We Celebrate God's Love Gr. 8 (TM)

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Unit I: Jesus, the Prophet Most High
I. Lesson 1 Prophets in the Old Testament
A. Lesson Overview: The Lesson is about the prophets in the Old Testa-
ments whom God chose to speak to on his behalf. This focuses on the renewal
of covenant-relationship with God.
B. Learning Objectives: The lesson seeks to lead the learners to:
Doctrine: Explain the role of the prophet in salvation history
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Moral: Be able to live up to the call of God as a modern prophet by an-
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nouncing and upholding justice.
Worship: Pray for the clergy nd those working for missions as modern
day prophets.
C. Learning Activities
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1.
2.
D. Learning Resource
1. Bible
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2. We Celebrate God’s Love Textbook
3. CCC and CFC
E. Learning Content
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1. The Call of Jeremiah Jer. 1:4-10
2. The Prophet’s Mission
3. The Prophet’s Message
4. Jesus: Prophet in Words and Deeds
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F. Teaching-Learning Episodes
Day 1 The Human Context

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1. We Celebrate Life
• Ask the students to read the article on p. 2. If there are other research
articles about Cardinal Queued, they may be presented as well.
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• Have them answer the questions on p. 2-3.
2. We Reflect on Life
• After answering the questions on the activity part, lead them to reflect on
the boxed statement on p, 3 (below the activity section).
• You may lead them in remembering their baptismal vows. After which
connect it with their prophetic task to announce the good news and wit-
ness to justice.
Day 2 The Christian Message
1. Review
• Key Points Summary: Ask two to four students to make a list of bulleted
key points of the learning from the lesson. Write the list on the board so
everyone can see.
2. We Celebrate God’s Word

• Present the Biblical text from the book of Jeremiah.
• After silently reading the text, ask someone to read the text aloud.
3. We Celebrate God’s Message
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• After a lively discussion on prophets the students may have a Tableau
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presentation.
• Tableau: Divide the class into 6-8 groups. They will act out a role and
freeze on command. Groups could take it in turns to move around and view other
groups’ tableau.
• Suggested scenarios:
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- Difficulties prophet/s encounter
- A prophet’s proclamation to the people
- Tableau on Isaiah’s suffering servant
- Jeremiah’s call
Day 3 The Christian Life

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- Jesus as the perfect Prophet
1. Review
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• Acrostics Activity: Give students a key word/concept from the lesson last
meeting. The objective is for them to write a detail or descriptor that starts
with each of the letters of the key word/concept
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2. We Celebrate the Teachings of the Church

• CFC 440 talks about preferential option for the poor. Have some students
watch a video depicting this.
• You may also have them discuss issues on social justice which requires
attention and action. Have them cone up with an action plan.
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3. We Celebrate Holiness
• Reflection:Have them read and make a reflection paper on on the life of
St. Andrew Dung Lac.
4. We Celebrate our Faith (Integration)

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• Summarize what they have learned about the lesson by answering p. 6

Have some students share their answers.
Day 4 The Christian Challenge
1. Assessment
• Have the students accomplish the activities under the “Let’s Do These”
section.
2. We Celebrate our Commitment
• You may want to have your students display their commitment sheets
through an exhibit board in class.
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Let’s do These Answer Key
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p. 9 Activity 1
1. D
2. A
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3. C
4. C
5. B
6. D
7. A
8. B
9. A
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10. C
11. B
12. D
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13. C
14. D
15. A
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Answers vary for Activity 2
p.12 Activity 3
1.
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2.
3. /
4.
5. /
6.
7. /
8.
9. /
10.
11. /
12.
13. /
14. /
15. /
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Lesson 2 John, the Last and the Greatest of the Prophets
A. Lesson Overview: The lesson focuses on John the baptist and how he
led the people to Jesus who is the Christ.
Doctrine: Appreciate John the Baptist’s role as the greatest prophet

Moral: Strive with humility to love and serve the Lord
Worship: Celebrate with the Church the 500th anniversary of Christianity
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in the Philippines through prayerful intentions in the Holy Mass
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1. Choral Reading
2. Talking Heads
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1. Bible
3. CCC and CFC
E. Learning Content
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1. The Canticle of Zechariah
2. John the Baptist: the Prophet of the most High
3. The Example of John the Baptist
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• Have the students familiarize with the nine pastoral priorities of the Philip-
pine church. Have them answer the questions on p. 14.
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• Ask them how important preparations are in celebration of an important
event. After sharing of experiences and answers, lead them to reflect on
the boxed statement on p. 15.
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1. Review
• The Important thing review strategy:
- Three important ideas/things from the lesson today are ______,
_________, and ______, but the most important thing I learned today is
---.

• Have the class read the Canticle of Zechariah through Choral reading.
• This part may be presented by engaging the students to active discus-
sion. Talking heads may be used.
• Talking heads: An object (preferably a mic or something related to talking)
will serve as a talking tool. The one who has the talking tool is the only person allowed
to talk. Instead of having this as voluntarily picked, it may be modified by passing the
object around.
The students should instead be encouraged to listen to whoever is talking.
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• End the session with an activity: “After learning about _______, I will/will
not __________.”
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1. Review
• Give a recap through a headline summary strategy. Have the students
summarise what last meeting’s discussions by formulating a headline.
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as a prophet.
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• Have the students read the teachings of the Church on p.18.
Let them prepare a one-minute skit depicting the role of John the baptist
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• Have them read the life of Bl. Bernardino of Feltre
• Have them relate the circumstances in the life of Bl. Bernardino with the
societal circumstances today. Stimulate the students creative thinking by asking them,
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“if Bl. Bernardino was born today what do you think will he do?”

• Have the students answer We Celebrate our Faith on p. 18. After answer-
ing, have them share their answers with their seat mate.
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1. Assessment
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• Have the learners accomplish the activities under the “Let’s Do These”
section.
• You may want to have the students watch a short video on the life
of St. John the Baptist (if available). After which have them answer We Celeb-
rate our Commitment on p. 23.
p. 209 Activity 1
1. A
2. C
3. B
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4. C
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5. A
6. A
7. C
8. D
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9. A
10. C

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Lesson 3 Jesus as Prophet: Proclaiming the Word of God with Authority
A. Lesson Overview: The lesson is about the proclamation of the Kingdom

of God. Jesus showed through words, deed and his whole life how this news is
to be lived.
Doctrine: Clarify what the prophetic mission of Jesus entails.

Moral: Develop leadership traits with humility and servanthood with devo-
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tion in leading and helping ones neighbours
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Worship: Praise Jesus in the holy sacrifice of the Mass
1.
2.
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1. Bible
3. CCC and CFC
E. Learning Content
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1. Jesus at the Synagogue Lk. 4:16-22
2. The heart of Jesus Prophetic Message
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3. The Authority of Jesus
4. Life of St. Casimir
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• Dramatization/Skit
๏ Group the student into seven. Assign each of the group according
to the behaviours of Inspiring Leaders on p. 24.
๏ Ask them to prepare a scenario which exhibits the behaviour that
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is assigned to them. Give each group 5 minutes to dramatize.

• Have them answer the questions on p. 25.
• Present a picture presentation of societal issues that affects the country
today. Have them reflect on the type of leaders we have in the country.
• Direct them to the boxed question on p. 25. Allow them to share their in-
sights on true leadership. Process the reflection.
1. Review
• Ask a student to recapitulate what transpired last meeting.

• Present the Biblical text from the Gospel of Luke.
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• Socratic Method: Use the following questions to engage the students to a
meaningful discussion
- How did Jesus show his authority?
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- What particular traits have you observed in his proclamation?
- What do you find difficult or challenging among the methods/
traits he had shown/
- What was his proclamation all about? Is His proclamation still

relevant today?
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1. Review
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• Gist: Have the students fill up the chart with a word or phrase helps cap-
ture the “gist” of last meetings discussion.
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On the “Heart of Jesus’ Preaching” On “The Authority of Jesus”

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• CFC 483 expounds the Church teaching on Jesus’ proclamation. Have
the students prepare a thematic paper on “AMEN”.
• Have an interactive reading of St. Casimir’s life through a voice radio
show.
• Ask the students what they have learned from the life of St. Casimir.

• Think-Pait-Write. This could help the students in answering p. 29 collab-
oratively by allowing the students to brainstorm iwith a partner, but then
each student writes his/her own response.
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1. Assessment
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section. Activity 1 can be done orally in class with interaction and collaboration.
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• You may modify the Commitment section by asking them to make a week
long leadership-plan using the instructions given on p. 33.

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p. 32 Activity 2
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4. T
5. F
6. F
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7. F
8. ?
9. T
10. T
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p. 32 Activity 3
1. Sabbath
2. Isaiah
3. Anointed
4. good news/good tidings
5. fulfilled
6. a Carpenter
7. Father
8. opened
9. commandment
10. reveal
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Lesson 4 Jesus as Prophet: Accompanying Word with Signs and Deeds
A. Lesson Overview: The lesson explains signs as ways by which God con-
veyed his message and were also manifestations by which Jesus proclaimed.
Doctrine: Understand the relevance of signs and wonders as God’s mani-

festation of the reign of God
Moral: Be an outward sign to others towards God
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Worship: Pray to God for the gift of understanding see signs with the
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eyes of faith.
1. Reflection
2. Carousel Brainstorming
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3. Poster making
1. Bible
3. CCC and CFC
E. Learning Content
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1. Acts 2:22-24
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2. The Wonder of Signs
3. Signs and Wonders in the Old Testament
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• Have the students answer the activity on p. 35. Have them share their
answers through a dyadic interaction.
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• Read the boxed statement on p. 35.Ask them to give reasons why signs
are important in their lives.

1. Review
• Call on some students to recapitulate what has been discussed last
meeting. Engage them in a popcorn recitation.

• Present the Biblical text.
• Ask someone to read the text aloud.

• Carousel brainstorming: Divide the class into small groups of students (3-
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4 members) On a topic-paper, ask small groups of students (3-4) to re-
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spond to a question or statement posed at the top of the paper. After a
short period of time, student groups move on to another piece of top-
ic-paper, and read what has been written about that topic and add to or
respond to it. Each group will have to write something about
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Topic paper 1: Signs in the Old Testament and their relevance in Salvation
history
Topic paper 2: Signs Jesus used and their relevance
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Topic paper 3: Sacraments as signs

1. Review
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• Use the topic-paper accomplished last meeting in recalling salient points.

• Discuss the teaching of the Church presented in p. 39. Have the students
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interpret this creatively through a poster. Use the same small group used
during the Carousel brainstorming.
• Ask them to read and reflect on the life of St. Dominic Ibanez. Sow a pic-
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ture of the group of saints martyred in Japan with St. Dominic Ibanez.
Identify that St. Lorenzo Ruiz is one of the companion martyrs.
• In your discussion bring out values that can be drawn from the life of St.
Dominic.
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• have them answer p. 39 and let them share aloud their answers. Allow
other students to ask questions to their classmates regarding the activiy.
1. Assessment
section. Activity 1 and 2 can be done orally in an interactive way. You may want to
have them report their answers in class.
• Axsk the students to answer the commitment section through letter writ-
ten for Jesus.
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Activity 1, 2, and 3 - Answers vary
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Lesson 5 A Prophet’s Fate: Martyrdom
A. Lesson Overview: The lesson presents Jesus’ sufferings as the True and
greatest Prophet.
Doctrine: Explain Jesus as Prophet suffered condemnation yet He accep-

ted it for our sake.
Moral: Encourage others to live a life of prophetic witnessing.
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Worship: Praise, thank and spend time with Jesus in the Blessed
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Sacrament
1. Word Association
2. What’s on your Mind?
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3. Aha!Huh?
4. Reflection
1. Bible up
3. CCC and CFC
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E. Learning Content
1. Luke 13: 31-35
2. God’s Prophets
3. The fate of Jesus
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4. Life of St. Catherine de Ricci
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• Have the students watch the film on the life of Archbishop Romero.
๏ Have them answer the activity on p. 45.
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the boxed statement on p 45.
• After their silent reflection relate the statement with the scriptural verse
(from the book of Isaiah) on the left hand corner of p.44
• Ask them what entails being a prophet?

1. Review
• Review them of what transpired last meeting and make use of the life of
Bishop Romero as spring board.

• Instruct the students to read in the Bible Lk. 13:31-35. Questions for dis-
cussion:
- What do you think Jesus meant when he said: “…for it is im-
possible that a prophet should die outside of Jerusalem”?
- What do you think is the message of the passage?
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• To facilitate discussion begin with word association.
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Prophets
Prophets Jonah
Jonah Hosea
Hosea
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JESUS
JESUS
• Connect the ideas/concepts/words in order to come up with a general

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idea.
• Have the students explain each paragraph in the section
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1. Review
• To begin the lesson use “Aha! huh? activity” Write down 1 or 2 “ahas”
(something you learned) and 1 or 2 “huhs” (things you still have ques-
tions about).
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• Present the teachings of the Church on p. 48. Have the student enumer-
ate specific instances wherein Jesus was condemned and suffered at-
tack.
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• Activity: “What’s on your mind?” Just like in Facebook, ask the student to
make a Facebook post, “what’s on your mind?” about the life of St.
Frances Bizzocca.

