St.

Paul University Philippines

Tuguegarao City, Cagayan 3500
DYNAMIC INSTRUCTIONAL PLAN
Quarter : First
Unit Title : Unveiling How Society Shapes and Drives Integral Human Development: Building a Brighter Future
Topic Areas : The Life of the First Christians in Jerusalem: A Model Community, We are called to Become Community Builders, The Birth of the
Church and First Chrisian Community, Characteristics of the First Christian Community, Tracing the Growth and Mission of the
Church Despite Persecutions, Exploring the Essential Marks of the Church: (The Church is ONE, Christ Calls Us to be HOLY, The
Church is CATHOLIC, and The Church is APOSTOLIC), The Goal of Christian Society (Common Good): The concept of
Common Good, The Elements of the Common Good, Subsidiarity and Solidarity as Complementary Principles for the Common
Good: The Principle of Subsidiarity, The Concept of Solidarity
Time Frame : 32 days

STAGE 1: DESIRED RESULTS

PERFORMANCE STANDARD: TRANSFER

The learner shall be able to: Students reflect on the characteristics of the early Christian community, how they devoted their life to Christ and to one another. This reflection enables them to emulate how they can
interpret the Acts of the Apostles to understand the early Christian community and commit themselves to the community of Christ’s believers, the Church.
highlight its importance by crafting a POST-SLOGAN.
MAKE MEANING

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 ENDURING UNDERSTANDING ESSENTIAL QUESTIONS
CONTENT STANDARD: The students will understand that… The students will have explored the answers to the following questions:
●
The learner demonstrates an understanding of: How did the early Christian community impact their way of life and
how early Christian society sought to build a community rooted in love, equality, and ● the early Christians lived a life deeply committed to the community and the interactions with others?
●
mutual support, embodying these values through their actions, teachings, and communal teachings of Jesus. What were some of the primary reasons behind the persecution of early

practices. ● the Early Christian Church encountered significant and extraordinary Christians?

challenges due to widespread persecution. ● What does the mark of "one" signify about the nature of the Church?
● the essential marks of the Church—one, holy, catholic, and apostolic—are ● In what ways does the Church demonstrate its "holiness"?
●
fundamental characteristics that define its identity and mission. What does the term "catholic" mean in relation to the Church?
●
● the aim of a Christian society is to build a community that embodies Kingdom What is the connection between Christ’s teachings and the pursuit of the

values like love, justice, and peace, by following Christ’s teachings and striving for the common good?
●
common good. How does the principle of solidarity complement subsidiarity in promoting the
● solidarity is not just about individual support but also about acknowledging common good?

and leveraging the diverse roles and perspectives that contribute to the common good.

ACQUISITION OF KNOWLEDGE AND SKILLS (COMPETENCIES)

DOCTRINE MORALS AND WORSHIP

the learner: the learner:
● describe the key practices of the early Christian community as outlined in Acts ● incorporate the practices of the early Christian community into their modern

2:42-47 lives
● compare and contrast the practices of the early Christian community with those ● reflect on how the Four Marks of the Church impact their own lives and faith

of contemporary Christian communities ● instruments of positive change in their communities

● define each of the Four Marks of the Church: One, Holy, Catholic, and ● apply the principles of solidarity and subsidiarity in their own lives and
Apostolic communities to promote the common good
● define the concept of "Common Good" from a Christian perspective
● identify the biblical foundations that support the principle of the Common

Good
● analyze the role of solidarity and subsidiarity in promoting the common good

within Christian society

THE 5CS AND THE PAULINIAN CORE VALUES

CHRIST-CENTEREDNESS (CONSCIOUS)
I am mindful, self-directed learner and role model consciously expressing my Christ-centeredness.
CHARISM (CREATIVE)
I am a creative, resourceful explorer and problem-solver expressing my God-given charism.

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COMMUNITY (COLLABORATIVE)
I am a credible, responsive communicator and team player building collaborative communities.
COMMISSION (COMPETENT)
I am a conscientious, adept performer and achiever competently sharing Christ’s mission.
CHARITY (COMPASSIONATE)
I am a compassionate, committed advocate for peace and universal well-being through charity for all.

STAGE 2: ASSESSMENT EVIDENCE

PERFORMANCE TASK OTHER EVIDENCE

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 Grade 10 students will explore the Acts of the Apostles to gain a deeper understanding FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT

of the early Christian community and its profound influence. They will carefully analyze
● Pre-Test TRUE OR FALSE
the text to identify key events, teachings, and relationships that shaped this group of
● Poster Making 1. The passage in Acts 2:42-47 states that the early Christians experienced daily
believers. Students are encouraged to reflect on the values, struggles, and communal
● Personal Reflection increases in their number as people came to believe in their message.
aspects that were central to their experience. Using their interpretation, they will create a
● Visual Model 2. The early Christian community enjoyed favor with all the people, and the Lord
POST-SLOGAN that embodies the essence and significance of the early Christian ● Homework added to their number daily those who were being saved.
community. The slogan should be brief, impactful, and convey both the historical ● Bible Sharing MULTIPLE CHOICE
importance and lasting relevance of the community’s contributions. It should capture the ● Role Playing 1. What does it mean for the Church to be "Apostolic"?
spirit of unity, faith, and transformation that defined the early church. ● Action Plan A) It follows the teachings of the Apostles.
B) It is led by the Pope.
C) It is based solely on the Old Testament.
SCAFFOLD 1 D) It celebrates all major holidays.
Poster or Model Making 2. Which of the following is a characteristic of the Church's Apostolic nature?
To vividly showcase the daily practices of early Christians, including their fellowship, A) It is governed by a democratic process.
worship, and sharing of resources, the students will create an engaging and informative B) It is founded on the authority of the Apostles.
poster or model. This visual representation will not only highlight the essence of their C) It promotes cultural diversity over unity.
communal life but also reflect their commitment to living out their faith through everyday D) It rejects the use of creeds.
actions.

SCAFFOLD 2
Digital Presentation
Create a digital presentation analyzing a specific aspect of how persecution influenced the
Church’s mission and growth, using primary sources or historical documents to support
their analysis. This activity combines research, collaborative work, and creative
presentation to help students understand the historical context and ongoing impact of the
Church’s mission despite persecution.

SCAFFOLD 3
Community Building Challenge
Community Building Challenge - this activity allows the students to apply the concept of
the "common good" in a practical and collaborative way. By creating real-world solutions
to community problems, you will understand how Christian teachings about society
emphasize the flourishing of all people. It highlights the need for collective action,
solidarity, and love for one another as part of our call to serve others in Christ. Additionally,

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 this activity develops teamwork, critical thinking, and a deeper understanding of how we
contribute to building a more just and compassionate society.
GUIDED GENERALIZATION
The Parable of the Prodigal Son (Luke 15:11-32)
The Parable of the Yeast (Matthew 13:33)
The Parable of the Talents (Matthew 25:14-30)

EVALUATIVE CRITERIA

Criteria Exemplary (40) Proficient (30) Developing (20) Beginning (10)

Message Clarity Slogan is extremely clear and effectively Slogan is clear and conveys the core message Slogan conveys a partial message but lacks Slogan is unclear and does not effectively

conveys the core message about the but could be refined for stronger impact. clarity or focus. communicate the intended message.

Church's mission and growth despite

persecutions.

Relevance to Acts of the Apostles Slogan is deeply rooted in themes from Slogan reflects themes from Acts of the Slogan shows a basic understanding of themes Slogan has little to no connection to themes

Acts of the Apostles and demonstrates Apostles, though connection could be but lacks depth. from Acts of the Apostles.

strong understanding of the Church's stronger.

mission.

Creativity Exceptionally creative use of language Slogan is creative and engaging with effective Slogan shows some creativity but lacks Slogan is unoriginal or lacks creativity.

and visuals, making the slogan use of visuals. originality or impact.

memorable and inspiring.

Visual Presentation Visuals are highly professional, Visuals support the message and are clear, Visuals are present but do not add much to the No visuals or visuals detract from the

complementing the slogan perfectly and though not highly polished. message. message.

enhancing the overall message.

