Teacher’s Manual

Grade 8 Quarter 1

1
 QUARTER 1
EMOTIONAL WISDOM AND SPIRITUAL GROWTH AND GOOD HABITS

Learning Competencies
GMRC: The students develop prudence by:
a. Identifying emotional feelings.
b. Understanding the importance of prudence in emotional awareness.
c. Demonstrating prudent decision-making.
d. Reflecting on how emotional awareness guides Decisions.

CL: The students understand the basics of Revelation and Faith by:
a. Identifying Jesus as the fulfillment of Revelation.
b. Explaining the significance of Jesus in Salvation History.
c. Discussing how Jesus’ role influences personal faith.
d. Reflecting on how this understanding guides their faith.
Performance Standard Content Standard
VE: Students demonstrate the ability to manage VE: Students will understand the impact of
their emotions in decision-making scenarios. emotions on behavior and decision-making.

CL: Students will demonstrate their understanding CL: Students will understand how Jesus is the
of Jesus as the revelation through presentations fulfillment of Revelation and its implications for
and discussions. faith.

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 LESSON
Understanding Emotions Leading to Wise Decisions

Pages in the Work Text Suggested Number of Meetings

2-11 5

LEARNING COMPETENCIES
Students will acknowledge that it is important to manage emotions in order to make a wise decision. God
created us with emotions to help us be guided through our lives

Cognitive: Know how to manage emotions

Affective: Appreciate the importance of emotion in decision making
Psychomotor: Demonstrate prudent decision making skills.

Doctrine: Identify how Jesus’ miracles and teachings reflect unique human abilities like thinking and
loving.
Morals: Anchor one’s decision to Jesus
Worship: Pray for the guidance of the Holy Spirit in managing emotions before decision-making

GMRC: Awareness of Emotional Feelings

CL: Basics of Revelation and Faith - Understanding Jesus as the fulfillment of Revelation.
Value to be Developed: Prudence

REFERENCES
References
Books New American Bible, revised edition translation
Christus Vivit
(Pope Francis. (2019, March 25). “Christus vivit”: Post-Synodal Exhortation
to young people and to the entire people of god (25 March 2019): Francis.
“Christus vivit”: Post-Synodal Exhortation to Young People and to the entire
People of God (25 March 2019) | Francis. https://www.vatican.va/content/
Church Documents francesco/en/apost_exhortations/documents/papa-francesco_esortazione-
ap_20190325_christus-vivit.html
Catechism of the Catholic Church
Catholic Church. (2000). Catechism of the Catholic Church: revised in
accordance with the official Latin text promulgated by Pope John Paul II. United
States Catholic Conference.
Other References:

3
 Other Websites/ Managing your emotional reactions (for teens). (n.d.).
Webpages McKay, J. (2019, December 17). Prudent decision-making for leaders. Prudent
Pedal. https://www.prudentpedal.com/prudent-decision-making/

Nemours KidsHealth - the Web’s most visited site about children’s health.
https://kidshealth.org/en/teens/emotional-reactions.html

The ignatian examen. (2023, May 2). Jesuits.org. https://www.jesuits.org/

spirituality/the-ignatian-examen/#
The important role of emotions. (2012, November 16). Verywell Mind. https://
www.verywellmind.com/the-purpose-of-emotions-2795181

MATERIALS
• Reinforcing Good Manners in Everyday Life: Upright Conduct
• Laptop and LCD Projector/TV
• Slides Presentation

TEACHING GUIDE

View Point (First Day) Activating Prior Knowledge

1. Recall the previous lesson from the last grade level relevant to the
incoming lesson. Refer to the curriculum guide for the vertical
articulation.(Possible questions) Who is the third Person in the Holy
Trinity? What is His role? How thus the Holy Spirit leads us to better
actions?
Lesson Purpose
1. Present the learning competencies in a slide. Refer to Page 2 in
the Worktext. The teacher may ask student volunteers to read the
objectives.
Inspiration Point Motivation
(First Day) Activity # 1: Emotional Wisdom Quest
1. Call a volunteer to read the instructions and choices aloud for Activity
1: Emotional Wisdom Quest.
2. Give one to two minutes to answer instruction number 1 and let
them list the situation.
3. Let them search over the internet for or the Bible about Biblical
teaching or scriptures related to their situation.
4. Teacher will let them share the answers with their seatmates. Later
on, ask some of the students to share their work.
5. Appreciate the answer of students by instructing the class to clap
their hands after sharing and highlight their good answers with
regard to Emotions.

