St.

Paul University Philippines

Tuguegarao City, Cagayan 3500
DYNAMIC INSTRUCTIONAL PLAN

Quarter : Third
Unit Title : Witnessing Jesus: His Sacrifice and Our Response
Topic Areas : Loving Jesus in the Holy Eucharist (Holy Eucharist, Last Supper), Reflecting Jesus’ Choice in Doing God’s Will over His Will (The Agony in the Garden), Finding Meaning in the Passion and Death of Jesus (Paschal Mystery, The power of
Cross), Celebrating God’s Abiding Presence in the Resurrection of Jesus (Easter, Jesus Resurrection).
Time Frame : 32 meetings

STAGE 1: DESIRED RESULTS

PERFORMANCE STANDARD: TRANSFER

The learner shall be able to: Students, in the long term and independently, will be able to live out the teachings of Jesus by following His example of love and sacrifice, leading a life filled with service and compassion
reflect and appreciate to Jesus’ sacrifice, passion, death, and resurrection by actively toward others.
participating in the Holy Eucharist, following God’s will in daily life, and celebrating His MAKE MEANING
resurrection with faith and gratitude.
ENDURING UNDERSTANDING ESSENTIAL QUESTIONS
CONTENT STANDARD:
Students will understand that Jesus’ Paschal Mystery and His commandments of love lead How will you respond to Jesus’ commands of loving God and loving our neighbors?
The learner demonstrates an understanding of:
each one of us to feel and experience God’s unconditional love for us in the person of Jesus.
the significance of Jesus’ passion, death, and resurrection, the Holy Eucharist as a
ACQUISITION OF KNOWLEDGE AND SKILLS (COMPETENCIES)

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memorial of His sacrifice, and the resurrection as a source of hope and God’s victory over KNOWLEGDE PROCESS

sin and death. ● explain how Jesus instituted the Holy Eucharist, fount of gratitude ● analyze situations that show being thankful as well as being unthankful for
● identify the kind acts received from the goodness of others and the ways of kind acts received from others

expressing one’s thankfulness (use the life of Jesus offered in the Holy Eucharist as the ultimate example)
● read and reflect on the story of Jesus’ Agony in the Garden, realize that Jesus’ ● carry out appropriate activities/actions in expressing gratitude flowing from

obedience and love to the Father saved us from damnation the grace received in the sacrament of the Holy Eucharist.
● understand the significance of the cross as a symbol of Christ’s saving love that ● Infer that obedience and respect to one’s parents, elders and authorities in the

calls us to obey God’s will even in the midst of pain and sufferings community ought to be practiced because of love, deep sense of responsibility, and
● read the story of the death of Jesus that brought our redemption recognition of their authority to mold, protect, and strengthen the adolescents’ character as
● illustrates the passion and death of Jesus that brought our redemption which clearly seen in the story of Jesus’ sufferings and Agony in the Garden

inspires us to live a life in the Spirit, a life of integrity and honesty ● Look into the deeper meaning of the cross

● explain that the redeeming death of Jesus inspires us to live according to His ● Identify how Jesus’ exemplified honesty and integrity even in his death on

commandments of love, for His death is indeed the ultimate expression of love the cross
● Explain the primary importance of the mystery of Resurrection in our daily life ● Celebrate God’s great act of love and his call to love one another as He has

loved us
● Seek to love according to the Hope of renewal and new life in Christ’s

resurrection
● show capability of doing good to others (kagandahang loob at kabutihang

loob) are fruits of Jesus’ resurrection

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.

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STAGE 2: ASSESSMENT EVIDENCE

PERFORMANCE TASK OTHER EVIDENCES

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Title: My Holy Week Journey: FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT

“Professing My Faith as God’s Beloved” Video Analysis Written Works

Role Playing Unit Test

Lent is a sacred season where we, as Christians, reflect on Jesus' immense saving love as
He embraced His death on the cross for our salvation. As Holy Week approaches, we are Think – Pair Share Pre-Test
called to accompany Jesus in His Passion, Death, and Resurrection, deepening our faith and
understanding of His sacrifice. For this task, students will participate in Holy Week Collage Making Quiz

traditions (e.g., Palm Sunday, Stations of the Cross, Good Friday services, Easter Vigil)
Personal Journal Periodic Examination
and document their experience through a meaningful journal or reflection. As part of this
reflection journey, students are invited to explore and reflect on your family’s religious Interactive Reflection Wall
practices during Holy Week, and to share your personal spiritual realizations and insights
Brainstorming
related to Jesus' Passion and Resurrection. Students are encouraged to enhance their work
with photos, or a brief video showcasing their participation and present their reflections
Sharings
creatively through a journal, digital scrapbook, or video presentation. This journey invites
them to deepen their faith as God’s beloved and draw closer to Him during this sacred
Scaffold for 1:
time.

Reflective Writing Activity: The Cross and the Crown

Students will write a personal reflection based on their experiences of making a difficult

decision, particularly one in which they chose to follow God's will rather than their own

desires. The reflection will encourage students to explore their emotional, spiritual, and

personal growth from this choice.

Scaffold for 2:

Responding to God’s Love: The 7-Day Challenge

Task Description:
● Step 1: Develop a 7-day challenge with a specific action for each day that

reflects God’s love (e.g., helping a classmate, praying for someone, doing an anonymous

good deed).
● Step 2: For each day, students will journal about how the challenge helped

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them connect with God's love and how it impacted others.

● Step 3: At the end of the week, students will share their experiences and

lessons learned with the class through a presentation, video, or written reflection.
● Step 4 The final challenge is for students to create a reflective prayer,

expressing their gratitude for the experience and reflecting on how they experienced God’s

love throughout the week.

Scaffold for 3:

Jesus' Love in Art: Symbolism of Sacrifice

Students will explore various works of art that depict Jesus' sacrificial love, focusing on

symbols like the cross, the crown of thorns, and the lamb. They will analyze how these

symbols convey the depth of Jesus' sacrifice for humanity. Students will then create their

own artwork or visual representation that symbolizes Jesus' love and sacrifice,

incorporating one or more of these symbols. Afterward, they will write a reflection on

their chosen symbols, explaining how they relate to the concept of sacrificial love in the

context of Jesus' life and mission. This activity allows students to engage creatively while

deepening their understanding of the Paschal Mystery.

GUIDED GENERALIZATION

● Eucharistic Miracle of Lanciano

● A Faithful Witness of Jesus Resurrection
● The Power of Cross

EVALUATIVE CRITERIA

Criteria Excellent (4) Proficient (3) Basic (2) Needs Improvement (1)

Participation in Holy Week Traditions Actively participated in all listed Holy Week traditions Participated in most Holy Week traditions and Participated in some Holy Week traditions, with Limited or no participation in Holy Week

(Palm Sunday, Stations of the Cross, Good Friday, reflected meaningfully on the experience. limited reflection on the experience. traditions.

Easter Vigil), showing deep engagement and reflection

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in each.

Reflection on Family’s Religious Practices Provides a thorough reflection on family traditions Reflects on family traditions and makes clear Provides a basic reflection on family traditions Does not reflect on family traditions or fails to

during Holy Week, connecting personal experiences connections to personal faith. with minimal connection to faith. connect to personal faith journey.

with deeper faith insights.

Depth of Reflection Insightful and deeply personal reflection on Jesus’ Thoughtful reflection on Jesus’ Passion and Reflects on the events, but lacks depth or Reflection is superficial or lacks connection to

Passion, Death, and Resurrection. Demonstrates Resurrection, demonstrating understanding of personal insight into their significance. the personal significance of the events.

significant growth in understanding and connection to their significance.

God.

Creativity and Presentation The presentation (journal, scrapbook, or video) is The presentation is creative, organized, and The presentation is functional but lacks The presentation is poorly organized, lacks

highly creative, visually appealing, and well-organized, clearly shows the student's reflection. creativity or clarity in showcasing the journey. creativity, or fails to communicate the

clearly reflecting the student's journey. journey.

Use of Media (Photos/Video) Effectively incorporates photos and/or video, enhancing Incorporates relevant photos and/or video that Includes some photos and/or video, but with Lacks photos or video, or they are irrelevant

the reflection and storytelling, with high quality and complement the reflection. limited relevance or quality. to the reflection.

relevance to the content.

