CLE 7 - LG - R0 - M - 05.15.13 - For OCE

CHRISTIAN LIFE EDUCATION HIGH SCHOOL SERIES
Called to Discover
Our Christian Roots
THE NEW GRADE 7
LEARNING GUIDE
Ester V. Frago
Sibs Publishing House, Inc.

Phoenix Building, 927 Quezon Avenue
1104 Quezon City, Philippines
Copyright 2014
by Sibs Publishing House, Inc. and Ester V. Frago
ALL RIGHTS RESERVED.
No part of this learning guide may be reproduced in any form or by any means
without written permission from the author and the publisher.
Published and distributed by

Sibs Publishing House, Inc.,
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ISBN 978-971-791-943-0
Much care has been taken to obtain permission from the owners to reprint copyright
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them for their permission but failed in some. Any error or oversight that might
have been possibly made was unintentional and will be corrected in future
printing. Rectification is welcome at Sibs Publishing House, Inc., Quezon City.
MEMBER:
PHILIPPINE
EDUCATIONAL
PUBLISHERS
ASSOCIATION
iii
Contents
A Note from the Publisher, ix
Chapter 1
The Source: God’s Word in the Scriptures, 1

STAGE 1—Desired Results, 1
Established Goal, 1
Transfer, 1
Meaning, 2
Acquisition, 3
STAGE 2— Evidence, 4
Product or Performance Task, 4
Evidence at the Level of Understanding, 4
Evidence at the Level of Performance, 5
STAGE 3—Learning Plan, 6
Chapter 2
The Start: God’s Creation All Around Us, 12

Established Goal, 12
Transfer, 12
iv
Meaning, 13
Acquisition, 14
STAGE 2—Evidence, 15
Chapter 3
The Fall: Originating Sin and Its Consequences, 26

Transfer, 26
Meaning, 26
Acquisition, 27
Chapter 4
God’s Plan of Salvation: The Call to Faith, 37

Transfer, 37
v
Meaning, 37
Acquisition, 38
Chapter 5
Journeying in Faith as God’s People, 46

Transfer, 46
Meaning, 47
Acquisition, 48
Chapter 6
Learning from God’s Chosen Leaders, 56

Transfer, 56
vi
Meaning, 56
Acquisition, 57
Chapter 7
Overcoming Obstacles to Faith, 63

Transfer, 63
Meaning, 64
Acquisition, 65
Chapter 8
The Grace of Wisdom and the Misuse of Power, 72

Transfer, 72
Meaning, 72
vii
Acquisition, 73
Chapters9,
10, and 11
The Prophets: Calling Us to Conversion, 81
The Prophets: Calling Us to Renewal, 81
Isaiah and God’s Messianic Promises, 81
Transfer, 81
Meaning, 82
Acquisition, 83
Chapter 12
Israel’s Story Imaging Our Faith Journey, 95

Transfer, 95
viii
Meaning, 96
Acquisition, 96
Performance Task, 98
Glossary, 101
Appendix A: Treasury of Prayers, 105
Appendix B: Unit Paraliturgies, 111
Appendix C: Activity Sheets, 123
ix
A Note from Your Publisher
Dear Teachers:
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In brief, the UbD framework has the following stages:
Stage 1 tells the desired results teachers want their classes to achieve.
This stage describes what students should be able to do, learn ,
and understand at the end of the unit.
Stage 2 describes the tasks that students should accomplish as
evidence of their learning. Along the way, students and teachers
will become more familiar with terms like performance tasks,
assessments, and rubrics. Rubrics, for instance, allow students
to reflect on their work and give them a chance to improve on
their own.
Stage 3 highlights the learning plan teachers should follow as they
facilitate the unfolding of learning and understanding in the unit.
Students will have a more active participation in the learning process,
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Their discovery of new knowledge will require them to gather information,
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assessed through activities and is further evaluated using rubrics.
x
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1
THE SOURCE: GOD’S

GOD’S WORD
IN THE SCRIPTURES
Chapter 1 Worktext Pages: 2–21
Time Frame: 6 Sessions (40 minutes each)
STAGE 1—DESIRED RESULTS

ESTABLISHED GOAL TRANSFER
Content Standard Transfer Goal(s)
The students demon- I want my students to understand and accept
strate understanding of that the Bible is divinely inspired and is the living
these truths: Word of God, so that they can refer to the
 The Bible (Sacred Bible as a source of comfort when they are sad,
S c r i p t u r e ) i s guidance when they feel lost, hope when they are
divinely inspired in doubt; and most of all as a tool for deepening
and therefore it is their Christian faith that guides them in moral de-
the living Word of cision making and helps them pray meaningfully.
God for us today.
 The Bible is the
record of God
telling us about
Himself and His
saving work in
human history.
 The Holy Spirit,
who inspired
certain persons to
write the books
of the Bible,
inspires us today
to understand
and accept the
Bible as the Word
of God.
2
Performance MEANING
Standard Understandings Essential Questions
The students must The students will
be able to: understand that:
 Study the Bible 1. The Bible is 1. Can we be good
with an open divinely inspired. Christians without
mind and heart. As such, it is the the Bible?
 Celebrate the living Word of 2. What is the basic
Wo rd o f G o d the living God. story that God
proclaimed in the 2. The Bible is di- wants to tell us
M a s s t h ro u g h vinely inspired by in the Bible?
active participa- the Holy Spirit, so 3. How do we value
tion in the Liturgy it is without error the Bible?
of the Word. regarding truths
of our salvation.
3. The Bible is a re-
cord of the reli-
gious experience
of God in human
history. It is a nor-
mative record of
Christian origin
and identity.
4. The Bible is the
source of our
Christian faith
along with the
living Tradition
of the Church,
which interprets
S c r i p t u re s f o r
all people of all
times.
3
ACQUISITION
Knowledge Skills
The students will The students will
know: be able to:
1. the nature and 1. Locate the books
significance of of the Bible.
the Bible 2. Find given pas-
2. the meaning and sages, get the re-
implications of ligious message
terms like inspi- of the passages,
ration, inerrancy, and relate them
and Canon of the to life.
Bible 3. Be inspired to
3. the meaning and read the Bible
significance of with faith.
the two divisions 4. Use the Bible in
of the Bible prayer.
4. the contents of 5. Be attentive
the books of the during the Liturgy
Bible of the Word in
5. the formation of the Mass.
the Bible 6. Live out the
message of the
Bible in daily life.
7. Accept the prac-
tical role of the
Bible as a com-
panion in their
CLE I–IV courses.
4
STAGE 2—EVIDENCE
Evidence at the Level of
Product or Performance Task
Understanding
Experience the Bible as God’s living Explain
Word by setting aside a special time Present a dialogue between two
to reflect on selected biblical text students. One will play the role of
each day for a week, beginning with someone who does not know what
the Sunday Gospel. The students will the Bible is about. This student will ask
read the entire passage and choose a lot of questions and express doubts
the lines that strike them. They will and other misconceptions about the
read the lines reflectively and pray Bible. The other student will explain
when moved by the Holy Spirit. the essential and enduring truths
They will end their prayer with “Our about the Bible and will clarify doubts
Father.” and misunderstandings.
In writing their reflections, the
students should be guided by the
following questions: Interpret
Make sense of a passage/story by
1. What is significant about the
pointing out its religious message.
lines that you chose?
(cf Student Activities: Focusing on
2. What were the feelings elicited the Religious Truth and What Does
by those lines? It Mean for Me?)
3. Did you sense God speaking
to you in those lines? Explain. Apply
4. What was He saying to you? Find specific passages in the Bible,
What was your response? reflect on the passages, determine
5. Were you inspired to do good the challenge that the Word of God
after the prayer? What good poses, and then respond to it.
act would you want to do?
6. To end your reflection paper, Perspective
compose your own prayer Understand the concepts of
based on your reflections. inspiration, inerrancy, and the Canon
The project is called A Week’s of the Bible. The students will infer
Bible Diary. the importance of the complementary
roles of Sacred Scripture and
Sacred Tradition as twin sources of
the Catholic Christian faith.
5

Understanding
Empathy
Consider the tremendous work
that went into the making of the
Bible and be open to the practical
consequences of this context in
appreciating the Bible.
Self-knowledge
Become aware of the truth that
we are not alone in our search for
meaning and purpose. We have
inherited from ancient Israel a rich
legacy, the Bible, and the belief in
the One True Living God.
Evidence at the Level of Performance

A. Rubric of Performance Task
4 The entries are complete: seven correct passages beginning with

the Sunday Gospel; the chosen lines are correctly copied; insights
are clearly related to the passages; the guide questions are
adequately answered; concrete, specific, and clear examples are provided
to illustrate the insights; paragraphs are of reasonable length
3 One or two passages are missing but all other criteria described
are present
2 Complete and accurate entries; insights are slightly related to the passages;
examples are not clear; late submission
1 Three or more passages are missing/copied inaccurately; no concrete
examples are provided; paragraph is too short for adequate explanation
B. Other Evidence
1. Contest on locating books and passages in the Bible
2. Paper and pencil quizzes on enduring truths
6

3. Journal writing: Discovering the Bible’s Importance, page 21 of
the worktext
4. Self-check: Do I own a Bible? Will I start reading a biblical passage
each day? Do I listen attentively to the reading of Scriptures during
the Mass? Do I encourage my family to enshrine a Bible at home?
STAGE 3—LEARNING PLAN

Session 1:
PRELIMINARIES
1. We begin our CLE I course on discovering our Christian roots by
looking at our beginnings as a believing people. The study of the
Bible is at the forefront of that discovery, being the source of our
knowledge of our Christian faith in the One True God, who revealed
Himself and the salvation He offered first to the Israelites and who
continues to reveal Himself to us today.
2. In this chapter, the focus is on understanding the nature of the Bible
as divinely inspired by the Holy Spirit, and therefore, as the living
Word of the living God. The students will be given the opportunity to
familiarize themselves with the books of the Bible and learn how to
locate passages in it. Also, they will learn how to pick out the religious
message of biblical stories, especially those in the Old Testament.
3. The effort of understanding the nature of the Bible and its proper
use is directed toward an appreciation of the Bible in daily life. It is
hoped that all who read it will experience God’s Word as comfort,
guidance, and hope and see it as a tool that deepens the Christian
faith, gives moral guidance, and helps people pray.
4. The students are expected to demonstrate understanding of the Bible
through quizzes and tests. But the overall performance task will
require each one to read and reflect on selected biblical passages
and pray afterward. The students will summarize their insights on
the passages by answering guide questions. The questions will make
them think about how God is speaking to them through these pas-
sages and how they respond to God’s message.
a. The Sunday Gospel for the week
b. Jeremiah 29:11–14
c. Isaiah 35:3–4
7
Session 1:
PRELIMINARIES
d. Exodus 3:7–8,10
e. Psalm 23
f. Matthew 5:1–12
g. James 1:19–24
5. Discuss the rubric of the performance task (see page 5 of the
learning guide). Encourage the students to ask questions.
6. Do a quick diagnosis of the students’ present knowledge of the Bible.
Ask them to get a half sheet of paper. On one side, let them write
what they think the Bible is. On the other side, have them answer
the question “What is bugging you about the Bible?”
7. Homework: Tell each student to bring an object that contains a
biblical passage. Each should give the reference of this passage in
the Bible.
Session 2:
INTRODUCING THE BIBLE
1. Ask: How do you know there is a God? Can you be a good Christian
without the Bible? Accept all answers. Process the responses leading
to the idea that the Bible is the source of all our knowledge of
God.
2. Ask the students to bring out their homework. Give them time to
appreciate the objects they brought. Ask a few volunteers to show
their objects to the entire class. Let the class locate the passages
written/engraved/painted on the objects. Ask these questions:
 What is your favorite story/passage from the Bible? Share it with
the class and say why you like it.
 Do you think we need the Bible in our daily life? Why? Why not?
3. Refer to the diagnostic test given the previous day. Tell the students to
remember what they wrote and to be alert to find an answer to their
questions or a validation/correction of their own concept of the Bible.
4. Discuss what the Bible is all about.
 What is the Bible? Read ideas 1–5 in The Bible Is God’s Living
Word for Us on pages 5–7 of the worktext.
 Unlock the concept of the Bible as God’s living Word for us.
8
5. Explore the implications of the concepts discussed in our daily life.

Let the students share their thoughts.
6. Homework: Have the class work on the student activity Bible
Interviews on page 6.
7. The students may start doing their Bible diary.
Session 3:
THE BIBLE IS GOD’S WORD IN HUMAN WORDS
1. Group sharing on the Bible Interview activity: What do these
interviews affirm about the Bible? What does the Bible do
to those who read it with faith?
2. Introduce the topic and the coverage of the lesson for this session.
3. Ask: Does the Church play a role in the development and study of
the Scripture? Listen attentively to what the students will say.
4. Synthesize the students’ answers. Point out that the Bible is the book
of the Church. The Bible grew from the experience of the people of
God and is about the experience of the people of God (CFC 81).
5. Ask the students: Have you experienced being inspired? What is the
experience like? Do you think it is the same thing the writers of the
Bible experienced when they wrote the Bible?
6. Have the students read silently The Bible Is God’s Word in Human
Words on pages 7–9 of the worktext. Let them express in their own
words their understanding of divine inspiration.
 What is divine inspiration?
 Who inspired the writers and other persons responsible for forming
the Bible?
 How does the Holy Spirit inspire?
 What is the effect of the Holy Spirit’s inspiration?
7. Introduce the concept of the inerrancy of the Bible. Have two students
do a role-playing. One will ask questions and express doubt or
misunderstanding about the inerrancy of the Bible, and the other
will answer the questions and correct the misconceptions. (Assign
the students who will do the role-playing beforehand.)
8. Process the role-playing. Ask: Do you think the questions were an-
swered well? Let the whole class, with your guidance, correct, add,
or affirm the statements in the dialogue of the two students.
9
9. Open opportunities for the students to present their problems

concerning the acceptance of the inerrancy of the Bible, e.g., funda-
mentalism (no errors in all aspects [Protestants] vs. inerrancy only of
the religious message [Catholics]). Ask: On which side are you? Why?
10. Quiz: What is the relationship between inspiration and inerrancy of
the Bible?
11. Homework: Tell the class to do the student activity Focusing on the
Religious Truth on page 9.
Session 4:
THE BIBLE AND THE LIVING TRADITION OF THE CHURCH
1. Ask the class: Whose book is the Bible? Why do you say that?
2. Explain the point of the homework. (The exercise emphasizes the
need to focus on the religious message of the story being read.)
3. Ask the questions:
 Who determines for us the religious message of the story? (the
teaching authority of the Church)
 Why is this? (Review CFC 81. No book interprets itself.)
4. Discuss the Canon of the Bible and refer to pages 9 and 10
of the worktext. Explain the Canon of the Bible in relation to the
authority of the Church. Sacred Scripture (the Bible) and Sacred Tradi-
tion (the living Tradition of the Church) are closely bound together.
As Sacred Scripture grows from Tradition, so it is interpreted by
Tradition—the life, worship, and teaching of the Church (CFC 83).
 How does this close relationship between Sacred Scripture and
Sacred Tradition affect the Canon of Scriptures?
 How do you explain the difference in the Canon of Scriptures of
Catholics, Protestants, and Hebrews?
 What are the additional books in the Catholic Canon? How are
they called? (Deuterocanonicals)
5. Ask the students to bring out their Bibles. Give them some time to
physically examine these and look at the various books.
6. Discuss: How are the books classified in the Hebrew Scriptures? How
is this classification helpful in appreciating the one love story of God
and His people that runs through the Bible?
10
7. Practice students in locating passages and books in the Bible. Hold a

contest. Prepare a set of biblical passages beforehand.
8. Homework: How was the Bible formed? Have the students tell the
story using graphics and share their work in the next session.
Session 5:
WHAT IS THE HISTORY OF THE BIBLE?
1. Call for three volunteers to present their illustration of the making of
the Bible before the whole class. Call another set of students to
interpret the illustrations.
2. Discuss some conclusions, generalizations, and probable effects. For
example, the Bible was formed for a period of about a thousand
years. What does that say about the Bible?
3. Pose these questions: Can you imagine the work that was put into
the Bible? Can you name some of the processes involved?
4. Give a quiz by dyads. Give the question: How does the history of the
Bible’s development support the Catholic teaching on the inerrancy
of the Bible vs. the Protestant position on fundamentalism (literal
acceptance)?
5. Assign the student activity Visit the Library on page 11 as a group
homework.
Session 6:
INTEGRATING AND ASSESSING THE STUDENTS’ UNDERSTANDING
OF THE ESSENTIAL TRUTHS ABOUT THE BIBLE
1. The groups are to report in class their insights on the question:
How is the Bible similar to or different from other books? Through
this activity, the students are given a chance to evaluate their own
understanding of the essential truths of the Bible.
2. Have the class reflect on what it means to read the Bible with faith,
pray with it, and live by it as discussed on pages 14–17 of the worktext.
3. Ask: How should we value the Bible? Have the class do the journal
activity Discovering the Bible’s Importance (see page 21 of
the worktext). This may serve as each student’s self-check
of his or her understanding of what the Bible is about.
11
4. Ask the students if they are ready to enthrone the Bible in the class-
room. (You may search for a sample paraliturgy on the enthrone-
ment of the Bible or you may encourage the class to prepare its own
prayer service.)
5. Give the students time to complete the performance task. Assist
them in working on self-assessment and reflection.
12
THE START: GOD’S

