LEARNING PLAN IN CHRISTIAN LIVING III

Quarter I Christian Moral Life is Grounded on Jesus Himself

TOPICS: 1. 2. 3. 4. 5. 6. 7. 8. 9. Human Morality Christian Morality Jesus is the Ultimate Norm The Meaning of Human Freedom Levels of Freedom Freedom and Moral Obligation The Meaning of Conscience Levels of Conscience Formation of Conscience

STAGE I DESIRED OUTCOMES

Goals and Standards

1. The students will a. Strive to live a moral life as a disciple of Jesus Christ and as an active member of the Christian community. b. Gain a deeper understanding and appreciation of the basic concepts of morality that help lead him to the attainment of a truly Christian moral life. c. Manifest a deep understanding of the basic concepts of Christian morality by formulating a program for student volunteers who will be the discipline coordinator in the implementation of discipline in the school. 2. The student, in the long run and on his own, will be able to: a. Obey the dictates of his conscience enlightened by Faith when making moral decisions. b. View his obligations in life not as hindrances to his freedom but ways of attaining authentic freedom.

Essential Understandings
Moral living is following Christ The key to moral life is the human person considered in the light of faith and reason. Freedom is not doing anything we want to do but doing what us good which our conscience also demands from us.

Essential Questions
How can a human person achieve a truly Christian Moral Life? How do following the laws and fulfilling our obligations make our freedom authentic instead of curtailing it? Do we always have to follow our conscience even if it tells us to do something which the society and the Church judge as evil?

Does the grace of God shield us from sin and temptation and lead us to develop virtues?

Content

Skills

Students will know Students will be able to: The description of a moral person in Form their conscience (Conscience relation to Christian Moral Living. Formation) The Churchs teachings about freedom, Decide correctly (Decision Making) conscience, grace, sin and virtue, and Think clearly and logically (Critical reflect on their way of life vis--vis Thinking) these. Follow the law and the dictate of their How they can form their conscience so conscience. that they will be able to use their freedom wisely, develop virtues and avoid sins. The similarities and differences between the Churchs teachings on freedom and conscience and the worlds notions of what they are. The differences between virtues and sins.

STAGE II ASSESSMENT OF LEARNING

Performance Task
Brothers Keeper

Other Assessments

Quizzes Unit Test G To help the Discipline Coordinator / Officer Recitation for Student Discipline in your school improve Group / Collaborative Activities the discipline in the campus. Journal Writing Reporting R Together with four of your classmates, you Creative Activities have been chosen by the principal to propose a program for student discipline. A The student body of the High School Department, especially those who are frequently violating the rules and regulations. S The discipline problem in your school is worsening; violations of school rules and regulations of the school are rampant. P To provide a program for studentvolunteers who will help the Discipline Chairman of the school to monitor and implement discipline in the campus. S The program should include a Rationale, Objectives, and strategies on how to implement the program. The program should be based on the Churchs Moral Teachings.

Rubric
Criteria Content (40 %) Very Good (4) Shows a complete understanding of the basic concepts of morality. (1.6) Ideas are presented in a logical and interesting sequence which the audience can easily understand. (.8) The student volunteers can easily understand and implement the program without need for supervision or further explanation. (.8) The program is appropriate to the level of the target audience. (.8) Good (3) Shows a substantial understanding of the basic moral concepts. (1.2) Ideas are presented in a logical sequence which the audience can understand. (.6) Fair (2) Sows some understanding of the basic moral concepts. (.8) Poor (1) Shows lack of understanding of the basic concepts of morality. (.6) The audience cannot understand the content because of poor presentation. (.2)

Organization and Presentation of Ideas (20 %)

Appropriateness to the level of the intended participants (20 %)

The studentvolunteers can understand and implement the program but with minimal supervision. (.6)

The audience has difficulty understanding the content because the ideas are not logically presented. (.4) The program needs to be explained further to the studentvolunteers because there are ideas that need to be expounded. (.4) Some parts of the program need revisions to suit the level of the audience. (.4)

The program needs a total revision because it is not appropriate to the level of the student volunteers. (.2)

Appropriateness to the level of the intended recipients (20 %)

The program needs a slight revision to suit the level of the target audience. (.6)

The program needs total revision. (.2)

STAGE III LEARNING PLAN

INTRODUCTION
1. Let the students fill-up the Paradigm Check in the Where Are We section. 2. Introduce the essential questions. 3. Situational Analysis: The students will be divided into different groups with seven members each. Each group will be given a specific situation which they would analyze. 4. Presentation of output will be done after 25 minutes.

