St.

Paul University Philippines

Tuguegarao City, Cagayan 3500

DYNAMIC INSTRUCTIONAL PLAN

Quarter : Fourth
Unit Title : LOVING LIKE JESUS: CARING FOR OTHERS AND BUILDING A BETTER WORLD
Topic Areas : Witnessing Jesus’ Commandment of Love, Building a Christ-Centered Community, Heeding the Call of Jesus to Respect Human
Dignity, and Reflecting the Love of Jesus to Respect Human Dignity
Time Frame : 32 meetings

STAGE 1: DESIRED RESULTS

PERFORMANCE STANDARD: TRANSFER
The learner shall be able to: The students, in the long run and on their own, will be able to Perform appropriate actions in preparation
● making the right move toward preparing for for the next stage of their life as adolescents and in keeping with their vocation.
the next phase of life as a young and MAKE MEANING
energetic teenager as he or she fulfills ENDURING UNDERSTANDING ESSENTIAL QUESTIONS
his/her vocation to love. Students will understand that the very person of How will you advocate for and uphold the dignity of
● appropriate actions in preventing and Jesus in the written Gospels should be lived out and every person you encounter, ensuring that everyone
addressing bullying/ violence in his or her followed by all Christians. feels valued and respected?
school. ACQUISITION OF KNOWLEDGE AND SKILLS (COMPETENCIES)
● working on steps to meet the challenges of DOCTRINE MORALS AND WORSHIP
the technological gap for the common good. ● In creating us male and female (Gen. 1:27), ● God inscribed in the humanity of man and
● appropriate actions in dealing with the God made us relational beings so that in all woman the vocation, and the responsibility,
effects of migration on the Filipino family of our relationships, we reflect the image of of love and communion. Love is therefore
God.
CONTENT STANDARD: the fundamental vocation of every human
● “God created man in his image, in the divine
The learner demonstrates an understanding of: image He created them.” Genesis 1:27 being". The whole meaning of true freedom,
● the meaning of human sexuality in the light ● “God looked at everything he had made, and and self-control which follows from it, is

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 of the Scriptures and the Church’s teaching he found it very good.” Genesis 1:31 thus directed towards self-giving in
● The life of every family is marked by all communion and friendship with God and
● the significance of the virtues of respect and kinds of crises, yet these are also part of its with others.
self control in developing a healthy view on dramatic beauty. AL, 232
one’s sexuality. ● The sacraments infuse holiness into the
terrain of man’s humanity, they penetrate the
● school violence/bullying in the light of the soul and body, the femininity and
Sacred Scriptures and Church Teachings
masculinity of the personal subject, with the
power of holiness. (Theology of the Body
117b:2)

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.
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 EVIDENCES
In today's world, it is essential for students to FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT
understand and embody the values of love, care, and
1. Video Analysis Written Works
respect that Jesus taught. Many young individuals
2. Pictionary
may not fully grasp the significance of witnessing Unit Test
3. Mind mapping

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Jesus' commandment of love, building a Christ- 4. Reflection Making Periodic Examination
centered community, heeding the call to respect 5. Role Playing
human dignity, and reflecting this love in their daily 6. Collage
interactions. To enhance their understanding of 7. Personal Journal
these vital principles, each student will engage in a 8. Interactive Reflection Wall
meaningful performance task: creating a Personal 9. Scenario Analysis
Collage of Values. 10. Brainstorming
11. Q&A
In this task, students will use a variety of materials, 12. Virtue Tree
including magazines, newspapers, colored paper,
scissors, glue, and markers, to visually represent
SCAFFOLD 1:
their thoughts on four key themes: witnessing Jesus’
commandment of love, building a Christ-centered Theme Exploration and Discussion
community, heeding the call of Jesus to respect
human dignity, and reflecting the love of Jesus in 1. The teacher divides the class into small
groups and assigns each group one of the
their everyday lives. As students craft their collages,
four key themes: Witnessing Jesus’
they will be encouraged to incorporate images,
Commandment of Love, Building a Christ-
words, quotes, and symbols that resonate with each Centered Community, Heeding the Call of
theme, allowing them to creatively express their Jesus to Respect Human Dignity, and
understanding. Reflecting the Love of Jesus in Daily
Upon completing their collages, students will write Interactions.
brief reflections for each theme, articulating what 2. Each group is instructed to discuss what their
assigned theme means to them. They
these values mean to them personally and how they
brainstorm relevant examples from their
can embody them in their daily actions. This
lives or communities that connect to the
reflective writing will help students connect deeply theme.
with the concepts, prompting them to think critically 3. The teacher encourages each group to select
about their relationships and responsibilities within a spokesperson who will summarize their
their families and communities. discussions and share their insights with the
entire class.
4. After the group presentations, the teacher
facilitates a class discussion, highlighting

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 common ideas and reinforcing the
significance of each theme.

SCAFFOLD 2:
Social Justice Action Plan
1. As a formative assessment, students will
create a "Social Justice Action Plan." This
plan should include:
2. Identification of an Issue: Choose a
specific social justice issue (e.g., poverty,
discrimination, human rights).
3. Research: Include a brief overview of the
issue, relevant statistics, and its impact on
human dignity.
4. Advocacy Strategies: Outline at least three
concrete actions they can take to advocate
for change (e.g., volunteering, raising
awareness, contacting local representatives).
5. Personal Commitment: Write a personal
statement about why this issue is important
to them and how they plan to engage with it
in the future.

SCAFFOLD 3:
Values Role-Play Scenarios

1. The teacher divides the class into small

groups of 4-5 students.
2. Each group is assigned one of the four key
themes: Witnessing Jesus’ Commandment of
Love, Building a Christ-Centered

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 Community, Heeding the Call of Jesus to
Respect Human Dignity, or Reflecting the
Love of Jesus in Daily Interactions.
3. The teacher provides each group with a
scenario related to their assigned theme. For
example:
4. Love: A friend is feeling down and needs
support.
5. Community: Planning a community service
project to help those in need.
6. Dignity: Standing up for a classmate who is
being treated unfairly.
7. Reflection: A moment where one has to
choose between being kind or indifferent.
8. Students are instructed to discuss their
scenario and brainstorm how they would
respond in that situation, emphasizing the
values of their assigned theme.
9. Each group will then create a short skit (2-3
minutes) to demonstrate their scenario and
how they would embody the values
discussed.
10. Groups perform their skits for the class,
showcasing their understanding of the
assigned themes and demonstrating how to
apply these values in real-life situations.
11. After each performance, the teacher
facilitates a class discussion where students
reflect on what they learned from each skit
and how they can apply these values in their
own lives.

GUIDED GENERALIZATION

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 The Annunciation Story
They who followed Jesus

EVALUATIVE CRITERIA
(Rubric for Performance Task)
Criteria Excellent (4) Good (3) Satisfactory (2) Needs Improvement (1)
Creativity and Originality The collage displays The collage is creative and The collage shows some The collage lacks creativity,
outstanding creativity and original, using some varied creativity but relies on with minimal effort in layout
originality, with a unique materials and a clear layout. common ideas and materials; and materials.
layout and a variety of layout may lack clarity.
materials used effectively.
Relevance to Themes All elements of the collage Most elements relate to the Some elements are relevant to Few elements relate to the
strongly represent the themes themes, with several the themes, but many lack themes; connections to
of stewardship, family, gifts, connections to personal clear connections to personal personal experiences are
and communication, clearly experiences. experiences. unclear or missing.
connected to personal
experiences.
Reflection Quality The written reflection is The reflection is thoughtful, The reflection shows basic The reflection is unclear,
insightful, demonstrating showing understanding and understanding but lacks depth vague, or fails to connect to
deep understanding and clear some personal connections to in personal connections. the themes.
personal connections to the the themes.
themes.

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 STAGE 3: LEARNING PLAN

EXPLORE
● Introduce the EQ, Administer the Pretest, Hook Activity, Elicit Prior Knowledge (MCC)
Day 1: Course Summary
Objectives: At the end of the lesson, the students should be able to:
1. Present true and false statements that reflect the application of Church teachings in real-life contexts;
2. Collaborate with peers to discuss and clarify concepts related to compassion, unity, and dignity; and
3. Design a "Faith Map for Community Growth" that illustrates practical ways to apply the lessons in home, school, community, and workplace settings.
Presentation Strategies Processing Strategies
Opening Prayer
1. Model the activity with example statements about one of the subtopics.
Activity: “Faith in Action: True or False” 2. Lead a discussion on why the true statements align with the Church's
1. Begin with the question: What does it mean to live as members of the teachings and why the false one contradicts them.
Church in society today?
2. Introduce the activity “Faith in Action: True or False” to explore 1. Group Presentations and Discussions:
practical applications of the lessons through critical thinking and ● Each group presents their three statements.
collaborative engagement. ● The class guesses which statement is false and explains why the
3. Explain that the activity is similar to “Two Truths and a Lie,” where others are true, linking to Church teachings.
students create two true statements and one false statement based on ● After each round, the presenting group clarifies the truths and
the quarter's lesson focus. provides further explanation of their subtopic.
4. Highlight the four lesson themes and ensure each group focuses on 2. Reflection Activity:

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 one lesson subtopic: ● Distribute a worksheet titled “My Role in Building a
Compassionate Church.”
● Group 1: Upholding rights and responsibilities. ● Students write short responses about how they can uphold rights,
● Group 2: Living moral law for harmony. foster unity, volunteer, or promote dignity in their daily lives.
● Group 3: Volunteerism and community service.
● Group 4: Work and human dignity. Follow-up Activity

5. Divide the class into groups based on the lesson subtopics. Activity Title: “Faith Map for Community Growth”
6. Give students 5 minutes to create their three statements, ensuring they
connect truths to real-life scenarios. 1. Students draw a map with four key areas labeled:
o Home: Actions to show compassion and uphold responsibilities.
o School: Ways to promote unity and harmony.
o Community: Ideas for volunteerism and involvement.
o Workplace (Future): Values to uphold dignity through work.
2. In each section, students write or draw actions that reflect their learning.