Writing Quality (Grammar, Structure) Writing is clear, well-organized, and free of Writing is mostly clear and organized, with few Writing is understandable but has several Writing is unclear, disorganized, or contains

grammatical errors. The reflection flows logically and is grammatical errors. Reflection is easy to follow. grammatical errors or lacks organization. many grammatical errors, hindering

engaging to read. understanding.

STAGE 3: LEARNING PLAN

EXPLORE

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Day 1 Subject Orientation

Objectives: At the end of the lesson, the students should be able to:
1. familiarize themselves with the subject and its objectives;
2. match key concepts that correspond the images; and
3. appreciate the importance of God’s plan in their lives;

Presentation strategies Processing Strategies

Hook Activity: Match Me! Classroom Dynamics:

1. The teacher flashes on the screen images of the following Think – Pair Share!

● The Passion of Jesus (The Agony in the Garden) 1. The students are paired to discuss the images of events in the life of Jesus

● The Death of Jesus (The Crucifixion) 2. The teacher asks volunteers to share to the whole class about their realization of the different events in the life of Jesus

● The Resurrection of Jesus (The Appearances of Jesus) Connect -Extend Challenge

● The Ascension of Jesus (The Ascension to Heaven) 1. The teacher gathers the students' reflections and discusses the significance of the images of Jesus' life in understanding

2. The students are asked to match the concepts and the picture of different events in life of Jesus. God's plan for their lives

3. The students write their answer in a board. 2. The teacher will ask the following questions

4. The teacher gives the students time to think and write their answer. ● rd
What do I expect to learn in the 3 quarter?

5. Students’ responses to the activity will be proceed later to sustain the interest and to hook them of the lesson. ● What does the teacher expect from the students to do ?

Subject Orientation
● What is the importance of learning the subject?

1. The teacher presents the different topics of the unit and overview of the unit summary.
2. The teacher asks the students to raise questions about the unit presented. Synthesis:

1. The teacher shares to the class the theme of the unit and it’s importance of studying the subject

EXPLORE

Day 2 Pre- Test

Objectives: At the end of the lesson, the students should be able to:
1. recall key concepts related to the Eucharist;
2. read and respond to the pre-test questions thoughtfully and accurately; and
3. express the significance of the Eucharist in strengthening their relationship with God;

Presentation Strategies Processing Strategies

1. The teacher start the lesson with a prayer, asking God to open the hearts and minds of the students to His teachings Classroom Dynamics:

Hook Activity: Post It! 1. The teacher briefly explain that the Eucharist is a key part of Catholic life and central to faith.

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1. The teacher asks students to reflect on the following: 2. The teacher emphasizes Eucharist “The Eucharist as a means of spiritual nourishment and a source to strengthen our

“What comes to mind when you think of the Eucharist?” relationship with God.”
2. The teacher gives students a minute to write down their thoughts. Eucharistic Pre-test
3. Briefly ask a few volunteers to share their responses. This will set the tone for the lesson and help students connect 1. The teacher distributes a handout of the pre-test on the Eucharist and asks the students to read the questions carefully and

personally to the topic. answer them thoughtfully.

2. The teacher will check the pretest results and provide a brief introductory discussion on what students can expect from the

first lesson.

Activity:

(Rate and Reflect) Rate

1: I haven’t really thought about this, or it doesn’t apply to me.

2: I need to work on this aspect, or I could improve in this area.

3: I’m doing okay, but there’s still room for growth.

4: I’m doing well in this area, but there’s always more to learn.

5: I feel confident and satisfied with my actions in this aspect.

1. Have I made an effort to attend Mass regularly and receive communion as often as possible? 1 2 3 4 5 2.
2. Have I missed Mass on Sundays or holy days of obligation without a valid reason? 1 2 3 4 5 3.
3. Have I been properly prepared to receive communion by observing the required fast before Mass? 1 2 3 4 5

Reflect

My Areas for Growth

My Action Plan

Synthesis:
1. Ask the students to share any thoughts or questions they have about the Eucharist based on what they encountered in the

pretest.
2. End the day with a prayer, thanking God for the gift of the Eucharist and asking for the grace to live out its teachings in

daily life.

Assignment: Read the first lesson in the book, pages 88-91

FIRM-UP

Day 3: Loving Jesus in the Holy Eucharist

Objectives: At the end of the lesson, the students should be able to:
1. explain why the Holy Eucharist is important in the Catholic faith;

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2. participate respectfully in the celebration of the Holy Eucharist by following the proper actions and prayers; and
3.
reflect on how they can show their love for Jesus through the Eucharist.

Presentation Strategies Processing Strategies

1. The teacher begin with a short prayer to set the tone for the lesson Classroom Dynamics:
1. The teacher introduces the concept of the Holy Eucharist. Explain its importance in the Catholic faith, connecting it to the

Hook Activity: Last Supper, the Paschal Mystery, and Jesus' sacrifice.

"The Bread of Life" 2. Encourage students to share their thoughts on the Eucharist.
1. Start by showing a loaf of bread (real or picture) to the class. Ask guiding questions:
2. The teacher asks the students to the following questions
● "What does bread symbolize in many cultures and religions?" ● “Why do we receive the Eucharist?”

● "Why is bread so important in our daily lives?" ● How does the Eucharist show us Jesus’ love?”

3. The teacher connects the activity to the lesson and says, 'In the Holy Eucharist, bread becomes a symbol of Jesus' body, given

to us out of love. Today, we will explore why this is so special.' Activity: "Eucharistic Symbols"

Title: "Symbols of Jesus' Love in the Eucharist"

Instructions: Divide students into small groups and give each group a large sheet of paper and markers. Ask each group to list and draw

symbols that represent the Holy Eucharist (e.g., bread, wine, the chalice, the cross).

Sharing: Each group will present their symbols and explain why they chose them and how they connect to showing love for Jesus.

3. During the activity, walk around and engage with each group. Prompt them to think deeper by asking:
● "How does this symbol relate to Jesus' love for us?"
● "What can we do to show our love for Jesus in return?"

Synthesis:

Have students take a few minutes to answer the reflective questions in their notebooks.

The Gift of Love

1. What does the Eucharist personally mean to you?
2. If the Eucharist is a gift, what kind of gift is it to you? Why?
3. In what ways can you show gratitude to Jesus for the gift of the Eucharist?

Closing Prayer
● End the lesson with a prayer, thanking God for the gift of the Eucharist and asking for the grace to live out its message of

love

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Abridged Content:

The Eucharist is a sacrament of thanksgiving, where we express gratitude to God for the gift of His Son and the blessings in our lives. It is a time to offer our joys, sorrows, and intentions to the Lord, uniting them with Jesus’ sacrifice on the cross. This act of thanksgiving is the

only appropriate response, for through the gift of Himself in the celebration of the Eucharist, using bread and wine, Christ bestows upon us the gift of eternal life.

DEEPEN

Day 4 Activity

Objectives: At the end of the lesson, the students should be able to:
1. describe the significance of the Holy Eucharist as a sacrament of thanksgiving and its role in the Catholic faith;
2. demonstrate the appropriate do’s and don’ts during the Holy Eucharist and practice respectful behavior during the celebration; and
3. reflect on the personal meaning of the Holy Eucharist and express how they can show gratitude to God in their daily lives.

Presentation Strategies Processing Strategies

1. The teacher lead the class in a prayer to start the lesson Classroom Dynamics:

Hook Activity: 1. The teacher provides a brief explanation of the Holy Eucharist, emphasizing it as a sacrament of thanksgiving in the

“Why Do We Give Thanks?” Catholic faith.

1. The teacher posts the questions and asks students to answer. Key Points to Discuss:

"What are some things you are grateful for today?" ● The Holy Eucharist is a sacrament of thanksgiving.

2. Afterward, connect their answers to the theme of the Eucharist. The teacher will say: "Just as we are grateful for our ● It is a way for Catholics to honor Jesus and remember His sacrifice.

blessings, the Eucharist is our way of thanking God for the greatest gift, His Son, Jesus." ● Through the Eucharist, we are given the gift of eternal life.
3. Encourage a brief sharing time, allowing students to mention their thoughts on why thanksgiving is important, both 2. The teacher asks students to reflect: "Why do you think the Eucharist is important to Catholics?"

personally and spiritually. 3. Encourage students to think about its significance beyond just a ritual.