• Have the students answer the activity on pp. 48-49. You may want to ask
them to answer this part through slogans, i.e. slogan for We Believe, We
Act, and We Celebrate.
1. Assessment
• Have the learners accomplish the activities under the “Let’s Do
These” section. You may facilitate a game using this activities.
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Have the student answer the commitment section on p. 52. Ask them to use “Turn your Stars
into Scars” as a theme. Have them choose their own title.
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p. 51 Activity 2
1. F
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3. F
4. T
5. T
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6. F
7. T
8. F
9. F
10. T
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p. 52 Activity
1. I
2. E
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3. C
4. J
5. M
6. G
7. H
8. D
9. K
10. A
11. H
12. E
13. L
14. D
15. G
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Unit 2 Jesus Christ, the Eternal Priest
Unit Overview
Unit Goals
I. Lesson 6 – Priesthood in the Old Testament
A. Lesson Overview
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The lesson introduces to the learners the roots of the idea of the priesthood in the Old
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Testament. It presents the main role of the priest as mediators of the presence of God. It
also points out the call of those who are chosen as priests of the Lord is not random nor
coincidental, but an act of the Lord through a series of human events which led him to his
vocation. This carries also the worthiness of the person to carry out the responsibilities
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mandated by his vocation even if the person called deems himself not worthy of such a
call. All of these elements are familiar and are understood clearly by the Jewish members
of the early Christian community as they will reflect the death and resurrection of Jesus
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as the self-giving act acceptable to the Father for the salvation of all, something only a
priest can do for the people of God in the Mosaic Law as mediator.
B. Learning Objectives
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The lesson seeks to lead the learners to:
Doctrine – Describe the idea of the priesthood of the Old Testament, and its prefiguring
the person and act of Jesus as the Eternal High Priest for God the Father assuming the
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role of mediator.
Moral – Inspire them to start leading a holy life by listening and understanding to God’s
will in the human experience of following and obeying the guidance of their elders
especially the priests in their Church community.
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Worship – Thank God for continuously calling people to become priests for His people
around the world so as to continue the plan of God to offer salvation to all until it reaches
its fullness in the Kingdom of God.
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1) Simulation activity: “Negotiation”
2) Alternate and reflective reading
3) Recitation
4) Focus group discussion and reporting

5) Written activity
6) Teacher and learner discussion
7) Research (optional)
D. Learning Resources
1) Bible
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2) Video Song: The Sevenfold Blessing (optional)
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3) Multimedia Presentation
4) Laptop and LCD (optional)
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E. Learning Content
1) The meaning of mediator
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2) The story of the ordination of Aaron and his sons as priests for the Lord
3) The vocation as well as the roles and responsibilities of the priests in the Old
Testament
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4) The Old Testament priesthood as prefiguring Jesus who is the Eternal High Priest for
God the Father
5) The importance and role of priests today as pastors and servants of the Lord in both
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Christian life and worship.
6) The life and holiness of St. Gaetano Erico
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Day 1 – The Human Context
1) We Celebrate Life
Simulation Activity: “Negotiation”

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1. The teacher presents an imaginative scenario to the class as he/she is a

hostage-taker and “takes” half of the class away making (labeling) them
“hostages”. The teacher will ask demands from them in exchange for their
classmates’ freedom. To “negotiate”, only one or two of those who are part of
the “rescuers” will be allowed to talk to the “hostage-taker”.
2. The “rescuers” will then be given time to discuss their strategy and plan of
action in order to free the “hostages”.
3. Afterwards, the “negotiators” chosen by the class will talk to the “hostage-
taker”. If the teacher is satisfied with the “negotiation” then he/she frees the
hostages. She/he must be mindful of the time as well as the quality of the
“negotiation”. At the end of the activity, the teacher creates the scenario on
how the hostages are “set free”.
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4. After the activity, the teacher proceeds to evaluate the experience among the
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learners by asking the following questions:
a) How did you feel while “hostage scenario” was being played out?
b) How were you able to decide on the course of action you would take to
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free the hostages?
c) Who do you think has the most important role during the activity? Why do
think so?
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After the evaluation, the teacher connects their insights as an introduction to the
selection as the learners are asked to open their books to p. 54. She/He can use the
questions asked before the beginning of the story as jumping board to tease their
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interest before they read the story.
The learners are then instructed to read the selection silently, and then answer the
activity on p. 55.
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The teacher then draws the prepared table in p. 55 of the book or flashes it using
the LCD or any enhanced technological visual device. She/he asks the learners to
fill in the description of the characters on the table.
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The teacher then conducts a directed recitation to the learners by asking the
questions on p. 55.
2) We Reflect on Life
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At this point, the teacher focuses his/her discussion on the role of the mediator as
she/he connects the two activities (the “Neogtiation” simulation and the story)
together. She/he also gives the role of the priest as “mediator”, i.e., in between
God and His people by guiding the people, and teaching them the ways to follow
God’s laws and commands in their life and worship.
As an end to the period, the learners reflect in prayer the bible verse found in Heb.
5:1.
Homework: The teacher asks the learners to read the Christian message found in
pp. 56-59.
Day 2 – The Christian Message
1) Review: Guess the Word
After the prayer to begin the period, the teacher asks the learners to guess the
missing word in the following statements that either written on the boards or
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flashed on the screen:
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 “The (mediator) is someone who acts as “third party” to reconcile two people
in conflict and/or disagreement, and make a new arrangement or
understanding with regard to their relationships and/or goals.”
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 “(Priests) are considered as such (refer to no. 1 answer) as they lead and guide
the people to God in following God’s law and in worship.”
day.
2) We Celebrate God’s Word

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The teacher emphasizes the two words as important ideas in the discussion for the
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(Optional) If there is an available short video clip showing scenes of the Old
Testament priesthood, or the election of Aaron and his sons to the priesthood, the
teacher may show this to the learners. The short video should be limited to 5-10
minutes.
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The teacher directs the learners to some Faith Words found on p. 61. The teacher
discusses briefly the meaning of each word. (NB. It is encouraged that if you are
using multimedia presentation, then provide some pictures/graphics of the Faith
Words to be discussed.)
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Then, the teacher asks the class to read the Word of God silently.
3) We Celebrate God’s Message

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After reading the Word of God, the learners are to be divided into four groups for
focus discussion. Each of the members read and discusses one section of the
lesson assigned to them. Afterwards, they are to write the summary of different
points in a manila paper. They are given 5 minutes to do so.
To maximize the time for discussion, the different summaries are posted on the
board to which the teacher gleans and focuses on the important points for
discussion. The teacher must also be prepared to add more if the given summaries
are not sufficient.
Afterwards, the teacher opens the floor for clarifications. If there are none, the
teacher gives this assignment:
 Read pp. 59-61 of the book.
 Answer the portion of “We Celebrate the Faith” on p. 60. You may read
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again the discussion from pp. 59-60 to help you out.
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The teacher ends the day with a prayer of thanksgiving to God for giving the class
the inspiration and creativity needed as they discovered the different points of the
lesson. The teacher may collect also the summaries as these may be used for
assessment of the learning of the learners.
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Day 3 – The Christian Life
1) Review: Brief reporting

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The teacher begins the day by asking some of the representatives of each the
groups formed the previous to briefly recall the important points of the discussion
they made in the topic assigned to them for the discussion of the lesson.
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The teacher may also ask insights and realizations that remained with them or
struck them in the course of the discussions the previous day.
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2) We Celebrate the Teachings of the Church
Afterwards, the teacher asks the learners to read aloud CFC 150.
The teacher then conducts a recitation by asking the learners to connect the points
of CFC 150 with the results of the discussion they have yesterday. They are asked
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to write their findings on a piece of paper.
The teacher then calls some of the learners to share what they have written. The
teacher then adds some points to the discussion after the recitation.
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3) We Celebrate Holiness
Afterwards, the teacher presents the person of St. Gaetano Erico whose life and
ministry as a priest truly leads people to God.
The teacher calls four learners to alternately read per paragraph the life of St.
Gaetano Erico found in pp. 60-61.
The teacher then directs the learners to a Q & A discussion by asking the
following questions:
a) What qualities of a priest does St. Gaetano Erico have in the serving others?
b) How did St. Gaetano Erico prepare himself during the years of his priestly
formation to become a worthily ordained priest?
c) Does his life as a priest reflect and emulate the idea of the qualities of a priest
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in the Old Testament? Justify your answer.
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4) We Celebrate our Faith (Integration)
After the discussion on the life of the saint, the teacher asks the learners to bring
out their assignment. Then, the learners are asked to share their answers by dyads.
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Afterwards, the teacher asks some learners on the insights of the answers given.
The teacher can also give some additional points:
 We Believe: up
 When God chose Israel to be a “kingdom of priests, a holy nation” (cf. Ex.
19:6), He deemed it worthy to choose and set apart the tribe of Levi who
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didn’t receive a portion of the land in order for them to commit themselves
to answer God’s call to make holy His people, and lead them to worship
Him.
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 While the actions of the priesthood of the Old Covenant did not give the
promise of a lasting salvation, it gave us a foretaste of holiness and
sanctity that leads to salvation which was fulfilled by the sacrifice of Jesus
in the cross which ratified the New Covenant that we are part of as
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members of the Church.
 All these prefigurements of the priesthood in the Old Testament find their
fulfillment in Jesus Christ, "the Only Mediator between God and
mankind" (1 Tim. 2:5). This is seen in some of the following actions in
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the Church:
1. The role of our ordained ministers to govern, sanctify and teach the lay
faithful in the Church;
2. The liturgy we use in the celebration of the Holy Eucharist not only on
Sundays, but also on the important feasts and in the seasons of the
Liturgical Year; and
3. The role of the lay faithful in sharing the priesthood of Christ as we are
called to share in the ministry and mission of the Church.
 We Act
 We must learn to discern what the Gospel says by listening to the priest
during the homily as well as acting on the pronouncements given to us by
the Pope and the bishops through a careful dialogue with those whom we
trust especially those people who are mature and capable to guide us in
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such actions.
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 We must not shy away from serving others in their needs especially the
poor and the marginalized by joining programs and activities in your
parish or at your school which promote social justice and the work of
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peace.
 Develop a lifestyle and attitude that respects not only the rights and
dignity of other people, but also of the whole of creation which includes
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the care of the body and the care of the environment.
 We Celebrate
 We must encourage our family, friends and other people to go to Mass

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every Sunday as well as contribute to the liveliness of its celebration by
joining ministries and groups that give their efforts to make the Sunday
Mass meaningful to all who attend it.
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 We have to intensify our contact with God’s Word by reading the Bible
most especially the life of Jesus which is told in the Gospels. We must
also pray to the Holy Spirit to bring us enlightenment and understanding
that we may be obedient and faithful to the demands of the Gospel
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especially in serving others particularly the poor and the marginalized.
 Invite others to join you in worthwhile activities and projects that will not
only bring you self-satisfaction, but also empowering the people who have
the potential to answer and share the call to be holy before God.
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The teacher then gives the assignment to the learners for the next day:
1) Recall some experiences/observations as to how priests fulfill their ministry

and service to the Church. You may ask your parents or other teachers in aid
of answering these questions. You may also ask some priests that you know to
help you answer this question.
2) Research the meaning of the term “common priesthood” in the Church.