Example for the Map:

● Home: Help siblings with schoolwork, share chores responsibly.

● School: Organize a campaign on kindness and respect.
● Community: Volunteer for a local charity.
● Workplace: Treat colleagues with fairness and respect.

Day 2
Objectives: At the end of the lesson, students should be able to:
1. identify and differentiate between rights and responsibilities based on various real-life examples;
2. reflect on the significance of balancing rights with responsibilities to promote fairness and compassion in their interactions; and
3. participate actively in the “Fast-Pasan Mo” activity by physically passing the box, selecting strips, and discussing rights and responsibilities.
Presentation Strategies Processing Strategies

Opening Prayer 1. Teacher Demonstration:

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 o Model the activity by answering the prompts yourself.
Activity o For example:
1. Design a "Faith Map for Community Growth" that illustrates practical ▪ "I am grateful for my family who supports me every day."
ways to apply the lessons in home, school, community, and workplace ▪ "I show kindness by listening to my friends when they
settings. need someone to talk to."
▪ "I am inspired by Jesus’ teaching to 'love your neighbor
Share a brief overview: as yourself.'”
2. CLVE focuses on learning about Jesus, Christian teachings, and how 2. Group Sharing and Discussion:
they guide us to live good and meaningful lives. o Students share their answers in their small groups.
3. It helps develop moral values like compassion, respect, humility, and o Encourage group members to reflect on and affirm each other's
love for others. answers.
4. Introduce the activity, “Who Am I in Faith?” This is a getting-to- 3. Whole-Class Discussion:
know-you game with a twist. o After group sharing, invite a few students to share their insights
5. Students will receive a card with three prompts they must answer to with the class.
introduce themselves, connecting their answers to the values they o Lead a discussion to connect their thoughts to the purpose of
expect to learn in CLVE: CLVE. For example:
▪ How does being kind reflect the teachings of Jesus?
● What is one thing you are grateful for today? ▪ Why is it important to practice gratitude?
● What is one way you show kindness or help others? 4. Reflection Activity:
● What value or teaching of Jesus inspires you the most? o Distribute a handout titled “My Journey in CLVE” with the
following prompts:
6. Students will prepare their responses quietly for 5 minute.They will ▪ What is one value you want to grow in this year?
then share their answers with small groups of 4-5 members. ▪ How can CLVE help you deepen your faith and values?

4. Activity Flow: Follow-up Activity

Activity Title: “Faith and Values Banner”
● After sharing within the small groups, a few volunteers from each ● Students design a banner for their notebooks with the title “My CLVE
group will share their answers with the whole class. Journey.”
● The teacher will link their responses to the goals of CLVE,
● On the banner, they include:
emphasizing how the subject helps us deepen faith, live with integrity, o A value they want to work on (e.g., kindness, patience).
and serve others o A Bible verse or quote related to that value.
o An illustration representing their faith journey.
.

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 FIRM-UP
Day 3
Objectives: At the end of the lesson, students should be able to:
1. identify and describe ways to practice compassion, love, humility, cleanliness, respect, generosity, and thriftiness, following the example of Jesus;
2. develop a deeper appreciation for the role of love, humility, and compassion in fostering good relationships with others;
3. create a creative acrostic poster to visually represent how they can grow in compassion, humility, and other virtues.

Presentation Strategies Processing Strategies

Opening Prayer 1. The teacher asks the students to present and explain their accrostic in
front of the class, focusing on how each word connects to the lesson
Activity: “Acrostic Puzzle” themes: compassion, humility, cleanliness, respect, generosity, and
1. The teacher asks the students to pause and reflect on how they have thriftiness.
shown compassion, love, humility, cleanliness, respect, generosity,
and thriftiness in their daily lives. 2. The teacher processes the students' output by asking reflective questions:
● "Why is it important to grow in these values?"
2. The teacher instructs the students to create an Acrostic Puzzle using ● "How do these values help us live like Jesus in our everyday
the word "GROWTH" to summarize how they can grow in these actions?"
values. Each letter will represent a way they can apply these virtues in
their own lives: 3. The teacher presents the unit lesson and essential questions (EQ) to the
G - ___________________________________ students by asking:
R - ___________________________________ ● "How can practicing these values help you become a better
O - ___________________________________ version of yourself and positively influence others around you?"
W - ___________________________________
T - ___________________________________ 4. The teacher engages students by asking, "Who is a role model in your
H - ___________________________________ life who practices these values?" and encourages them to reflect on how
Example: they can follow that example.
G – "Give help to those in need."
R – "Respect everyone, regardless of differences." Synthesis

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 3. The teacher will provide students with art materials to make their 5. The teacher asks the students to answer the question orally:
acrostics creative by including drawings, symbols, or meaningful ● "Which value do you feel you need to grow in the most, and
words related to the topics. The posters will be displayed in class. why?"

6. The teacher summarizes the lesson by emphasizing the importance of

growing in love, humility, respect, and generosity like Jesus and
explains how practicing these values can make a positive difference in
their personal lives, school, and community.

FIRM-UP
Day 4
Objectives: At the end of the students, should be able to:
1. define the term stewardship and explain why it is important to take care of God’s creation;
2. show appreciation for the beauty of God’s creation by reflecting on its importance in their daily lives;
3. participate actively in the "Helping Hands for Creation" activity by writing or drawing one action to help the environment.
Presentation Strategies Processing Strategies
Opening Prayer
Scripture Connection:
Activity: "Caring for God's Garden" 1. The teacher shows a short passage from the Bible:
1. The teacher begins by asking the students, "What do you do to help "The LORD God took the man and put him in the Garden of Eden to
take care of the earth?" work it and take care of it" (Genesis 2:15).

2. The teacher introduces the word stewardship by explaining: 2. The teacher asks, “What does God ask us to do in this Bible story?”
“God gave us the earth to take care of. When we do things like saving (Expected answer: To take care of the earth.)
water, not throwing trash, or planting trees, we are being good
stewards, or caretakers, of God's creation.” 3. The teacher leads a discussion with these questions:
o "How can we help take care of God's creation?"
3. The teacher tells a simple story of a garden and how it needs people to o "What would happen if we didn’t take care of the earth?"
take care of it. The teacher explains that the earth is like God's garden, o "How can we work together to make our world a better place for
and we are the gardeners. everyone?"
Reflection Time:
"Helping Hands for Creation" 4. The teacher encourages the students to think about one thing they can do

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 today to help the environment, like picking up trash or turning off the
4. The teacher hands out cut-out paper hands to the students. On each lights when they leave a room.
hand, the students will write one thing they can do to help take care of
God's creation. 5. Students are invited to share their ideas with the class.

5. After they write, students will place their hands on a class bulletin Synthesis
board under the title "Helping Hands for Creation." 6. The teacher summarizes the lesson by saying, “God has given us this
beautiful world, and we need to take care of it just like gardeners take
6. A few students are asked to share what they wrote on their hands. The care of a garden. Even small things, like saving water or picking up trash,
teacher connects their actions to being good stewards, saying, “Just help make the world a better place.”
like we are helping in small ways, we are all part of caring for God's
big garden—our world." Assignment
7. The teacher asks the students to observe nature around their home or
school and draw something they think is beautiful (like a tree, bird, or
flower). They will bring the drawing to the next class and share why it is
important to take care of it.
FIRM-UP
Day 5: Understanding the Commandment of Love
Objectives: At the end of the lesson, students should be able to:
1. Define the commandment of love as taught by Jesus.
2. Explain its significance in Christian living.
3. Identify key scripture passages that illustrate this commandment.
Presentation Strategies Processing Strategies
Opening Prayer Reflection Journals
1. Students write in their journals about a time they felt loved or showed
Activity: "The Greatest Commandment" love to someone.
1. The teacher begins by reading Matthew 22:37-39 aloud and asks, "What
do these verses mean to you?" Pair Share
2. The teacher explains the concept of love as the greatest commandment, 2. In pairs, students share their reflections and discuss how love can
emphasizing its importance in our relationships with God and others. transform relationships.
3. Students engage in a discussion about how they can apply this
commandment in their daily lives. Group Discussion
3. Invite students to share their thoughts with the class, connecting their

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 experiences to the commandment of love.

Formative Assessment: Exit Ticket

4. Students write down one key takeaway about the commandment of love
and one question they still have.

Q and A
1. What is the commandment of love as taught by Jesus?
2. Why is this commandment significant in Christian living?
3. Provide a scripture passage that illustrates the commandment of love.

Abridge Content: Biblical teachings that underpin Jesus' commandment to love one another. It emphasizes the scriptural foundation of love as a fundamental
principle of Christian faith, encouraging individuals to understand its significance in their spiritual lives.
FIRM-UP
Day 6:
Objectives: At the end of the lesson, students should be able to:
1. Identify and articulate the key elements of the commandment of love as taught by Jesus in the Gospels.
2. Reflect on personal experiences and express how they can actively demonstrate love in their daily lives.
3. Maintain a "Love Reflections Journal" that connects their actions and experiences with the teachings of Jesus on love and forgiveness.

