LEARNING PLAN IN CHRISTIAN LIVING III

Quarter I
Christian Moral Life is Grounded on Jesus Himself

TOPICS:

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

 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.
 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 Church’s 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-à-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 Church’s teachings on
freedom and conscience and the
world’s notions of what they are.
 The differences between virtues and
sins.

STAGE II
ASSESSMENT OF LEARNING

Performance Task Other Assessments

Brother’s Keeper 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 student-

volunteers 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 Church’s Moral Teachings.
 Rubric

Criteria Very Good (4) Good (3) Fair (2) Poor (1)
Content Shows a Shows a Sows some Shows lack of
(40 %) complete substantial understanding of understanding of
understanding of understanding of the basic moral the basic
the basic the basic moral concepts. (.8) concepts of
concepts of concepts. (1.2) morality. (.6)
morality. (1.6)
Organization and Ideas are Ideas are The audience has The audience
Presentation of presented in a presented in a difficulty cannot
Ideas logical and logical sequence understanding understand the
(20 %) interesting which the the content content because
sequence which audience can because the of poor
the audience can understand. (.6) ideas are not presentation. (.2)
easily logically
understand. (.8) presented. (.4)
Appropriateness The student The student- The program The program
to the level of volunteers can volunteers can needs to be needs a total
the intended easily understand and explained further revision because
participants understand and implement the to the student- it is not
(20 %) implement the program but volunteers appropriate to
program without with minimal because there the level of the
need for supervision. (.6) are ideas that student
supervision or need to be volunteers. (.2)
further expounded. (.4)
explanation. (.8)
Appropriateness The program is The program Some parts of The program
to the level of appropriate to needs a slight the program needs total
the intended the level of the revision to suit need revisions to revision. (.2)
recipients target audience. the level of the suit the level of
(20 %) (.8) target audience. the audience.
(.6) (.4)
 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 God’s 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. Spider Web Mapping: Different aspects of freedom (page 30)

2. Sacred Scriptures: Ezekiel 18:21
3. Church Teaching: CFC 697
4. Journal Activity: Life is What We Make It

Day 14

1. Student Activity: MY OBLIGATIOS AS…

2. Present and explain Sacred Scriptures from Luke 19:1-10
3. Story Analysis: The Story of Zacchaeus
4. Connect Church Teaching from Dignitatis Humanae 11.
5. Student Activity: MY PROMISES

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
 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 Common Concrete Ways Virtues that they Grace of God
and Temptations on How to Avoid Want to Develop they Need
Responsibilities that they Sin
Encounter
1.
2.
3.

Day 22

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
Periodical Examination Coverage:
 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

Prepared by:

MR. FRANCIS CARMELLE Tiu DUERO

Subject Teacher

Checked by:

MRS. DIOSDADA A. ISRAEL

HS Academic Coordinator

Date: ______________________
 Quarter II
Walking in Christ’s Truth

TOPICS:

1. The Meaning of Law

2. Conscience and the Moral Law
3. Christ’s 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. Strive to obey, live-out, and keep the commandments;

b. Understand the meaning of law;
c. Take delight in following and keeping the commandments of God.
d. Listen attentively to their conscience as they evaluate their moral acts to
particular situations;
e. Struggle to avoid abusing their freedom;
f. Believe in the truth of God’s loving forgiveness through Jesus in the Holy Spirit;
g. See the real evil of sin and the importance to work against it;
h. 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 Essential Questions

 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 Christ’s
command of love, empowered by the
grace of the Holy Spirit dwelling in us.
 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
 The Church’s teachings about freedom, Formation)
conscience, grace, sin and virtue, and  Decide correctly (Decision Making)
reflect on their way of life vis-à-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 Church’s teachings on
freedom and conscience and the
world’s notions of what they are.
 The differences between virtues and
sins.

STAGE II
ASSESSMENT OF LEARNING

Performance Task Other Assessments

Short Drama 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 50%

Presentation and Creativity 50%

Total 100%
INTRODUCTION

Day 1

1. STUDENT ACTIVITY: DO’s and DON’Ts

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. Present to the class the scripture passage of the day: Matthew 5:17-20.
2. Let one student read it aloud and the rest to follow with their Bibles.
3. Discuss the passage using the guide questions given in the worktext.
4. 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. STUDENT ACTIVITY: Where are We? Page 66

2. This activity will make the students become aware of their notions regarding the topic.
3. Direct the students to get their Bibles and open it to Mark 3:1-6.
4. Focus on the implications of the three things which Jesus gave to the paralytic man
after healing him.
5. Connect the discussion to the Church Teaching from Gaudium et Spes 17.
6. Let the students see the intrinsic relationship between conscience and moral laws by
giving them the points for reflections.
7. CASE ANALYSIS: Let the students group themselves and have them formulate solutions
to the given scenario.
8. Group presentation and processing.

Day 4

1. Let the students do the activity given in LET US MOVE ON, page 70 of the worktext.

Day 5

1. GROUP ACTIVITY: Love Word Web, page 72.

2. Group discussion and presentation.
3. For the deepening: Have the students read Matthew 22:34-40
4. Discuss the scripture passage using the points given in the manual.
5. Connect it to Lumen Gentium 42.
6. PRAYER COMPOSITION: Compose a prayer asking the Holy Spirit to empower you to love
even your enemies.
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: Let’s 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 Eve’s 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 Christ’s Teachings

TOPICS:

1. The Sanctity of Life

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

STAGE I
DESIRED OUTCOMES

Goals and Standards

1. The students will

a. Express one’s 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 one’s understanding about man’s 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 God’s
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 God’s gift of sexuality by showing respect to the masculinity
or femininity of another.

Essential Understandings Essential Questions

 Human life, which is God’s 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.
 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  Is homosexuality against God’s will for
sexuality, we are all called to chastity, humanity when He created man in His
which is the wholesome integration of image as male and female?
our sexuality with our person.  Is chastity not meant only for religious?

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

STAGE II
ASSESSMENT OF LEARNING

Performance Task Other Assessments

Short Drama 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 30%

Ethical / Moral Integration 30%

Ethical / Moral Judgments 40%

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 God’s 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 DepEd’s 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 6th 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 Christ’s Holiness

TOPICS:

1. The Social Teachings of the Church

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

STAGE I
DESIRED OUTCOMES

Goals and Standards

1. The students will

a. Express one’s 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 Essential Questions

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

Made for Service 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 Church’s Social Doctrines.

CRITERIA

Content 40%
Organization & Presentation of Ideas 20%
Appropriateness to the Level of the Intended Participants 20%
Appropriateness to the Level of the Intended Recipients 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 God’s 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 DepEd’s 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 6th 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: ______________________________