CREATION ALL AROUND US
Time Frame: 7 Sessions

The students demon- I want my students to understand and take to
strate understanding of heart the truths brought out in the Genesis Cre-
these truths: ation accounts so that they can accept the source
God is the Crea- of our human responsibilities to believe, trust,
tor of all things. and love God, themselves, and their neighbor,
respect all created things, take care of the earth,
 Human beings and live by these truths, which will create a better
are God’s special and more beautiful world for all of us.
Creation because
He has created
them and con-
tinues to create
them in His image
and likeness.
 Everything that
God created and
creates is good.
 The ultimate
meaning, purpose,
and destiny of
all people and
Creation come
from these
truths.
13
Performance MEANING
 Show willingness 1. T h e C r e a t i o n 1. Are the Genesis
to live by the Cre- stories in the Creation stories
ation truths in Book of Genesis true or not?
everyday life. are not science 2. What do the
E.g., worship and accounts but faith Creation stories
gratitude to God visions, religious tell us about God,
as our Creator, myths, and sym- ourselves, others,
trust in His divine bolic stories of and the world?
providence, the origins of the
respect for all world and human 3 . W h a t a re t h e
created things, beings. consequences
respect for of these truths
2. A s s y m b o l i c in our everyday
the dignity of stories, they bring
persons, being living?
out the funda-
responsible stew- mental truth of
ards of the earth, our Christian
etc. (Morals) faith in God as
 Celebrate life the One Creator
and all Creation as of all, Almighty
gifts from God, the Father, powerful,
Almighty Father, personal, and in-
to whom we owe timate.
worship and ado- 3. God created all
ration especially things good, out
in the Mass and of love and with
in our prayers. purpose, and He
(Worship) is still creating
now.
4. God created us
in His image and
likeness and as
social beings.
He made us
stewards of His
Creation.
14
5 . All the truths

mentioned (1–4)
have positive prac-
tical effects in our
everyday living.
ACQUISITION
Knowledge Skills
The students will The students will be
know: able to:
1. the nature of the 1. A c c e p t t h e
Genesis Creation Genesis Creation
accounts stories as faith
2. the significant stories and not
symbols used scientific ac-
in the Creation counts and there-
accounts and fore be guided
their religious to refrain from
meaning asking scientific
questions and ex-
pecting scientific
answers.
2. U n c o v e r t h e
meaning of the
symbols in the
stories.
3. Create a flowchart
showing how God
is sustaining life
now.
4. Solicit the help of
movements and
organizations that
aim to preserve
and take care of
the environment
to get more in-
formation about
environmental
degradation in
our country.
15
5. Create a poster
about showing res-
pect for all people.
6. Write a prayer of
praise and thanks-
giving to God
for His divine
providence.
STAGE 2—EVIDENCE
Understanding
Goal Explain
The students will create a banner Describe the nature of the Genesis
and a slogan to draw awareness Creation accounts as a faith vision
to our responsibility as stewards of and not as a scientific account and
God’s Creation. express the appropriate manner of
interpreting the stories (cf Student
Activity: Paint a Picture: The Creative
Role Days of Genesis on pages 27 and 28).
The students will work in groups as
researchers, illustrators, and painters.
Interpret
Audience Critique the relationship between
science and religion (cf Student
The entire student body and Activity: Reflecting on Views of
visitors of the school, or the public Science and Religion on page 25).
if displayed outside the school
Make sense of the symbolisms in
the Creation stories and evaluate the
Situation religious message they contain.
The class will be divided into
groups. There should be artists and
writers in every group. Each group Apply
will brainstorm on the concept of the Propose ways of living up to
banner; the artist will make an initial the religious truths in the Creation
sketch to be approved by the group; accounts and implement these in
and the writers will prepare the write- relationships with oneself, others,
up. All members of the group will the material world, and God.
think of an appropriate slogan and
choose one that best represents the
core message of the banner.
16

Understanding
Product Perspective
A poster (done on cloth) about our Compare and contrast the images
responsibility as stewards of God’s of God in the first and second
Creation Creation stories to infer what kind
of God we have.
Standard
(see criteria on page 17) Empathy
Consider the grandeur and glory
of God through His Creations, and
relish the mystery of God who dearly
loves us and calls us to be responsible
for all His Creation. (cf Student
Activities: Stargazing on page 31,
and Taking Care of the Environment,
page 33).
Self-knowledge
Become aware of how wonderfully
we are made, sharing God’s divine
attributes of intelligence, freedom,
and the capacity to love. We
recognize our complete dependence
on God and our responsibility to
respect human dignity (cf Student
Activity: Reflecting God’s Glory,
page 31).
17

A. Rubric of Performance Task: Cloth Poster/Banner about Our Responsibility
as Stewards of God’s Creation
Criteria Points
Artistry (harmony of colors) 25
Slogan (relevant to the illustration; catchy) 15
Write-up (clear and concise) 25
Neatness 10
Originality 15
Overall Impact 10
Total 100
B. Other Evidence
1. Paper and pencil quizzes on truths needed to be understood
2. Journal writing: Your Own Genesis, page 37 of the worktext (an
autobiography, including a prayer to God)
3. Self-check: Do I see myself as wonderfully made? Do I know what
my talents and gifts are? Do I use them well?

Session 1:
PRELIMINARIES
1. Present the desired results of the chapter, the transfer goals,
and the performance task/product and its rubric.
2. Introduce the essential questions: Are the Genesis Creation stories
true? What do the Creation stories tell us about God, ourselves,
others, and the world? What are the consequences of these truths
in our everyday living?
3. Remind the students to find the answers to these questions as the
lessons progress and to know by heart the first and second Creation
stories found in the Book of Genesis. More importantly, tell them to
find or to reflect on the religious meaning of the stories so that they
can clearly and correctly apply them in their daily life.
4. Ask the students: Where do all people and all things come from? If
they give God as the answer, ask this follow-up question: How do
you know? Who told you?
18
Session 1:
PRELIMINARIES
5. Compliment those who say that people learned and are learning more
about God from the Bible because it means they understood from
the past lesson that the Bible is the source of all human knowledge
about God.
6. Tell the students to locate in their Bible the Book of Genesis. What
does genesis mean? (It literally means “beginning.”) The Book of
Genesis opens with the Creation stories, which tell us that God is
the ultimate origin of the world and the human race.
7. Ask the students how many of them know the story of Adam and
Eve, the seven days of Creation, and the story of how woman came
from the rib of man. Ask: Are these Genesis stories true?
8. Give the students an opportunity to express their thoughts about
this question: Are the Genesis Creations stories true?” Listen to their
answers and do not make any remarks.
9. Have the students do the activity Forming Your Questions on
page 24. As the instructions in the activity say, the questions will not
be answered by you. The questions will be answered by the class
only after the lesson on the Creation stories is done. This will be one
of the self-checks to be done in this chapter.
10. Prepare the students for the next lesson by requiring them to read
the first Creation story in Genesis 1–2:4 from the Bible. Choose good
readers to present a dramatic reading of the first Creation story.
Session 2:
CREATION IN GENESIS—SCIENCE OR FAITH?
1. Call the selected students to do a dramatic reading of the first Creation
story. Ask the class: What is your impression on how the story was
written? Is it a poem? an essay? Explain.
2. Have some students summarize the main ideas of the story. (It
relates the seven days of Creation.) Ask again: Is the story true?
3. Challenge the students further by asking: Do you really believe the
world was created the way the story described it? Some students
may articulate what they have learned in science about how the
world came to be (e.g., the Big Bang theory and Darwin’s theory of
evolution).
19
4. Ask: Which version would you side with, science or Genesis? At

this point, present the debate between science and religion. Are there
conflicts between the two?
5. Ask the students to open their books to page 25 and read Why the
Genesis Creation Narratives Are Not Science. Explain what the text
is saying. (We are dealing with the same truths but on two different
levels. Science explains the process of how the world and human
beings came to be but NOT their absolute origins. Genesis answers
the deeper questions of existence: Why are we here? What is the
purpose of our lives?)
6. Have the students read and reflect on the views in the student
activity Reflecting on Views of Science and Religion on page 25.
7. Discuss the necessity of using symbolic stories or religious myths to
express profound realities or truths, like the origin of the world and
the human race and the existence of a supreme being called God.
8. Challenge the students to infer the proper attitude in reading and
studying the Genesis Creation stories. (We do not read the Genesis
Creation stories as scientific or historical accounts but as symbolic
stories with a religious message.)
9. Homework: Ask the students to research about Filipino and other
Asian Creation stories. Have them summarize one story and comment
on what it may be saying about God and human beings. Tell them
to be ready to share their work in class.
Session 3:
CREATION NARRATIVES ARE NOT SCIENCE
1. Take up the homework on other Creation stories. Ask volunteers to
share their stories and comments on the truth that the stories may
be communicating.
2. Ask: Why do you think writers create myths or symbolic stories?
3. Emphasize that the Genesis Creation stories (1 and 2) are not ordinary
myths but religious myths. Discuss the difference between ordinary
myths and religious myths.
4. Discuss the Genesis Creation stories as a faith reflection or a vision
of what the world and human life are all about. Relate this with the
concepts of divine inspiration and the Canon of the Bible. The Church
accepts the Genesis Creation stories as divinely inspired because they
20
contain a truth that is foundational to Christian faith: there is one

supreme being, God, who is the source of everything.
5. Give a short quiz. Have the students answer these questions: What
is a religious myth? How should we appreciate the Genesis Creation
stories?
6. Go back to the first Creation story. Discuss its details and unlock its
symbolisms. Write the details on green strips of cartolina and the
religious meaning of the details on white strips. Tack each strip of
cartolina on the board.
a. On green strips b. On white strips
a. God created the heavens and the earth.

b. Humans did not create the world. Life is not an accident.
God is the origin and source of all reality and all life for all time.
a. The earth was a formless wasteland and darkness covered

the abyss.
b. The Hebrew way of saying “there was nothing at the
beginning”
a. The mighty wind

b. Represents the Holy Spirit who was part of the creative
action
a. Seven Days of Creation (see the diagram of the Seven Days of

Creation on page 27)
b. Everything in this world has its proper place and purpose.
7. Make the students do Paint a Picture: The Creative Days of Genesis
on pages 27 and 28.
8. Add the following question to the student activity: How does the
pattern of Creation reveal to us the purpose and place of each
Creation?
9. Have the students share their reflections with the class. Focus on this
question: What kind of God do we see in the first Creation story?
10. Summarize the reflections in a closing prayer.
21
Session 4:
SEEING GOD IN THE FIRST CREATION STORY
 God is powerful and almighty.
 All of God’s Creation is good and has a purpose.
 God creates out of love and He is creating now.
1. Review the lessons learned in the previous session. Have more students
share their reflection. Note significant truths. For example:
 Let there be . . . and there was . . . God spoke and it came to be.
(He is almighty and powerful).
 God created the world for humans. (The world was there before
humans. God loves us and provides us with our needs.)
2. Have the students read together the quotations from St. Catherine
of Siena and St. Ignatius of Loyola on page 29.
3. Name some signs of God’s order in the world. (e.g., the sun sets in
the evening but rises in the morning)
4. Introduce the topic for the session by asking, “Do you believe that
everything God created is good? How about evil persons?”
5. Engage the students in an interesting discussion where they may use
scientific truths to prove that all things God created and is creating
are good and have a purpose (in the animal and plant world as well
as in the anatomy of the human body).
6. Discuss pages 28 and 29. Have the class do the student activity Creating a
Flowchart on page 29 by group. The flowchart will show the purpose
of all creation, and therefore their goodness, and also the truth that
God is creating until now.
7. Challenge the students to express their sincerest beliefs regarding
the following: Does God make evil persons? Why would God create
or not create evil persons? (God created human beings free. It is we
who decide to do good or evil.)
8. Have the students look at themselves. Ask: Is God done with you
already? Do you think God is seeing that you’re “good?”
9. End with the groups’ presentation of their flowchart. (Main question
to answer: How does God continue to create now?)
10. Say a prayer of praise to God for creating us and providing for us.
11. Homework: Ask the students to bring pictures of either their father
or mother when they were about their age.
22
Session 5:
SEEING US IN THE FIRST CREATION STORIES
 Human beings are created in God’s image and likeness.
 Human dignity is universal.
 We are called to be stewards of God’s Creation.
1. Review the first Creation story. Give the students an opportunity to

present questions.
2. Let the students know that the focus for this session is the creation
of human beings.
3. Ask: What do we really mean when we say that God created
man and woman in His image and likeness? What qualities of God
have been shared with human beings? What responsibilities did God
give human beings that correspond to their gifts?
4. Ask the students to bring out the picture of their father or mother or
both. Tell them to look closely at their parents’ facial features.
Ask: Are you the spitting image of your father/mother? What does
it mean when people say you are the spitting image of your father/
mother?
5. Lead the discussion to the first Creation story. What does it mean
when we say we are created in God’s image and likeness? (Certainly
not physical for God is pure Spirit)
6. Ask: What is God’s image? Accept all answers related to the qualities
of God that the students know.
7. Deepen the students’ understanding of God by discussing the image
of God as Trinity, a loving community of the Father, Son, and Holy
Spirit. Ask: How do we reflect this image in our nature?
8. Have the students read the section God Creates Us in His Image and
Likeness on page 30. Summarize the following points:
a. God shares His spiritual divine attributes—intelligence, freedom,
and the ability to love—as gifts to us.
b. We are endowed with inalienable human dignity. The truth that
we are created in God’s image is at the bottom of all laws that
protect and promote human dignity.
c. Along with these gifts is the responsibility of being stewards of
God’s Creation.
23
9. Ask the students to read from the Bible the exact lines in the
first Creation story that state God’s command to take care of
all Creation (Gn 1:28).
10. Have the students accomplish the student activity Reflecting
God’s Glory on page 31.
11. Let the students formulate their own generalization on how God
created human beings.
12. Give the student activity Stargazing on page 31 as homework.
Session 6:
SEEING GOD, US, AND THE WORLD IN THE SECOND CREATION STORY
1. Open the session with the song “Kahanga-hanga” (based on
Psalm 8).
2. Recall Paint a Picture: The Creative Days of Genesis. Ask:
Why did God create rest? Have the students read Genesis 2:1–3.
3. Draw from the students their own experience of the benefits of rest
and the value of silence in life.
4. Remind the students of their project—a banner about our responsi-
bility as stewards of God’s Creation.
5. Let the students enumerate the lessons they learned or the insights
they gained from the first Creation story.
6. Move on to the second Creation story (Gn 2:4–25). Read the story
from the Bible.
7. Discuss the following:
a. details b. their message
a. Woman is taken from man.
b. All human beings, regardless of gender, are equal in
dignity.
a. “It is not good for man to be alone.”
b. Human beings are social by nature. We need to relate with
one another and form a community in order to have a happy
and fruitful life.
24
8. How does the second Creation story compare with the first on
the following?
 Characteristics of God (God is almighty and powerful in the first,
while He is intimate and personal in the second [images of a
gardener and a potter].)
 Human beings made in God’s image and likeness (First story: God’s
image is Trinitarian, a community. Second story: [a] “Woman is
taken from man,” which emphasizes equality in human dignity, and
[b] “It is not good for man to be alone.” Both stories speak of
our calling to relate with others and build a community. Upon
these depends our happiness.)
 God’s purpose for creating humans (First story: The Seven Days
of Creation reveal that purpose. Second story: The image of the
Garden of Eden [paradise is a symbol of heaven] reveals that we
are created to be with God in heaven. Reread the quote from
St. Ignatius of Loyola on page 29.)
 God-given responsibility of humans (First story: “Be fertile and
multiply and fill the earth.” Second story: “God settled the man
in the garden of Eden to develop and care for it.” Human beings
are stewards of God’s Creation.)
9. Discuss the practical consequences of each truth in our everyday
life.
10. Divide the class into eight groups. Assign one truth to two groups and
have them present in a skit one practical consequence of this truth
in their daily life.
11. Explain the expected output:
a. ways of showing respect to God, oneself, and one’s neighbor, and
b. proper ways of using created goods and taking care of the en-
vironment.
12. Give the students time to practice their skits.
25
Session 7:
RELISHING GOD’S GLORY, HUMAN DIGNITY, AND RESPONSIBILITY
1. Skit presentation (alternative quiz of 10 points)
Criteria: Content–60%; Creativity–30%; Audience Impact–10%
2. Short quiz
3. Banner on our responsibility as stewards of God’s Creation
4. Journal: Your Own Genesis (see page 37 of the worktext)
5. Make sure that you end the session with self-assessment and
evaluation to determine students’ understanding and learning.
26
THE FALL: ORIGINATING SIN

AND ITS CONSEQUENCES

The students demon- I want my students to understand the mystery
strate understanding of of sin and grace, of evil and suffering, so that they
these truths: can avoid and resist temptations and grow in their
 Sin is a person’s appreciation of the Sacrament of Reconciliation. I
free decision not also want my students to be able to put their trust
in God’s mercy and live in hope instead of despair
to love, which con-
when confronted with evil and suffering.
sequently causes
pain and suffering.
 The sin paradox
is “Where sin
abounds, grace
abounds even
more” (Rom 5:20).
 God is a merciful
Father who does
not abandon us
in our sinfulness.
Performance MEANING
The students must The students will un-
be able to: derstand that:
 Avoid sin because 1. Sin and grace 1. Where did sin
of the hurt it are real in every come from?
causes. aspect of our 2. How are we
 Resist evil. lives—in our affected today by
thoughts, actions, the original sin of
 Recognize one’s
and attitudes, the first human
own sinfulness and
and even in the beings?
need for God’s
social structures
healing love.
in which we live
and operate.
27
Performance MEANING
 See evil and suf- 2 . Te m p t a t i o n i s 3. Do we believe
fering in the not a sin but it that “where sin
world through becomes a sin abounds, grace
the eyes of faith. when we allow abounds even
 Pray the Confiteor ourselves to do more?” How can
as a confession the bad things this be?
of sin at the be- that we are 4. What is the Chris-
ginning of the tempted to do. tian response to
Mass. 3. We need to grow the problem of
 Celebrate the in our sense of sin evil and suffering
Sacrament of if we are to mature in the world?
Reconciliation as as followers and
an experience of friends of Jesus.
God’s forgive- 4. Trust in God’s
ness. goodness and
ultimate triumph
over evil is the
proper Christian
response to evil
and suffering in
the world.
ACQUISITION
Knowledge Skills
know: able to:
1. the religious 1. Talk about ex-
message in the periences of
symbolic story of temptation,
the Fall and other concupiscence,
sin stories the pattern of
a. the dynamics sinfulness, and
of tempta- the painful con-
tion and sin sequence of sin.
b. the conse- 2. Call sin by its
quences of name (cf Student
sin Activity: Naming
Our Sins on page
53).
28
ACQUISITION
Knowledge Skills
c. God’s mercy 3. Construct a web
for the sinner chart for a social
2. the meaning of sin to show its
these terms: causes and
temptation, effects.
original sin, sin 4. Take proper steps
of the world, and to make a good
concupiscence confession.
3. the mystery of 5. Summarize a
evil and suffering story of con-
(the story of Job) version (from a
movie or televi-
sion show).
6. Memorize the
prayer ”Act of
Contrition.”
7. Compose prayers
concerning the
sinful situation in
Philippine society
today.
29
STAGE 2—EVIDENCE
Understanding
Analyze a novel or movie about sin Explain
and conversion. Identify what sin was Define sin, original sin, sin of the
portrayed; describe its consequences world, and concupiscence.
(the harm the sin caused on the self,
others, or society/environment) and
the grace that was available to the Interpret
sinner (the events that led to conver- Find the religious message hidden
sion, the people who played a part in symbolic language in the story of
in the conversion of the person, the the Fall and other sin stories.
turning point of the person’s life); and
Apply the message of the sin
pinpoint the challenges/temptations
stories in daily life and trust in God’s
the character faced while living the
merciful love.
converted life.
The project is to be done in groups
of four. Each group will report its Perspective
analysis to the entire class. The mem- See the consequences of sin, evil,
bers of the group will also share and suffering through the eyes of faith.
their insights on the truths that they
learned in this chapter and verified
through the novel or movie. Empathy
Imagine the struggles of the
characters in the sin stories and try
to identify with them.
Self-knowledge
Acknowledge that one is a sinner
but is still a person loved by God.
30

