4009-3 WCGL gr5

Unit Overview
The unit is an exposition of the Sacrament of Confirmation. It elaborates the role of the Holy
Spirit and the origin of the sacrament arising from the ministry of Jesus thus intensifies the
relevance of the sacrament in the lives of each Christian.
Unit Goals
It is the goal of this unit to further the appreciation of the Sacrament of Confirmation and
instill in each Christian the zealousness to mission as Jesus instructed us.
Lesson 1: Jesus Fulfills His Mission

1. The lesson discusses Jesus’ fulfillment of His promise of the Holy Spirit. He did not
abandon us instead Jesus made sure the Holy Spirit not only provides comfort but
makes us feel Jesus’ presence.
2. Learning Objectives: At the end of the lesson, the learners are able to:
Doctrine: Understand the role of the Holy Spirit in our lives
Moral: Seek for the ways of the Spirit in our lives by standing firm in our promises to
God.
Worship: Worship and express gratitude to Jesus in the Blessed Sacrament for
sending the Holy Spirit.
3. Learning Activities
1. Story-telling
2. Group Discussions/Dyadic Exchange
3. Dyads of Write-ups about promises
4. Learning Resources
1. Bible
2. We Celebrate Textbook
3. Worksheets for Hand Organizer
4. Laptop and Projector
5. Learning Content
1. The Promise of the Spirit
2. Jesus’ Promise
3. The Holy Spirit – the Helper
Day 1: The Human Context

1. We Celebrate Life
• Have volunteer student/s tell the story on p. 4 through a creative presentation.
2. We Reflect on Life
• Based on the story, have the students answer the activity on p. 5. After answering
allow them to share their answers through a dyadic exchange.
• Have students reflect on the message in the box on p. 5: “It is our duty to make true
the promises we make”.
• Ask some students them what they think about the message in the box.
• Emphasize that like Jesus we should be faithful to our words. Our promises reflect
the value of fidelity, humility and love.
Day 2: The Christian Message

1. Review
• Review the past lesson by asking the student to recall promises they were able to
fulfill.
• Deepen further the discussion by asking them how important it is to keep promises.
2. We Celebrate God’s Word

• Ask one student to read Acts 1:1-5 while others silently read the text.
• Invite the class for a moment of silence and reflect on the Word of God.
3. We Celebrate God’s Message

• Ask the class what have they understood in the passage. Have them connect and
relate the following words to the Scriptural verse they have read:
Promise of the
Ascension Baptism
Father
Instructions John the Baptist Holy Spirit
e.g
Before Jesus’ ascension Jesus comforted the apostles and assured them of the
fulfillment of the Promise of the Father to send the Holy Spirit.
• This part can be facilitated through a tableau depicting the different ways on how
the Holy Spirit helps us.
Day 3: The Christian Life

1. Review
• Using Hand Organizer have the student recall what they have learned last meeting.
Who: Who is the Holy Spirit?

What: What are symbols are used that shows the presence of the Holy Spirit?
Where: Where can we encounter the Holy Spirit in our lives?
When: When did Jesus promise the sending of the Holy Spirit?
Why: Why did God sent us the Holy Spirit?
How: How can we prepare ourselves so that we may receive the Holy Spirit
2. We Celebrate the Teachings of the Church

• Have the students read the teachings of the Church on p.8.  
• Have them understand that (as CCC 729 emphasizes) the event of the sending of
the Holy Spirit happened after Jesus’ fulfillment of his Salvific mission.
3. We Celebrate Holiness
• Have the students read the life of St. Andre Bessette. Using think-pair-share
strategy, have the students answer the following:
• What do you admire most about St. Andre Bessette?
• If he were alive today, what do you think will his message be to young people
like you?
• How can you emulate him?
4. We Celebrate Our Faith (Integration)
• Have the students answer We Celebrate Our Faith on p.9.
Day 4: The Christian Challenge

1. Assessment
• Have the learners accomplish the activities under the “Let’s Do These” section on
p.11.
2. We Celebrate God’s Love with our Family

• Have the students understand that faith is nourish primarily within the family. The
Holy Spirit will continuously strengthen our families especially if we offer ourselves
in constant obedience to God.
• Have them pray with their family the prayer on p. 13.
Let’s Do These Answer Key

1.
1. /
2. /
3. X
4. /
5. /
B.
1. C
2. F
3. B
4. E
5. A
C.
1. ☺
2.
3. ☺
4.
5. ☺
Lesson 2: Jesus Sends the Apostles to Mission

1. The lesson explains how confirmation is similar to Jesus’ action of sending His
apostles to mission.
Doctrine: Discuss the ministry of Jesus and how He commissioned the apostles.
Moral: Strive to be faithful followers of Jesus and members of Christ’s Church.
Worship: Pray for all Christians especially the leaders of the Church and those in
mission lands.
1. Collage Making
2. Think Pair Share
3. Gallery Walk
1. Scriptures
2. We Celebrate God’s Love Textbook
5. Learning Content
1. The Commissioning of the Disciples
2. Priestly, Prophetic, and Kingly Ministries
3. Jesus’ Mission Must Continue

• Have the students read the story “A Changed Person” on p. 14.
• Solicit the students’ reaction about the story.
• Have them answer orally the questions on p. 15
1. Review
• Begin the recap by asking the students to reflect the text in the box on p.15.
• Recall the story of Mark Wahlberg. Deepen the story by emphasizing how God
sends people to be His instruments in accompanying us towards Him.
• Have the students silently read the passage Mt. 28:16-20.
• Collage Making: Have the students bring magazines, newspapers, colored papers,
coloring materials, marker pens, scissors, and glue.  
• Each group is given a relevant word, idea, or concept which they must represent
using the aforementioned materials.  
Collage Representation of
1. Mission
2. Prophet
3. Priest
4. King
5. Work of the Apostles
6. Church
• Once completed, pupils could move around the room carousel-fashion and view the
work of other groups. They could try to guess what word, issue or concept each
group in turn is trying to represent.  
• An allocated presenter from each group could then present their work to the rest of
the class, explaining why they chose certain magazine clippings and words in their
piece of work.  
• Summarize the activity by having them continue the statement: Today I learned that
__________.

1. Review
• Give a recap of the past lesson through a Word Association activity. Ask them to
express some words, concepts, statements that they may relate with the given
word/phrase.
Mission of Jesus
Sending of the Apostles
Church
• Have the class read the section: We Celebrate the Teachings of the Church.
• Ask some volunteers to explain what the teachings of the Church meant.
• Ask the class to read the life of St. Benvenute of Osimo on p. 20
• After reading have the student share in pairs what traits they find similar/dissimilar
with themselves, and how they can model their life after St. Benvenute.
• Ask some students to answer on the board the questions in We Believe and We
Act
• Ask a student to give a synthesis of what they have learned
• Group the students and ask them to accomplish We Celebrate section. Then use
the said prayer as closing prayer. Use the passage in the Let’s Pray section on p.
20 for Scriptural Reflection.

1. Assessment
• Have the students answer Let’s do these Section
2. We Celebrate Our God’s Love with our Family
Tell the students to do the activity on p. 23. Place the output on a bond paper. Use
gallery walk so students can see the family mission statement of their classmate.
A.
1. Disciples
2. Jesus
3. Worshipped
4. Heaven
5. Baptizing
6. Father
7. Spirit
8. Commanded
9. End
B.
1. F
2. T
3. F
4. T
5. F
C. Answers may vary
Lesson 3: The Holy Spirit Moves the Apostles to Mission
1. This lesson focuses on the role of the Holy Spirit in the Sacrament of Reconciliation. The lesson
will discuss the effects during the Pentecost event and how the Sacrament of Confirmation is
known as personal Pentecost.
Doctrine: Discuss the importance of the Holy Spirit in Christian life.
Moral: Stand up for truth, justice, and love for God.
Worship: Pray ardently to the Holy Spirit for strength and courage in living up to the Christian
life.
3. Learning Activities:
1. Panel Discussion
2. Dyadic Exchange
1. Bible
5. Learning Content
1. The Coming of the Holy Spirit
2. Transformed by the Holy Spirit
3. The Gifts of the Holy Spirit

• If possible, download the life story of Kesz Valdez in youtube.com
• Allow the students to react on the video/lifestory of Kesz Valdez.
• You may have the students answer the activity questions on p. 25 verbally or in written
form.