(NB. This may be given in advance if you feel that there should be an allotted
time that must be devoted for the learners to accomplish these tasks.)
Day 4 – The Christian Challenge
1) Assessment
The teacher instructs the learners to accomplish the activities found on Let’s Do
These on pp. 62-63. Afterwards, their answers are checked.
.
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The learners are asked to bring out their assignment as this would aid them in
answering the section on We Celebrate Our Commitment.
2) We Celebrate our Commitment
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The teacher can use the activity found in p. 65 for formative or summative
assessment.
3) Closing Prayer
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The teacher ends the week by using the prayer found on p. 61. If a
video/multimedia presentation of this prayer, the teacher may use it for a more
creative way of praying.
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Answer Key
I. (Answers are in particular order of the blanks. Otherwise, they are marked wrong.)
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1. purification, unleavened bread, tent of meeting
2. tunic, sash, ephod, embroidered
3. breastpiece, Urim and Thummim, turban, medallion, headband

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4. tabernacle, seven, utensils, laver, consecrate
5. girded, skullcaps
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II. or blank
1.
2.
3.
4.
5.
6.
7.
8.
.
9.
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10.
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III. Fill in the blanks
1. Anointing oil
2. Priests
3. Melchizedek
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4. Levites
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5. Prophet-priest
6. Cultic Sacrifice/Ritual Purification

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7. Upkeep and Maintenance of the Sanctuary
8. Obedience
9. Jesus
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10. Moses
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IV. (Answers may vary)

Lesson 7: The Priesthood of Christ
A. Lesson Overview
The lesson introduces to the learners our Christian belief of the Lord Jesus Christ being
the Eternal High Priest who offers Himself as the acceptable sacrifice to God the Father.
It explains to the learners that coming from the idea of the Old Testament, the early
Christians believed that just as the Jews offer sacrifices at the Temple to atone for their
sins, so did Jesus who in His death selflessly offered Himself for the salvation of all. In
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offering His life, he became not only the Priest but also the Perfect Victim which
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ransomed us from sin and death.
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Doctrine – Understand the teaching of St. Paul in his letter to the Hebrews how Jesus has
become the Eternal High Priest of God the Father who offered His life for our salvation
from sin and death.
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Moral – Challenge them to seek to do acts which reflect genuine love of God and
neighbor as an offering in their lives to God. In doing so, they answer the call to share in
the priesthood of Christ.
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Worship – Thank God for the courage of martyrs who remind us to constantly trust in
God even when our life is called to be an offering in the name of Jesus. They also pray to
ask God to give them the grace to be generous without counting any cost in their selfless
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service and giving of life.
1) Acrostic writing: MARTYR

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3) Recitation
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4) Table completion
5) Word Association
7) Prayer-making
1) Bible
2) Video Song: Prayer for Generosity (optional)
3) Multimedia/PowerPoint Presentation
.
E. Learning Content
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1) The meaning of the word martyr
2) The story of the martyrdom of St. Maximilian Kolbe
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3) The discourse of Paul of Christ as the Eternal High Priest of God in the his letter to
the Hebrews
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4) The figure of Melchizedek as Priest of God and the life of Christ as a priestly act
5) The dedication of the life and service of the priest as patterned after the priesthood of
Christ.
6) The life and holiness of St. Louis Bertrand

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Acrostic Writing: MARTYR
1. The teacher writes vertically on the board the word MARTYR. She/he then
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asks the learners their initial impression on the word.
2. Afterwards, the teacher instructs the learners to write down what they think
are the qualities of a MARTYR by using the letters of the word as the first
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letter of each quality they can think of.
3. The teacher then asks the learners to share their ideas through dyads.
4. After the activity, the teacher asks the learners their insights from their
sharing. Using the ideas gleaned from the recitation, the teacher then uses
these qualities as being possessed by the person whom they will encounter
today.
5. The teacher can also ask the learners if they are familiar with St. Maximilian
Kolbe. The learners can be asked to share their knowledge of the saint, and
why he became a martyr.
The learners are then divided into choirs as each side alternately read the selection
by paragraph. Afterwards, they will be asked to answer the questions on p. 67.
The teacher then conducts a directed recitation to the learners using the questions
on p. 67.
.
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After the discussion, brings their ideas of a martyr to the insights and realizations
learned from the life of St. Maximilian Kolbe. The teacher emphasizes on the
courageous act of the saint reflecting that it is God who gives the grace for us to
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make the decision to offer our lives to the Lord who touches us by the compassion
and mercy we experience from Him. It is this compassion and mercy that moves
him to ask him to be the replacement of the man (who had a family) who was to
be executed.
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As the period draws to a close, the learners are directed by the teacher to read the
boxed quote on p. 67. The teacher encourages the learners to reflect, share or
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express their insights on the quote.
pp. 67-70.
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The teacher then ends the period with a prayer to the Lord thanking them for the
gift of martyrs like St. Maximilian Kolbe who give their lives just like the Lord
Jesus, and that we may be given the grace to follow their example in our lives as
well.
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1) Review:
After the prayer to begin the period, the teacher asks some of the learners to recall
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some of the learning they have encountered in the life of St. Maximilian Kolbe.
The teacher also asks the learners if they have encountered or have known
persons/priests who follow the example of St. Maximilian Kolbe or do acts of
self-giving in their ministry.
The teacher then connects these persons to the idea of the reading they will read
today, and see if the reading affirms their example later on.
2) We Celebrate God’s Word.
Then, the teacher asks the class to do a reflective reading of the Word of God as
background may be piped in while the Scripture is being read. The reading from
.
the Hebrews may be read twice with a short interval in between.
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The teacher ends the reflective reading with the praying of “Glory be”.
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After reading the Word of God, the learners are asked for their initial insights or
understanding of the reading. The teacher then supplements the points of the
lesson from the textbook.
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Afterwards, the teacher asks the learners to fill in the table in their notebook or
any paper by writing the aspects of the priesthood of the following:
Melchizedek as the King- Jesus as the Eternal High Priests of our Church Today
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Priest of Salem Priest of God the Father
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 The teacher gives the learners 5 minutes to fill the table.
 The teacher then together with learners facilitate their discoveries on the table
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by focusing on the following questions:
a. What are the similarities/differences we can observe as they are chosen to

be priests of God?
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b. What are the similarities/differences we can see as they fulfill their role as
mandated to them by their election/anointing as priests of God for the
people?
c. What qualities as God’s priest can we see from each? How do their actions
affirm these qualities?
The teacher then calls some learners to give some points for summary in
understanding the Word of God.
.
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The teacher ends the day with a prayer by flashing this or leading the class into
this prayer:
Prayer for Priests
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Gracious and loving God, we thank you for the gift of our priests.
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Through them, we experience your presence in the sacraments.
Help our priests to be strong in their vocation.
Set their souls on fire with love for your people.

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Grant them the wisdom, understanding, and strength they need to follow in the
footsteps of Jesus.
Inspire them with the vision of your Kingdom.

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Give them the words they need to spread the Gospel.
Allow them to experience joy in their ministry.
Help them to become instruments of your divine grace.

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We ask this through Jesus Christ, who lives and reigns as our Eternal Priest.
Amen.
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(source: http://www.usccb.org/prayer-and-worship/prayers-and-devotions/prayers/prayer-
for-priests.cfm)
The teacher begins the day by asking some of the learners about the important
points discussed the previous day.
Afterwards, the teacher asks the learners to read aloud CFC 1854-1855.
The teacher then divides the class into groups. From these groups, the learners
are to look for important words from the Church teaching, and associate them
.
with ideas they had learned from the previous day.
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E.g. Jesus death or Moses’ talking to God – Mediator
St. Maximilian Kolbe - martyr
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The teacher then calls asks the learners to share what they have written. The
teacher then may add some points to the discussion after the recitation if there are
any.
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Afterwards, the teacher presents the person of St. Louis Bertrand whose humility
and devoted service exemplifies the true qualities of a priest of God.
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The teacher the learners to read paragraph his life found in pp. 71-72 silently.
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a) What qualities of a priest does St. Louis Bertrand have in the serving others?
b) How did he fulfill his role and service as a priest for the people he served?
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c) Does his life as a priest reflect and emulate the idea of the Lord Jesus as the
High Priest of God? Justify your answer.

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 We Believe:
 We encounter God’s Revelation when we begin to read the Bible
especially the Gospels to understand why Jesus made such an act for our
salvation. When we read the life of Christ in the Gospels, we read not
only portions of His life, but the whole of His story.
 The reading of the Gospels should not only be an individual endeavor, as

we also find ways to share our discoveries and insights with others. We
can attend Bible studies organized in our parish churches.
.
 Our Christian Living classes can also provide a basic background so we
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are challenged not just to read, but to also listen so that we may learn more
about the love of God as expressed in the self-giving of Jesus.
 We Act
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 We must learn to be accepting of all persons regardless of status, color,
religion or belief.
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 We must challenge ourselves to be active in promoting the common good
in our homes, in school and at our parish community.
 More than donating material things to the poor, we must develop an

attitude of loving service towards others especially the poor and the
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marginalized.
 We Celebrate
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 We can set aside a time in which we read the Bible particularly the
Gospels, and pray with it.
 There is a popular saying by the late Fr. Patrick Peyton, “The family that
prays together, stays together.” Therefore, we can develop the habit of
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praying together with our families, and then with our communities.
 Another powerful devotion that we can develop is frequently attend the

Eucharist with our family, and with the community. The Holy Eucharist is
the highest prayer of our Catholic faith in which we encounter Jesus, the
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Eternal High Priest as we commemorate the perfect offering He gave to

God the Father, that of His life. From the Eucharistic meal, we are
nourished in faith as we continue the mission of Jesus to proclaim the
Good News to others not only by the knowledge that we have on His life,
but also by the life we strive to live after His example.
1) Assessment
The learners are also asked to answer the section on We Celebrate Our
Commitment on p. 75.
.
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assessment.
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3) Closing Prayer
Answer Key
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I. (Answers are in particular order of the blanks. Otherwise, they are marked wrong.)
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1. b
2. c
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3. c
4. c
5. a
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6. c
7. a
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8. b
II. (Answers may vary. Make sure that their answers are not copied from the Bible.)
III. (Answers may vary)
IV. (Answers may vary)

Lesson 8 – Christ Shares His Priesthood
A. Lesson Overview
The lesson explains and develops how Christ shares His priesthood with those who chose
to follow His call to be disciples. From the past to the present, the Church who are the
community of disciples have been called to share in the priesthood of Christ. The book of
Revelation describes those disciples as being “freed from sin” by the blood of Christ and
are raised as “a kingdom and priests for our God and Father” (cf. Rev. 1:6). Indeed, the
.
Church shares this task and heritage in the “royal priesthood” as she through her
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members also share in the life and mission of the Church by the virtue of their baptism.
And from among the members are elected people who are ordained in the “ministerial
priesthood”, and serve the Church by making the faithful aware of the common
priesthood they share in Jesus Christ.
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Doctrine – Explain the teaching of the “priesthood of all believers” that all share by the
virtue of baptism, and how from them are chosen those who ordained into the
“ministerial priesthood” of the Church.
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Moral – Motivate them to do actions and decisions that reflect the shared “priesthood of
all believers” as well as initiate a desire in them to enter into the ministry of the Church.
Worship – Ask God for the grace to grow in faith, hope and love that they may in turn
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share this to others, and so answer the call to be ministers of the Lord.
1) Charades activity: “Guess What Country”

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2) Poem Analysis (Table)

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4) Recitation
5) Diagram progression
6) Idea Association
8) Research
1) Bible
2) Video Prayer Song: The Apostolic Prayer of St. Anthony Mary Claret (optional)
.
E. Learning Content
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1) The person of Dr. Chun-Ming Kao and the inspiration of his poem “God’s Way”
2) The story of Jesus sending out the Apostles
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3) The shared priesthood of all believers and its relationship with the role of the
ministerial priesthood
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4) The call to fulfill one’s vocation as sharing the priesthood of Christ.
5) The life and holiness of St. Julia Billiart
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Charades: “Guess What Country”
1. The teacher divides the learners into 3 groups. Each group will be divided into
two: (1) those who can do the movement; and (2) those who can guess which
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country the “movers” are portraying.
2. The teacher will then ask to pick a card out of three. One of those countries
will be TAIWAN..
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3. The game will go on until all groups will have their turn. The group with the
high score wins the game.
After the game, the teacher connects the country of TAIWAN as to where the poet
of the selection they will read comes from.
The following supplement can help the teacher to understand the life of Dr. Chun-
Ming Kao:
Dr. Chun-Ming Kao
.
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The Reverend Dr Chun-Ming Kao is a minister of the Presbyterian Church in
Taiwan. He graduated from Tainan Theological College and Seminary, and then
studied at Selly Oak Colleges in England. He was the General Secretary of the
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PCT from 1970 to 1989, during which period he became a political prisoner for
assisting participants in the Kaohsiung Incident, in particular Shih Ming-teh. For
this he was sentenced for 7 years in prison, and served his sentence from 1980 to
1984. While he was in prison, his wife Ruth Kao organized groups to help him
and raised awareness in the worldwide Church about the human rights situation in
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Taiwan.
(source: http://america.pink/chun-ming-kao_990220.html)
The teacher also mentions that while in prison, Dr. Kao writes the beautiful which
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they will read right now.
The teacher then calls a learner who reads the selection to the class. The teacher
also asks for some reactions or impressions from the learners regarding the poem.
The teacher then asks the learners to answer the activity found on p. 77 of the
book.
questions from the activity.
After the recitation, the teacher should make the point that it was in prison that the
poet realizes the plan of God for him as it led to his conversion. Later on it led
him to minister not only in his church, but also to those who had been victims of
the same injustice he experienced.
.
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As an end to the period, the learners read and reflect the bible verse found in Rev.
5: 9-10, and also the boxed quote from p. 77.
pp. 78-81.
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1) Review:
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After the prayer to begin the period, the teacher asks the learners to recall some of
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the insights they have learned from the previous day.
The teacher emphasizes the point of conversion of Dr. Kao who began to minister
also to others especially to those who are victims of injustice in their country. He
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saw his experience in jail as God calling to do more of his ministry.
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Then, the teacher relates the calling of Dr. Kao with the calling of the first
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disciples as they were sent by Jesus to do mission.
Afterwards, the learners are to listen to the teacher as she/he does a reflective
reading of the Gospel passage.
After reading the Word of God, the learners are to fill this diagram based on the
points of the lesson found on pp. 78-81:
.
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To maximize the time for discussion, the teacher divides the learners into groups
so that they can help each other fill the diagram.
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Afterwards, the teacher asks the groups to answer what they think would fill the
diagram. When the groups have all presented, the teacher supplements the
understanding of the class.
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After all points are discussed, the teacher opens the floor for clarifications. If
there are none, the teacher gives this assignment:
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The teacher begins the day by asking some of the learners about the insights and
realizations that remained with them or struck them in the course of the
discussions the previous day.
Afterwards, the teacher asks a learner to read CFC 1964.