A. Rubric of the Product/Performance Task
Understanding of Content Effective Presentation

65% 35%
4 Answers to guide questions The presentation is highly

are accurate and adequately effective and organized, and the
discussed and show evidence assignments have been equitably
of understanding of sin and distributed to the members
its consequences. The students according to their interest and
show sensitivity to and depth of talent. The members communicate
recognition of the action of grace their ideas clearly and the group
in the midst of sin. is able to have an impact on the
audience.
3 Understanding of sin and its The presentation is clear and
consequences is clear, but thorough, but effort of members
exposition of the presence of is not uniform.
grace in the life of the sinner is
not that deep.
2 Answers to questions are correct, The presentation is somewhat
but relevant episodes in the story i n e f f e c t i v e d u e t o g a p s.
or movie were not thoroughly Communication of ideas is not
described. Students did not that clear or effective.
describe the action of grace in
the life of the sinner sufficiently.
1 Shows little understanding of the Poor presentation. Group seems
concepts. Relevant episodes in the unprepared. Exposition of concepts
story or movie were not accurately is unclear and confusing.
identified, much less discussed.
B. Other Evidence
  Quizzes and tests on the symbolisms in the sin stories and the
meaning of terms (temptation, original sin, sin of the world, and
concupiscence) may be given.
 Seatwork, recitation, class discussions, journal, reflection
writing.
31

Session 1:
THE ORIGIN OF EVIL AND SIN IN THE WORLD
(THE FALL, GENESIS 3)
1. Ask: Did God create sin? Let the students give their own answers
using what they learned in the previous lesson on Creation. (For
example: No, God did not create sin. He Himself judged each
Creation as good.)
2. Explain to the class the desired result for the chapter sessions, the
essential questions to answer, and the performance task to be done
at the end of all the sessions.
3. Discuss further the required performance task, particularly the
rubric to be used for evaluating the novel or in movie analysis.
4. Start the formal lesson by calling attention to recent events
both in and out of the classroom that the students do not like (e.g.,
cheating, bullying, stealing, bombing, killing, etc.). Talk a bit about a
celebrated crime that recently disturbed the nation, if there is one. Ask
the students to explain why they do not like such an act or event.
5. Ask: Why is sin around us? Where do we begin to understand
the mystery of sin?
6. Have a dramatic reading of Genesis 3. Readers must be preassigned.
Review the class on the meaning of symbolic stories or religious myths
and the reason why we have such types of writing.
7. Give a seatwork. Divide the class into six groups. Assign one question
to each group. Allow the students to use both the worktext and the
Bible to find the answers to the following questions:
 What are the four parts of the story? (the temptation, the sin,
the consequences, God’s mercy)
 What do Adam and Eve, the serpent, and God’s command not
to eat of the fruit of the tree of knowledge of good and evil
represent?
 How does the story of the Fall describe temptation?
 How does the story present sin?
 What happened after the sin was committed?
 What are the images used in the story to show God’s mercy to
Adam and Eve after they had sinned?
32
8. Follow with group reports. Deepen the answers of the groups as

necessary.
9. Homework: Ask the students to read worktext pages 42–44.
Session 2:
OUT OF THE PAGES OF GENESIS 3 TO MY OWN LIFE
1. Read Romans 7:19 to open the session.
2. Ask the students to explain the meaning of this passage by giving a
concrete example. For example: I promised to do my homework and
study for a quiz in CLE before watching TV, but I ended up forgetting
my promise. I stayed glued to the TV until I became sleepy. I hate
cramming but that is exactly what I did.
3. Say: We all fall into this situation described in Romans 7:19. What is
the origin of this? (This tendency to do evil is called concupiscence,
one of the consequences of the originating sin of Adam and Eve. It
affects all human beings.)
4. Inform students that this session will be devoted to the Christian
understanding of temptation, sin, original sin, and its consequences
(sin of the world and concupiscence). Refer to pages 41–44 of the
worktext.
5. Discuss the concept of temptation. Ask the students to share actual
experiences of temptation. Lead them to realize that temptation
makes something bad look good; otherwise, it is not temptation.
(No one in his or her right mind would want to do what is clearly
bad in his or her eyes. For example, one who thinks of taking
his or her own life seems to desire good things to happen: stop
pain, find peace, teach someone a lesson, do an honorable thing,
etc.)
6. Go back to the story of the Fall and to the temptation stories shared.
Ask the students for other examples.
7. Discuss: When does temptation become a sin? What is sin? Focus
on the factor of free decision.
8. Refer to the story of the Fall to illustrate that:
 Sin is refusing to obey God’s command. (Adam and Eve ate the
fruit that God forbade them to eat.)
 Sin is refusing to love and choosing to be selfish. (Adam and Eve
forgot the generosity of God and only thought of the “good”
33
they desired for themselves—to be wise, to be like gods, to know

what is good and evil.)
 Sin is a deliberate thought, word, or deed that is against our
loving relationship with God and others. (The sin of Adam and Eve
destroyed their loving relationship with God, which was symbol-
ized by their being driven out of the garden of Eden. Adam and
Eve started to blame each other and the serpent.)
9. Reflect on one evil recently committed and reported on TV. What
may be the consequences of this sin? Point out that the sin of Adam
and Eve has consequences that affect all human beings.
10. Clarify what we often do not clearly understand—that we inherited
the sin of Adam and Eve, the so-called “original sin.” Emphasize that
we did not inherit the personal sin of Adam and Eve. Read also the
marginal note on page 40.
11. Point out that what was passed on to us are the consequences
of Adam and Eve’s originating sin—(a) the sin of the world and
(b) concupiscence. Discuss pages 42–44 of the worktext. Provide
adequate examples for each.
12. Give the student activity National Problems on page 43 as home-
work. Additional instruction: Each group must draw the web chart
on manila paper.
Session 3:
THE GRAVE CONSEQUENCES OF SIN AND GOD’S OFFER OF MERCY
1. Have the groups present their web charts. Instruct the students to
keep their work because it will be used as background for the opening
prayer the next day.
2. Ask three volunteer groups to prepare skits to illustrate the conse-
quences of sin portrayed in Genesis 3. Refer to pages 44–46 of the
worktext.
3. Have a fourth group pantomime how God continued to care for
Adam and Eve after they were driven out of paradise. Ask: How do
we experience God’s love for us even when we commit sin?
4. Ask an art group to illustrate on the board the good news in Genesis
3:15—the promise of a redeemer. (Refer to There Is Hope for a Sinful
World on page 46.)
5. Let the class listen to the explanation of the artists’ drawing.
34
6. Use the insights in a thanksgiving prayer.

7. Give this as homework: Read the other sin stories in Genesis—Cain
and Abel (Gn 4:1–16), Noah and the Great Flood (Gn 6–9:17), and
The Tower of Babel (Gn 11:1–9). (See also worktext pages 47–50.)
8. Remind the students of their performance task. Tell them to prepare
for a short quiz on symbolisms in the story of the Fall.
Session 4:
THE OTHER GENESIS SIN STORIES
1. Opening Prayer: Tack the web charts on social sins on the walls of
the classroom. Choose five students to write a prayer of petition
concerning the sinful situation in the Philippines (to be done ahead
of time). Refer to the student activity Prayers of the Faithful on page
54 of the worktext. The following prayer format is to be followed.
a. A quiet music is to be played while the web charts are being hung
around the classroom.
b. Make the Sign of the Cross. As an introduction, say: Today, as we
reflect on the current sinful situation in our country, let us offer
to God our petitions and ask for His mercy and forgiveness for
whatever we may have contributed to this sinful situation either
by commission or omission.
c. Selected students will read one petition each. The response for
every petition is: Lord, have mercy.
2. Explain the activity for the session—storytelling or story relay. Follow
this sequence of the stories:
 Cain and Abel
 Noah and the Great Flood
 The Tower of Babel
a. Begin the story and decide on which part to stop.

b. Call a student to continue the story until you say “Stop.”
c. Call another student to continue the story, and so on.
d. When the story is finished, have a student summarize the message
of the story.
35
3. Have the students do a graded seatwork. Ask them to draw the diagram
shown below on a piece of paper and write the information needed.
Cain and Abel The Great Flood Tower of Babel
Sin
Cause of Sin
Effects
Note of
Hope
What is the most significant thing you have learned about yourself as a human being
from the sin stories? Answer in three or four sentences.
4. Collect the papers and ask the students to read Job 38–40:2 for the
next session.
Session 5:
THE MYSTERY OF EVIL AND SUFFERING
1. Show clips or images of evil and suffering (for example, handicapped
children, the Maguindanao Massacre, the victims of Ondoy, and global
catastrophes).
2. Ask: Why do innocent people suffer? Why do bad things happen to
good people? Why do evil people prosper?
3. Listen to what the students say.
4. Have a dramatic reading of Job 38–40:2. You may select certain verses
only. Chosen chapters and verses may be written on the board. (See
page 51 of the worktext.)
5. Discuss questions 2–4 of the student activity.
6. Let a student summarize the message of the story of Job. Ask: How
can Job’s story help us respond in a Christian way to the evil and
suffering in our midst?
7. Help the students memorize the Act of Contrition. Encourage them
to go to confession.
8. Remind the students of the due date of the journal. Lead them to
pray the Act of Contrition.
36
Session 6:
ASSESSMENT DAY
1. Give a long quiz on the nature of sin, temptation, and grace.
2. Have the students present the product or performance task. After
all the presentations, check the students’ understanding through
self-reflection and evaluation.
37
GOD’S PLAN OF SALVATION:

THE CALL TO FAITH

The students demon- I want my students to understand through
strate an understanding the lives of our faith ancestors how God reveals
of these truths: Himself and His plan of salvation to us and
 God is always first communicates how we must respond, so that
to reach out to us the students can discern God’s call in the here
and now, be inspired to respond generously, and
in love by reveal-
most of all, strive continually to live a life of faith,
ing Himself to us.
hope, and love.
 God enters into
a covenant rela-
tionship with His
people.
 God’s plan is to
share His life with
us. This is what
we call salvation. MEANING
Performance
Understandings Essential Questions
Standard
 Believe in God 1. It is God who 1. How is God diffe-
and show this initiates a loving ent from other
f a i t h t h ro u g h relationship with gods?
actions. us (God’s Call). 2. What is God’s
 Be obedient to 2. Salvation is God’s ultimate purpose
God’s commands free offer of His for creating us?
(Abraham). love for us, and 3. Do we have to
our response to believe in God?
this offer is faith.
3. Faith involves
believing in God,
38
Performance
Standard
 Have a sacrificial doing His will, 4. What does be-
attitude like Isaac and entrusting lieving in God
(Morals 3). our lives to Him in entail?
 Overcome one’s prayer and com- 5. What is the role
moral weakness munal worship. of the patriarchs
each day (Jacob). 4. Our ancestors of of Israel in God’s
 Do acts of service faith (Abraham, plan of salva-
and forgive those Isaac, Jacob, and tion?
who have done Joseph) were 6. What lessons in
wrong (Joseph). G o d ’s i n s t r u - faith do we learn
ments for fur- from the patri-
 N o u r i s h o n e ’s
thering His plan archs?
faith life through
of salvation for
prayer and the
fallen mankind.
sacraments
(Worship). ACQUISITION
Knowledge Skills
know: able to:
1. the meaning of 1. Correct false
the concepts of notions of faith.
revelation, sal- 2. Interview Christian
vation, faith, adults about the
covenant, and difficulties and
mission joys of a life of faith.
2. the three dimen- 3. Share experiences
sions of faith of belief or
(doctrine, morals, nonbelief.
and worship)
4. Read or watch
3. the role each movies about
patriarch played contemporary
in God’s plan of stories of faith.
salvation
5. Compile quota-
tions about faith.
6. Make a creative
bookmark of
a favorite faith
quotation.
39
STAGE 2—EVIDENCE
Evidence at the Level
of Understanding
The students will be divided Explain
into groups of six. Each group will Describe the dynamics of God’s call
produce a scrapbook containing and human response as illustrated in
pictures and write-ups about six the story of each patriarch.
real persons of courageous faith.
The students will also incorporate
faith quotations in their work. The Interpret
scrapbook should not exceed ten Tell the story of the patriarchs
pages and should include a foreword and see how God dealt with each
(the state of their faith before this of them.
lesson) and a concluding reflection
(new things learned about faith).
Apply
Adapt the characteristics of faith
Product/Performance
of each patriarch in one’s own life.
A Scrapbook: Profiles of
Courageous Faith
Perspective
Compare and contrast the manner
Standards (Rubric)
of God’s call of the patriarchs, the
Group project will be rated based individual response of each patriarch,
on a given rubric. and the mission each played in God’s
1. Evidence of the historicity of plan of salvation.
chosen men and women of
faith (i.e., real name, address, Empathy
and other data)
Consider the situation of each
2. Details of the stories that of the patriarchs and find similar
clearly describe what faith is situations in one’s own life.
3. Relevance of faith quotation
to the story
Self-knowledge
4. Complete parts of the scrap-
Be aware of one’s own relation-
book ship with God and realize ways of
5. Clarity of foreword and con- improving it.
cluding reflection
40

Understanding Effective
Effectivity
of Content Presentation
25%
50% 25%
4 A p p r o p r i a t e, c l e a r Artistic and pleasing There is an overall
choices of examples of design and layout impression of unity,
courageous faith; ade- uniqueness, neatness,
quate details justifying and attractiveness that
them as good examples creates “impact.”
of faith are provided
(satisfies the doctrine-
moral-worship integra-
tion in each life); self-
evaluation of the status
of one’s faith shows
depth and sincerity; a
very good synthesis of
the truths learned about
faith from the lives of
the patriarchs; interest-
ing and relevant faith
quotations
3 Shows a solid under- Artistic layout of graph- The presentation is

standing of the concept ics and text but overall somewhat effective; of
of faith but somehow appearance is not too average impact
not all the chosen ex- pleasing
amples of faith are
clearly models of faith;
the manner of justifica-
tion is not too accurate;
the self-evaluation of
one’s faith shows some
depth and sincerity;
good and relevant faith
quotations; presents
thorough synthesis of
faith learnings
41
2 A somewhat limited
or simplistic under-
standing of faith as
seen in the choices of
examples of faith; self-
evaluation of one’s faith
is simplistic; synthesis
of learnings on faith is
inadequate; faith quota-
tions are good
B. Other Evidence (quizzes, tests, seatwork, recitation, class discussions,

journal, reflection writing)
1. The student activity Abraham and Faith on pages 69 and 70 may be
considered a graded seatwork.
2. The student activity Lessons from the Patriarchs on page 80 may be
given as a quiz of eight points.
3. You may choose to give paper and pencil quizzes.
42

Session 1:
GOD’S OFFER OF SALVATION CALLS FOR OUR FAITH RESPONSE
1. Review Chapter 3 by asking: What is the good news in the sin
stories? (God’s offer of mercy to sinners, the promise of a Redeemer
for sinful humankind) Relate it with the present topic, the stories of
the patriarchs. It was through the patriarchs that God clearly revealed
His plan of salvation.
2. Introduce the desired results of the chapter sessions. Explain the
transfer goals.
3. Present the essential questions. Discuss what the students need to
know and what the students need to do.
4. Discuss the performance task and its rubric.
5. Begin the actual session by asking the students if they have a best
friend. Follow with a sharing on how the students’ friendship
developed. Who found whom? Are there unwritten laws or agree-
ments on what the two friends will commit to be or do for each other?
Explain that natural friendships have these elements of commitment,
and this goes the same for our friendship with God.
6. Emphasize that it was God who reached out to us first. The
initiative of Creation is an example. As early as Creation, God allowed
Himself to be known as a powerful, almighty Creator and an intimate
and personal God. He shared His divine gifts with humans. Unfortu-
nately, the response of the first humans was rejection (the story of sin).
7. Ask the students: Did God abandon the first humans after they
rejected Him? (No. God promised a Redeemer. It was through
Abraham that God began fulfilling His plan of sending a Redeemer
to the sinful world. Abraham’s response was faith. In the story of the
patriarchs, we see the pattern of God’s call—(a) His offer of friend-
ship (salvation); (b) the human response of faith; and (c) the covenant
that gives the mission.)
8. Ask: What do people need to do for their friendship to grow
strong? (get to know each other, share stories and secrets, help each
other, etc.) How can we develop a strong relationship with God?
Enumerate concrete ways (for example, study diligently for CLE class,
read the Bible, pray, follow God’s teachings).
43
9. Refer to pages 63 and 64. What does faith entail? (Faith has three insepa-
rable dimensions: (a) doctrine—believing in God; (b) morals—doing His
will; and (c) worship—praying and entrusting our life to Him. Explain
these three.)
10. See if the students can give more ways of improving their relationship
with God and classify these according to the three dimensions of faith.
11. In the light of the three dimensions of faith, have the students
critique false notions of faith. Discuss Context of Chapter 4 on page
61.
12. Give this homework: Bring comic books, Bible for Young People,
or any material that contains the stories of the patriarchs Abraham,
Isaac, Jacob, and Joseph. Bring short bond paper and crayons.
Session 2:
READING THE STORIES OF THE PATRIARCHS
1. Devote half of the period to reading the stories of the patriarchs. If
a regular Bible is used, instruct the students to refer to the worktext
for the given passages only. Do the following:
a. Ask: Which patriarch can you most identify with? Why?
b. Ask: What is your favorite scene?
c. Give these instructions: Draw your favorite scene on a piece of
bond paper and color your drawing. Write five or six sentences
describing the scene/episode and explain why you have chosen
it as your favorite.
2. The other half of the period will be devoted to the sharing of answers
in groups.
3. Remind the students about the performance task. The students must
research about real men and women who are examples of faith and
to justify their choices by giving adequate details.
Session 3:
TRACING THE CALL-RESPONSE-MISSION PATTERN IN
THE LIFE OF THE PATRIARCHS
1. Open with any song about faith (for example: “Without Seeing You”
by David Haas, from Bayan Umawit Songbook, song no. 321 N.p.:
Jesuit Music Ministry and Claretian Publications, 2003).
2. Tell the students to form groups and act out significant events in the
stories of the patriarchs.
44
3. Discuss the following diagram. Draw out from the students the
answers to the elements.
Mission/Role
Patriarch Call Response in Salvation
History
Abraham “Leave your coun- Obedience—His “I will bless you,
try . . . go to a f a i t h w e n t make numerous
strange land. through stages of descendants…
(Read the mean- doubts but in the from them all the
ing of God’s call. end, he was ready nations of the
See diagram on to offer his own earth shall find
page 65.) son, Isaac, as God blessing.” Abra-
commanded. ham became the
father of all na-
tions who pro-
fessed His faith
in God.
Isaac To become an He was willing to Isaac prefigured