1. Review
• Recall how Kesz managed to help kids despite of poverty and young age
• Ask the students to enumerate the good traits of Kesz
• Ask the students to read from the Bible the passage Acts 2:1-4
• Pause for a moment of silence after reading the Bible passage.
• Ask the students to prepare a panel discussion. They will act represent the following as part
of the panel:
• Priest
• Religious Sister
• A Student who has been confirmed
• A Christian Living Teacher
• Allow the students to formulate their own questions to be asked to the panel members.
e.g. How can I receive the Holy Spirit?
How important is the sacrament of confirmation for a Christian?

1. Review
• Ask the students:
- 3 things they have learned from last meeting
- 2 things they want to be clarified about in today’s discussion
- 1 expectation that they have for today

• In order to further understand the work of the Holy Spirit, use CCC 1830-1831 in explaining
further.
• Begin the discussion by providing the scenario in Uganda, Africa in the mid 17th century.
• After providing the setting ask the students to read the story of St. Charles Lwanga and
companions on p. 30
• Ask some students to verbally answer We Believe under We Celebrate Our Faith.
• Aside from the examples enumerated on p. 29, ask them to cite ways on how do we show
the gifts of the Holy Spirit?
• End the class with a Prayer for the seven gifts of the Holy Spirit

1. Assessment
Ask the Students to answer the Let’s Do These section on p. 32.

Remind the students to actively participate in the Holy Mass and accomplish the activity on p. 35.
A.
1. Place
2. Wind
3. Fire
4. Rest
5. Holy Spirit
6. Proclaim
7.Gifts
8. Confirmation
9. Charles Lwanga
10. hand
B.
1. D
2. F
3. A
4. E
5. G
6. H
7. C
C. Answers vary
D. Answers vary
Lesson 4: We are Sent on a Mission

1. The lesson explains that everyone is called to mission and we are all empowered by
the Holy Spirit through the sacrament of Con firmation.
Doctrine: Appreciate the sacrament of Con firmation as a gift to each of us.
Moral: Demonstrate in their lives the gifts of the Holy Spirit.
Worship: Pray fervently to the Holy Spirit especially during dif ficult moments.
1. Pictograph
2. Gallery Walk
1. Scriptures
3. CFC
5. Learning Content

• Read the poem on p. 36 then show pictures of the different vegetables mentioned
in the poem. Have the students identify which vegetables they eat .
2. We Re flect on Life
• Ask the students to answer the questions on p. 37. Give them time to share their
answers with their seatmate.

1. Review
• Call on some students to give a recap about the previous discussion.
• Ask the students to read Acts 10: 44-49 on their bibles
• Allow a moment for re flection
• Use Pictograph: This strategy consists a very simple drawing using symbols
and pictures to represent the information. Students with dominant spatial
intelligence will really enjoy this strategy. It can be also used as a small
group activity.
• Key ideas for pictograph: pictures/symbols indicating
• Holy spirit giving gift of courage to tell others of Jesus
• Act of anointing by the bishop
• Rite of con firmation

1. Review
• Focus students’ attention by asking them to recall last lesson.
• Ask them “Based on the Discussions we had, what is your understanding of the
sacrament of con firmation?”

• Clarify what the students have understood about CFC 1626. CFC 1633 may also be
used as a supplemental teaching in the discussion of Qualities of Christian witness.
Facilitate a lively discussion.
• Ask them to characterize and describe St Damien of Molokai. You may use the
guide questions below to facilitate discussion:
1. What inspired St. Damien to do mission work?
2. What distinct and remarkable characteristics of St. Damien of Molokai do you
wish to emulate?
• Have the students read the section We Celebrate Our Faith. Ask them to cite
experiences related to those written in We Believe and We Act.
• Have them accomplish the task in We Celebrate

1. Assessment
• Ask the learners to accomplish the activities under the “Let’s Do
These” section on p.44.
• Discuss the answers so as to lead the students to a better
understanding of the subject matter.
• After accomplishing the section We Celebrate God’s Love with our Family, have
them share their answers using Gallery Walk.
Unit I Confirmation: The Call to Mission

Lesson 5: We Are Sustained in Our Mission
1. The lesson explains that the Sacrament of Confirmation makes us strong children of God, unites
us more perfectly with Jesus and the Church, and confers upon us a permanent seal that tells
others we belong to Jesus and are ready to defend Him in words and deeds.
Doctrine: Describe how Jesus sent the Holy Spirit to the apostles to make them strong, much as
in the same way the Sacrament of Confirmation makes us strong children of God, and brave
witnesses to Jesus
Moral: Bravely witness to Jesus and His Church
Worship: Pray to the Holy Spirit for a strong and living faith
1. Affinity
2. Casual Mapping
4. Learning Resources:
1. Scriptures
3. CFC
5. Learning Content

• Ask the students to read the story on p. 46. Have them share what they understood from
the story.
• Ask the students to answer the questions on p. 47. Then, give them time to discuss how
they answered the questions with their seatmates.

1. Review
• Ask the students to read Romans 5:1-7 on their bibles
• Allow some time for reflection.
• Use Affinity: In this brainstorming activity, all members of a group write responses to a
question on a note card or slip of paper. The notes are spread across a shared table or
desk. Group members, then, silently find the similarities between the ideas and group
them with other notes. After it appears that the notes are arranged in an agreed upon
organization, group members can talk and discuss their responses
• Key ideas of Affinity: notes/ideas indicating
• It is only when we turn to Jesus that our fears can go away.
• Jesus sent the Holy Spirit to the apostles to make them strong. The apostles, for
their part, laid their hands on and prayed over the early Christians and they
received the Holy Spirit. The Holy Spirit made them courageous witnesses to
Christ.
• The Holy Spirit makes us courageous witnesses of Jesus.
• The Sacrament of Confirmation makes us strong children of God who are ready
to tell others about Jesus without fear or shame.
• When we witness to Jesus in words and actions, we make the people around us
feel that Jesus is truly present in our midst.

1. Review
• Direct the students’ attention to the previous lesson by asking pertinent questions.
• Ask them: “What was St. Paul’s message to the Romans on being afraid?”
“How were the followers of Jesus able to face their fears and endure all their sufferings?”
“Whom do we receive during our Confirmation?”
“What happens at our Confirmation?”

• Clarify what the students have understood about CFC 1631. Have the students take
notice of the word “witness” mentioned 6 times in the CFC quote. Explain to the
students that this is part of the essence of the Sacrament of Confirmation – that we
become courageous witness to Jesus and the Church.
• Ask them to describe Blessed Adrian Fortescue. You may use the guide questions below
to facilitate the discussion:
1. How would you describe Adrian?
2. Why was Adrian punished by King Henry VIII?
3. What did King Henry VIII do when the Church did not allow his divorce?
4. Who conferred the title of “Blessed” to Adrian?

• Have the students do the activities in the section We Celebrate Our Faith. Get them to
answer the question under We Believe, and have them keep in mind some of the ways to
witness to Jesus under We Act.
• Have them pray to the Holy Spirit for a strong and living faith in We Celebrate.

1. Assessment
• Ask the students to accomplish the exercises under Let’s Do These on p. 54.
• Don’t forget to allot time to discuss the answers to help get a better recall of the subject
matter.
2. We Celebrate God’s Love with our Family

• After accomplishing the section We Celebrate God’s Love with our Family, have them
review the lesson using Casual Mapping: This is a form of concept mapping in which
cause and effect is illustrated.
Lesson 6: Marriage: a Unique Sacrament

1. The lesson explains that through the Sacrament of Marriage husbands and wives
demonstrate faithful love and lifelong commitment.
Doctrine: Understand that marriage was established by God from creation and is renewed
by the grace of the Holy Spirit through the Church.
Moral: Uphold the sanctity of marriage and family by putting God in the center.
Worship: Pray for all married couples for the special grace of love and understanding
especially to those who are encountering dif ficulties.
1. Video Presentation
2. Role Play
1. Scriptures
2. Video
5. Learning Content
1. It is not Good for Man to be alone
2. Marriage in the Bible
3. Marriage, a Sacrament Different from the Rest

• Ask the students to read the Story Working Together for Jesus on p. 58.
2. We Re flect on Life
• Have the students re flect on Rom. 16:3-15. Ask them can married couples help
work in the ministry of Jesus?
• Have them answer the activities on p. 59.
1. Review
• Ask a student to give a recap on what transpired last meeting.
• Have them elaborate the boxed statement on p. 59.
• Show an animated video of creation (if available)
• Have the students prayerfully read Gen. 2:18-24

• Have them explain how marriage is presented in the Bible
• To facilitate the discussion, ask them to draw out characteristics the life of
Pricilla and Aquila as husband and wife and how they can be models of married
couples
• Ask students to explain the boxed statements in pp. 61-62.