Engagement with Audience Slogan is compelling and highly Slogan engages the audience but could be Slogan attempts to engage but is not impactful. Slogan fails to engage the audience.

engaging, motivating the audience to more compelling.

reflect on the Church's mission.

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 STAGE 3: LEARNING PLAN

EXPLORE

Day 1 Getting to Know

Objectives:
At the end of the lesson, the students should be able to:
1. introduce themselves in front of the class;
2. share interesting facts about themselves; and
3. give answers to the teacher’s questions regarding themselves.

Presentation Strategies Processing Strategies

KNOWING THYSELF: 1. The teacher introduces him/herself in the class and shares some interesting facts about him/her.
1. The teacher asks the students to come in front of the class and introduce themselves. 2. The students give their personal information in the class.
3. The students spin the color wheel then whatever the question will be, the students must answer it.
4. The students share interesting facts about themselves.

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2. The teacher presents a color wheel, with each color representing a different set of questions for the students to engage

with.

Day 2 Subject Orientation

Objectives:
At the end of the lesson, the students should be able to:
1. familiarize themselves with the subject and its objectives;
2. appreciate God’s works and deeds He manifest in our lives; and
3. manifest the value of honesty by taking the pre-test.

Presentation Strategies Processing Strategies

SUBJECT ORRIENTATION: 1. The students share their insights regarding the video.
1. The teacher presents the rules and regulations to the students to ensure the organization of the class during session. 2. The teacher further explains the nature of the subject to the students.
2. The teacher presents a video regarding the different information of what the students can learn from the subject. 3. The teacher gets a quick count of the result of the pre-test explains that the result will be used only to see how much learning
3. Students copy the course outline of the subject. have retained to the students over the years.

PRE-TEST:
● The students answer a 20-item pre-test. This is done to measure the amount of learning the students have acquired in the

past years in the subject.

FIRM-UP

Day 3 The Life of the First Christian

Objectives:
At the end of the lesson, the students should be able to:
1. identify the key practices of the early Christian community as described in Acts 2:42-47;
2. appreciate the value of fellowship and communal living, recognizing the importance of sharing resources and time with others, as exemplified by the early Christians; and
3. apply the principles observed in Acts 2:42-47 to modern Christian practices and community life.

Presentation Strategies Processing Strategies

● The teacher presents the objectives of the day. 1. The students answer the question.

ONE QUESTION REFLECTION: 2. The students write their answers on the board.
1. The teacher writes the word COMMUNITY on the board. 3. The teacher explains purpose of One Question Reflection: encourages students to think critically about the historical context
2. The teacher shows this question, “What makes a strong community?”. and the relevance of early Christian life to broader societal and personal issues.
3. After showing the question to the students, the teacher allows them 2 minutes to think about their responses before writing
their answers on the board next to the word "COMMUNITY."
● The teacher introduces the topic about the Life of the Early Christians in Acts 2:42-47. 4. The students read silently the sacred scripture written in the book of Acts 2:42-47.

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SHARING: HOTS:
1. The teacher will ask the students how they apply the practices of the early Christians into their own community life.
1. What were the key practices of the Early Christians described in Acts 2:42-47, and how did these practices contribute to their

sense of community and unity?

2. What can we learn from the Early Christians’ way of living together in harmony and sharing their resources, and how can

these lessons be applied to modern Christian communities?

3. Compare and contrast the daily life of the early Christians in Acts 2:42-47 with the life of Christians today.

CLASS SHARING:

4. The students share in the class how they incorporate and reintegrate the practices of early Christians into their community life.

5. Responses of students are points for Values Integration.

Synthesis:

6. The teacher concludes the lesson by emphasizing the significance of having a strong community, similar to the one that Early

Christians had.

COMMUNITY (COLLABORATIVE)

I am a credible, responsive communicator and team player building collaborative communities.

Abridged Content
In Acts 2:42-47, early Christians are shown living a lively, united community. They devoted themselves to the apostles' teachings, fellowship, breaking bread, and prayer, which strengthened their bonds and support for each other. Meeting daily at the temple and sharing their
possessions, they addressed everyone's needs. Their heartfelt generosity and genuine relationships earned them widespread favor, leading to the community’s growth with new members joining daily as the Lord blessed their efforts.

DEEPEN

Day 4 Scaffold 1
Objectives:
At the end of the lesson, the students should be able to:
1. familiarize themselves to the practices of the Early Christians;
2. appreciate the values of community, sharing, and mutual support as exemplified by the early Christians; and

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3. create a group poster or model illustrating the daily practices of the early Christians, including fellowship, worship, and sharing of resources.

Presentation Strategies Processing Strategies

1. The teacher divides the class into small groups of 3-5 students.
2. Each group will work together to create either a poster or a 3D model that visually represents the daily practices of early 1. The students are grouped into small groups of 3-5.
Christians.
POSTER OR MODEL MAKING:
Group Planning:
To vividly showcase the daily practices of early Christians, including their fellowship, worship, and sharing of resources, the students
2. The students discuss within their group how early Christians practiced fellowship, worship, and sharing of resources.
will create an engaging and informative poster or model. This visual representation will not only highlight the essence of their

communal life but also reflect their commitment to living out their faith through everyday actions. 3. Decide whether their group will create a poster or a model.

4. Assign roles: who will gather images, draw symbols, write key points, and manage the assembly of materials.

POSRTER/MODEL:

5. The students are all working in making their poster/model.

Group Presentation:

6. Once completed, each group will present their poster/model to the class.

7. Explain how the elements of their poster/model represent fellowship, worship, and sharing of resources.

Reflection and Class Discussion:

8. After all groups have presented, discuss the similarities and differences in how the groups illustrated the practices of early

Christians.

9. The students reflect on how these practices could apply to modern communities today.

Synthesis

10. The teacher ends the session by giving positive and encouraging comments, emphasizing the importance of their work and

confidence in their ability to succeed.

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 FIRM-UP

Day 5 Quiz
Objectives:
At the end of the lesson, the students should be able to:
1. recalls the past lesson;
2. demonstrate honesty during the quiz: and
3. write the appropriate answers to the questions.

Presentation Strategies Processing Strategies

1. The students will share their ideas or concepts they have learned from the past lesson. 1. The students actively share their ideas and concepts about the past lessons.
2. The teacher administers 20 item quiz. 2. Students scan or review their lesson for few minutes.
3. Students arranged their chairs in a manner of one seat apart.
4. Students honestly and orderly answer the quiz.
Quiz: TRUE OR FALSE
1. The passage in Acts 2:42-47 states that the early Christians experienced daily increases in their number as people came to
believe in their message.
2. The early Christian community enjoyed favor with all the people, and the Lord added to their number daily those who were
being saved.
Quiz: ESSAY
1. What was the significance of breaking bread and sharing meals in the context of early Christian worship, as outlined in Acts

2:42-47, and how did it impact their sense of community?

2. How did the early Christians' devotion to the apostles' teaching and fellowship, as mentioned in Acts 2:42, contribute to the

formation and growth of the early Church?

Synthesis:

The students’ quiz is immediately checked and the teacher collects it.

FIRM-UP

Day 6 The Early Church: Jesus' Foundational Actions

Objectives:

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 At the end of the lesson, the students should be able to:
1. explain the significance of Jesus’ teachings and actions in the context of the early church’s formation;
2. relate Jesus' foundational actions to their own lives by identifying how His teachings can inspire their personal values and ethical decisions; and
3. write a reflective essay that analyzes Jesus' foundational actions and their impact on the early church.