Presentation Strategies Processing Strategies

Opening Prayer Essential Questions:
1. What does it mean to love others as Jesus loves us?
Activity: The Essence of Love: Jesus' Commandment 2. How can we actively demonstrate love in our daily lives?
3. In what ways does love influence our relationships with God and
1. The teacher will introduce the commandment by discussing its others?
significance in the life of Jesus, referencing key passages like John
13:34-35. Exploring Love in Scripture
2. Students will be invited to reflect on what love means in a Christian 1. Students will be assigned various passages that highlight the
context. commandment of love (e.g., Matthew 22:37-40, 1 John 4:7-12).
3. Students will create a "Love Map" on a large poster or whiteboard, 2. In small groups, students will discuss the meaning of these passages and
where they will write down different expressions of love (e.g., kindness, how they relate to the commandment of love. They will focus on the
compassion, forgiveness) and share examples from their own lives. implications of loving God and loving others.

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 3. After group discussions, each group will share their insights with the
class, emphasizing how these scriptures guide their understanding of
love.

Love in Action: Real-Life Applications

4. The teacher will present a "Love Challenge" where students will
commit to performing one act of love each day for a week. This can be
anything from helping a friend to volunteering in the community.
5. At the end of the week, students will share their experiences in class,
discussing how these acts of love impacted them and those around
them.

Forgiveness: A Crucial Aspect of Love

6. Students will be given scenarios that involve the need for forgiveness
(e.g., a friend betraying trust). In small groups, they will discuss how
love plays a role in forgiveness.
7. The teacher will facilitate a discussion on the importance of forgiveness
in loving relationships and how it reflects the love of Jesus.

Building a Loving Community

8. Students will create a "Community Map," identifying people in their
lives and community who embody love. They will discuss how they can
support and encourage these individuals.

9. As a class, students will commit to supporting one another in fostering a

loving community, perhaps by organizing a community service project
or support group.

Overcoming Challenges to Love

10. Students will brainstorm common barriers to loving others (e.g., anger,
prejudice) and write them on sticky notes.
11. In groups, students will discuss strategies to overcome these barriers
and present their solutions to the class, fostering a collaborative

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 environment for growth.

Synthesis
12. The teacher will summarize the key points about the commandment of
love, emphasizing that love is an action that transforms lives and
communities.
13. Students will be encouraged to think about how they can continue to
live out the commandment of love in their everyday lives, both inside
and outside of school.

Abridge Content: Love is not merely a feeling but requires active expression. It encourages individuals to identify and practice practical ways to demonstrate
love, such as acts of kindness, service to others, and everyday gestures that reflect compassion and care.
FIRM-UP
Day 7:
Objectives: At the end of the lesson, students should be able to:
1. Understand the concept of love as an actionable choice rather than just a feeling.
2. Identify practical ways to demonstrate love in their daily lives.
3. Reflect on personal experiences where they have acted in love and discuss the impact of those actions.

Presentation Strategies Processing Strategies

Opening Prayer Essential Questions:
1. What does it mean to love someone through our actions?
Activity: Defining Love as Action 2. How can we incorporate love into our everyday interactions?
3. Why is it important to actively demonstrate love?
1. The teacher will introduce the concept of love as an action, explaining
that love requires intentionality and effort. Key scripture references can Practical Ways to Demonstrate Love
include James 2:14-17, which emphasizes faith in action.
2. In small groups, students will brainstorm what love looks like in action. 4. Students will create a list of specific acts of kindness they can perform,
3. They can list examples such as helping others, showing kindness, and such as:
being supportive friends. ● Writing a note of appreciation to a friend or teacher.
● Volunteering for a local charity or community service.

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 ● Helping a classmate with schoolwork or personal issues.

5. In pairs, students will role-play different scenarios where they can

demonstrate love in action (e.g., comforting someone who is sad,
including someone who feels isolated).

Discussion: The Impact of Love

6. Students will be invited to share any personal experiences where they

demonstrated love through actions and the outcomes of those actions.
This can help illustrate the positive ripple effect love creates.
7. The teacher will facilitate a discussion on how these actions affect both
the recipient and the giver, fostering a sense of community and
belonging.

Building a Loving Community

8. As a class, students can brainstorm and plan a community service

project that embodies love in action, such as organizing a food drive or
visiting a nursing home.
9. Students will each make a commitment to perform at least one act of
love each week, sharing their plans with a partner for accountability.

Synthesis and Reflection

10. The teacher will summarize the lesson, reiterating that love is
demonstrated through our actions and that small acts can lead to
significant change.
11. Students will write a journal entry reflecting on what they learned about
love as an action and how they plan to apply it in their lives.

Summative Assessment

12. Students will respond to questions in their journals such as:

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 ● How can I show love to someone in my life this week?
● What barriers might I face in demonstrating love, and how can I
overcome them?

13. Students will have the opportunity to share insights from their
reflections with a partner or small group, fostering a supportive
environment for growth and encouragement.
Abridge Content: It explores the deep connection between forgiveness and love. It emphasizes that to truly love others, one must be willing to forgive and let go
of grievances, fostering healthier relationships and a more loving environment.
FIRM-UP
Day 8
Objectives: At the end of the lesson, students should be able to:
1. Understand the importance of community and fellowship in Christian living.
2. Identify ways to actively participate in building a loving community.
3. Reflect on their role within their community and how they can contribute to fostering love and support.

Presentation Strategies Processing Strategies

Opening Prayer 1. Discuss the traits that define a loving community, such as:
● Acceptance and Inclusivity
Activity: Introduction to Love and Community ● Support and Encouragement
● Active Listening and Communication
1. The teacher will explain what a loving community looks like from a Christian ● Service and Sacrifice
perspective, emphasizing the importance of fellowship and support among 2. Students will create a "community map" that identifies existing
believers. Key scripture references can include Acts 2:42-47, which highlights resources, groups, and opportunities within their local church or
the early church's practices. community that foster fellowship and support.
2. Students will discuss terms such as fellowship, community, love, and support,
and how these concepts interconnect in their faith.
The Role of Fellowship in Christian Living

3. Explore key biblical passages that emphasize fellowship, such as:

● Hebrews 10:24-25 (encouraging one another)
● Galatians 6:2 (bearing one another's burdens)

4. Students will brainstorm practical examples of how they can engage in

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 fellowship, such as:
● Organizing or participating in small groups or Bible studies.
● Volunteering for church events or community service projects.
● Creating supportive relationships through mentorship or
accountability partnerships.

Discussion: The Impact of a Loving Community

5. Students will be invited to share experiences where they felt supported

by their community and how that impacted their faith journey.
6. Facilitate a discussion on the benefits of being part of a loving
community, including emotional, spiritual, and relational growth.

Commitment to Community Engagement

7. Students will set personal goals for how they plan to engage with their
community over the next month, whether through fellowship, service,
or leadership.
8. Students will pair up to serve as accountability partners for their
community engagement goals, checking in with each other regularly.

Synthesis and Reflection

● The teacher will summarize the key points discussed, emphasizing the
vital role of love and community in Christian living.
● Students will write a journal entry reflecting on what they learned about
love and community, including their personal commitments to fostering
fellowship.

Formative Assessment: Love and Community Reflection

9. Students will respond to questions in their journals such as:
● How can I contribute to building a loving community in my
church or school?
● What challenges might I face in fostering community, and how
can I overcome them?

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 10. Students will have the opportunity to share insights from their
reflections with a partner or small group, creating a supportive environment
for growth and encouragement.

Abridge Content: The role of love in building a supportive and nurturing community. It highlights the importance of fellowship among believers, showing how
love strengthens bonds, promotes unity, and enhances the overall Christian living experience within a community.
FIRM-UP
Day 9
Objectives: At the end of the lesson, students should be able to:
1. define love through actions and explain its importance in building relationships;
2. create a list of specific acts of kindness they can perform, demonstrating their understanding of love in action; and
3. reflect on their personal experiences and insights regarding love, sharing how they can apply these lessons in real life.
Presentation Strategies Processing Strategies
Opening Prayer Introduction to Loving Your Neighbor
1. The teacher will introduce the concept of "neighbor" as not just those
Activity: "Love Your Neighbor" Pledge who live nearby but as anyone we encounter in our daily lives. Key
1. Students will create a personal pledge to commit to loving their scripture references can include Luke 10:25-37 (The Good Samaritan).
neighbors. They can write it on a colorful card to keep as a reminder. 2. Students will discuss how cultural and social contexts can influence our
2. The students will answer the essential questions after the activity. understanding of who our neighbors are.
o How does the Bible define "neighbor"? Scriptural Exploration
o What does it mean to love your neighbor? 3. Explore key passages such as:
o How can we actively demonstrate love to those around us? 4. Matthew 22:39 (Love your neighbor as yourself)
5. Galatians 5:14 (The entire law is fulfilled in keeping this one command)

Group Activity: Neighbor Mapping

6. In small groups, students will create a "Neighbor Map" identifying
people in their lives whom they consider neighbors (friends, family,
classmates, community members) and how they can show love to each.
7. Students will set specific goals for how they will continue to
demonstrate love to their neighbors beyond the classroom.
8. Students will form small groups to support each other in their goals and
share their progress regularly.

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 Synthesis and Reflection
9. The teacher will summarize the lesson's key points, emphasizing the
importance of loving our neighbors in everyday life.
10. Students will write a journal entry reflecting on what they learned about
loving their neighbors and how they plan to apply it.