obedient and be sacrificed in Jesus, who was
dutiful“sacrifi- obedience to his obedient to God
cial” son father. the Father until
To become a fa- His death on the
ther to Jacob and Cross.
Esau
Jacob God chose Jacob During the first When Jacob

over Esau to fa- part of his life, Ja- learned to trust
ther the twelve cob went ahead God, God blessed
tribes of Israel of God rather him and made him
(new name of than wait for His the father of the
Jacob). The twelve instructions. He twelve tribes of
tribes became the completely acted Israel. It was in his
chosen people of on his own and fourth son, Judah,
God in the Old such an attitude that God’s prom-
Testament. brought him so ises to Abraham
God continued to much suffering were fulfilled. (Je-
love Jacob in spite and trouble. Later sus, the promised
of his selfishness. on, he put his en- Redeemer, came
tire trust in God. from the tribe of
Judah.)
45
Joseph It was God who Joseph never lost “It was for the
was working out his faith and hope sake of saving
His divine purpose in God even in the lives that God sent
in all the people most trying times me here ahead
and events in the of his life. of you . . . to en-
life of Joseph. sure a remnant of
earth and to save
the lives of the
tribes of Israel in
an extraordinary
deliverance.”
Joseph was made
a ruler of Egypt to
bring God’s bless-
ings to Egypt and
his family at the
time of famine.
4. Let the students note how each of the patriarchs kept the faith
(Abraham—continuous conversations with God; Isaac—his sacrificial
obedience to his father, Abraham; Jacob—acceptance of his wrongdo-
ings, facing up to the consequences of his sins, offering worship to
God; Joseph—his recognition of God’s hands in the ups and downs
of his life).
5. Ask: How would you translate the patriarchs’ actions to our life
today? How do we nourish our faith? (prayer, reflection, frequent
celebration of the Eucharist, being aware of God’s presence in the
people we meet and the events that happen to us)
6. Give the student activity Lessons from the Patriarchs on page 80 as
a quiz.
7. Have the students present all their outputs (as product or performance
task). After their presentation, allow them to evaluate their products.
Assist them to do self-reflection.
46
GOD’S PLAN OF SALVATION:

THE CALL TO FAITH

The students demon- I want my students to understand how God
strate an understanding communicated to His people in the Exodus event
of these truths: through the mediation of Moses so that the
 G o d r e v e a l e d students will recognize the saving and liberating
Himself not just actions of this same God in their lives today. Also,
I want them to appreciate the Commandments
to individuals
as God’s way of making us truly free and loving
but also to
persons.
nations and
communities as
a God of history,
freedom, and life.
(Doctrine 1)
 God is a Savior
who gives us true
freedom and a
better life. (Doc-
trine 2)
  God remains to
be faithful even
when we are un-
faithful to Him.
(Doctrine 3)
47
Performance MEANING
The students must be The students will
able to: understand:
  O b e y t h e Te n 1. God is a loving 1. Why does God
Commandments and liberating will that we
as a basic way God who entered become free
of doing God’s into the history persons?
will and as the of His people to
most authentic bring them salva- 2. What seems to
form of worship. tion. be the pattern
(Morals 1) of God’s dealing
2 . G o d ’s w a y o f with humans?
 The Eucharistic dealing with
celebration is humans is to call 3. What would
a communal individuals or we as individuals
worship we offer a nation to be and as a society
to God to thank instruments in be without the
Him for the libe- the fulfillment Ten Command-
ration He won for of His plan of ments?
us through His salvation for the
son, Jesus Christ. world.
(Worship) 3 . G o d ’s c h o i c e
of individuals
or a nation is
based not on
their qualities
but on reasons
belonging to
His loving, myste-
rious plan.
4. The Ten Com-
mandments
are not a set of
obligations but
of guidelines for
the attainment of
our true freedom
as individuals and
as communities.
48
ACQUISITION
Knowledge Skills
know: able to:
1. the call-response- 1. Watch the film
mission pattern in The Prince of
the life of Moses Egypt.
as revealed in the 2. Narrate through
symbols in his call puppet plays
story the sequence
2. God’s ways of of events in the
b e i n g p re s e n t Exodus beginning
to His people with the call of
throughout the Moses.
Exodus 3. Name the ‘unfree-
3. the covenant- doms’ and the
making between ‘liberating solu-
God and Israel on tions’ in one’s life
Mt. Sinai and in the life of
4. the Ten Com- nations and com-
mandments as munities.
a sign of the 4 . C o m p a re a n d
covenant contrast the
5. the values being Jewish Passover
promoted by and the Chris-
each of the Ten tian Eucharistic
Commandments celebration.
and the violations 5. Produce a skit
of these values for each com-
mandment that
shows both its
promotion and
violation within
the context of
teenagers.
49
STAGE 2—EVIDENCE
of Understanding
Have the students form groups. Explain
The groups will compose ten Show the pattern of God’s call-
commandments for teenagers that human response-mission in the story
will guide them in their growing-up of Moses.
years with its numerous temptations
and challenges. They will express
each commandment in a positive Interpret
way and present it in a creative and Make meaning of the significant
unique manner. symbols used in the entire story of
Exodus.
Product/Performance
Teen Commandments Apply
Decide which commandment
Standards (Rubric) value one should improve on to
experience more freedom in one’s
The Teen Commandments project relationships.
will be graded according to the
group’s understanding of the Ten
Commandments as shown in the Perspective
students’ reformulation of these in Infer from the events before,
their own words. during, and after the Exodus how
God wanted to be known by His
people. Compare and contrast also
the Jewish Passover with the Mass.
Empathy
Assume the role of the Israelites
while journeying through the great
desert to the Promised Land. Would
one behave like the Israelites?
Self-knowledge
Reflect on the forms of slavery
that prevents one from becoming the
person one was meant to be—free
and loving.
50

Criteria Weight Details
Content 60% Correct, positive, relevant reformulation of the
commandments that suit the context of young
people
Creativity 30% Artistic layout (colorful and attractive without
overshadowing the text)
Title 10% Short and catchy
Total 100%
B. Other Evidence (quizzes, tests, seatworks, recitation, class discussions,


Sessions 1–3:
THE PRINCE OF EGYPT
1. Ask the students if they are familiar with the Exodus story. Have
them share what they know about the details of the story.
2. Connect Joseph’s story with the Exodus event.
3. Introduce the desired goals of the chapter and the essential ques-
tions the students need to answer as they progress in the lessons.
4. Explain the details of the performance task/project and the rubric to
be used. (You may now divide the class into ten groups in relation
to the performance task.)
5. Devote two sessions for the film viewing of The Prince of Egypt.
6. After the film viewing, have the students answer the following:
 Discover the pattern of God’s call-human response-mission in the
call of Moses.
 Differentiate the call of Abraham from that of Moses.
 What kind of God was portrayed in the Exodus story? What did
He do for His people?
7. Give this as homework: Read pages 85–95 of the worktext.
8. Tell the class that they will have a test after they will finish discussing
the topic on ten commandments.
51
Session 4:
THE CALL OF MOSES
1. Ask: When did God call Moses to deliver the Israelites from slavery
in Egypt—at the burning bush or as early as his birth? Allow the
students to debate on this.
Teacher’s input: God formally called Moses in the burning bush, but
his life’s circumstances (his miraculous rescue from the water, his
adoption by the sister of the pharaoh, his being raised and educated
as an Egyptian, etc.) might be telling us that God was preparing him
for the call and mission later in his life.
2. Have a dramatic reading of the call of Moses. Assign good readers
for the various roles.
3. Discuss the following points:
a. Again, it was God who initiated the call. (Why did God call Moses?)
b. How did Moses respond to this? Read the summary on pages 86
and 87 of the worktext. How was Moses different from Abraham?
c. How did God deal with Moses’ hesitancy?
d. What can you say about God in this episode of the call? (persistent,
purposive, decisive, desirous to free His people, faithful to the
covenant with the Israelites’ forefathers)
e. What was the mission of Moses?
4. Discuss the symbolisms of the desert, mountain, and fire in Moses’
call story (pages 87 and 88). How can the students foretell the mission
of Moses?
5. Recall the film The Prince of Egypt. Ask: Is the film consistent with
the biblical account of the call of Moses? What is the element of
“mystery” in God’s call of Moses? (Why was it Moses and not Aaron?
God chose Moses when he was in his lowest moment—he had no
power or possessions; he was a fugitive; he was a shepherd to flocks
not his own. Moreover, he was a stutter.)
6. Pause for some silence to dwell on God’s mysterious ways and His
tremendous love for us. End with the Glory Be.
52
Session 5:
THE EXODUS
1. Ask: Is it a surprise to you that the Israelites who were under oppres-
sion in Egypt cried out to God? Explain. (Human beings know that
it is abnormal to be oppressed, to suffer under a human leader.)
2. Project these events on the screen: the EDSA 1 and 2, the Egyptian
uprising against the dictator Hosni Mubarak, the Libyan bloody
protests, the Myanmar anti-military junta protests, etc. Ask: Why do
people protest for freedom? (Because human beings are made to
be free. Freedom is our God-given gift.) Review the Creation truths.
3. Tell the class to be silent for a while. Ask: What do you need God to
free you from? Are you crying to God for help? Have the students
share their answers with their seatmate.
4. Present the following chronology of the important episodes in the
Exodus story and their messages. (If time permits, let the students
create puppet plays for these events. If not, pantomime and role-plays
may be done instead after a discussion of the events.)
a. Preparation for the Exodus
 The Ten Plagues—God’s intervention for liberation
 Passover—God’s intervention and promise of salvation
Jewish Passover: The Passover Jesus’ Last The Eucharistic
The Angel of feast was Supper is the celebration
Death passes instituted to New Passover. (the Mass) is
over the houses commemorate It was perfected the Christian
of the Israelites. the Exodus by His death Passover.
event. To this on the Cross.
day, Jews
celebrate it.
b. Exodus—the Departure from Egypt (pages 90–93)

 Crossing of the Red Sea—God’s most special intervention;
Israel’s core experience of God as a God of freedom and life
 The Covenant between God and Israel—God offered Israel
a new identity and a new life. Israel’s mission was to spread
God’s word of salvation. The Ten Commandments became
the sign of this covenant.
53
c. The Wandering in the Desert—Learning the Ways of Faith

(pages 93–95)
 Have the class do the student activity Group Discussion on
page 95.
5. Lead the students to synthesize all their learnings from the Exodus
event. Touch on the content and performance standards for this
chapter.
Session 6:
THE TEN COMMANDMENTS:
BASIC MEANS TO FREEDOM
1. Talk with the students about rules in their home, school, and church.
Do rules burden them or do they make their lives easier? What is
their belief? Some may look at rules as a limitation of freedom. This
may be due to the notion of freedom as “doing whatever I want.”
Ask: If you do whatever you want to do, are you free? (We often
become slaves to our own bad habits.) For what purpose are rules?
2. Point out that rules are formed due to particular values meant to
protect and promote loving relationships, peace, and order. (If you
love your parents, you will do your chores faithfully. You will help
lighten the burden of your mother who will do these chores when
there is no household help around. Imagine your classrooms without
rules. Can you learn at all?)
Ask: Why do you think God gave the Ten Commandments to His
people at that particular moment in their history? (The Ten Com-
mandments were meant to protect the freedom the Israelites won
from Egypt. And if the students are to be God’s people, they should
be loving and live uprightly so that they can truly witness to God’s
love and salvation to other nations.)
3. Present the chart on the Ten Commandments and discuss it. Place
special focus on the context of teenagers.
Promotion
Commandment Value Protected Violation (Upholding the
Commandment)
First God as first Idolatry, mate- Knowing and loving
priority rialism God, gratitude for all
His blessings
54
Promotion
Commandment Value Protected Violation (Upholding the
Commandment)
Second Respect for God’s Blasphemy, in- Behaving properly in
name, sacred per- attentiveness in church and during
sons, places, things, prayer prayer times, not us-
and events ing religion for self-
ish motives
Third Sunday worship Non-observance Celebrating Sunday
and rest of Sunday obli- liturgy, having family
gation bonding and healthy
leisure time
Fourth Respect for par- Disrespect, dis- Respecting and fol-
ents and all legiti- obedience, tak- lowing one’s parents,
mate authority ing parents for helping in household
granted chores
Fifth Respect for life Suicide, smoking, Taking care of one’s
fighting health
Sixth Respect for sexu- Indecent expo- Respecting girls

ality as a God- sure, pornography
given gift
Seventh Respect for private Stealing, vandal- Taking care of bor-

property, justice, ism, cheating rowed books, ob-
stewardship serving waste seg-
regation
Eighth G o o d n a m e , Lying, gossiping, Giving sincere com-
reputation, truth- slander p l i m e n t s, b e i n g
fulness truthful in thought,
word, and deed
Ninth Clean thoughts Lust Turning away from
temptations
Tenth Simplicity, gra- Envy, discontent Being happy for the

titude for one’s for what one has success of others, not
blessings showing off one’s
wealth or privileges
55
4. Pose these questions: Looking at the chart, which commandment

would you consider the most difficult to follow? Why? What can you
do to be better at keeping it?
5. Explain that the Ten Commandments come from the love of God
who wishes us to be loving, better persons in our communities.
6. To check students’ learning and understanding of the lesson, conduct
a check up test focusing on the ten commandments.
7. Then remind the class of their presentation the next day. You may
want to give them time to polish their presentations.
Session 7:
SKITS, SUBMISSION OF TEEN COMMANDMENTS, CHAPTER TEST
1. Devote the whole session for the students’ presentations.
2. Collect also their project, the Teen Commandments.
3. Close the session by giving them a few moments of self-assessment
and evaluation.
56
LEARNING FROM GOD’S

CHOSEN LEADERS

The students demon- I want my students to learn good qualities of
strate understanding of leadership from the Old Testament judges, adapt
these truths: these qualities in their own life, and consider these
 God showed His qualities in their choice of leaders.
concern for His
people by calling
exemplary indi-
viduals to lead
them during their
settlement in the
Promised Land.
(Doctrine 1)
God was faithful
to His promise
that He would
always remain
with His people.
(Doctrine 2) MEANING
Performance
Standard
 Follow the exam- 1. God has always 1. Is a leader born
ples of good Isra- been a faithful or made?
elite leaders who God. He fulfills 2. How does one
trusted in God His promise to His become a good
fully and were people especially leader?
obedient to His in troubled times.
laws. (Morals)
57
 Pray to God for 2. The secret to 3. What is the role

guidance when success of the of faith in the
faced with diffi- Israelite leaders exercise of good
cult decisions. was their faith- leadership?
Write one’s pray- fulness to the 4. Why were the
ers for the coun- covenant. judges chosen by
try’s leaders. God?
ACQUISITION
Knowledge Skills
know: able to:
1. God’s pattern of 1. Do a group re-
call, focusing on port on selected
His promise of judges and the
help/deliverance first king of
2. the stories of Israel.
God’s deliverance 2. List the qualities
of His people of a good leader
shown in the lives (Student Activ-
of the chosen ity: Qualities of a
judges Good Leader).
3. the cycle of sin- 3. Research on mo-
punishment-re- dels of good lead-
pentance-deliv- ership (Student
erance-freedom Activity: Follow
and prosperity the Leader).
4. the importance 4. Write a prayer of
of prayer in the petition for the
lives of leaders leaders of the
country.
58
STAGE 2—EVIDENCE
of Understanding
Presenting Five Biblical Leaders Explain
Present these biblical leaders— Differentiate the call of Joshua,
Joshua, Gideon, Samson, Samuel, Gideon, Samson, Samuel, and Saul.
and Saul—in the most creative yet
informative way. Working in groups,
the students will portray themselves Interpret
as reporters, researchers, actors, Translate the metaphors used in
or any related roles based on their the biblical stories in the light of
presentation. The whole class, their ordinary experience (like the fall of
subject teacher, and class adviser will the walls of Jericho, the crossing of
serve as the audience. Depending the River Jordan, Gideon’s weapons
on the students’ creativity, the of torches and pots). See the student
presentation must enhance one’s activities Waters of Redemption and
knowledge and appreciation of the My “Jericho Walls.”
context of these biblical leaders and
their significance in salvation history
Apply
and in our life today as Christians.
Apply the skill of discernment in
decision making.
Perspective
Critique the leadership style of
contemporary Filipino leaders in the
light of the qualities shown by the
judges.
Empathy
Role-play the complexity of being
a leader.
Self-knowledge
Recognize one’s own leadership
potentials.
59

A. Evaluation of the Paraliturgy
Conduct a session where students share the points that they liked
in the paraliturgy and the reasons why they liked these.