Presentation Strategies Processing Strategies

1. The teacher presents the objectives of the day. 1. The students start writing their vision statement.
Sharing:
Vision Statement: 2. The students will voluntarily share their vision statement in the class.
2. The teacher instructs the students to write their personal vision statement for their life, focusing on the values and goals 3. The teacher explains the purpose of Vision Statement: this personal reflection helps the students to connect with the concept of
they want to uphold. foundational actions and how they align with their own values.
3. After writing their vision statement, some students will openly share their vision in the class. 4. The students are actively listening and asking question during the discussion.
5. The teacher discusses about The Early Church: Jesus’ Foundation Actions using his/her PowerPoint.
Personal Reflection:
6. The teacher asks the students to take out their journal paper.
7. The teacher presents the following prompts for the students to reflect on:
● What were the key actions of Jesus that laid the foundation for the early Church, and how did these actions influence the

development of early Christian communities?

● In what ways do you see the foundational actions of Jesus reflected in the practices and beliefs of the early Church? Are there

specific examples that stand out to you?

8. The students write their reflection in their reflection paper.
Synthesis:
9. The teacher encourages students to understand that the Early Church was built on Jesus' key actions of preaching love,
forgiveness, and salvation, forming the foundation for Christian teachings and community.
CHRIST-CENTEREDNESS (CONSCIOUS)
I am mindful, self-directed learner and role model consciously expressing my Christ-centeredness.

Abridged Content
The Early Church was deeply influenced by Jesus' key actions. His ministry began with announcing the Kingdom of God, focusing on love, repentance, and forgiveness. Through miracles, parables, and teachings, Jesus underscored the core values of God's kingdom. His
crucifixion and resurrection were crucial in establishing the basis of Christian faith and the promise of eternal life. The Great Commission, where Jesus directed his followers to spread his message and baptize all nations, shaped the Church's mission and impacted its beliefs,
practices, and outreach.

DEEPEN

Day 7
Objectives:
At the end of the lesson, the students should be able to:

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1. apply their understanding on Jesus’s teaching or action to create a visual representation that accurately reflects its meaning;
2. appreciate the impact of Jesus’s teachings and actions on individuals and communities; and
3. create an artwork that visually represents a significant action or teaching of Jesus (the artwork can be a drawing, painting, or digital creation).

Presentation Strategies Processing Strategies

Creative Expression Project: Guide:
1. Students select a specific teaching or action of Jesus that resonates with them. Examples include the Sermon on the 1. Explain to the students the purpose of the activity
Mount, the Good Samaritan, the Feeding of the 5,000, or Jesus calming the storm. 2. Give reminders in creating their art works.
2.
Think about how they can present the chosen teaching or action visually. For traditional media: Use your sketch as a guide to create your final piece. Add details, colors, and textures to bring your vision to life.
3.
Decide on the medium they will use: drawing, painting, or digital art. For digital art: Use your digital tools to build your artwork, adding layers, colors, and effects to enhance your representation.
4.
Create a final sketch or outline of their artwork, considering composition and key elements that will help communicate 3. Once the students art work is complete, ask this question;
their chosen teaching or action. What message do you hope viewers will take away from it?
4. Have the students share their artwork with others and prepared to explain their choice of teaching or action and how it is
represented in their art.
Synthesis:
5. As a class, discuss common themes or insights from the different groups. How did Jesus' actions create a foundation for:
● Christian teachings?
● Community life?
● The Church’s mission to evangelize?

DEEPEN

Day 8 Quiz
Objectives:
At the end of the lesson, the students should be able to:
1. recalls the past lesson;
2. demonstrate honesty during the quiz: and
3. write the appropriate answer to the questions.

Presentation Strategies Processing Strategies

1. The students will share their ideas or concept they have learned from the past lesson. 1. The students actively share their ideas and concepts about the past lessons.
2. The teacher administers 10 items quiz. 2. Students scan or review their lesson for few minutes.

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 3. Students arranged their chairs in a manner of one seat apart.
4. Students honestly and orderly answer the quiz.
Quiz: ESSAY
1. What were the foundational actions of Jesus that influenced the establishment of the early Church?
2. How did Jesus' teachings about love and forgiveness shape the early Christian community?
3. How did the early Church reflect Jesus’ teaching on community and fellowship through its practices?
4. What influence did Jesus' miracles have on the faith and growth of the early Church community?
5. What were the key social and religious challenges Jesus addressed that helped shape the identity of the early Church?

Synthesis:

The students’ quiz is immediately checked, and the teacher collects it.

FIRM-UP

Day 9 The Birth of the Church and First Christian Community

Objectives:
At the end of the lesson, the students should be able to:
1. recall the key events of Pentecost and the birth of the early Church;
2. appreciate the importance of community, prayer, and service in the life of the early Christians; and
3. compose a handwritten reflection about the birth of the Church.

Presentation Strategies Processing Strategies

Building a Community: 1. The teacher briefly recaps the events following the Resurrection of Jesus and the Ascension.
1. The teacher divides the students into small groups of 3-4. 2. Explain that Jesus promised His disciples the Holy Spirit to empower them and how this promise was fulfilled at Pentecost.
2. Give each group 5 minutes to use any materials around them (desk items, books, etc.) to build a small structure that 3. The teacher read and discusses what was written in Acts 2:42-47.
represents a “community.” 4. Discussion Prompts:
3. After 5 minutes, have each group present their "community" and explain why they built it that way. ● What are the four key practices of the early Christian community mentioned in this passage?

● Why were these practices important for their growth and strength as a community?
Pentecost (Acts 2:1-4):
4. Show a clip or read the scripture about Pentecost when the Holy Spirit descended on the apostles, empowering them to ● How are these practices reflected in Christian communities today?
speak in different languages and begin their mission.
The Early Christian Community (Acts 2:42-47): ● Discuss how building a community centered around faith, prayer, and service can still impact people today.
5. Describe how the early Christians lived, emphasizing their devotion to teaching, fellowship, breaking of bread, and
Synthesis:
prayers.

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Interactive Presentation: 5. Summarize key points from the lesson: the importance of Pentecost, the foundation of the Church, and the practices that
6. Display an image of a “house church” or “community gathering” in the early church. shaped the early Christian community.
7. Ask students: What do you notice about the community in the image? How is it different or similar to church today?
Personal Reflection:
6. Encourage students to think about how they can live out these practices today.

8. Provide each student with a sticky note. Ask them to reflect on which aspect of the early Christian community (teaching,

fellowship, breaking of bread, or prayer) resonates most with them and why.

9. Collect the sticky notes and display them on the board as a “community wall.”

Abridged Content
The Church originated at Pentecost when the Holy Spirit came to the Apostles, giving them the strength to spread the gospel. This event launched the first Christian community in Jerusalem, where members lived together, shared their possessions, and devoted themselves to
prayer and teaching. Despite persecution, the early Church expanded, guided by the apostles' leadership and their powerful faith.

DEEPEN

Day 10 Activity
Objectives:
At the end of the lesson, the students should be able to:
1. apply the insights gained from the early church’s experiences to contemporary issues faced by modern Christian communities;
2. demonstrate empathy by understanding and valuing the perspectives and experiences of different members of the early church; and
3. present role-play scenarios clearly and engagingly, using props or scripts as needed to enhance understanding on the early church.

Presentation Strategies Processing Strategies

1. Before the activity, the teacher prepares role cards with different characters and roles from the early Christian church (e.g.,
Journey of the Early Church: Role-Play and Reflection: Peter, John, a new convert, a Roman official, a wealthy supporter, etc.).
1. Divide the students into small groups and assign each group a role card. 2. On a large sheet of paper or whiteboard, draw a timeline or a large map that highlights key events in the early church's history
2. Each role card should describe a character’s background, perspective, and key involvement in the early church. Ensure a (e.g., Pentecost, the first communal living, Peter and John before the Sanhedrin).
mix of roles for a balanced perspective. 3. Briefly introduce the early Christian community and its significance.
3. Have each group read their role card and prepare a short role-play that depicts a specific event or scenario from the early 4. Discuss the events surrounding Pentecost, communal living, and the challenges faced by the early Christians.
church (e.g., the day of Pentecost, the sharing of possessions, healing miracles). Reflection and Discussion:
4. Encourage them to incorporate key details from their role and interact with other groups as if they were living in that 5. After all presentations, discuss the following questions:
time. ● What challenges did the early Christians face, and how did they overcome them?
● How did the experiences of the early church shape their community?
Role-Play Presentations: ● In what ways can the values and practices of the early church inspire modern Christian communities?
1. Allow each group to present their role-play scenario to the rest of the students. Synthesis:
2. After each presentation, encourage questions and discussions about what was portrayed. 6. The students will share brief reflection on how the lessons learned can be applied to contemporary Christian communities.