INTERACTION
Day 2 1. Through a clear diagram, the teacher will discuss the meaning of Christian Moral Life and the things that help share Christian Moral Living. 2. The students will be asked to cite situations (imagined or real life) wherein true Christian Moral Living is manifested. Day 3 1. Through a Fishbone Graphic Organizer, the teacher will help the students analyze the many facets of the human person. 2. Journal Writing: The teacher will ask the students to write a reflection about themselves as a human person full of complexities. Day 4 1. Scripture Analysis: The students will be asked to give their insights on the Story of the The Rich Young Man in Matthew 19:16-22. 2. The teacher will discuss the importance of Jesus call to live a holy and perfect life through following Gods Commandments and following Him (radical Christian discipleship). 3. Activity: Walking with Jesus (page 11). Day 5 1. Introduce Church Teaching from the Catechism for Filipino Catholics 675. 2. Discuss Church Teaching using the explanatory paragraphs on pages 12 13. 3. Reflective Essay: The Man of Truth Welcomes the Light Day 6 1. Let the students do the Go Around the Clock activity found on page 14 of the textbook. 2. Writearound Activity: Truths to Remember, page 15. Day 7 1. Let the students do the Simple Text Twist activity (page 17). 2. Ask the students and solicit answers: What is the norm of Moral Life?

3. Present and discuss Sacred Scriptures: John 14:1-6 4. Journal Activity (refer to page 18). Day 8 1. Introduce and discuss Church Teaching from the Catechism for Filipino Catholics 674. 2. Let Us Move On activity (page 19). Day 9 1. Student Activity: Banner Making Day 10 1. Let the students read the life story of Joanne Christine Tina Tajanlangit. 2. Reflection and Journal Activity: Who Am I? (page 22) Day 11 1. Student Activity: I AM FREE (refer to page 23). Instruct the students to feel free to do anything inside the classroom. Tell them that they may laugh, talk, dance, sing, etc. 2. Deepening by the teacher using the questions on page 23. 3. Introduce the concept of freedom. 4. Elicit students understanding about freedom. 5. Read and discuss Sacred Scriptures (Acts 9:1-22), The Conversion of Saul (Paul). 6. Have the students answer the crossword puzzle found on page 24. Day 12 1. Story Analysis: The Conversion of Saint Paul 2. Connect the story to the Church Teaching from Gaudium et Spes 17. 3. Student Activity: FREEDOM CALENDAR Day 13 1. 2. 3. 4. Day 14 1. 2. 3. 4. 5. Day 15 1. Through a Spider Web Map the teacher will try to address these common misconceptions of conscience and lead them to a correct understanding of what conscience truly is. 2. Sacred Scriptures: Luke 2:41-52 Student Activity: MY OBLIGATIOS AS Present and explain Sacred Scriptures from Luke 19:1-10 Story Analysis: The Story of Zacchaeus Connect Church Teaching from Dignitatis Humanae 11. Student Activity: MY PROMISES Spider Web Mapping: Different aspects of freedom (page 30) Sacred Scriptures: Ezekiel 18:21 Church Teaching: CFC 697 Journal Activity: Life is What We Make It

3. Church Teaching: Gaudium et Spes 16 Day 16 1. Brainstorming: The teacher will ask the students to give their insights about the importance of moral norms or laws in society and how these norms help our conscience choose what is good and avoid what is evil. 2. Discuss the different levels of conscience using 1 Corinthians 13:11-12 and from CCC 704. Day 17 1. Story Analysis: The teacher will discuss the importance of conscience formation in order for us to be able to make sound and good decisions even in the most difficult situations in life. In order to point this out the teacher will use stories of heroism of ordinary Filipinos (e.g. Muelmar Magallanes a hero during typhoon Ondoy). The teacher will also discuss the different kinds of conscience in order to emphasize the need for conscience formation. 2. Journal Writing: The students will be asked to write their own stories of heroism where they followed their conscience even if it led them to suffer for doing what is good.