Activity:

“Eucharistic Etiquette: Practicing Reverence in the Celebration”

Instruction:
1. Divide the class into small groups of 3-4 students each.
2. Groups should discuss and brainstorm as many items as possible for each list, focusing on proper behaviors that show

respect and reverence during the Eucharistic celebration. Students will create two lists: one for "Do's" (things to do before, during, and

after Mass) and another for "Don'ts" (things to avoid doing during the same times).
3. Students should discuss and come up with as many items as they can for each list, considering the proper behavior before,

during, and after the Mass

4. Groups may use digital tools like Canva, Flowcharts, Pictographs, or Adobe to creatively present their lists.
5. As groups present, the teacher writes the Do's and Don'ts on the board or projector, organizing them by before, during, and

after Mass.

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Synthesis:
1. Encourage students to reflect on how they can show gratitude to God in their own lives, beyond the Eucharist.

2. Summarize the key ideas of the lesson by asking:

“What did we learn about the Holy Eucharist today?”

“Why is it a sacrament of thanksgiving?”

Closing Prayer:

End the lesson with a prayer, thanking God for the Eucharist and asking for the strength to live out its message in daily life.

FIRM-UP

Day 5 The Last Supper

Objectives: At the end of the lesson, the students should be able to:
1. discuss the Last Supper as the institution of the Holy Eucharist and its connection to Jesus’ sacrifice;
2. actively participate in a group activity that reenacts or illustrates the events of the Last Supper; and
3. express gratitude for Jesus’ sacrifice by reflecting on how they can show love and service to others, inspired by His actions at the Last Supper.

Presentation Strategies Processing Strategies

1. The teacher will ask a student volunteer to lead a prayer to set a reflective tone for the lesson. Classroom Dynamics:
1. The teacher uses visuals (e.g., slides or pictures) to explain:

Hook Activity: ● The events of the Last Supper (based on Luke 22:19-20).

“What Would You Share?” ● How Jesus instituted the Holy Eucharist.
● Ask students to imagine they are sharing a final meal with their closest friends. ● The connection between the Last Supper and Jesus' sacrifice on the cross.
● Prompt them to discuss in pairs: “If you could share a meal and one meaningful message, what would it be and why? 2. Facilitate a short discussion by asking:
● Allow a few volunteers to share their answers with the class. ● “Why do you think Jesus chose a meal to leave such an important message?”
● “How does the Last Supper connect to what we experience in the Eucharist today?”

Synthesis:
1. The teacher will ask students to reflect on the question: “How does Jesus’ message during the Last Supper inspire you to act

in your daily life?"

2. Students will write their answers on a half sheet of paper, crosswise.
3. The teacher will select five papers at random for students to share their answers with the class.

Abridge Content:

The Last Supper teaches us about Jesus' love, sacrifice, and humility. It is where He instituted the Holy Eucharist, symbolizing His body and blood, and demonstrated the importance of serving others through acts of love. It calls us to live with gratitude, reverence, and a spirit of

service.

DEEPEN

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Day 6 Activity

Objectives: At the end of the lesson, the students should be able to:
1. understand the significance of preparing for the Holy Eucharist, including the importance of confession, prayer, and reflection.;
2. demonstrate proper actions and gestures during the Holy Eucharist; and
3. show gratitude by identifying ways to spiritually prepare themselves for receiving the Holy Eucharist.

Presentation Strategies Processing Strategies

1. The teacher begin with a prayer to set a reflective tone for the lesson. Classroom Dynamics:

Hook Activity: 1. The teacher use a visual aid (such as slides or a short video) to explain the importance of preparation before receiving the Holy

“Preparing for the Sacred: A Heart of Reverence” Eucharist:

● Ask students to think of a moment when they had to prepare for something special or sacred in their lives (e.g., a birthday, a 2. The Teacher elaborate the concepts of Confession, Fasting, Examination of Conscience, and Reverence.

family celebration, a ceremony). Key Questions:

● The teacher ask students: ● “Why is it important to prepare ourselves before receiving the Holy Eucharist?”
How did you prepare for it?” ● “How can confession and prayer help us to receive the Eucharist with a clean heart?”
“What made that preparation meaningful?” 3. Eucharistic Miracle of Lanciano: Briefly explain the story of the Eucharistic Miracle of Lanciano, emphasizing the significance of the

real presence of Christ in the Eucharist.

● Personal Reflection: Ask students to reflect on how this miracle strengthens their belief in the power and sacredness of the

Eucharist.

4. The teacher will introduce the post-activity for the coming days.

5.Students will submit their reflection before the agreed-upon deadline.s

Activity: Challenge: Eucharistic Adoration Adventure! (page 95-96)

Synthesis:

1. The students write key takeaways on the board:

● The importance of confession, prayer, and reflection in preparation.
● The sacredness of the Eucharist and how to approach it with gratitude and reverence.

DEEPEN

Day 7 Quiz

Objectives: At the end of the lesson, the students should be able to:
1. assess student’s ability to recall concepts and ideas;
2. apply concepts in real life situation; and
3. employ honesty in taking the quiz.

Presentation Strategies Processing Strategies

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Check Up Quiz Engaging Activity: Formative Assessment

1. The teacher distributes the quiz notebook of the students 1. The teacher gives the Check-up Quiz
2. The students answer the Following questions on their own

I. Quiz: Light Bulb Reflection

1. Take a moment to think about the new knowledge or understanding you

have gained about the Eucharist.

2. Think about what this new understanding means to you. How does it

relate to your life or the world around you?

3. Write your answers inside the light bulb.

I might use this knowledge to

This made me think about

A light bulb moment I had was

II. Quiz

True or False

1. The Holy Eucharist commemorates the Last Supper of Jesus with His disciples.

2. The Holy Eucharist can be received by anyone, regardless of their personal relationship with the Church

3. The wine during the Last Supper represented Jesus' blood, which would be shed for the forgiveness of sins.

4. The priest prepares the altar and the gifts of bread and wine for the Eucharist during the Mass.

5. It is appropriate to talk loudly and socialize with others just before receiving the Holy Eucharist.

FIRM-UP

Day 8 Reflecting Jesus’ Choice in Doing God’s Will over His Will

Objectives: At the end of the lesson, the students should be able to:
1. understand why Jesus chose to follow God's plan instead of His own;
2. create a drawing or poster that shows Jesus praying in the Garden of Gethsemane, choosing God’s will; and
3. share in class a short paragraph about how they can make choices that follow God’s plan in their lives.

Presentation Strategies Processing Strategies

1. The teacher begin with a short prayer, inviting students to reflect on Jesus’ obedience to God's will. Classroom Dynamics:

Hook Activity: Your Choices! ● Briefly introduce the topic by explaining that during His time on Earth, Jesus always chose to follow God’s plan, even when

● Ask students to reflect on a time when they had to make a difficult decision. it was difficult.

● Prompt them with questions like: "What did you choose? Why? Was it easy or hard? ● Share the story of Jesus praying in the Garden of Gethsemane (Luke 22:39-44) where He struggles but ultimately submits to

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● Invite a few students to share their thoughts briefly. God’s will.
● Discuss the key question: Why did Jesus choose to do God's will instead of His own?

Activity: "In Jesus’ Steps: Drawing His Obedience"

Instructions:
● Give students drawing materials (paper, colored pencils, or markers).
● Ask them to create a visual representation of Jesus praying in the Garden of Gethsemane, illustrating His choice to do God's

will. Encourage creativity and details such as Jesus’ kneeling, His prayerful expression, and the disciples nearby.
● Invite a few students to share their drawings and explain how their artwork represents Jesus' choice to follow God’s will.
● Ask the class: "How does Jesus' choice to follow God's plan inspire you to make good decisions in your life?

Synthesis:
● Summarize the lesson by reinforcing the idea that, just like Jesus, we are called to choose God's will even when it’s

challenging.
● “Just like Jesus, we must trust God and be obedient to His plan. Every choice we make can bring us closer to God, just as

Jesus did.”

Closing Prayer:

End the lesson with a prayer, asking for the strength to follow God's will in every decision.

Abridge Content:

Jesus, in the Garden of Gethsemane, chose to obey God's plan rather than His own desire to avoid suffering. Despite His inner turmoil, Jesus prayed, "Not my will, but Yours be done" (Luke 22:42), showing complete trust and obedience to God's will.

DEEPEN

Day 9 Activity

Objectives: At the end of the lesson, the students should be able to:
1. Recall the previous lesson;
2. creatively express the previous lesson’s central message through art; and
3. Reflect to make choices that follow God’s will in their own lives.