1. Review
• Using the following keywords, have someone to summarize the past lesson:
Creation
Marriage
Unity of Spouse
Serve God
• Ask the students to explain CFC 1881. Guide the students by giving the
keywords they need to unlock, e.g.: vocation, love relationship as external sign
• Have the students role play the life of St. Margaret of Hungary
• Have the students describe and the characteristics they like about St. Margaret
• After answering the section We Celebrate our Faith ask the students to
accomplish the table below:
Today I will… (what
I pray for…
I will do after
(What/who I would
learning about
like to pray for)
marriage)

1. Assessment
• Answer pp. 66-67 orally.
• Have students call on one another by having them pass an object around the
room.

• Ask the students to engage their parents to participate in the activity. You may have
them take a video of their parents’ exchange of vows
Answers:
1.
1. Alone
2. Helper
3. Animals
4. Name
5. Sleep
6. Ribs
7. Woman
8. Leaves
9. Wife
10.Body
B.
1. /
2. /
3.
4. /
5.
6. /
7.
8. /
9. /
10./
Lesson 7: Marriage: Sacrament of Christ's Love for the Church
A. (Note: Lacking subheading title)

The lesson explains why marriage is one of the Seven Sacraments. Marriage is a sacrament in that it
symbolizes the love that Jesus has for the Church.
B. Learning Objectives
At the end of the lesson, the pupils would be able to...
Doctrine: know that through the Sacrament of Marriage, man and woman are given the grace to love
the other and be faithful to each other like Christ loves the Church and is faithful to Her.
Moral: acknowledge that marriage symbolizes Christ's love for the Church
Worship: pray to Jesus to be able to understand how Christ's love for the Church can be seen through
the Sacrament of Marriage
C. Learning Activities
1. Multiple Choice
2. Word Completion
3. Situational Analysis
4. Impromptu acting session
D. Learning Resources
1. Holy Bible
2. We Celebrate God's Love 5 Textbook
3. FC
4. Internet
E. Learning Content

a. Have a pupil read the Bible text at the bottom left side of page 68. Then, ask a pupil
what the text is about.
b. Have a pupil answer the question: “To what family occasion do the pictures in We
Celebrate Life, pages 68-69 are commonly associated with.” Ask other pupils if they agree or
disagree with what the pupil said. Then, have the class discuss what each of the pictures
represent in the occasion that they answered. After the discussion, have the class answer the
questions on page 69 (Activity).
Call on a pupil and have him/ her read the statement at the bottom right side of page 69.
After reading, call on another pupil to tell his/her understanding of the statement.

1. Review
Call on some pupils to do a recap of the previous discussion.
2. We Celebrate God's Word
a. Have the class read Eph 5: 21-29 (Mutual Love and Respect) on page 70.
b. Allow the class to have a moment to reflect on the Bible text. Then, ask a few pupils
about the question at the top of the page.
3. We Celebrate God's Message
Divide the class into two groups. Tell each group that the class will be having an impromptu
acting presentation. Tell the groups to select a leader and a recorder. Then, tell the groups to
imagine that their group are in a wedding ceremony inside a church. The members of the group
would make a short play that features what occurs during a wedding ceremony and the different
roles that the people attending it are doing. Tell the groups that they would make their script
good only for about ten minutes. Remind them also that there would be no allowed practice for
the play, everything would be done “impromptu” or “on-the-spot”; the teacher–for his/her part–
would act as the judge to decide which is the better group.
1. Review
Have the class review the message of the Bible text they have discussed on the previous
meeting. Ask the class what they understood about the Sacrament of Marriage and how it came
to be considered one of the holy sacraments. Ask the class the question, “In what way does
marriage symbolize Christ's love for the Church?”Have several pupils explain their answers.
The teacher would pick several answers from the ones given by the pupils and the teacher
would have a pupil write them on the board to be copied by the class on their notebook later on.
Clarify what the pupils have understood about FC 13. Put special emphasis on the symbolism
associated with marriage as one of the sacraments. Discuss with the class Jesus' Covenant of
Love and relate it with the Sacrament of Marriage. Have the class read the previously assigned
CCC 1602-5 and inform them that it could be a supplemental source in teaching about the
Sacrament of Marriage.
Have the class read the text about the life of St. Kateri Tekakwitha on page 74.
Ask the class to characterize and describe the life of St. Kateri Tekakwitha before and after she
became a Christian . Conduct a lively discussion with the help of the following guide questions.
a. To which group of people did Kateri belong when she was still a child.
b. How was Kateri's life at the beginning of her Christian life? Why was this so?
How about when she became a Christian? How different was her life then
compared to the previous one? Justify your answer.
c. Which characteristic/s of St. Kateri would you like to emulate? Why?
a. Have the pupils turn their books to page 73 and read the section, We Celebrate
Our Faith. Have the pupils answer the question asked for in We Believe. Have
them write their answers on the space provided.
b. Have the class read the text in the section, We Act. Have the pupils list down the
actions asked for. Have the pupils put their answers on the space provided.
c. Have a pupil read in front of the class the Bible text on We Celebrate, page 73,
and have them make a prayer for married couples they know personally.
d. Have the class read the prayer, Nuptial Blessing, in Let's Pray, page 75. Then,
have them memorize the vocabulary words they encountered in the lesson listed
in My Faith Words, page 76.
1. Assessment
a. Ask the learners to accomplish the activities under Let's Do These, page 76.
b. Discuss the answers so as to lead the pupils to a better understanding of the subject
matter.
2. We Celebrate God's Love with Our Family
Have the class accomplish the task (writing of letters) given in the section. Then, have a
sharing of work on the following meeting.
2. Lesson 8: Marriage: Sacrament of Fidelity and Commitment
3.
4. A. (Note: Lacking subheading title)
5. The lesson explains why marriage promotes fidelity and commitment between husband and
wife.
6. B. Learning Objectives
7. At the end of the lesson, the pupils would be able to...
8. Doctrine: know that through the Sacrament of Marriage, man and woman are given the strength
to be faithful and committed to each other.
9. Moral: understand that marriage is a foundation of fidelity and commitment
10. Worship: pray to Jesus to be able to understand how fidelity and commitment are demonstrated
through the Sacrament of Marriage
11.
1. Word Completion
2. Situational Analysis
3. Letter Writing
4. Group Reading
13.
14. D. Learning Resources
1. Holy Bible
3. CCC
4. Internet
15.
16. E. Learning Content
17.
18. Day 1: The Human Context
a. Have a pupil read the Bible text (Eph 5:33) at the bottom left side of page 78. Then, ask
a pupil to tell what he/she thinks the text is about.
b. Have a pupil answer the question: “Which part of marriage between a man and a woman
was being highlighted in the story, For Better or for Worse, in We Celebrate Life, page 78?”
Ask other pupils if they agree or disagree with what the pupil said. Then, have the class discuss
what the family in the story were going through and how the couple reacted to the tragedy that
befell their lives. Put emphasis on the connection of what the couple did to the marriage vows
that they made when they got married. After the discussion, have the class answer the questions
on page 79 (Activity).

21. Review
a. Have the class read Mt 19:1-9 (What God Has Joined Together...) on page 80.
b. Allow the class to have a moment to reflect on the Bible text. Then, ask several pupils
about their answer to the question at the top of the page.
Divide the class into two groups (boys and girls). Tell the class that you would be reading the
text at the bottom of page 80 (Vows of Fidelity and Commitment). Have the boys read the part
of the groom replacing the needed names in parentheses with their name and that of the name of
one of their classmate belonging to the other group (girls). Have the second group (girls) do the
same with the text for the bride. After reading their corresponding “parts,” have the class
contemplate on the commitments enumerated by the couple getting married. Ask a pupil from
each group what he/ she thinks about the these commitments and what was the inspiration for
these words in the couple's wedding vows.
24. Day 3: The Christian Life