Formative Assessment: Loving Your Neighbor Reflection

11. Students will respond to questions in their journals such as:

● Who is a neighbor I can reach out to this week?

● What challenges do I face in loving my neighbors, and how can
I overcome them?

DEEPEN
Day 10
Objectives: At the end of the lesson, students should be able to:
1. identify common obstacles to demonstrating love and develop strategies to overcome them.
2. reflect on their personal experiences and insights regarding love, sharing how they can apply these lessons in real life.
3. create a list of specific acts of kindness they can perform, demonstrating their understanding of love in action.
Presentation Strategies Processing Strategies
Opening Prayer Overcoming Obstacles
1. Students will brainstorm and discuss common obstacles to practicing
Activity: Challenges to Loving Others love, such as misunderstandings, personal insecurities, or societal
1. Students will engage in small group discussions to share their thoughts pressures.
on the essential questions, promoting collaboration and diverse 2. In small groups, students will develop strategies to overcome these
perspectives. challenges by sharing experiences and suggesting practical solutions
2. The teacher will use visual aids such as slides or posters to illustrate key (e.g., effective communication, empathy).
concepts related to love in action, helping to reinforce learning.

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3. Invite a students in front who can share personal experiences about Practical Ways to Demonstrate Love
demonstrating love through their actions in the community, providing
real-life context. 3. Students will create a list of specific acts of kindness they can perform,
such as:

● Writing a note of appreciation to a friend or teacher.

● Volunteering for a local charity or community service.
● Helping a classmate with schoolwork or personal issues.

4. In pairs, students will role-play different scenarios where they can

demonstrate love in action (e.g., comforting someone who is sad,
including someone who feels isolated).
Discussion: The Impact of Love

5. Students will be invited to share any personal experiences where they

demonstrated love through actions and the outcomes of those actions.
This can help illustrate the positive ripple effect love creates.
6. The teacher will facilitate a discussion on how these actions affect both
the recipient and the giver, fostering a sense of community and
belonging.

Building a Loving Community

7. As a class, students can brainstorm and plan a community service

project that embodies love in action, such as organizing a food drive or
visiting a nursing home.
8. Students will each make a commitment to perform at least one act of
love each week, sharing their plans with a partner for accountability.
Synthesis

9. The teacher will summarize the lesson, reiterating that love is

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 demonstrated through our actions and that small acts can lead to
significant change.
10. Students will write a journal entry reflecting on what they learned about
love as an action and how they plan to apply it in their lives.

Summative Assessment

11. Students will respond to questions in their journals such as:

● How can I show love to someone in my life this week

● What barriers might I face in demonstrating love, and how can I
overcome them?

12. Students will have the opportunity to share insights from their
reflections with a partner or small group, fostering a supportive
environment for growth and encouragement.

DEEPEN
Day 11
Objectives: At the end of the lesson, students should be able to:
1. identify and overcome barriers to expressing love in daily life;
2. engage in meaningful actions that demonstrate love toward others and the community; and
3. compose a reflection on personal experiences related to love and its impact on relationships.
Presentation Strategies Processing Strategies
Opening Prayer Expressing Love Through Action

Activity: Opening Reflection 1. Students will compile a list of creative ways to demonstrate love, such
1. Begin with a brief guided meditation focusing on love and gratitude to as:
set a positive tone for the session. ● Making homemade gifts for friends or family.
2. Use a short video clip or slideshow that highlights different expressions ● Writing letters to community leaders expressing appreciation for
of love across cultures, emphasizing its universal nature. their work.
● Organizing a group activity to support a peer in need.

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Identifying Personal Barriers
3. Students will write down their thoughts on what prevents them from Scenario Role-Playing
expressing love, such as fear or past experiences. 2. In pairs, students will role-play various situations where they can
practice expressing love (e.g., resolving a conflict with kindness,
celebrating a friend's achievements).

Story Sharing
3. Students will be encouraged to share personal stories of when they
received or gave love and the impact it had on their lives, reinforcing
the lesson's themes.
4. The teacher will lead a discussion on how these experiences shape their
understanding of love and its effects on relationships and personal
growth.
5. Each student will write a pledge outlining one specific act of love they
will commit to in the coming week, sharing it with a partner for mutual
support.

Synthesis
6. The teacher will summarize the key points discussed, emphasizing the
importance of love as a catalyst for personal and community growth.
7. Students will write a reflective journal entry about their insights on
love and its application in their daily lives moving forward

Journal Response Questions

8. Students will respond to prompts in their journals, such as:
● What is one way I can show love to someone in my life this
week?
● What challenges might I encounter in expressing love, and what
strategies can I implement to overcome them?
9. Students will share their reflections in small groups, fostering a
supportive environment for discussion and encouragement.
Day 12: Lesson 2
Objectives: At the end of the lesson, students should be able to:

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 1. define the core values that characterize a Christ-centered community;
2. reflect on personal experiences and how they align with Christ-centered values.
3. develop actionable steps for embodying these values in interactions with others.
Presentation Strategies Processing Strategies
Opening Prayer Value Introduction
1. Use a visual aid (like a graphic organizer) to introduce the core values
Activity: Acts of Service Brainstorm of a Christ-centered community: love, humility, service, and
1. Students will list specific acts of service they can engage in, such as: forgiveness.
● Volunteering at local charities. 2. Present relevant scripture passages that highlight each value, such as
● Helping a neighbor with tasks or errands. John 13:34-35 for love and Ephesians 4:32 for forgiveness.
● Organizing a community clean-up.
2. In pairs, students will construct scenarios involving conflict resolution (SDG 16 focuses on promoting peace, justice, and strong institutions, which
and the practice of forgiveness, discussing how to approach these aligns with the core values of love, humility, service, and forgiveness taught by
situations with humility and love. Jesus. These values are foundational to building peaceful and just
communities, fostering harmony, and strengthening the institutions that
promote social justice and fairness.)

Group Discussions
3. In small groups, students will discuss what each value means in their
own words and share personal examples of how they have witnessed or
practiced these values.
4. Students will create a mind map illustrating connections between the
core values and their significance in building a Christ-centered
community.

Personal Reflection
5. Students will write about a time they experienced or enacted one of the
core values, reflecting on the impact it had on themselves or others.
6. The teacher will lead a discussion about how embodying these values
can transform relationships and communities.

Synthesis
7. The teacher will summarize the main points discussed, reinforcing the

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 importance of integrating Christ-centered values into daily life.
8. Each student will write a personal commitment statement on how they
plan to incorporate one or more of these values into their daily
interactions.
9. Students will respond to prompts in their journals, such as:
● Which Christ-centered value resonates most with you, and why?
● How can you actively demonstrate these values in your school
or community?

Abridge Content: The foundational values that characterize a community centered around Christ. Core values such as love, humility, service, and forgiveness
are explored in detail. These values shape the behavior and interactions of community members, guiding them to act in ways that reflect Christ's teachings.
FIRM-UP
Day 13
Objectives: At the end of the lesson, students should be able to:
1. discuss the significance of communal worship in fostering relationships within a community;
2. encourage participation in communal worship as a means of strengthening community bonds.
3. compose various forms of worship and their impact on community dynamics.
Presentation Strategies Processing Strategies
Opening Prayer Silent Reflection
1. Begin with a moment of silence where participants are invited to reflect
Activity: Interactive Word Cloud on their personal experiences with worship. This sets the tone without
1. Use a digital platform to create a word cloud. revealing the topic.
2. Ask participants to submit single words or phrases that come to mind
when they think about worship. Exploring the Role of Worship
2. In small groups, participants will discuss the following questions:
Scripture and Testimony ● What does communal worship mean to you?
3. Share a scripture passage (e.g., Hebrews 10:24-25) that emphasizes the ● How does it strengthen your relationships with others in the
importance of gathering together and invite a few volunteers to share community?
brief testimonies about how communal worship has impacted their ● Can you share an experience where communal worship brought
lives. you closer to someone?

Worship Forms Exploration

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 3. Provide participants with a list of different forms of worship (e.g.,
singing, prayer, rituals, service).
4. In small groups, have them choose one form to discuss how it fosters
community and relationships.

Community Worship Planning

5. As a class, brainstorm ideas for a community worship event. Consider
aspects such as music, activities, and opportunities for fellowship. This
will encourage collaboration and creativity.

Synthesis
6. The teacher will summarize the key points discussed, emphasizing the
importance of communal worship in building relationships and
fostering a sense of belonging.
7. Each participant will write a personal commitment statement on how
they will engage in communal worship and strengthen relationships
within their community.

Summative Assessment
8. Students will write journal entries responding to prompts such as:
● How has communal worship shaped your understanding of
community?
● What specific actions will you take to engage more actively in
communal worship?

Abridge Content: Communal worship is vital for building a strong community, as it brings individuals together in shared expressions of faith. This topic
discusses how worship fosters a sense of belonging and identity among members, creating a supportive environment where individuals can collectively
experience spiritual growth. It emphasizes that worship is not only an individual practice but a communal celebration that strengthens relationships through
shared beliefs and practices, deepening the bonds of fellowship.
FIRM-UP
Day 14
Objectives: At the end of the lesson, students should be able to:

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 1. examine the significance of service within the community as a core value of faith;
2. encourage participants to identify ways they can serve their community; and
3. highlight biblical teachings on serving others as an expression of love and faith.
Presentation Strategies Processing Strategies
Opening prayer Scripture Exploration
1. Present key biblical passages that emphasize service, such as Matthew
Activity: Service Spectrum 20:26-28 and Galatians 5:13. Discuss the context and meaning of these
1. The students will create a “Service Spectrum” chart on a whiteboard verses in small groups.
where participants can place sticky notes with different types of service
(e.g., volunteering, helping a neighbor, mentoring) along a spectrum Understanding the Importance of Service
from “Small Acts” to “Large Commitments.” 2. In small groups, participants will discuss the following questions:
● Why is serving others important in a faith community?
Service Story Sharing ● How can serving one another demonstrate love and strengthen
2. Begin with a brief storytelling session where participants share a faith?
personal experience of how they have been served by others or how ● Can you identify a time when serving someone impacted both
they have served someone else. your life and theirs?
3. Assign different groups to reflect on various biblical teachings related
to service and then share their insights with the larger group. This
promotes deeper understanding and connection to scripture.

