Story of Dyado Dobri, on p. 42.
,I
Draw the students’ attention to the boxed statement on the lower portion of the book. Lead the
students to share their answers to the questions on p. 43. Ask the students to form a triad for
sharing.
up
Cap the discussion with a song analysis: The Warrior is a Child
ro
1. Review
lG
Conduct a short review of the previous lesson through a short sharing on the song, The Warrior is
a Child

ba
If a video of The Narrow Gate is available, show it.
If a video is not available, ask a student to read the passage on p. 43.

Vi
Link the message of God’s Word with the discussion on human acts, meaning these are actions
done consciously, freely and wilfully by a human person. Without the faculty of the mind and
one’s free will, these acts are and should be construed as acts of man. It is the thinking individuals
who can make moral decisions in life. Our actions manifest what we want to happen in our life. In
the Gospel, the choice is between two functional roads: the wide and the narrow that leads to life.
Both seem to be passable road but only one leads to life.
Emphasize here that Jesus’ invitation is clear: He wants us to pass through the narrow gate
because it leads to life. Compare this invitation to two types of people in the Church: those who
are followers of Jesus but are not willing to take on the responsibility and sacrifices that such
following entails and those who understand and fully accept that being a disciple means taking up
one’s cross, so they follow Jesus through the narrow gate.
Ask the students: What do you think is meant by the narrow gate? Explain that it is the path of
charity. It is two-pronged: love for God and love for neighbour. Not all find this pleasant. Others
want to call this insane because they do not find it feasible or doable. Loving God seems easy.
.
Others just find it difficult. Some people find ‘loving everybody’ absurd because not all people
nc
are likeable or lovable. But, this is what Jesus commands us to do. He wants no ifs and buts,
simply like Him, He wants us to obey the Father. This is Christian way: we follow Christ even if
it entails sacrifices and even if others call us insane! Our moral duty does not depend on
fluctuations of emotions or desires or rationality of things. We have moral obligations to God and
others just because we are Christians. Choosing good or the right thing always leads us closer to
,I
God. Emphasize that: a moral life leads to happiness, to Christian maturity, and to the practice of
charity.
Answer: Yes!
up
Ask the students if they are aware that standards set distinction.
If their answer is yes, link school standards expressed through curriculum and grading system.
Then, link it with Jesus as the Norm of Christian life. Point out the need for moral discernment
ro
and moral demand. So, it is unlikely for a Christian to base one’s moral decisions on shaky
grounds. Jesus must be OUR NORM. Standards ensure distinction. We are a different breed: we
are followers of Jesus because we are Christians! We raise the bar! We are a notch higher than
lG
mere existing individuals who do not believe in Jesus.
Lead the students to note how STOP must be our acronym when we make decisions.
Ask 5 students to share their views about decision-making and how do they find the steps that
they carry out in making moral decisions.
ba
Cap the discussion by asking the students to write an essay about a moral dilemma that they
experienced in the past or is currently experiencing and what are the steps they intend to do as
they make a decision to resolve it.
Vi
1. Review
Ask at least 2 students to share their insights about moral discernment and moral demand.
Ask them what is harder to do? Why?

Ask the students to read the Church teachings on p.45. Explain further the meaning of moral
demand. As Christians, we are supposed to listen to our conscience that always works on
accepted moral norms. Our conscience turns towards good, right, and noble. To do otherwise is to
negate our natural inclination to do that which is good.
.
nc
Let the students read the life of St. Francis de Sales. Call some students to share their views about
the sanctity of his life and what they think strike them as they read his short biography.
,I
Ask the students to read and answer We Believe, We Act, We Celebrate on p. 46. Cap the
discussion by asking one student to read what he/she wrote in We Celebrate.
1. Assessment up
Have the students accomplish silently and individually the Let’s Do These on p. 47.
ro
lG
48.
2. Wrap up the discussion with a short prayer service entitled My Commitment to God. Ask the
students to transfer their answers on the pledges, on p. 48 to sheets of papers the teacher prepares
beforehand. These will be offered during the Prayer Service. Tap some students to prepare the
ba
short prayer service by picking the readings, music for reflection and songs to be sung by the
class.
Vi
Unit II: Jesus Teaches the Truth
Lesson 6. The Truth About Happiness
A. The lesson points out that true happiness is found in God who wants us to be happy and
who calls us to eternal beatitude. The lesson presents Jesus showing us the way to true happiness
through his Sermon on the Mount.
.
Doctrine: Discern the meaning of true happiness
nc
Moral: Live out Jesus’ formula for true happiness
Worship: Seek the guidance of the Holy Spirit to pursue the path to happiness
,I
1. Quotes analysis
2. Word association
3. Small group sharing
4. Oral recitation
5. Pair sharing
6. Video showing
7. Lecture-discussion
up
ro
8. Sentence completion technique
9. Singing of the song: “Mapapalad”
lG
1. Bible
E. Learning Content
a. The Meaning of True Happiness
ba
b. The Sermon on the Mount - Jesus’ Teaching on Happiness

d. The Beatitudes as Roadmap to Happiness
e. The Life of St. Gaspar Bertoni
Vi
• Ask the class what they think makes a person happy.
• Present the quotes on happiness by flashing them through a power point presentation or by
posting the quotes written on colored cartolinas on the board.
• Call volunteers to read the quotes on happiness aloud. Then divide the class into groups and
assign one quote for each group. Ask them to discuss the meaning of the quote assigned to them
and express whether they agree with the quote or not. Let them explain why. Follow the small
group sharing with a whole class discussion.
• Instruct the students to answer the activity on p. 51.
• Ask the students about their ideas on personal happiness. Let them share to a partner or seatmate
what makes them happy.
• Lead them to distinguish temporary happiness from true or eternal happiness. Call students to
share their thoughts on these.
• Summarize the discussion by directing the students’ attention to the boxed statement at the bottom
of page 51.
.
nc
1. Review
• Conduct a short review of the previous lesson using word association. Write or flash on
the board the word HAPPINESS. Let the students define it or state words associated with it while
connecting such to yesterday’s lesson.
,I
Ask the class if they are familiar with Jesus’ Sermon on the Mount. Call few students to
share what they know.
up
If available, show a video of Jesus’ Teachings on Happiness. If not, have a volunteer read
aloud using a bible, the text from Mt. 5:1-12.

ro
Through lecture-discussion and using a power point presentation, explain the main points of the
lesson.
Let the class realize that in the Gospel, what Jesus taught was the way to true and lasting
happiness. Emphasize that the happiness Jesus is teaching here is different from what the world or
lG
what media offer to us.

Point out that it is in God alone that we find true happiness and that beatitudes are roadmaps to
happiness.
Stress out that the beatitudes show us the actions and characteristic of a true moral life of a
Christian that lead us to true happiness.
ba
1. Review
 Conduct a short review of the previous lesson using sentence completion technique. Ask
Vi
the class to complete the phrase: “True happiness means/is...........”.

Have the class read the Church teaching on p.54. Call students to state what
they understand from the teaching.
Let the students study the life of St. Gaspar Bertoni on p.56. Lead them to take note of what
makes this saint holy. Ask students what they can do to imitate his examples through oral
recitation.
Instruct the students to read the We Believe, We Act, We Celebrate texts on pp.54-55. Have them
answer the question under the We Believe part on p.54.
Ask the students how they can live out the teachings on happiness. Then lead them to read the
suggestions under We Act on p.55.
Let them celebrate the teaching on happiness by reciting together the Beatitudes prayer under We
Celebrate on p.55. If the song “Mapapalad” is available, play the music and let the class sing it
prayerfully.
.
nc
1. Assessment
• Have the students answer the Let’s Do These on pp.57-59. Once everyone is done,
conduct a lively discussion of answers.
Answer key for Let’s Do These
,I
True or False
1. True
2. False
3. False
up
4. True
ro
5. True
6. True
lG
7. False
8. True
9. True
ba
10. True
Fill in the Blanks
1. Preaching/proclamation
Vi
2. Abraham
3. Happiness
4. God
5. Beatitude
6. Marks
7. Christ
8. Blessings
9. Love
10. Eternal life
Illustration
- Answers vary
.
Research on Beatitudes
nc
- Answers vary
Explanation of Quotes
- Answers vary
,I
up
Recap that the beatitudes point to us who are truly blessed. Challenge the class to choose a
beatitude they commit to live by. Tell them to write their answers on page 59.
PETA
1. Explain to the students the Performance Task given below. Discuss the rubrics for grading.
ro
3. End the discussion with Let’s Pray on p.56.
lG
Suggested PETA
ba
Title: Be a Bearer of Happiness, Be a Blessing!
Goal: At the end of the lesson, the students are to bring happiness to others or be a blessing by doing a
good act to a chosen recipient.
Vi
Role: The work will be done in groups. Each group will choose a recipient or a person to whom they
shall somehow bring happiness or blessing to through a good act. They would have to take a photo of the
good act, place a caption on it and post it in the facebook page of the section/class.
Audience: Classmates and the chosen recipient
Situation: Every person is in search of happiness. Although true happiness is attained in the next life,
we can in some ways promote happiness on this earth. The beatitudes show us who are truly blessed. We
are called to be a blessing to others too. We can bring happiness to others through the good that we do
such as acts of love and mercy especially to those in need.
Product: Facebook Posting
Rubric for PETA
Title: Be a Bearer of Happiness
Facebook Posting Rubric
Criteria 4 3 2 1
Excellent Very Good Poor
.
Good
nc
1. The photo reflects the group’s
involvement in being a bearer of
happiness and blessings to others
2. The photo reflects the group’s positive
,I
attitude, cheerfulness and hard work in
accomplishing the task
3. The photo is attractive, clear, and
presentable
up
4. The photo has a descriptive caption that
is free of grammar errors and the flow of
idea is logical and clear
5. The photo is inspiring and fosters a spirit
of happiness to the viewer
ro
lG
ba
Vi
Lesson 7: The Truth About Our Relationship with God
A. The lesson deals with our relationship with God as it emphasizes the importance of the
first and second commandments, which guide us to put God above all in a spirit of faith, hope and
love and to render honour for God’s holy name.
Doctrine: Explain the importance of the first two commandments in our relationship with God
Moral: Express love for God in deeds by obeying God’s commandments
.
Worship: Pray for the grace to put premium on one’s relationship with God above all
nc
1. Think-Pair-Share
2. Singing of the song ‘Seek Ye First’
,I
3. Game - charade
4. Oral recitation
5. Lecture-discussion
6. Video showing of the life of St. Ignatius of Loyola
7. Reflection writing
1. Bible
up
ro
4. Music player
5. CD or music clip of ‘Seek Ye First’
lG
E. Learning Content
a. Biblical Text on Seeking First God’s Kingdom
b. Our Duty Towards God
c. The Commands and Prohibitions of the First Commandment
d. The Command to Respect the Lord’s Name
ba
e. What the Second Commandment Prohibits