1. Review
meeting. Ask the class what they understood about the Sacrament of Marriage and how it
highlights the vows of fidelity and commitment by the wedding couple. Ask the class the
question, “Enumerate the different characteristics of marriage and describe each one of them?”
Have several pupils explain their answers. The teacher would pick several answers from the
ones given by the pupils and have a pupil write them on the board to be copied by the class on
their notebook afterwards.
Clarify what the pupils have understood about CCC 1644. Put special emphasis on the phrase
“so they are no longer two, but one flesh”. Discuss with the class how communion in Jesus
Christ completes the union of the wedding couple.Jesus' Covenant of Love and relate it with the
Sacrament of Marriage. Have the class read the previously assigned CCC 1613 and inform them
that it could be a supplemental source in teaching about the Sacrament of Marriage.
25. Have the class read the text about the life of St. Jacques Honore Chastan on page 85.
Ask the class to characterize and describe the missionary life of St. Jacques Honore Chastan.
Conduct a lively discussion with the help of the following guide questions.
26. a. To which missionary group did St. Jacques Chastan belong and to which Asian countries
were he assigned?
27. b. How was St. Jacques' life as a missionary? Why was this so? Who were the other
missionaries who accompanied St Jacques in spreading Christianity in Korea?
28. c. Which characteristic/s did St. Jacques Chastan have which you would like to emulate? Why?
29. 4. We Celebrate Our Faith (Integration)
b. Have the class read the text in the section, We Act, page 84. Have the pupils tell
how they would show faithfulness as a child of God. Have them put their answers on the
space provided.
c. Have a pupil recite in front of the class the Prayer to the Holy Trinity on We
Celebrate, page 84 and have them give a copy of the prayer to a married couple they
know personally.
d. Have the class read the prayer in Let's Pray, page 86. Then, have them memorize
the vocabulary words they encountered in the lesson listed in My Faith Words, page 76.
30. Day 4: The Christian Challenge
1. Assessment
a. Ask the class to accomplish the activities under Let's Do These, pages 86-88.
matter.
Have the class accomplish the task (commitment acts) given in the section. Then, have a
Lesson 9: Marriage: Serving Life

The lesson explains why marriage entails cooperation on the part of husband and wife to bring forth
new life.
Doctrine: know that through the Sacrament of Marriage, man and woman are called to cooperate in
bringing forth new life
Moral: understand that marriage can be God's way of bringing forth new life to the world
Worship: pray to Jesus to be able to understand how the Sacrament of Marriage can bring forth new
life
1. Word Formation
2. Chart Completion
3. Family Tree
4. Skit writing
1. Holy Bible
3. FC 14
4. Internet
E. Learning Content

a. Have a pupil read the Bible text (Mk 10: 45) at the bottom left side of page 90. Then,
ask a pupil to tell what he/she thinks the text is about.
b. Have a pupil answer the question: “Which attribute of marriage between a man and a
woman was being highlighted in the poem, The Children, in We Celebrate Life, page 90?” Ask
other pupils if they agree or disagree with what the pupil answered. Then, have the class discuss
what the speaker in the poem was trying to point out and how the message of the poem can be
associated with a married couple's God-given ability to create new life. Put emphasis on the
connection of what the couple did to the marriage vows that they made when they got married.
After the discussion, have the class answer the questions on page 91 (Activity).

1. Review
a. Have the class read Gen 1:27-31 (Be Fruitful and Multiply...) on page 92.
b. Allow the class to have a moment to reflect on the Bible text. Then, ask the class if they
agree with the statement at the top of the page.

Divide the class into groups of four or five (boys and girls). Tell the class that each group
would make a short play/skit (5-minute long or less) that features some of God's gifts to man
(and woman) specified on We Celebrate God's Message, pages 92-93. Tell the class that each
group should present a modern-day presentation, not a Bible-toned one. All the members of
each team are encouraged to play a character even though some characters are expected to play
bigger roles than others. Have the groups focus on the idea of having a baby coming as God's
gift to a married couple.

1. Review
highlights God's gift of being able to bring forth new life to the married couple. Ask the class
the question, “Name some of the different gifts of God to a married couple and describe each
one particularly the gift of fruitfulness.” Have several pupils explain their answers. The teacher
would then enumerate the correct answers from the ones given by the pupils and have the class
recorder write them on the board to be copied by the class on their notebook afterwards.
Clarify what the pupils have understood about FC 14. Put special emphasis on God's gifts of
fruitfulness and parental love. Discuss with the class how having children in a family is God's
gift to the married couple and that taking care of them is a new responsibility accorded by God
to the parents.
Have the class read the text about the life of St.Monica on page 96. Ask the class to characterize
and describe the married life of St. Monica. Conduct a lively discussion with the help of the following
guide questions.
a. What were the particular circumstances that somehow defined St. Monica's married life?
b. How was St. Monica able to change her pagan husband's faith life and that of her son Augustine?
c. Which characteristic/s did St. Monica have which you would like to emulate? Why?
b. Have the class read the text in the section, We Act, still on page 94. Have the
pupils tell how they would show their usefulness as a member of their family and that of
the Church, as well as usefulness as a citizen of the Philippines.
c. Have a pupil recite in front of the class the prayer on We Celebrate, page 95 and
have them give a copy of the prayer to a married couple they know personally.
d. Have the class read the prayer in Let's Pray, page 96. Then, have them memorize
the vocabulary words they encountered in the lesson listed in My Faith Words, page 96.
1. Assessment
matter.
Have the class accomplish the task (Family Tree) given in the section. Then, have a
sharing of work on the following meeting. Have the pupils bring to class a recent family
picture that they had.
Lesson 10: Marriage: Serving the Church

The lesson discusses how a married couple's marriage vows of lasting commitment to each other and
their children stretches to their commitment to serve the Church.
Doctrine: know that through the Sacrament of Marriage, a married couple, together with other family
members are able to fulfill their vows of commitment and serve the Church together
Moral: understand that a man and woman–joined together in marriage–can serve the Church together
with the rest of the family
Worship: pray to Jesus to be able to understand how a married couple can be together in the service of
the Church
1. Paragraph Completion
2. Picture Analysis
3. Prayer Writing
4. Interview
1. Holy Bible
3. PCP II 575
4. Internet
E. Learning Content

a. Have a pupil read the Bible text (Eph 5:21) at the bottom left side of page 100. Then,
ask a pupil to tell what he/she thinks the text is trying to say to the followers of Jesus Christ.
b. Have a pupil answer the question: “Which attribute of marriage between a man and a
woman was being highlighted in the story, The Family That Prays Together Serves Together, in
We Celebrate Life, page 100?” Ask other pupils if they agree or disagree with what the pupil
answered. Then, have the class discuss about what the Mercado family regularly do in service
of the Church. Put emphasis on the connection of how Mr. and Mrs Mercado effected–together
with their children–the marriage vows that they made when they got married. After the
discussion, have the class answer the questions on page 101 (Activity).
Call on a pupil and have him/ her read the statement at the bottom right side of page
101. After reading, call on another pupil to tell his/her understanding of the statement.

1. Review
a. Have the class read Acts 18: 24-26 (Priscilla and Aquila Teach Apollos), page 102.
b. Allow the class to have a moment to reflect on the Bible text. Then, ask the class if they
know of any couple in their barangay who do as Priscilla and Aquila has done in the community
of early Christians. Tell the pupils to conduct an interview (if possible) with the said couple to
know their story and report it to class the following meeting. Have the pupils who would
conduct the interview make sure to make a written copy of their interview ( a recording, if
possible) to be submitted to the teacher.

Divide the class into groups of four or five (boys and girls). Tell the class that each group
would conduct an interview of a church official in the local church. Tell the groups that they
need to prepare a list of questions which they would then ask to the church leader/official.
Remind them to focus on the common activities that a Christian family often do together. They
are to list them down and make a report to class the next meeting. Tell the class that the ones
who already conducted an interview the previous meeting (couple) and already passed their
written/recorded interview are now excused from participating in this activity.

1. Review
highlights how the married couple make sure that their children who were the fruit of their love
for each other are cared for, educated, and raised as good children of God who care a lot for
other people and not only for themselves. Good children who willingly serve the church in any
way that they can. Ask the class the question, “Enumerate some of the ways that a family could
serve the church together as a group.” Have several pupils explain their answers. The teacher
would then enumerate the correct answers from the ones given by the pupils and have the class
recorder write them on the board to be copied by the class on their notebook afterwards.
Clarify what the pupils have understood about PCP II 575. Put special emphasis on the tasks
listed which are meant to communicate the love of God . Discuss with the class how these tasks
display the married couple's and that of their children's love of God and service to the Church.
Have the class read the text about the life of St.Noe Mawaggali on page 107. Ask the class to
characterize and describe the beginnings of St Noe Mawaggali's Christian life and how he tried to
spread the faith onto others. Conduct a lively discussion with the help of the following guide questions.
a. What were the particular difficulties that St Noe had to overcome as a Christian?
b. How was St. Noe able to spread the faith onto other people who also wanted to be Christians?
c. Which characteristic/s did St. Noe Mawaggali have which you would like to emulate? Why?
a. Have the pupils turn their books to page 104 and read the section, We Celebrate Our
Faith. Have the pupils answer the question asked for in We Believe. Have them write their
answers on the space provided.
b. Have the class read the text in the section, We Act, on page 105. Have the pupils tell how
they would follow the example of their parents in their love for God, in the service of the
Church, and in their love for others.
c. Have the class write the prayer asked for on We Celebrate, page 106 and have them give
a copy of the prayer to a married couple they know personally.
d. Have the class read the prayer in Let's Pray, page 108. Then, have them memorize the
vocabulary words they encountered in the lesson listed in My Faith Words, page 108.
1. Assessment
matter.
Have the class accomplish the task (Our Parish) given in the section. Then, have a
UNIT III Holy Orders: The Call to Serve
Unit Opener
Unit III tries to illustrate to the learner the nature and effects of the Sacrament of Holy Orders. The unit
begins with Lesson 11 describing how the Sacrament of Holy Orders could be rooted from Jesus as the
foremost example of a perfect servant. Lesson 12 explains how–by virtue of the Sacrament of Baptism–
the followers of Jesus are called on to serve. Then, in Lesson 13, focus is shifted on the nature of the
Sacrament of Holy Orders and how it has in it a special call to serve. After that, the remaining lessons,
Lessons 14 and 15 center on the effects of the sacrament on its recipients. They talk about how the
Sacrament of Holy Orders gives power to the priest the power to preach the Word of God and the
power to administer the sacraments.
Lesson 6: Jesus Calls Everyone to Serve