4
 Activity # 2: Reflecting with the Scripture:
1. The teachers will instruct the class to read the Parable of the Ten
Virgins. Give them 5 minutes to read. The teacher can flash the
QR code to maximize the use of the mobile learning device of the
student. Furthermore, the teacher can flash a timer in the screen to
guide the students about the time.
2. Give another five minutes to the students to answer the questions.
Answer the question as a class. Ask students to recite their answers.
Key to Correction
1. Ten Virgins (5 foolish virgins and 5 wise virgins), Bridegroom and Lord
2. Oil and Lamps. To prepare for the Bridegroom’s coming
3. They were not able to bring oil for their lamps.
4. We should always be prepared. To be vigilant with our actions and
know what we need from what we don’t. Giving is not bad, but you
need to fill yourself first before filling up others. “We cannot give what
we don’t have”
Road Point Developing and Deepening Understanding
(Second to third day) 1. The teacher may ask general questions from the first paragraph
2. The teacher shall discuss the topic thoroughly and entertain relevant
questions.
3. Answer the Wheel of emotion activity. Encourage the students to
share their emotions and acknowledge that their emotions are valid.
But don’t forget that their emotions should not overcome them but
rather be responsible for their actions.
4. Make a summary of the important details from the lesson
VE: Focuses on Emotions and its key elements. See pages 5-7
CL: Recognizing Jesus’ emotions on certain bible stories See pages 7-8
Meeting point:
We should manage our emotions and not let our emotions manage us.
Jesus exemplified that humans can manage their emotions that can
contribute to better decisions in life. Please refer to the last paragraph of
page 8.
5. Give contextualized examples from your community and current
trends.
6. Answer the acrostics “PRUDENT”
Possible answers:
• P-Prepared
• R-Ready
• U- Understanding/ Upright
• D- Determined
• E- Encouraged/Enthusiastic
• N-Nice/Noble
• T-Trustworthy/Truthful
7. Making sure of the meeting point of the VE and CL

5
Trim Point Making Generalizations
(Third day) 1. Teachers may ask the question in the first paragraph “What would
Jesus do in my place” to start processing and generalizing ideas
toward managing one’s emotion and the betterment of decision
making skills.
2. Answering the essential questions. Teachers may use this to
generalize and concretize the ideas of the students towards the
topic. Ask students to read the questions and answers.
3. Read the prayer together as a class.
Unique Point Reflection on Learning
(Fourth day) 1. Answer the unique point activity.
2. Highlight the values to be developed in the life of the saint presented.
3. Call students to share their answers.
Exploration Point Evaluating Learning
(Fourth to Fifth day) 1. Answer the following situations.
2. Sharing of answers from the students. Make sure to ask in particular
what would be their emotion and process it towards a more sound
judgment for their decision.
3. Recognize the students emotions and make sure to make a way for
their answers to be guided towards the values to be developed.

6
 LESSON 2
My Resilience is rooted in my Faith

Pages in the Work Text Suggested Number of Meetings

12-21 5

LEARNING COMPETENCIES
Students will acknowledge that developing one’s resilience is a result of deeper faith in God and support
from family and loved ones. We’ll understand that challenges are part of life; thus, we are to conquer them
not alone but through the people around us
Cognitive: Explain how one can be Resilient
Affective: Appreciate my family as a companion in my daily struggles
Psychomotor: Make use of a presentation to tell my Resilience Story

Doctrine: Recognize the importance of family in the development of one’s faith

Morals: Understanding our Faith Response
Worship: Ask God’s grace through Prayer to withstand life’s challenges

GMRC: Positive Outlook Guided by Family

CL: Revelation and Faith: Examining how faith responds to andgrows from Revelation
Value to be Developed: Resilience

REFERENCES
References
Books New American Bible, revised edition translation
Christus Vivit
(Pope Francis. (2019, March 25). “Christus vivit”: Post-Synodal Exhortation
to young people and to the entire people of god (25 March 2019): Francis.
“Christus vivit”: Post-Synodal Exhortation to Young People and to the entire
People of God (25 March 2019) | Francis. https://www.vatican.va/content/
francesco/en/apost_exhortations/documents/papa-francesco_esortazione-
ap_20190325_christus-vivit.html
Church Documents

Catechism of the Catholic Chruch

Catholic Church. (2000). Catechism of the Catholic Church: revised in
accordance with the official Latin text promulgated by Pope John Paul II. United
States Catholic Conference.

7
 Other References:
Other Websites/ Garay, G., Garay, M., & Martinez, H. (2020). RESILIENCE AMIDST ADVERSITY:
Webpages THE MANY FACES OF RESILIENCE IN FILIPINOS. International Journal of Social
Science and Humanities Research, 8(2), 327-335. https://www.researchpublish.
com/upload/book/paperpdf-1593090736.pdf
How to build resiliency. (2022, July 14). Mayo Clinic. https://www.mayoclinic.
org/tests-procedures/resilience-training/in-depth/resilience/art-20046311

MATERIALS
• Reinforcing Good Manners in Everyday Life: Upright Conduct
• Laptop and LCD Projector/TV
• Slides Presentation

TEACHING GUIDE

View Point (First Day) Activating Prior Knowledge

1. Recall the previous lesson from the last grade level relevant to the
incoming lesson. Refer to the curriculum guide for the vertical
articulation.(Possible questions) What is Faith? Is Faith important?
How does one showcase his or her Faith?
Lesson Purpose
1. Present the learning competencies in a slide. Refer to Page 12 in the
Worktext. Let students read the objectives.
Inspiration Point Motivation
(First Day) Activity 1: Faith and Resilience Collage
1. Instruct the students to prepare and bring a picture of their friends or
family members that showcases resilience and Faith.
2. Let the students paste it in the box provided.
3. Allow the students to define their provided pictures with values or
stories and ask them to relate the stories to a story in the bible.
4. Ask the students to share their stories to their classmates.
5. Call some students to share their answers.
Activity 2: Sentence Completion
1. Instruct the students to complete each sentences
2. Remind them to answer it properly and as honest as possible.
3. Ask students to share their questions.
Road Point Developing and Deepening Understanding
(Second to third day) 1. The teacher may ask general questions from the first paragraph
2. The teacher shall discuss the topic thoroughly and entertain relevant
questions.