Session 1:
CONQUEST OF THE PROMISED LAND
1. Explain to the class the desired results for the chapter sessions, the
essential questions to answer, and the performance task to be done
at the end of all the sessions.
2. Discuss further the required performance task and the rubric to be
used in evaluating a group report.
3. Ask: Are leaders born or made? Is President Noynoy Aquino a born
or made leader? Discuss. (No right or wrong answers)
4. Give a brief background on the stories of the judges, God’s chosen
leaders during the time of the settlement in the Promised Land, by
asking the following questions:
a. Have you ever experienced living in a new place? What did you
feel?
b. How did you feel about the people in your new neighborhood?
c. What do you think the Israelites felt when they found out that
the land promised to them by God was not an empty land
ready to be inhabited by them? (Remember that the Israelites
were nomadic people who journeyed through the Great Desert
for years and did not know farming. The Israelites were also
believers of the one God, unlike the people who were already
settled in Canaan [they were worshippers of Baals]. The Bible
identified these ancient people as the Ammorites, Midianites,
and the Philistines.)
d. Can you guess what kind of people they were? (warlike,
worshippers of other gods, farmers, etc.)
e. Can you infer the effects of these on the Israelites who were a
desert people, a covenanted people committed to the worship
60
of the one God, Yahweh? What problems did the Israelites face
in the new land? How did they deal with these problems?
f. What did God do for the Israelites? (God chose leaders who were
known as the judges—military men who could defend and protect
the Israelites from their enemies, and at the same time religious
men who could lead the Israelites to live in peace, justice, and
belief in the one true God. Prior to the time of the judges, the
Israelites had a special leader, Joshua, the successor to Moses.)
5. Divide the class into five groups. The groups will report on the
following leaders: Joshua, Gideon, Samson, Samuel, and Saul.
Encourage the groups to make their reports as creative as possible
and to involve all members in the production of the report. The report
of each group must not exceed ten minutes. (Three reports for each
meeting of forty minutes)
6. Explain the required elements of the report:
a. the context of the people (the cycle of sin-punishment-repentance-
deliverance-freedom and prosperity-self-centeredness and pride-
sin) during the time of the leader
b. the call of the leader
c. defining moments in the life of the leader
d. the message of the leader’s story for us today
7. Give time for the groups to meet. Draw lots to determine the group
assignments.
Session 2:
JOSHUA, GIDEON, AND SAMSON
1. Both you and the class will evaluate the group reports using the
criteria below.
Content 40% Accuracy of facts; adequate treatment of
the elements of the report
Clarity of presentation 25% Preparedness; maximized use of time
Creativity 25% Use of effective visual aids
Teamwork 10% Cooperation
2. After all the reports for the day, let the students ask whatever ques-
tions they may have regarding their classmates’ presentations.
61
Session 3:
SAMUEL AND SAUL
The session follows the format of the first day of reporting.
Session 4:
SYNTHESIS
1. Open forum: Let the students pose any more questions they may
have. Anyone may answer the questions.
2. Apply the lessons of the stories.
a. The call pattern with emphasis on the promise of God to help
and guide the leaders chosen—What kind of persons were the
judges at the time of the call? What were they doing? What kind
of leaders did the judges become? What can we learn from them?
 Joshua – humble obedience to God’s commands was his
secret to success, not his human abilities
 Gideon – his loyalty and dedication to God; his humility to
decline to be king as God is the only King of Israel
 Samson – In the midst of danger, he turned to God in prayer
and trusted that God would allow him to fulfill his mission.
 Samuel – prayer was his way of discerning what God wanted
him to do.
 Saul – Initially he was a good leader but his impatience and
bad temper led him to disobey God’s commands. He ended
up as a tragic failure.
b. Have the class do the student activity My “Jericho Walls” (page
111).
c. Relate Gideon’s strategy of nonviolence with nonviolent
revolutions such as EDSA 1.
d. Relate the miracle of the Crossing of the River Jordan and the
Crossing of the Red Sea with the saving waters of our Baptism.
e. Assess President Noynoy Aquino in terms of the qualities of God’s
chosen leaders.
3. Have a few minutes of reflection for the students. Have them ask
themselves: What might be my leadership qualities? Tell them to list
these qualities.
4. Give this homework: Do the journal Cycles of Our Lives on page 122.
Prepare for the paraliturgy Praying for Leaders on pages 123–125.
62
Session 5:
PARALITURGY
After conducting the paraliturgy Praying for Leaders on pages 123–125 of
the textbook (see also pages 114–116 of this learning guide), the students
may be given a long quiz on Chapter 6.
63
OVERCOMING OBSTACLES
TO FAITH

The students demon- I want my students to understand the rise and
strate understanding of fall of David as king of Israel so that they will
these truths: see the reality of sin and weakness in all human
God chose David beings. By knowing this, they may become
to be an instru- more sympathetic and accepting of people as
God can forgive even their gravest sin, provided
ment in further-
they acknowledge their sin, are sorry for it, and
ing His plan of
accept its consequences. The students can be
salvation. God
strengthened in their faith in God who is faithful
did not allow
to His promises, regardless of their unfaithfulness.
David’s weak-
ness to hinder His
plan. (Doctrine 1)
 God fulfilled
His promises to
David by creating
a kingdom that
would last forever
in the person
of Jesus Christ.
(Doctrine 2)
 Sin has dire
consequences
when committed
by one who is in a
position of lead-
ership. (Morals 1)
  No matter how
grave our sins are,
64
ESTABLISHED GOALS
   God can forgive
them if we are
genuinely sorry
and make restitu-
tion for the evil we
have committed.
(Morals 2)
Performance MEANING
 Pray in times of 1. David is a model of 1. What makes
fear and tempta- a good leader— successful leaders
tion. courageous, fail? What makes
 Repent and go competent, God- them great in the
back to God in fearing, mag- end?
the Sacrament nanimous to his
enemy (Saul). 2. What might be
of Reconciliation
David’s shining
instead of with- 2. David is a model star as a leader?
d r a w i n g f ro m of a repentant
prayer and the sinner. 3. How is the good-
sacrament when ness and mercy
3. It was in the of God evident in
they have fallen family line of
into sin. David’s life?
King David that
Pray Psalm 51 as Jesus, the 4. What was David’s
preparation for promised Savior, r o l e i n G o d ’s
confession. was born. saving plan?
 Pray the Psalms 4. There is nothing
to call God in that can hinder
any situation and God from accom-
to express joy, plishing His plan.
praise, thanks-
giving, sorrow,
confusion, etc.
65
ACQUISITION
Knowledge Skills
know: able to:
1. the call and 1. Find stories
anointing of about courageous
David people (Student
2. his early life Activity: Stories
of Courage).
3. his accomplish-
ments 2. Cut out symbols
of David (rep-
4. his sin and repen-
resenting your
tance
strengths) and
5. the Psalms Goliath (your
weaknesses).
3. Look into the
friendship
between David
and Jonathan
and pick up good
values from it.
4. Draw a shield for
David containing
symbols of his
accomplishment,
as well as his sin.
5. Do a dramatic
reading of the
confrontation
of Nathan and
David.
6. Pray Psalm 51.
7. Write their own
psalms.
66
STAGE 2—EVIDENCE
of Understanding
My Own Psalm Explain
Write a psalm that expresses Determine David’s role in God’s
the predominant emotion one saving plan.
is feeling. The musically inclined
may choose their favorite psalm and
set it to music. Those good in visual Interpret
arts may choose their favorite psalm Make sense of the parable of the
and interpret it through a painting. prophet Nathan to realize the gravity
Whatever the means of expression of David’s sin.
chosen, the exercise must enhance
one’s knowledge and appreciation
Apply
of the psalms as a form of honest
prayer to God. Strive to exhibit the qualities
of friendship shown by David and
Jonathan and true repentance shown
by David.
Perspective
Analyze God’s way of choosing
persons to further His saving plan.
Empathy
Relate with David in his darkest
hour of sin in the midst of his
accomplishments.
Self-knowledge
Be aware of one’s strengths as
well as one’s weaknesses.
67

1. My Own Psalm
Technical 30% Depth and clarity of emotion, appropriate use of
Requirements poetic devices, word selection, coherence
Faith Message 40% Clear description of relationship with God
Originality 20% No lines borrowed from any of the Psalms
Impact 10% Able to touch readers
2. Song Based on a Favorite Psalm

Technical 25% Correct notes, lovely tone quality, proper timing
Acceptability
Tempo 25% Matches the psalm
Tone 25% Enhances the message of faith
Originality 15% Music not copied from any source
Impact 10% Able to touch listeners
3. Painting David’s Psalm

Fulf illed Intent 30% Painting evokes the emotion of the psalm and
makes a faith statement
Technical 30% Use of color, form, and texture is good and
Aspects appropriate
Beauty and 30% Ability to captivate attention
Uniqueness
Impact 10% Able to touch viewers

68

Session 1:
THE YOUNG DAVID
1. Review the qualities of the leaders chosen by God. Introduce David
as perhaps the most significant and popular leader Israel ever had.
Ask: What can we learn from David’s life?
2. Explain to the class the desired results for the chapter sessions, the
essential questions to ask, and the performance task to be done at
the end of all the sessions.
3. Discuss further the required performance task, particularly the rubric
to be used for evaluating one’s chosen project (an original psalm
composition, a psalm set to music, or a painting of David’s psalm).
4. Start the formal lesson by asking: What did you consider when you
chose your class officers? List the students’ answers on the board.
(intelligence, friendliness, a sense of responsibility, experience in
leadership, etc.)
5. Read David’s call and anointing (1 Sm 16:1–13). Discuss the
following:
 How did God direct Samuel to choose the successor of Saul?
 How was the choice of David as the next king of Israel different
from the usual?
 What truth about God is affirmed in this event? (God’s choice of
persons to be His instruments in carrying out His plan of salvation
is a mystery. Review the stories of Moses, the patriarchs, etc.)
 Compare David with other leaders you know. Ask: Was he too
eager to exercise his authority after he was chosen successor to
Saul, the incumbent king? What quality of David is shown here?
(detached from power; not power-hungry as many leaders we
know)
6. Assign groups to discuss the following events in the life of the young
David and identify the quality that David showed in each instance.
 David and Goliath (courage; strong faith in God)
 David and Jonathan (deep friendship; loyalty)
 David Spares Saul (deep respect for persons of authority, humility,
magnanimity as opposed to vengefulness)
69
7. Discussion, Synthesis, Reflection

 Why is courage an important quality of a leader? Give exam-
ples.
 How can a leader be helped by prayer and a strong faith?
 Did Jonathan become disloyal to his father Saul by being loyal to
David? Elaborate.
 Be inspired by David’s magnanimous character. How can you be
like him in this aspect? (cf David Spares Saul)
 The Bible describes David as having a “heart made after God’s
own heart.” Do you believe this? Justify.
8. Give this homework: Cut out symbols for David (your character
strengths) and Goliath (your character flaws). How can you be
victorious over your own “Goliaths”? “What is the “slingshot” that
you can use?
Session 2:
DAVID’S RISE AND FALL AS KING
1. Read Psalm 23 as an opening prayer. Tell the students that
Psalm 23 is believed to be a psalm written by David himself. It draws
a lot of images from his work as a shepherd in his younger years.
A shepherd is a biblical image for a leader (one who is caring, etc.).
2. Collect the homework.
3. Begin with the question: Who is a great leader? Is he or she one
who is perfect? But who is perfect? (Even saints were not perfect.)
4. Ask the students: Can we consider a leader great even if he or she has
committed great mistakes, even sin? (for example: Moses—doubtful;
Marcos—competent but a human rights violator, etc.) What makes
a leader great?
5. Post a manila paper on the board. Have the students fill it up with
symbols of David’s accomplishments as king.
6. Get the students to interpret the symbols and identify David’s
accomplishments.
7. Allow the students to share their thoughts and insights on the dangers
and temptations faced by people who have reached a status of worldly
success and popularity.
70
8. Ask: Do you think David was exempt from these temptations? Relate
David’s downfall.
9. Have a dramatic reading of Nathan’s parable (worktext pages 137
and 138).
 How does this parable make David’s sin look like what it was—a
very grievous sin of injustice?
 What sins did David commit? (lust, adultery, and murder)
 How did David react to Nathan’s admonition?
 Did this incident affect David’s greatness? Explain. (His humble
admission of his sin and his repentance made him an even greater
leader. This is the brightest star in his “résumé” as a leader.)
10. Reflection: How did God take all of this sinfulness of David? (God
forgave David because he was repentant. God even blessed him with
promises of a kingdom that would last forever, which was realized
in the person of Jesus Christ, our Savior.)
What truth about God is affirmed by these actions? (God is a
faithful God. He does not forget His promises even if we are unfaith-
ful to Him.)
11. Close the lesson by reciting Psalm 51, a prayer of sorrow composed
by David himself. Tell the students: As you pray, “enter” into the
experience of David as a humbled repentant king. Think of your own
sinfulness and read every line with sorrow for your own sins.
Session 3:
DAVID’S PSALMS, OUR PRAYERS
1. Choose a song based on one of the Psalms for the opening prayer.
2. Remind the students of their performance task on the Psalms. Explain
carefully the rubrics for each project.
3. Play religious songs based on the Psalms (if possible, one for each
kind of psalm—praise, thanksgiving, lament). The lyrics of the songs
may be flashed on an OHP or written on manila paper.
4. Ask the students to note the mood and tone of the music so they
will have a clue which kind of psalm each example is.
5. Give a background on the Psalms.
 Establish the connection between David and the Psalms.
71
 Discuss the Psalms as the prayers of the Israelites.

 Explain how Christian prayer is enhanced by the use of the Psalms.
6. Have the students open their Bibles and locate the Psalms, especially
the songs played earlier. Allow them to continue skimming through
the Psalms. Ask them: Is there a particular psalm that struck you?
Why?
7. Give this input: The Psalms are deep and well-written prayers in the
form of poems. They express joy, praise, thanksgiving, sorrow, grief,
and complaint. Have the students pick one psalm that is closely related
to what they are going through right now.
8. Call a few students to share the psalms that they chose. Close the
session by praying one of these psalms.
9. Have the students decide which performance task to do.
Session 4:
PERFORMANCE TASK
1. Devote the whole session with the presentation of the students’
performance tasks.
2. After all the presentations, check the students’ understanding through
self-reflection and evaluation.
72
THE GRACE OF WISDOM

AND THE MISUSE OF POWER

The students demon- I want my students to recognize Solomon
strate understanding of as a paradigm of a leader who was gifted with
these truths: wisdom and yet who succumbed to the lure of
  Our talents, like materialism, power, and prestige so that they
Solomon’s wisdom will always remember to put God’s will as their
priority if they want meaning, happiness, and
and power, are
inner peace.
gifts from God.
(Doctrine)
 The Wisdom
Books teach us
practical ways to
live our lives ac-
cording to God’s
Word. (Morals)
Performance MEANING
 Use one’s talents 1. The wisdom of 1. What should we
and gifts for the Solomon, which really be asking
glory of God made him a great from God when
and the good and successful we pray?
of one’s neigh- king, came from
bors, and not for God. 2. What does true
selfish reasons, wisdom mean?
otherwise one
should prepare
for one’s down-
fall. (Morals)
73
Performance
Standard
 Strive to live 2. Wisdom, as the 3. What may be
simply and avoid Bible teaches, the causes of
extravagance. is living truthfully the downfall of
(Morals) and being able successful per-
 A l w a y s p r a y to clearly distin- sons?
before deciding guish right from 4. What is the role
on important wrong. of prayer in the
matters. (Wor- 3. The Wisdom life of a leader?
ship) Books of the
Always acknowl- Bible are practi-
edge God as the cal, living sources
only source of all of wisdom and
achievements. advice.
4. Leaders need a
prayer life as an
antidote to cor-
ruption from
power.
ACQUISITION
Knowledge Skills
know: able to:
1. the meaning of 1. Present skits on
wisdom accord- the world’s fool-
ing to the Bible ishness in con-
2. the splendor trast to the divine
and glory of Solo- gift of wisdom.
mon’s reign 2. Pinpoint evidence
3. Solomon’s sins of wisdom as
and eventual well as foolish-
downfall ness in the life of
Solomon.
4. the consequences
o f S o l o m o n ’s 3. Make a pie chart
sins of one’s daily ac-
tivities to deter-
5. the nature of the
mine one’s priori-
Wisdom Books
ties and distrac-
tions (Student
74
ACQUISITION
Skills
Activity: Priorities
and Distractions,
page 157)
4. Compose original
p ro v e r b s t h a t
express how
one can improve
one’s relationship
with God, one’s
family, and one’s
friends. Make
the proverbs
into bookmarks.
(Student Activity:
My Proverbs,
page 157)
75
STAGE 2—EVIDENCE
of Understanding
Goal Explain
The students will do a group report Explain the meaning of wisdom by
on a saint who clearly exemplifies in exhibiting its opposite, foolishness,
his or her life the virtue of wisdom. in a skit.
Role Interpret
Each member should have a task Make meaning of proverbs from
in the group. the Bible.
Audience Perspective
The class and the teacher Analyze Solomon’s series of acts of
selfishness that led to his downfall.
Situation
Each member of the group will Empathize
choose his or her own saint and Assume the role of Solomon who
discuss or explain to the group how went through a reversal of fortune.
the saint is a person of wisdom.
Self-knowledge
Product/Performance Assess one’s priorities and
Report on a wise saint distractions.
Standards (Rubric)
The group report will be rated by
both you and the class. The criterion
on teamwork will be assessed by the
members of the group themselves.
76


Content 50% A minimum of five specific incidents that clearly illustrate
the biblical definition of wisdom
Relevance 20 % Shows clearly how the wisdom of the saint can be relevant
to the life of the students
Originality 20% Creativity, effectiveness, and impact of presentation
Teamwork 10% Cooperation and participation of members in all aspects
of the project
*The group leader will evaluate the team effort of each member.

77

Session 1:
THE GLORY OF SOLOMON
1. Explain the desired results, the essential questions, the performance
task, and rubrics.
2. Opening Activity: Wish Ko Lang. Say: If God could grant you one
wish, what would you ask for? To help the students arrive at that
one most important wish, have them do the following:
a. Divide a bond paper into three parts.
b. In the first column, write the heading Ito ang Gusto Ko. List all
the things you wish for in this column.
c. In the second column, write the heading Ito ang Mas Gusto Ko.
Write the five wishes that you think are more important than the
others in this column.
d. In the third column, write the heading Ito ang Pinakagusto Ko.
From the five listed in column 2, pick the one wish that you want
God to grant you quickly. Write this in this column.
Ask the students their reason for choosing that one wish. Af-
terward, lead the students to note the commonalities of their other
wishes. Why did they not choose them?
3. Help the students reflect on what makes a good wish and what they
should pray for. Ask: As a Christian, what is the norm for what is best
for us? Allow the students to honestly express their views.
4. Synthesize: Wisdom helps us place things in their proper perspective
according to our faith truths. This means that to be wise is to “seek
first the Kingdom of God and the rest will be given unto us.”
5. Introduce the story of Solomon. Say: Solomon is known as the wise
king of Israel. When God appeared to him in a dream and offered
him anything that he wanted, Solomon asked for wisdom. God
was pleased with him for knowing what to ask for so He also gave
Solomon other things, such as wealth and power. It was this wisdom—
an understanding heart that enables one to judge people well and
distinguish right from wrong—that made Solomon a very popular
and successful king.
6. Discuss the story of Solomon.
a. Solomon Proclaimed King (1 Kgs 1:1–48, worktext page 149)
 Who was Solomon?
78
 What does his riding on David’s mule signify?