The lesson is about Jesus' call for everyone to be responsible for each other.
Doctrine: Know that every Christian , not just the priests, is being called on by Jesus Christ to serve
others
Moral: Acknowledge that for marriage to become successful, Jesus' love needs to be a big part of it
Worship: Pray to Jesus to be able to understand the uniqueness of the Sacrament of Marriage
1. True or False
2. Text Analysis
3. Expressing a Personal Statement
4. Filling out a chart
1. Holy Bible
3. CFC
4. Internet
E. Learning Content

b. Have the class look at the pictures in We Celebrate Life, page 114 and discuss with
the class the questions that follow (Activity).
1. Review
Call on some pupils to give a recap of the previous discussion. Ask a few
a. Have the class read Mt 19: 16-21 (The Rich and the Kingdom of God) on page 116.
b. Allow the class to have a moment to reflect on the Bible text.
Have the class form groups of five. Tell each group to bring out their manila papers and
permanent markers (previously assigned). Tell the groups to select a leader and a recorder.
Then, tell the groups that they would each be making a chart enlisting various people whom
they believe are doing service to other people. Tell the groups that these people need not be
from their community. Opposite the name of the “servant”, have the groups specify the
work/job of each person and how he/she serves other people. List down at least 15 persons.
1. Review
Have the group leaders post their chart/ list on the board. Have a few pupils recite some of the
agreed upon pointers in the discussion you had the previous meeting.
Then, have the class review the Bible message they have discussed on the previous meeting.
Ask the class what they understand about the Sacrament of Holy Orders and how it calls on
every Christian to do service to their fellowmen. The teacher would pick several answers from
the ones given by the pupils and then have a pupil write them on the board to be copied later on
by the class on their notebook.
Clarify what the pupils have understood about CFC 1946. Put special emphasis on the “call to
service” component of the Sacrament of Holy Orders. Discuss with the class Jesus' Call to
Serve to the Christians and relate it with the Sacrament of Holy Orders. Have the class research
on Mt 19:21, Jn 1:37ff, and Eph 1:3-14 and inform them that these could be supplemental
sources in understanding more about the Sacrament of Holy Orders.
a. Have the class read the text about the life of St.Paola Jeuris on page 119.
Ask the class to characterize and describe St. Paola Jeuris. You could use the
guide questions below to have a lively discussion.
1. Why did St. Paola Jeuris choose to serve other people? Who was her inspiration?
2. Why, do you think, did Paola and her companions chose to die rather than
denounce their faith? What does this act of theirs tell about them as persons?
Explain your answer.
3. Which characteristic/s of St. Paola Jeuris would you like to emulate? Why?
a. Have the pupils turn their books to page 118 and read the section We Celebrate
Our Faith. Have the pupils make a list of the truths asked for in We Believe. Have them
write their answers on the space provided.
b. Have the class read the text in the section We Act. Have the pupils make a list of
the actions that they would do to prove that they want to follow Jesus'call. Have the
pupils put their answers on the space provided.
c. Have the class turn their book on We Celebrate, page 118, and have them make
the prayer asked for on the space provided.
d. Have the class read the prayer in Let's Pray, page 119. Then, have them
memorize the vocabulary words they encountered in the lesson and were listed in My
FaithWords, also on page 118.
1. Assessment
a. Ask the learners to accomplish the activities under Let's Do These, pages 120-122.
matter.
Have the class accomplish the task given in the section. Then, have a sharing of work on
the next meeting.
Lesson 12: Priesthood: The Vocation to Serve

The lesson describes the priesthood and explains how–by virtue of the Sacrament of Baptism–every
Christian is called on to serve.
Doctrine: know that through the Sacrament of Holy Orders, priests are given a special task to serve and
not to be served
Moral: acknowledge that priests are God's ministers on earth
Worship: pray to Jesus to be able to understand how Christ's love for the Church can be seen through
the service being done to others by Catholic priests
1. Sentence analysis
2. Story completion
3. Writing an acrostic
4. Mini-debate
1. Holy Bible
3. PO 4, CCC 1578
4. Internet
E. Learning Content

b. Have a discussion on the answers of the class to the questions: “How do you think does
one become a priest? What steps does a man has to go through before he can be called a full-
pledged Catholic priest? After the discussion, have the class answer the questions on page 125
(Activity).
1. Review
a. Have the class read Mt 20: 20-28 (A Mother's Request) on page 126.
b. Allow the class to have a moment to reflect on the Bible text. Then, ask a few pupils
about the questions at the top of the page.
Divide the class into two groups. Tell each group that the class will be having an impromptu
mini-debate. The teacher would act as moderator between the groups during the debate. Tell the
groups to select a leader and a recorder. Then, tell the groups that the debate would center about
the question, “Did the mother of Zebedee acted rightly in asking Jesus for a favor for her two
sons?”. Have the leaders pick their group's side by way of a toss coin. Tell the groups that the
groups would have a brainstorming and the recorder would list down the group's ideas that they
think would be best to be invoked by their group in trying to convince the other group that their
side is right. The teacher would remind the groups that the mini-debate would only last for ten
minutes so, the exchange of ideas between the groups would only be limited to a few. Tell the
groups that it is best to limit the ideas they have to about five. The teacher–for his/her part–
would act as the arbiter and would decide which group wins the mini-debate.
1. Review
meeting. Ask the class what they understood about the priesthood and how it came to be
considered one of the holy sacraments. Ask the class the question, “In what way could we
consider priests as Jesus' ministers of grace?”Have several pupils explain their answers. The
teacher would pick several answers from the ones given by the pupils and the teacher would
have a pupil write them on the board to be copied by the class on their notebook later on.
Clarify what the pupils have understood about CFC 1974, PO 4, and CCC 1578. Put special
emphasis on the priesthood as a vocation to serve. Discuss with the class the reasons why a
priest's work is deemed important to the Church and how being a priest is a vocation.
Have the class read the text about the life of St. Ralph Crockett on page 131. Ask
the class to characterize and describe the missionary life of St. Ralph Crockett and his companion
priests. Ask them The question, “What did the protestant rulers at the time made St Ralph and the other
catholic priests made to suffer because of their faith? Conduct a lively discussion with the help of the
following guide questions.
a. What was it like in England when St. Ralph was just starting out to be a priest?.
b. How did St. Ralph and his companions take it when they where arrested for their faith?
c. Which characteristic/s of St. Ralph Crockett would you like to emulate? Why?
b. Have the class read the text in the section, We Act. Have the pupils list down the
actions asked for. Have the pupils put their answers on the space provided.
c. Have a pupil read in front of the class the Bible text on We Celebrate, page 130,
and have them make a thanksgiving prayer to God for giving us priests that
would be taking care of the Church.
d. Have the class read the prayer made by St Therese of Lisieux, A Prayer for
Priests, in Let's Pray, page131. Then, have the class memorize the vocabulary words
they encountered in the lesson listed in My Faith Words, page 132.
1. Assessment
matter.
Have the class accomplish the task (writing the name of the priests) given in the section.
Then, have a sharing of work on the following meeting.
Lesson 13: Priesthood: Sacrament of Apostolic Ministry

The lesson describes the nature of the Sacrament of Holy Orders and why it constitutes a special call to
serve.
Doctrine: know that Jesus' mission of salvation is being continued by the priests of today through the
Holy Spirit which Jesus has sent to the Apostles
Moral: acknowledge that the priests perform the tasks entrusted by Jesus to the Apostles
Worship: pray to Jesus to be able to understand how Christ's mission of salvation is being continued
by the priests of today
1. Matching Type
2. True or False
3. Locating Places
1. Holy Bible
3. CCC 1536, 1575
4. Internet
E. Learning Content

b. Have a discussion on the answers of the class to the questions: “What task did Jesus
passed on to the Twelve Apostles before He ascended into Heaven? Who does this task now?