f. The Life of St. Ignatius of Loyola

Vi
• Ask the students about their thoughts on laws, commands and rules or regulations. You may flash
some rules, laws or commands on the board. Ask them the purpose or the reason behind these
laws or rules. In the discussion, highlight the importance of laws or rules in promoting order and
happiness.
• Point out that laws or rules as long as they are just are roadmaps to happiness
• Lead the class to read Pope Francis’ Ten Commandments for a Happy Life
• Divide the class into 10 groups. Assign a commandment to each. Let them discuss and present
their understanding of the commandment assigned to them.
• Have the students answer the activity on p. 61. Let them share their answers in a whole class
discussion.
• Ask the students if they have their own rules or commandments for happy living. Instruct them to
write their answers on page 61. By pairs, let them share their answer to the activity.
• Point out the relevance of the commandments in attaining order and happiness, which is
emphasized in the boxed statement on p.61.
.
• Summarize the session by asking the students to read the boxed biblical verse on the left side of
nc
page 60. Call two students to explain the meaning of the verse in relation to the day’s lesson.
1. Review
,I
• Conduct a short review of the previous lesson using the Think-Pair-Share. By pairs, ask
the students to enumerate as much concepts or terms they can remember in connection to the
previous meeting’s lesson. Call volunteers to explain what they have enumerated on their paper.
2. We Celebrate God’s Word up

Ask the class if they are familiar with the song: ‘Seek Ye First’. You may play the song as
an introduction to the biblical text.
Lead the students to read the biblical text on seeking first God’s Kingdom from Mt. 6:24,
ro
33-34.
Discuss the message of the reading.
lG

Through lecture-discussion and using a power point presentation, explain the main points of the
lesson.
Point out that we have a duty to God above all and the first and two commandments guide us to
fulfil this duty.
ba
Discuss thoroughly the commands and prohibitions of the first and second commandments. To
make it more grounded on human experience, you may provide real-life examples of offenses
committed by Christians against these two commandments.
Vi
Emphasize that the commandments are not burdensome and that they guide us in our loving and
in our relationship with God.
1. Review
 Conduct a short review of the previous lesson using charade. Several students will be
asked to act out the terms or concepts coming from the teacher. The whole class will determine or
guess the words and relate such answers to yesterday’s discussion.
Write the word DECALOGUE on the board. Ask few students to share what they know
about the term. Have the class read the Church teaching on the Decalogue on p.65. Let them
explain what they understand from the teaching.
Have the students read the life of St. Ignatius of Loyola on p.66. Lead them to identify
.
what makes this saint holy. Ask students what they can do to imitate his examples. If a video of
nc
this featured saint is available, present it to the class for a more creative and visual way of
presenting his life.
,I
Instruct the students to answer the question under the We Believe on page 65.
Pose a challenge to the students on how they can deepen their relationship with God as they live
up
out the first two commandments. Then lead them to read the suggestions under We Act on p.65.
Point out that we give supreme worship to God through the Eucharist, which the text under We
Celebrate on p.66 emphasizes.
ro
End the session with the prayer on page 67.

lG
1. Assessment
• Instruct the students answer the Let’s Do These on pp.67-70. When the class is done,
conduct a lively discussion of answers. Elicit answers through oral recitation
ba
True or False
1. √
Vi
2. X
3. X
4. √
5. X
6. √
7. X
8. √
9. X
10. X
Fill in the Blanks
.
Part I
nc
1. Neighbour
2. Happiness
3. God
,I
4. Hope
5. Christian/faith
6. Idolatry
7. Sacrilege
up
8. Person
ro
9. Lie
10. Praising/glorifying
lG
Part II
1.
ba
2.
3. 
4.
Vi
5.
6.
7.
8.
9.
10. 
Explanation of Statements
- Answers vary
On Biblical Verses
- Answers vary
.
nc
Have the students make a commitment to reverence God. Instruct them to write their answers on
the spaces provided on page 71.
,I
PETA
1. Discuss to the students the Performance Task given below. Present the rubrics for grading.
up
2. Inform them of the deadline for the submission of the PETA.
3. End the discussion with Let’s Pray on p.67.
Suggested PETA
ro
Title: My Relationship with my God
Goal: At the end of the lesson, the students are to reflect on their relationship with their God. It is crucial
for the students to determine the state or condition of their relationship with God so they can further
lG
enhance or improve it. They are to submit a one page reflection paper.
Role: The work will be done individually. The students will be given a set of questions from the
teacher such as: How is my current relationship with my God? What can I do to enhance or deepen my
relationship with my God?
ba
Audience: Teacher/reader
Situation: Our being a Christian is a gift from God. It is God who calls us to friendship through the gift
faith. Our Christian response is to accept, enhance and deepen this relationship with God. However, we
sometimes take for granted our relationship with God. This activity will lead the students to assess their
Vi
current relationship with God and lead them to enhance or deepen it.
Product: Reflection Paper

Rubric for PETA
Title: My Relationship with God
Reflection Paper Rubric

Anchor Product Apprentice Poor Basic Learned
Rubric (77-84) Satisfactory (85-92) Superior (93-100)
Presentation (15%) Presentation rules Paper is neatly and Excellent presentation;
ignored, not original creatively presented. creative and original
message
.
nc
No errors.
Grammar and Lacks basic 1-2 minor errors.
contains major errors.
Content/Message Adequate content Clear, original,
(60%) Irrelevant to intended coherent message
message
,I
up
ro
lG
ba
Vi
Lesson 8: The Truth About Prayer and Worship
A. The lesson explains that prayer is a powerful means to communicate with God, as prayer
is the raising of minds and hearts to God. Jesus in the Gospel teaches us how to pray and He even
gave the model prayer, the Our Father. When we pray, we also worship God. The Eucharist is the
highest form of worship that we could give to God.
.
Doctrine: Express and deepen their understanding about prayer and worship
nc
Moral: Perform good works in a spirit of praise and worship to God
Worship: Render supreme worship to God through reverential reception of the Eucharist
especially on Sundays
,I
1. Reading of the story of St. Monica

2. Think-Pair-Share/Dyad
3.
4.
5.
6.
Group discussion
Brainstorming
up
Oral reading of the biblical text
Memory recall - Remembering their prayers answered by God

ro
1. Bible
lG
E. Learning Content
a. The importance of prayer and worship

ba
b. The biblical basis of Jesus’ Teachings on prayer

d. The meaning of each line/verse in the Lord’s Prayer
e. The New Day of Worship
f. The Life of St. Josemaria Escriva de Balaguer
Vi
• Ask a student to identify the persons illustrated on the left side of p. 72.
• Let them focus their attention to the picture of St. Monica by asking the class if they know who
she is. Let them recall and share what they know about this saint.
• Lead the class to read the story: “The Power of a Mother’s Prayer” on p.72.
Ask the students: How do they feel about the story? What lessons can they draw from the
story?
• Instruct the students to answer the activity on p. 73
• Ask the students about their ideas on prayer
• Lead them to recall the importance of prayer. By pair, they could share an instance when they
.
found prayer to be so powerful in their lives. Follow the dyad sharing by a whole class sharing.
• Let the students connect their answers to the sentences written on the lower box found on p.73.
nc
Make them realize the meaning and significance of the text in their lives as Christians.
1. Review
,I
• Conduct a short review of the previous lesson by using the ‘Think-Pair-Share’. Let them
share to their seatmate what they remember in yesterday’s lesson.

up
Recall to the class that it was St. Monica taught us to be persevering in prayer. Emphasize
though that it was Jesus who taught us the ‘what’ and ‘how’ of prayer which they shall
discover in the biblical text that follows.
Ask a volunteer to read aloud Matthew 6:7-15.
ro
Explain that St. Monica showed the people the power of prayer. Such power of prayer came from
lG
her belief and obedience to Jesus.
Let the class realize that in the Gospel, Jesus taught the people how to pray.
Draw the students’ attention to the meaning of the Lord’s Prayer. Form the class into groups and
ba
assign a line or a verse from the Lord’s Prayer. Ask each group to present to the class their
explanation and understanding of the verse/line of the Our Father assigned to them.
Present a clear discussion that the Lord’s prayer is the summary of the gospel.
Deepen the discussion by presenting to the students the duty of the Christians to worship God as
Vi
embodied in the third commandment.
Point out that Sunday is the new day of worship. You may present to the class photos of people
worshiping God on Sunday from different churches/countries.
End the discussion by telling them that Sunday is the day of worship because it is on this day that
Jesus rose again.
1. Review
 Conduct a short review of the previous lesson using the game “paint me a picture.”
Ask the students to read the Church teachings on p.78.
.
Discuss to them the meaning and significance of the Church Teachings
nc
Let the students read the life of St. Josemaria Escriva de Balaguer. If a video about his life is
,I
available, you may present it instead. Ask some students what they find striking in the life of St.
Escriva. Let them share to their seatmate what they think they could do to imitate his life. Follow
the pair sharing with a whole class discussion.