Presentation Strategies Processing Strategies

1. The teacher begin the lesson with a short prayer asking God for guidance to understand and follow His will. Classroom Dynamics:

2. The students recall the past lesson. 1. The teacher will facilitate a brief review discussion, model reflection, guide the activity, and provide individual support to students

Hook Activity: during the activity.

Struggle is Real! Activity:

1. What is the greatest challenge you have faced in your life? "Not My Will, But Yours Be Done" Poster Creation

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________________________________________________ Instructions:

________________________________________________ ● Ask students to create a poster that illustrates the phrase "Not my will, but Yours be done."

_______________________________________________. ● They can include images of Jesus in the Garden, hands reaching out in surrender, or anything that symbolizes trust in God's
2. How did you deal with it? will.

________________________________________________ ● After the posters are created, have students present their work to the class and explain why they chose their specific images

________________________________________________ or messages.

_______________________________________________. ● The students present their output in class and answer the guide questions

3. What were the ways in which you were able to overcome or cope with this difficulty? a. What do the images in your poster represent about Jesus’ obedience?

________________________________________________ b. How can these symbols remind us to trust in God’s will every day?

________________________________________________ Synthesis:
_______________________________________________. 1. Reflection Writing:

Have students write a short reflection about how they can follow God’s will in their daily lives, using a specific example from their own

experiences (e.g., school, family, friendships).

2. Encourage students to trust in God’s plan and always strive to follow His guidance
Closing Prayer:

Conclude the class with a prayer, asking for the strength to follow God's will in all aspects of life

FIRM-UP

Day 10 The Agony in the Garden

Objectives: At the end of the lesson, the students should be able to:
1. enumerate what happened during Jesus' Agony in the Garden and explain why it was important.
2. create a picture or drawing that shows how Jesus felt in the Garden; and
3. share how Jesus' prayer in the Garden can help them grow in their own faith and prayer life.

Presentation Strategies Processing Strategies

1. Start with a simple opening prayer that connects to the theme, such as: Classroom Dynamics:

"Dear Jesus, we thank You for the example of faith and obedience You showed in the Garden of Gethsemane. Help us to understand Your 1. The teacher flashes the screen the scriptural passage and asks students to read the story “The Agony in the Garden”

sacrifice and draw closer to You in prayer. Amen." Scripture Passage Matthew 26:36–46, NABRE

2. Allow a moment of silence for personal reflection. 2. The students read the passage and focus on the following key events

Hook Activity: and the significance

1. The teacher begins by showing the picture of Jesus praying in the Garden of Gethsemane, focusing on His emotional struggle and Activity:

surrender to God's will. (Mid Discussion)

2. The teacher invites students to carefully observe the picture and think about the following questions:
● Give students drawing paper and colored pencils/crayons. Ask them to create a visual representation of how they imagine

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● What do you notice about Jesus’ posture, expression, and the setting? Jesus felt during His Agony in the Garden.
● How does the picture convey the idea of prayer and surrender? ● Encourage them to use symbols, colors, and images that convey the emotions of fear, sorrow, loneliness, and surrender.

3. Reflection Prompt: The teacher asks students to write in their journals or on a piece of paper: "What does it mean to surrender my will ● Walk around the classroom, offering guidance as needed. Allow students to express their thoughts and feelings through their

to God? How can I relate to Jesus’ prayer in my own life?" drawings.

4. Conclude the activity by linking the reflection to the upcoming lesson on Jesus' Agony in the Garden and His obedience to the Father’s Activity:
will. (End Discussion)

Whispers of the Heart

1. What can we learn from Jesus’ Agony in the garden about the importance of surrendering our own will to God’s will?

____________________________________________________________

___________________________________________________________

2. How can we support and comfort others who are going through difficult time, just as Jesus ‘friends fell asleep instead of staying

awake with Him.

____________________________________________________________

___________________________________________________________

Synthesis:

The summarize the key points and wrap up the lesson.

Abridge Content:

The Agony in the garden highlights Jesus obedience to God's will, showing His trust and submission despite the agony. It also emphasizes the power of prayer and the need for spiritual vigilance, as seen in the disciples' failure to stay awake and pray.

DEEPEN

Day 11 Scaffold 1

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

1.understand the importance of making difficult decisions and choosing God's will over their own;

2. write a reflection about a difficult decision they made, expressing their thoughts and feelings; and

3.share how following God's will has helped them grow emotionally and spiritually.

Presentation Strategies Processing Strategies

1. The teacher begin the lesson with a prayer to invite God’s presence and guidance in the decision-making process. Classroom Dynamics:

Scaffold 2: Reflection Writing

“The Cross and the Crown: Choosing God's Will" ● Provide students with a prompt to guide their reflection:
● Begin with brief discussion: Ask the students to think about a time when they had to make a difficult decision, especially one "Reflect on a difficult decision you made where you chose to follow God’s will instead of your own desires. How did it affect you

where they had to choose between their desires and what they believed God wanted them to do. emotionally and spiritually? What did you learn from that experience?"

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● Ask students to consider the emotional and spiritual struggles that come with such decisions. ● Students will write their reflections on paper for 15–20 minutes.
● Encourage students to reflect on what the "cross" (sacrifice or challenge) and the "crown" (reward or growth) represent in ● Encourage them to be honest and thoughtful, expressing both the struggles and the growth they experienced

this context. ● Invite a few students to share their thoughts with the class. They should focus on how following God's will helped them

Discussion Questions: grow emotionally and spiritually.

● Can you recall a moment when you chose God’s will over your own?
● How did that decision affect you emotionally and spiritually? Synthesis:
● Summarize the key points discussed, highlighting the importance of aligning decisions with God’s will and the impact of

such choices on personal faith and growth.

● Encourage students to continue making decisions based on faith, even when they are difficult, and to trust that God’s plan

for them is always for their good.

Closing Prayer:

End the lesson with a prayer.

DEEPEN

Day 12 Activity

Objectives: At the end of the lesson, the students should be able to:
1. understand the significant choices made by the Blessed Virgin Mary, St. Paul, and Judas Iscariot.
2. complete an activity that demonstrates the lessons learned from the choices of Mary, St. Paul, and Judas Iscariot; and
3. reflect on how the stories of Mary, St. Paul, and Judas Iscariot inspire them to evaluate their own moral decisions and deepen their commitment to following God's will in daily life.

Presentation Strategies Processing Strategies

1. The teacher begin with a reflective prayer, inviting students to meditate on the theme of choices. Classroom Dynamics:
Prayer: Connect -Extend Challenge
"Lord, as we delve into the stories of Mary, St. Paul, and Judas Iscariot, guide us to see the importance of our decisions. May their lives teach us to Teacher Post questions such as:
choose Your will above all and strengthen our hearts to follow You daily. Amen." ● "What motivated their choices?"
Hook Activity: ● "What can we learn from their decisions?"
Title: "Crossroads of Choice" ● "How might their choices apply to us today?"
● The teacher divides the class into three groups.
Activity: Jesus’ Way or My Way
● Assign each group one figure (Mary, St. Paul, Judas Iscariot).
1. Take your time to read the stories or passages in the Bible about the
● The teacher provides each group with a short passage summarizing the key decision of their figure:
lives of the Blessed Virgin Mary, St. Paul, and Judas Iscariot. Try to

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Mary: The Annunciation (Luke 1:26–38). understand what happened in their lives.

St. Paul: Conversion on the Road to Damascus (Acts 9:1–19). 2. Examine whether they followed God’s will or not, and think about the

Judas Iscariot: Betrayal of Jesus (Matthew 26:14–16 consequences of their choices. How did their choices affect their own

lives and the lives of others?

3. Write down your thoughts and reflections on the things you learned from the stories of the Blessed Virgin Mary, St. Paul, and Judas

Iscariot.

St. Paul: Paul followed God’s will by spreading the teachings of Jesus to different cities and writing many letters that are now part of

the New Testament (Acts 9–28, various epistles).

Choices Made

Consequences

Impact of His choices to his Life

Impact of His choices to others

Lesson Learned

Mary: Mary followed God’s will by accepting to be the mother of Jesus, even though she didn’t fully understand how it would

happen (Luke 1:26–38).

Choices Made

Consequences

Impact of His choices to his Life

Impact of His choices to others

Lesson Learned

Judas Iscariot: Judas betrayed Jesus by handing Him over to the authorities (Matthew 26:14–16, 47–50).