1. Review
a. Have the class read Mk 6: 6-13 (Jesus Sends Out the Twelve) on page 138.
Divide the class into two groups (boys and girls).Tell the class to bring out their world map
(previously assigned). Tell the groups that they will be trying to locate in the map the different
places where Jesus' Apostles went to when Jesus sent them to spread His mission of salvation.
Get a world map (biggest that the class had brought) and place it on the board. Have the
members of the groups alternately name a location on the map where the Apostles went until
one group could no longer name a place. Remind the class that they have to name both the
Apostle and the place. Tell the class that in most locations the Apostles went by twos, but that
there were instances where an Apostle came to a place by his own for some particular reason.
Tell the class to research on the whereabouts of each of the Apostles and what happened to
them in those places.
1. Review
meeting. Ask the class what they understood about the priesthood and why it is considered an
apostolic ministry.. Ask the class the question, “What is referred to in the term Apostolic
Succession and how does one differentiate a deacon, a priest, and a bishop as to their function
in the Sacrament of Holy Orders?” Have the pupils explain their answers. The teacher would
pick several answers from the ones given by the pupils and he/ she would have a pupil write
them on the board to be copied by the class later on in their notebook.
Clarify what the pupils have understood about CCC 1536 and CCC 1575. Put special emphasis
on the priesthood as a vocation to serve. Discuss with the class the reasons why an ordained
priest is capable of fulfilling the work passed on to Him by Jesus.
Have the class read the text about the life of St. Simon de Rojas on page 143. Ask the class to
tell how St. Simon started to love God and Mary. Ask some pupils to describe the special
characteristics of the congregation founded by St. Simon de Rojas. Ask them the question, “In what
way was St. Simon de Rojas different from the others in serving the poor?You could use the following
guide questions to liven up the discussion.
a. How old was St. Simon when he first learned to say “Ave, Maria?” Who inspired and taught him
about God?
b. In what way do the members of St. Simon's congregation gave honor to Mary?
c. Which characteristic/s of St. Simon de Rojas would you like to emulate? Why?
pupils list down the actions asked for. Have the pupils put their answers on the space
provided.
c. Have a pupil recite in front of the class the Bible text (Nicene Creed) on We
Celebrate, page 142, and have them proclaim their belief in the truths of the Catholic
Faith.
d. Have the class read the prayer to God intended for priests in Let's Pray, page144.
Then, have the class memorize the vocabulary words they encountered in the lesson
listed in My Faith Words, still on page 144.
1. Assessment
matter.
Have the class accomplish the task (documenting the family experiences of the priests)
given in the section. Then, have a sharing of work on the following meeting.
Lesson 14: Priesthood: The Call to Faithful Ministry

The lesson describes the nature of the Sacrament of Holy Orders and why a priest is called not only to
perform his functions as minister but to live a life like Christ's.
Doctrine: understand that the Call to Priesthood requires faithful love and obedience
Moral: appreciate the difficult task being performed by priests in trying to live a life patterned after
Christ
Worship: pray to God to be able to remain faithful to Him in doing His will
1. Sentence Analysis
2. Completing Statements
3. Reflection
1. Holy Bible
3. PCP II 536
4. Internet
E. Learning Content

b. Have a discussion on the answers of the class to the questions: “What task did Jesus
passed on to the Twelve Apostles before He ascended into Heaven? Who does this task now?

1. Review
a. Have the class read Acts 9: 26-38 (Saul in Jerusalem) on page 148.
Divide the class into groups of five.Tell the groups to research in the library for 15-20 minutes
about poems that talk about sacrifice (of any kind). Have the groups Tell each group that they
would all present/ read their poem in front of the class and have the other groups listen to them
recite it. Have the leader of each group tell the class how their group's poem highlights the
theme of “sacrifice.”
Then, after the reading of poems by all the groups, the teacher would have the class conduct a
discussion where they would be asked to tell how sacrifice can be likened to the way of life of a
priest as he fulfills Christ's faithful ministry.The teacher would guide the class into a lively
discussion by guiding the pupils into realizing the sacrificial element of the priestly ministry.
1. Review
meeting. Ask the class what they understood about the priesthood and its faithfulness and
sacrificial nature. Ask the class the question, “How does a priest of today make real and
observable the ultimate sacrifice made by Jesus Christ when He gave up His life that we may all
be saved?” Have the pupils explain their answers. The teacher would pick several answers from
the ones given by the pupils and he/ she would have a pupil write them on the board to be
copied by the class later on in their notebook.
Clarify what the pupils have understood about PCP II 536. Put special emphasis on the priestly
ministries enumerated in the text. Discuss with the class the reasons that a priest has for doing
the priestly ministries?
Have the class read the text about the life of Blessed Thomas Atkinson on page 153. Ask the
class to tell something about the distinctive style of Blessed Thomas in performing his priestly
ministerial duties. Ask them the question, “What way did Blessed Thomas use in trying to evade
capture by authorities? You could use the following guide questions to liven up the discussion.
a. Why were the authorities wanted to arrest Blessed Thomas?
b. When Blessed Thomas was arrested, what made the authorities sure that he was a practicing Catholic
priest?
c. Which characteristic/s of Blessed Thomas Atkinson would you like to emulate? Why?
pupils list down the actions asked for. Have the pupils put their answers on the space
provided.
c. Have the pupils write the prayer for priests asked for on We Celebrate, page 152,
and have them repeat it when they attend the Holy Mass.
d. Have the class read the prayer to God intended for priests in Let's Pray, page153.
Then, have the class memorize the vocabulary words they encountered in the lesson
listed in My Faith Words, on page 154.
1. Assessment
matter.
Have the class accomplish the task (interviewing a priest) given in the section. Then,
have a sharing of work on the following meeting.
Lesson 15: Priesthood: The Call to Witness to Christ

The lesson describes the nature of the Sacrament of Holy Orders and why a priest is called not only to
be a follower of Jesus but to live a life like His.
Doctrine: understand that the Sacrament of Holy Orders is also a sacrament of witnessing to Christ
Moral: appreciate the difficult task being performed by priests in trying to witness to Jesus by living a
life patterned after Him
Worship: pray to God to be able to witness to Jesus Christ
1. Sentence analysis
2. Chart completion
3. Slogan writing
1. Holy Bible
3. CFC 1990
4. Brainstorming
E. Learning Content

b. Have a discussion on the answers of the class to the questions: “What assurance is Jesus
giving to the one He would send?” After the discussion, have the class answer the questions on
page 159 (Activity).

1. Review
a. Have the class read Mt10: 37-39 (Following Jesus) on page 160.
Divide the class into six groups (three groups for boys and three groups for girls). Have each
group assign a leader and a recorder for the group work. Have the groups bring out the manila
paper and permanent marker (previously assigned).Tell them that the groups would conduct a
brainstorming session and the leader of each group would facilitate the flow of ideas in the
group. The recorder would list down the ideas of the whole group which would later be
transferred onto the manila paper. Tell the groups that the topic they would talk about is the
answer to the question “What makes a person truly happy?Tell the leaders of the groups to
prepare a report on the results of the groups' brainstorming sessions and present it in front of the
class. The teacher would ask the class to find out if the groups come up with almost similar
answers have the class conduct a discussion where they would be asked to tell how the Bible
answer the same question. The teacher would guide the class into a lively discussion by guiding
the pupils into realizing the witnessing element of the priestly ministry.
1. Review
Have the class review the message of the Bible text they have discussed on page 160. Ask the
class what they understood about the priesthood and its witnessing element. Ask the class the
question, “How does a priest of today show effective witnessing to Jesus?” Have the pupils
read the itemized text on page 161 and explain their answers. The teacher would pick several
answers from the ones given by the pupils and he/ she would have a pupil write them on the
board to be copied by the class later on in their notebook.
Clarify what the pupils have understood about CFC 1990. Put special emphasis on the fact that
a priest is bound to strive for the perfection of Christ. Discuss with the class the reasons that a
priest has for doing effective witnessing?
Have the class read the text about the life of St. Josephine Bakhita on page 165. Ask the class to
tell something about the distinctive message of the life St. Josephine Bakhita in performing her
witnessing to the Christian faith. Ask them the question, “Were the hardships experienced by St.
Josephine Bakhita unique in her time or could still be experienced by people of today? You could use
the following guide questions to liven up the discussion.
a. How did St Josephine Bakhita become a Christian?
b. How did St. Josephine Bakhita win the hearts of the other sisters in her community?
c. Which characteristic/s of St. Josephine Bakhita would you like to emulate? Why?
b. Have the class read the text in the section, We Act, on page 163. Have the pupils
list down the actions asked for. Have the pupils put their answers on the space provided.
c. Have the pupils write the reflections asked for on We Celebrate, on page 164.
d. Have the class write the prayer to God in Let's Pray, on page166. Then, have the
class memorize the vocabulary words they encountered in the lesson listed in My Faith
Words, still on page 166.
1. Assessment
matter.
Have the class accomplish the task (writing a psalm) given in the section. Then, have a
Unit IV Anointing of the Sick: The Call to Trust in God’s Mercy