Service Challenge
4. Introduce a “Service Challenge” where participants commit to
performing a specific act of service within the week.
5. They can share their commitments with the group to encourage
accountability.

Synthesis
6. The teacher will summarize the key points discussed, reinforcing the
biblical teachings on service and the importance of serving one another
in building community.
7. Each participant will write a reflection on how they plan to incorporate
serving others into their daily life, considering the insights gained from
the activities.

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 Reflection Journal Entries
8. Participants will write journal entries responding to prompts such as:
● What did you learn about the significance of service in your
community?
● How can you apply biblical teachings on serving others in your
life?
9. Participants will have the opportunity to share their journal reflections
in small groups, fostering a supportive environment for discussion and
encouragement.

Abridge Content: Serving others is a significant expression of love and faith within a Christ-centered community. This topic examines biblical teachings on
service, illustrating how acts of kindness and support are manifestations of Christ’s love. It discusses how serving one another promotes unity and compassion,
encouraging community members to identify needs and respond with practical help. Service can take many forms, from volunteering in local outreach programs
to simple acts of kindness within the community.
FIRM-UP
Day 15
Objectives: At the end of the lesson, students should be able to:
1. understand the concept of fellowship and its significance in building strong, supportive relationships within a community;
2. appreciate the value of connection and unity in promoting a healthy community environment; and
3. participate in fellowship activities that foster collaboration and relationship-building among community members.
Presentation Strategies Processing Strategies
Opening Prayer Exploring the Importance of Fellowship
1. In small groups, participants will discuss the following questions:
Activity: Fellowship Ice breaker ● How does fellowship contribute to a sense of belonging in a
1. The teacher will begin with a fun icebreaker activity where participants community?
form pairs and share one unique fact about themselves. ● What are some challenges to building strong relationships, and
2. Afterward, each person introduces their partner to the group, promoting how can they be overcome?
immediate connection. ● Reflect on a time when fellowship positively impacted your life.

Fellowship Tree Community Circle

3. The students will Create a visual aid, such as a “Fellowship Tree,” 2. Organize a “Community Circle” where participants engage in open
where participants can add leaves (sticky notes) listing qualities of dialogue about their experiences and feelings regarding fellowship.

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 strong relationships (e.g., trust, support, communication). 3. The students will encourage sharing of personal stories to foster deeper
connections.
4. Groups will brainstorm various activities that can promote connection
and unity, such as potlucks, game nights, or community service events.

Synthesis
5. The teacher will summarize the key points discussed, emphasizing the
principles of fellowship and the importance of building strong
relationships within the community.

Fellowship Quiz Game

6. Create a fun quiz game format, such as Kahoot! or Quizizz,
incorporating questions related to the concepts of fellowship discussed
during the lesson. Examples of questions could include:
● What are the key qualities of strong relationships?
● Name one scripture that emphasizes the importance of
community.
● Identify an activity that fosters fellowship.
● True or False: Fellowship only occurs in large groups.

Abridge Content: Fellowship is essential for fostering strong, supportive relationships in a community. This topic focuses on the importance of creating
opportunities for connection, such as small group gatherings, shared meals, and community events. These activities not only promote unity but also provide a
space for individuals to share their experiences, struggles, and joys. The emphasis is on building authentic relationships where members can support and
encourage one another in their faith journeys.
FIRM-UP
Day 16
Objectives: At the end of the lesson, students should be able to:
1. understand biblical principles of conflict resolution and how they can be applied in real-life situations;
2. develop empathy and compassion for others during conflicts, fostering a desire for reconciliation and understanding; and
3. practice conflict resolution skills through role-playing and collaborative exercises.
Presentation Strategies Processing Strategies
Opening Prayer Collaborative Learning
1. Present real-life conflict situations (e.g., family disagreements,

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Activity: Conflict Resolution Flowchart workplace conflicts) and discuss how biblical teachings could guide
1. Create a outlines steps for resolving conflicts based on Christ’s resolution. Groups will analyze these cases and propose solutions.
teachings (e.g., Pray for guidance, Seek understanding, Communicate
openly) Exploring Conflict Resolution
2. In small groups, participants will discuss:
Scriptural Foundation ● What does the Bible say about conflict and reconciliation?
2. Present key Bible verses related to conflict resolution, such as Matthew ● How can we apply Christ’s teachings in our everyday conflicts?
5:23-24 and Ephesians 4:26-27. Discuss their meanings and ● Reflect on a conflict situation and how it could have been
implications for handling disagreements. handled differently using biblical principles.

Empathy Building
3. Conduct an activity where participants share their experiences with
conflict.
4. They will practice active listening and empathy, emphasizing
understanding others' perspectives.
5. The students will brainstorm a list of effective conflict resolution
strategies that align with Christ's teachings (e.g., forgiveness, active
listening, prayer).

Synthesis
6. Summarize the main points discussed, emphasizing the importance of
reconciliation and understanding in conflict resolution based on biblical
principles.

Personal Reflection
7. Each participant will write a reflection on a recent conflict they
encountered and how they could apply Christ’s teachings to resolve it
positively.
Abridge Content: Conflicts and disagreements are inevitable in any community, but addressing them in a Christ-centered manner is crucial for maintaining
harmony. This topic explores biblical principles for conflict resolution, emphasizing reconciliation, understanding, and forgiveness. It encourages community
members to approach conflicts with humility and a willingness to listen, focusing on restoring relationships rather than winning arguments. This approach
reflects Christ’s teachings on love and grace.
DEEPEN

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Day 17
Objectives: At the end of the lesson, students should be able to:
1. understand the biblical foundation of outreach and evangelism, and the role of the church in serving its community;
2. cultivate a heart of compassion and empathy for those in need, fostering a desire to actively engage in outreach efforts.
3. develop and implement practical outreach strategies that involve hands-on service and sharing the gospel.
Presentation Strategies Processing Strategies
Opening Prayer Community Needs Map
1. Create a “Community Needs Map” where participants can identify and
Activity: Personal Reflection mark areas of need within the local community, sparking discussion on
1. Begin with a reflective activity where participants write about a time potential outreach opportunities.
they experienced outreach or evangelism, either as a giver or receiver.
2. Share in pairs or small groups. Discussion Points
2. Define what outreach and evangelism mean within a Christ-centered
Scriptural Overview context.
3. The teacher will present key biblical passages that highlight the 3. Discuss the church's mission in the community and how it can be a
importance of outreach and evangelism, such as Matthew 28:19-20 beacon of hope and love.
(The Great Commission) and Acts 1:8. Discuss their implications for 4. Emphasize the importance of building genuine relationships as a
the church today. foundation for effective outreach and evangelism.
5. Address the importance of understanding cultural differences and being
sensitive to the needs and beliefs of others when sharing the gospel.
6. Explore how to assess the effectiveness of outreach programs and
evangelism efforts, including feedback from the community and
tracking changes in engagement and spiritual growth.

Role-playing Scenarios
7. The students practice sharing their faith in different contexts through
role-playing exercises, emphasizing the importance of respect and
understanding in conversations about faith.

Synthesis
8. Summarize the key points discussed, highlighting the importance of
outreach and evangelism in building a Christ-centered community.

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 Creative Component
9. Include a creative brochure that promotes the outreach initiative and
encourages community involvement.
DEEPEN
Day 18
Objectives: At the end of the lesson, students should be able to:
1. articulate the biblical principles of discipleship and its importance in spiritual growth;
2. foster a commitment to engage in discipleship relationships, emphasizing encouragement and accountability; and
3. practice collaborative study of Scripture and mentoring techniques within a supportive community.
Presentation Strategies Processing Strategies
Opening Prayer Discussion Points

Activity: Discipleship Cycle 1. Understanding Discipleship:

1. The students will create a “Discipleship Cycle” chart illustrating the ● Define discipleship and its biblical basis, focusing on Jesus’ call to
stages of discipleship: mentoring, studying Scripture, accountability, make disciples.
and encouragement. ● Discuss the characteristics of a healthy discipleship relationship,
2. Begin with a brief reflective writing activity where participants consider including trust, transparency, and mutual growth.
a mentor or disciple in their lives and the impact that relationship had 2. Mentoring and Accountability:
on their spiritual journey. ● Explore the role of mentoring in spiritual development and how it can
3. Share insights in pairs. facilitate deeper faith.
● Discuss the importance of accountability in discipleship, including
setting goals and encouraging one another to grow in faith.
3. Studying Scripture Together:
● Emphasize the value of communal Bible study and how it deepens
understanding and application of God’s Word.
● Discuss different methods of studying Scripture together, such as small
group discussions, devotional readings, and shared prayer.
4. Encouragement in Faith:
● Address the necessity of encouragement within the community,
highlighting how it strengthens faith and builds resilience.
● Share ways to create a culture of encouragement, such as celebrating
spiritual milestones and offering support in struggles.