8
 3. Make a summary of the important details from the lesson
VE: Focuses on Deepening on how one can be Resilient. See page 16
CL: Family’s role on developing one’s faith and understanding God’s
revelation 17-18
4. Give contextualized examples from your community and current
trends.
5. Making sure of the meeting point of the VE and CL
Trim Point Making Generalizations
(Third day) 1. Highlighting Resilience from Pope Francis’ excerpt Christus Vivit
2. Reiterate the questions and answers by letting the students read the
questions and answers
3. Expound the important details like faith and resiliency. Give
contextualized examples in life.
4. Read the prayer together as a class.
Unique Point Reflection on Learning
(Fourth day) 1. Answer the unique point activity.
2. Highlight the values to be developed in the life of Job.
3. Let the students reflect and answer the questions about Job’s story.
Let the students share their answers.
4. Highlight and recognize answers that puts emphasis on resilience and
faith
Exploration Point Evaluating Learning
(Fourth to Fifth day) 1. The teacher shall read the instructions
2. Instruct the students to gather photos or narratives that showcase
their personal resilience.
3. Have class sharing or social media sharing. Likes and shares will not
be part of the grading. The sharing of posts are meant for source of
inspiration.
4. The teacher will make sure to check the content if he/she will instruct
it to be posted on social media.
5. The teacher can opt to submit their works on a created google drive
where he/she can view their work.
6. Rubric/Criteria for Grading. Please refer to the rubric for grading.
(Page 21)

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 LESSON 3
Compassion in every Action

Pages in the Work Text Suggested Number of Meetings

22-30 5

LEARNING COMPETENCIES
Students will explore compassionate actions in daily life and study Jesus’ parables, culminating in community
service projects that reflect Biblical teachings of compassion
Cognitive: Explain different ways to show compassion to others
Affective: Appreciate the role of compassion in strengthening relationships
Psychomotor: Perform acts of compassion through service in the community

Doctrine: Analyze parables of Jesus that teach about compassion.

Morals: Demonstrate compassion to others as exemplified by Jesus
Worship: Ask for strength to act with compassion through prayer.

GMRC: Interpersonal Relationships

CL: Scriptures: Analyzing Jesus’ parables and teachings foundational in faith
Value to be Developed: Compassion

REFERENCES
References
Books New American Bible, revised edition translation
Catechism of the Catholic Church
Catholic Church. (2000). Catechism of the Catholic Church: revised in
Church Documents accordance with the official Latin text promulgated by Pope John Paul II. United
States Catholic Conference.
Other References:
Other Websites/ How to maintain interpersonal relationships. (2021, October 8). Verywell
Webpages Mind.https://www.verywellmind.com/how-to-maintain-interpersonal-
relationships-5204856
Administrator. (2023, October 25). Minimalism as a Catholic: Achieving
simplicity in a modern world. University of San Diego Online Degrees. https://
onlinedegrees.sandiego.edu/minimalist-catholic/

10
MATERIALS
• Reinforcing Good Manners in Everyday Life: Upright Conduct
• Laptop and LCD Projector/TV
• Slides Presentation

TEACHING GUIDE

View Point (First Day) Activating Prior Knowledge

1. Recall the previous lesson from the last grade level relevant to the
incoming lesson. Refer to the curriculum guide for the vertical
articulation.(Possible questions) What are the 7 sacraments? How do
the Sacraments show compassion for those who go through it?
Lesson Purpose
1. Present the learning competencies in a slide. Refer to Page 24 in
the Worktext. The teacher may ask student volunteers to read the
objectives.
Inspiration Point Motivation
(First Day) 1. Let the students read the instruction
2. Group the class into groups depending on the class size and time
allotment.
3. The teacher shall lead the activity by letting them close their eyes to
visualize themselves as a hero. Teachers may also start asking what
would be their superhero names and powers before asking what kind
of actions they would do having those superpowers.
4. After letting the students visualize themselves, ask them to share
their ideas with their group mates. Teacher shall give time for sharing.
5. Teacher shall select one student representative per group to share
the group’s sharing.
6. Applaud each class representatives.
Activity#2: Compassion Checklist
1. Instruct the student to answer the Compassion Checklist as honestly
as they can.
2. Give time to answer and ask how many checks they have?
3. Use the guide questions on page 26.
4. Let the students share their experiences
Road Point Developing and Deepening Understanding
(Second to third day) 1. The teacher may ask general questions from the first paragraph of
Road Point. See page 26.
2. Focus on the needed topic to be discussed per day.
VE: Focuses on Interpersonal relationships. See page 27
CL: Recognizing Jesus’ compassion in the bible scriptures See page 28