Choices Made

Consequences

Impact of His choices to his Life

Impact of His choices to others

Lesson Learned

Synthesis:

The teacher highlights the contrasting outcomes of these decisions:

● Mary's obedience led to the fulfillment of God's plan.
● St. Paul's transformation made him a great missionary.

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● Judas' betrayal had devastating consequences but reminds us of the power of repentance.

FIRM-UP

Day 13 Finding Meaning in the Passion and Death of Jesus

Objectives: At the end of the lesson, the students should be able to:
1. understand and explain the significance of the cross;
2. read and reflect on the biblical passages about Jesus' Passion and Death; and
3. Appreciate why these events are central to the Christian faith and inspire living with greater compassion and forgiveness.

Presentation Strategies Processing Strategies

1. The teacher leads a reflective prayer that connects the theme of the cross to the students' lives. Classroom Dynamics:

Hook Activity: 1. The teacher gathers the answers of the students and uses it to introduce the lesson.

Think-Pair-Share 2. The teacher discusses to the class the meaning of the cross

1. The teacher asks the students to get a partner. They will share with their partner the meaning of “Cross” 3. The teacher integrates in the discussion the difference between a cross and crucifix.

2. The students are asked to share their outputs in class 4. The teacher flashes on the screen the scriptural text and ask volunteers for dramatic reading: Narrator, Crowd, Jesus

Process Questions: Sacred Scripture: (Matthew 27:27-56)

3. The teacher asks following questions: 5. The teacher asks the students the following

● What comes to your mind if you see a cross? ● What did you notice about the reading?

● What is the significance of the cross to our faith? ● How will you describe Jesus in the reading?

● How do we carry also our cross just like what Jesus did? ● What emotions do you feel when reflecting on Jesus' suffering and death?
● "What do you think the cross teaches us about God’s love and forgiveness?"

6. The teacher highlight key themes such as sacrifice, redemption, and the victory of love over sin.

Synthesis:

1. The teacher gives emphasis on the meaning of the cross and its’s importance to our Christian Faith

3-2-1 Check
● Things that I have learned
● Things that I am confused about
● Things that I love about the topic

Question Time: From the responses of students on the 2 things that I am confused about “students are further asked to clarify their

concerns by asking questions .

Abridge Content:

The Passion and Death of Jesus, central to His mission of salvation, highlight His ultimate sacrifice as a profound expression of unconditional love, obedience to the Father, and His commitment to redeem humanity from sin.

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DEEPEN

Day 14 Activity

Objectives: At the end of the lesson, the students should be able to:
1. recall the significance of Jesus’ Passion and Death as central acts of His mission of salvation
2. create a symbolic representation collage to illustrate the key events and theological meanings of the Passion and Death of Jesus.; and
3. express gratitude and commitment to live out the teachings of Jesus' sacrifice by identifying practical ways to embody love, forgiveness, and selflessness in their daily lives.

Presentation Strategies Processing Strategies

1. The teacher lead the class in a reflective prayer Classroom Dynamics:
2. Play soft instrumental music to set a prayerful tone Recall the Significance of Jesus' Passion and Death
3. The teacher instruct the students about the Activity. ● Present a brief explanation using visuals (e.g., PowerPoint or images) highlighting the following:
Hook Activity: o The events leading to Jesus’ Passion and Death (Last Supper, Garden of Gethsemane, Crucifixion).
“The Heart of Sacrifice” o The theological meaning: Jesus’ obedience to the Father, His unconditional love, and redemption for humanity.
Instructions:
Activity:
1. Provide each student with a heart-shaped cutout.
C. Classroom Dynamics
2. Ask them to write down a simple act of sacrifice they have experienced or witnessed (e.g., giving time to help others, sharing
Activity: Symbolic Collage Creation
resources).
Instructions
3. Students will pin their hearts on a board labeled “The Heart of Sacrifice” at the front of the room. o Divide the class into small groups (4–5 students per group).
4. Briefly discuss their responses, connecting these acts of sacrifice to the greater sacrifice of Jesus’ Passion and Death. o Each group will create a collage representing key moments of Jesus' Passion and Death.
o Provide materials (magazines, printed images, markers, glue, etc.).
o Encourage students to incorporate symbols (e.g., the cross, a chalice, or a crown of thorns) and write a brief explanation for

their choices.

HOTS Questions:
● How does the Crucifixion of Jesus demonstrate His love for humanity?
● Why do you think forgiveness is a central theme in the Passion of Jesus?
● How do these symbols of Jesus' death and resurrection impact our understanding of salvation?"

Synthesis:
● Ask each student to write or share one practical way they will live out the teachings of Jesus’ sacrifice in their daily life

(e.g., forgiving someone who has hurt them, helping someone in need, showing love to others through actions).
● Allow a few students to share their reflections with the class.

FIRM-UP

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Day 15 Paschal Mystery

Objectives: At the end of the lesson, the students should be able to:
1. explain the how each event of the Paschal Mystery contributes to God’s plan of salvation for humanity and the Christian faith;
2. design a creative visual a timeline or flowchart, that depicts the key events of the Paschal Mystery; and
3. reflect on the meaning of the Paschal Mystery in their own life, expressing gratitude for Jesus’ sacrifice and resurrection.

Presentation Strategies Processing Strategies

1. The teacher start the lesson with a prayer to invite the Holy Spirit and center the students’ focus on the significance of the Paschal Classroom Dynamics:

Mystery. 1. The teacher briefly explains the four key events of the Paschal Mystery:

Hook Activity:
● The Passion (Jesus’ Suffering)

“Timeline of Salvation”
● The Death (Jesus on the Cross)

● The students will create a timeline or flowchart that illustrates the events of the Paschal Mystery, connecting them to the
● The Resurrection (Jesus rising from the dead)

bigger picture of God’s plan of salvation

● The Ascension (Jesus returning to the Father)

● Ask students to write a short description of each event and its significance in God’s plan of salvation. 2. Discuss how these events are connected and how they contribute to salvation and God’s plan for humanity.

● Encourage students to use images, symbols, or colors to make their timelines more visually engaging. 3. Emphasize that the Paschal Mystery is at the heart of Christian faith and the hope it brings for eternal life.

Activity:

Personal Reflection
o “How can you live out the hope and love of the Paschal Mystery in your daily life?”
o Encourage students to think about ways they can embody the values of love, forgiveness, and hope in their interactions with

others.

Synthesis:

The teacher summarizes the lesson and end with a prayer of gratitude for the Paschal Mystery.

Abridge Content:

The Paschal Mystery refers to the central events in the life of Jesus Christ that are at the heart of the Christian faith: His Passion, Death, Resurrection, and Ascension. These events are considered the most significant acts of God's plan of salvation for humanity.

DEEPEN

Day 16 Activity

Objectives: At the end of the lesson, the students should be able to:
1. recall the past lesson about the Paschal Mystery and how it contributes to God's plan of salvation;
2. participate in a role play to dramatize the key events of the Paschal Mystery; and
3. express their personal commitment to live out the teachings of the Paschal Mystery through a prayer.

Presentation Strategies Processing Strategies

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1. Start with a short prayer of gratitude for the life and sacrifice of Jesus, asking for understanding and inspiration as the students learn Classroom Dynamics

about the Paschal Mystery. Activity:

The teacher can say: Role Play: Dramatizing the Paschal Mystery

“Dear God, as we reflect on the Paschal Mystery today, help us understand the depth of Jesus’ love and sacrifice for us. Open our hearts to 1.Divide the class into small groups (4-5 students per group). Each group will be assigned one key event from the Paschal Mystery. They
live out this love and be a light to others. Amen.” will use props or simple movements to dramatize the event. The teacher will guide them, offering suggestions for simple actions or

Hook Activity: Remember Me! dialogue.

● Present the lesson's core content by guiding students through the Paschal Mystery. Use visuals, diagrams, or a quick Group 1: The Last Supper (Jesus breaking bread and sharing wine with His disciples)

summary to outline the key events Group 2: The Agony in the Garden (Jesus praying in the garden)
● The teacher asks for volunteers from the students to recall the previous lesson Group 3: The Crucifixion (Jesus’ sacrifice on the cross)

Group 4: The Resurrection (Jesus rising from the dead)

2. After the role play, bring the class together for a final reflection on how the Paschal Mystery impacts their lives, encouraging them to

express their thoughts through prayer

Synthesis:
● The teacher conclude the class discussion by highlighting the Paschal Mystery as an essential part of God's plan for

salvation, showing how it reveals His love for humanity.