The teacher then asks the learners to connect the points of the table they filled up
the previous day by associating it with the key words of the Church teaching.
The teacher then calls some of the learners to share some key words they have
chosen and their association with the table they have made the previous day.
Particularly, the teacher must focus on the words of “royal priesthood” and
“ordained priesthood”.
.
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Afterwards, the teacher presents the life of St. Julia Billiart whose life and
dedication to help others especially the poor leads others to answer God’s call.
The teacher calls four learners to alternately read per paragraph the life of the
saint found in p. 83.
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a) What qualities did St. Julia had in the serving others?
b) What sacrifices did she endure in the years of her ministry of teaching the
faith to others especially during the French Revolution?
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c) Does her life of service bore fruit towards others? How?

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 We Believe:
 We must learn to be attentive to the homily and teachings of the priest

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every Sunday Mass and other spiritual activities.
 Be active pastorally and spiritually by joining organizations that will help

you grow as well as develop your awareness in the faith and morals of the
Catholic Church.
 We Act
 If there are organizations in your parish that addresses the need to work for
justice especially to women and children, you can lend the gift of your
person by participating in their sessions and projects.
 If there are activities in your communities that serve the physical well-
being of those who cannot afford health care, you can volunteer to join
their activities even in just rendering service by helping both the sponsors
.
and the beneficiaries of the project. Develop a lifestyle and attitude that
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respects not only the rights and dignity of other people, but also of the
whole of creation which includes the care of the body and the care of the
environment.
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1) Recall the three-fold function of our Church hierarchy, and cite nsome
examples of how they fulfill those responsibilities.
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2) Research on the life of the modern-day martyrs of the Church:
a. St. Lorenzo Ruiz

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b. St. Pedro Calungsod
c. Bl. Oscar Romero

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d. St. Stephen
e. Fr. Rhoel Gallardo, CMF
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1) Assessment
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assessment.
3) Closing Prayer
.
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Answer Key
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I. true or false
1. false
2. true
3. false
4. true
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5. true
6. false
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7. false
8. false
9. true
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10. false
II. (Answers may vary, but the key ideas must be present)
1. Teaching, governing and sanctifying

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2. The Holy Spirit will guide, teach and instruct the Apostles.
3. Answers may vary.
III. (Answers may vary)

Lesson 9 – Jesus, Our Way to the Father
A. Lesson Overview
The lesson develops on the last lesson that to share in the “priesthood of all believers”,
one must become truly a disciple of the Lord Jesus who is “the Way, the Truth and the
Life”. (cf. John 14:6) It is important for a Christian that one is not called as Christian by
name only, but by the calling his/her baptism compels him/her to be, i.e., to respond by
words, thoughts and actions the way the Lord Jesus would, and so bring the world to the
.
fullness of their relationship with the Father.
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Doctrine – Understand that in becoming the Eternal High Priest, the Lord Jesus actually
leads us to the Father as we are called to believe in Him as the Way, the Truth and the
Life.
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Moral – Strive to follow the mandate of Jesus to be His disciples that they may lead
others to the Father by participating in the mission of the Church in their own way
sharing with her the priesthood of Christ.
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Worship – Celebrate their calling to be disciples of Christ in prayer both individually and
with the community of the Church.
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1) Listing activity: “Desiring 3 Things”
2) Prayerful reading: “Blessings”
3) Reflective reading (Gospel)

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4) Random-toss recitation
5) Creative reporting
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6) Reflective written activity
8) Research (optional)
1) Bible
2) (Optional) Video clip: The Last Discourse of Jesus (“The Way, the Truth and the
Life”)
3) (Optional) Video Song: Blessings by Laura Story
.
E. Learning Content
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1) The discovery of the true meaning of “Blessings”
2) The Last Discourse of Jesus (Jesus as the Way, the Truth and the Life)
3) The importance of discipleship
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4) Our shared vocation in the priesthood of Christ
mission of the Church today.
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5) The importance and role of our sharing in the priesthood of Christ in the life and

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Listing Activity: “Desiring 3 Things”

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1. The teacher presents a table through PowerPoint or on manila paper. The

teacher can ask them to list them down or even draw their symbol to represent
them on the table:
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3 Things I Desire to Why do I want them Have I attained them?

Have Why?
1.
2.
3.
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2. The teacher then asks the learners to share their table by dyads. They can also
answer these additional questions:
a) Are there similarities or differences in the table you have? How?
b) Do the things you desire are the ones you NEED the most? How? Why?
3. Afterwards, the teacher evaluates the experience among the learners by asking
the following questions:
a) How did your experience of filling up the table go?
b) What did you learn and realize as you were sharing your list to others?
c) Do you think the things you listed are the ones you really NEED? Why do
think so?
.
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After the evaluation, the teacher connects their insights as an introduction to the
poem as the learners are asked to open their books to p. 86.
The learners are then asked to read in a prayerful way the poem “Blessings”.
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The teacher then directs the learners to answer the activity on p. 87.
questions on p. 87.
2) We Reflect on Life up
After the discussion, the teacher then asks the students some points they learned
from the poem. The teacher can list them down on the board as they recite, then
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asks them to copy it on their notebook. She/He can invite the learners to read
these points repeatedly even after the class.
The teacher can also direct the discussion to the ultimate blessing we often forget
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as we pray to God: the gift of His Son, Jesus who is the Way, the Truth and the
Life, and that everything they wish in life can be fulfilled by hi.
As an end to the period, the learners reflect in prayer the bible verse found in Heb.
5:1.
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pp. 88-90.
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1) Review: “Blessings”
After the prayer to begin the period, the teacher asks the learners to do the
following:
 Write a response to the points they have picked up yesterday as they discover
what God was telling them in the poem.
 Write down what they wish for Jesus to be their blessing at the moment.
The teacher then emphasizes some insights before the discovery of the word:
.
a) In the Gospel of John on the Last Supper, this was the experience of the
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disciples as they listened to the last discourses of Jesus.
b) Let us again discover what Jesus has to say has He comforts them after He
announces His impending departure from them.
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(Optional) If there is an available short video clip showing the scene of the John
14: 1-7, the teacher can use this for sensory and visual learning, if not then a
reflective reading of the Gospel can be done. Before the reading, the teacher can
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motivate the learners to write down the words that struck them in their notebook
as they reflect on it. The teacher is to do the reflective reading twice.
After reading the Word of God, the learners are then encouraged to share their
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insights on the Gospel by forming themselves into groups of six (6). They can
compare their insights with the different discussion points of the book regarding
the lesson. Then, they are to summarize all their findings through creative
reporting (eg., symbolic drawing, poem or tableau). They are to be given 10
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minutes for this
After the sharing-discussion, the different groups present their creative

interpretation of the Gospel. The groups are given 3 minutes each. After each
presentation, the teacher can connect some points in the discussion of the book in
the presentation given by the groups.
 Prepare three (3) in-depth questions based on the discussion we have just
.
concluded.
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The teacher begins the day by asking some of the representatives of each the
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groups formed the previous to briefly recall the important points of the discussion
they made in the topic assigned to them for the discussion of the lesson.
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The teacher then conducts a random-toss recitation as she/he asks the learners to
bring out their prepared questions.
The teacher then begins by calling one of the learners to answer his/her initial
question. Afterwards, the learner proceeds to ask his/her questions to another
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learner he/she chooses. The discussion must be timed and controlled as the
process continues. Afterwards, the teacher adds some points to the discussion
after the recitation.
Afterwards, the teacher presents the person of St. Marciano Jose whose life and
ministry as a Lasallian brother invites to share the priesthood of Christ.
The teacher calls three (3) learners to alternately read per paragraph the life of St.
Gaetano Erico found in pp. 60-61.
a) Despite his physically challenging situation, how did St. Marciano Jose
persevere in responding to his vocation as a Lasallian brother?
.
b) How did St. Marciano Jose lived his vocation despite not being an ordained
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priest?
c) Can a person be not a priest and still share in the priesthood of Christ? Justify
your answer.
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 We Believe:
 We are required to know Him, and study His words from the Scriptures,
and from the doctrines of the Church.
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 We are called to listen to our priests and bishops as they teach us the faith,
guide us in the way we live our faith and morals, and brings us closer to
God in worship. However, their wisdom and authority is not their own, as
it was handed down to them by the same community of disciples that
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Jesus called and formed to continue His mission through what we call the
apostolic succession.
 We become responsible co-sharers of the mission of Jesus with this same

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teaching authority of the Church by virtue of the same baptism we have

received whether ordained or not.
 We are also called upon to evangelize and transmit the Gospel faith as we
share this mission with the whole Church.
 We Act
 We are asked upon by Christ and the Church to practice our faith in such a
way that it reflects the love and mercy that Christ Himself has shown as
He was proclaiming the Kingdom of God.
 We are called not to condemn, but to show compassion and mercy to those
to whom the Gospel was proclaim to: the poor and the marginalized of
today’s society, and the earth which we call our home.
.
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 Develop a lifestyle and attitude that respects not only the rights and
dignity of other people, but also of the whole of creation which includes
the care of the body and the care of the environment.
 We Celebrate
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 We turn to Christ in worship. Thus, we come together towards the Holy
Eucharist as one community raising our beings to God Almighty.
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 We need the guidance of the Spirit through prayer, and the moral guidance
of the magisterium as we properly do today loving service to all peoples
whom God has called us to serve.
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 Invite others to join you in worthwhile activities and projects that will not
only bring you self-satisfaction, but also empowering the people who have
the potential to answer and share the call to be holy before God.
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1) Recall the works of Mercy, and show concrete ways you do in your life to
practice them.
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2) How can these help you share in the “common priesthood” of Christ?

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1) Assessment
The teacher can use the activity found in p. 95 for formative assessment.
3) Closing Prayer
.
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Answer Key
I. Complete the statements below.
1. c. Thomas
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2. a. Jesus
3. b. disciple
4. b. priestly
5. c. Baptism
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6. c. Eucharist
7. b. poor
8. c. John
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9. c. Mediator
10. c. Marciano Jose
II. Answers the questions below.