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 DEEPEN

Day 11 Quiz
Objectives:
At the end of the lesson, the students should be able to:
1. recalls the past lesson;
2. demonstrate honesty during the quiz; and
3. write the appropriate answers to the questions.

Presentation Strategies Processing Strategies

REVIEW TIME! 1. The students actively share their ideas and concepts about the past lessons.
2. Students scan or review their lesson for few minutes.
1. The students will share their ideas or concepts they have learned from the past lesson.
3. Students arranged their chairs in a manner of one seat apart.
2. The teacher administers 20 items quiz.
4. Students honestly and orderly answer the quiz.
Quiz: ESSAY
1. Compare and contrast the experiences of Jewish Christians and Gentile Christians in the early Church. How did their differing
backgrounds affect their roles and relationships within the Christian community?
2. Analyze the role of the apostles in the early Christian Church. How did their actions and teachings influence the development
of the first Christian communities?
3. Describe the significance of Pentecost in the birth of the Christian Church. How did this event contribute to the formation of
the early Christian community?

Synthesis:

● The students’ quiz is immediately checked, and the teacher collects it.

FIRM-UP

Day 12 Peter, the Head of the Apostles

Objectives:
At the end of the lesson, the students should be able to:
1. recall key facts about Peter’s life, including his early career, his role as an apostle, and significant events related to his leadership.
2. show willingness to listen to and engage with the presentation on Peter’s life and leadership.
3. create a visual or written project that represents their learning about Peter’s leadership, showing careful attention to detail.

Presentation Strategies Processing Strategies

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 1. The teacher starts with a brief discussion about leadership and what qualities make a great leader.
Peter’s Challenge: 2. Ask students to think of someone they consider a great leader and why.
1. The teacher divides students into small groups and give each group a set of challenge cards. 3. Divide students into small groups and give each group a set of “challenge cards.” Each card describes a scenario related to
2. Each group selects a challenge card and discusses how they would handle the situation. leadership (e.g., resolving a conflict, inspiring others, making a tough decision).
3. Encourage students to think about qualities such as courage, faith, and perseverance. Discussion:
4. Groups share their solutions and discuss what qualities they found most important in their responses. Relate these qualities 4. The teacher introduces Peter as the Head of the Apostles, highlighting his significance in Christian history.
to Peter’s leadership. 5. Use a PowerPoint presentation to explain key points about Peter’s life:
Background: His early life as Simon, his calling by Jesus, and his role as a fisherman.

Creative Expression: Key Events: Peter’s confession of faith, his role in the early Church, and his leadership in spreading Christianity.
Personal Qualities: Emphasize Peter’s courage, faith, and leadership challenges.
5. The students will create a visual or written project that represents what they’ve learned about Peter. This could be a poster, 6. Encourage students to ask questions and share their thoughts on Peter’s leadership and its impact.

a short story, or a poem. Synthesis:

7. Summarize the key points of the lesson and invite students to share any final thoughts or insights they gained.

Abridged Content
Peter, also called Simon, was one of Jesus Christ's twelve apostles and is often seen as their leader. A fisherman by profession, Jesus asked him to "fish for people," making him a central figure in early Christianity. Despite his strong faith, Peter faced doubts and denial. Jesus
named him Peter, meaning "rock," to represent his foundational role in the Church. Tradition holds that Peter was martyred in Rome, symbolizing unwavering faith and leadership.

DEEPEN

Day 13 Quiz
Objectives:
At the end of the lesson, the students should be able to:
1. recalls the past lesson;
2. demonstrate honesty during the quiz; and
3. write the appropriate answers to the questions.

Presentation Strategies Processing Strategies

REVIEW TIME! 1. The students actively share their ideas and concepts about the past lessons.
2. The teacher tells his students to scan or review their lesson for few minutes.
1. The students will share their ideas or concept they have learned from the past lesson.
3. The students arranged their chairs in a manner of one seat apart.
2. The teacher administers 20 item quiz.
4. The students honestly and orderly answer the quiz.

Quiz: Multiple Choice

1. According to tradition, what did Peter request regarding his crucifixion?

A) To be crucified upright

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 B) To be crucified alongside Paul
C) To be crucified upside down
D) To be spared crucifixion

2. Which event marks Peter’s denial of Jesus?

A) The Last Supper
B) The Garden of Gethsemane
C) The Trial Before the Sanhedrin
D) The Crucifixion

3. What did Jesus say Peter would be the rock of?

A) The Temple

B) The Church

C) The Kingdom

D) The Law

Synthesis:

● The students’ quiz is immediately checked, and the teacher collects it.

FIRM-UP

Day 14 Characteristics of the First Christian Community

Objectives:
At the end of the lesson, the students should be able to:
1. identify the key characteristics of the first Christian community as described in the Acts of the Apostles.
2. appreciate the values and practices of the first Christian community, and evaluate their relevance and impact on contemporary Christian life.
3. create a presentation that reflects their understanding and interpretation of these characteristics.

Presentation Strategies Processing Strategies

The Time Traveler’s Discovery: 1. The teacher discusses a brief overview of the Acts of the Apostles and its historical context.
1. Ask students to imagine they are time travelers who have just arrived in the first-century Christian community in 2. Introduce the key characteristics of the first Christian community (e.g., communal living, shared resources, prayer, and

17
Jerusalem. worship).
2. Pose a question: “What do you think the first Christian community looked like? How did they live, worship, and support Interactive Lecture:
each other?” 3. Use a multimedia presentation (e.g., PowerPoint slides or an interactive whiteboard) to highlight each characteristic with
Creative Presentation: images, texts, and relevant historical context.
Instructions; 4. Include short video clips or animations that illustrate the daily life of the early Christian community.
1. Divide students into small groups and assign each group a characteristic to create a short presentation or skit that Characteristic Stations:
illustrates its significance and impact. 5. The teacher set up different stations around the classroom, each focusing on a specific characteristic (e.g., communal meals,
2. Allow groups to present their work to the class and provide feedback. fellowship, prayer practices).
6. At each station, provide materials such as excerpts from Acts, maps, or artifacts. Students rotate through the stations, taking
notes and discussing each characteristic.
7. After the station activity, facilitate a class discussion on the characteristics of the first Christian community.
8. Ask students to reflect on what they learned and how these characteristics shaped the community.
Synthesis:
9. Encourage students to think about how the values and practices of the early Christian community can be applied in their own
lives and communities today.

Abridged Content
The early Christian community of the 1st century CE was characterized by its close-knit and communal way of life. Members shared possessions, frequently came together for meals, and focused on teaching and fellowship. They engaged in regular prayer and worship, adhered to
the apostles' teachings, and prioritized mutual support and charity. Despite intense persecution, their steadfast faith and mission reinforced their unity and resilience, shaping their shared identity.

DEEPEN

Day 15 Activity
Objectives:
At the end of the lesson, the students should be able to:
1. explain the key features of the First Christian Community and their importance in early Christianity’s development;
2. show understanding of the First Christian Community's values and practices by relating them to your own experiences and expressing empathy; and
3. design a visual model of the First Christian Community that highlights its main features, showcasing creativity and artistic skills.

Presentation Strategies Processing Strategies

1. The teacher will briefly explain the characteristics of the First Christian Community. Highlight aspects such as communal
Building the Early Christian Community: living, shared resources, frequent prayer, and devotion to the apostles' teachings.
Creating the Model; 2. Divide participants into small groups (3-5 people per group).
1. The teacher divides the students into small group 4-5 members. Group Brainstorming:

2. Have each group use markers, colored pencils, and sticky notes to visually represent their assigned characteristic. For 3. Give each group a large sheet of paper or poster board.

example, they might draw a communal meal to represent shared resources or create a prayer scene to illustrate frequent prayer. 4. Assign each group a specific characteristic of the First Christian Community. You can also have some groups work on
3.
If working on a comprehensive model, groups can combine their elements to create a larger depiction of the early creating an overall model incorporating all characteristics.