up
Ask the students to read and answer We Believe, We Act, We Celebrate on p. 78. Let the students
realize that prayer is very important in Christian life and that the Eucharist is the supreme act of
worship to God.
ro
End the session by leading the students to pray the Let’s Pray on p. 80.
lG
1. Assessment
• Have the students accomplish silently and individually the Let’s Do These on p.81. Once
they are finished, conduct a lively discussion of their answers.
ba
True or False
Vi
1. False
2. True
3. False
4. False
5. True
6. False
7. True
8. True
9. False
10. True
11. False
.
12. False
nc
13. False
14. False
15. True
,I
Fill in the Blanks
1. Our Father/ Lord’s Prayer
2. hallow
up
3. beatitudes
ro
4. bread
5. forgive
lG
6. Holy Spirit
7. worship
8. Sabbath
ba
9. Sunday
10. presence
Vi
Identification
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
.
nc
Prayer Composition
- Answers vary
,I
Recall that the Eucharist is the highest form of worship and that it is lived out through a life of
charity.
up
Ask them what they commit to do to live out the call to worship and the call to charity. Have them
write their answers on page 83.
ro
lG
ba
Vi
PETA
1. Discuss the Performance Task below. Remind them to consider the criteria presented in the
rubrics as they accomplish the task.
2. Tell them of the deadline for the submission of the PETA.
3. Wrap up the discussion with Let’s Pray, on p. 80.
Suggested PETA
Title: Let’s Go to Mass!
.
Goal: At the end of the unit, the students shall be able to help promote the Eucharist
nc
Role: He/she has to come up with a poster promoting the Eucharist. The poster shall be uploaded in
her/his facebook account. He/she has to invite people to like her/his poster. The poster together with the
number of likes shall be presented in class.
,I
Audience: Classmates and the general public
Situation: It is a reality that not every Catholic goes to mass every Sunday despite the fact that it is one
Product: Poster
Rubric for PETA

up
of the Ten Commandments. There is a need to remind the people about this sacred responsibility.
ro
Title: Let’s Go to Mass!
Grading Rubric for Poster

lG
5 4 3 2 1
Content Content is Content is Content is Content is Content is
accurate and accurate but accurate but questionable. inaccurate.
all required some required some required Information is Information is
information is information is information is not presented not presented
presented in a missing and/or missing and/or in a logical in a logical
ba
logical order. not presented in not presented in order, making order, making
a logical order, a logical order, it difficult to it difficult to
but is still making it follow. follow.
generally easy difficult to
Vi
to follow. follow.
Presentation Presentation Presentation Presentation Presentation is Presentation
flows well flows well. flows well. unorganized. has no flow.
and logically. Tools are used Some tools are Tools are not Insufficient
Presentation correctly used to show used in a information
reflects Each acceptable relevant and lacking
extensive use member’s understanding. manner. some of the
of tools in a information is Each member’s Lacking some member’s
creative way. represented information is of the information.
and identified represented and members’
Each with their identified with information/
member’s name. Overall their name. and or
information is presentation information is
represented is interesting. not identified
and identified
with their
name.
Pictures, Clip Images Images are Most images Images are No images
Art are appropriate. are appropriate inappropriate
.
Background appropriate. Layout is or layout is
nc
Layout cluttered. messy.
is pleasing to
the eye.
Mechanics No Few spelling Some Some spelling Many spelling
spelling errors. Few spelling errors. Some and or
,I
errors. No grammar errors. Some grammar grammar
grammar errors. Text is grammar errors. Most of errors. Text is
errors. Text is in authors’ errors. text is in copied.
in authors’
own words.
own words.
up
Text is in
authors’ own
words.
authors’ own
words.
SOURCE: Adapted from Teacher Planet

ro
lG
ba
Vi
Lesson 9: The Truth About Fidelity
A. The lesson explains the call to live out the virtue of fidelity in response to God who is faithful
and loyal to us. A life of fidelity can be manifested by upholding the values of the sixth and
ninth commandments. The two commandments help us appreciate our sexuality and develop
the virtue of chastity or purity of heart. These virtues allow us to put order in our lives and
points us the way to see God.
.
nc
Doctrine: Explain the meaning and challenge of the call to fidelity
Moral: Strive to be faithful to God by practicing purity or chastity
Worship: Pray for the grace of fidelity to Christ’s teachings
,I
1. Oral recitation
2. Video watching and analysis
3.
4.
5.
6.
“Charade” – game
Round Robin Discussion
Think-Pair-Share
up
Sentence Completion Technique/Strategy
7. Reading of the story of St. Maria Goretti
ro
1. Bible
lG
3. LCD projector
4. laptop
E. Learning Content
ba
a. The essence of marriage vows

b. The biblical basis of faith and trust in God
d. The meaning of fidelity
e. The different ways to practice fidelity
Vi
f. The sixth and ninth commandments

• Let the students watch the video of a wedding where couples utter their vows of fidelity to
each other
• Ask the students how they felt while watching the video
• Call a student to read aloud the text: “Marriage Vow” on p. 84
• Instruct the class to answer the activity on p.85
• Emphasize to the class that marriage is a lifelong commitment between couples. Also, point
out that it takes unconditional love, patience and fidelity to keep the marriage working and
lasting till death.
• Summarize the day’s session by asking them to read the boxed biblical text from Proverbs 3:3
found on p.84. Call two to three students to explain the message of the given verse.
.
nc
1. Review
• Conduct a short review of the previous lesson through the game “charade”. In this game, let
,I
the class guess the word/s which are related to yesterday’s discussion.
• At the end of the game, lead the students to make meaning out of the activity by asking them
to compose a sentence using the guessed words while relating it to the lesson.

• Using a round robin strategy, let the students brainstorm on ways to show fidelity to God.
• Call on three to four groups to share to the class their input.
• Ask the students to read the text: Faith and Trust in God on p.86.
ro
lG
Explain that in the world we live in, there are people who practice infidelity. Enumerate to them
factors that trigger or contribute to such act. You may present to them pictures of these factors.
Explain that amidst the infidelity around us, as followers of God we are called to practice the
virtue of fidelity.
ba
Expound the discussion by emphasizing that God gave us the sixth and ninth commandments to
guide us and teach us the way to fidelity and chastity.
Discuss the call to uphold and live a chaste life through a power point presentation.
Vi
1. Review
 Conduct a short review of the previous lesson using the sentence completion technique.
By pair, ask the students to read the Church teachings on p.89 and 90. Give time for them to
explain to each other what they understand from the text. Call three students to explain to the
whole class the meaning of the given Church teachings.
.
Let the students read the life of St. Maria Goretti p.91. Call some students to state the values they
nc
can learn from her life and identify ways to imitate her example.
,I
Ask the students to read and answer We Believe, on p. 90.
Let the class read We Act,on p.91. You may ask them which of those items they have already
up
practiced and which of those they commit to do.
Allow the class to celebrate their fidelity to God by renewing their baptismal vows using the
guide from We Celebrate on p. 91.
End the session by leading the students to recite together the Let’s Pray on p. 92.
ro
lG
1. Assessment
• Have the students answer the activities on the Let’s Do These on p.93-94. Elicit and discuss
answers through oral recitation.
ba
True or False
Vi
1. Yes
2. Yes
3. No
4. No
5. Yes
6. No
7. No
8. No
9. Yes
10. No
.
11. No
nc
12. No
13. Yes
14. No
,I
15. No
Identification
1. 9th
up
ro
2. 6th
3. 9th
4. 9th
lG
5. 6th
6. 9th
7. 6th
ba
8. 9th
9. 6th
10. 9th
Vi
Fill in the Blanks
1. justice and an offense against human society
2. Genesis creation
3. love
4. faithful
5. procreation
6. personality
7. sexual drives
8. self-control
.
9. death
nc
10. procreation
Situational Analysis
,I
1.
2.
3.
4.
up
ro
5.
6.
7.
lG
8.
9.
10.
ba
Prayer Composition
Answers may vary

Vi
* PETA
1. Instruct the students to take note of the Performance Task given below. Remind them to take
note of the criteria presented in the rubrics as they accomplish the task.
3. Wrap up the discussion with Let’s Pray, on p. 92.
Suggested PETA
.
Title: Fidelity/Chastity Bookmark
nc
Goal: At the end of the unit, the students are able to create a bookmark with a quotation reminding others
to live out the value of chastity and/or fidelity. The quote may be taken from the Scriptures or may be
creatively composed by the student.
,I
Role: He/she has to make a bookmark with a quotation emphasizing the importance the value of
fidelity and chastity. He/she has to give the bookmark to a classmate or friend.
Audience: classmates
up
Situation: Today, many temptations and influences promote infidelity in relationships and even deviate
from the value of purity or chastity. It is helpful to remind others of the importance of these virtues in
Christian life.
ro
Product: A bookmark with quotations about fidelity and/or chastity
Rubric for PETA

lG
Title: Fidelity/Chastity Bookmark

Anchor Product Apprentice Basic Learned
Rubric Poor (77- Satisfactory (85-92) Superior (93-100)
84)
Presentation (25%) Presentation rules Bookmark is neatly Excellent
ignored, not original and creatively presentation;
ba
presented. creative and original

message
No errors.
Grammar and Lacks basic 1-2 minor errors.
Vi

contains major
Content/Message errors. Irrelevant to Adequate content Clear, original,
(50%) intended message coherent message
Attractive, Ordinary and hardly Catchy but only to Unique, catchy to all
informative (15%) catches attention some types of audience.
readers/audience
Lesson 10: The Truth About Respect
A. The lesson points out the value of respect for others by honouring their name and being
truthful in one’s everyday speech. Jesus, the Way, the Truth and the Life shows us the
importance of truth in human relations and how truth can set us free. The lesson also
emphasizes that when we respect and uphold the truth, we obey the eight commandment.
.
nc
Doctrine: Discuss the meaning and importance of respect for truth
Moral: Respect others by honouring their good name and being truthful to them
Worship: Pray for the grace to be respectful and truthful
,I
1. Picture Analysis
2. Article Reading
3. Group Sharing
4.
5.
6.
7.
Word Coining
Lecture-Discussion
Oral Recitation
Board Game – Review Game
up
ro
1. Bible
3. LCD projector
lG
4. laptop
E. Learning Content
a. Ways to Respect the Truth
b. The Eight Commandment
ba
c. The Call to Follow Christ in Truth

d. The Different Offenses against Truth

Vi
Ask students their ideas on how Filipinos show respect to others. You may also show
pictures of Filipinos showing respect to others. Let the students describe those pictures.
Call a volunteer to read the text titled: ‘Filipino Expression of Respect’ on p. 96. Ask
them the value they can learn from the article.
Instruct the students to answer the activity on p.97
Discuss answers to the activity. Elicit answers through oral recitation.
• The last paragraph in the article ‘Filipino Expressions of Respect’ expresses an appeal or
challenge. Let the class reflect on how they can respond to this appeal.
• Instruct them to write their answers on p. 97.
• Call volunteers to share to the class their answer to the activity.
• Conclude the discussion by asking a student to read aloud the boxed summary statement on
p. 97.
.
nc
1. Review
• Conduct a short review of the previous lesson using word coining. Flash or write on the
,I
board the word RESPECT. Ask them the words they can associate with it as you lead them to
recall yesterday’s lesson.
•
up
Call a volunteer to read aloud the passage from Matthew 7:1-5. Allow them to reflect on the
message of the text through moments of silence.
ro
Through a lecture-discussion, explain the significant points in the lesson. Emphasize the call of
lG
God to respect others by honouring their name and speaking truthfully about them.
Discuss the meaning and challenge of the eight commandment. Expound the discussion by
pointing out that Jesus who is the Truth, calls us to follow Him in Truth. Thus, we have the duty
to seek the Truth, adhere to it and live in accordance with it.
ba
Further the discussion by explaining the offenses against truth.
Summarize the lesson by asking a student to read the boxed summary statement on p. 100.
Vi
1. Review
 Conduct a short review of the previous lesson by conducting a board game. Ask questions
related to yesterday’s discussion and let the group representative write the answer on the board.
The group that gives the most number of correct answers wins.
Ask the students to read the Church teachings on p. 100.