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1. According to CFC 1954, Jesus revealed in Himself the “perfect and definitive
features of the priesthood of the New Covenant”. This he did in the selfless giving
of Himself to others.
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2. As the Son of God, Jesus was both the offering and the priest that the Father sent
in order that our salvation may be achieved. Thus, in His great love, the Father
was willing to give His Son in order to show His love for a fallen humanity.
3. Jesus is “the Way, the Truth and the Life” towards the Father. Therefore, there is
no other way to God, but to be a disciple of Jesus and follow His footsteps.
4. By the sacrament of Bapitsm, we are called to share in the priesthood of Christ as
He continues the work of the Father that all may experience salvation. However,
this task can be effectively carried out if we have the grace of God as a
community. This is why we are called to share in the Sacrament of the Holy
Eucharist that we may be nourished spiritually both personally and communally
as we continue to share in the priesthood of Christ.
5. Our priests and bishops are our teachers and guides as we continue to do God’s
.
work on earth. As their teaching was handed down to them by apostolic
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succession, we recognize that it is the authentic teaching of Jesus and His apostles
as they give us the way to be with Father and thus experience salvation.
Therefore, we must listen and obey to their teaching.
III. Situational Analysis (Answers may vary)
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Lesson 10 – Jesus Offers the Ultimate Sacrifice
A. Lesson Overview
The lesson focuses on the idea that Christian discipleship will not be complete without
the act of self-giving. In the words, thoughts and acts of Jesus, he stresses the act of
giving one’s life. This act became authentic as He makes the ultimate sacrifice by His
death on the cross. The early Christians particularly believed that Jesus in doing so, he
comes into fullness in fulfilling his three-fold ministry: priestly, prophetic and kingly
.
(royal).
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Doctrine – Understand that for one to share truly in the priesthood of Christ, one must be
ready to give one’s self so that others may truly experience God’s love and mercy.
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Moral – Strive to offer their lives for the love of God and neighbor thereby becoming true
witnesses of the love of God and neighbor.
Worship – Ask God to continuously give His grace around the world so as for us
participate to continue the plan of God to offer salvation to all until it reaches its fullness
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in the Kingdom of God through the witness of our lives.
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1) Listing activity: “What Makes a Hero?”
2) Silent reflective reading
3) Recitation
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4) Focus group discussion and reporting
5) Sentence Completion

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1) Bible
2) Video Song: Pagkabighani (optional)

E. Learning Content
1) The understanding of sacrifice of Jesus as the expression of true love
2) The teaching of Jesus as High Priest in the letter to the Hebrews
3) The call to self-giving as the sign of true discipleship
4) The self-giving of Jesus as the fullness of the priestly, kingly and prophetic ministry
.
5) The call to be self-giving in one’s discipleship as we share in the 3-fold ministry of
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Jesus
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Listing Activity: “What Makes a Hero?”
1. The teacher asks the learners to identify their heroes. Afterwards, they will list
down the qualities common among these heroes.
2. The teacher will focus on the quality of the hero giving himself, his life for
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others, which is the mark of a true hero.
After the activity, the teacher use their insights as an introduction to the selection
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as the learners are asked to open their books to p. 96.
The learners are then instructed to read the selection silently, and then answer the
questions.
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questions on pp. 96-97.
At this point, the teacher asks the learners to reflect on their answers again, and
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make a prayer out of their answers to show their insights and learnings on Jesus
crucified.
pp. 97-100.
1) Review: Sentence Completion
After the prayer to begin the period, the teacher asks the learners to show their
learning the previous day by completing the following sentences:
 For me, to love Christ is …
.
 I can make my love for Jesus true by…
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The teacher then processes the insight the learners by summarizing the answers
she/he will gather from the learners.
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Then, the teacher asks the class to read the Word of God silently.

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After reading the Word of God, the learners are to be divided into small groups of
5 for focus discussion. They will tally and list down the important points in the
discussion.
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Afterwards, the teacher asks the learners to summarize their sharing into 3-
essential points.
To maximize the time for discussion, the different summaries are written by
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someone from the class. Then, the teacher gleans from the different points the
discussion of the different points of the lesson. The teacher must also be prepared
to add more if the given summaries are not sufficient.
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.
The teacher begins the day by asking some of the learners to explain the different
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points of the lesson they were able to list down the previous day.
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The teacher then conducts a recitation by asking the learners to connect the points
of CFC 1955 with the results of the discussion they have yesterday. They are
asked to write their findings on a piece of paper.
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The teacher then calls some of the learners to share what they have written. The
teacher then adds some points to the discussion after the recitation.
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Afterwards, the teacher presents the person of St. Norbert whose holy life as a
monk became the fruit of his conversion from a worldly life.
The teacher calls learners to alternately read per paragraph the life of St. Gaetano
Erico found in p. 102.
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a) How can we initially describe the person of St. Norbert before he became a
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monk?
b) What led him to his conversion? How did he show love for Jesus as a monk?
c) Does his life as a priest reflect and emulate the virtue of humility and love?
Justify your answer.
.
 To be priestly like Jesus is to offer our lives to God. In order, that we may be
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guided towards a true and right way of offering our lives to Him, we must
discover His will. This can be done when we open our minds to the guidance
of the Holy Spirit.
 We Believe:
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 The Word of God is now written in the Bible, and so let us open ourselves
to read God’s Word particularly the Gospels.
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 In reading the Word, we must also seek the guidance and teaching of those
who were given the authority, and that is the magisterium of the Church.
When we go to Mass every Sunday, when we attend spiritual activities
like recollections and retreats, or even when we attend our CL class, let us
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be open and follow those who were equipped to bring and evangelize the
Word of God to us so that we in turn can evangelize and share the Word to
others.
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 We Act
 We are also challenged to show the same loving service most especially to
those who have nothing.
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 We must not shy away from serving others in their needs especially the
poor and the marginalized by joining programs and activities in your
parish or at your school which promote social justice and the work of
peace.
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 Develop a lifestyle and attitude that is simple and reflects resourcefulness

especially in the care of God’s creation.
 We Celebrate
 We must wholeheartedly participate in the Holy Eucharist as this makes us

remember the self-giving Jesus performed as He did the will of the Father.
Our worship is complete when our hearts and minds are one with Jesus in
the celebration.
 The celebration of the Eucharist is the highest form of prayer not only
because we are reminded of the priestly act of Christ, but we connect to it
as it becomes the pattern of how we live our lives with our family, friends
and with the whole community especially the community of the Earth.
 We have to intensify our contact with God’s Word by reading the Bible
.
most especially the life of Jesus which is told in the Gospels. We must
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also pray to the Holy Spirit to bring us enlightenment and understanding
that we may be obedient and faithful to the demands of the Gospel
especially in serving others particularly the poor and the marginalized.
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1) Recall the seven gifts of the Holy Spirit, and how they empower a person
during the celebration of the sacrament of Confirmation.
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1) Assessment
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assessment.
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3) Closing Prayer
Unit III: Jesus, Servant of God
Unit Overview
The unit discloses the Mystery of Jesus’ Incarnation and His person as the Servant of
God who is compassionate, humble, obedient and willingly suffered for the sins of the world.
Unit Goals
The learners will clearly understand the very person of Jesus as the servant of God be -
.
ginning in His Incarnation to His being the suffering servant, imitate His example on how to live
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as fully human and develop a strong relationship with Him through prayers and reception of the
sacraments.
Lesson 11: Jesus Took The Form Of A Slave
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A. The lesson explains how God the Father, moved by His abounding love for humanity,
through Jesus Christ, allowed Himself to be like us in all things except sin. He took the form
of a slave and became like us. Thus, this is considered as the greatest act of humility
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happened because of love. As John said in his Gospel, God loved us first. God always do
the initiative to love us. Since there is an act of love of God, it entails a response from the
one’s who receives love.
B. Learning Objectives: At the end of the lesson, the learners are able to:
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Doctrine: Explain why God allowed Himself to become human like us.
Moral: Recognize that God’s humility calls one to be humbly dependent on God and His
generosity.
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Worship: Ask from God in one’s daily prayer the gift of humility as necessary virtue for
one’s holiness.
C. Learning Activities:
1. News Clip Analysis: “Pope Francis’ Humility”
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2. Picture Analysis: Pope Francis’ Pictures depicting humility (source: google.com)

3. Class Discussions
D. Learning Resources:
1. Bible
2. We Celebrate Textbook
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3. Picture Clip
4. LCD Projector and laptop
E. Learning Content:
a. Jesus’ Self Emptying
b. Humility: A Necessary Virtue
c. Implications of the Virtue of Humility:
c.1. Dependence on God
c.2. Acknowledgement of Our Origin (soil)
c.3. To be “Poor in Spirit”
c.4. To be “foot-washer” like Jesus
c.5. To love our enemies.
d. Jesus: Humbled and Exalted
e. Activity on page 113
f. Commitment Activity on page 117
Day 1: The Human Context
.
• Let the class read aloud the news clip about Pope Francis’ humility on page 108.
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• Give them some minutes to answer the guide questions 1 to 3 silently on page 109.
• Randomly call some students to answer the guide questions for the news analysis.
• Give them some more minutes to accomplish the table on page 109. Then ask them to
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look for 4 classmates to form a group of 5 to share their answers.
• Randomly call the representative of each group to present the highlight of their sharing.
• Emphasize that we are all called to be humble before God who is the perfect example of
humility for doing so will make us more open for growth as Christians.
Day 2: The Christian Message
1. Review
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• Ask the student to recall one significant instance where they were able to live out humil-
ity and what did they realize. Ask them to look for a partner to share.
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• Then, call 1 to 2 pairs to share before the class their realizations from their experiences.

• Ask one student to read Philippians 2:6-11.
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• Invite the class to pause for a while and reflect on the message of the Word of God.

• Recall the news clip on page 108 about how Pope Francis tried his best to be the “Other
Christ” in this world wherein pride and power are given much important. Highlight that
what the pope did was not actually something new. He simply went back to the core and
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basic teachings of Jesus on servant leadership.

• Explain how the “Kenosis” or self-emptying of Jesus happened narrated by the letters of
St. Paul to the Philippians.
• Pointed out that everything that Christ did is motivated by love.
• Relate Jesus’ Self-emptying with our human context wherein we are often complaining
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from the heavy burdens we carry or with the discomfort we sometimes experience in life.
• Explain the following implications of humility form Christians:
a. To recognize our “littleness” before God
b. To recognize our dependence on God
c. To recognize our origin (soil)
d. To be “poor in spirit”
e. To be a foot-washer like Jesus
f. To love our enemies
• End the session by allowing students to think of 1 word accompanied by an action that
would capture today’s discussions in 2 minutes. Then call 2-3 students to say their state-
ments aloud and perform their actions
Day 3: The Christian Life
1. Review
• Conduct a short review by randomly asking some students to give 1 implications of
humility in their context as young Catholic students in 2 minutes.Then, call 2 volun-
.
teers to share before the class.
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• Ask the class to read the Church teaching on page 113. Give them 2 minutes to think
on how they understand the teaching and say that in their own words. Call some vo-
lunteers.
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• Ask them to read the life of St. Perpetua Hong Kumju aloud. Ask them to underline or
highlight a line or phrase that struck them the most.
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• Let them look for a partner to share why such phrase or line struck them the most.
Then, call 1 pair to share in plenum.
4. We Celebrate Our Faith (Integration)

• Give the students time to accomplish the We Believe, We Act and We Celebrate por-
tions of the lesson on pages 113.
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• Let the Litany of Humility on page 114 serve as the closing prayer.
Day 4: The Christian Challenge

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1. Assessment
• Have the students individually answer the Let’s Do These portion of their textbook in si-
lence. When everyone is done, conduct a meaningful discussion of their answers by call-
ing them randomly.
2. We Celebrate Our Commitment

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Transfer Task: Project Humility
• Explain to the students the rationale and specific instructions on how to do their Transfer
Task on page 117. Emphasize to them the importance of creating a “culture of humility”
that counter acts the “culture of pride and arrogance” we see in this modern world by us-
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ing Social Media.
RUBRIC FOR
FB PAGE ON
“PROJECT
HUMILITY”
Posted Stories: 1 2 3 4
• Clear Only 1 of the Only 2 of the Only 3 of the Only 4 of the
• Correct indicators is indicators are indicators are indicators are
• Inspiring present present present present.
• Promote the virtue of
humility
• From Christian Per-
spective
Posted Quotations 1 2 3 4
.
• Clear Only 1 of the in- Only 2 of the in- Only 3 of the in- A
• Correct dicators is dicators are dicators are ll
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• Promote the virtue of present present present in
humility di
• From Christian Per- c
spective a
t-
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s
up a
r
e
p
r
e
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s
e
n
t.
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Over-all Quality of 1 2 3
Page Only 1 of the indicators Only 2 of the indicators All in-
• Creative is present are present dicators
• Encouraging are
• Inclusive present.
Frequency of 1 2
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“Likes”from netizens Has less than 100 likes Has 100 and above
likes
Netizen’s Comments 0 1
Not evident Evident
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Total= ______
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• Rubrics are just suggestive in nature and could be modified by the teacher..
• After 1 month, it is best to allot 1 meeting do the evaluation of the project humility on page
117. Then, process the students.
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Lesson 12: Jesus, Compassionate Servant of God
A. The lesson explains how Jesus, while fulfilling His public ministry, showed His compassion
over the people who was like sheep without a shepherd. Compassion is one of the concrete
manifestations of God’s unconditional love. Jesus, as compassionate servant of God,
ensures that compassion is always translated into act of charity as narrated in the Gospels.
This compassionate Jesus consistently calling all Christians to be compassionate and
charitable to anyone whom they will encounter.
.
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Doctrine: Elaborate why Jesus is called as the compassionate servant of God.
Moral: Identify concrete ways how to live out compassion and charity to eliminate
indifference in one’s daily life.
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Worship: Celebrate the gift of God’s compassion by praying to God to grant them the
grace and inspiration to do an act of charity everyday.
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1. Article Analysis: “Doctor Treasures Mother Theresa’s Compassion”
2. Video Clip on Compassion
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1. Bible
3. Picture Clip
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a. What is Compassion
b. Compassion as Innate in Every Human Person
c. Gospel Events Showing Jesus As Compassionate Servant of God
d. Compassion and Charity
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e. Ways to Eliminate Indifference and Compassion

f. Our Calling To be Compassionate
g. Activity on page 122-123
h. Commitment Activity on page 129
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Assign a reader to read aloud the article about Mother Theresa’s Compassion on page
118.
Give them some minutes to answer the guide questions 1 to 3 silently on page 119.
Randomly call some students to answer the guide questions for the article analysis.
Instruct the class to accomplish the table on page 119 wherein they will recall moments
they showed compassion to others and moments they received compassion from others
Then ask them to look for a partner to share their answers. Ask them to pick up the most
memorable or striking among those experiences.
Randomly call the some students to share to the class in front.
End by showing a video clip showing compassion (preferably Filipino context)
Highlight the truth that every is given by God the capacity to be compassionate and at
the same time the capacity to receive compassion.
.
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1. Review
Ask the students to form a group of 5. Using ¼ sheet of paper, they will be asked to write
down their initial learning about compassion based on last meeting.
Then, call 2 to 3 volunteer groups to share before the class their initial understanding on
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compassion from last meeting’s session.