INTEGRATION
Day 18 1. The students will be asked to share about their favorite saints: a short biography of the saint and the reason why they love him/her. 2. Presentation of the Performance Task. Day 19 1. Integrative Activity; MY PERSONAL JOURNEY TO FREEDOM Day 20 1. Story Analysis: Honesty is the Best Policy 2. Student Activity: Points to Ponder (page 50) Day 21 1. Collaborative Brainstorming: The students will be divided into different groups with seven members each. Each group will formulate a plan of action on how they can attain holiness in their day to day life. Their plan of action contains a list of their daily activities and responsibilities, the common temptations that they encounter while performing these activities and responsibilities, and the concrete ways on how they can avoid falling into sin. They would also identify the virtues that they want to develop.

Daily Activities and Responsibilities 1. 2. 3. Day 22

Common Temptations that they Encounter

Concrete Ways on How to Avoid Sin

Virtues that they Want to Develop

Grace of God they Need

1. Case Study on different moral choices. Day 23 1. Student Activity: MY PRAYER ROCK. Instruct the students to select a stone. Let them paint or decorate it as their reminder to pray constantly. Day 24 1. Introduce and let the students read the story of Noel Grino, a peacemaker in Mindanao. 2. Journal Writing and sharing after 25 minutes. Day 25 1. Presentation of Performance Task Monthly Examination Coverage: Path 1: Human Morality Path 2: Christian Morality Path 3: Jesus is the Ultimate Norm Path 4: The Meaning of Human Freedom Path 5: Levels of Freedom Path 6: Freedom and Moral Obligation Path 7: The Meaning of Conscience Path 8: Levels of Conscience Path 9: Formation of Conscience

Periodical Examination Coverage:

Prepared by: MR. FRANCIS CARMELLE Tiu DUERO Subject Teacher

Checked by: MRS. DIOSDADA A. ISRAEL HS Academic Coordinator Date: ______________________

Quarter II Walking in Christs Truth

TOPICS: 1. The Meaning of Law 2. Conscience and the Moral Law 3. Christs Law of Love 4. The Meaning of Sin 5. Sin Destroys Relationship 6. The Meaning of Grace 7. God Forgives Us Our Sins 8. Moral Process 9. Jesus, Foundation of Moral Choice 10. Moral Choice: Matter of the Heart or of the Head?

STAGE I DESIRED OUTCOMES

Goals and Standards

1. The students will a. b. c. d. e. f. g. h. Strive to obey, live-out, and keep the commandments; Understand the meaning of law; Take delight in following and keeping the commandments of God. Listen attentively to their conscience as they evaluate their moral acts to particular situations; Struggle to avoid abusing their freedom; Believe in the truth of Gods loving forgiveness through Jesus in the Holy Spirit; See the real evil of sin and the importance to work against it; Believe in the truth that Jesus is always present in us.

2. The student, in the long run and on his own, will be able to: a. Obey the dictates of his conscience enlightened by Faith when making moral decisions. b. Act according to the teachings of Christ and the Church. c. Develop a life of prayer and an active sacramental life to help discerning between good and evil.

Essential Understandings
Sin is the violation of the authentic exercise of freedom. We are created by God for loving relationship with Him and others. Grace is the free living out of Christs command of love, empowered by the grace of the Holy Spirit dwelling in us.

Essential Questions
How is authentic freedom violated? Do we always have to follow our conscience even if it tells us to do something which the society and the Church judge as evil? Does the grace of God shield us from sin and temptation and lead us to develop virtues?

Content

Skills

Students will know Students will be able to: The meaning of law Form their conscience (Conscience Formation) The Churchs teachings about freedom, conscience, grace, sin and virtue, and Decide correctly (Decision Making) reflect on their way of life vis--vis Think clearly and logically (Critical these. Thinking) How they can form their conscience so Follow the law and the dictate of their that they will be able to use their conscience. freedom wisely, develop virtues and avoid sins. The similarities and differences between the Churchs teachings on freedom and conscience and the worlds notions of what they are. The differences between virtues and sins.