11
 Meeting Points:
Developing interpersonal relationships encourages us to be more of a
compassionate person that enables us to be a better accompaniment.
Please refer to the last paragraph in page 28
3. Give contextualized examples from your community and current
trends.
4. Making sure of the meeting point of the VE and CL. See page 28 last
paragraph.
5. Ask if there are any questions and answer if needed.
Trim Point Making Generalizations
(Third day) 1. Answering the essential questions. Teachers may use this to
generalize and concretize the ideas of the students towards the
topic. Ask students to read the questions and answers.
2. Ask and finalize ideas and questions from students.
3. Read the prayer as a class.
Unique Point Reflection on Learning
(Fourth day) 1. Watch and read the story of St. Martin De Porres
2. Answer the unique point activity.
3. Highlight the values to be developed in the life of the saint presented.
4. Give ample time for students to answer the guide questions.
5. Call students to share their answers.
Exploration Point Evaluating Learning
(Fourth to Fifth day) 1. Choose a Service Project from the 73 Community Service Project
Ideas.
2. Make sure that the chosen Service Project is amenable and
considerate for every student to attend the class project.
3. Prepare parent consent if you are planning to do outside school
projects.
4. The teacher must be involved in planning the task of each and
everyone.
5. Make sure to divide the task in the class and have it documented.
6. After the service project, write a reflection based on the experiences
of attending the service project.
7. Use the rubrics for better grading.
Rubric/Criteria for Grading
Content- Excellent (20), Good (15), Fair (10), Needs Improvement (5)
Community Impact- Excellent (20), Good (15), Fair (10), Needs Improvement (5)
Personal Growth-Excellent (20), Good (15), Fair (10), Needs Improvement (5)
Planning-Excellent (20), Good (15), Fair (10), Needs Improvement (5)
Teamwork: Excellent (20), Good (15), Fair (10), Needs Improvement (5)

12
 LESSON 4
My Life is a Gift from Above

Pages in the Work Text Suggested Number of Meetings

31-39 5

LEARNING COMPETENCIES
Students will acknowledge that life is a gift from above that is sacred. Therefore, taking care of ourselves
and others is an essential responsibility of ourselves.
Cognitive: Explain the concept of the sacredness of life and its importance
Affective: Show appreciation for life through engaging in a healthy lifestyle
Psychomotor: Develop a personal self-care plan to promote physical and mental well-being

Doctrine: - Identify how Jesus’ teachings exemplify respect for life

Morals: Demonstrate valuing of life by following the Church’s teachings on the sanctity of life
Worship: Praise God for the gift of life through Psalm 139

GMRC: Faith as a Guide to Self-Care

CL: Christology: New Testament Studies - Life and Teachings of Jesus
Value to be Developed: Respect for Life

REFERENCES
References
Books New American Bible, revised edition translation
Catechism of the Catholic Church

Church Documents Catholic Church. (2000). Catechism of the Catholic Church: revised in accordance
with the official Latin text promulgated by Pope John Paul II. United States Catholic
Conference.
Other References:
Catechism of the Catholic Church - PART 3 section 1 Chapter 1 article 1. (n.d.). https://
Websites/Webpages www.scborromeo.org/ccc/p3s1c1a1.htm
for Church
Documents Catholic Church. Pope (2013- : Francis). (2015). Laudato si’: on care for our common
home : Encyclical letter. Huntington, IN, Our Sunday Visitor.
Lawler, M. (2020, April 6). What is self-care, and why is it so important for your health?
Other Websites/ EverydayHealth.com. https://www.everydayhealth.com/self-care/
Webpages Tee-Melegrito, R. A. (2023, March 23). What is self care? Examples and more. Medical and
health information. https://www.medicalnewstoday.com/articles/self-care-examples

13
MATERIALS
• Reinforcing Good Manners in Everyday Life: Upright Conduct
• Laptop and LCD Projector/TV
• Slides Presentation

TEACHING GUIDE

View Point (First Day) Activating Prior Knowledge

1. Recall the previous lesson from the last grade level relevant to the
incoming lesson. Refer to the curriculum guide for the vertical
articulation.(Possible questions)
Who are the characters you know from the Old Testament? What roles
did they do in order to save/ respect human life ?
Lesson Purpose
1. Present the learning competencies in a slide. Refer to Page 33 in the
Worktext. Call a volunteer to read them aloud.
Inspiration Point Motivation
(First Day) Activity#1: Life and Teachings of Jesus Gallery
1. Call a volunteer who will read the instruction
2. The teacher will explain the instruction after the reading of the
student.
3. The teacher will allow students to create a poster about Jesus’ life
and teaching that encourage respect for all life
4. The poster can be digitally created or physically drawn
5. Poster can include photos and quotes relating to Jesus’ kindness
towards human life.
6. Let the students roam afterwards to share their photo and see others
7. Let the students answer the guide question: How did Jesus showcase
respect for all life in your drawing?. Ask some students to share their
answers.
Activity 2: L-I-F-E
1. The teacher will read the instructions.
2. The teacher will instruct the students to answer the acronym LIFE
followed by the guide questions
3. Ask some students to share their answers. Process their answers and
highlight the important words that correlate with the values to be
developed.
Road Point Developing and Deepening Understanding
(Second to third day) 1. The teacher may ask the general questions on the first paragraph to
engage the students. List down the answers of the students in the
board that can be connected to the discussion. Please refer to page
35