Ask the class to read aloud the Gospel verses from Mt. 9:35-37.

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Invite the class to pause for a while and reflect on the message of the Word of God.
Begin by recalling the article on personal testimony of Dr. Wright about Mother Theresa’s
Compassion. Highlight how compassion could be a turning point for conversion.
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Emphasize that everyone has human responsibility to alleviate the suffering of others
which is a concrete expression of one’s compassion. Mother Theresa’s Compassion is
indeed her way to give back the compassion she was then receiving from God.
Highlight that Compassion is innate in every human person as created by God.
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Explain how our compassion comes from Jesus Christ our Lord.
Cite Gospel accounts wherein Jesus’ compassion was clearly witnessed by the people
of His time. The teacher may ask the students first to recall them.
Distinguish and connect compassion and connect.
Explain how Compassion and Charity could eliminate indifference and selfishness.
Highlight our vocation to be compassionate to everyone especially those who are in the
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pains of suffering.
End the session by allowing students to think of 1 statement that would sum up his/her
learning from today’s session. Then call 2-3 students to say their statements aloud and
perform their actions
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1. Review
Conduct a short review by asking students to show the connection or interplay
between compassion and charity. Then, call 2 volunteers to share before the class.

Ask one volunteer to read aloud the Church teaching on page 122. Give them some
minutes to think on how they understand the teaching and say that in their own
words. Call some volunteers.
Ask them to read the life of St. Raymond Nonnatus aloud. Ask them to identify a
virtue worthy to imitate from the life of this saint. .
Let them look for a partner to share why such virtue worthy of imitation. Then, call 1
pair to share in plenum.
.
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Give the students time to accomplish the We Believe, We Act and We Celebrate
portions of the lesson on pages 113.
Let the Prayer of Compassion of Mother Theresa of Calcutta on page 124 serve as
the closing prayer.
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1. Assessment
Instruct the students individually answer the Let’s Do These portion of their textbook
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silence. When everyone is done, conduct a meaningful discussion of their answers by
calling them randomly. Ask them to perform their composed song on page 127.

Transfer Task: Project Humility
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Explain to the students the rationale and specific instructions on how to do their Transfer
Task on page 129. Emphasize to them the importance of creating a “culture of
compassion” that counter acts the “culture of indifference” we now observe in our
society.
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RUBRIC FOR PROMOTIONAL VIDEO ON COMPASSION

Video Presentation 1 2 3 4 5
Clear Only 1 of Only 2 of Only 3 of Only 4 of All
Correct the the the the indicators
indicators indicators indicators indicators are
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Calls one to action

Promotes Compassion is present are are are present.
Manifests present present present.
learnings/insights
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Documentation 1 2 3 4
Clear Only 1 of the Only 2 of the Only 3 of the All indicators
Correct indicators is indicators indicators are present.
Followed the required present are present are present
format
Comprehensive
Identified 1 2
Group/Institution Not so evident in the video. Evident in the video
Identified Beneficiaries 1 2
Not so evident in the video. Evident in the video
Group 1 2
Reflections/Realizations Either clear or correct. Clear and correct.
Total= ______
15
.
Rubrics are just suggestive in nature and could be modified by the teacher.
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After 1 month, it is best to allot 1 meeting do the evaluation of the task. Then, process the
students.
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Lesson 13: Jesus, Humble Servant of God
A. The lesson unfolds how Jesus exemplifies how to be truly humble servant of God. The
washing of the feet is a strong statement from Jesus how to become authentic servant
leader. Those who are aspiring for leadership must be first and foremost servant of all. This
the very example of Christ that differentiates his leadership. He is a servant leader. A servant
who is humble enough to serve everyone. As Christians, one is called to emulate the very
examples of Christ as the humble servant of God who willingly and lovingly serves
everyone.
.
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Doctrine: Deeply understand how Jesus lived out the life of a true humble servant of God.
Moral: Recognize Jesus’ examples as perfect model of humility and servant leadership
that serves as motivation to render humble service to others.
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Worship: Render an active and full participation in the liturgical celebrations as
manifestations of one’s familiarity with the Church liturgy.
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1. Blog Analysis: Mandela’s Humility and Humanity
2. Short Video Clip on Nelson Mandela
3. Group Sharing
4. Short Skit
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1. Bible
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3. Picture Clip
a. What is Servant Leadership from Christ’s Perspective
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b. The Meaning and Significance of the Washing of the Feet

c. Pope Francis as Servant Leader
d. Jesus as Humble Servant of God
e. Characteristics of a Servant Leader according to Jesus:
e.1. Loving Unconditionally
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e.2. Living a Holy Life

e.3. Working Hard to Uplift the Condition of Others.
f. Our Calling To be Humble Servant of God
g. Activity on page 134-135
h. Commitment Activity on page 139
Ask the entire class to read the blog about Nelson Mandela on page 130. Divide the
class into group A and B to read the blog alternately (per paragraph)
Allot time for the students to answer the guide questions on page 131.
Randomly call volunteers to answer the guide questions. Conduct short by meaningful
discussions.
.
Ask the students spend some minutes to complete the table on page 131 that asks them
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to identify leaders of their generation who embody humility.
Group the class into 4 and ask them to show through a short skit (less than 5 minutes)
the true mark of a servant leader of today’s generation.
Then, call each group to present their short skit. Teacher is expected to deepen each
presentation.
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Highlight that the world today needs leaders with humility and authentic service and they
are called to form themselves as real servant leaders in the future.
1. Review up
Ask the students recall the life of Nelson Mandela and identify someone in their
generation who life shows resemblance with him in terms of humility in service.
Then, call 2 to 3 volunteers to share before the class.
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Ask the class to read aloud the Gospel verses from John 13: 1-15 or if possible, show a
clip from the movie such as Passion of the Christ the Washing of the Feet event to help
the students clearly appreciate the humble act of Jesus
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Begin by presenting the resemblance in Nelson Mandela’s humility and that of Jesus’.
Both their humble actions changed the people who witnessed their examples.
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Then, define servant leadership from Christ’s perspective.

Explain the meaning and significance of the Washing of the Feet. They give us concrete
and strong expression of love and humility.
Highlight that Servant Leadership is every one’s call: Priests, Religious and Lay.
Explain how Jesus served as Humble Servant of God.
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Elaborate Jesus’ 3 Characteristics of a Humble Servant:

a. Unconditional Love for Others
b. Living a Holy Life
c. Working to Uplift the Condition of Others.
End the session by allowing students to think of 1 phrase that would recap his/her
learning from today’s session. Then call 2-3 students to share their 1 phrase.
1. Review
Conduct a short review by asking students to share with a partner the 3
characteristics of a humble servant from Jesus’ perspective.
Then, call 2 volunteers to share before the class.
.
Ask the class to read aloud the Church teaching on page 134. Give them some
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Ask them to read the life of Venerable Fr. Solanus Casey silently. Ask them to identify
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a virtue worthy to imitate from the life of this holy man.
Let them look for a partner to share why such virtue worthy of imitation. Then, call 1
pair to share in plenum.
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Let the Prayer of Humble Servant on page 136 serve as the closing prayer.
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1. Assessment
Instruct the students individually answer the Let’s Do These portion of their textbook
calling them randomly.
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Personal Task: Practicing Servant Leadership
Explain to the students the rationale and specific instructions on how to do their Personal
Task on page 138-139.
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Explain well the First Phase and its connection with the Second Phase of the task.
Emphasize the importance of journaling using the format on page 139.
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RUBRIC FOR JOURNAL

FOR CLE TEACHER
Journal Content 1 2 3 4 5
In-depth indicators indicators indicators indicators are
Manifests learning is present are are are present.
Cited realizations present present present.
SELF-EVALUATION FOR STUDENTS
SELF-ASSESSMENT: Check the items you’ve successfully done.
____ I was able to render service with humility

____ I was able to render service with love
____ I’ve planned specific tasks or actions per service
____ I was able to do the activity freely.
____ I was able to understand the real meaning of servant leadership through the
activity
Total= ______
.
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After 3 weeks, it is best to allot 1 meeting do the evaluation of the task. Then, process the
students.
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Lesson 14: Jesus, Obedient Servant of God
A. The lesson explains, how Jesus, despite being the Son of God, remain obedient to the will
of the Father. He was able to submit His will to the divine plan of God to save humankind to
sin and death. He exemplifies one of the important characteristics of being sons and
daughters of God, that is, obedience out of one’s free will. As Christians therefore, one is
called by God to remain obedient to Him especially on the occasions that one’s will is not
aligned with the divine will of God.
.
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Doctrine: Explain how Jesus remained obedient yet free to do the will of God the Father.
Moral: Discern the will of God as manifestations of one’s willingness to choose what is
more loving and life-giving.
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Worship: Pray for God’s grace to be obedient and be consistent in following His divine will
1. Online News Analysis: Freedom is Obedience, Says Francis
2. Prayer Composition
3. Group Sharing and Reporting
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1. Bible
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a. The Meaning of Obedience from Christ’s Perspective
b. Jesus: Discerning the Will of the Father in Gethsemane
c. Freedom in Obedience
d. Basic Elements in Discerning God’s Will
d.1. Prayer
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d.2. Finding God in Peace (Silence)

d.3. Experience of God
d.4. Word of God
d.5. Spiritual Direction
e. Our Calling To be Obedient Servant of God
f. Activity on page 144-145.
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g. Commitment Activity on page 149
Ask one volunteer to read aloud the online news about Freedom and Obedience
according to Pope Francis.
Then, allot time for the students to answer the guide questions on page 140-141.
Randomly call volunteers to answer the guide questions. Conduct short by meaningful
discussions.
Ask the students to take time composing a prayer of obedience for our Ordained
Ministers, namely, the Pope, the Bishops and the Priests.
Group the class into 7 and ask them to share the content of their prayers.
Ask them to assign a leader who would report to the class the general/common
intentions of their prayers for the Church leaders.
Highlight that the Church needs spiritual leaders who are obedient and open to do the
.
will of God in doing their ministries.
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1. Review
Ask the students recall how Pope Francis explains the relationship of freedom and
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obedience.
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If possible (aside from reading Mark 14:32-42), show a clip from the movie such as
Passion of the Christ the Praying of Jesus at Gethsemane and invite them to focus and
reflect on Jesus’ struggle to do the will of the Father.
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Begin by presenting Pope Francis’ idea of obedience in freedom that requires listening to
what God is saying and having an open heart.
Explain obedience based on Jesus’ perspective.
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Highlight the very struggle of Jesus at Gethsemane wherein He is discerning the will of
the Father and His own will.
Explain that obeying God’s will needs to ask for god’s grace for by our own will and
power alone, obedience is not easy to practice
Explain the meaning of Freedom in Obedience as exemplified by Jesus Himself. That
the more that Jesus obeyed the will of the Father, the more that He became free.
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Present and elaborate the Basic Elements in Discerning God’s Will

1. Prayer
2. Finding God in Peace (Silence)
3. Experience of God
4. Word of God
5. Spiritual Direction
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End the session by allowing students to think of 1 instance that they experience freedom
in obedience.
Then call 1-2 students to quickly share.
1. Review
Conduct a short review by asking students to complete the sentence:
“Obedience in Christian perspective means _____________________________.

Ask the class to silently the Church teaching on page 144. Give them some minutes
to think on how they understand the teaching and say that in their own words. Call
.
some volunteers.
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Ask the class to read the life of St. Therese Couderc aloud . Ask them to identify a
significant event in her life that struck you most. .
Let them look for a partner to share. Then, call 1 pair to share in plenum.
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portions of the lesson on pages 144-145.