 What were the other signs that he was David’s choice of
successor as well as God’s?
b. The Splendor and Glory of Solomon’s Reign (worktext pages
149–151)
 The gift of wisdom was the root of Solomon’s divine
empowerment.
 David’s reminder to Solomon to keep the laws of the covenant
 The most famous story of Solomon’s use of wisdom
 Solomon encouraged the writing of the Wisdom Books and
he himself authored Parts II and V of the Book of Proverbs.
 He built the Great Temple of Jerusalem.
 He brought Israel to its Golden Age. (How did Solomon build
on the achievements of his father David?)
7. Interpret the meaning of wisdom as illustrated in the life of Solomon.
Write these definitions on the board:
 an understanding heart that enables one to rule well (the famous
case of the two mothers claiming the same child)
 a strong sense of right and wrong
 following God’s commandments
 giving priority to God’s concerns (e.g., building the temple)
 wisdom’s rewards are wealth and success (Israel under Solomon
became a very rich and progressive kingdom.)
8. With the class, look for other descriptions of wisdom in the Book of
Wisdom and the Book of Sirach.
 Wisdom is a kindly spirit (Wis 1:6); moderation, prudence, justice,
and fortitude (Wis 8:7); to render judgment in the integrity of
heart (Wis 9:3).
 All wisdom comes from the Lord (Sir 1:1).
 Fear of the Lord is the beginning of wisdom (Sir 1:12).
 Keep the commandments if you desire wisdom (Sir 1:22).
 Blossom into peace and perfect health, knowledge, and
understanding (Sir 1:18–17).
9. Close with the song “Pagmamahal sa Panginoon.”
79
Session 2:
SOLOMON’S FALL FROM GLORY
1. Divide the class into groups. Have the groups think of situations that
show foolishness, the opposite of wisdom. Tell them to present these
in skits.
2. Identify the foolishness portrayed in the various skits.
3. Ask: What sort of foolishness did Solomon make that eventually
caused his downfall? (From being a simple and wise king, he became
extravagant, idolatrous, and proud. He ignored the covenant rules
that his father, David, reminded him about at his inauguration.)
4. Discuss the reasons for Solomon’s downfall (see worktext pages
151–153).
a. Many foreign wives (700 wives and 300 concubines)
 What was Solomon’s reason for taking many foreign (non-
Israelite) wives? (to further his military and commercial
interests)
 What was unwise in this strategy? (It encouraged idolatry
[worship of other gods] in Israel. This was a serious sin against
the covenant but it pleased his foreign wives. Solomon himself
eventually worshipped the gods of his wives.)
b. Greed and extravagance
 What were the evidences of Solomon’s extravagance?
 What were the serious consequences of his extravagance?
c. Israel began to be divided due to Solomon’s neglect of the people.
5. Describe the consequence of Solomon’s sins. Ask: How was God’s
mercy shown in spite of Solomon’s sins? Do you sympathize with
Solomon? Why? Why not? Do you know of celebrities who became
blinded by success and forgot God and eventually came to nothing?
Have the class reflect on this passage that summarizes the end of
Solomon’s life:
“I have seen all things that are done under the sun, and behold, all
is vanity and a chase after wind” (Eccl 1:14).
6. End with a quiet moment to give the students time to reflect on this
passage. Before leaving, remind them of their report on a wise saint.
80
Session 3:
WISDOM BOOKS
1. Open with the student activity Priorities and Distractions on page
157. Ask:
 What did you discover about your priorities?
 Do you have time for nourishing your friendship with God?
 What can you do to establish a more balanced lifestyle? Is there
a motto or saying that can guide you?
2. Tell the students to open their book to page 154 and read the
description of the Wisdom Books. Discuss this. Afterward, give these
instructions: Find the Book of Proverbs and the Book of Sirach in your
Bible. Skim through them. Find passages that tell you how to live an
orderly, happy life.
3. Give two passages from the Book of Proverbs: Proverbs 13:20 and
22:29. Ask: What do these two passages say about becoming suc-
cessful in your studies? Are these good pieces of advice? Say: The
Wisdom Books give good advice about many things. We need to
appreciate the Wisdom Books, learn to understand them, live them
out, and pray with them.
4. Read some selected passages from the Book of Proverbs and the Book
of Sirach (worktext pages 155 and 156). Ask the students to share
an experience they had and choose the passage that is appropriate
for it.
5. Give a short quiz on the seven Wisdom Books to assess the students’
familiarity with them. The names of the books can be written on the
board. The students will simply choose the name of the book being
described.
6. Remind the students that the report on a wise saint is to be submitted
next meeting.
81
THE PROPHETS: CALLING

US TO CONVERSION
Chapters 9, THE PROPHETS: CALLING US TO RENEWAL
10, and 11 ISAIAH AND GOD’S MESSIANIC
PROMISES
Worktext Pages: 158–203

The students demon- I want my students to understand that the
strate understanding of teachings of the Old Testament prophets were
these truths: meant not just for the Israelites but for us today
 The prophets of as well. Therefore, we must regard their teachings
the Old Testa- as no less than the word of the living God, who
continues to call us to a converted and renewed
ment served as
life.
God’s spokesper-
sons who remind-
ed the people of
their covenant
with God in
various ways and
context. (Doc-
trine 1)
The prophets also
gave the so-
called messianic
prophecies point-
ing to Jesus as the
promised Savior.
(Doctrine 2)
  The prophets re-
vealed their ex-
perience of God
as a just God, a
loving Father, a
quiet God, a divine
82
potter, a good
shepherd, the
Holy One, the
Savior of all.
(Doctrine 3)
Performance MEANING
 Act justly, care 1. God called certain 1. What sort of
for their fellow individuals to leaders were the
human beings, be His prophets Old Testament
and condemn and to proclaim prophets?
wrongdoings His message of 2. What do the
wherever they salvation to the Old Testament
see them. kings and to the prophets and
Accept that they Israelites. modern-day
are responsible 2. Faithfulness to prophets have in
for their actions. the covenant common? Why
 Be a light to with God was the are they unpopu-
others. focal point of the lar?
 Do a paraliturgy message of the 3. What did the
on the theme of Old Testament prophets reveal
conversion. prophets. about God?
 Offer God true 3. The prophets 4. What are the im-
worship by living advanced God’s portant messages
an upright life and plan of salvation of the Old Testa-
being helpful and by preparing the ment prophets
kind to others, people for the that continue
especially the coming of the to be relevant
poor. Messiah. today?
 Frequent the 4. The messages of
Sacraments of the Old Testa-
Reconciliation ment prophets
and the Holy Eu- are as dynamic
charist to receive and relevant
forgiveness and to us today as
the grace to they were to the
renew their lives. Israelites.
83
Performance
Standard
 Reflect on who
God is for them
at this stage in
their life.
ACQUISITION
Knowledge Skills
The students will The students will
know: be able to:
1. the role of the 1. Pantomime the
prophets in the functions of the
Old Testament Old Testament
2. the context of p ro p h e t s a n d
the call of the their manner of
prophets, their prophesying
messages, their 2. Construct a web
images of God, chart of one
and their aliases, social problem
which serve as in the Philip-
reminders of pines showing
their signature its causes and
prophecy effects
3. the messianic 3. Suggest a solution
prophecies from to the social
the Prophetic problem using
Books and other the teachings of
parts of the Bible the prophets
4. Dramatize a sit-
uation of uncon-
ditional love in
the family
5. Write a letter of
repentance to God
6. Share an empo-
wering, as well as
a painful, experi-
ence
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STAGE 2—EVIDENCE
of Understanding
Goal Explain
Apply the message of God to Describe the role of the Old
Israel during the time of the prophets Testament prophets.
to our present social context in the
Philippines using a song. Submit
the song lyrics and a one-paragraph Interpret
explanation of your song (maximum Make meaning of the Old
of ten sentences). Present the prophet Testament messianic prophecies
song in groups of six or seven. in the light of the New Testament
revelation of Jesus Christ.
Role
The students will be the analyzers, Apply
researchers, composers, and players Apply the messages of the Old
of musical instruments. Testament prophets to our present
context and live by them.
Audience
Entire class, invited teachers Perspective
Analyze present-day situations
(social and religious) in the light of
Situation the message of the prophets.
 Analyze one specific social
issue/concern in the Philippines
Empathy
today.
Assume the role of the Old
 Compare the issue with that
Testament and present-day prophets
of Israel during the time of the and be touched by the difficulties
prophets (Elijah, Amos, Hosea, and real dangers they face/d as
Jeremiah, Ezekiel, Jonah, and prophets.
Isaiah).
 Reflect on how the prophets
Self-knowledge
tried to address the social issue
of their times by proclaiming Recognize our weaknesses and sins,
God’s will for His people. both as individuals and as a society,
and accept our responsibility for these
sins and our need for conversion and
renewal.
85

 Compose a song that addresses
a social issue and expresses
God’s message to the Filipino
people today.
Options:
1. Write one’s own lyrics and
adapt the melody of an
existing contemporary song.
2. Write one’s own lyrics and
compose an original melody.
Product/Performance
Prophet song
Standards (Rubric)
(See next page.)
86

Content 50% Clarity of social issue (20%)—the social issue chosen
should be a real concern in the Philippines today and
should be well-described in the song
Effective and appropriate proposed solution (30%)—
solution should be expressed as action points; solution
suggested must conform to God’s will as taught by
the prophets
Song 50% Organization and teamwork (20%)—punctual
Presentation submission of the song
Creativity and musicality (30%)—use of musical
instruments and other media; correct singing of the song
Total 100%

87

Sessions 1 and 2:
WHO WERE THE OLD TESTAMENT PROPHETS?
1. Discuss the time of the appearance of most of the Old Testament
prophets, during the years following the downfall of Solomon and
the period of the Divided Kingdom (see page 162 of the worktext).
2. Discuss the desired results, the essential questions the students will
try to answer in the course of the sessions, the performance task
that will serve as the culminating activity for chapters 9–11, and the
rubric to be used.
3. Explain the elements to be taken up in the study of the prophets
discussed in Chapters 9, 10, and 11 (Elijah, Amos, Hosea, Jeremiah,
Ezekiel, Jonah, and Isaiah).
 Name of the prophet and the situation in Israel at the time of
the prophet’s calling
 The call story
 The prophet’s alias and his prophetic style
 The prophet’s life and message
 The prophet’s image of God
 The relevance of the prophet’s message for us today
 Our personal response to the prophet’s message, both in the
personal and societal level
 Significant passages to memorize from the prophet
4. Begin with a description of the Old Testament prophets. Who were
they? Tell the students to read pages 162 and 163 of the worktext.
Organize groups to do skits showing the role of prophets in ancient
Israel.
5. Evaluate the skits. Let the students write on the board what they
perceive about the prophets from the skits.
6. Challenge the class with this question: Are the Old Testament prophets
fortune-tellers? Explain.
7. Divide the class into groups. They will be the “experts” during
the discussion of the prophet assigned to them. Their input in the
discussion will be graded as a group quiz. They can gather their own
resource materials for further reading on the prophet.
88
8. Allow the groups to meet and assign tasks to the members. The
students will keep the same grouping for the final performance task
on the prophets.
9. Choose any psalm for the closing prayer.
10. Alert the Elijah group to be prepared with their report in the next session.
Session 3:
ELIJAH’S CALL TO FAITH
1. Opening Prayer: Have some moments of silence. Play the song “God
of Silence.” Flash the lyrics of the song on a projector screen.
2. Ask the Elijah group: Why did we choose the song “God of Silence”
as opening prayer? (All questions asked are to be answered by the
reporting group.)
3. Discuss briefly the “coexistence” of faith and paganism or what we
call split-level Christianity among Filipinos today. For example, you find
the picture of Our Lady of Perpetual Help among stickers of pin-up
girls. Tricycle drivers pray to the Blessed Mother for protection but
also “get inspired” by pornography.
 Ask the class to give other examples of this mix-up of the sacred
and the profane.
 Pose this question: What are other forms of idolatry in our times?
4. Describe the circumstances of Elijah’s call, his life, and his effect on
the leaders of his time. What does “Elijah” mean? Is there a connec-
tion between his name and his mission as a prophet?
5. Have the Elijah group role-play the contest at Mt. Carmel.
 What message is conveyed by the contest?
 What is the effect of this event on the Israelites? pagans? the
king and queen? Elijah?
6. Discuss the other message in the Elijah story.
 Why did Elijah flee to the mountains?
 Describe Elijah’s encounter with God (recall the symbolism of the
mountain as a place of encounter with God—Moses’ call, the
giving of the Ten Commandments, the temptation of Jesus)
 What is the image of God portrayed in this encounter? (the God
of Silence)
7. Have the class do the student activity The God of Silence on page 165.
89
8. Ask: How did Elijah teach that faith and justice must go together?
9. Homework for the Elijah group: Work on the marginal note about
stories of land grabbing. Submit a group report on a half sheet of
paper, one side only.
10. Alert the Amos group to be prepared the next meeting. Tell them to
bring newspaper clippings about social injustice in the Philippines
and a piece of manila paper for the quiz.
Session 4:
AMOS, THE PROPHET OF SOCIAL JUSTICE
1. Open with this prayer for social justice:
Father in Heaven, look with tender mercy upon the multitudes of our
day who bear the indignities of injustice. Raise up leaders in every
land dedicated to Your standards of order, equity, and justice. Guide
our minds to a meaningful understanding of the poor, the oppressed,
and the underemployed. May we hunger and thirst for justice always.
Amen.
—Fr. John Hardan, S.J.
2. Ask the members of the Amos group to sit in front of the class. They
should have newspaper clippings about cases of social injustice in
the Philippines. Have them discuss these cases to the class and justify
why they consider these cases injustices.
3. Give one question for each member to answer.
 Connect the cases of social injustice in the Philippines with the
situation during the time of Amos. What are the similarities? Can
social injustice exist in the classroom? How?
 Describe Amos’ style of preaching against the injustices of his
time. (The student/s may quote some passages from the Bible
and read it in Amos’ style.)
 Explain the other sin of Israel—false worship.
 What is Amos’ message to the people of Israel? to us Filipinos?
 According to Amos, how does God look at the sin of social
injustice?
 What is Amos’ image of God?
 What will happen if the problem of injustice (whether in the
classroom, in our society, or in ancient Israel) is not corrected?
90
 How did Amos deliver the words of warning about the punishment
of God?
4. Allow other students to ask questions.
5. Give the Web Chart activity on page 169 as a group quiz (20 points).
Tell the students to work on this with their prophet group and to
write their web chart on manila paper. Addition: Have the students
also cite a quote from Amos that is relevant to the social problem
they have chosen.
6. Alert the members of the Hosea group to be ready with their report
in the next session. Tell them to also prepare a role-play showing
unconditional love in the family.
Session 5:
HOSEA’S CALL TO FAITHFUL LOVE
1. Have the Hosea group present its skit.
2. Process the role-play. Ask the class: How do you feel about seeing
this kind of love in a family? Ask the student who played the role
of someone giving unconditional love: How do you feel about what
you portrayed? Have the class share real life stories of unconditional
love and films and books about true love.
3. The group will take turns answering the following questions:
 Explain why Hosea’s story is unique. (His life as a prophet is
already the message.)
 Narrate the story of Hosea and Gomer. (Members take turns.)
 Why do we say that Hosea’s life is his message as a prophet?
 What is God’s message shown through the life experiences of
Hosea?
 What image of God is brought out in the story of Hosea? (loving
husband and a loving father)
4. Address this to the rest of the class: How are we like Israel with regard
to our relationship with God?
5. Reflection: Think of the person who loves you the most. What does
he or she do for you? How do you respond to this person?
6. Have the class do a self-evaluation using the list of Christian attitudes
that are part of faithful love found on page 173 of the worktext.
91
Tell the students to write in their notebook their score for each item.
(5—Very Good; 4—Good; 3—Fair; 2—Poor; 1—Very Poor)
7. Give the student activity A Letter to God on page 174 as homework.
Tell the students to bring their letters the next session.
8. Close with the reading of 1 Corinthians 13:1–13 (The Way of Love).
Session 6:
PARALITURGY
1. Devote the first part of the session for the preparation for the
paraliturgy.
2. Hold the paraliturgy. Refer to pages 176 and 177.
3. Remind the members of the Jeremiah group that they will give their
report the next session.
Session 7:
JEREMIAH: BE CONFIDENT IN THE LORD
1. Link the past lessons to the story of Jeremiah by asking: Did the
people heed the warnings of the prophets? Jeremiah gave the final
call to repentance and strong warnings on the impending punishment
of the people (the fall of Jerusalem, the destruction of the temple,
and the loss of their king).
2. Give the Jeremiah group five minutes to perform each of the
following events: the prophet’s call, his prophecies, and his persecu-
tions/inner struggles.
3. Ask the group the following questions:
 Why was Jeremiah hated by the people, including his relatives?
 Compare Jeremiah at the time of his call and after some years.
 What was the factor that changed his personality?
 How did Jeremiah’s and the people’s experience shape his image
of God?
 Do you think it is apt to call Jeremiah a ‘prophet of torment’?
Explain your answer.
 What is the significance of Jeremiah’s prophecy to the New
Covenant of Christians today?
92
 Jeremiah was called to be a prophet at a very young age. What