STAGE II ASSESSMENT OF LEARNING

Performance Task
Short Drama

Other Assessments

Quizzes Unit Test G To inspire the youth of your parish. Recitation Group / Collaborative Activities R Together with four of your classmates, you Journal Writing have been tasked by a talent company to Reporting present a short role-play or drama about the Creative Activities crises the youth of today are experiencing. A The youth of your parish. S Drug addiction, teen-age pregnancy, delinquency, illiteracy are rampant in the parish. P To present a short drama that will inspire the youth of parish to renew lives and take on their mission of evangelization. S The program should include characterization, props and costumes, etc. CRITERIA Concept and Content Presentation and Creativity Total 50% 50% 100%

INTRODUCTION Day 1 1. STUDENT ACTIVITY: DOs and DONTs 2. Ask the students to analyze the significance of road signs and see how these signs contribute to their well-being. 3. Let the students gather together in their respective groups and let them formulate some rules and regulations that will help in maintaining peace and order in the classroom. 4. Presentation of group outputs. 5. Processing by the teacher. INTERACTION Day 2 1. 2. 3. 4. Present to the class the scripture passage of the day: Matthew 5:17-20. Let one student read it aloud and the rest to follow with their Bibles. Discuss the passage using the guide questions given in the worktext. Focus the students attention to the definition of law given by St. Thomas Aquinas and emphasize the four elements of a law. 5. For a deeper understanding of laws particularly the Ten Commandments, the students will be grouped into four and they will be asked to identify the values each of these commandments protects. 6. Group presentation of outputs. 7. To help in the processing, let the students read reflectively Psalm 19:8-10. Day 3 1. 2. 3. 4. 5. 6. 7. 8. Day 4 1. Let the students do the activity given in LET US MOVE ON, page 70 of the worktext. Day 5 1. 2. 3. 4. 5. 6. GROUP ACTIVITY: Love Word Web, page 72. Group discussion and presentation. For the deepening: Have the students read Matthew 22:34-40 Discuss the scripture passage using the points given in the manual. Connect it to Lumen Gentium 42. PRAYER COMPOSITION: Compose a prayer asking the Holy Spirit to empower you to love even your enemies. STUDENT ACTIVITY: Where are We? Page 66 This activity will make the students become aware of their notions regarding the topic. Direct the students to get their Bibles and open it to Mark 3:1-6. Focus on the implications of the three things which Jesus gave to the paralytic man after healing him. Connect the discussion to the Church Teaching from Gaudium et Spes 17. Let the students see the intrinsic relationship between conscience and moral laws by giving them the points for reflections. CASE ANALYSIS: Let the students group themselves and have them formulate solutions to the given scenario. Group presentation and processing.

Day 6 1. INDIVIDUAL ACTIVITY: Make A Decree, page 74 2. Students are asked to make a promise of loving God and neighbor in their capacity. Day 7 1. Review on the Two Great Commandments of Love. 2. Instruct the students to think of ways which they can do at their own level of how they can live them out. Day 8 1. Read a vocation story of Sr. Mary Rosella Faypon, SPC. 2. Student Reflection Activity Day 9 1. STUDENT ACTIVITY: Lets Help the Blind Man Find Jesus 2. Group the students into 4 groups. Have them prepare a presentation/report about the following: a. Group I The Story of the Fall b. Group II The Consequences of Adam and Eves Sin c. Group III The Promise of the Redeemer d. Group IV Sin: Rejection of God Day 10 1. Group Presentation and Processing 2. Reflection on Psalm 51 Day 11 1. Group singing of Lord, Heal our Land 2. GROUP ACTIVITY: Let the students group themselves into 4 and have them prepare a role-play on the following: a. The Fall of Man (Gen. 3:1-24) b. Cain and Abel (Gen. 4:1-16) c. The Great Flood (Gen. 6:5-8) d. The Tower of Babel (Gen. 11:1-9) Day 12 1. Group Presentation 2. Processing using Sacred Scripture and Church Teaching Day 13 1. STUDENT ACTIVITY: A Friendship Covenant 2. Refer to the worktext for this activity. Day 14 1. STUDENT ACTIVITY: Reflect on the Picture