Let them share to the class their insights about it.
Have the students study the life of Blessed Ossana of Cattaro. Call some students to share their
views and realizations about the life of Blessed Ossana. Let them state what they think they could
do to be whole and holy like her.
.
nc
Instruct the students to answer We Believe on p. 101.
,I
Ask them to reflect on the suggested acts on how to live out the value of truthfulness as presented
on page 104. Let them choose one act from those identified that they commit to practice daily to
live a life based on truth.
up
Lead them to celebrate the truth that Jesus is the Messiah by reminding them to recite or sing the
acclamation joyfully every time they participate in the Eucharist as pointed out in We Celebrate
on p.101.
ro
End the session by reciting together the prayer on p. 102.
lG
1. Assessment
• Have the students answer the activity Let’s Do These on pp.103-104. Check and discuss answers
with the class.
ba
Fill in the Blanks

Vi
1. hypocrite
2. truth
3. good name
4. truth
5. trust
6. Jesus Christ
7. love
8. privacy
9. lying
10. calumny
.
11. flattery
nc
12. gossip (tsismis)
13. perjury
14. free
,I
15. reparation
True or False
1.
up
2.
ro
3.
4.
lG
5.
6.
7.
ba
8.
9.
10.
Vi
Reflection on a scripture passage
- Answers may vary

A. Post a challenge to the students by asking them what they commit to do in order to
uphold the value of truthfulness. Have them write their answers on page 104.
B.
1. Instruct the students to accomplish the Performance Task given below. Discuss the criteria
and rubrics for grading.
2. Inform them of the deadline for the submission of the PETA.
Suggested PETA
.
nc
Title: A Jingle for Truthfulness
Goal: At the end of the unit, the students are able to promote the value of truthfulness in a form of a
“jingle”. The jingle may be in Filipino language as they consider truthfulness in the Filipino context.
,I
Role: He/she together with her/his group mates will come up with a “jingle” that will capture the
importance of truthfulness which aim to inspire listeners to practice such value in their dealings or
relationship with others.
Audience: fellow classmates and public

up
Situation: Truthfulness is a value that some people take for granted or fail to practice. Some may choose
to protect their own interest at the expense of truth, even at the risk of disrespecting and even destroying
relationship with others. As Christ’s followers, we have the duty to seek the truth, adhere to it, live in
ro
accordance with it and even promote this value. We must inspire people to live a life of Truthfulness.
Product: A “jingle” promoting Truthfulness (in the Filipino context)

lG
Rubric for PETA
Title: A Jingle for Truthfulness

ba
Jingle Making
A B C D
4 pts 3 pts 2 pts 1 pt
Theme A B C D
Vi
Jingle stays on topic Jingle stays on topic. Jingle stays on topic Jingle doesn't stay on
throughout. Topic is Topic is positive and some of the time. topic. Topic is not
positive and appropriate for school Topic is occasionally shown in a positive
appropriate for school advertising. positive and way or is not always
advertising. Clever Competent lyrics to appropriate for school appropriate. Group has
lyrics. advertise topic. advertising. Fine lyrics difficulty and needs
written with some much support to write
teacher support. lyrics.
Melody A B C D
Melody is simple and Melody is simple and Melody is fair, but not Melody requires much
very "catchy". Rhythm "catchy". Rhythm and "catchy". Could be improvement, is not
and melody range melody range improved rhythmically appealing, or is
appropriate and appropriate and or melodically. Lacks "stolen" from another
appealing. Is original. appealing. originality. source.
Demonstrates some
originality.
Group work A B C D
Entire group involved Entire group involved All group members are Group does not work
in composition and in composition and involved in well together, not
performance equally. performance, but not composition and everyone involved in
All group members all equally. All group performance at times composition and/or
ideas are always members ideas are in every class. Teacher performance. Group
.
valued - group usually valued - must mediate members undervalue
demonstrates respect respect is shown most occasionally. Respect eachothers' ideas -
nc
at all times. of the time. often shown. Respect not shown.
Group either falls
apart, requires much
teacher intervention,
or does not finish
project together.
,I
SOURCE: http://www.rcampus.com/rubricshowc.cfm?code=GX64W95&sp=yes&nocache=1468743709013
up
ro
lG
ba
Vi
Unit III: Jesus Gives Life to the Full
Lesson 11: Jesus, The Lord and Master of Life
Unit Overview
The unit unfolds Jesus as the Lord and Master of Life, who upholds the dignity of every
human person, who helps us overcome the threats to life, who calls us to form Christian families
and calls us to be responsible stewards of God’s creation.
.
Unit Goals
nc
The learners will become aware of the importance of life and their vocation to uphold
human dignity, to fight against threats to life, to be pro-family and be responsible stewards of the
Mother Earth.
,I
A. The lesson presents Jesus as the Lord and Master of Life which He consistently showed in
the Gospel in His encounters with different types of people of that time. Jesus healed the
sick, made the lame walk, restored the vision of the blind and even brought back dead
human life and dignity.

up
people to life. As followers of Jesus, Christians are expected to promote, protect and uphold
Doctrine: Explain how Jesus showed that indeed He is the Lord and Master of life.
ro
Moral: Demonstrate concrete ways how to uphold, defend and advocate the dignity of
life.
lG
Worship: Pray with the heart to ask the Lord for the courage to uphold, protect and
advocate life.
1. Story Analysis: Woman Rescues Babies from Abortion
2. Brainstorming on Definition of Life
ba
3. Group Activity: Tableau

4. Class Discussions
D. Learning Resources:
1. Bible
Vi
3. Pictures and Video Clips of Some Threats to Life
4. LCD Projector and laptop
E. Learning Content:
a. The Christian Definition of Life
a.1. Life is a Gift
a.2. Life is Sacred
b. Jesus: The Lord and Master of Life
b.1. Jesus Heals the Sick
b.2. Made the Lame Walk
b.3. Restored the Vision of the Blind
b.4. Bring Dead Back to Life
c. Loving Our Enemies
d. Threats to Life
d.1. Violence and Terrorism
d.2. Injustice and Oppression
d.3. Direct Attack on Human Life
e. Christian as Stewards, Advocates and Defenders of Life
f. Activity on page 111.
.
g. Commitment Activity on page 115
nc
Day 1: The Human Context
,I
Pre-assigned two students who will read the story alternately (per paragraph) about a
woman who rescued babies from abortion on page 106-107.
Then, allot time for the students to answer the guide questions on page 107.
Randomly call volunteers to give their answers for the guide questions. Conduct short
but meaningful discussions.
up
Divide the class into 4 groups. Each group will think of a concrete situation wherein
human life is violated. Instruct them to come up with a TABLEAU that depicts the
ro
violation. The leader will explain the tableau and end up his/her report with concrete
ways to correct the specific violation against life.
Highlight that protecting and upholding life is everybody’s responsibility.
lG
Day 2: The Christian Message
1. Review
Ask the students recall the work of Doris Hipolito that is worth emulating.
Then, call 2 to 3 students randomly to share before the class.
ba

Ask the class to read altogether the Gospel: Luke 20: 27-38 found on page 108.
Invite the class to pause for a while and reflect on the message of the Word of God.

Vi
Explain the significance of the story of Doris Hipolito about saving babies from abortion.
Point out our moral responsibility to protect and uphold not just our life but also of others
especially the defenseless.
Brainstorming: Continue by asking the students how they define human life. Solicit
answers.
Present the Christian Definition of life as sacred gift from God.
Explain the reasons why we called Jesus as the Lord and Master of Life:
1. Jesus Heals the Sick
2. Made the Lame Walk
3. Restored the Vision of the Blind
4. Bring Dead Back to Life
Highlight Jesus’ great command to “love our enemies” which difficulty but possible.
Present Threats to Life in general.
End with our common vocation as:
Stewards, Advocates and Defenders of Life
End the session by allowing students to think of 1 verb that sums up their understanding
of today’s lesson. Then randomly call 3-4 students to say aloud their 1 verb.
.
nc
Day 3: The Christian Life
1. Review
Conduct a short review by completing the sentence:
Human life is ____________________________________________________.
,I
Then, call 2-3 volunteers to share before the class.

Ask one student to read aloud the Church teaching on page 110. Give them some
words. Call some volunteers.
up
minutes to think on how they understand the teaching and say that in their own
Ask the class to read altogether the life of St. Pedro Poveda. Ask them to underline
ro
words or phrase that struck them the most.
Let them look for a partner to share for 2 minutes. Then, call 1 pair to share in
plenum.

lG
Give the students time to accomplish the We Believe, and We Act portions of the
lesson on pages 111.
Let the Prayer for Respect for Life on page 111 serve as the closing prayer.
Day 4: The Christian Challenge

ba
1. Assessment
Instruct the students to individually answer the Let’s Do These portion of their textbook.
When everyone is done, conduct a lively discussion of their answers by calling them
randomly.