14
 2. The teacher shall discuss the topic thoroughly focusing on the lesson
for VE and CL.
VE: Focus on the importance of life and some self-care activities for
the holistic development of the oneself. Please refer to page 35-36
CL: Focus Jesus’ teaching on respecting life and Church teachings
about the sanctity of life. Please refer to pages 36-37
Meeting point:
Let the student realize that we are to take care of ourselves and to take
care of others as well. Respecting Life can also be exercised by forgiving
and caring. Please refer to the last paragraph in page 37
3. Give contextualized examples from your community and current
trends
Trim Point Making Generalizations:
(Third day) 1. Instruct the students to read the essential questions and answers.
2. The teacher may ask and clarify questions to further elaborate the
lesson.
3. Highlight and expound the answers to concretize the main ideas of
the topic.
4. Read the prayer as a class.
Unique Point Reflection on Learning
(Fourth day) 1. Watch and read the story of St. Francis of Assisi as a class.
2. Answer the following questions.
3. Ask some students to share their answers.
4. Recognize the answers of the students and highlight the answers that
are related to the values to be developed.
Exploration Point Evaluating Learning
(Fourth to Fifth day) Activity # 5: Jesus Cares for My, I care for it too!
1. Call a volunteer student to read the instructions.
2. Ask the students to create a personal self-care plan.
3. Make sure to instruct them that the personal self -care plan contains
the important details ( Things they do to care for themselves, Related
teaching by Jesus and/or Church teachings that exemplifies care for
themselves and others.)
4. Schedule a short presentation in the class or submit on a google drive
for checking.
Rubric/Criteria for Grading
5. Please refer to the rubrics for grading. (Page 41)

Content- Excellent (20), Good (15), Fair (10), Needs Improvement (5)
Delivery- Excellent (20), Good (15), Fair (10), Needs Improvement (5)
Presentation of Text, Spelling, and Grammar-Excellent (20), Good (15),
Fair (10), Needs Improvement (5)
Creativity-Excellent (20), Good (15), Fair (10), Needs Improvement (5)
Punctuality: Excellent (20), Good (15), Fair (10), Needs Improvement (5)

15
 LESSON 5
Attitude of Gratitude: Living a Life in Gratefulness

Pages in the Work Text Suggested Number of Meetings

40-50 5

LEARNING COMPETENCIES
Students will express their gratitude in personal ways, aligning with an understanding of the Trinity and its
mystery, and create reflective expressions of this gratitude.
Cognitive: Identify personal expressions of worship and gratitude
Affective: Appreciate the importance of different forms of worshiping.
Psychomotor: Create a gratitude journal

Doctrine: Identify the concept of the Holy Trinity as the core Christian belief in one God in three divine
persons: Father, Son (Jesus Christ), and Holy Spirit
Morals: Demonstrate gratitude for the different roles that each Person in the Trinity fulfills.
Worship: Express gratitude through prayers

GMRC:Personal Ways of Glorifying God

CL: Trinity: Deepening Understanding of the Trinity
Value to be Developed: Gratitude

REFERENCES
References
Books New American Bible, revised edition translation
Christus Vivit
(Pope Francis. (2019, March 25). “Christus vivit”: Post-Synodal Exhortation
to young people and to the entire people of god (25 March 2019): Francis.
Church Documents “Christus vivit”: Post-Synodal Exhortation to Young People and to the entire
People of God (25 March 2019) | Francis. https://www.vatican.va/content/
francesco/en/apost_exhortations/documents/papa-francesco_esortazione-
ap_20190325_christus-vivit.html
Other References:
Hanifin, M. P. (2022, October). Attitude of gratitude is the key – Saint
Joachim Catholic Church. Saint Joachim Catholic Church. https://stjccm.org/
Other Websites/ uncategorized/attitude-of-gratitude-is-the-key/
Webpages
https://www.catholicculture.org/culture/librar y/dictionar y/index.
cfm?id=33804##

16
 Worship and festivals - Practices in Christianity - GCSE religious studies
revision - AQA - BBC bitesize. (2019, February 22). BBC Bitesize. https://www.
bbc.co.uk/bitesize/guides/znqck2p/revision/1
What is the “Little way” of St. Thérèse of Lisieux? (2023, September 27). Aleteia
— Catholic Spirituality, Lifestyle, World News, and Culture. https://aleteia.
org/2021/10/03/what-is-the-little-way-of-st-therese-of-lisieux/

MATERIALS
• Reinforcing Good Manners in Everyday Life: Upright Conduct
• Laptop and LCD Projector/TV
• Slides Presentation