2. Discuss Sacred Scripture from John 7:37-38 using the points given in the manual. 3. Discuss the doctrine on grace using the Catechism for Filipino Catholics 952. Day 15 1. PRAYER: Psalm 51, The Miserere 2. Let the students read, reflect and discuss among themselves the Parable of the Prodigal Son from Luke 15:11-31. 3. Discuss Church Teaching from CFC 1780. Day 16 1. STUDENT ACTIVITY: Character Map Day 17 1. JOURNAL WRITING: Where Are We? P. 103 Day 18 1. Discuss the Process of Coming to a Moral Decision using the texts on page 105-107. 2. Example Case: Something I Did on page 77 of the manual.

INTEGRATION
Day 19 1. Communal Celebration of Reconciliation 2. Guide the students in doing the examination of conscience. Day 20 1. Presentation of the Performance Task 2. Processing and Closure

Prepared by:

MR. FRANCIS CARMELLE Tiu DUERO Subject Teacher

Checked by:

MRS. DIOSDADA A. ISRAEL HS Academic Coordinator

Date: ______________________________

Quarter III Living Christs Teachings

TOPICS: 1. 2. 3. 4. 5. 6. 7. 8. The Sanctity of Life Offenses Against Life Understanding Human Sexuality Redeemed Human Sexuality and the Virtue of Chastity Everything is Good Stewardship The Work of Persons Love for the Less Fortunate

STAGE I DESIRED OUTCOMES

Goals and Standards
1. The students will a. Express ones commitment to Christ by showing respect for life. b. Manifest a deep understanding regarding the sanctity of life through a video presentation geared at promoting respect for life among peers. c. Demonstrate understanding of the teachings of the Church about the sanctity of human sexuality and morality, and our moral responsibility towards others. d. Understand and appreciate the sanctity of human sexuality. e. Deepen ones understanding about mans responsibility towards his neighbors and the rest of creation. 2. The student, in the long run and on his own, will be able to: a. Manifest respect and reverence for life by living his life in accordance with Gods will and working always for the protection of life. b. Act according to the teachings of Christ and the Church. c. Develop a life of prayer and an active sacramental life to help discerning between good and evil. d. Give reverence for Gods gift of sexuality by showing respect to the masculinity or femininity of another.

Essential Understandings
Human life, which is Gods greatest gift to us was further dignified when God sent His Son to become man and share in our existence. Respect and reverence for life is a core human and Christian virtue. Sexuality is an essential dimension of the human person by which he enters into relationship with others.

Essential Questions
Are legalized forms of killing exempted from the demands of the 5th Commandment? If life has been gratuitously given to us and it is already ours, why does the Church forbid us from doing everything we want to do with our life? Are sexuality and sex the same or different?

Since Christ has redeemed our sexuality, we are all called to chastity, which is the wholesome integration of our sexuality with our person.

Is homosexuality against Gods will for humanity when He created man in His image as male and female? Is chastity not meant only for religious?

Content

Skills

Students will know Students will be able to: The Churchs teachings on the sanctity Work for the protection of Life of life from the womb to the tomb and (Becoming Pro-Life) about human sexuality and its relation Respect their sexuality and that of to the virtue of chastity. others (Chastity) The different offenses against life and Judge correctly before doing or acting human sexuality and their effects on on something (Decision Making) our relationship with God, others and ourselves. The importance of life in society and the ways on how they can become messengers of Life.