Vi
Class Task: 10 Specific Pro-life Actions
Explain to the students the rationale and specific instructions on how to do their Personal
and Class Task on page 115.
Once every one is done, group them into 8 small groups. Each group will pick up 3 top
actions enumerated by each student and write them in ¼ Manila paper.
The class president will facilitate the formulation of Top Ten Pro-life Actions that class
would like to live out, protect and promote during the school year. They have to vote and
agree on the final copy of their Top Ten Pro-Life Actions and post them inside the
classroom using Cartolina or be printed in tarpaulin to serve as constant reminders to all
members of the class.
RUBRIC FOR TOP 10 PRO-LIFE ACTIONS OF THE CLASS
Formulated 10 1 2 3 4 5 6
Pro-Life Actions Only 1 of Only 2 of Only 3 of Only 4 of Only 5 of All
Clear the the the the the indicators
Specific indicators indicators indicators indicators indicators are
Doable is are are are are present.
Measurable present present present present present
Christian
.
Perspective
nc
Reflects
learning on the
topic Human
Life
Final Product 1 2 3 4
,I
Clear Only 1 of the Only 2 of the Only 3 of the All indicators are
Specific indicators is indicators are indicators are present.
present present present
Creative
Neat
up Total= ____
10
ro
Rubrics are suggestive in nature and open for the modifications of the teacher. Ensure
processing after task to determine the transfer of learning.
lG
ba
Vi
Lesson 12: Jesus Upholds the Dignity of Human Life
A. The lesson presents the person of Jesus as upholding human dignity. In the Gospels, Jesus’
desire and effort to heal the sick, made the lame walk, uplift the condition of the oppressed
and granting pardon to the public sinners are concrete manifestations of His strong teaching
and advocacy to uphold the dignity of every human person regardless of their status in
society, sex, race and religion. This brings the Christians to their awareness that upholding
human dignity is not an option but a moral obligation of every one.
.
nc
Doctrine: Elaborate how Jesus upholds the dignity of every human person.
Moral: Manifests concrete ways how to uphold the dignity of human life.
Worship: Ask God to give the courage and determination to uphold the dignity of every
,I
human life even in the most difficult situations.
1. Brainstorming on Definition Human Dignity
3. Group Sharing
up
2. Reading of Zambian Girl’s Personal Testimony (p.116)
ro
1. Bible
3. Video Clips of Violations Against the Dignity of Life
lG
a. The Christian Definition of Human Dignity
b. Basis of Human Dignity
c. How Jesus Upholds the Dignity of Human Life
d. 3 Characteristics of Human Dignity
ba
d.1. Inherent (Universal)

d.2. Inviolable
d.3. Inalienable
e. Christian Call to Uphold Human Dignity
f. Activity on page 120-121.
g. Commitment Activity on page 123.
Vi
Brainstorming: What is your idea of Human Dignity. Solicit answers from the students.
Instruct the class to read altogether the personal testimony of Zambian woman on page
116.
Give the student time to answer the guide questions on page 117.
Let the students think and write down their own SLOGAN that will motivate today’s
generation to respect and promote human dignity.
Divide the class into 8 small groups. After sharing their own slogan, each group will think
of their common SLOGAN on human dignity. They have to write it clearly in 1 long bond
paper (pre-assigned)
The group will say aloud they slogan in front of the class.
.
Highlight that upholding human dignity is not an option but it is everybody’s moral
nc
responsibility.
,I
1. Review
Ask the students to share to his/her seatmate his/her understanding of human dignity
based on previous discussion.

Ask the class to read altogether the Gospel: Matthew 5:21-26 found on page 118.
ro
Show a short video clip (downloaded in youtube) that shows direct violation of human
dignity. Let them form a triad and share what part of video clip is striking for them.
Then, explain the significance of the personal testimony of Zambian girl who suffered
lG
from human trafficking. Ask the students to recall how Jesus reacted every time He
encountered violations against human dignity in His time.
Discuss the Christian definition of human dignity and present the basis why we have
dignity as human person. Solicit ideas and examples from students while presenting
concepts.
In presenting the 3 Characteristics of Human Dignity, it is best to present them using a
ba
context or examples. Teacher may ask the student to give concrete examples for easy
understanding of the 3 characteristics.
Highlight our calling as Christians to uphold human dignity at all times even in the most
difficult situations.
End the session by allowing students to share with a partner 1 new learning they’ve got
Vi
from today’s lesson. Then randomly call 2-3 students to share before the class..
1. Review
Conduct a short review by asking the class:
What human dignity is not?
Ask the entire class to read aloud the Church teaching on page 120. Give them
some minutes to think on how they understand the teaching and say that in their own
words. Call some volunteers.
Ask the class to read altogether the life of St. Raymond Penafort. Ask them to
underline value or virtue that worth emulating from the life of this saint..
plenum.
.
nc
Give the students time to accomplish the We Believe, and We Act portions of the
lesson on pages 111.
Let the Psalm 139 on page 121 serve as the closing prayer.
,I
1. Assessment
Provide time for the students to individually answer the Let’s Do These portion of their
textbook. When everyone is done, conduct a lively discussion of their answers by calling
them randomly.

Group Task: Anti-Bullying Poster
up
Explain to the students the rationale and specific instructions on how to do their Group
ro
Task on page 123.
Ask the class to form their own Triad (3 members only). Pre-assigned the bringing of 1
whole illustration board and art and coloring materials.
Once the teacher is done checking the group task, he/she may ask the school heads to
allow the class to put the poster (already covered with plastic) in strategic places in
lG
school.
RUBRIC FOR PROMOTIONAL POSTER

Poster 1 2 3 4 5
Specific Only 1 of Only 2 of Only 3 of Only 4 of All
ba
Christian the the the the indicators

Perspective indicators is indicators indicators indicators are present.
Reflects the present are present are present are present
learning on human
dignity
Calls one to
Vi
action
Creative
Message 1 2 3 4 5
Clear Only 1 of Only 2 of Only 3 of Only 4 of All
Specific the the the the indicators
Calls one to indicators is indicators indicators indicators are present.
action present are present are present are present
Reflects
learning on human
dignity
Promotes anti-
bullying in school
RUBRIC FOR PEER-EVALUATION

Note: Please objectively evaluate the performance of your group mates while doing your Group
Task. Check the item applicable to him/her.
Name of Co-Member: ___ Good Team Player
___ Enthusiastic
___ Shares his/her expertise
.
___ Shares his/her time fully
nc
___ Knows how to respect and receive other people’s ideas
___TOTAL SCORE:
,I
___ Enthusiastic
up
___TOTAL SCORE:
Note: To arrive at the final score for Peer Evaluation, divide by 2 the total score from the
ratings of 2 co-members.
ro
Rubrics are suggestive in nature and open for modifications of the teacher. Peer-Evaluation
lG
promotes responsibility and maturity among all the members of the group.
Allot 1 meeting to process this activity/task to ensure deeper impact of the lesson.
ba
Vi
Lesson 13: Jesus Helps Us Overcome the Threats to Life
A. The lesson presents how a Christian is called not to just give importance to his or her own
dignity but to the dignity of every person. Even if it means moving out of one’s comfort
zones, every Christian must be active in exerting effort to overcome the threats to life. But all
human effort will remain in vain if it is not for and with Christ who helps each one to face with
a brave heart any threats to life.
.
Doctrine: Describe how precious life is that calls its stewards to overcome any threat to life.
nc
Moral: Demonstrate concrete ways how to ensure that the sacredness of life is being
protected.
Worship: Pray to God for the grace of enlightenment and conversion for those who are
,I
involved in the different violations against the sacredness of life.
1. Picture Analysis: Different Violations Against the Sacredness of Life
3. Group Sharing
up
2. Reading of News Article: A Celebration of Life (p.124)
ro
1. Bible
3. Pictures of Different Offenses Against Life
lG
a. Why Life Is A Precious Gift From God
b. Threats/Violations Against Human Life
b.1. Abortion
b.2. Use of Contraceptives
ba
b.3. Substance Abuse

b.4. Suicide
b.5. Euthanasia
b.6. Capital Punishment
c. Christian Call to Discern and Choose What is Good
d. Activity on page 128-129
Vi
e. Commitment Activity on page 133.
Picture Analysis:
Teacher will prepare pictures to be flashed on screen using PPT about different
violations against human life.
Students will be asked to identify each violation and briefly explain why it violates the
sacredness of life.
Assign one student to read aloud the news article on page 124.
Let the students do the activity at the bottom part of page 125 by completing the table.
Once they are done, they will look for two classmates to form a triad. They will just pick
.
up the highlight of their prepared birthday celebration for a highly admired and respected
nc
individual. Randomly call some triad to quickly share the highlight of their plans to the
class.
Highlight that human life is precious and therefore worthy of beautiful and meaningful
celebration.
,I
1. Review
up
Ask the students the question: “Why we celebrate our birthdays?”

Ask one volunteer to read the Gospel: Matthew 2: 13-15 found on page 126.
ro

When was the last time you attended a most celebrated birthday party? How it was
lG
celebrated? Recall and look for a partner to share such experience.

Like the Nanay Pilang in the news clip, everyone deserves a celebration of his/her
birthday even in the most simple but meaningful way.
Explain why life is a precious gift from God and why it deserved love and respect.
Using visual aids using PPT, elaborate the following offenses/ threats to life and why the
Church must counter act them:
ba
1. Abortion
2. Use of Contraceptives
3. Substance Abuse
4. Suicide
5. Euthanasia
6. Capital Punishment
Vi
Allow students share their thoughts, feelings and realizations after every violation.
Discuss the importance of discernment in choosing what is good and what is more loving
thing to do.
End the session by allowing students to share with a partner either 1 new learning
they’ve got or 1 old truth that was just confirmed by today’s lesson. Then randomly call
2-3 students to share before the class.
1. Review
Conduct a short review by asking the class to pick up 1 violation against life and
share his/her understanding about such violation to a seatmate.