18
Christian community. 5. Ask each group to brainstorm and discuss how their assigned characteristic was practiced in the early Christian community.
Presentation and Discussion: They should consider how these practices would look in action.
4. Once the models are complete, have each group present their part of the model or the entire comprehensive model. Synthesis:
5. Encourage them to explain how their visual representation reflects the characteristic and its significance to the early 6. Conclude the activity by summarizing the key characteristics and their impact on the community.
Christian community. 7. Ask participants to reflect on how these early practices can be applied to modern communities or their own lives.
6. Facilitate a discussion on how these characteristics contributed to the strength and growth of the early Christian
community. Ask questions to prompt deeper thinking, such as:
● How did communal living impact the sense of community and support among early Christians?
● In what ways did shared resources help in overcoming challenges?

DEEPEN

Day 16 Quiz
Objectives:
At the end of the lesson, the students should be able to:
1. recalls the past lesson;
2. demonstrate honesty during the quiz; and
3. write the appropriate answers to the questions.

Presentation Strategies Processing Strategies

1. The students actively share their ideas and concepts about the past lessons.
REVIEW TIME! 2. Students scan or review their lesson for few minutes.
3. Students arranged their chairs in a manner of one seat apart.
1. The students will share their ideas or concept they have learned from the past lesson.
4. Students honestly and orderly answer the quiz.
2. The teacher administers 20 items quiz.

Quiz: Multiple Choice

1. How can society enhance integral human development in marginalized communities?
a) By improving infrastructure and social services
b) By restricting access to education
c) By limiting political representation
d) By isolating communities

2. What is a primary focus of integral human development? a) Profit maximization

b) Holistic well-being
c) Individualism without community concern
d) Rapid urbanization

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 Quiz: True or False
1. A society that prioritizes education and healthcare contributes positively to integral human development.
2. Community engagement is a key driver in shaping integral human development.
Synthesis:

● The students’ quiz is immediately checked, and the teacher collects it.

FIRM-UP

Day 17 Tracing the Growth and Mission of the Church Despite Persecutions
Objectives:
At the end of the lesson, the students should be able to:
1. understand the historical context and events that led to the persecution of the Church;
2. appreciate the resilience and faith of early Christians in their mission; and
3. write a reflection on how adversity can strengthen one's faith and mission in life.

Presentation Strategies Processing Strategies

Persecution and Growth Metaphor: 1. Explain how the early Church, much like the seed in the metaphor, faced immense persecutions but continued to grow and
1. Show an image of a seed growing into a tree through various stages of adversity (rocky soil, harsh weather, etc.). Ask spread its mission.
students: 2. Use a PowerPoint presentation to provide an overview of the early Church and key persecutions under Roman emperors like
● What do you think this image represents in terms of growth? Nero, Domitian, and Diocletian. Include the martyrdom of Peter, Paul, and other significant figures.
● How do challenges contribute to growth? 3. Discuss the resilience of early Christians and how persecution led to the growth of the Church (mention the underground
Church, spread of Christianity, and missionary work).
Guide Questions: 4. Highlight key strategies used by early Christians to continue their mission despite opposition.
2. Have you ever faced challenges that made you stronger?
3. What role do you think adversity plays in growth, not just physically but also spiritually? Small Group Discussion:
5. Divide the students into small groups.
Video Segment: 6. Assign each group a different event or figure related to early Church persecution (e.g., the persecution of Stephen, Peter's
4. Show a short video (5-7 minutes) that depicts the persecution of Christians under the Roman Empire and how the Church martyrdom, or the role of the catacombs). Ask them to:
continued to grow despite these challenges. ● Summarize the event and explain how persecution impacted the Church's mission.
● Relate these historical events to current situations where the Church or religious groups face challenges or persecution today.
Reflective Writing: Class Processing:
5. Ask students to write a short reflection on the following prompt: 7. Have each group present their findings.
"How can challenges and persecution strengthen one's faith and mission in life?" 8. Guide a discussion on the lessons learned from these early persecutions:
6. Encourage students to draw parallels between their personal experiences and the struggles of the early Church. ● How did the early Church leaders maintain their faith and mission despite adversity?

Guided Generalization:

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 9. The Parable of the Yeast (Matthew 13:33)
Synthesis:
10. Invite a few students to share their reflections with the class.

Abridged Content
The Church's growth and mission, despite enduring severe persecutions, reflect its resilience and dedication to spreading Christ's message. From the early apostles to later Christian communities under oppressive regimes, persecution often deepened believers' faith, strengthening
their commitment to the Gospel. This perseverance allowed Christianity to grow from a small, marginalized group into a global faith, centered on love, forgiveness, and salvation, even amid adversity.

DEEPEN

Day 18 Activity
Objectives:
At the end of the lesson, the students should be able to:
1. explain the impact of persecution on the Church’s mission to spread the Gospel;
2. reflect on how the Church’s perseverance during difficult times can inspire personal faith and resilience; and
3. create a visually appealing and accurate timeline that represents the growth of the Church despite persecution.

Presentation Strategies Processing Strategies

1. Begin by briefly discussing how persecution was a key part of the early Church's history.
Tracing the Church’s Growth through Persecution: Timeline Creation: 2. Emphasize that despite external challenges, the Church continued to grow, driven by its mission to spread the Gospel.
1. Once the research is completed, have each group plot the significant events they discovered on a timeline. Group Work (30 minutes):
2. Each event should include a brief description, the date, and a note on how the Church grew in faith, numbers, or influence 3. Divide the students into small groups (4-5 members).
during this time. 4. Assign each group a specific time period in the Church’s history (e.g., the Early Church, Roman Persecution, Middle Ages,
3. Encourage students to make the timeline visually engaging, using colors or symbols to represent persecution and growth. Modern Times).
5. Each group will research significant events during their assigned period where the Church faced persecution yet continued to
Class Presentation: grow.
● Each group will present their the timeline to the class, explaining how persecution affected the Church during their 6. Provide the students with research materials or allow them to use textbooks or approved digital resources.
assigned period and how the Church continued to fulfill its mission. Synthesis:
7. After the presentations, give students time to reflect on the following questions:
● How did persecution help strengthen the Church’s mission and identity?
● What lessons can we learn from the Church’s perseverance that apply to our lives today?
● In what ways did the faith of individuals and communities contribute to the Church’s growth?
8. Have students share their thoughts in a class discussion or write down their reflections.

DEEPEN

Day 19 Quiz
Objectives:

21
 At the end of the lesson, the students should be able to:
1. recalls the past lesson;
2. demonstrate honesty during the quiz; and
3. write the appropriate answers to the questions.

Presentation Strategies Processing Strategies

1. Students actively share their ideas and concepts about the past lessons.
REVIEW TIME! 2. Students scan or review their lesson for few minutes.
3. Students arranged their chairs in a manner of one seat apart.
1. The students will share their ideas or concept they have learned from the past lesson.
4. Students honestly and orderly answer the quiz.
2. The teacher administers 20 items quiz.

Quiz: ESSAY
1. How did early Christian persecutions contribute to the growth and resilience of the Church?
2. Analyze the role of key figures in the early Church (e.g., Apostles, Church Fathers) in promoting the Church's mission during
times of persecution.
3. How did the Roman Empire’s persecution of Christians help shape the development of Christian theology and doctrine?
4. Explain the role of Christian martyrs in shaping public perception of the Church during times of persecution.
5. In what ways did early Christian communities maintain their identity and mission during times of underground worship and
secrecy due to persecution?
Synthesis:

The students’ quiz is immediately checked, and the teacher collects it.