STAGE II ASSESSMENT OF LEARNING

Performance Task
Short Drama

Other Assessments

Quizzes Unit Test G To help their peers judge correctly the Recitation different programs that they watch on Group / Collaborative Activities television and the computer games that they Journal Writing play. Reporting Creative Activities R Together with three of your classmates you have been chosen to prepare a critique / analysis of the different TV programs and computer games that are now popular with the youth. A All HS students of your school. S At the general assembly of the HS Department one of the topics that would be discussed is the effects of mass media on the youth. P To help your schoolmates become mature viewers through a critique of popular TV shows and computer games highlighting how obscenities, greed, exploitation and disregard for basic human rights are wantonly shown. S The critique should include an

identification of the moral issues that are generated by popular media, application of moral principles and norms (based on the teachings of the Church) and a stand for or against the identified issues. CRITERIA Ethical / Moral Awareness Ethical / Moral Integration Ethical / Moral Judgments TOTAL 30% 30% 40% 100%

INTRODUCTION Day 1 1. VIDEO CLIP VIEWING: The students will watch the film The Silent Scream. They will be asked to write their reaction afterwards and share them to the class. INTERACTION Day 2 1. News Analysis. The teacher will ask the students to analyze different news items about crimes in our country. 2. The teacher will discuss the sanctity and inviolability of human life by analyzing the demands of the 5th Commandment. Day 3 1. Collaborative Brainstorming: The students will be divided into different groups with five to seven members each. Each group will be asked to explain how Jesus through His Incarnation further dignified human life. 2. Journal Writing. The students will be asked to formulate a plan of action on how they can further dignify Gods great gift of life. Day 4 1. Situational / Case Analysis. The teacher will ask the students to identify the different indirect offenses against life through the different situations that will be given them where the offenses are taking place. 2. Reporting and discussion will be done after 25 minutes. Day 5 1. Open Forum. The teacher will ask the students to give their stand about the legalization of abortion, euthanasia, and the death penalty (one issue at a time). Their stand should be accompanied by arguments / reasons. 2. The teacher will discuss the different direct offenses against life. Day 6 1. Round Robin Brainstorming. The students will be divided into different groups with five members each. Each group will be asked to formulate a petition to both houses of congress about their stand against the different anti-life bills pending in Congress in particular the RH Bill. 2. After 25 minutes each group will present their output to the class. 3. The students will be given one week to gather signatures of support for their letter. Day 7 1. Debate. The teacher will ask the students to give their stand about the DepEds proposal of including Sex Education in the curriculum starting from the fifth grade. The students will be divided into two groups: the pro and con. Volunteers from each group will be given and equal opportunity to air their reasons and defend their stand on the issue. 2. Synthesis will be given by the teacher before the end of the period.

Day 8 1. Through Anticipation Reaction Guide, the teacher will try to gauge the students understanding of sex and sexuality. 2. Through a cluster diagram the teacher will point out and help the students to understand the meaning of sex and sexuality and their differences. 3. Journal Writing. The students will be asked to write a reflection about their significant learning for the day about sex and sexuality. Day 9 1. Picture Analysis. Through a picture of the anatomy of male and female the teacher will ask the students to share their insights about the two sexes: their similarities and differences. 2. Scripture Analysis. The teacher will help the students deepen their understanding about the complementarities and similarities of the sexes by analyzing the message of Genesis 1:27-28; 2:23-24. 3. The teacher will also discuss the purposes of sex based on these passages. Day 10 1. Situational Analysis. The teacher will help the students deepen their understanding about the purposes of sex by giving them different situations to analyze. 2. Through the vows that the spouses make during the wedding ceremony, the teacher will lead the students to deepen their understanding about the Sacrament of Marriage and its relation to human sexuality. Day 11 1. Case Analysis. The teacher will lead the students to the discovery of the common misconceptions about sex through the different cases which involve common sins against human sexuality. 2. The teacher will discuss how Jesus redeemed our sexuality through His Resurrection. 3. Journal Writing. The teacher will ask the students to write a reflection about what they have realized regarding their sexuality based on the discussion. Day 12 1. The teacher will discuss the demands of the 6 th Commandment in relation to respect for human sexuality. 2. Slogan Making. The students will be divided into different groups with seven members each. Each group will be asked to formulate a slogan that would best capture what they have learned and realized about human sexuality. Day 13 1. Through a Fishbone Map the teacher will help the students discover the meaning, importance, and demands of the virtue of chastity for all of us. The teacher will also discuss chastity in relation to the previous lesson (Redeemed Sexuality). 2. Journal Writing. The teacher will ask the students to write a reflection about the demands of chastity for them as HS students.