.
some minutes to think on how they understand the teaching. Call some volunteers to
nc
share.
Ask one student to read the life of St. Scholastica. Ask them to underline virtue that
worth emulating from the life of this saint.
,I
plenum.
pages 128-129. up
Have students accomplish the We Believe, and We Act portions of the lesson on
Let the Prayer for Aborted Babies on page 129 serve as the closing prayer.

ro
1. Assessment
Allot time for the students to individually answer the Let’s Do These portion of their
textbook. When everyone is done, conduct a lively discussion of their answers by calling
them randomly.
lG

Group Task: Letter Making-Advocating Love for Life
Explain to the students the rationale and specific instructions on how to do their Group
Task on page 133.
Ask the class to form a group composed of 5 members. They have to brainstorm on how
ba
to compose the letter. Each member will be asked to write a draft of the letter to a
particular government agency to be presented to his/her group mates for critiquing and
improvement. The final draft will be submitted by the group to the teacher printed in short
bond papers following the correct format of a formal letter.
Once the teacher is done checking the group letters, he/she may ask the students to
send the clean, corrected final version of the letters to the respected agency of the
Vi
government.
RUBRIC FOR LETTER MAKING
Content 1 2 3 4 5 6 7
Specific Only 1 of Only 2 of Only 3 of Only 4 of Only 5 of Only 6 of All
Clear the the the the the the indicators
Reflects the indicators indicators indicators indicators indicators indicators are
learning on caring is are are are are are present.
for life present present present present present present
Christian
perspective
Calls one to
action
In-depth
Sincere
Over-all Quality of 1 2 3
the Letters Only 1 of the indicators is Only 2 of the indicators All indicators are present.
Clean present are present
Followed the
required format.
.
Free of error
nc
RUBRIC FOR PEER-EVALUATION
Note: Please objectively evaluate the performance of your group mates while doing your Group
Task. Check the item applicable to him/her.
,I
___ Enthusiastic
Name of Co-Member:
up
___TOTAL SCORE:
___ Good Team Player

___ Enthusiastic
ro
___TOTAL SCORE:
lG
Note: To arrive at the final score for Peer Evaluation, divide by 2 the total score from the
ratings of 2 co-members.
ba
Rubrics are suggestive in nature and open for modifications of the teacher. Peer-Evaluation
promotes responsibility and maturity among all the members of the group.
Vi
Lesson 14: Jesus Calls Us to Form Christian Families
A. The lesson describes the Christian vocation to form Christian families. Jesus came to earth
through a family. He grew in wisdom and grace within the family of His parents Joseph and
Mary. Jesus was able to show a concrete example of how to form a Christian family which is
vital in the holistic formation of every person.
Doctrine: Discuss the Christian calling to form Christian families which are vital in forming a
.
very good society.
nc
Moral: Practice Christian virtues of love, faithfulness and prayerfulness that are
necessary in forming Christian families.
Worship: Ask God for the grace of love and commitment to remain faithful to one’s duties to
,I
his /her parents and siblings.
1. Compare and Contrast: Filipino Family and Family of Other Race/Nations
1. Bible
up
2. Reading of Article: Views and Point by Archbishop Cruz (p.134)
3. Group Sharing
ro
a. What is a Christian Family
lG
b. Jesus and the Holy Family

c. The Nature of Christian Family
d. Christ’s Challenge to the Filipino Families Today
e. The Nature of Christian Family
e.1. Covenant Relationship
e.2. Domestic Church
ba
e.3. Vital Cell of Society

f. Activity on page 139
g. Commitment Activity on page 143.

Vi
• Post the question: What is family? After 1 minute of think time, call some students to
share their answers to the class.
• Instruct the class to read the article of Archbishop Cruz on Family Assig on page 134.
• Give the student time to answer the guide questions on page 135.
• Randomly call volunteers to give their answers for the guide questions. Conduct short
• Let the students think of adjectives that they think would best describe the Filipino family
today using the acronym FAMILY.
• Once they are done, they will look for two classmates to form a triad to share their
acronym of family. Randomly call some triad to quickly share the highlight of their plans
to the class.
• Highlight that family is vital in the holistic formation of every individual.
.
1. Review
• Instruct the students to complete the sentence: Family is ________________________
nc
• Then, call 2 to 3students randomly to share before the class.

• The class will read the Word of God on page 136.
• Invite the class to spend 1 minute of silence to reflect on the message of the Word of
,I
God.

• Show to the class the video of one their teacher giving his/her personal testimony about
up
the beauty of having a God-centered family (pre-recorded by the CLE teacher)
• Ask them the following guide questions:
a. How did you feel after watching the testimony of one of your teachers?
b. What is your realization or discovery after watching the video? Why?
• Continue with the points given by Archbishop Cruz about the situation of family today
which is negatively affected by present-day realities and the need for renewal.
ro
• Then, present Jesus and the Holy family as the perfect model of all the families.
Highlight the important role of the father, mother and children.
• Explain and elaborate the Nature of the Christian Family while soliciting examples from
the students:
1. Covenant Relationship
lG
2. Domestic Church
3. Vital Cell of Society
• End the session by allowing students to share with a partner 1 word from the lesson that
endures in them.Then randomly call 2-3students to share before the class.
ba

1. Review
• Conduct a short review by asking the class to pick up 1 of the natures of Christian
Family. Ask them to share his/her understanding about such nature to a seatmate.
• Then, call 2-3 volunteers to share before the class.
Vi

• Ask the entire class to read aloud the Church teaching on page 138. Give them
share.
• Ask the entire class to read aloud the life of Blessed Titus Bradsma. Ask them to
underline words or phrase that struck them the most.
• Let them look for a partner to share for 2 minutes. Then, call 1 pair to share in
plenum.

• Instruct the students accomplish the We Believe, and We Act portions of the lesson
on pages 139.
• Let the prayer “For Our Families” on page 140 serve as the closing prayer.
.
1. Assessment
• Give the class enough time to individually answer the Let’s Do These portion of their
nc
textbook.When everyone is done, conduct a lively discussion of their answers by calling
them randomly.

Individual Task: Formulation of Christian Commitment
,I
• Explain to the students the rationale and specific instructions on how to do their
Individual Task on page 143. Entertain questions for clarifications.
•
RUBRIC FOR CHRISTIAN COMMITMENT
Formulated Commitments
• Clear
• Specific
• Error Free
1
the
up 2
the
3
the
4
Only 1 of Only 2 of Only 3 of Only 4 of
the
indicators indicators indicators indicators
5
All
indicators
are
• Doable is present are are are present.
ro
• Time-Bound present present present
Content 1 2 3
• Clear Only 1 of the Only 2 of the All indicators are
lG
• Reflects the Characteristics indicators is indicators are present.

of Christian Family present present
• Christian Perspective
Over-all Quality of the Final 1 2
Product Only 1 of the indicators is All indicators are present.
present
ba
• Creative
• Neat
Total= ____
10
Vi
Rubrics are suggestive in nature and open for modifications of the teacher.
Lesson 15: Jesus Calls Us to Stewarship
A. The lesson unfolds the Christian vocation to stewardship. Jesus gave the perfect example
of how to be a good steward when He addressed the needs of the people following Him-
their thirst and hunger for both bodily and spiritual needs, their need for healing and
forgiveness. Every Christian is a keeper of his brothers and sisters including other creations
of God.
.
Doctrine: Explain the meaning and implication of a true Christian stewardship.
nc
Moral: Recognize that there is the gradual growth of the culture of indifference that one
needs to counter act by going back to one’s vocation to God’s responsible
steward.
,I
Worship: Pray for the grace to be more responsible steward for oneself, for others and for
the environment.
up
1. Review Clip(Short) of Yolanda Impact in Visayas
2. Reading of News: Yolanda Victims Becomes a Hero (p.144)
3. Group Sharing
ro
1. Bible
2. Video Clips from Youtube
lG
a. Christian Vocation to Stewardship
b. Jesus’ Concern for Others
c. Following Jesus’ Examples
ba
d. Stewardship: Person for Others and for the Environment

d.1. Responsibility for Oneself
d.2. Responsibility for Others
d.3. Responsibility for the Environment
e. Activity on page 149
f. Commitment Activity on page 152.
Vi
Show a video clip that would shortly review/recall the impact of Typhoon Yolanda in the
Visayas.
Post the question:
What did you feel after watching the video?
What comes to your mind what watching the video.
After 1 minute of think time, call some students to share their answers to the class.
Instruct the class to read the news: A Yolanda Victim Becomes a Hero on page 144.
Let the students recall a significant moment in their life wherein they become God’s
responsible steward to someone in need .
.
After 1 minute or 2, ask the class to form 4 groups. They will share briefly their
nc
experiences.
Once they are done, they will sum up their sharing by coming up with a goof slogan on
stewardship. The group will altogether recite the slogan. Teacher may quickly pick up
important points from each slogan.
Highlight that goodness is innate to every person thus stewardship is actually an easy
,I
thing to do.
1. Review up
Instruct the students to answer the question: What is responsible stewardship?
Then, call 2 to 3students randomly to share before the class.
ro
The class will read the Word of God about the Feeding of the Five Thousand from John
6:1-13.
Invite the class to spend 1 minute of silence to reflect on the message of the Word of
lG
God.

Begin by recalling the lesson of the story about the Yolanda victim who became a hero.
From that point, explain our Christian vocation to be responsible stewards of God.
Present to them the Christian understanding of Good Stewards by recalling Jesus’
ba
concern for others as narrated in the Gospels.

Challenge them to imitate the very examples of Jesus who is consistent and determined
to be a person for others at all times.
Explore the meaning of Stewardship on the following aspects:
a. Responsibility to Oneself
Vi
b. Responsibility for Others

c. Responsibility for the Environment.
End the session by allowing students to share with a partner either 1 “chewable insights”
from the lesson that they could keep reflecting the entire day. Randomly call 2-3
students to share before the class.
1. Review
Conduct a short review by asking the class to recall their “chewable insights” from
the last session on stewardship.
Ask them to share it to one of his/her seatmates.

.
share.
nc
Ask the entire class to read aloud the life of St. John of the Cross.
Ask them how St. John of the Cross became a responsible steward of God.
Let them look for a another partner to share for 2 minutes. Then, call 1 pair to share
,I
in plenum.

Instruct the students accomplish the We Believe, and We Act portions of the lesson
on pages 149.
up
Let the ”Prayer for Renewal and Stewardship” by Jane Deren on page 140 serve as
the closing prayer.
ro
1. Assessment
Have students spend time to individually answer the Let’s Do These portion of their
textbook.When everyone is done, conduct a lively discussion of their answers by calling
lG
them randomly.