DEEPEN

Day 20 Scaffold 2
Objectives:
At the end of the lesson, the students should be able to:
1. interpret the key events and figures in the Acts of the Apostles, focusing on how the early Church grew and continued her mission despite facing persecution;
2. appreciate the dedication and perseverance of the early Christians in the face of adversity, fostering a deeper understanding of their commitment to their faith; and
3. create a digital presentation that visually represents the growth and mission of the Church during a specific period of persecution.

Presentation Strategies Processing Strategies

1. Briefly review the Acts of the Apostles and discuss its significance in the early Christian community.
Group Work: 2. Highlight key events of persecution and growth in the early Church, such as the martyrdom of Stephen, the missionary
1. Divide the participants into small groups. journeys of Paul, and the spread of Christianity despite challenges.
2. Each group will focus on a specific period or event from the Acts of the Apostles where the Church faced persecution but Synthesis:
continued to grow and fulfill its mission.

22
 3.
3. Research their assigned period/event, focusing on key figures, challenges faced, and how the early Christians responded to Have participants reflect individually or in pairs on how the early Church’s experiences of persecution and perseverance can
these challenges. inspire and inform contemporary faith and mission.
Digital Presentation:
o Each group will create a digital poster or slide that includes:
4. A brief summary of their assigned period/event.
5. Key themes or messages related to the growth and mission of the Church.
6. Digital Presentation that encapsulates the resilience and mission of the early Christian community. This presentation
should be memorable and reflect the enduring spirit of the Church despite persecution.
Presentation and Discussion:
7. Each group will present their digital presentation, explaining their chosen event, the significance of their
PRESENTATION, and how it relates to the overall theme of the early Church’s growth and mission.
8. After all presentations, hold a brief discussion on the common themes and insights gained from the activity.

FIRM-UP

Day 21 The Church is One

Objective:
At the end of the lesson, the students should be able to:
1. understand the meaning of "The Church is One" as one of the essential marks of the Church;
2. value the role of the Church's unity in personal and community life, fostering a sense of belonging and responsibility to maintain this unity; and
3. create a Unity Chain as a reminder of their commitment to unity.

Presentation Strategies Processing Strategies

Guided Discussion Technique:
Picture Analysis: 1. The teacher introduces the title and objectives of the lesson.
1. The teacher shows various images of unity. 2. The teacher introduces the Four Essential Marks of the Church and tells the students that today's focus will be on the first mark:
2. The teacher asks the students, “What do all of these images have in common?” "One."
3. The students answer the question about the pictures. 3. The teacher explains what it means for the Church to be "One."
4. The teacher explains the purpose of the Photo Analysis, which is to help appreciate and understand the visual and 4. The teacher discusses how unity is maintained in the Church.
emotional representation of unity HOTS:
Questions: 1. What stood out to you about the Church’s unity?
1. The teacher asks these questions: 2. Why do you think unity is so important to the Church?
● "Why is unity important in these groups?" Synthesis:
● "Do you think unity is important in the Church? Why?" Sharing:
2. The students actively answer the questions given by the teacher. 1. A students-volunteer is asked to identify one concrete action they could take to foster unity in their church, family, or school

23
 community and share it to the class.
Scriptural Basis: Values Integration:
1. The teacher let the students read Ephesians 4:1-6 aloud. The Church's unity embodies its divine essence and mission. As the Body of Christ, it overcomes divisions by bringing members together in
2. Asks the students to share to any words or phrases that stand out to them. faith, love, and purpose, regardless of cultural, geographical, or doctrinal differences. This unity fosters belonging, cooperation, and mutual
support, highlighting the Church's role as a universal symbol of God's inclusive love and grace.
Unity in Action: COMMUNITY (COLLABORATIVE)
1. Create a "Unity Chain." I am a credible, responsive communicator and team player building collaborative communities.
2. Give each student a paper strip and ask them to write one way they can promote unity in their community.
3. Link the strips together to form a chain and hang it as a reminder of the students’ commitment to unity.

Abridged Content
The term "One" reflects the Church's unity, rooted in the belief that Christ established a single Church. This unity is shown through shared faith, worship, and governance. Although diverse in culture and tradition, the Church remains united in its core teachings and mission,
representing a unified body in Christ that transcends individual differences and denominational divisions.

FIRM-UP

Day 22 Christ Calls Us to Be Holy

Objectives:
At the end of the lesson, the students should be able to:
1. understand the biblical concept of holiness and how Christ calls each individual to be holy.
2. appreciate the universal call to holiness and its importance in the Christian life.
3. write a short journal entry on how they feel Christ is calling them to live a holy life.

Presentation Strategies Processing Strategies

Discussion:
Be Holy as I Am Holy: 1. Write down the students' responses on the board and guide the discussion toward the idea that holiness is not just for saints or
1. Begin by showing a short video clip or an image of a saint (like Mother Teresa or St. Francis) and ask the class: extraordinary people, but a call for every Christian.
●
“What do you think makes this person special? What do you think it means to be holy?” 2. Explain that being holy means being close to God and living a life of love, service, and faith.
3. Break the students into groups and give each group a quote about holiness (e.g., a Bible verse or a quote from a saint, like
Exploring the Call to Holiness: “Holiness is not a luxury of the few, but a simple duty for you and me” – St. Teresa of Calcutta).
2. Scripture Study: Read Matthew 5:48 (“Be perfect, therefore, as your heavenly Father is perfect”). Discuss what Jesus 4. Ask them to interpret the quote and share what it teaches about being holy in today’s world.
means by “perfect” and how that relates to holiness. 5. Groups share their thoughts, and the teacher ties their insights to the central idea: Christ calls all of us, not just saints, to live
3. Reflection: Provide examples of how everyday people can live out holiness by loving their neighbors, being just, and holy lives. Define holiness using scriptural references (e.g., “Be holy, because I am holy” - 1 Peter 1:16) and teachings from the Catechism.
seeking God in their daily lives. 6. Explain that Christ calls each of us to be holy in our unique way by following His example of love, mercy, and sacrifice.
Personal Reflection Journal: Interactive Discussion:
4.
Students will write a short journal entry on how they feel Christ is calling them to live a holy life. 1. Ask the students to brainstorm ways they can respond to Christ’s call to holiness in their own lives (at home, at school, and in
5.
Encourage them to think about specific actions or changes they can make to follow that call in their everyday lives. their communities).

24
 2. Write their responses on the board and discuss practical steps for growing in holiness, such as prayer, receiving the
sacraments, and performing acts of charity.
Synthesis:
1. Ask students to share one thing they learned or plan to apply in their lives to grow in holiness.

Values Integration:
Christ calls us to holiness through love, purity, and dedication to God’s will. Holiness means living with compassion, humility, and justice,
growing closer to God through prayer and service, and allowing His grace to transform us. It’s about aligning our hearts with Christ’s,
embracing a higher purpose, and fulfilling the divine mission of love and redemption.
COMMISSION (COMPETENT)
I am a conscientious, adept performer and achiever competently sharing Christ’s mission.

Abridged Content
Christ invites us to holiness by calling us to live with love, compassion, and righteousness, reflecting God's holiness. Through His teachings and example, Jesus encourages us to love God and others, pursue justice, and show mercy. Holiness is about building a transformative
relationship with God, aligning our lives with His will, and serving others as a reflection of our faith.

FIRM-UP

Day 23 The Church is Catholic

Objectives:
At the end of the lesson, the students should be able to:
1. explain the meaning of the term "Catholic" and how it relates to the universality of the Church;
2. develop an appreciation for the diverse ways in which the Catholic faith is practiced around the world, and express respect for cultural differences within the Church; and
3. create a group poster that visually represents the concept of the Church’s catholicity, showing different cultural practices and teachings from various parts of the world.