Lesson 16: Jesus, the Merciful Healer
A. The lesson explains that Jesus healed the sick to show that God is a merciful and loving Father
who cares about the welfare of His children.
B. Learning Objectives: At the end of the lesson, the learners are able to:
Doctrine: Explain that Jesus healed the sick by healing their sickness and by forgiving their sins
Moral: Care for the sick in the same way that Jesus did
Worship: Make a prayer for the people you love whom you know are now sick
C. Learning Activities:
• KWHL Chart
• Minute Papers
D. Learning Resources:
• Scriptures
• We Celebrate God’s Love Textbook
• CCC
E. Learning Content

• Have the students read the story of Trixie on pp. 172-173. Ask them who took care of
her when she was sick.
• Ask the students to answer the activity on p. 173. Then, give them time to discuss how
they answered each activity with their seatmates.

1. Review
• Select several students to recall the previous discussion.
• Ask the students to read Luke 7:11-15 on their bibles.
• Give some time for reflection.
• Use KWHL Chart: Similar to the KWL Chart with an added column labeled “How I will
find out...” Have students write everything they know about the topic they are
studying under the K column, everything they want to know under the W column, and
strategies for how they will found the answers to their W questions under the H column.
Leave the third column (the L column) blank to come back to afterwards to write what they
learned. This can be used as either a pre-reading activity or at the start of a lesson. Try using
this sample KWHL Chart.
• Key ideas of KWHL Chart:
• Jesus made the sick well, but He did more than that, He forgave their sins.
• Jesus healed the sick to show that God is a merciful and loving Father who cares
about the welfare of His children.

1. Review
• Ask them: “Why do we go to the doctor when we are sick?”
“What did Jesus do for the sick?”
“What must the sick do to be healed by Jesus?”
“Why did Jesus heal the sick?”

• Clarify questions of students regarding CCC 1503. CCC 1505 may also be used as a
supplementary teaching material to explain that Jesus announced a more radical healing
– the victory over sin and death through His Passover.
• Ask the students to describe Bro. Victoriano Pio. You may use the guide questions
below to facilitate the discussion:
• Who was Bro. Victoriano Pio?
• What was the religious community of which he was a member?
• How did he sacrifice his life for Jesus?
• What qualities of Bro. Pio do you wish to emulate?

answer the questions under We Believe, and have them fill up the ways they can show
their love and care for the sick under We Act.
• Have them write a prayer for the people they love whom they know are now sick in We
Celebrate.
1. Assessment
• Ask the students to accomplish the exercises under Let’s Do These on pp. 179-180.
• Discuss the answers to help get a better recall of the subject matter.
2. We Celebrate God’s Love with Our Family

• After accomplishing the section We Celebrate God’s Love with Our Family, have them
make a recap of the lesson using Minute Papers: On a scrap sheet of paper, give students
60 seconds (or just a little more) to summarize the day’s lesson or ask questions that
they still have at the end of the day.

Lesson 17: The Church Continues Jesus’ Healing Ministry
1. The lesson explains that the healing that Jesus gives to the sick continues today through the
sacraments, most especially in the Sacrament of Anointing of the Sick, resulting in the
forgiveness of sins and, in some instances, physical healing.
Doctrine: Describe that Jesus shared with His disciples the healing that He gave to the sick. He
gave them the power not only to make people well again, but for them to be sorry for their sins.
Like Jesus, the disciples brought to the people the healing of their body and soul.
Moral: Care for and comfort the sick in order to bring them closer to the Lord
Worship: Pray for the elderly
• One Sentence Summary
• Talking Chips
• PMI
• Scriptures
• CFC
5. Learning Content
• Ask the students to look at the picture on p. 182. Have them describe the picture.
• Ask the students to answer the questions on p. 183. Then, give them time to compare
their answers with their seatmate.

1. Review
• Use One Sentence Summary: A quick assessment that asks students to write a sentence
to
summarize the lesson of the day or answer a specific question. This is also called a “gist
sentence.”

• Ask the students to read Mark 6:12-13 on their bibles.
• Allow a moment for reflection.
• Use Talking Chips: Distribute poker chips or tickets that can be used to participate in
class.
This will make sure that certain students do not dominate the discussions.
• Key ideas of Talking Chips:
1. Jesus passed on His healing ministry to the apostles.
2. Jesus gave His disciples the power to heal both the body and the soul.
3. The Church continues the healing ministry which Jesus passed on to His apostles
through the sacraments.
4. The Sacrament of the Anointing of the Sick is given by the Church to those who
are seriously ill and not only to those who are dying.

1. Review
• Focus the students’ attention by asking them to recall the last lesson.
• Ask them: “What have you understood from our last lesson?”
“To whom did Jesus pass on His healing ministry?”
“What power did the disciples receive from Jesus?”
“What ministry does the Church continue today which Jesus passed on to His apostles?”
“What sacrament is given by the Church to those who are seriously ill?”
• Clarify what the students have understood about CFC 1831. CFC 1832 may also be used
as a supplementary teaching material. It should be pointed out that the text being used
now from Vatican II revised and renewed the Sacrament of Anointing of the Sick. It
used to be associated as a sacrament “for those who are at the point of death,” but now, it
makes a clear distinction between Pastoral Care “of the Sick”, and “of the Dying” which
focuses on “Viaticum” or the Eucharist “with-you-on-the-way” to the next life.
• Ask them to describe Saint Anthony of Padua. You may use the guide questions below
1. Why did Anthony join the Franciscans?
2. What was his former name?
3. What were Anthony’s special talents to spread the Catholic faith?
4. What special gift did Anthony receive from God?
5. What qualities of Saint Anthony do you wish to emulate?

complete the activity under We Believe, on p.186. Have them read the text under We Act.
• Tell them to pray for the elderly under We Celebrate.

1. Assessment
• Ask the students to do the activities under Let’s Do These on pp. 190-192.
• Discuss the answers so that the students may better understand the subject matter.

do a recap of the lesson using PMI: An acronym that stands for Plus, Minus, Interesting.
Students list positive, negative, and other interesting aspects of an idea or solution. They
likely share their lists in groups then with the rest of the class.

Lesson 18: Celebrating Jesus’ Healing
1. The lesson explains that God wants to protect marriage and the family through the Sixth and the
Ninth Commandments, which help us develop and practice the virtue of chastity, keeping us
pure in our thoughts, words, and actions.
Doctrine: Describe how the Sixth and the Ninth Commandments help us develop and practice
the virtue of chastity. Chastity helps us to be pure in our thoughts, words, and actions
Moral: Practice purity of heart and modesty in thoughts, words and deeds
Worship: Write a short prayer to Jesus asking Him to help their parents to be always true to
their vows in marriage
• Expectation Outline
• Fill-in-the-blank
• Scriptures
• CFC
5. Learning Content

• Have the students look at the picture on p. 194 and let them read the accompanying text
until p. 195.
• Ask the students to answer the questions on p. 195. Then, give them time to compare
their answers with their seatmate.

1. Review
• Allow a moment for reflection.
• Use Expectation Outline: A pre-reading strategy where students skim through the
assigned reading and write down questions they expect to answer or outline statements
that correspond to the reading. Have them return to their outline during the reading to
either answer, correct, or fill-in what they have written. See also KWL Charts.
• Key ideas for Expectation Outline:
1. Jesus was not afraid of getting near sick people and touching them. He touched
them and made them well.
2. Jesus heals our sickness, our sin, and our broken relationships.
3. Its is through the Sacrament of Anointing of the Sick where Christ offers the
healing and strengthening powers of the Holy Spirit to those who are sick and
suffering, and consolation to those who are dying.
4. In the Sacrament of Anointing of the Sick, the sick do not only receive physical
healing but also spiritual wellness through the Sacrament of Reconciliation.
5. The most important effect that the Sacrament of Anointing of the Sick gives is
that it causes those who receive it to change the way they look at sickness.