Transfer Task: My 10 Point Agenda for Environmental Advocacy.
Explain to the students the rationale and specific instructions on how to do their Transfer
ba
Task on page 152. Entertain questions for clarifications.
RUBRIC FOR ENVIRONMENTAL ADVOCACY

Formulated 10- 1 2 3 4 5 6
Point Agenda Only 1 of Only 2 of Only 3 of Only 4 of Only 5 of All
Clear the the the the the indicators
Vi
Specific indicators indicators indicators indicators indicators are

Doable is are are are are present.
Measurable present present present present present
Christian
Perspective
Reflects
learning on the
topic
stewardship
Timeline 1 2 3 4
Clear Only 1 of the Only 2 of the Only 3 of the All indicators are
Specific indicators is indicators are indicators are present.
present present present
Creative
Neat
Total= ____
10
.
Rubrics are suggestive in nature and open for modifications of the teacher.
nc
,I
up
ro
lG
ba
Vi
Unit I: Jesus Calls Us to Discipleship
Lesson 16 Jesus Calls Us to be Fully Human
Unit Overview
Unit Goals
Learners will become aware that freedom and responsibility uplift man's dignity.
The Baptismal covenant empowered by the gifts and fruits of the Holy Spirit
.
make a person a true follower of Christ. Thus, becoming Christians fully human,
nc
fully alive for others. And by the graces received through the sacraments
Christians are well equipped to fulfill the mission of love to those people in need.
A. The lesson explains that life entails decisions to have a better future. All of it
,I
is a choice, and in choosing we find freedom.
Jesus freely offers the water of life to become fully human. However, to receive
this free offer we are no longer our own, we have been bought with a price.
B. Learning Objectives:
up
At the end of the lesson, the learners are able to:
Doctrine: Explain the purpose of life.
Moral: Recognize the factors that impede them to follow Christ.
Worship: Pray to emulate Christ by the nourishment of the Eucharist.
C. Learning Activities
ro
1. Lights, Camera, Action
(Ask each member to act out their day in thirty seconds.)
2. Reading of the story, The Mirror
lG
3. Group Work: Sharing insights

1. Bible
3. Catechism for Filipino Catholics (CFC)
ba
E. Learning Content
a. Meaning of Human Acts
b. Teachings of the Church on the morality of Human Acts
c. The Challenge of Jesus
Vi
d. Factors that determine morality of actions

e. Difference between Human Acts and Acts of Men
f. Reception of the Holy Eucharist
a. Activity on p. ???
b. Group discussion
- Ask students: How is life going on in their respective families?
- Let the students read, The Mirror
- Answer the activity on p. 155
- Instruct the students to read the boxed statement at the lower side of the book.
Lead the students to analyze and reflect the role of Jesus in their lives.
- Conclude the discussion by requesting the class to read the text from St. John
found on the left hand corner of p. 2. The text spoke of Jesus who gives life as
.
we journey in this world we live in.
nc
1. Review
- Lesson learned from Day 1
- Ask a student to answer and explain #5 question in the activity
,I
2. We Celebrate God's Message
- Lead the students to look for the common goal of the mirror story and the
challenge of Christ to his disciples.
Day 3
1. Review
The Christian Life
up
- Allow the students to share their faith during mass celebrations.
- Discuss clearly Conscious and Free Actions
- By using class cards, names are called by random.

ro
2. We Celebrate the Teaching of the Church
- Students read the teachings of the Church on p. 159
- Discuss the word dignity
lG
- Let the students read the life of St. Willehad of Denmark. Ask students to share
their thoughts and view about the saint.
- In their kind of life at present, challenge them to emulate and become a role
model.
ba

- Ask the students to read and answer, We Believe, We Act, We Celebrate on p.
159.
- Enable the students to nourish their faith through the sacraments.
Vi
- Lead the students to pray the Let's Pray on p. 160.

1. Assessment
- Have the students accomplish the Let's Do These. Allow time for questions and
clarifications.
- Instruct the students to join the outreach program of the school to apply what
they learn in the classroom.
3. End with a community prayer.
.
nc
,I
up
ro
lG
ba
Vi
Lesson 17 Jesus Calls Us to Choose Freely
A. The lesson explains that freedom entails responsibility. Discernment to do

what is right is to choose freely for the sake of the common good.
Doctrine: Explain the real meaning of freedom.
Moral: Freedom without responsibility leads to sin and destroys relationship
.
with our neighbors.
nc
Worship: Pray for guidance in choosing good rather than evil acts.
1.
- Would you rather live your dream but have no money, or be in a job that pays
,I
you well but isn't really your passion?
- Be able to fly, or be able to read people's thoughts?
- Be able to sing well but be unknown, or sing badly and be famous?
up
2. Reading of the story—Solidarity or Faith
3. Ask students their simple experience wherein doing good is compromise
4. Group Sharing
1. Bible
ro
3. Catechism for Filipino Catholics (CFC)
4. LCD Projector/Laptop
lG
E. Learning Content
a. Authentic Freedom
b. Challenge to do what is right.
c. Important pillars of authentic freedom.
d. Explain clearly "Freedom from" and "Freedom for"
ba

a. Do the activity on p. 164.
b. Discussion—Free Will
Vi
- Call students to share their answers:
What would you do if you were Eve?
- Ask students to share concrete examples related to the story of Eve.
- Answer the activity.
2. Reflect on Life
- Let the students focus their attention on the boxed statement at the lower side
of the book. Lead the students to recognize that many factors in life could affect
their decision making. Discernment in choosing what to do should be done,
guided by prayer and willingness to accomplish the task.
- Conclude the discussion by reading the passage from 2 Corinthians 3:17 at the
left hand corner of p. 164. The text is a constant reminder that Jesus should
accompany their freedom to choose what is right.
1. Review
- Questions/Situations to process their understanding of the previous lesson.
.
- Ask 2 students to explain their answer in their chosen question in the activity on
nc
pp. 164–165.
2. We Celebrate God's Word
- Group the students by friends. Read the passage. Each group should present
to the class the passage dramatization of the story on p. 165.
,I
- Discuss the challenge that the apostles experienced in following Christ.
- Saying 'Yes' to Christ is a commitment to do what is right. My decisions assume
responsibility.
(CFC).
up
- Assign students to locate #1730, 1733 in the Catechism for Filipino Catholics
1. Review
ro
- Choose/Select movies or TV series watched by students. Ask questions that
would lead to the previous discussion on decision making.
lG
- Ask students to read the Church teaching on p. 168.

- Allow students to ask questions, clarify things about the statement of the
Church.
- The challenge to do good out of love for Christ.
ba
- Read the life of St. Anne Line.

- Discuss: "If you know what you are doing is right, just do it."
- They should defend their answers based on the lessons taught by Jesus, the
Church and the dignity of the human person.
Vi

- Ask students to read and answer We Believe, We Act, We Celebrate on pp.
168–169.
- Remind the students to have time reading the passage Jn. 6:60–69 to serve as
guide in their decisions.
- Let the students pray the Let's Pray on p. 170.
1. Assessment
- Have the students accomplish the Let's Do These. When everybody is done
with their work, conduct a lively discussion of their answers.
- Have the students create an Excel Folder wherein their day to day activities are
recorded. Then at the end of the day, check whether they have done good acts or
exemplified something for the good of others.
- Assign groupings in the class to post reflections, biblical text, psalms related to
Freedom, Love, and Responsibility in their Facebook or Twitter accounts.
.
nc
,I
up
ro
lG
ba
Vi
Lesson 18 Jesus Makes Us Pleasing to God
A. The lesson explains God's goodness enliven each person with a divine
favor. No one can never underestimate God's 'unmerited favor,' grace.
B. Learning Objectives
At the end of the lesson the learners are able to:
Doctrine: Explain Grace
.
Morals: There are certain beliefs that goodness comes naturally in every
nc
human being.
Worship: Pray to put God first in everything we do.
1. Thanksgiving
,I
- materials: paper and pens
Instruction: Get the group to write on a piece of paper everything they should
be thankful for. Suggest they do not neglect simple things in life, such as food
up
and clothing. Do this for three to four meetings straight, and each time it will
become easier—people are not need to being grateful for what they have!
(Icebreakers by Puffet and Murdell)
2. Reading of the story, With Love No Burden is Heavy
3. Ask students to look for songs align with the message of the story
ro
4. Discuss the role of love in our task to continue our mission as Christians.
1. Bible
lG
3. Research: Library/Social Media
E. Learning Content
a. sanctifying grace and actual grace
b. Sacraments: Channel of graces
ba
c. The Power of Love

a. Do the activity on p. 173.
b. Discuss and analyze question #3 of the activity.
Vi

- Call students to share their answers on p. 173.
- Give concrete examples to validate that love is the key to be happy with our
neighbors.
- Ask the students to answer the activity on p. 173.
- Read the box statement at the lower side of the book. Students share examples
where love is their inspiration to continue their journey in this world they live in.
- The statement is easier said than done. But it gives moral support to move on
despite the struggles they encounter daily.
1. Review
Choose 3 officers of the class to initiate questions related to the lessons taken
last session.
2. We Celebrate God's Word
.
- Discuss/Ask students how they understand or view the Gospel reading.
nc
- Read again the passage of the story to deepen their Faith-relationship with
God.
- Compare the experience of Hunter and the apostles in the story. Point out the
,I
common learnings or teachings of both situations.
- Explain how grace abounds in the St. John's gospel.
- Emphasize the importance of the sacraments as channels of grace.
1. Review
The Christian Life up
- Focus on the definitions of sanctifying and actual grace on p. 177.
Day 3
- Important words to remember from the previous lesson.

ro
- Ask students to the Church teachings on p. 175.
- Everyone in the class reads quietly the life of St. Clement Mary Hofbauer. Allow
lG
students to share their insights in the formation of youth today.

- Ask students to read and answer, We Believe, We Act, We Celebrate on pp.
175–176.
- Gather insights from students.
ba
- Lead the students to pray the Let's Pray on p. 177.