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 5. Spiritual Growth Indicators:
● Discuss the signs of spiritual growth, such as increased love for others,
deeper understanding of Scripture, and a growing desire to serve.
● Identify barriers to spiritual growth and how discipleship can help
overcome these challenges.

Group Discussions
● In small groups, participants will discuss their experiences with
discipleship—what has worked well, challenges faced, and lessons
learned.

Synthesis
● Summarize the key points discussed, emphasizing the importance of
discipleship in fostering spiritual growth and community cohesion.

Formative Assessment: Encouragement Strategies

● Develop three specific ways to encourage others in their faith journey,
such as sending messages of support, organizing prayer meetings, or
celebrating achievements.
Day 19: lesson 3
Objectives: At the end of the lesson, students should be able to:
1. recognize the biblical basis for human dignity;
2. understand the implications of treating others with love and respect; and
3. apply biblical teachings on human dignity in practical ways.
Presentation Strategies Processing Strategies
Opening Prayer Interactive Reading
1. Use an interactive approach to read key biblical passages (e.g., Genesis
Activity: Video Clip 1:26-27 and Matthew 22:39). Have students take turns reading aloud
1. Show a short video (3-5 minutes) that highlights stories of individuals and discuss their immediate reactions.
or communities advocating for human dignity. This can set the stage for
the importance of the topic. Class Discussion
2. Lead a guided class discussion using open-ended questions:
Quote Display ● What does it mean to be made in the image of God?

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 2. Present impactful quotes from various religious leaders about human ● How do Jesus’ teachings inform our understanding of dignity?
dignity on a slide, prompting students to reflect on their meanings. ● Can you think of examples in society where human dignity is not
respected?

Reflection Activity
3. Write a short personal reflection (1-2 paragraphs) on how
understanding human dignity can impact their interactions with others.
4. Encourage students to think of a specific situation where they can apply
this understanding.

Synthesis
5. Conclude the lesson with a reflective journaling exercise where students
summarize what they learned about human dignity and how it can
influence their behavior.
6. Prompt them to think about one concrete change they will implement
in their lives.

Class Sharing
7. Hold a closing circle where students can share one insight or
commitment they are taking away from the lesson. This encourages
accountability and reinforces the concept of community support.

Abridge Content: This topic delves into the biblical foundation for the inherent dignity of every person, rooted in the belief that humans are created in the image
of God (Genesis 1:26-27). It explores various passages that highlight the respect and love Jesus had for individuals, regardless of their social status or past.
Examples include His interactions with the marginalized, such as the Samaritan woman at the well and the healing of the lepers. The discussion emphasizes that
every person possesses intrinsic worth, which is fundamental to understanding and respecting human dignity.
FIRM-UP
Day 20
Objectives: At the end of the lesson, students should be able to:
1. understand the significance of compassion and empathy in recognizing and respecting human dignity;
2. explore Jesus' model of compassion and empathy in his interactions with others; and
3. apply these qualities in personal and community contexts.
Presentation Strategies Processing Strategies

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Opening Prayer Discussion Prompt
1. Pose thought-provoking questions to the class:
Activity: Story Sharing 2. How do compassion and empathy contribute to human dignity?
1. Begin with a powerful story or testimonial that highlights a real-life 3. In what ways did Jesus demonstrate these qualities in his life?
example of compassion and empathy, either through a video or a
reading. Scripture Reading
Scripture Passages 4. Individually read the selected scripture passages. Students can annotate
2. Present key biblical passages that exemplify compassion and empathy, the texts by highlighting or underlining phrases that reflect compassion
such as Matthew 9:36 (Jesus' compassion for the crowds) and Luke and empathy.
10:25-37 (The Good Samaritan). Use visual aids like slides or posters to
highlight important phrases. Empathy Mapping
5. Create an "Empathy Map" as a class. Start with a central figure (e.g., a
character from the Good Samaritan story) and have students brainstorm
what that person might be thinking, feeling, saying, and doing.
6. Create an "Empathy Map" as a class. Start with a central figure (e.g., a
character from the Good Samaritan story) and have students brainstorm
what that person might be thinking, feeling, saying, and doing. This
helps students understand diverse perspectives.

Personal Reflection
7. Encourage students to reflect on their own experiences with compassion
and empathy. They can write about a time they showed empathy or how
they felt when someone was compassionate towards them.

Class Discussion
8. Hold a class discussion at the end of the week to share insights from the
"Compassion Challenge" and what students learned about the
importance of these qualities in their lives.

Summative Assessment
Quiz: The Role of Compassion and Empathy

Multiple Choice:

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What does empathy mean?
a) Feeling sorry for someone
b) Understanding and sharing the feelings of another
c) Ignoring someone’s problems
d) Giving advice to someone

2. True or False:
Jesus modeled compassion in his interactions with others.
True / False

3. Fill in the Blank:

Compassion involves __ for others and a desire to help them in their struggles.

4. Short Answer:
Name one biblical passage that exemplifies Jesus' compassion and briefly
explain its significance.

5. Multiple Choice:
Which of the following is an example of showing empathy?
a) Criticizing someone for their mistakes
b) Listening to a friend who is upset without judgment
c) Avoiding someone in need
d) Making fun of someone’s situation

6. True or False:
Empathy and compassion are essential in recognizing and respecting human
dignity.
True / False

7. Short Answer:
Describe a situation in which you can show compassion or empathy to

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 someone in your life.

Abridge Content: Compassion and empathy are vital qualities that allow individuals to recognize and respect human dignity. This topic examines how Jesus
exemplified these traits throughout His ministry, showing genuine concern for others’ suffering and needs. By analyzing stories such as the Good Samaritan and
Jesus weeping for Jerusalem, participants are encouraged to reflect on how they can model compassion and empathy in their own lives. The focus is on
understanding others' experiences and responding with kindness and support, which are essential for upholding human dignity.
FIRM-UP
Day 21
Objectives: At the end of the lesson, students should be able to:
1. understand the Christian call to advocate for social justice;
2. examine issues such as poverty, discrimination, and human rights in the context of human dignity; and
3. explore practical ways to advocate for social justice in their communities.
Presentation Strategies Processing Strategies
Opening Prayer Interactive Lecture
1. Present key concepts related to social justice, including definitions and
Activity: Quote Wall examples. Use engaging visuals such as slides with statistics, images,
1. Create a visual display of quotes from Christian leaders and theologians and case studies related to poverty, discrimination, and human rights.
about social justice. 2. Utilize storytelling to present real-life examples of individuals or
2. Encourage students to walk around and reflect on the quotes before the groups advocating for social justice, emphasizing their motivations and
discussion. actions.

Class Discussion
3. Pose thought-provoking questions to prompt discussion:
4. How does the Bible instruct us to respond to issues of poverty and
discrimination?
5. In what ways can we uphold human dignity through advocacy?

Group Reflection
6. After the lecture, have students break into small groups to discuss what
they learned about social justice and how it relates to their faith.
7. Each group will summarize their discussion and share key takeaways

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 with the class.

Formative Assessment
8. As a formative assessment, students will create a "Social Justice Action
Plan." This plan should include:
● Identification of an Issue: Choose a specific social justice issue
(e.g., poverty, discrimination, human rights).
● Research: Include a brief overview of the issue, relevant
statistics, and its impact on human dignity.
● Advocacy Strategies: Outline at least three concrete actions they
can take to advocate for change (e.g., volunteering, raising
awareness, contacting local representatives).
● Personal Commitment: Write a personal statement about why
this issue is important to them and how they plan to engage with
it in the future.

Presentation of Action Plans:

9. Students can present their action plans in small groups or to the class,
fostering a sense of community and shared commitment to social
justice.

Abridge Content: This topic explores the Christian call to advocate for social justice as a means of upholding human dignity. It emphasizes that caring for the
marginalized, addressing poverty, and fighting against discrimination are integral aspects of living out one's faith. Participants examine biblical principles that
support social justice, such as loving one's neighbor (Mark 12:31) and seeking justice for the oppressed (Isaiah 1:17). The conversation encourages individuals to
consider practical ways they can engage in advocacy within their communities, addressing issues like human rights and equity.
DEEPEN
Day 22
Objectives: At the end of the lesson, students should be able to:
1. analyze how words and actions influence human dignity;
2. explore Jesus' teachings on truthfulness and kindness; and
3. encourage personal reflection on the impact of students' own words and actions.
Presentation Strategies Processing Strategies
Opening Prayer Interactive Lecture

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 1. The teacher will present key concepts related to the significance of
Activity: Quote Reflection words and actions. Use slides to show statistics or quotes from studies
1. The teacher will begin with a powerful quote about the impact of about the impact of positive and negative communication on individuals
words, such as: and communities.
● "Words are free. It's how you use them that may cost you.” 2. Highlight specific examples from the life of Jesus that demonstrate his
● " Have students reflect silently on this quote for a few commitment to truth and kindness, such as his interactions with the
moments.” marginalized and his teachings on forgiveness.

Scripture Exploration Discussion Prompts:

2. Examine relevant Scripture passages that emphasize the importance of ● Personal Impact: Ask students to share personal experiences
words and actions (e.g., Proverbs 18:21, Ephesians 4:29, Matthew where words or actions significantly affected their dignity or the
5:16). dignity of others. How did it make them feel?
3. The teacher will facilitate small group discussions about how these ● Cultural Context: Discuss how cultural differences can
passages relate to human dignity. influence the perception of words and actions. Are there phrases
or actions that are considered respectful in one culture but
disrespectful in another?
● Social Media Influence: Explore the role of social media in
shaping words and actions. How can online communication
promote or undermine human dignity?
● Reconciliation and Healing: Discuss how speaking truthfully
and acting kindly can lead to reconciliation and healing in
relationships and communities. What role does forgiveness play
in this process?
● Call to Action: Encourage students to think about how they can
actively promote human dignity through their words and actions
in their daily lives. What specific changes can they commit to
making?