Day 14 1. The teacher will discuss the demands of the 9th Commandment in relation to chastity and the 6th Commandment. 2. Collaborative Brainstorming. The teacher will divide the students into different groups. Each group will formulate a plan of action on how they can practice the virtue of chastity in their everyday life. Each group will be given 20 minutes to work. Reporting and sharing will be done afterwards.

INTEGRATION
Day 15 1. Paraliturgy for the Protection of Human Life 2. Sharing Day 16 Poster Making: Campaign for the Dignity of Human Sexuality Day 17 Final preparations for the performance task. Day 18 1. Presentation of the performance task. 2. Processing by the teacher.

Prepared by:

MR. FRANCIS CARMELLE Tiu DUERO Subject Teacher

Checked by:

MRS. DIOSDADA A. ISRAEL HS Academic Coordinator

Date: ______________________________

Quarter IV Witnessing Christs Holiness

TOPICS: 1. 2. 3. 4. 5. The Social Teachings of the Church Walking in the Truth The Dignity of Human Work Working for Social Justice Living Out the Beatitudes

STAGE I DESIRED OUTCOMES

Goals and Standards

1. The students will a. Express ones commitment to Christ by showing respect for truth in words and deeds. b. Gain a deeper understanding and appreciation of the basic concepts of morality that will help lead him to the attainment of a truly Christian Life. c. Live out the Gospel values as disciples of Jesus Christ and as active members of the Church. 2. The student, in the long run and on his own, will be able to: a. Manifest honesty in all his dealings with others. b. Show love for God by loving and respecting his neighbors in words and deeds.

Essential Understandings
Respecting the honor and good name of our neighbor is one specific way of loving them. Christ calls His disciples to imitate His transparent openness to truth in thoughts, words and deeds. Christs command to love our neighbors flows from and is deeply rotted in His command to love God. Christ calls His disciples to pattern their life according to the Beatitudes.

Essential Questions
Are all forms of lies even those that are committed to protect the life of a person against the truth? How does the Truth set us free? How can our love for our neighbors manifest our love for God? How should a Christian live His life according to Christ?

Content

Skills

Students will know Students will be able to: The Churchs teachings on Truth. Speak the Truth (Honesty) The different offenses against truth Practice Stewardship and their effects on our relationship Manifest compassion and empathy with God, others and ourselves. Live out the Beatitudes in everyday life The importance of the Social Doctrines

of the Church in her mission of bringing the Gospel to the world. The marks of the true disciples of Christ (Beatitudes)

STAGE II ASSESSMENT OF LEARNING

Performance Task
Made for Service

Other Assessments

Quizzes Unit Test G To help the school revitalize its outreach / Recitation immersion program and with other partner Group / Collaborative Activities communities. Journal Writing Reporting R You have been selected as a member of Creative Activities the core group that will review the existing outreach/immersion program of your school and propose revisions to improve the program and renew the interests of the school community and its partner communities and social institutions. A The school community (Administration, Faculty, Students, Staff, Parents and Alumni) and partner communities and social institutions. S The school community and its partner communities and social institutions have lost interest in the outreach/immersion program of the school. P To come up with a revitalized outreach/immersion program that will have an impact not only on the target recipients but also to the members of the school community. S The outreach/immersion program should include a Rationale, Objectives, Profiles of the Target Communities, and a Calendar of Activities. The program should be based on the Churchs Social Doctrines. CRITERIA
Content Organization & Presentation of Ideas Appropriateness to the Level of the Intended Participants Appropriateness to the Level of the Intended Recipients 40% 20% 20% 20%