Presentation Strategies Processing Strategies

Discussion:
The Global Church: 1. Define "Catholic" (from the Greek word "katholikos," meaning "universal").
1. Begin with a short 3–5-minute video showing different Catholic churches around the world—various countries, 2. Explain how the Church is universal in terms of geography, culture, and time.
languages, and traditions. 3. Use a map or visual to show that the Catholic Church exists in every part of the world.
2. Emphasize how the faith is celebrated in diverse ways while maintaining unity. Scriptural Foundation:
3. After the video, ask students to reflect silently for 1 minute on what stood out to them. 4. Read Matthew 28:19-20 ("Go, therefore, and make disciples of all nations...").
4. Invite a few students to share their observations with the class, focusing on what the images or video showed about the 5. Emphasize how Jesus' command calls for a global mission, making the Church not limited to a specific nation, language, or
global nature of the Catholic Church. culture.
Examples of the Church’s Universality: HOTS:
5. Show images or stories of Catholic practices from different cultures (e.g., African, Asian, Latin American, European). 6. How does the Church demonstrate its catholicity in your own community?
Discuss how these are expressions of one faith but lived differently. 7. What are the ways the Church promotes unity while respecting cultural diversity?

25
6. Highlight how the Catholic Church brings together people from all walks of life through the sacraments, teachings, and its 8. In what ways can we, as individuals, contribute to the universal mission of the Church?
mission. Class Discussion:
Catholic Church in Action: 9. Have each group present their poster to the class, explaining how their concept reflects the Church’s catholicity.
7. Divide students into small groups. Each group will receive a poster board, markers, and a list of key concepts related to 10. Encourage the class to ask questions and engage with each group’s presentation, focusing on the diversity and unity of the
the Catholic Church’s mission (e.g., social justice, unity in diversity, missionary work, sacraments). Church.
8. Each group will pick one concept and create a poster that shows how the Church demonstrates this aspect of its catholicity Synthesis:
globally and locally. 11. The students will answer the following questions:
9. They will use scripture, personal experiences, and knowledge from the lesson to explain their concept. ● How do you personally experience the Catholicity of the Church in your life?
● In what ways can you help promote the universal mission of the Church?

Assignment:
12. Ask students to research a Catholic community in another part of the world. They will write a short report (1 page) on how the
Catholic faith is practiced there and how it reflects the universality of the Church.

Abridged Content
The Church is universal, open to everyone regardless of culture, race, or background, as Christ tasked it with sharing the Gospel with all nations. Its mission is to unite humanity in faith, embracing diversity while upholding its core teachings, offering a space where all can
experience the fullness of faith and salvation.

FIRM-UP

Day 24 The Church is Apostolic

Objectives:
At the end of the lesson, the students should be able to:
1. define and explain the concept of "Apostolic" as it relates to the Church;
2. appreciate the importance of the Apostolic tradition in the Church’s mission; and
3. write a personal reflection on how to live out the Apostolic mission in daily life.

Presentation Strategies Processing Strategies

Mission of the Apostles: Discussion:
1. Divide students into groups of 4-5. 1. Begin with a short PowerPoint on what it means for the Church to be "Apostolic." Define the term "Apostolic" as coming from
2. Each group represents a "missionary team" sent out like the apostles. the word "Apostle," which means "one who is sent."
3. Provide each group with a mission envelope (prepared beforehand) that contains: Key points:
o A country or place name (fictional or real).
o The Apostles were chosen by Jesus to continue His mission.
o A challenge or scenario (e.g., "You must share the message of Jesus with people who speak a different language").
o The Church is apostolic because it is founded on the apostles, preserves their teachings, and continues their mission.
o Some difficulties apostles may face (persecution, lack of resources, cultural barriers, etc.). Processing:
1. Ask students to reflect on this idea by thinking about people today who are "sent" to spread a message (missionaries, activists,
4. Each group must create a quick strategy plan for how they would spread the teachings of Jesus, given their specific etc.). How are these people similar to the apostles?

challenges. Scripture Study:

26
5. After 10 minutes, each group will present their strategies to the class. 2. Break students into small groups and give them each a passage to read and discuss:
6. After each presentation, discuss the parallels between the students' experiences and those of the early apostles. ● "What is the message in this passage?"
Scripture Study: ● "What challenges did the apostles face?"
7. Read passages from the Bible that discuss the work and mission of the Apostles (e.g., Matthew 28:19-20, Acts 2:42, Acts ● "How does this scripture show the apostolic nature of the Church?"
1:8). Synthesis:
Apostolic Mission Today: The students will answer the following questions;
8. Use slides or images showing modern-day examples of the apostolic mission (e.g., missionaries, charitable organizations,
or local church missions).
o How do these actions reflect the apostolic nature of the Church?
9. Ask students to identify how they see the Church continuing the mission of the apostles today. Encourage them to think o How can we carry on the mission of the apostles in our everyday lives?
about:
o How is the Church a missionary in today’s world?
o What challenges does the Church face in being Apostolic?

Personal Reflection:
10. Have students reflect on how they can personally live out the Apostolic mission. Provide a handout with questions like:
o "How can I share the teachings of Jesus in my own life?"
o "What challenges might I face?"
o "Who are people in my community that are already living the apostolic mission?"
11. Have students write their reflections in a journal or share in pairs.

Abridged Content
The Church is Apostolic because it continues the apostles' mission to spread the Gospel and establish Christian communities, as commissioned by Christ. Its teachings are grounded in the doctrine delivered by the apostles and preserved through sacred tradition. Led by bishops,
the successors of the apostles, the Church maintains continuity with its original mission while adapting to each generation, ensuring faithfulness to Christ's teachings.

DEEPEN

Day 25 Quiz
Objectives:
At the end of the lesson, the students should be able to:
1. recalls the past lesson;
2. demonstrate honesty during the quiz; and
3. write the appropriate answers to the questions.

Presentation Strategies Processing Strategies

REVIEW TIME!

1. The students will share their ideas or concept they have learned from the past lesson.
1. The students actively share their ideas and concepts about the past lessons.
2. The teacher administers 20 items quiz.
2. Students scan or review their lesson for few minutes.

27
 3. Students arranged their chairs in a manner of one seat apart.
4. Students honestly and orderly answer the quiz.
Quiz: Multiple Choice
1. What does it mean for the Church to be "Apostolic"?
A) It follows the teachings of the Apostles.
B) It is led by the Pope.
C) It is based solely on the Old Testament.
D) It celebrates all major holidays.
2. Which of the following is a characteristic of the Church's Apostolic nature?
A) It is governed by a democratic process.
B) It is founded on the authority of the Apostles.
C) It promotes cultural diversity over unity.
D) It rejects the use of creeds.
Synthesis:

● The students’ quiz is immediately checked, and the teacher collects it.

DEEPEN

Day 26
Objectives:
At the end of the lesson, the students should be able to:
1. explain the meaning and significance of the four Marks o the Church in relation to her identity and mission;
2. express a personal commitment to living out the Four Marks of the Church in daily life; and
3. present the assigned Mark clearly and confidently to the class.

Presentation Strategies Processing Strategies

1. Divide the class into four groups. Assign each group one of the Four Marks of the Church: One, Holy, Catholic, and
Creative Presentation: Apostolic.
1. Ask each group to prepare a visual representation (such as a poster or a digital slide) that captures the essence of their 2. Give each group a brief description of their assigned Mark. They can also reference their textbooks or Bibles for further
assigned Mark. understanding.
2. Encourage them to include key points, artwork, symbols, or short slogans that reflect what they’ve learned. 3. Instruct the groups to discuss and answer the following questions:
Class Presentations:
o What does this Mark mean for the Church?
3. Each group will present their work to the class, explaining the significance of their Mark and sharing their creative
o How is this Mark visible in the Church today?
insights. o How can individuals live out this Mark in their personal faith life?
4. After each presentation, allow time for questions from the other groups. 4. Each group should also come up with one real-life example of their Mark in action (e.g., a mission trip for "Apostolic," a

28
 community service for "Holy").
Synthesis:
5. After all groups have presented, lead a class discussion focusing on the interconnectedness of the Four Marks. Ask:
o How do these Marks work together to form the Church?
o Why are all Four Marks important for the Church’s identity and mission?
o What challenges does the Church face in maintaining these Marks today?

Assignment:
6. The students will write a short reflection on which Mark they find most meaningful and how they can live it out in their own
faith journey.