Group Reflection
● In small groups, have students discuss the following:
● Why do you think Jesus prioritized truthfulness and kindness in
his teachings?
● How can we embody these qualities in our interactions with

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 others?
● Each group will summarize their key points and share them with the
class.

DEEPEN
Day 23
Objectives: At the end of the lesson, students should be able to:
1. understand the importance of fostering inclusive communities that respect the dignity of all individuals;
2. explore how inclusivity aligns with the teachings of Jesus; and
3. encourage students to reflect on their role in promoting inclusivity in their communities.
Presentation Strategies Processing Strategies
Opening Prayer Diversity Collage
1. Begin with a visual collage or presentation showcasing diverse
Activity: Diversity Word communities.
1. Have students write down one word that comes to mind when they 2. This could include images representing different cultures, abilities, and
think of "inclusion." backgrounds. Encourage students to reflect on what diversity means to
2. The teacher Invite a few students to share their words and discuss the them.
common themes that emerge.
Discussion Component
Scripture Exploration 3. Ask students to share personal experiences where they felt included or
3. Examine relevant Scripture passages that emphasize inclusivity (e.g., excluded. How did it affect their sense of dignity?
Galatians 3:28, Matthew 25:40, Luke 14:13-14). 4. Discuss how different cultures view inclusivity. Why is it important to
4. Facilitate small group discussions about how these verses call us to respect diverse beliefs and customs?
build inclusive communities. 5. Identify common barriers that prevent inclusivity in communities. How
can we address these barriers?
6. How did Jesus challenge societal norms to create inclusive spaces?
What can we learn from his approach?

Group Reflection
7. Divide students into small groups to discuss:
● What does it mean to honor the dignity of individuals from all
backgrounds?
● How can we actively promote inclusivity in our schools and

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 communities?
8. Each group will summarize their discussion points and share them with
the class.

Class Debate
9. Organize a debate on the statement: "Inclusivity is essential for a
thriving community."
10. Students can present arguments for and against, fostering critical
thinking about the importance of inclusivity.

Day 24: lesson 4

Objectives: At the end of the lesson, students should be able to:
1. understand the concept of digital stewardship and its importance in today's technology-driven world;
2. explore how responsible technology use aligns with the teachings of Jesus; and
3. encourage students to reflect on their roles as digital stewards.
Presentation Strategies Processing Strategies
Opening Prayer Interactive Lecture
1. Present key concepts related to digital stewardship, including
Activity: Sharing-Is-Caring definitions, principles (e.g., ethical use, respect for privacy, digital
1. Students share their favorite technology and how they use it in their rights), and the impact of technology on individuals and communities.
daily lives.
2. The teacher will ask them to consider how they could use it more 2. Discuss how Jesus’s teachings on love, responsibility, and caring for
responsibly. others can guide our approach to technology use. Use examples to
illustrate these principles, such as acts of kindness and respect in online
Scripture Exploration interactions.
3. Examine relevant Scripture passages that emphasize stewardship (e.g.,
Luke 16:10-12, Colossians 3:23-24). Facilitate small group discussions Discussion Prompts:
on how these verses can be applied to our digital lives. ● Personal Experiences: Ask students to share experiences where they
witnessed positive or negative use of technology. How did it affect their
view of digital stewardship?
● Digital Footprint: Discuss the concept of a digital footprint. Why is it
important to be mindful of what we share online?

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 ● Ethics and Responsibility: How can we ensure that our technology use
reflects ethical principles and respect for others?
● Jesus’s Example: How can we emulate Jesus’s love and teachings in
our online interactions? What does it mean to “love thy neighbor” in the
digital space?

Role-Playing Scenarios
3. Create scenarios where students must make decisions regarding
technology use (e.g., responding to cyberbullying, sharing information
responsibly). After role-playing, discuss the outcomes and better
choices for promoting digital stewardship.

Digital Stewardship Assessment

4. Have students assess their own technology use. They can identify areas
where they excel and areas needing improvement, then develop
strategies for better digital stewardship.

Abridge Content: Digital stewardship involves being responsible caretakers of technology and digital resources, ensuring that their use aligns with values of
love, respect, and integrity. This topic explores how Christians can reflect Jesus's teachings through their digital interactions, emphasizing the importance of
using technology as a tool for good. Participants discuss practical ways to practice digital stewardship, such as being mindful of their online presence, promoting
positive content, and using technology to foster connection and community rather than division.
FIRM-UP
Day 25
Objectives: At the end of the lesson, students should be able to:
1. cultivate an understanding of the importance of nurturing positive and supportive interactions in online communities;
2. support and encourage others in practicing positive communication; and
3. show through examples how to embody love and kindness in online interactions.
Presentation Strategies Processing Strategies
Opening Prayer Video Clip
1. Show a short video (3-5 minutes) that highlights the impact of positive
Activity: Online Interaction communication online, featuring testimonials from individuals who
1. Begin with a brief activity where students share a time they experienced have experienced or contributed to supportive online communities.
positivity or negativity online.

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 2. Discuss how those interactions affected their feelings and perceptions. Discussion Prompts:
● Personal Experiences: Ask students to share moments when
Quote Display they felt uplifted or discouraged by online comments. How did
3. Display a relevant quote, such as "The words we speak can either uplift these experiences shape their view of online communication?
or tear down." ● Digital Empathy: Discuss the importance of empathy in online
4. Discuss its relevance in the context of online communication. interactions. How can we better understand the feelings of
others through our communication?
● Jesus’s Example: How can we emulate Jesus’s love in our
online interactions? What practical steps can we take to be more
supportive and kind?

Group Reflection:
2. Divide students into small groups to discuss:
● What does it mean to create a positive online community?
● How can we encourage our peers to engage in uplifting and
respectful communication?
3. Each group will summarize their key points and share them with the
class.

Role-Playing Scenarios
4. Create scenarios where students must respond to negative or hurtful
comments online. After role-playing, discuss alternative approaches
that would reflect positivity and support.

Positive Interaction Assessment:

5. Have students assess their own online interactions. They can identify
examples of supportive behavior and areas where they might improve,
then develop strategies for fostering positivity.

Formative Assessment
● Positive Online Community Project:
● Students will complete a project that includes:
● Research: Investigate a social media platform or online community

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 known for its positive interactions. Write a brief report on its features
and impact.
● Reflection: Write a short essay (1-2 pages) reflecting on their
understanding of positive online communities and how it relates to
Jesus's teachings.
● Presentation: Present their findings and reflections to the class,
highlighting actionable steps their peers can take to foster positivity in
their online interactions.

Abridged Content: Fostering positive, supportive online interactions is crucial in today’s digital age. This topic emphasizes mirroring the love of Jesus in online
communications, encouraging individuals to engage with kindness, respect, and empathy. Participants explore strategies for creating inclusive and uplifting
online environments, such as encouraging constructive dialogue, celebrating diversity, and supporting one another. The discussion reinforces the idea that online
communities can reflect Christ’s love through positive interactions that build each other up rather than tear each other down.
FIRM-UP
Day 26
Objectives: At the end of the lesson, students should be able to:
1. analyze ethical issues related to technology, including privacy, misinformation, and digital addiction;
2. explore how Christian values can guide responses to these ethical dilemmas; and
3. encourage critical thinking and integrity in technology use among students.
Presentation Strategies Processing Strategies
Opening Prayer Scripture Exploration
1. Examine relevant Scripture passages that emphasize truth and integrity
Activity: Ethical Dilemma Reflection (e.g., Philippians 4:8, Ephesians 4:15).
1. Begin with a brief activity where students discuss a recent news story 2. Facilitate small group discussions on how these verses can inform our
involving technology and ethics. ethical approach to technology.
2. Ask them to consider the implications and how they would respond.
3. "Integrity is doing the right thing, even when no one is watching." Interactive Lecture:
Discuss its relevance in the context of technology use. 3. Present key ethical issues related to technology, including:
● Privacy: Discuss data collection, consent, and user rights.
● Misinformation: Explore the impact of false information on
society and individuals.
● Digital Addiction: Analyze the effects of excessive technology
use on mental health and relationships.

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 Discussion Prompts:
● Personal Experiences: Ask students to share experiences
they’ve had with privacy concerns, misinformation, or digital
addiction. How did these experiences shape their views on
technology?
● Christian Values: How can Christian values inform our
responses to these ethical dilemmas? What practical steps can
we take to align our actions with our beliefs?
● Integrity in Action: Discuss examples of organizations or
individuals who have demonstrated integrity in addressing
ethical issues in technology.

Synthesis
4. Provide students with a framework for making ethical decisions
regarding technology. Encourage them to consider factors such as:
● What does the Bible say about this issue?
● How will my decision impact others?
● Am I acting with integrity and love?

Reflection
5. Write a short essay (1-2 pages) reflecting on their understanding of
ethical dilemmas in technology and how Christian values inform their
responses.