message does this event have for young people like you?
4. Close the lesson by briefly summarizing the story of Jeremiah.
5. Give the student activity An Experience of Empowerment on page
185 as homework.
6. Remind the Ezekiel group of their report the next meeting. Remind
also all the groups about the culminating activity at the end of the
lessons on the prophets.
Session 8:
EZEKIEL: RECEIVE A NEW HEART AND A NEW SPIRIT
1. Give a true-or-false quiz (ten points) on Jeremiah.
2. Ask some members of the Ezekiel group to act out the statements in
the student activity Charades on page 187. Have the class guess the
answers. Ask: What do these statements represent? (the message
of Ezekiel)
3. Call one member of the group to describe the setting of Ezekiel’s
prophecy.
4. Do a dramatic reading of Ezekiel’s call (see pages 186 and 187).
5. Dramatize Ezekiel’s prophetic style.
6. Discuss Ezekiel’s prophetic message.
a. Assurance of God’s Presence. Let someone from the group draw
on the board Ezekiel’s vision (of wheels with eyes that could move
in any direction and see anything they wanted to see) and explain
the symbolism.
b. Personal Responsibility for Our Sins. Explain this and illustrate
how this is a message of hope for us today.
c. The Coming of a New Jerusalem. Describe this New Jerusalem.
Explain the message in the context of the Jews, as well as in the
context of our Christian life today.
7. Discuss the image of God that Ezekiel had. (God as the Good Shep-
herd)
8. Have the class do the journal activity Renewing Ourselves on page
193.
9. Ask the Jonah group to be prepared with their report the next meeting.
93
Session 9:
JONAH: SALVATION IS FOR ALL
1. Have the Jonah group give a complete report on the prophet Jonah
(see the list on page 90 of the learning guide). Give them the choice
to do some parts in creative ways.
2. Conduct an open forum.
3. Graded seatwork: Read summary #3 on page 192. Ask: How can
Jonas’ message guide our relationship with non-Catholics or Born-
again Christians? Discuss.
4. Alert the Isaiah group to be prepared for the next session.
Session 10:
ISAIAH AND GOD’S MESSIANIC PROPHECIES
1. As an opening prayer, have the class sing “Holy, Holy, Holy” and its
Tagalog version, “Santo, Santo, Santo.”
 Ask: When do we sing this song at Mass?
 Mention that the prayer and song “Holy, Holy, Holy” is taken
from the call story of Isaiah.
 What other Mass songs do you know that are taken from the
Book of Isaiah?
2. Introduce the uniqueness of the Book of Isaiah, including the kind
of language used especially in Second Isaiah. Read some lines from
the Second Book:
 Isaiah 49:15–16 Isaiah 43:1–3a Isaiah 41:10
3. Call the group of Isaiah. Have them discuss the following:
 Call of Isaiah
– Why did Isaiah feel unworthy?
– What did the seraphim’s act of touching Isaiah’s lips with a
burning ember mean?
– What was the effect of this on Isaiah?
 Isaiah’s Message
a. God is the Holy One.
– Review God’s fidelity recorded in the Old Testament.
– How did the Israelites show their infidelity? What about us?
94
– What does God expect from us in this aspect? (to be

holy like Him, to be “perfect as your heavenly Father
is perfect,” which means to love God and love one’s
neighbor)
– Have the class do Holiness Analysis on page 198.
b. Messianic Prophecies of Isaiah
– Read Summary #3 on page 204. Focus on the Suffering
Servant.
– What are the characteristics of the Suffering Servant?
– How were the prophecies about the Suffering Servant
fulfilled in Jesus?
4. Tell the students to do the activity A Suffering Servant Today on page
203.
5. End with a reflection. Ask: How does Jesus, the Suffering Servant,
give us hope?
Sessions 11–13:
PERFORMANCE TASK
(2–3 GROUPS PER SESSION)
Session 14:
OTHER MESSIANIC PROPHECIES
1. Opening Prayer: any song or poem of hope
2. Have the students share moments when they especially needed to
hope in God.
3. Give this input: Hope is a great Christian trait. It is a sign of our
belief in God as our Lord and Savior, the only One who can save us.
Hope is placing our trust in God who is in charge of the affairs of
the world, no matter how chaotic and messy we find it at present.
The Old Testament messianic prophecies express the hope of Israel
for the coming of the promised Savior.
4. Allow the students to read in silence the messianic prophecies
(pages 202 and 203).
5. Call some students to explain how Jesus proved to be the Messiah
spoken of by the Old Testament prophets.
6. Close with the song “Emmanuel.”
95
ISRAEL’S STORY IMAGING

OUR FAITH JOURNEY

The students demon- At the end of the first year course, I want my
strate understanding of students to realize that there is only one story
these truths: running through the Old Testament—God loves
  G o d r e v e a l e d us so much that He revealed Himself to us to invite
Himself in stages. us to share in His life. Knowing this, they can live
each day aware of God’s fidelity and our need for
In the Old Tes-
His mercy and forgiveness.
tament, God re-
vealed Himself
through biblical
signs made up
o f w o rd s a n d
d e e d s . To d a y,
through His
inspired Word
in the Old Tes-
tament, God
reveals Himself
to us and inspires
us to respond to
His covenant.
(Doctrine)
 Faith is our re-
sponse to God’s
revelation. It is
both a gift from
God and a human
act. (Morals 1)
Each of us has a
calling, a mission
in life. (Morals 2)
96
ESTABLISHED GOAL
 Faith is also en-
t r u s t i n g o u r-
selves in God’s
hands through
prayer and
sincere worship.
(Worship)
Performance MEANING
 Pray for an in- 1. God reveals Him- 1. If there was only
crease in faith. self to us in the one story in
 Do a year-end Bible and in our the Bible, what
thanksgiving daily lives. would that be?
paraliturgy. 2. Israel’s story of 2. What do the va-
Appreciate Mary, faith is our own rious themes in
the New Eve, as story of faith. the Bible reveal
the one who 3. God continues about God?
perfectly coop- to create, libe- about human
erated in God’s rate, and call His beings?
plan. people to conver- 3. What is the
sion and authen- most important
tic faith. thing you learned
4. Authentic faith about God and
is not separate yourself this
from moral living. year?
ACQUISITION
Knowledge Skills
know: able to:
the various bibli- 1. Review and syn-
cal themes thesize the
 the reason why various Old Tes-
Mary is called the tament themes
New Eve through tableaus.
97
ACQUISITION
Skills
2. Draw a time
line indicating
the ups and
downs in one’s
life and reflect
on whether God
was present or
absent during
those times.
3. Evaluate one’s
own faith life.
98
STAGE 2—EVIDENCE
Performance Task
of Understanding
Goal Explain
Hold a year-end thanksgiving Justify Mary’s title as the New Eve.
celebration.
Interpret
Role
Find the biblical character that
The students will act as readers of best represents one’s present self.
the Word of God, petitioners, writers,
and singers. Apply
Audience Imitate men and women of faith

in the Bible. Be inspired by their
Teacher and students transformation.
Situation Perspective
Community prayer/celebration Compare and contrast Israel’s and
one’s faith stories.
Product/Performance
A paraliturgy Empathize
Relate with Israel’s cycle of
Standards (Rubric) s i n – p u n i s h m e n t – re p e n t a n c e –
deliverance–freedom and prosperity–
An evidence of a well-planned self-centeredness and pride.
liturgy, animated participation,
desire to give thanks for the year’s
faith journey. Self-knowledge
Reflect on one’s own image of
God.
99

Assignments are carefully carried out.
Setting/ambiance for prayer is set.
Relevant songs are sung well.
Prayerful mood is established.
Flow of prayer service is uninterrupted.
Evidence of attention and devotion from participants is present.


Session 1:
A REVIEW OF THE MAJOR OLD TESTAMENT THEMES
1. Discuss the desired results, transfer goals, essential questions, and
performance task.
2. Divide the class into six groups (corresponding to the six major Old
Testament themes). Instruct the groups to create a scene or a tableau
of the theme assigned to them (see pages 208–210). Take a picture
of each group’s tableau. Later, upload the pictures on the computer
for the students to see and discuss.
3. Give the groups time to plan and discuss their scene.
4. Let the students present their tableaus. Ask the class what
each group is trying to portray. What do the scenes demonstrate?
5. Write the major Old Testament themes on the board. Ask the stu-
dents to recall the lessons they learned from each theme. Write their
answers on the board.
6. Ask: Who is the character you can identify with the most? Why? Ask
some students to share their answer.
7. Summarize the lesson by reading Israel’s Story: Our Own Story on
page 210 of the worktext, and Growing in Faith on page 211.
8. Pray the Glory Be.
100
Session 2:
SALVATION STORY CONTINUES TODAY
1. After the opening prayer, have the students do a time line showing
the major or significant events in their life. Tell them to think of
symbols for these events. Have them draw the symbols above the line
if they were happy events, and below the line if they were sad events.
2. Tell the students to reflect on how God was present in both their
high and low times. Explain to the class that God can be present to
them through other people or natural events. The presence of God
need not be a mystical experience.
3. Have the students share their time line with a friend or friends. Tell
them to call their work “My Own Salvation History.”
4. Lead the class to realize that the salvation story began in the history
of the people of Israel, was fulfilled in Jesus Christ in the New
Testament, and continues through His Church today and in our own
lives. God continues to create, liberate, and transform.
5. Have the students evaluate their own response in faith to the continu-
ing revelation of God in their life. Ask: How is your faith quotient?
Let the students reflect on this.
6. Present Mary as a person we must look up to because she completely
cooperated in God’s plan. Tell the class to read pages 211 and 212
of the worktext.
7. Tell the students to prepare for the paraliturgy to be done in the next
session.
Session 3:
A YEAR-END THANKSGIVING
Do the Unit 4 paraliturgy with the class.
101
Glossary
Ark of the Covenant The portable chest that contains the two stone
tablets of the Ten Commandments; the Israelites believed Yahweh was
enthroned here in a special way
Bible The collection of ancient sacred Judaeo-Christian writings about God’s

revelations to His people; it has two parts: the Old Testament and the
New Testament
biblical inspiration The inspiration given by the Holy Spirit to the human
authors and editors of the Bible by which the books of the Bible were
written
Chosen People In the Old Testament, this refers to the Israelites; in the New
Testament, this refers to the people who accept Jesus as their Savior
and Messiah
concupiscence An inner disorder or inclination to sin
conscience The sense or consciousness that discerns and judges if a particular
thought, word, or deed is good or evil
covenant A form of agreement between God and His people; it has two
parts: (1) an offer of friendship and promises of blessings and (2) a
demand for loyalty and obedience
conversion A radical change of direction; a decision to abandon one’s old
ways and lead a new life
Creation God’s free act of creating and sustaining all life
Decalogue (“ten words”) The Ten Commandments; a summary of the

Israelites’ religious and moral obligations in their covenant with Yahweh
exile Banishment to a foreign country as a form of punishment; the

Babylonian exile refers to the experience of the Israelites after the fall of
the kingdom of Judah when they were brought to Babylon as prisoners
and forced to stay there for fifty to seventy years
Exodus The departure of the Israelites from Egypt under Moses’ leadership
102
faith Our free, reasonable, personal, and grace-filled response to God and
His divine revelation
fidelity Faithfulness
grace God’s free gift of self through which we share in His divine life and love
holiness The perfection of charity (love); the union of love of God and love
of neighbor
holocaust An offering of an animal or a harvest to God as a form of worship
idolatry Worship of false gods

inerrancy Freedom from error; the Bible’s attribute of being free from error
as far as its religious messages are concerned
Israel The northern part of the kingdom of Israel; also called Ephraim
Judah The southern part of the kingdom of Israel whose capital was Jerusalem
judges National leaders called by God before Israel had a king
Messiah The Savior and King that the Israelites hoped for
messianic prophecies The prophecies made by a few Old Testament prophets
concerning the Messiah
mystery A reality about which there is always more to understand because
of its relation with God
New Testament The twenty-seven inspired books of the Bible written

between A.D. 50 and A.D. 100 that proclaim Jesus as the Messiah and
the Son of God
Old Testament The collection of sacred books written over a period of 900
years during the first covenant of God with Israel; it announces the
coming of the Messiah
103
original sin The sin of the first humans that brought evil and brokenness
into the world
Passover A Jewish festival that commemorates the Exodus; the exemption

of the Israelites from the slaughter of the Egyptians’ firstborn by the
angel of death
petition Intercession; a prayer request or intention
plague A disastrous evil or affliction
prayer A way of talking and listening to God
Promised Land Canaan, later known as Palestine
prophet One who received a special calling from God to deliver His message
to His people
proverb A short saying that expresses a general truth
Psalms Prayer-songs of the Israelites often attributed to David
remnant Refers to the few Israelites who remained faithful to Yahweh and
His commandments; the most significant of them is often called the
holy remnant; it was through this group that God carried out His saving
plan; the group where Jesus, the Savior of all mankind, came from
repentance The act of being sorry for one’s wrongdoing and turning away
from sin
revelation “Taking away the veil”; God’s way of making Himself known
through words and deeds in salvation history
Sabbath The seventh day of the week that the Jews consider as the Day
of the Lord
Sacred Scriptures Sacred writings; the Bible
salvation The state of wholeness of life that is God’s will for all people; in
the Old Testament, this refers not only to spiritual liberation but also to
physical or material liberation (e.g., the Israelites’ freedom from slavery)
salvation history God’s intervention in human history for the purpose of
fulfilling His saving plan, which began in the Old Testament, was fulfilled
in the New Testament, continues in the Church today, and will go on
until the end of the world when we shall experience “a new earth and
a new heaven”
sin In the Old Testament, a willful violation of Yahweh’s commands
104
social injustice A situation of inequality in society

Suffering Servant In the Book of Isaiah, a figure who bears the punishment
for the sins of others; Christians believe that the Suffering Servant is
Jesus Christ who redeemed mankind from sin
temptation Something that incites people to do wrong

105
Appendix A: Treasury of Prayers
MORNING OFFERING
A prayer consecrating the entire day to the glory of God
O my Jesus, through the Immaculate Heart of Mary,

I offer You my prayers, works, joys, and sufferings of this day
for all the intentions of your Sacred Heart,
in union with the Holy Sacrifice of the Mass throughout the world,
in reparation for my sins,
for the intentions of all my relatives and friends,
and in particular, for the intentions of the Holy Father. Amen.
A PRAYER FOR SPIRITUAL FREEDOM

This prayer is frequently used by Jesuits to begin classes and meetings.
O Spirit of God, we ask You to help orient

all our actions by Your holy inspirations.
Carry them on with Your gracious assistance,
that every prayer and work of ours may always begin from You
and through You be happily ended. Amen.
PRAYER FOR GENEROSITY

Attributed to St. Ignatius of Loyola
Dearest Lord,
Teach me to be generous.
Teach me to serve You as You deserve,
To give and not to count the cost,
To fight and not to heed the wounds,
To toil and not to seek for rest,
To labor and not to ask for reward,
Save that of knowing that I do Your will.
Amen.
106
CENTER OF OUR HEARTS

A prayer to the Sacred Heart of Jesus
St. Claude La Colombiere, S.J.
O God, what will You do to conquer

the fearful hardness of our hearts?
Lord, You must give us new hearts,
tender hearts, sensitive hearts,
to replace hearts that are made of marble and of bronze.
You must give us Your own Heart, Jesus.
Come, lovable Heart of Jesus.
Place Your Heart deep into the center of our hearts
and enkindle in each heart
a flame of love as strong, as great,
as the sum of all the reasons that I have
for loving You, my God.
O holy Heart of Jesus, dwell hidden in my heart,
so that I may live only in You and only for You,
so that, in the end, I may live with You eternally in heaven.
Amen.
SUSCIPE
Prayer of Self-dedication to Jesus Christ
St. Ignatius of Loyola
T ake, Lord, and receive all my liberty,

my memory, my understanding,
and my entire will.
all that I have and call my own,
You have given me.
To You, Lord, I return it.
Everything is Yours; do with it what You will.
Give me only Your love and Your grace.
That is enough for me.
107
MEMORARE
Remember, O most gracious Virgin Mary,

that never was it known
that anyone who fled to your protection,
implored your help, or sought your intercession was left unaided.
Inspired with this confidence, we fly unto you,
O Virgin of Virgins, our Mother;
to you we come, before you we stand,
sinful and sorrowful.
O Mother of the Word Incarnate,
despise not our petitions,
but in your mercy, hear and answer us.
Amen.
PRAYER FOR LOVE AND ATTENTION FOR EACH PERSON

From Come and See: Morning and Evening Prayers for Time of Retreat
Lord, You were attentive to each person You encountered:

to the little people and to the rich,
to sinners and to saints,
to all without distinction.
Teach me to be attentive to each person
whom You place on my path of life.
Teach me to be, by my life, a message of Your love to others.
PRAYER FOR COMPASSION

Pierre Teilhard de Chardin, S.J.
O God, I wish from now on

to be the first to become conscious
of all that the world loves, pursues, and suffers;
I want to be the first to seek,
to sympathize, and to suffer;
the first to unfold and sacrifice myself,
to become more widely human
and more nobly of the earth
than any of the world’s servants.
108
PRAYER OF ST. FRANCIS OF ASSISI
Lord, make me an instrument of Your peace.

where there is hatred, let me sow love;
where there is injury, pardon;
where there is doubt, faith;
where there is despair, hope;
where there is darkness, light;
where there is sadness, joy.
O Divine Master, grant that I may not so much seek

to be consoled as to console;
to be understood as to understand;
to be loved as to love.
For it is in giving that we receive;
it is in pardoning that we are pardoned;
and it is in dying that we are born to eternal life.
THE ROAD AHEAD

Thomas Merton
M y Lord God, I have no idea where I am going.

I do not see the road ahead of me.
I cannot know for certain where it will end.
Nor do I really know myself,
and the fact that I think I am following Your will
does not mean that I am actually doing so.
But I believe that the desire to please You
does in fact please You.
And I hope that I have that desire in all that I am doing.
I hope that I will never do anything apart from that desire.
And I know that if I do this,
You will lead me by the right road,
though I may know nothing about it.
Therefore will I trust You always
though I may seem to be lost and in the shadow of death.
I will not fear, for You are ever with me,
and You will never leave me to face my perils alone.
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PRAYER FOR DECISION MAKING

St. Francis of Assisi
M ost high and glorious God

come and enlighten the darkness of my heart.
Give me right faith, certain hope, and perfect love,
that everything I do may be in fulfillment of Your holy will.
Through Jesus Christ, my Lord. Amen.
ACT OF CONTRITION
O my God, I am sorry for my sins because I have offended You.