1. Assessment
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Let the Prayer for Obedience on page 146 serve as the closing prayer.
Have the students individually answer the Let’s Do These portion of their textbook in
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calling them randomly.

Performance Task: Practicing Servant Leadership
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Explain to the students the rationale and specific instructions on how to do their
Performance Task on page 149.
Explain well the steps and procedures of the performance task. Entertain questions for
clarifications
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RUBRIC FOR STUDENTS’ OWN LAWS

Formulated 1 2 3 4 5
Laws Only 1 of Only 2 of Only 3 of Only 4 of All
Clear the the the the indicators
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Specific indicators is indicators indicators indicators are present.

Promote present are present are present are present
s Obedience
Doable
Christia
n Perspective
RUBRIC FOR MONITORING CHECKLIST
Monitoring 1 2 3
Checklist Only 1 of the Only 2 of the All indicators are
Clear indicators is present indicators are present present.
Specific
Creative
RUBRIC FOR JOURNAL/REFLECTION

Journal Content 1 2 3 4 5
.
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In-depth indicators indicators indicators indicators are
Manifests learning on is present are are are present.
Obedience present present present.
Cited realizations
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Faithfulness in 1 2 3
Observing “My Not faithful Faithful Very faithful
Laws”
Freedom in
Observing “My
Laws”
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Not entirely free
2
Totally free
Understanding of 1 2
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the Lesson on Either Clear and Correct Clear and Correct
Obedience through
the task
Total= ______
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20
After 3 weeks, it is best to allot 1 meeting do the evaluation of the task. Then, process the
students.
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Lesson 15: Jesus, The Suffering Servant of God
A. The lesson presents Jesus allowing Himself to undergo suffering that He did not even
deserve to experience but because of His great love for humankind, He freely accepted the
pains in carrying His cross and the death though crucifixion. He exemplifies the greatest
expression of love for someone. Nevertheless, He gave new meaning on suffering and
death. This is therefore an invitation for every Christian to embrace suffering as a way to
becoming closer to God.
.
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Doctrine: Describe how Jesus willfully accepted his suffering and death on the cross for the
salvation of humankind.
Moral: Demonstrate the right Christian attitude on human suffering .
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Worship: Initiate personal devotion to the Blessed Sacrament though adoration and
celebration of the Eucharist.
1. Poem Analysis: Suffering
2. Role Play/Short Skit
3. Group Sharing
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1. Bible
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a. The Meaning of Human Suffering
b. The Meaning of Jesus’ Suffering
c. Jesus, the Suffering Servant
d. Christians’ Readiness to Suffer and Die for Christ
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e. Sunday Eucharist: The Making Present of Jesus’ Sacrifice on the Cross

e.1. Meaning of the Eucharist
e.2. Importance of Sunday Eucharist
e.3. Christians as Eucharistic People
f. Activity on page 154.
g. Commitment Activity on page 158
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Pre-assigned a student who is very good in reading. Ask him/her to read the poem as if
he/she is the author of the poem.
Then, allot time for the students to answer the guide questions on page 151.
Randomly call volunteers to give their answers for the guide questions. Conduct short by
meaningful discussions.
Instruct the class to divide themselves according to their birth months. Then ask them to
form 1 group based on the following cluster:
Group 1: Jan, Feb, March
Group 2: April. May, June
Group 3: July, Aug, September
Group 4: October, November, December
.
Each group will brainstorm for 3-4 minutes and come up with a less than 5 minutes
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presentation of their short skit on how we should face human suffering..
Highlight that in suffering, God’s grace will pour out to strengthen our soul.
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1. Review
Ask the students recall the most significant line they found from the poem “Suffering” by
Bratcher.

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Ask the class to read altogether the Gospel: John 19:23-24 found on page 152.
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Begin by asking the students to compare and contrast human suffering and Christ’s
suffering. Then, highlight how Bratcher’s poem “Suffering” gave us a very good
reflections on human suffering. She noted that every time one wanted to give up due to
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suffering, it is good to always look back on the suffering Jesus on the cross.
Further explain the meaning of human suffering that though it is a consequence of our
actions or actions of others, we are called to look at it as an opportunity to discover the
more the unconditional love of God for us.
Highlight the meaning of Christ’s Suffering as the fulfillment of the prophesy of the Old
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Testament and at the same time speaks of the unity of the Church through Christ.
Let the students understand that every Christian is called to be ready to face suffering
and death for Christ.
Devote the remaining time by explaining the Eucharist as the “Making Present of Jesus’
sacrifice on the cross. Be able to expound the following:
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1. . Meaning of the Eucharist

2. Importance of Sunday Eucharist
3. Christians as Eucharistic People
End the session by allowing students to think of 1 word that endures in them during the
class discussions..
Then randomly call 3-4 students to say aloud their 1 word.
1. Review
Conduct a short review by asking students to look for a partner to compare and
contrast Human and Jesus’ Sufferings.

Ask the class to read aloud the Church teaching on page 154. Give them some
.
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Ask the class to read silently the life of St. Jane Antide Thouret . Ask them to identify
a significant event in her life that struck them most.
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Let them look for a partner to share. Then, call 1 pair to share in plenum.

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Let the Memorial Acclamation on page 155 serve as the closing prayer.

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

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Personal Task: Love of God and Love of Neighbor Project
Explain to the students the rationale and specific instructions on how to do their Personal
Task on page 158.
Explain well the steps and procedures of the performance task. Entertain questions for
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clarifications

Check if you’ve accomplished the following:
Doing of Best Things for God:
___ I am faithful/consistent in doing good things for God
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___ I am honest in doing good things for God

___ I am committed in doing good things for God
___ I am motivated by my love for God
Doing of Best Things for others:

___ I am faithful/consistent in doing good things for others
___ I am honest in doing good things for others
___ I am authentic in doing good things for others
___ I am motivated by my love for others.
Prayer
____ I celebrated my good deeds by saying my personal prayer to God before the
Blessed Sacrament.
____ I am thankful to God through my prayer for the opportunity to do best things for
God and my neighbors.
Total= ______
10
.
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Rubrics are just suggestive in nature and could be modified by the teacher. Self-
evaluation for students promotes maturity in faith. It just requires processing of the
teacher.
After a week, it is best to allot 1 meeting do the evaluation of the task. Then, process the
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students.
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Unit IV: Jesus, Lord and King
Lesson 16 Kings in the Old Testament
A. Learning Objectives: The lesson seeks to lead the learners to:
Doctrine: Attribute to God the raising of kings in the Old Testament as a mani-
festation of His faithfulness to His people
.
Moral: Emulate out the honorable deeds of the kings in the Old Testament to
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today’s contemporary world.
Worship: Adhere to a life of prayer and surrendering to God.
B. Learning Activities
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1. Lyrical Analysis
2. Dyadic Exchange
3. One minute summary
C. Learning Resource
1. Bible up
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D. Learning Content
1. The Reign of Saul
2. David, the Greatest King
3. Solomon, the Wisest King
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4. The Life of Bl. Zeferino Agostini
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• Lyrical Analysis of the song: I have Seen the Lord
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o Have the students read silently and analyze the song per stanza.
o Flash on the screen or write on board the following questions as
guide for their analysis:
♣ What struggle is the person undergoing?
♣ What prevented him/her from seeing the Lord?
o Have them answer the questions on p. 161 and share their an-
swers through dyads.
• Have the students reflect on the boxed statement on the right. Ask them
what are the ways by which they feel God works in them and through
them.
• Ask them to enumerate how do they see God work in the world.
• From their answers be able to lead the students in a deep understanding
that God sends people and works through events – all that is necessary
is to view things with the eyes of faith.

1. Review
.
• One Minute Summary: Ask two-three students to provide a one minute
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summary of what transpired last meeting.

• Have the students read 2Sam. 5:1-5
• Let the students watch the animated clip about the kings of Israel. ******
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check ***
• Point out the circumstances that led to the Kingdom period with Samuel
as the judge and first prophet of this time.

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• Consequence wheel: Use this strategy in discussing the Kingdom period.
This activity will encourage the learners to think abou t the events and the
order of consequences of a particular event or action.
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• The consequences of the reign of the different Kings produced good and
bad effects. Lead the students to an understanding that the failure of the
kings in their leadership is because of their unfaithfulness to Yahweh.
• End the session with an activity: What I learned… Ask them to complete
any of the statements –
“What I learned about the Kings of the Old Testament…”

“What I can apply today from what I learned…”
.
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1. Review
• I EXPECT ACTIVITY: Open the class session with this activity. The stu-
dents should complete the statement with what they expect to happen in
today’s session.
• From what they have enumerated, summarize them and link it to what
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transpired last meeting.

• Assess the students’ understanding of kingship.
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• Explain the Church teaching by highlighting Jesus as the fulfillment of all
prophesies in the Old Testament.
• Present a picture of Bl. Zeferino Agustini in class. Ask them to character-
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ize and describe how his holiness can be an inspiration to young people.

• Have the students answer the activity on p. 164. You may modify the
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activity using a venn diagram in order to show the integration of the three.
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1. Assessment
These” section.
• Discuss the answers so as to lead the students to a better
.
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understanding of the subject matter.
• Answer the third activity on p. 167 by dyads so as to encourage the
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learners to work together and develop clarity in communication and critical thinking.
•
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Have them share their answers after the dyadic exchange.
• Explain the importance of commitment in leadership and

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governance. Make the students understand that leadership and governance begins in a small
setting such as family, school, organizations and even in friendship.
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• From their answers be able to lead the students in a deep under-

standing that God sends people and works through events – all
that is necessary is to view things with the eyes of faith.
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p. 166 Activity 1
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1. True
2. True
3. True
4. True
5. False
6. True
7. True
8. True
9. True
10. True
.
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Activity 2
1. Psalms
2. Temple
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3. Samuel
4. Covenant
5. Jesus
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6. Bl.ZeferinoAgustini
7. ———please check question

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8. Israel
9. Jeroboam
10. Book of Samuel

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11. Solomon
12.Ark of the Covenant

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13. ----- please check same as no. 9
14. Goliath
15.Jesus Christ
Lesson 17 JESUS, THE ANOINTED ONE
A. Lesson Overview: The lesson explains Jesus’ divine mission which tran-
scends human social norms, crosses cultural boundaries, and brings hope to all
humankind
Doctrine: Deeply understand that Jesus’ sacrifice for us is not a mere re-
sponse of duty to the Father but as a result of His impartial and uncondi-
.
tional love
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Moral: Carry out the mission which Jesus sends us to do.
Worship: Offer prayers and acts of sacrifices so that we may be strengthened
to perform Christ’s mission on earth.
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1. Round Robin
2. Reflection
3. Gallery walk
1. Bible up
E. Learning Content
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1. Jesus and the Samaritan Woman
2. Jesus, the Messiah
3. Jesus, the Good News
4. The Life of Bl. Angelico
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• Observe the Symbols of the Seal of the Republic of the Philippines
o Have the students analyze the seal
o Have them answer the questions on p. 170 and share their an-
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swers in class.
• Have the students reflect on the boxed statement on p 171. Flash on the
screen or write on board the following questions as guide for their analys-
is:
♣ What seal are you familiar with?
♣ How important are seals? What does it mean to say if a
person “is given a seal”?
• Ask them to share by dyads the answer to the questions.
1. Review
• Ask two-three students to recap last meeting’s discussion.

• Have the students read John 4:4-26 (Jesus and the Samaritan Woman)
• Explain to the students the relevance of this passage as cited in the intro-
duction of We Celebrate God’s Word on p. 171.
.
• Point out that this expresses Jesus is the savior of all and to all people
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not only the Jews.

• Begin by asking the students what are the different roles they portray.
• Connect the importance of roles with the duties that corresponds to it.
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• Point out to the students that Jesus also had an important role not only
as a Son to the Father but to us, His people.
• Use Round Robin to facilitate the discussion
- Students pass around a sheet of paper and each student makes
Signif icance of Jesus’

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a contribution in answering. This can also be timed.
- Ask them to accomplish the table:
Reasons why God sent His Son Characteristics of Jesus Mission

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conversation with the Samaritan on Earth
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1. Review
• Use sentence completion below to review the students of the discussion
last meeting.
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Complete the statements:
Two things I learned last meeting are: ________________________.

Two things I expect to learn today are: ________________________.

• Ask the students how they understand CCC 438.
• Explain the Church teaching by highlighting Jesus’ messianic mission.
• Yo may use CFC 473 in connecting Christ’s mission to the mission he
sends us to do.
Prepare pictures showing the paintings of Bl. Angelico (e.g. Madonna of the
Star, ,Christ in Glory). Ask the students how talents and skills given by
God can be used as means to evangelize.