Abridge Content: As technology advances, ethical dilemmas such as privacy concerns, misinformation, and digital addiction arise. This topic invites
participants to analyze these issues through a Christian lens, focusing on how to respond with integrity and love. Discussions include the importance of
truthfulness in sharing information, respecting others' privacy, and recognizing the signs of digital addiction. Participants are encouraged to consider how their
choices can uphold the dignity of others, promote honesty, and foster healthy engagement with technology.

DEEPEN
Day 27
Objectives: At the end of the lesson, students should be able to:

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 1. explore various ways technology can be leveraged for service and outreach;
2. understand how technology can facilitate the spreading of the gospel and support community initiatives; and
3. encourage students to demonstrate love and kindness through their technological engagements.
Presentation Strategies Processing Strategies
Opening Prayer Interactive Lecture:
1. Present key areas where technology can aid in service and outreach,
Activity: Kindness Challenge including:
1. Begin with a brief activity where students share examples of how they ● Social Media: Discuss how platforms can be utilized to spread
have seen technology used for good. messages of hope and faith.
2. This could include social media campaigns, apps for community ● Mobile Apps: Explore apps designed for community service and
service, etc. volunteerism.
2. Online Resources: Highlight websites and platforms that offer support
Analyzing for local initiatives (e.g., GoFundMe for community projects, Meetup
3. Display a quote such as “The best way to find yourself is to lose for organizing local events).
yourself in the service of others.” - Mahatma Gandhi.
4. Discuss its relevance to using technology for service. Scripture Exploration:
3. Examine relevant Scripture passages that emphasize service and
outreach (e.g., Matthew 25:35-40, Galatians 5:13). Facilitate
discussions on how these verses can guide our use of technology in
serving others.

Discussion Prompts:
● Personal Experiences: Encourage students to share experiences
where they have used technology to help others or spread
positive messages. What impact did it have?
● Community Needs: What are some needs in your community
that technology could help address?
● Acts of Kindness: How can we leverage technology to perform
acts of kindness?

Service Project Brainstorming:

4. Encourage students to brainstorm potential service projects that utilize
technology. This could include:

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 ● Organizing a virtual tutoring program for younger students.
● Creating a social media campaign for local charities.
● Developing a community website to connect volunteers with
initiatives.

Reflection
5. Write a short essay (1-2 pages) reflecting on their understanding of
using technology for service and how it aligns with Christian values of
love and kindness.

DEEPEN
Day 28
Objectives: At the end of the lesson, students should be able to:
1. understand the importance of setting healthy boundaries with technology for personal well-being and spiritual growth.
2. explore how balanced technology use can enhance relationships and reflect Jesus's love.
3. promote mindfulness and intentionality in technology interactions.
Presentation Strategies Processing Strategies
Opening Prayer Lecture:
1. Present key reasons for setting healthy boundaries with technology,
Activity: Pair-Think-Share including:
1. Begin with a brief silent reflection where students think about their ● Impact on Relationships: Discuss how excessive technology use
technology usage. can create distance in personal relationships.
2. Ask them to consider how it affects their relationships and spiritual life. ● Spiritual Growth: Explore how constant distractions hinder
3. “The greatest gift you can give someone is your time.” spiritual practices such as prayer and meditation.
4. Discuss its relevance to technology and relationships with your pair. ● Mental Health: Highlight the effects of technology on mental
well-being, including stress and anxiety.

2. Share examples of how Jesus modeled balance and mindfulness in His

interactions.

Discussion Prompts:
3. Personal Experiences: Encourage students to share experiences where

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 technology impacted their relationships or spiritual life. What
boundaries did they establish?
4. Practicing Mindfulness: How can we practice mindfulness in our
technology use? What strategies can we implement?

Group Reflection
5. Divide students into small groups to discuss:
● What are some practical steps we can take to create healthy
boundaries with technology?
● How can we better reflect Jesus’s love through balanced
technology use?
6. Each group will summarize their key findings and share them with the
class.

Synthesis: Reflection Essay

7. Students will write a short essay (1-2 pages) reflecting on their
understanding of healthy boundaries with technology and how it relates
to their personal spiritual growth and relationships. They should include
actionable steps they plan to take moving forward.

Summative Assessment

Directions: Read each statement and decide whether it is true or false. Discuss
answers as a class after completing the quiz.

1. T/F Setting boundaries with technology can improve relationships.

2. T/F It's okay to use technology during family meals.
3. T/F Spending time on social media can negatively impact mental
health.
4. T/F Jesus frequently used technology to communicate with others.
5. T/F Mindfulness can help in managing technology use.
6. T/F Setting technology-free times can enhance spiritual practices.
7. T/F It's healthy to use technology right before going to bed.

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 8. T/F Balance in technology use can reflect Jesus's love to others.
9. T/F Technology can be used for good in promoting community and
outreach.
10. T/F Ignoring notifications can help maintain focus on important tasks.

TRANSFER
Day 29
Objectives: At the end of the lesson, students should be able to:
1. propose a plan for their collage output;
2. identify the importance of their output; and
3. Research and gather relevant images, words, and quotes for their collage.

Presentation Strategies Processing Strategies

Opening Prayer Discussion:
1. Facilitate a discussion on the importance of each theme (witnessing
Task Introduction Jesus’ commandment of love, building a Christ-centered community,
1. The teacher introduces the Personal Collage of Values task, explaining respecting human dignity, and reflecting Jesus's love). Ask guiding
that students will create a collage to visually represent their questions like:
understanding of Jesus’s teachings on love, care, and respect. ● Why is love central to our faith?
● How can we build a community that reflects Christ's teachings?
Visual Aid ● Materials Overview: Present the materials they will use
2. The teacher will use a PowerPoint presentation or poster to display (magazines, newspapers, colored paper, scissors, glue, and
examples of collages and the four key themes: witnessing Jesus’ markers) and discuss how these can help in expressing their
commandment of love, building a Christ-centered community, thoughts visually.
respecting human dignity, and reflecting Jesus's love.
Materials Overview:
2. Show the various materials available (magazines, newspapers, colored
paper, scissors, glue, markers). Discuss how each can be used to
express their thoughts creatively.
3. Present a sample collage to illustrate how one might incorporate
images, words, and symbols effectively.

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 TRANSFER
Day 30
Objectives: At the end of the lesson, students should be able to:
1. research and gather relevant images, words, and quotes for their collage;
2. develop a draft plan for their collage layout; and
3. collaborate with peers to exchange ideas and feedback.
Presentation Strategies Processing Strategies
Opening Prayer 1. Draft Layout
Sketching:
Planning Session: Brainstorming ● Students will create a rough sketch of how they envision
their collage layout. This should include where they plan
1. Students will spend time brainstorming ideas for their collage. They can to place images and words for each theme.
use a graphic organizer to map out their thoughts for each theme.
● Encourage creativity—let them know there are no wrong
2. Encourage them to consider what personal experiences relate to each answers in art!
value and how they can express these through visuals.
2. Research Activity
Material Gathering:
● Allocate time for students to browse through magazines
and newspapers. They should cut out images, phrases, or
quotes that resonate with the themes.

● Group Activity: Pair students to discuss their findings.

This promotes collaboration and allows them to share
ideas and inspirations.

TRANSFER
Day 31
Objectives: At the end of the lesson, students should be able to:
1. begin assembling their collages using the materials gathered;
2. express their understanding of the themes creatively; and
3. Offer and receive constructive feedback on their progress.

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 Presentation Strategies Processing Strategies
Opening Prayer
Feedback Session:
Guided Creation Time 1. Peer Review:
1. Students will spend this class period creating their collages. Encourage ● Partner Sharing: Once a draft collage is complete, students will
them to refer back to their sketches and use their gathered materials pair up to share their work with one another.
creatively. ● Guidelines for Feedback: Provide students with guiding
2. Circulate around the classroom to provide support and encouragement, questions to facilitate constructive feedback, such as:
answering questions as they arise. ● “How well does this element represent the theme?”
● “What feelings or thoughts does this collage evoke?”
Encouragement of Personal Expression: ● “What could enhance the collage further?”
3. Remind students that their collages should reflect their unique
interpretations of the values being represented. Emphasize that art is a Reflection Prompts:
personal expression. 2. After sharing, have students reflect on their partner's collage and what
they learned. Encourage them to think critically about how they can
improve their own work.

TRANSFER
Day 32
Objectives: At the end of the lesson, students should be able to:
1. write reflections for each theme based on their personal understanding;
2. pepare to present their collage and reflections to the class; and
3. reflect on the overall learning experience and its application in daily life.
Presentation Strategies Processing Strategies
Reflection Prompts 1. Presentation Practice:
1. Provide students with structured prompts for their reflections, such as: ● Practice Runs: Allow students to practice presenting their
2. For witnessing Jesus’ commandment of love: “What does love look like collages to a partner or small group. Encourage them to focus on
in your life?” explaining their choices and the significance of each element.
3. For building a Christ-centered community: “How can you contribute to ● Presentation Tips: Provide students with tips for effective
a loving community?” presentations, such as maintaining eye contact, speaking clearly,
4. For respecting human dignity: “Why is it important to respect others, and engaging the audience.
and how can you practice this?”
5. For reflecting Jesus’s love: “How can you show Jesus’s love in your 2. Wrap-Up Discussion:

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 daily actions?” ● Class Discussion: Conclude the week with a discussion about
the importance of embodying these values in daily life. Ask
Writing Time students to share what they have learned about themselves and
6. Allocate time for students to write their reflections, ensuring they how they plan to apply these values moving forward.
articulate their personal understanding and connections to the values. ● Community Commitment: Encourage students to think of a
personal commitment they can make to embody one of the
values in their daily lives and share it with the class.

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