I know I should love You above all things.
Help me to do penance, to do better,
and to avoid anything that might lead me to sin. Amen.
PRAYER BEFORE CONFESSION

from Lord, Have Mercy by Scott Hahn
Receive my confession,
O most loving and gracious Lord Jesus Christ,
only hope for the salvation of my soul.
Grant to me true contrition of soul, so that day and night I may by
penance make satisfaction for my many sins.
S avior of the world O good Jesus,

who gave Yourself to the Death of the Cross to save sinners,
look upon me, most wretched of all sinners;
have pity on me, and give me the light to know my sins,
true sorrow for them,
and a firm purpose of never committing them again.
O gracious Virgin Mary, Immaculate Mother of Jesus,

I implore you to obtain for me by your powerful intercession
these graces from your Divine Son.
St. Joseph, pray for me.
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PRAYER AFTER CONFESSION

from Lord, Have Mercy by Scott Hahn
O almighty and most merciful God

I give You thanks with all the powers of my soul
for this and all other mercies, graces, and blessings
bestowed on me,
and prostrating myself at Your sacred feet,
I offer myself to be henceforth forever Yours.
Let nothing in life or death ever separate me from You!
I renounce with my whole soul all my treasons against You,
and all the abominations and sins of my past life.
I renew my promises made in Baptism,
and from this moment I dedicate myself eternally to Your love
and service.
Grant that for the time to come,
I may detest sin more than death itself
and avoid all such occasions and companies
as have unhappily brought me to it.
This I resolve to do by the aid of Your divine grace,
without which I can do nothing.
Amen.
PRAYER FOR ONE’S FAMILY
M ay Your presence, most loving Jesus,

ever bless our home
and fill it with the virtues so perfectly practiced
in Your own Holy Family at Nazareth.
Protect us from all dangers,
bless our endeavors,
and keep always in our family
the spirit of love, peace, and happiness.
Amen.
111
Appendix B: Unit Paraliturgies
U N
I T PARAL
PARALITURGY
P A
1
Preparation
1. Choose a venue. This prayer service is best done outdoors where
there is plenty of light, air, trees, and flowers.
2. Bring the following:
 small rocks (to build an altar with)
 candles in glass containers
 mats or sarong
 cassette or CD player
 guitar
 copies of the songs
3. Assign readers.
Gathering
While an instrumental song is being played, take your place in silence.
When everyone is seated, everyone must join in the singing of the opening
song.
Opening Song
(any appropriate song about Creation)
112
Opening Prayer
Teacher: God, our Creator and Father, we praise and thank You because
You have lovingly created us and the beautiful world around us.
Through Your divine providence, we continue to have life. You sustain
us in Your wisdom and goodness. You gift us with uniqueness. Do
not allow us to doubt our individual value or worth. Help us accept
the persons we are becoming. Amen.
Reading
First Story of Creation (Gn 1–2:4)
Responsorial Psalm
“Kahanga-hanga”
Reflection
Walk around in silence and choose an object from nature that symbolizes
your gift or talent or your call to be a steward of God’s creation.
Faith Sharing
Volunteers may share their reflections or contemplations. After the
sharing, all students must place their objects on the mat or sarong before
the altar.
Litany of Praise and Thanksgiving

Response: We praise and thank You, God. Alleluia.
1. The heavens declare the glory of God; the sky proclaims its
builder’s craft. (Response)
2. Earth is completely full of things You have made. (Response)
3. God, what variety You have created, arranging everything so
wisely. (Response)
4. You visit the earth and water it; You load it with riches.
(Response)
5. The earth is full of the goodness of God. (Response)
6. God fashioned man out of dust from the soil; then He breathed
into his nostrils, and thus man became a living being. (Response)
7. God took the man and settled him in the garden of Eden, to
cultivate and take care of it. (Response)
113
8. “It is not good for man to be alone. I will make a suitable partner
for him.” Then God created woman. (Response)
9. God saw all that He made and found it very good. (Response)
Closing Song
“Magpasalamat Kayo sa Panginoon”
114
U N
I T PARAL
PARALITURGY
P A
2
Preparation
1. Paste pictures of leaders (biblical leaders, class officers, school
officials, community and government leaders, Church leaders,
present world leaders) on sheets of bond paper. Use the pictures
as background for the paraliturgy.
2. Bring the following materials: mineral oil, cotton balls, tissue
paper, a CD player, and a recording of “The Servant Song.”
3. Prepare an altar with a big Easter candle (or a look-alike), a pitcher,
and a basin. The pitcher and basin will serve as the reminder of
the Washing of the Feet, where Jesus taught us the concept of
leadership as service.
4. Ten student volunteers must prepare their prayers for leaders.
5. The prayer service will consist of two parts.
Part I – Ceremony of the Anointing
Part II – Litany of Prayers for Leaders
Introduction
Teacher: Today we celebrate in prayer God’s calling of leaders from
biblical times up to the present day. Today we also remember
that all true leadership comes from God. Saying yes to the call to
leadership is a way of participating in His plan.
Let us take the time today to pray for our class officers and
empower them in a special ceremony. Let us also pray for the
leaders of our school, community, church, and country. Above all,
let us pray for the leaders of the nations that are going through
political and economic crises.
115
Ceremony of the Anointing

The class officers must sit in a circle in the middle of the classroom.
When the class officers have taken their places, the teacher should then
prepare a small tray containing scented mineral oil, cotton balls, and tissue.
Teacher: In the Old Testament, leaders chosen by God were anointed

with oil on their head. It was a sign that they were being set apart
and commissioned to carry out a particular task for the people
of God. It was also a sign of empowerment, of God giving them
special strength for their mission.
Today, in Baptism, Christians are anointed with chrism,
a blessed scented oil. The oil is applied on the forehead of the
person being baptized in the form of a cross to indicate that he
or she now belongs to Christ and shares in His mission as priest,
prophet, and king.
In Confirmation, Christians are again anointed to be
strengthened by the Holy Spirit as baptized followers of Christ.
The teacher, at this point, must explain the ceremony to be done to

the class. When he or she is through explaining, the class officers will be
anointed with oil on both hands. The anointing means two things:
1. It is a sign that the class officers have been set apart to fulfill a
special function.
2. It is a sign that each officer is to be an image of Christ to their
classmates. They are now Jesus’ hands that will care for the entire
class.
While “The Servant Song” is being played, the teacher will go to the
class president, lay his or her hands on the student’s head, pray over him
or her, and anoint his or her hands with oil in the sign of the cross. The
teacher must repeat this for all the class officers. When the anointing is
done, the class will applaud the officers. The teacher will then pass around
cotton balls or tissue so the officers can wipe off the oil from their hands.
Then, the class officers must stand and recite the prayer below in unison.
Class Officers: God, our Lord and King, You have called us to be the
leaders of our class. You have given each of us talents and gifts to
share with others. You have given us Jesus to be our model and
leader. We ask Him to rule our minds and hearts. Open us to His
teachings and make us feel His presence in our lives. We ask You
116
to bless our work and projects, our accomplishments and plans.

Help us become courageous and learn from our disappointments
and weaknesses. Like the biblical leaders of old, we trust in Your
promise to be with us always. Amen.
Litany of Prayers for Leaders

The ten student volunteers are to stand before the class and read their
prayers for leaders. After every prayer, the class must say, “Bless Your people,
Lord.”
Closing Prayer
All: Heavenly Father, listen to our prayers. Bless our leaders with
wisdom so they may be active co-builders of Your kingdom of
peace, justice, and love on this earth. Amen.
Dismissal
“The Servant Song”
117
U N
I T PARAL
PARALITURGY
P A
3
Preparation
1. Bring your letter to God to the prayer session. See the student
activity on page 174.
2. Prepare an altar with a crucifix and two candles. Below the
altar, place a big earthen pot (paso) where the letters will be
burned later.
3. Prepare Bibles, a CD player, and a recording of the song “O
Hesus, Hilumin Mo.”
4. Assign readers.
Introduction
Reader: We all desire to do good and be good, but we end up “doing
what we do not want to do.” Such is the situation of sinfulness.
We have seen it in the lives of Kings David and Solomon and of
the entire people of Israel.
Long ago, the Old Testament prophets called people back
to the covenant. Today Jesus calls us to “repent and believe in the
Gospel.” Conversion, which is turning away from false gods and
trusting in the power of God alone, is a continual struggle for us
Christians today as it was for the people of the Old Testament.
We beg for God’s grace, without which no repentance or real
conversion is possible.
Opening Song
(Any song of repentance or sorrow)
118
Opening Prayer
Reader: God our Father, You formed us from the clay of the earth and
breathed into us the spirit of life, but we turned away from Your
face. Christ our Savior, by Your Suffering, Death, and Resurrection,
You saved us from our sins. Holy Spirit, fill our minds with wisdom
and our hearts with love that we may change our bad habits,
negative attitudes, and selfish behavior. Amen.
Reading
Is 1:16–18
Responsorial Psalm
Psalm 51: The Miserere or Prayer of Repentance (selected verses only)
Response: A clean heart create in me, God; renew in me a steadfast
spirit.
1. Have mercy on me, God, in Your goodness; in Your abundant
compassion blot out my offense. Wash away all my guilt; from
my sin cleanse me. For I know my offense; my sin is always
before me. (Response)
2. Against You alone have I sinned; I have done such evil
in Your sight. That You are just in Your sentence, blameless
when You condemn. True, I was born guilty, a sinner, even
as my mother conceived me. (Response)
3. Still, You insist on sincerity of heart; in my inmost being teach
me wisdom. Cleanse me with hyssop, that I may be pure; wash
me, make me whiter than snow. Let me hear sounds of joy and
gladness; let the bones You have crushed rejoice. (Response)
Burning of the Letters to God

While the song “O Hesus, Hilumin Mo” is being played in the background,
approach the altar one by one and burn your letter in the earthen pot.
Teacher: Pray fervently in silence as you burn your letter. Let this act be
a symbol of how you are letting go of your selfish and unjust acts
and attitudes and of how you are renewing your commitment to
the loving service of God and your neighbor.
119
Giving of the Sign of Peace

Go around and give the sign of peace to each other.
Closing Song
Hold hands and form one big circle as you sing “Ama Namin.”
120
U N
I T PARAL
PARALITURGY
P A
4
Preparation
1. Prepare the thanksgiving prayer you did in Chapter 12.
2. Decorate the venue with your “Time Line of Good and Bad
Moments” artworks.
3. Assign readers.
4. Prepare a CD player and a recording of the songs to be used.
Gathering
While a quieting instrumental music is being played, silently reflect

on your time line of good and bad moments. Think about the challenges
that you met, as well as the blessings that you received. Ask yourself
where God was during your good and bad times.
Reading
Is 43:18–19
Responsorial Psalm
“Be Not Afraid”
Faith Sharing
Volunteers share their “Time Line of Good and Bad Moments” artworks.
Litany of Thanksgiving
Enumerate the persons and events that are part of your story of salvation.
All will say “Thank You, Lord.”
121
For the gift of life, thank You, Lord.

For my parents, grandparents, siblings, and relatives, thank You, Lord.
For my home, thank You, Lord.
For the first time I got seriously sick, for the love and care I received,
thank You, Lord.
For my first school, my first teachers, my first classmates, thank You,
Lord.
For my other firsts, thank You, Lord.
Closing Prayer
Reader: Thank You, God, for everything, for the good and the bad.
I believe that You are a faithful God and that You love me
unconditionally. I believe in Your promises. I live in the hope that
You are indeed making something new for me. I trust in You. Amen.
Closing Song
“I Will Sing Forever”

122
123
Appendix C: Activity Sheets

Name: Section:
ACTIVITY SHEET 1
Bible Interviews
Interview two adult Christians. Ask them what they think about the
Bible. Write a brief report on each interview using the form below.
Name of First Interviewee:

Occupation:
This person thinks the Bible is . . .
Name of Second Interviewee:

Occupation:
This person thinks the Bible is . . .
124
125
Name: Section:
ACTIVITY SHEET 2
Visit the Library
1. Choose five books. List their titles and complete the table
below.
PLACE OF
PUBLICATION YEAR OF TYPE/PURPOSE
BOOK TITLE AUTHOR
AND PUBLICATION OF THE BOOK
PUBLISHER
2. How is the Bible similar to these books? How is it different?

126
127
Name: Section:
ACTIVITY SHEET 3
Creating a Flowchart
1. Show in a flowchart how God is sustaining life right now. Use the
space below.
2. Where do we get our essential needs (e.g., air, water, food)? How
does creation continually supply those needs?
128
129
Name: Section:
ACTIVITY SHEET 4
Genesis Truths
Write clear and concise truths that both the first and second Creation
narratives teach us about ourselves, other people, our world, and God.
1. about myself
a.
b.
2. about others
a.
b.
3. about the world

a.
b.
4. about God
a.
b.
130
131
Name: Section:
ACTIVITY SHEET 5
Naming Our Sins

Form groups of four and list sins that alienate us from God, ourselves,
others, and nature. For example:
self – obsession, addiction
others – lying, envy
nature – littering
Compose a prayer asking for the virtue that corrects or stops the sin.
SIN THAT
PRAYER
ALIENATES US
GOD
SELF
OTHERS
NATURE
132
133
Name: Section:
ACTIVITY SHEET 6
Abraham and Faith

Read each statement carefully and choose a passage from Genesis
that confirms the statement. Explain how your chosen passage reflects the
message of the statement.
1. Faith is an unconditional acceptance of God’s word.

Passage:
Explanation:
2. Abraham obeyed God’s will even if it was the hardest thing to

do.
Passage:
Explanation:
3. Being on the side of God sometimes requires us to take some

risks.
Passage:
Explanation:
4. Questions, doubts, and weaknesses are all part of the process of

growing in faith.
Passage:
Explanation:
134
135
Name: Section:
ACTIVITY SHEET 7
Jacob’s Ladder to God

1. Write on each rung of the ladder below the events that brought
Jacob closer to God.
2. What is the most important lesson that you have learned from
Jacob’s life?
3. How are you like Jacob? How can you bring yourself closer to
God?
136
137
Name: Section:
ACTIVITY SHEET 8
Lessons from the Patriarchs

Give examples of how you can live out your faith in your family. Base
your answers on what you have learned from the narratives of the patriarchs.
List one example for each patriarch.
Example: Unlike Joseph who bragged about his new tunic, I will not brag
about my brand-new rubber shoes.
1. Abraham
2. Isaac
3. Jacob
4. Joseph
138
139
Name: Section:
ACTIVITY SHEET 9
Comparing the Passover Meal and the Mass
EUCHARISTIC
PASSOVER MEAL
MEAL/MASS
1. What event is
celebrated?
2. When is it
celebrated?
3. Who celebrates it?
4. What is prepared
on the table?
140
141
Name: Section:
ACTIVITY SHEET 10
Qualities of a Good Leader
Divide into groups. Draw the body part indicated. Opposite the body
part, write the qualities of a good leader that the body part brings to mind.
For example: Eyes—can see problems clearly; has foresight so is able to do
long-term planning
QUALITIES OF
BODY PARTS ILLUSTRATIONS
A GOOD LEADER
eyes
head
heart
hands
142
143
Name: Section:
ACTIVITY SHEET 11
Priorities and Distractions
1. List down your day-to-day activities and indicate the number of

hours you spend on each.
2. Create a pie chart of your activities below.
3. What does your pie chart indicate about your priorities?

144
145
Name: Section:
ACTIVITY SHEET 12
Making Social Justice Happen

Name at least five groups or sectors of people who, in your opinion,
are treated most unfairly in Philippine society. Rank them beginning with the
people who are treated the worst. Opposite the sectors, write what YOU
can do to promote justice to these people.
SECTOR IN WHAT I CAN DO TO

PHILIPPINE SOCIETY PROMOTE JUSTICE
1.
2.
3.
4.
5.
146
147
Name: Section:
ACTIVITY SHEET 13
Developing Christian Attitudes

Below are some Christian attitudes needed to maintain a happy family
life. Write one way you can develop each attitude.
CHRISTIAN HOW I CAN DEVELOP

ATTITUDE THIS ATTITUDE
1. Love—having an honest sense of

care and concern
2. Honor—always keeping one’s

promises
3. Respect—accepting another
person’s strengths and weaknesses
4. Loyalty—being committed to
another person
5. Sensitivity—looking out for the

needs of others
6. Forgiveness—letting go of hate or
anger
7. Cooperation—doing one’s part in a

group activity
8. Faithfulness—sticking together even

during hard times
148
149
Name: Section:
ACTIVITY SHEET 14
My Experience of God
Complete the sentences below and write a thanksgiving prayer.
1. My God is . . .
2. I experience God’s saving power through . . .

a.
b.
c.
3. My thanksgiving prayer:
150
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CHRISTIAN LIFE EDUCATION HIGH SCHOOL SERIES

THE NEW GRADE 7

Sibs Publishing House, Inc.

ALL RIGHTS RESERVED.

Published and distributed by

A Note from the Publisher, ix

The Source: God’s Word in the Scriptures, 1

The Start: God’s Creation All Around Us, 12

The Fall: Originating Sin and Its Consequences, 26

God’s Plan of Salvation: The Call to Faith, 37

Journeying in Faith as God’s People, 46

Learning from God’s Chosen Leaders, 56

Overcoming Obstacles to Faith, 63

The Grace of Wisdom and the Misuse of Power, 72

Israel’s Story Imaging Our Faith Journey, 95

A Note from Your Publisher

SIBS PUBLISHING HOUSE, INC.

THE SOURCE: GOD’S

STAGE 1—DESIRED RESULTS

Evidence at the Level of

Evidence at the Level of Performance

4 The entries are complete: seven correct passages beginning with

Evidence at the Level of Performance

STAGE 3—LEARNING PLAN

5. Explore the implications of the concepts discussed in our daily life.

9. Open opportunities for the students to present their problems

7. Practice students in locating passages and books in the Bible. Hold a

THE START: GOD’S

STAGE 1—DESIRED RESULTS

5 . All the truths

Evidence at the Level of

Evidence at the Level of Performance

STAGE 3—LEARNING PLAN

4. Ask: Which version would you side with, science or Genesis? At

contain a truth that is foundational to Christian faith: there is one

a. God created the heavens and the earth.

a. The earth was a formless wasteland and darkness covered

a. The mighty wind

a. Seven Days of Creation (see the diagram of the Seven Days of

1. Review the first Creation story. Give the students an opportunity to

THE FALL: ORIGINATING SIN

STAGE 1—DESIRED RESULTS

Evidence at the Level of Performance

Understanding of Content Effective Presentation

4 Answers to guide questions The presentation is highly

STAGE 3—LEARNING PLAN

8. Follow with group reports. Deepen the answers of the groups as

they desired for themselves—to be wise, to be like gods, to know

6. Use the insights in a thanksgiving prayer.

a. Begin the story and decide on which part to stop.

GOD’S PLAN OF SALVATION:

STAGE 1—DESIRED RESULTS

Evidence at the Level of Performance

3 Shows a solid under- Artistic layout of graph- The presentation is

B. Other Evidence (quizzes, tests, seatwork, recitation, class discussions,

STAGE 3—LEARNING PLAN

Isaac To become an He was willing to Isaac prefigured

Jacob God chose Jacob During the first When Jacob

GOD’S PLAN OF SALVATION:

STAGE 1—DESIRED RESULTS

Evidence at the Level of Performance

B. Other Evidence (quizzes, tests, seatworks, recitation, class discussions,

STAGE 3—LEARNING PLAN