1. Assessment
- Students should accomplish the activity, Let's Do These.
Vi
- Groupings and share their answers.

- Application of the Gospel message.
2. We Celebrate Commitment
- Read the instruction carefully and answer properly and sincerely the pledges
given.
3. Aside from pledges ask the students to write in their notebook, daily
schedule of activities wherein there is time alotted for prayer and reception of
sacraments.
Vi
ba
lG
ro
up
,I
nc
.
Lesson 19 Jesus Draws Us Close To the Father
A. The lesson explains that persistency in doing good produces good habits. And these
good habits are called virtues. We acquire virtue by our faith, obedience in Christ and
being persisted in Him.
Doctrine: Explain virtues (Cardinal and Theological)
Morals: Be in guard of the ongoing influences of social media.
.
Worship: Pray to the holy Spirit to strengthen our will to pursue goodness.
nc
1. Bible
2. Reading of the story or a video, “Yes, you can.”
3. Song “Power of Love”
4. Discuss the relevance of the song in our present situation.
,I
1. Bible
2. We celebrate Textbook
3. CCC/CFC
E. Learning Content
a.) Meaning of Virtue
Theological virtues
Cardinal virtues
up
ro
b.) Grow in virtues through the Sacraments.
c.) Virtues: Skills In Life
a.) Do the activity in p. 181
b.) Sharing by group - promoting virtues through social media (Facebook/Twitter)
lG
Day 1 Human Context

Gather answers from students: Concrete example of persistence in life.
Share Benjamin Franklin’s Thirteen Virtues—How to develop your character.
(google.com—how is virtue developed.)
ba
2, We Reflect on Life
Read on the lower side of the book, the box statement. The virtue is a lifestyle, it opens
doors to working with people who are honest, loyal, and kind.
Draw the student’s attention on the text 2 Cor. 9:7. A firm disposition which inclines a
person to do good and avoid evil.
Vi
“Easier said than done.” Each one has difficulties living a virtuous life. Therefore, we
need the abundant graces our Lord offers through prayer., the frequent reception of the
sacraments and the gifts of the Holy Spirit.
1. Review
give situations where students would be able to answer based in previous lessons.
some students might want to share their answers to the activity.
Powerpoint Presentation of 1 Cor. 13: 1-13 (Tommy’s Window - google.com)
A virtuous person not only shine to be a good person, but also seeks what is good and
choices to act in a good way. The story of Rick Hoyt through the effort of his father and
his perseverance strengthens his Christian character.
Prevent a clear discussion on virtue as “an habitual and firm disposition to do the
good” (cf. CCC 1803).
That virtue has three important characteristics, namely: consistency, care, and joy.
Explain that since virtues are good habits, they become second nature.
Effective moral life demands the practice of both Cardinal and Theological virtues.
.
Practice virtues that opposes vices
nc
Challenge students to practice virtues like going at home, school, and their social
activities.
1. Review
Initiate prevalent news or tv series related to the previous lessons. All question that
,I
would lead to the present lesson.
Ask students to read the Church Teachings on page 186. (CCC 1803)
saint.
4. We Celebrate our Faith (Integration)
up
Let students read the life of St. Philip Benizi. Students share their views on the life of the
Ask students to answer, We Believe, We Act, We Celebrate on p. 186. Gather their

ro
reactions, comments regarding the activity.
Lead the students to pray the Let’s Pray on p. 187.
1. Assessment
Have the students accomplish, Let’s Do These. Allow the students to ask questions and
lG
clarify their faith related problems.

Recap the powerpoint presentation of the reading 1 Cor. 13:1-13. A Reflection Paper
should be done by students to better understand the lesson.
Compose a pledge of commitment to practice theological and cardinal virtues.
ba
Emphasize the importance of humility and chastity for two reasons.

First, these are essential for complete happiness and satisfaction. The earlier students
acquire these virtues the more effective and satisfying they will be.
Vi
Lesson 20 The Gifts and Fruits of the Holy Spirit
A. The lesson explain the holiness is not the work of human beings. The task is beyond
man’s power. Jesus tells us, “Apart from me, you can do nothing.”
B. Lesson Objectives: At the end of the lesson, the learners are able to:
Doctrine: Explain the gifts and Fruits of the holy Spirit.
Moral: Recognize the presence of the evil spirits around us.
Worship: Pray to the Holy Spirit to guide our minds and hearts in accomplishing
.
goodness to others.
nc
1. A Little Story for Fr. Faustina taken from her diary:
‘This evening I tried to do all my exercises before Benediction, because I felt sicker than
usual. Right after Benediction I was going to bed. But as I went into my cell, suddenly I
felt inwardly that I had to go to Sister N’s cell because she needed help. I went straight
,I
to her cell and Sister N said: “Oh, how good it is, sister. that God sent you!” And she
spoke in such a low voice that I could hardly hear her. She said: “Sister, please bring me
a little tea with lemon, because I am so thirsty and I can’t move. I’m suffering so much.”
up
And she really was suffering a lot, and she had a high fever. I settled her more
comfortably and quenched her thirst with a little tea. When I went back to my cell, my
soul was penetrated with a great love of God and I understood that we should pay great
attention to inner inspirations and follow them faithfully. And faithfulness to me grace
attracts others.
ro
The text underlines a central point: each act of fidelity to an inspiration is rewarded by
more abundant grace especially by more frequent and stronger inspirations.
Groupings of students to discuss and reflect on the short story of Fr. Faustina. Enable
students to share their simple experiences where they feel happy after helping/assisting
the concerns of neighbor.
lG
Reading of the story, Limitless Gifts

Discuss and share lessons regarding giving.
1. Bible
ba
3. CFC/CCC/Social Media
E. Learning Content
1. Meaning of the Gifts and Fruits of the Holy Spirit.
2. Holy Spirit in the Sacraments
3. Recognize the prompting of the Holy Spirit in our daily activities.
Vi
4. Present clearly the gifts of the Holy Spirit and Fruits of the Holy Spirit
5. Holy Spirit as the ‘giver of life’
6. Prayer to the Holy Spirit
a. Activity on p. 191
b. Sharing by groups
Ask students, How do they look at life?
Share the lives of billionaires - (wealthiest
Cite obstacles that destroys their lives.
Read the box statement located at the lower side of the book. As Christians, we are all
well equipped with the gifts of the Holy Spirit. We have to claim that the Holy Spirit work
in us in the daily activities of our lives.
Conclude with the text from Deutronomy fpund on the right hand corner on p. 191. Give
our best for the sake of the Kingdom of God. The text reassures us of the unconditional
love of the Father.
.
nc
1. Review
Conduct relevant questions connected to the previous lessons.
a powerpoint presentation of both the Gifts and Fruits of the Spirit. (c/o Tommy’s
window)
,I
Explain the principle of giving in the story, Limitless gifts
Biblical basis to validate the principle

1. Review
Short review of the past lesson
up
Reception of the Sacraments, especially the Eucharist to strengthen our Faith and
recognize God’s presence.
ro
Ask students to read on p. 194 the Teachings of the Church.
Let the students read the Life of St. Miguel Febres Cordero. Ask the students why focus
on the young people in their formation of Faith. What could be the reson of St. Miguel?
lG

Ask the students to read and answer, We Believe, We Act, We Celebrate on pp.
194-195.
Inform the students that whenever they are down, frustrated in life they should pray to
the Holy Spirit to move them to continue their mission in life.
ba
Pray the Let’s Pray on p. 195.

Discuss the Faith Words on p. 197.
1. Assessment
Accomplish the activity, Let’s Do These.
Vi
Openly discuss to students what do they feel about the lesson in the Holy Spirit.
Answer/clarify their questions raised in Church Teachings and Biblical truths.
Accomplish the activity presented on p. 198. Before answering the reflection, say a
prayer to the Holy Spirit.
Challenge the students to Pope Benedict XVI reflection: in his First Encyclical, “God is
Love”:
‘Practical activity will always be insufficient, unless it visibly express a love for the
human person, a love nourished by an encounter with Christ. My deep personal sharing
in the needs and sufferings of others becomes a sharing of my very self with them: if my
gift is not to prove a source of humiliation, I must give to others not only something that
is my own, but my very self: I must be personally present in my gift.’
Have a Reflection Paper regarding Pope Benedict XVI applied experience.
End with a class prayer asking the grace of perseverance in doing goodness to others.
.
nc
,I
up
ro
lG
ba
Vi

We Celebrate God&#39;s Love Gr. 10 (TM)

Încărcat de

Informații document

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

We Celebrate God&#39;s Love Gr. 10 (TM)

Încărcat de

Drepturi de autor:

Formate disponibile

Vi

I. Lesson 1 Jesus Challenges Us to Follow Him

2. Reading of the story The Power to Overcome Obstacles

a. The meaning of temptation

c. The Call of Jesus

e. The importance of prayer in one’s life.

f. The decision to be and do good.

F. Teaching Learning Episodes

How did they overcome major obstacles in their lives?

Do you have similar experience/s? What did you do?

Day 2 The Christian Message

Ask a student to explain one of his/her answers to the activity.

2. We Celebrate God’s Word

3. We Celebrate God’s Message

Explain the personal and structural dimensions of sin.

Day 3 The Christian Life

2. We Celebrate the Teachings of the Church

Ask the students to read the Church teachings on p.7.

Gather as much answers they are willing to share.

4. We Celebrate Our Faith (Integration)

students to write what they could do to avoid sins or temptations to sin.

Lead the students to pray the Let’s Pray on p. 9.

3. Wrap up the discussion with Let’s Pray, on p.9.

Title: Tweets to Overcome Temptations

Audience: fellow classmates and public

Product: 5 Practical ways of avoiding sin or temptations via Tweets or FB posts

Rubric for PETA

Title: Tweets to Overcome Temptations

Anchor Product Apprentice Basic Learned

Grammar and Lacks basic 1-2 minor errors. No errors.

Doctrine: Distinguish between true and false freedom.

a. The meaning of freedom

b. The source of freedom.

c. The limits to freedom.

d. The debates about the Sabbath.

a. Sharing by groups of 5 – limits of freedom on p.18.

Ask the students to answer the activity on p.13.

Day 2 The Christian Message

Then, ask a student to explain one of his/her answers to the activity.

2. We Celebrate God’s Word

If a video of Jesus’ Debates about Sabbath, show it.

3. We Celebrate God’s Message

2. We Celebrate the Teachings of the Church

4. We Celebrate Our Faith (Integration)

2. We Celebrate Our Commitment

2. Wrap up the discussion with a short spontaneous prayer.

Doctrine: Compare and contrast law and love.

a. The meaning and importance of understanding the law and love.

b. The Moral Law.

c. The Classifications of Law.

d. The First Commandment

e. The Greatest Commandment Jn.15:9-17

Day 1 The Human Context

Ask the students to do the Activity, on p. 23.

Day 2 The Christian Message

2. We Celebrate God’s Word

If a video of Love One Another in Jn. 15:9-17 is available, show it.

3. We Celebrate God’s Message

Day 3 The Christian Life

2. We Celebrate the Teachings of the Church

Let them answer We Believe, on p. 26.

4. We Celebrate Our Faith (Integration)

2. We Celebrate Our Commitment

Doctrine: Explain how conscience works in a human person.

We Celebrate God's Love Gr. 10 (TM)

We Celebrate God's Love Gr. 10 (TM)