1. Review
• Focus the students’ attention by asking them to recall the last lesson.
• Ask them: “What have you understood from our last lesson?”
“Why is Jesus moved with pity for the sick?”
“What did it mean to be sick in Jesus’ time?”
“What did Jesus do for the sick?”
“What happens when the sick receive the Sacrament of Anointing of the Sick?”
“How should the sick start to see the Sacrament of Anointing of the Sick?”

• Clarify what the students have understood about CCC 1520 and CCC 1837. Make the
students realize that the Sacrament of Anointing of the Sick is no longer just for the
dying, but for the sick and the suffering – where the sick receive the grace of the Holy
Spirit so that the whole person is brought back to health, strength, peace, and courage to
overcome the difficulties that come with sickness or old age.
• Ask them to describe Saint Cecilia Yu So-sa. You may use the guide questions below to
facilitate the discussion:
1. How do saints offer their sufferings to Jesus?
2. Why was Cecilia imprisoned?
3. Who were the children of Cecilia?
4. What qualities of Cecilia do you wish to emulate?

complete the activity under We Believe, and have them fill up specific actions to show
their courage to help the sick under We Act.
• Tell them to recite the Litany found in the Sacrament of Anointing of the Sick, under We
Celebrate.

1. Assessment
• Ask the students to do the activities under Let’s Do These on pp. 202-203.
• Discuss the answers so that the students may better understand the subject matter.

do a recap of the lesson using Fill-in-the-blank: More challenging than a multiple choice
or matching question, fill-in-the-blank statements require students to recall words or
phrases that fit into the context of certain statements.

Lesson 19: Caring for the Sick
1. The lesson explains that Christians are called upon to take responsibility for the sick and the
dying members of the community. Our words of encouragement, care, and love
Doctrine: Explain that caring for the sick is the responsibility of all the members of the Church.
It is one of the corporal works of mercy.
Moral: Care for the sick and suffering
Worship: Express their eagerness to help the sick through the song Whatsoever You Do
• Jumbled Summary
• Generalizing
• Scriptures
• CFC
5. Learning Content

• Ask the students to look at the pictures on p. 204. Ask the students to identify the correct
pictures of the people who care for and heal the sick.
• Ask the students to answer the questions on p. 205. Then, give them time to discuss how
they answered the activity with their seatmates.

1. Review
• Select several students to recall the previous discussion.
• Use Jumbled Summary: The teacher presents a selection of randomly ordered
vocabulary
words or phrases and asks the students to assemble them in a logical order and make
connections based on their understanding of the lesson.
• Key ideas of Jumbled Summary:
• There are people in our community who are given the direct duty of caring for
the sick.
• In the Church, priests are given the specific duty to care for the sick.
• The priest who administers the Sacrament of Anointing of the Sick is given by
the Holy Spirit the power to lead the sick in the journey towards recovery of
health and greater faith in God.
• In our faith community, the Church, the responsibility to care for the sick is
given to all.
• Caring for the sick is one of the corporal works of mercy.

1. Review
• Ask them: “Who are the people in our community who are given the direct duty to care
for the sick?”
“In the Church, who are given the specific duty to care for the sick?”
“How does the priest help the sick in the journey towards healing?”
“What is required of us in caring for the sick?”

• Clarify what the students have understood about CFC 1830. Tell the students that, within
the Church, while some have received the special charism of healing from the Holy
Spirit, all are called to visit the sick and care for them (corporal work of mercy).
• Ask the students to describe Saint Peter Chanel. You may use the guide questions below
1. What was the work of Peter as a boy?
2. What did Peter always want even after becoming a priest?
3. Where was Peter sent together with other priests in his congregation?
4. Why was Peter killed?
5. What qualities of Saint Peter do you wish to emulate?

• Have the students do the activities in the section We Celebrate Our Faith. Ask the
students to answer the question under We Believe, and have them carry out the following
actions under We Act on p. 209.
• Have them sing the song Whatsoever You Do in We Celebrate.

1. Assessment

make a recap of the lesson using Generalizing: Generalizing is a critical thinking skill in
which students take a set of information and create ways of describing them and their
similarities. Generalizations show the ability to categorize and classify information.

Lesson 20: Trusting in God’s Promise of Eternal Life
1. The lesson explains that receiving Jesus in Holy Communion will make us strong to help other
people, especially those in need.
Doctrine: Explain that Jesus makes us strong in Holy Communion, and He will accompany us
till the end of our life through the Holy Viaticum
Moral: Comfort or show moral support to a friend whose family member is in danger of death
Worship: Pray the Hail Mary
• Ideatoons
• Jigsaw
• Scriptures
• CCC
5. Learning Content

• Have the students read the story of Saint Teresa of Calcutta on pp. 216-217. After, ask
them how they care for those who are sick and suffering.
• Ask the students to answer the activity on p. 218. Then, give them time to discuss how
they answered each question with their seatmates.

1. Review
• Ask the students to read John 6:25-35 on their bibles.
• Use Ideatoons: This brainstorming and problem-solving technique is a learning activity
in which students draw ideas on index cards then combine them with other students’
ideas to spark discussion. With the cards laid out, students can choose the best options or
common solutions.
• Key ideas of Ideatoons:
• Receiving Jesus in Holy Communion will make us strong to help other people,
especially those who are in need.
• Jesus will always be present with us when we receive Him in Holy Communion.
• Holy Viaticum – food for the journey – is Holy Communion given to a person
who is about to pass away.

1. Review
• Ask them: “What does Holy Communion do especially for those who are sick?”
“What happens when we receive Jesus in Holy Communion?”
“What is Holy Viaticum?”
“What does the priest do before giving viaticum to the dying?”

• Clarify questions of students regarding CCC 1524.
• Ask the students to describe Blessed Maria Pilar Martinez Garcia and Companions. You
may use the guide questions below to facilitate the discussion:
1. Why were the years 1936 to 1939 very dangerous years in Spain?
2. How many priests and religious were killed by the communists in Spain?
3. Why were they killed?
4. What were the names of some of these brave women killed in Spain?

answer the activity under We Believe, and have them answer the question under We Act.
• Have them pray the Hail Mary in We Celebrate.

1. Assessment

make a recap of the lesson using Jigsaw: This is a form of cooperative learning in which
students divide into groups to research or learn about a certain aspect of a topic. Then
they join members of other groups that researched different topics and combine their
research like jigsaw puzzles combining to form a puzzle.

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Unit Overview

Lesson 1: Jesus Fulfills His Mission

Day 1: The Human Context

Day 2: The Christian Message

2. We Celebrate God’s Word

3. We Celebrate God’s Message

Day 3: The Christian Life

Who: Who is the Holy Spirit?

2. We Celebrate the Teachings of the Church

Day 4: The Christian Challenge

2. We Celebrate God’s Love with our Family

Let’s Do These Answer Key

Lesson 2: Jesus Sends the Apostles to Mission

Day 1: The Human Context

Day 3: The Christian Life

Day 4: The Christian Challenge

Let’s Do These Answer Key

Day 1: The Human Context

Day 2: The Christian Message

Day 3: The Christian Life

2. We Celebrate the Teachings of the Church

Day 4: The Christian Challenge

2. We Celebrate Our God’s Love with our Family

Lesson 4: We are Sent on a Mission

Day 1: The Human Context

Day 2: The Christian Message

Day 3: The Christian Life

2. We Celebrate the Teachings of the Church

Day 4: The Christian Challenge

Unit I Confirmation: The Call to Mission

Day 1: The Human Context

Day 2: The Christian Message

Day 3: The Christian Life

2. We Celebrate the Teachings of the Church

4. We Celebrate Our Faith (Integration)

Day 4: The Christian Challenge

2. We Celebrate God’s Love with our Family

Lesson 6: Marriage: a Unique Sacrament

Day 1: The Human Context

3. We Celebrate God’s Message

Day 3: The Christian Life

Day 4: The Christian Challenge

2. We Celebrate Our God’s Love with our Family

A. (Note: Lacking subheading title)

Day 1: The Human Context

Day 2: The Christian Message

Day 2: The Christian Message

24. Day 3: The Christian Life

Lesson 9: Marriage: Serving Life

A. (Note: Lacking subheading title)

Day 1: The Human Context

Day 2: The Christian Message

3. We Celebrate God's Message

Day 3: The Christian Life

Lesson 10: Marriage: Serving the Church

A. (Note: Lacking subheading title)

Day 1: The Human Context

Day 2: The Christian Message

3. We Celebrate God's Message

Day 3: The Christian Life

Lesson 6: Jesus Calls Everyone to Serve

Day 1: The Human Context