TEACHING GUIDE

View Point (First Day) Activating Prior Knowledge

1. Recall the previous lesson from the last grade level relevant to the
incoming lesson. Refer to the curriculum guide for the vertical
articulation. (Possible Questions) What is Trinity? (What are their roles
in the Sacraments? Why should we be thankful to God?
Lesson Purpose
1. Present the learning competencies in a slide. Refer to Page 43 in the
Worktext. Call a volunteer to read them aloud.
Inspiration Point Motivation
(First Day) Activity 1: Trinity Thankfulness Tree
1. Call a volunteer to read the instructions
2. Give the class three to five minutes to write things they are thankful
for.
3. Encourage the students to fill up all the leaves
4. Ask the students why are they thankful for their listed items
5. Ask them who should they thank and why?
6. Link their answers towards the Concept of the Holy Trinity
7. Process and recognize their answers
Activity 2: My Road of Worship and Gratitudes
1. Ask a student to read the instructions.
2. Read and explain the example provided. Please see page 45
3. Guide them on creating the worship and gratitude list.
4. Let the students work for five to eight minutes.
5. Ask some students to share their answers in the class.
6. Listen to their question and highlight some important details which
can be part of the lesson.
Road Point Developing and Deepening Understanding
(Second to third day) 1. The teacher may ask general questions from the first paragraph of
the Road point.

17
 2. The teacher shall discuss the topic thoroughly and entertain relevant
questions.
3. Make a summary of the important details from the lesson
VE: Focuses on Gratitude and types of Worship. Please see pages 47-
48
CL: Focuses on deepening the understanding of the Holy Trinity.
Please refer to pages 48-50
Meeting point:
Elaborate the importance of recognizing God and the people around us
who helped us. Also, highlight the importance of being grateful to the
Trinity. Please refer to Page 50 last paragraph
4. Give contextualized examples from your community and current
trends.
5. Make sure of the meeting point of the VE and CL are well-
understood.
Trim Point Making Generalizations
(Third day) 1. Reiterate the questions and answers by letting the students read the
questions and answers
2. Expound the important details like Gratitude and the Holy Trinity.
Give contextualized examples in life.
3. Read the prayer together as a class.
Unique Point Reflection on Learning
(Fourth day) 1. Read the article about St.Thérèse of Lisieux’s Little Way. Access the
QR Code or link provided.
2. Answer the unique point activity.
3. Highlight the values to be developed in the article of St.Thérèse of
Lisieux.
4. Let the students reflect and answer the questions about J St.Thérèse
of Lisieux’s Little way. Let the students share their answers.
5. Highlight and recognize answers that puts emphasis on Gratitude
Exploration Point Evaluating Learning
(Fourth to Fifth day) 1. The teacher shall read the instructions
2. Elaborate the instructions. Be specific on their Journal if the teacher
would prefer a physical notebook or an online journal.
3. The teacher shall remind that there work should be done daily and
not on a rush as it will defeat the purpose of have a 5-day journal.
4. Remind the students to include a prayer every journal.
5. The teacher shall be consistent on the length of the journal per day.
Rubric/Criteria for Grading
6. Please refer to page 52-53 for the rubrics.
Content- Excellent (20), Good (15), Fair (10), Needs Improvement (5)
Completeness- Excellent (20), Good (15), Fair (10), Needs Improvement (5)
Orderliness-Excellent (20), Good (15), Fair (10), Needs Improvement (5)
Presentation of Text, Spelling, and Grammar (20), Good (15), Fair (10), Needs
Improvement (5)
Punctuality: Excellent (20), Good (15), Fair (10), Needs Improvement (5)

18
 LESSON 6
Living and Serving in Simplicity

Pages in the Work Text Suggested Number of Meetings

51-59 5

LEARNING COMPETENCIES
Students will develop plans for simple living, informed by the Church’s teachings and the role of the Church
in community life, to enhance environmental stewardship.
Cognitive: Identify actions that reflect simple living for environmental care
Affective: Value simplicity as a form of personal and ecological care
Psychomotor: Design a minimalist lifestyle plan that conserves resources.

Doctrine: Explain the concept of Christian stewardship based on biblical teachings on caring for creation.
Morals: Demonstrate the value of simplicity and contentment as ways to live responsible stewardship.
Worship: Participate in a community or parish project that promotes environmental care

GMRC: Simple Living as a Personal Environmental Care

CL: Ecclesiology: The Church’s Role in Life and Community; Exploring Parish Life
Value to be Developed: Simplicity

REFERENCES
References
New American Bible, revised edition translation
Catechism of the Catholic Church
Books Catholic Church. (2000). Catechism of the Catholic Church: revised in
accordance with the official Latin text promulgated by Pope John Paul II. United
States Catholic Conference.
Administrator. (2023, October 25). Minimalism as a Catholic: Achieving
simplicity in a modern world. University of San Diego Online Degrees. https://
onlinedegrees.sandiego.edu/minimalist-catholic/
https://www.thesimplicityhabit.com/quotes-that-will-inspire-you-to-live-
more-simply/
Church Documents
The rule. (n.d.). Friends of Saint Benedict. https://www.benedictfriend.org/the-
rule.html
Wheeler, Justin, “Simplicity as a New Environmental Virtue” (2020).
Undergraduate Honors Capstone
Projects. 487.https://digitalcommons.usu.edu/honors/487

19
MATERIALS
• Reinforcing Good Manners in Everyday Life: Upright Conduct
• Laptop and LCD Projector/TV
• Slides Presentation