FIRM-UP

Day 17 The power of the Cross

Objectives: At the end of the lesson, the students should be able to:
1. explain how Jesus' death on the Cross is central to the Paschal Mystery (His suffering, death, and resurrection;
2. design and create a simple artifact that reminds them of the Cross' power in their lives and its role in the Christian faith; and
3. share personal experiences or insights in a reflective conversation, exploring how the power of the Cross influences their values and decisions.

Presentation Strategies Processing Strategies

1. The teacher starts the class with a short prayer. Classroom Dynamics:

Hook Activity: 1. The teacher briefly explains the significance of the Cross in the Paschal Mystery (Jesus’ suffering, death, and resurrection). Highlight

The Cross: A Symbol of Love and Sacrifice how the Cross is the culmination of God’s plan of salvation.

Instructions: Activity:

Whispers Heart

● Step 1: Ask students to think about what the Cross means to them personally and how it represents both sacrifice and hope. 1. How does thinking about Jesus’ sufferings on the cross make you feel?
● Step 2: Have students draw or create a simple artifact (such as a drawing, small model, or decoration) that represents the ______________________________________________________________

power of the Cross in their lives. Encourage them to add elements that represent themes like love, hope, and salvation. _____________________________________________________________

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● Step 3: Allow 15 minutes for students to work on their artifacts. The teacher should walk around to provide guidance and ask 2. In what ways can you relate your own sufferings to the sufferings of Jesus?
questions to spark deeper thinking. ______________________________________________________________

_____________________________________________________________

Synthesis:

Students may use sticky notes to write down a short insight or commitment they are willing to share with the class.

DEEPEN

Day 18 Activity

Objectives: At the end of the lesson, the students should be able to:
1. describe the ways in which God’s love is demonstrated in daily life, through both scripture and personal experience;
2. use of visual art (drawing, sketching, coloring) to express personal interpretations of the cross; and
3. show deeper personal connection with the message of the cross, leading to spiritual growth and transformation.

Presentation Strategies Processing Strategies

1. Invite students to settle into a reflective posture (sitting comfortably, eyes closed if they wish). Classroom Dynamics:

2. Lead a prayer asking for the Holy Spirit’s guidance to open hearts and minds to understand God’s love and the significance of the cross. 1. The teacher briefly discuss the the veneration of the cross.

Hook Activity: 2. Lead a short Bible study focusing on the love demonstrated through the cross.

The Cross Through My Eyes Read scripture aloud and ask students to reflect on how these passages relate to their personal lives.

● The teacher gives instructions to the students about the activity ● John 15:13 – "Greater love has no one than this, that someone lay down his life for his friends."
● Encourage creativity and individual expression, emphasizing that everyone’s interpretation will be unique and valid. ● Romans 5:8 – "But God shows his love for us in that while we were still sinners, Christ died for us."
● Play soft instrumental worship music to set a reflective atmosphere (optional). ● 1 John 4:9-10 – "In this the love of God was made manifest among us, that God sent his only Son into the world, so that we

Instructions: might live through him."

1. Encourage students to think about how God’s love is shown through the cross. What feelings or thoughts does the cross Discussion Questions:

evoke in them?
● What do these verses reveal about God’s love?

2. Students are invited to draw, sketch, or color their interpretations of the cross (they can focus on the cross itself or include
● How have you personally experienced God’s love in your daily life?

symbols representing God’s love, like light, open arms, a heart, etc.).
● How does understanding God's love in the context of the cross change the way you see yourself and others?

3. Ask students to share their artwork briefly with the class Activity:

Responding to God’s Love

Instructions:

1.Find a quiet and comfortable space and dispose yourself to prayer.

2.Look at the cross or crucifix in front of you. This symbol represents

Jesus’ immense love for us and His willingness to give His life to save

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us.

3.Take a few moments to think about what the cross means to you

personally. How does it make you feel? What thoughts or emotions

come to mind?

4.Express your thoughts and feelings through drawing or writing in the

space provided. This is a chance to be creative and reflect on the

significance of the cross in your life.

5.If you feel comfortable, share your artwork or thoughts with the group.

6.Veneration often involves a physical gesture, like kneeling, bowing,

or touching the cross. Choose a gesture that feels meaningful and

respectful to you.

7.When ready, approach the cross and venerate it using your

chosen gesture. Remember to do so with reverence and respect,

understanding the great love that Jesus showed us through

His sacrifice.

Synthesis:
● Summarize the key points discussed in the activity, scripture reflection, and discussion. Emphasize the transformative

power of God's love demonstrated through the cross and how personal experiences connect to the broader theme.

Closing Prayer:

Close with a prayer that reflects on the lesson and asks for God's help in applying the message to daily life

DEEPEN

Day 19 Scaffold 2

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

1.recognize the importance of showing God's love through their actions;

2. complete a daily challenge and keep track of their actions in a journal; and

3.create a prayer of thanks, sharing how they felt God's love during the week.

Presentation Strategies Processing Strategies

1. The teacher start with a short prayer inviting the students to reflect on God’s love and their willingness to surrender to Him during the Classroom Dynamics:

lesson. 1. The teacher introduces and instructs the activity.

Scaffold 1:

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Responding to God’s Love: The 7-Day Challenge

Task Description:
● Step 1: Develop a 7-day challenge with a specific action for each day that reflects God’s love (e.g., helping a classmate,

praying for someone, doing an anonymous good deed).

● Step 2: For each day, students will journal about how the challenge helped them connect with God's love and how it

impacted others.
● Step 3: At the end of the week, students will share their experiences and lessons learned with the class through a

presentation, video, or written reflection.

● Step 4 The final challenge is for students to create a reflective prayer, expressing their gratitude for the experience and

reflecting on how they experienced God’s love throughout the week.

Synthesis:

Activity: Letting Go and Letting God

(A prayer of Surrender)

1. In the space provided, write a personal prayer of surrender to God, expressing your desire to follow His will and trust in His guidance.

2. Be sincere and open in your prayer as you pour out your hearts to God.

I am letting Go….

Conclude by reinforcing the importance of showing God’s love in small ways every day. Ask the students to reflect on the lesson and

share one thing they plan to do differently in the coming week based on what they’ve learned.

FIRM-UP

Day 20 Celebrating God’s Abiding Presence in the Resurrection of Jesus

Objectives: At the end of the lesson, the students should be able to:
1. recognize the significance of the resurrection in Christian faith and doctrine;
2. engage in activities that reflect the joy of the resurrection; and
3. express gratitude and awe for God's presence through personal reflection.

Presentation Strategies Processing Strategies

1. The teacher asks a volunteer to lead an opening prayer in class. Classroom Dynamics:
2. The teacher instructs the students in the activity 1. The teacher flashes the screen the scriptural passage and asks students to read. Scripture Passage (John 20:1–9, NABRE)

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Hook Activity: 2. The students read the passage and focus on the following key events

Road toward Easter and the significance.

Instructions: Activity:

1. Write inside the box the events that happened in the correct order, Individual Sharing

starting from Palm Sunday until the Resurrection of Jesus. ● Begin a brief class discussion, asking the students to share what they’ve learned about the resurrection today. How does it

2. Select your answers from the given choices. impact their personal faith or worldview?

● Jesus is questioned by Pilate. ● Discuss: “How can we live out the joy of the resurrection in our everyday lives?”

● There is darkness at noon. Synthesis:

● The Last Supper Whispers of the Heart: Thoughts and Reflections

● Judas kisses Jesus. What does the resurrection story mean to me personally?

● Jesus gets a crown of thorns. ____________________________________________________________

● Jesus prays in Gethsemane. ____________________________________________________________

● Jesus dies on the cross. ____________________________________________________________

● Jesus was arrested. ____________________________________________________________

● Peter denies Jesus.

● Jesus is wrapped in linen cloth.

Abridge Content:

The resurrection of Jesus Christ is a pivotal moment in Christianity, symbolizing God’s triumph over sin and death. It reveals God’s ongoing, abiding presence with believers, offering them hope, peace, and the promise of eternal life. Through Jesus’ resurrection, Christians are

empowered to live with purpose, knowing that God’s presence continues to guide and strengthen them. This event is celebrated through worship and prayer, serving as a reminder of God's continual involvement in the lives of His people.