FIRM-UP

Day 27 The Goal of Christian Society (Common Good)

Objectives:
At the end of the lesson, the students should be able to:
4. understand the concept of the common good in the context of Christian teachings and society;
5. express a commitment to understanding and addressing the needs of others in their community; and
6. develop and present actionable plans or projects that reflect their understanding of the common good.

Presentation Strategies Processing Strategies

1. Provide a brief lecture or presentation on the concept of the common good, incorporating key Christian teachings from the
Imagine a Perfect Society: Bible and relevant theological perspectives. Use visuals (slides, infographics) to illustrate concepts.
7. Ask students to close their eyes and imagine a society where everyone is treated fairly, resources are shared equitably, and 2. Present case studies of historical or contemporary examples where Christian principles have influenced societal structures to
all individuals contribute to the common good. promote the common good. Include both positive examples and those that did not achieve the desired outcome.
8. Have students share their vision with a partner or small group. Prompt them to consider what values or principles are 3. Facilitate a discussion on how these examples relate to students' own experiences and communities.
necessary for such a society. Guided Generalization:
9. As a class, discuss the common themes that emerged and relate these to Christian teachings about the common good. 4. The Parable of the Talents (Matthew 25:14-30)
Small Group Activity: Synthesis:
10. Divide students into small groups and assign each group a different scenario or case study where they must analyze how 5. Ask students to write a short paragraph on a sticky note about one action they can take to contribute to the common good in
the principles of the common good are or are not being applied. their own lives. Collect the sticky notes and read a few aloud to reinforce the personal commitment to the common good.
11. Each group will present their findings to the class.
Reflection:
12. Have students individually write a short reflection on how Christian values could address specific issues in their
community to promote the common good.
Project Proposal:
13. As a culminating activity, students will design a community project or initiative that promotes the common good. They

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will outline the goals, target audience, and implementation plan for their project.

Abridged Content
The goal of Christian society is to promote the common good by creating conditions for all individuals to thrive and reach their full potential. This involves advancing justice, peace, and solidarity, ensuring equitable distribution of resources and opportunities, and addressing the
needs of the marginalized. In this vision, society functions as a communal effort where each person's well-being is linked to that of others, reflecting Christian values of love, compassion, and stewardship.

DEEPEN

Day 28 Scaffold 3
Objectives:
At the end of the lesson, the students should be able to:
1. understand the concept of the common good and its significance in Christian society.
2. value the importance of collaboration and empathy in promoting the common good.
3. organize and present a group’s plan using clear communication and teamwork.

Presentation Strategies Processing Strategies

1. Divide the students into small groups (3-4 students).
Community Building Challenge: 2. Present each group with a scenario where the common good is at risk. For example:
1. The students will be divided into small groups. o A neighborhood is facing water shortages.
2. Each group must come up with a 3-step plan to address the issue, focusing on: o A community is dealing with increasing poverty.
o How their proposed actions will benefit the entire community. o A school is struggling with bullying and student disengagement.
o The role of individuals and how their contributions collectively work towards the common good. Synthesis:
3. Afterward, each group presents its plan to the class. Have the class reflect on which plans promote the common good and 3. The teacher will ask the following questions:
what Christian values are being exercised (e.g., charity, justice, solidarity). o Ask students to think about a real-life example where the common good was prioritized.
o How can they, as individuals, contribute to society's common good in their everyday lives?

TRANSFER

Day 29
Objectives: Read and Study
At the end of the lesson, the students should be able to:
1. understand the key themes and messages of selected passages from the Acts of the Apostles, particularly those that emphasize the growth and mission of the Church.
2. integrate insights from the passages to form a coherent idea for a POST-SLOGAN that reflects the perseverance and faith of the early Church;
3. motivated to creatively express their personal understanding of the Church's mission through their POST-SLOGAN; and

Presentation Strategies Processing Strategies

1. The teacher guides the students to go over specific chapters and verses from the Acts of the Apostles to inspire ideas for their
Read and Analyze Selected Passages from Acts: POST-SLOGAN.
1. Review selected chapters and verses from the Acts of the Apostles. Focus on themes such as: 2. Organize the students into small groups to discuss their understanding of the selected chapters and verses from the Acts of the
o The spread of the Gospel despite persecutions Apostles.

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o The sense of community and fellowship among early Christians 3. Encourage them to share insights and ideas that could influence their POST-SLOGAN.
o The role of the Holy Spirit in empowering the apostles
o The mission of the Church to reach all nations
2. Examples of passages to consider:
o Acts 2:42-47 (The communal life of believers)
o Acts 4:32-35 (Sharing of goods and the unity of the community)
o Acts 9:1-19 (The conversion of Saul/Paul and his mission)
o Acts 13:1-3 (The mission of Barnabas and Saul)

TRANSFER

Day 30 POST-SLOGAN Development

Objectives:
At the end of the lesson, the students should be able to:
1. synthesize ideas and phrases that reflect the essence of the Church's growth and mission, forming the foundation for a slogan; and
2. demonstrate openness to group ideas and contributions during the brainstorming session to craft a unified POST-SLOGAN; and
3. present their POST-SLOGAN draft clearly and confidently, using visual aids or creative mediums to enhance understanding.

Presentation Strategies Processing Strategies

1. Have each group brainstorm possible themes, messages, or slogans based on their discussion.
Identify Key Themes: 2. Provide guidance to ensure their ideas align with the mission and growth of the Church despite persecution.
1. As you read, reflect on the following:
o What were the challenges the early Christians faced?
o How did they remain faithful and united?
o What inspired them to continue spreading the Good News?
o What role did the apostles play in shaping the Church?

Brainstorm the POST-SLOGAN:

2. Think of a slogan that captures the essence of the early Christian community's mission, faith, or resilience.
3. Your POST-SLOGAN should be concise, powerful, and reflect the community's enduring importance for today's world.
4. Examples of slogans might include themes of unity, courage in the face of opposition, or the power of faith in action.

TRANSFER

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Day 31 Design the POST-SLOGAN
Objectives:
At the end of the lesson, the students should be able to:
1. analyze how perseverance in faith and mission can inspire modern-day Christians to continue spreading the Gospel;
2. express appreciation for the sacrifices of early Christians in promoting the faith by connecting these sacrifices to their personal belief systems; and
3. creatively integrate symbols, colors, and text to effectively convey their message in the POST-SLOGAN, demonstrating their ability to use artistic skills for faith expression.

Presentation Strategies Processing Strategies

1. Ask students to draft their POST-SLOGAN individually or as a group. Encourage them to include visuals, phrases, or symbols
Design Your POST-SLOGAN: that effectively communicate their message.
1. Using your slogan, create a digital or physical poster: 2. Feedback and Refinement: Allow students to present their drafts to the class or in smaller groups. Offer constructive
2. Text: Your slogan should be the main focus of the poster. feedback and suggestions for improvement.
3. Visuals: Include images or symbols that represent the early Christian community (e.g., the fish symbol, a cross, flames for
the Holy Spirit).
4. Message: Ensure that both the slogan and visuals communicate the community’s mission, values, and importance.

TRANSFER

Day 32 Presentation
Objectives:
At the end of the lesson, the students should be able to:
1. internalize the role of personal commitment in continuing the Church’s mission in modern times;
2. demonstrate creativity in designing a slogan that is impactful and aligns with the values and teachings of the Acts of the Apostles; and
3. present the POST-SLOGAN confidently, explaining its relevance to the growth and mission of the Church.

Presentation Strategies Processing Strategies

1. Give time for students to make final adjustments and polish their POST-SLOGAN, ensuring it's ready for the final
Present and Explain: performance task.
1. Prepare a short explanation (2-3 minutes) of your POST-SLOGAN, covering: 2. Have students rehearse their presentation or explanation of their POST-SLOGAN, helping them feel more confident for the
o The biblical passages that inspired your message. final task.
o Why you chose the particular slogan. 3. Final Presentation: After the students rehearse their presentation, they will share their explanation to the class.
o How your design and message connect to the early Christian community’s values and mission.

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