TEACHING GUIDE

View Point (First Day) Activating Prior Knowledge

1. Recall the previous lesson from the last grade level relevant to the
incoming lesson. Refer to the curriculum guide for the vertical
articulation. (Possible questions) What are the sacraments? How
should we celebrate them? How to live in accordance with the
sacraments we have received? (Bridge these questions towards living
a life of simplicity.)
Lesson Purpose
1. Present the learning competencies in a slide. Refer to Page 51 in the
Worktext. Call a volunteer to read them aloud.
Inspiration Point Motivation
(First Day) Activity 1: Simple Living Brainstorm
1. Call a volunteer to read the instructions
2. Group the class by pairs
3. In a piece of paper or notebook, define simple living and list down
actions which represent simple living.
4. On every simple action try to relate it to church teaching on simplicity
and environmental stewardship. The teacher may expound the
definition of environmental stewardship and give examples.
5. Use the guide question:
• Does this choice help us use resources wisely?
• Does it promote a sense of contentment and gratitude?
• Does it align with the principle of caring for God’s creation?
6. After elaborating the list and reasoning it out with their partners.
One of the partners will now explain how their choices connect to
simplicity and stewardship.
7. Call some students to share their answers and highlight their key
ideas that can help them understand the lesson later on discussion.

Activity 2: Petals of Simplicity

1. Read the instructions
2. Instruct the student to write ways of caring for the environment on
each petals.
3. Call some students to share their answers.
4. Elaborate and highlight answers which can help them better
understand the lesson later on the discussion.
5. Recognize the answers of your students.

20
Road Point Developing and Deepening Understanding
(Second to third day) 1. The teacher may ask general questions from the first paragraph of
Road Point. See page 56.
2. Focus on the needed topic to be discussed per day.
VE: Focus on Simple Living and Catholic Minimalism. Please see page
57
CL: Focus on Stewardship and emphasis on the call of Pope Francis’
on Stewardship
Meeting Points:
The call of the Church to live simply in order to address environmental
concerns as stewards of creation. Please see page 58
3. Give contextualized examples from your community and current
trends.
4. Ask if there are any questions if needed.
5. Summarize the discussion.
Trim Point Making Generalizations
(Third day) 1. Answer the essential questions. Teachers may use this to generalize
and concretize the ideas of the students towards the topic. Ask
students to read the questions and answers.
2. Ask and finalize ideas and questions from students.
3. Read the prayer as a class.
Unique Point Reflection on Learning
(Fourth day) 1. Read the article The Rule of Saint Benedict
2. Answer the unique point activity.
3. Highlight the values to be developed in the life of the saint presented.
4. Give ample time for students to answer the guide questions.
5. Call students to share their answers.

21
Exploration Point Evaluating Learning
(Fourth to Fifth day) Activity : Simple Life guided by the Church
1. Ask a volunteer student to read the instructions.
2. Elaborate the instructions to the students.
3. Let the students list activities in their daily living.
4. Ask the students on what can be improved in order to live simple and
care for the environment.
5. Apply the lessons you learned from the discussion and from church
teaching to their plans.
6. Schedule the students’ presentation. Adjust the presentation
according to your schedule. Teachers may opt to submit it on
a google drive in case there are no time for class presentation
Adjustment to rubrics may occur if the teacher opted to have it
submitted but not presented.

Rubric/Criteria for Grading

Please refer to page 62.
Content- Excellent (20), Good (15), Fair (10), Needs Improvement (5)
Delivery Excellent (20), Good (15), Fair (10), Needs Improvement (5)
Orderliness-Excellent (20), Good (15), Fair (10), Needs Improvement (5)
Presentation of Text, Spelling, and Grammar-Excellent (20), Good (15),
Fair (10), Needs Improvement (5)
Punctuality: Excellent (20), Good (15), Fair (10), Needs Improvement (5)

22
 LESSON 7
Compassion in Action: Wandering ways like Joseph and Mary

Pages in the Work Text Suggested Number of Meetings

64-74 5

LEARNING COMPETENCIES
Students will learn about Mary and Joseph’s compassionate roles and apply these models in personal saving
and community assistance initiatives
Cognitive: Explore how personal saving and frugality can aid the community
Affective: Recognize the impact of financial prudence on community welfare.
Psychomotor: Participate in a budgeting and savings challenge for a cause

Doctrine: Explain how the stories of Mary and Joseph portray them as models of responsible stewardship
Morals: Demonstrate frugality as a way to live out the value of compassion for the poor
Worship: Develop a personal prayer or reflection expressing gratitude for God’s provision and commitment
to responsible financial stewardship

GMRC: Personal Saving and Frugality to Aid the Community

CL: Mariology and Josephology: Roles of Mary and Joseph in Church and Devotion
Value to be Developed: Compassion

REFERENCES
References
Books New American Bible, revised edition translation
Christus Vivit
(Pope Francis. (2019, March 25). “Christus vivit”: Post-Synodal Exhortation
to young people and to the entire people of god (25 March 2019): Francis.
“Christus vivit”: Post-Synodal Exhortation to Young People and to the entire
People of God (25 March 2019) | Francis. https://www.vatican.va/content/
francesco/en/apost_exhortations/documents/papa-francesco_esortazione-
ap_20190325_christus-vivit.html
Church Documents
Catechism of the Catholic Church
Catholic Church. (2000). Catechism of the Catholic Church: revised in
accordance with the official Latin text promulgated by Pope John Paul II. United
States Catholic Conference.