TOTAL

100%

INTRODUCTION Day 1 1. VIDEO CLIP VIEWING: The students will watch the film The Silent Scream. They will be asked to write their reaction afterwards and share them to the class. INTERACTION Day 2 1. News Analysis. The teacher will ask the students to analyze different news items about crimes in our country. 2. The teacher will discuss the sanctity and inviolability of human life by analyzing the demands of the 5th Commandment. Day 3 1. Collaborative Brainstorming: The students will be divided into different groups with five to seven members each. Each group will be asked to explain how Jesus through His Incarnation further dignified human life. 2. Journal Writing. The students will be asked to formulate a plan of action on how they can further dignify Gods great gift of life. Day 4 1. Situational / Case Analysis. The teacher will ask the students to identify the different indirect offenses against life through the different situations that will be given them where the offenses are taking place. 2. Reporting and discussion will be done after 25 minutes. Day 5 1. Open Forum. The teacher will ask the students to give their stand about the legalization of abortion, euthanasia, and the death penalty (one issue at a time). Their stand should be accompanied by arguments / reasons. 2. The teacher will discuss the different direct offenses against life. Day 6 1. Round Robin Brainstorming. The students will be divided into different groups with five members each. Each group will be asked to formulate a petition to both houses of congress about their stand against the different anti-life bills pending in Congress in particular the RH Bill. 2. After 25 minutes each group will present their output to the class. 3. The students will be given one week to gather signatures of support for their letter. Day 7 1. Debate. The teacher will ask the students to give their stand about the DepEds proposal of including Sex Education in the curriculum starting from the fifth grade. The students will be divided into two groups: the pro and con. Volunteers from each group will be given and equal opportunity to air their reasons and defend their stand on the issue. 2. Synthesis will be given by the teacher before the end of the period.

Day 8 1. Through Anticipation Reaction Guide, the teacher will try to gauge the students understanding of sex and sexuality. 2. Through a cluster diagram the teacher will point out and help the students to understand the meaning of sex and sexuality and their differences. 3. Journal Writing. The students will be asked to write a reflection about their significant learning for the day about sex and sexuality. Day 9 1. Picture Analysis. Through a picture of the anatomy of male and female the teacher will ask the students to share their insights about the two sexes: their similarities and differences. 2. Scripture Analysis. The teacher will help the students deepen their understanding about the complementarities and similarities of the sexes by analyzing the message of Genesis 1:27-28; 2:23-24. 3. The teacher will also discuss the purposes of sex based on these passages. Day 10 1. Situational Analysis. The teacher will help the students deepen their understanding about the purposes of sex by giving them different situations to analyze. 2. Through the vows that the spouses make during the wedding ceremony, the teacher will lead the students to deepen their understanding about the Sacrament of Marriage and its relation to human sexuality. Day 11 1. Case Analysis. The teacher will lead the students to the discovery of the common misconceptions about sex through the different cases which involve common sins against human sexuality. 2. The teacher will discuss how Jesus redeemed our sexuality through His Resurrection. 3. Journal Writing. The teacher will ask the students to write a reflection about what they have realized regarding their sexuality based on the discussion. Day 12 1. The teacher will discuss the demands of the 6 th Commandment in relation to respect for human sexuality. 2. Slogan Making. The students will be divided into different groups with seven members each. Each group will be asked to formulate a slogan that would best capture what they have learned and realized about human sexuality. Day 13 1. Through a Fishbone Map the teacher will help the students discover the meaning, importance, and demands of the virtue of chastity for all of us. The teacher will also discuss chastity in relation to the previous lesson (Redeemed Sexuality). 2. Journal Writing. The teacher will ask the students to write a reflection about the demands of chastity for them as HS students.

Day 14 1. The teacher will discuss the demands of the 9th Commandment in relation to chastity and the 6th Commandment. 2. Collaborative Brainstorming. The teacher will divide the students into different groups. Each group will formulate a plan of action on how they can practice the virtue of chastity in their everyday life. Each group will be given 20 minutes to work. Reporting and sharing will be done afterwards.

INTEGRATION
Day 15 1. Paraliturgy for the Protection of Human Life 2. Sharing Day 16 Poster Making: Campaign for the Dignity of Human Sexuality Day 17 Final preparations for the performance task. Day 18 1. Presentation of the performance task. 2. Processing by the teacher.

Prepared by:

MR. FRANCIS CARMELLE Tiu DUERO Subject Teacher

Checked by:

MRS. DIOSDADA A. ISRAEL HS Academic Coordinator

Date: ______________________________