DEEPEN

Day 21 Activity

Objectives: At the end of the lesson, the students should be able to:
1. read the story about “A Faithful Witness of Jesus’ Resurrection”;
2. participate in a class discussion, sharing their thoughts on how they would have reacted as a witness to the resurrection; and
3. express their commitment to being faithful witnesses of Jesus in their own lives.

Presentation Strategies Processing Strategies

1. The teacher begin with a prayer asking the Holy Spirit to guide the class and open hearts to the message of the resurrection. Classroom Dynamics:

Hook Activity: 1. Read aloud or ask students to read the story of Mary Magdalene, the faithful witness of the resurrection

"Witness to the Resurrection" 2. After reading the story, engage the class with the following questions to deepen understanding and prompt reflection

Instructions: ● How did Mary Magdalene's life change after meeting Jesus?
● Show an image or video depicting the resurrection of Jesus (it can be a depiction from a movie, artwork, or an animated ● What emotions do you think Mary Magdalene felt when she first saw the empty tomb?

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short). ● Why do you think Jesus called Mary Magdalene by name?

● Ask students to imagine they were present at the scene of the resurrection or the moment when Jesus appeared to His ● What does it mean to be a faithful witness of Jesus’ resurrection today?

disciples. 3. The teacher ensure the following key moments are highlighted:

Guided Questions: ● Mary Magdalene’s Healing – Her life before and after meeting Jesus.
● How would you feel if you were one of the witnesses to Jesus' resurrection? ● Witnessing the Crucifixion – Standing by Jesus during His death.
● What emotions or thoughts would go through your mind in that moment? ● The Empty Tomb – Finding the tomb empty and her distress.
● How would you explain the resurrection to someone who didn’t believe it? ● Encountering the Risen Jesus – Not recognizing Him at first, but then realizing its Jesus when He calls her by name.
● Becoming the First Witness – Proclaiming the resurrection to the disciples.

Activity:

Personal Commitment to Being a Witness

Instructions:
1. Write Your Commitment – Give each student a piece of paper or a journal page. Ask them to write a personal commitment,

reflecting on the following:

o One way they will be a faithful witness of Jesus' resurrection this week.
o This could include sharing their faith with someone, serving others, or showing kindness and forgiveness.
2. Think-Pair Share – After writing their commitments, have students pair up and share their commitments with each other.

This encourages accountability and mutual support.

Synthesis:

Ask the class:

● "How can we live out our faith in such a way that others see the resurrection of Jesus reflected in our actions?"
● "What can we do today to commit to being faithful witnesses of Jesus?"

FIRM-UP

Day 22 Easter

Objectives: At the end of the lesson, the students should be able to:
1. analyze the theological meaning of Easter, explaining how the Resurrection of Jesus fulfills God's promises of salvation and eternal life;
2. participate in an interactive group activity, such as a role-play or skit, reenacting key moments from the Easter story; and
3. articulate in a class discussion or through personal writing how the celebration of Easter influences their understanding of faith.

Presentation Strategies Processing Strategies

1.The teacher begin the lesson by grounding students in prayer, inviting them to reflect on the significance of Easter in their spiritual lives. Classroom Dynamics:

Hook Activity: Discussion Prompt

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Easter Symbols Scavenger Hunt After the hunt, gather the students together to discuss the symbols they found. Ask questions like:
1. Preparation:
Before the class begins, the teacher hides 5 images or objects around the room where in each symbol should represent a key element of
● Why do you think these symbols are important for Easter?

Easter
● How do they help us understand the key events of the Easter story?
2.Introduction:
The teacher explain that Easter is filled with rich symbols that reflect its deep theological meaning. These symbols are reminders of God's ● How do these symbols relate to your personal faith journey?
love, Jesus' sacrifice, and the hope of the Resurrection.
The Scavenger Hunt
Activity: Role-Play the Easter Story
3. The teacher explain to the students that they will participate in an Easter-themed scavenger hunt. The goal is to find as many Easter
symbols as possible within a set time. Lastly student ask to briefly identify the meaning or significance of each one. Instructions:

● Divide the class into small groups (3-4 students per group).

● Assign each group a key moment from the Easter story

● Give each group 5 minutes to prepare and 2-3 minutes to act out their assigned scene.

● Encourage them to focus on the emotions of the characters and how these moments relate to the theological themes of

Easter.

Synthesis:
1. Gather everyone back together and facilitate a closing discussion about what they learned from the activity.

Abridge Content:

Easter is a celebration of life, renewal, and victory over death. It is a time for Christians to commemorate Jesus’ Resurrection and reflect on its profound significance in their spiritual lives. Through its symbols, traditions, and liturgies, Easter calls believers to embrace the hope of

new life in Christ, to renew their faith, and to share the joy of the Resurrection with others.

DEEPEN

Day 23 Activity

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

1. understand the meaning of Jesus' resurrection and how it brings hope and new life to believers;
1. actively participate in the Easter celebration activities; and
2. feel joy and gratitude for the resurrection and share their thoughts about how it can impact their lives and relationships.

Presentation Strategies Processing Strategies

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1. The teacher start by leading the class in a simple prayer, thanking God for the resurrection of Jesus and for the hope and new life it Classroom Dynamics:

brings. Activity:

2. Encourage students to reflect on the importance of Easter in their own lives. I. Sharing Easter Messages

Hook Activity:
● Hand out colored paper and markers.

1. The teacher demonstrates and facilitate the activity .

● Ask students to write a short message, prayer, or reflection about Easter, focusing on the themes of hope, new life, and

Lighting the Paschal Candle and Reflection resurrection.

Activity:
● Encourage students to include words or symbols that express the joy and renewal of the season.
● Dim the lights in the room to create a reflective atmosphere.
● After writing, allow students to share their messages with the class, or place their papers in a central area of the room (e.g.,
● Invite a student or teacher to light the Paschal Candle (or a symbolic candle). an “Easter message board”
● As the candle is lit, say: II. Easter Joy Gift Exchange or Foot-Washing

“Christ is risen! The light of Christ shines in the world, in our hearts, and in our lives.” ● Have each student bring a small gift (such as a note, candy, or a flower). If they did not bring a gift, they can write an
● Invite students to briefly reflect on what the resurrection means for them personally, considering how it brings light into their encouraging note for someone else.

lives. ● Place the gifts in a central basket.

● Each student will take a gift and share a brief Easter blessing or message with the person who gave it to them

III. Symbolic Foot-Washing

● Alternatively, you can choose to carry out a symbolic foot-washing activity, where students wash each other’s feet (or

hands, if preferred) as a symbol of humility, service, and the love of Jesus.

● Explain that Jesus washed His disciples' feet to show love and service, and by doing this, we embody His resurrection spirit

of love and humility.

Synthesis:

The teacher concludes by affirming the students' participation and emphasizing that Easter is not just a one-time event, but a message of

renewal and hope to live by every day.

FIRM-UP

Day 24 Jesus Resurrection

Objectives: At the end of the lesson, the students should be able to:
1. know the importance of Christ Resurrection in our Christian Faith;
2. seek to love according to the hope of renewal and new life in Christ’s Resurrection; and
3. recognized the Risen Jesus in the breaking of the bread.

Presentation Strategies Processing Strategies

1. The teacher lead a short prayer before the class start Classroom Dynamics:

2. To see if students can still remember what has been discussed to them, they are asked to do the simple activity. 1.The teacher introduces the lesson by asking the students the question: in the life of our lord Jesus Christ, what is most important and

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Hook Activity: most essential truth in our Christian faith

Reflection Writing 2. Students shares their answers in the class.

Have students write a short reflection on the following prompt: 3. The teacher says the most important and most essential truth of our Christian Faith is the mystery of Jesus' Resurrection.
● "This Easter, I am thankful for ___________ because the resurrection reminds me that ____________." Activity:

Sharing

1. Have you attended a "salubong"?

2. What truths about resurrection does this devotion hold?

3. What Filipino values does it uphold?

4.What is your personal understanding of the resurrection in relation to our Christian Faith?

Sacred Scriptures:

1.The teacher discusses the passage to the class and says, the resurrection is not only a proof of the Gospel message; it is also the

message.

Synthesis:

The teacher asks the students to complete the statement below

Today, through the ________________________ I learned the value of _________________.

Abridge Content:

Jesus is the only way to the Father and the perfect Way. He Himself walked the narrow path of the Cross and Resurrection. Following Christ and journeying along the path He trod is the essence of living the Christian moral life. This life should be firmly rooted in the truths Jesus

revealed to us and celebrated through prayer and worship within the community where we belong.