23
 Other References:
Bennett, R. (2023, September 7). 7 top reasons to save your money. Bankrate.
https://www.bankrate.com/banking/savings/top-reasons-to-save-mon
ey/?fbclid=IwAR287ppZ5g0naf5EtMFSyaM7QCcFunwEWbrTQkenfm0_
YPbN1Hc7xuVode0
Mary’s choice at the wedding feast at Cana. (2020, May 5). Ascension Press
Other Websites/
Media. https://media.ascensionpress.com/podcast/marys-choice-at-the-
Webpages
wedding-feast-at-cana/
The intentional visitation: Being both Mary and Elizabeth — Catholic
women in business. (2023, May 31). Catholic Women in Business. https://
catholicwomeninbusiness.com/articles/2023/5/31/the-intentional-visitation-
being-both-mary-and-elizabeth

MATERIALS
• Reinforcing Good Manners in Everyday Life: Upright Conduct
• Laptop and LCD Projector/TV
• Slides Presentation

TEACHING GUIDE

View Point (First Day) Activating Prior Knowledge

1. Recall the previous lesson from the last grade level relevant to the
incoming lesson. Refer to the curriculum guide for the vertical
articulation. (Possible Questions)Who is Joseph and Mary for you?
Why are their roles to Jesus? Why are they important to us?
Lesson Purpose
2. Present the learning competencies in a slide. Refer to Page 64 in the
Worktext. Call a volunteer to read them aloud.
Inspiration Point Motivation
(First Day) Activity 1 Frugal Helping Hands
1. Ask a student volunteer to read the instructions. Let them list their
answers on a piece of paper or their notebook
2. Guide the students in thinking of a group of people they want to help
and a program with main objectives to help them.
3. Give time for students to think of a fundraising event which could
help them materialize their program. Give examples if needed.
4. Have a short sharing of ideas.
5. Recognize and highlight students answers which could help them
understand the lesson later in the discussion.

Activity: Am I like Joseph and Mary?

1. Ask the students to read the instructions.
2. Go around the class and help those students that needs assistance
in using the Venn Diagram.

24
 3. Provide examples in the board if needed.
4. Answer the guide questions.
5. Have a short class sharing.
6. Recognize and highlight ideas of students which can help them
understand the discussion later in the topic discussion.
Road Point Developing and Deepening Understanding
(Second to third day) 1. The teacher may ask general questions from the first paragraph of
Road Point. See page 67.
2. Focus on the needed topic to be discussed per day.
VE: Importance of personal savings towards aid the needs of others
and the community. See page 67-68
CL: Focus on how Joseph and Mary become Compassionate in their
lives. See page 28
Meeting Point:
Living a frugal lifestyle and modeling compassion through Joseph and
Mary. Please refer to the last paragraph in page 68
3. Give contextualized examples from your community and current
trends.
4. Ask if there are any questions and answer if needed.
Trim Point Making Generalizations
(Third day) 1. Reflect and highlight the Values to be developed from the excerpt of
Pope Francis Christus Vivit.
2. Answering the essential questions. Teachers may use his to
generalize and concretize the ideas of the students towards the
topic. Ask students to read the questions and answers.
3. Ask and finalize ideas and questions from students.
4. Read the prayer as a class.
Unique Point Reflection on Learning
(Fourth day) 1. Read the Parable of the Good Samaritan
2. Answer the unique point activity.
3. Give ample time for students to answer the guide questions.
4. Call students to share their answers
5. Highlight the values to be developed in the parable..
Exploration Point Evaluating Learning
(Fourth to Fifth day) Activity: Joseph and Mary, Roots of Compassion for my Tomorrow’s
Actions.
1. Read the instructions thoroughly.
2. The Teacher will discuss briefly the concept of needs and wants in
order to help students identify things for potential savings.
3. Instruct the student to Create a Compassionate Budget. In line with
that, students will create a spending plan according to students
needs. Allocate also the funds for wants and savings. From the wants
and savings, consider a specific amount for charitable contributions
or work.

25
 4. (Planning) Compassion in Action: The class will look for possible
charities or community assistance programs where the students can
do charitable works and donate some goods.
5. Presentation and Discussion: Instruct the students to present their
plan from the Compassionate Budget until the Compassion in Action.
Consider asking the students what would be the result of their
budget and action plan if it would be implemented or materialize.
6. The teacher may ask students some follow-up questions and guide
the students while doing this task.

Rubric/Criteria for Grading

Please refer to page 72.
Content- Excellent (20), Good (15), Fair (10), Needs Improvement (5)
Delivery Excellent (20), Good (15), Fair (10), Needs Improvement (5)
Orderliness-Excellent (20), Good (15), Fair (10), Needs Improvement (5)
Presentation of Text, Spelling, and Grammar-Excellent (20), Good (15),
Fair (10), Needs Improvement (5)
Punctuality: Excellent (20), Good (15), Fair (10), Needs Improvement (5)

26