• Have the students answer the activity on p. 174.
.
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1. Assessment
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• Have the learners accomplish the activities under the “Let’s Do These” section.
• Have the learners share their answers on p.178. Ask the class to re-enact the
•
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situations presented in the activity and how they will respond to these.
We Celebrate our Commitment

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• Have the students place their Pledge of Commitment on a bond paper.
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Ask them to design it. Use Gallery Walk in presenting the students Pledge of
Commitment.

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p. 176 Activity 1
1. Samaria
2. Christ
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3. Jerusalem
4. Mt. Gerizim
5. Jesus
6. sonship
7. Evangelize
8. Samaritan
9. Angelico
10. Assyrian
Activity 2
1. True
2. The Assyrian King took the Israelites to exile in Babylon
3. Jesus mission is to save everybody regardless of race.
4. Messiah means anointed one.
5. True
6. God loves everybody and his mission is to save everybody too.
7. True
.
8. True
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9. True
10. Jesus wilfully refused to observe the social norms because He wanted to show that he
came on earth for all.
11. True
12. The mission to evangelize is a task of all.
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13. True
14. True.
Answers in Activity 3 may vary.

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Lesson 18 Jesus Seated at the Right Hand of the Father
A. Lesson Overview: The lesson presents the Jesus’ sufferings as a mani-

festation of his love for us, and as God’s beloved He was raised up, was victori-
ous over death, and was seated at the right hand of the Father.
Doctrine: Explain with clarity and conviction ‘Jesus seated at the right
hand of the Father”
.
Moral: Profess with whole heart, mind and soul Jesus’ Lordship through
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quality of service, unconditional love, and selfless giving to one’s
neighbors.
Worship: Praise, thank and spend time with Jesus in the Blessed
Sacrament
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1. Story Telling
2. Sit or Stand
3. Skit/Act it out
1. Bible up
3. CCC and CFC
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E. Learning Content
1. Jesus Gives up His life to Save Us
2. Jesus Victorious over Sin and Death
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3. St. Catherine de Ricci
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• Animated Story Telling
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๏ Have three students (narrator, the human, and the tree) read aloud
and emphatically the story.
๏ Solicit from the students their initial reaction upon hearing the
story. Collectively draw insights from their answers.
๏ Have them answer the questions on p. 181.
the boxed statement on p, 181.
• After their silent reflection relate the statement with the scriptural verse
(from the book of John) on the right hand corner.

1. Review
• 3-2-1 strategy: Ask them
- 3 things they have learned from last meeting
- 2 things they want to be clarified about in today’s discussion
.
- 1 expectation that they have for today
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• Present the Biblical text (Hebrews 1:1-4).
• Instruct the students to draw from the text significant truths and primary
concepts for discussion. (e.g. He (God the Father) spoke to us through the Son, He
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(Jesus) accomplish purification from sins, etc.)

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• If a video of the Christ’s passion (preferably animated clip) is available,
present it to class.
• Facilitate a lively discussion on this section by distributing the paragraphs
per row, then have them discuss and share their insights on the assigned
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paragraph
• End the session with an activity: What I learned… Ask them to complete
any of the statements –
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“What I learned…”
“What I can apply today from what I learned…”

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1. Review
• Act it out!: Let the the students recall what transpired last meeting by
asking some students to act out in a minute the main point/s of last meet-
ing’s discussion.
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• How do the students understand the profession: Jesus is seated at the
right hand of the Father? Use CCC663 and CFC 511 in explaining further.
• Ask them to characterize and describe how St Catherine’s life especially
her sufferings and pains become redemptive share of Christ’s passion?

• Have the students answer the activity on p. 184. Ask students to observe
how these three ( belief, action, and celebration) are connected to each
other.
1. Assessment
.
nc
These” section.
• The first activity can be done by a “sit or stand” activity. Stand if its True and re-
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main seated if False.
•
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Have them share their answers in activity 4 on p. 188.
• Explain the importance of commitment to Christ as seen in the way we

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live our lives. Before they answer this section have them reflect on “Jesus tri-
umphantly succeeded death and sin so that I may enjoy life with Him in heaven.
Because of this, I commit myself to:”
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p. 186 Activity 1
1. False
2. False
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3. True
4. False
5. True
6. True
7. True
8. False
9. True
10. True
11. True
12. True
13. True
14. True
15. False
Answers vary for Activities 2-4
.
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Lesson 19 Jesus will Come Again
A. Lesson Overview: The lesson focuses on parousia. As Christians we

await for the coming of Jesus and in waiting we are called to prepare.
Doctrine: Understand parousia.

Moral: Be able to prepare as one awaits for Christ’s coming.
Worship: Pray to God for guidance
.
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1. KWL
2. Reflection
3. Round robin/Rally robin
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1. Bible
E. Learning Content
1. The Reward for Goodness
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2. Jesus will Come Again in Glory
3. Life of St. Patrick
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• If there is a video adaptation of A Glass of Milk Paid in Full available have
them watch it.
• Group the students and have them answer orally the questions on p. 191.
Ask a representative from each group to share.
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• Reflect on the passage at the left side of p. 190. Have the following as
guide questions: What does this say about Christ’s coming? How do you
think should we prepare?
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• Connect their answer with the performance of kindness and charity.

1. Review
• Use K-W-L (Know-Want to know-Learned).
K W L
Write under ‘K’ what they think they already know about the topic for today.
.
Write under ‘W’ what they want to know.Tell them to leave the last column
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blank.

• Have the students read the Bible passage on p. 192.
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• Begin the discussion by connecting the message of the story “A Glass of
Milk Paid in full” with rewards fro charity and goodness.
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• The following guide questions may be used in facilitating the discussion.
You may use Rally Robin in pairs or round robin.
- how important is charity and simple acts of kindness in our lives as

Christians?
- What is the teaching of the church on parousia?
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- How does the Bible describe the second coming of Christ?
• End the discussion by asking representatives from each group to report

on what they have discussed.
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1. Review
• Give back to the students the KWL chart they have accomplished.
Ask the students to fill in the final ‘L’ column. Here they confirm the accuracy
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of their first two columns and compare what they have learned with their
initial thoughts on the topic in the ‘K’.

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• Clarify what the students have understood with CCC 668. CCC 682 may
also be used as a a supplemental teaching in CCC. Facilitate a lively dis-
cussion.
• Ask them to characterize and describe St Patrick. What distinct and re-
markable characteristics they wish to emulate?

• Have the students realised that belief in God requires holistic faith. Let
them realize this further by answering the activity on p. 194.
• Ask some student to share their answers.
1. Assessment
• Ask the learners to accomplish the activities under the “Let’s Do
.
These” section.
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• Discuss the answers so as to lead the students to a better
understanding of the subject matter.
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•
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Explain that we are responsible for our neighbours especially are loved
ones, and this includes caring for their salvation. Have the students answer the
commitment letter on p. 201.
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• From their answers be able to lead the students in a deep under-
standing that God sends people and works through events – all
that is necessary is to view things with the eyes of faith.
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p. 197 Activity 1
1. B
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2. D
3. D
4. C
5. D
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6. D
7. C
8. A
9. A
10. D
Lesson 20 We Celebrate Christ the King
A. Lesson Overview: The lesson explains Christ the King as the king not
only of human race but of the whole world.
Doctrine: Understand the true meaning of Jesus’ kingship

Moral: Work towards serving one’s neighbours especially the poor and af-
flicted
.
Worship: Pray to God unceasingly
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1. Picture presentation
2. Reflection
3.
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1. Bible
3. CCC and CFC
E. Learning Content
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1. The Visit of the Magi Mt. 2:1-11
2. Christ the King
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3. St. Maria Goretti
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• Flash on the screen (or present) a picture of Christ the King

๏ Have the students identify some distinct features in the picture de-
picting Christ the king (e.g. Ask them what they think about the icon/image of Christ the
King)
๏ Have them answer the questions on p. 203.
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the boxed statement on p, 203.
• You may ask them to compose a prayer to Jesus help justice prevail
throughout the land as we await for his coming.

1. Review
• Call on three students to do the recapitulation of last meeting’s discus-
sion.
- The first student will complete the statement, “What we did last
meeting was _________________________________________.”
- The second will complete the statement, “What I learned from
last meeting’s activity is ____________________________.”
- The third will complete the stamens, “What strike me the most
about what we did last meeting was ______________________.”
.
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• Present the Biblical text from the book of Hebrews.
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• Present to the class different images of Jesus, e.g. Sto. Nino, Santo Enti-
erro, Hesus Nazareno.
• Ask the students to describe the different images and compare these with
the depiction of Jesus as the King.
•
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Continue the discussion using a popcorn discussion.
• End the session with an activity: “The discussion today moved me/led me
to: _________________”
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1. Review
• Give a recap by reviewing the salients points on Jesus as Christ the King
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• Introduce the teachings of the Church on Christ the King by connecting
the role of Jesus as the savior and his mission of service to mankind.
• A comparative lesson on human monarchy with Jesus Christ the King
can aid the discussion.
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• Ask them to read and reflect on the life of St. Maria Goretti. The following
guide questions can help in their reflection:
- How did St. Maria Goretti exhibited holiness at a very young
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age?
- As a young boy/girl how can you manifest/display holiness?

• Summarize what they have learned about the lesson by answering
pp.206-207.

1. Assessment
section.
• Provide the students with Pope Pius XI’s encyclical on the Feast of Christ
the King or assist them by directing them to http://w2.vatican.va/content/pius-
.
xi/en/encyclicals/documents/hf_p-xi_enc_11121925_quas-primas.html
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• You may want to ask them to report their answers in class specific-
ally about the comparison of secularism now and then.
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p. 209 Activity 1
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2. The feast of Christ the King is celebrated during the last sunday of ordinary time.
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3. The Feast of Christ the King was instituted to respond to the world’s growing ma-
terialistic and secularistic ideals.
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We Celebrate God&#39;s Love Gr. 8 (TM)

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I. Lesson 1 Prophets in the Old Testament

Doctrine: Explain the role of the prophet in salvation history

Day 1 The Human Context

• Have them answer the questions on p. 2-3.

2. We Celebrate God’s Word

3. We Celebrate God’s Message

Day 3 The Christian Life

2. We Celebrate the Teachings of the Church

4. We Celebrate our Faith (Integration)

• Summarize what they have learned about the lesson by answering p. 6

Day 4 The Christian Challenge

Answers vary for Activity 2

B. Learning Objectives: The lesson seeks to lead the learners to:

Doctrine: Appreciate John the Baptist’s role as the greatest prophet

Day 1 The Human Context

Day 2 The Christian Message

2. We Celebrate God’s Word

Day 3 The Christian Life

4. We Celebrate our Faith (Integration)

Day 4 The Christian Challenge

2. We Celebrate our Commitment

Answers vary for Activity 2

A. Lesson Overview: The lesson is about the proclamation of the Kingdom

B. Learning Objectives: The lesson seeks to lead the learners to:

Doctrine: Clarify what the prophetic mission of Jesus entails.

Day 1 The Human Context

is assigned to them. Give each group 5 minutes to dramatize.

2. We Celebrate God’s Word

Day 3 The Christian Life

On the “Heart of Jesus’ Preaching” On “The Authority of Jesus”

2. We Celebrate the Teachings of the Church

4. We Celebrate our Faith (Integration)

Day 4 The Christian Challenge

2. We Celebrate our Commitment

Let’s do These Answer Key

Answers vary for Activity 1

B. Learning Objectives: The lesson seeks to lead the learners to:

Doctrine: Understand the relevance of signs and wonders as God’s mani-

Day 1 The Human Context

Day 2 The Christian Message

2. We Celebrate God’s Word

3. We Celebrate God’s Message

Day 3 The Christian Life

2. We Celebrate the Teachings of the Church

4. We Celebrate our Faith (Integration)

Day 4 The Christian Challenge

2. We Celebrate our Commitment

Activity 1, 2, and 3 - Answers vary

B. Learning Objectives: The lesson seeks to lead the learners to:

Doctrine: Explain Jesus as Prophet suffered condemnation yet He accep-

4. Life of St. Catherine de Ricci

Day 1 The Human Context

Day 2 The Christian Message

2. We Celebrate God’s Word

• Connect the ideas/concepts/words in order to come up with a general

Day 3 The Christian Life

2. We Celebrate the Teachings of the Church

4. We Celebrate our Faith (Integration)

• Have the learners accomplish the activities under the “Let’s Do

These” section. You may facilitate a game using this activities.

Answers vary for Activity 1

I. Lesson 6 – Priesthood in the Old Testament

We Celebrate God's Love Gr. 8 (TM)

We Celebrate God's Love Gr. 8 (TM)