DEEPEN

Day 25 Activity

Objectives: At the end of the lesson, the students should be able to:
1. understand the meaning and importance of the Resurrection;
2. seek ways of living a Gospel-centered life; and
3. celebrate the joy and hope the Resurrection brings .

Presentation Strategies Processing Strategies

1. Lead the class in a prayer that focuses on gratitude for the Resurrection and for the hope it brings. This can be done together or with the Classroom Dynamics:

teacher reading aloud 1. The teacher sumps up the things that students are still confused by expounding and discussing the topics not yet clear for the students

Hook Activity: Activity:

"Resurrection Reflection Wall" ● Play joyful Easter music (e.g., “Hallelujah” or “Christ the Lord is Risen Today”) while students work on a final creative
● Provide students with paper and markers. Have them write down or draw one action they can take this week to live out the task.

joy and hope of the Resurrection in their daily life. Examples may include: “Being kind to someone who is sad,” “Sharing my faith with a ● Provide students with large sheets of paper or sticky notes and ask them to draw or write symbols of Easter and resurrection

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friend,” or “Helping someone in need.” that bring joy and hope, such as a cross, an empty tomb, Easter eggs, flowers, or birds.
● Students can share their ideas aloud or keep them private. You can display their actions on a bulletin board or wall to inspire ● Encourage them to think about how these symbols remind them of new life and Jesus' victory over death.

others. ● Once finished, create a “Resurrection Reflection Wall” where these drawings or notes can be displayed for everyone to see.

This visual display will reinforce the joy and hope of the Resurrection.

Synthesis:

The teacher summarizes the lesson and encourage students to think about how they can continue to live with the hope and joy of the

Resurrection.

DEEPEN

Day 26 Activity

Objectives: At the end of the lesson, the students should be able to:
1. describe the meaning of Jesus' Resurrection and its message of new life;
2. strive to recognize Jesus’ presence in every person and event; and
3. appreciates the efforts of others.

Presentation Strategies Processing Strategies

1. The teacher asks volunteer students to lead the prayer. Classroom Dynamics:

2. The students are asked to explain and present their work. 1. The teacher briefly recaps the discussion about the story of Jesus' resurrection, highlighting the power of God to bring new life from

3. The students are asked to provide feedback death.

Hook Activity: Activity:

Melodies of Hope and Joy Whispers Heart:

Instructions: 1. What “tombs” in your life, such as habits, attitudes, or behaviors, do you feel God is inviting you to leave behind in order to embrace a

1. Select hymns or songs that specifically focus on the Resurrection of Jesus Christ. new life of grace and spiritual growth?

2. Play the selected hymns or songs to listen to or sing along with. Allow the lyrics and melodies to resonate in your hearts. E.g Christ the ______________________________________________________________

Lord Is Risen Today, Victory in Jesus, or Because He Lives. _____________________________________________________________

3. After listening to the song, take a moment to reflect on the lyrics. Write down the specific lines or phrases that stand out and share how 2. List down practical steps to break free from the “tombs” in your life. This may involve making changes in your daily routine, setting
they personally connect with your current state or experiences. boundaries, seeking professional help if needed, or making amends

______________________________________________________________

_____________________________________________________________

Synthesis:

The teacher summarizes the activity and what students can learn about the resurrection

DEEPEN

Day 27 Scaffold 3

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Objectives: At the end of the lesson, the students should be able to:
1. identify and explain the meaning of symbols in art that represent Jesus' sacrifice;
2. create a piece of art using symbols that show Jesus' sacrificial love; and
3. reflect on how Jesus’ sacrifice impacts their personal faith and express it in writing.

Presentation Strategies Processing Strategies

1. Begin the lesson with a short prayer, inviting students to reflect on the love and sacrifice of Jesus Classroom Dynamics:

1. Briefly introduce the lesson by asking students what they know about the symbols of Jesus' sacrifice (e.g., cross, crown of thorns,

lamb).

2. Explain that today they will learn how these symbols are depicted in art to represent Jesus’ sacrificial love.

Scaffold 3:

Jesus' Love in Art: Symbolism of Sacrifice

Students will explore various works of art that depict Jesus' sacrificial love, focusing on symbols like the cross, the crown of thorns, and

the lamb. They will analyze how these symbols convey the depth of Jesus' sacrifice for humanity. Students will then create their own

artwork or visual representation that symbolizes Jesus' love and sacrifice, incorporating one or more of these symbols. Afterward, they

will write a reflection on their chosen symbols, explaining how they relate to the concept of sacrificial love in the context of Jesus' life

and mission. This activity allows students to engage creatively while deepening their understanding of the Paschal Mystery.

Synthesis:

Ask students to take a moment to reflect on how the symbols of Jesus' sacrifice impact their personal faith.
● How do they feel about His love and sacrifice?
● What is the connection between the symbols and their own lives?

DEEPEN

Day 28 Unit Test

Objectives: At the end of the lesson, the students should be able to:
1. recall the concepts of the past lesson;
2. analyze essential provides chart papers and markers; and
3. manifest the value of honesty through the Unit Test.

Presentation Strategies Processing Strategies

Small Group Brain-Drain Classroom Dynamics:

Small Group Brain-Drain

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● Students will form groups consisting of 5-7 members each. ● The teacher instructs each group to list everything they can recall and underline the three most important points.
● The teacher will provide chart paper and markers to each group. ● The students’ answers allow the teacher to quickly assess their level of understanding as they discuss ideas.
● This activity serves as a review session before the Unit Test. ● The teacher asks the groups to use images to represent the three key ideas.

Preparation: Unit Test Unit Test

● The teacher will administer a Unit Test to assess how much the students have learned.
● To review the previous lessons, the students will take the Unit Test.

TRANSFER

Day 29

Objectives: At the end of the lesson, the students should be able to:
1. understand the significance of Lent and Holy Week traditions;
2. familiarize themselves with the performance task requirements and guidelines; and
3. begin brainstorming ideas for their participation and documentation.

Presentation Strategies Processing Strategies

1. The teacher gives a brief discussion on Holy Week's importance. 1. The students reflect on the previous lesson about the Passion of Christ that can be used to start drafting their paper.

2. The teacher introduce the task, explain expectations, and share examples of 2. Start brainstorming which traditions to participate in and how to document their experiences.

creative outputs 3. The teacher asks the student to pass their initial output for checking.

4. The teacher asks students to write a record for their accomplishment.

5. The record template will be provided by the teacher.

TRANSFER

Day 30

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

1. finalize the list of Holy Week activities they will participate

2. draft an initial outline for their creative output; and

3. create a checklist of materials and tasks needed for their project.

Presentation Strategies Processing Strategies

● The teacher provides templates or examples for outlines or plans to help students organize their ideas. ● Students share finalized Holy Week traditions they plan to attend
● The students plan and select activities to attend as part of their project. ● The teacher guide students in drafting outlines for their journal, scrapbook, or video.
●
Students list the necessary materials and tasks for documentation.

TRANSFER

Day 31

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

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1. write a draft reflection based on guiding questions about Holy Week practices;
2. develop creative enhancements for their chosen output; and
3. seek peer or teacher feedback on their progress.

Presentation Strategies Processing Strategies

● Teach students how to write reflections using prompts to evoke deeper insights (e.g., "How does this tradition bring me ● Students write a draft reflection based on their plans and practice expressing personal insights meaningfully.

closer to Jesus?"). ● The students try creative designs/ elements (e.g., layouts, video edits, or decorations for journals).
● Demonstrate creative techniques for different output types and provide examples. ● Students share their drafts with peers or the teacher for feedback and incorporate suggested improvements.
●
Review student drafts and provide constructive feedback to enhance their work.

TRANSFER

Day 32

Objectives: At the end of the lesson, the students should be able to:
1. finalize their plan for documenting Holy Week participation;
2. complete any revisions or adjustments to their drafts; and
3. commit to fully engaging in the traditions and documenting their journey sincerely.

Presentation Strategies Processing Strategies

● The teacher check the initial output of the students ● The teacher reviews each student’s final plan to ensure they are prepared and aligned with the task’s goals.

● The students complete any revisions to their drafts or plans based on feedback. ● The students commit to actively participating in Holy Week traditions with sincerity and focus.

● The students ensure they have all necessary tools and materials prepared for documenting their Holy Week journey. ● The teacher provides final reminders and encouragement, emphasizing the spiritual importance of the task

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