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UNIVERSITY OF ST.

LA SALLE INTEGRATED SCHOOL, BACOLOD CITY


LASALLIAN LEARNING MODULE
SY 2014 2015
DESIGNER: Minerva Lautrizo
SUBJECT: Christian Living
UNIT TITLE: Opening Doors to Christ: The New Testament
ALLOTMENT: 8 weeks

LEVEL: Grade 8
QUARTER: First

TIME

CONTENT STANDARD:
The students are able to demonstrate their understanding of their faith-relationship with God by affirming that the promises of God as foretold in the Incarnation of
Jesus as revealed in the New
Testament, particularly the Gospels, which are the primary source of our knowledge of Jesus life and teachings.
PERFORMANCE STANDARD:
Students are able to demonstrate their skills in interpreting familiar scriptural texts. In knowing Jesus more, students will manifest their love for Him and make more
conscious deliberated decision to follow Him so they can personally experience the salvation He has won for us.
LGP INTEGRATION:
1. Challenge learner to realize their full potential.
2. Bring Christian perspectives to bear on human understanding, skills and values of learners.
3. Are dynamic and encourage differentiation, diversity and synergy amongst learners that are fraternal, caring and respectful.
4. Ensure that the learners translate knowledge into something usual in actual practice for the betterment of society and the Church.
5. Prepare the learners to participate responsibly in the world of work, family, community, nation and Church.

CONTENT:
In this module, we will set the scene for the study of Jesus by giving a background on the Gospels, the principal source for the life and teaching of Jesus Christ and
for the context of his ministry. Jesus baptism in Jordan, his temptation, and his call of disciples, set the scene for His three year public ministry. We are all thus
invited to participate in Jesus mission, enabling us to pursue a lifelong commitment in Faith to Christ our Savior.
STAGE 1: ESTABISHING DESIRED RESULTS
TRANSFER GOAL
Students will be able to independently use their learning to
Design a comic illustration on the life and teachings of Jesus in the Gospels and challenge them to follow Jesus in their daily lives.
OVERARCHING ENDURING UNDERSTANDING (EU):

Our faith-relationship with God is affirmed in the promise of God which is fulfilled in the Incarnation of Jesus as revealed in the New Testament. And the Gospels are
the primary source of our knowledge of Jesus life and teachings.

OVERARCHING ESSENTIAL QUESTIONS:


1.

How will you show your faith in the Incarnate Son of God? How can we perform the mission entrusted by Jesus to his disciples and apostles today?

LEARNING COMPETENCIES:
A. DOCTRINE
1. Identify the key concepts on the formation of the Gospels.
2. Differentiate how the Gospel portrays Jesus.
3. Identify the Gospel symbols.
4. Give definitions of Evangelist, biblical inspiration, synoptic gospels, kerygma, shema, Passover, Sabbath day, Pentateuch.
5. Identify and explain the temptations of Jesus.
B. MORAL
1. Understand that the life of Jesus sets the moral standards and values in our life today.
2. Desire to imitate Jesus as the ultimate norm of humanity.
3. Understand the man Jesus and strive to become a better person.
C. WORSHIP
1. Reflect on the mystery of Jesus life.
2. Pray for commitment to grow in Christian faith
3. Act to become truly human as taught by Jesus.
4. Value their Baptism as empowerment to join the Risen Christs as members of the Church and anoint them for their new mission.

STAGE 2: DETERMINING VALID EVIDENCE/ ASSESSMENT


PRODUCT/ PERFORMANCE:
Comic Illustration on following Jesus Ministry/Mission.
GRASPS:
You are a young author and artist who specialize in creating stories using comic illustrations. You want to reach out to younger children, Grades 4 to 6, and teach
them about Jesus, religious truths about your faith, compassion for less-privileged brothers and sisters, and lessons in life. Using your artistic talents, create a
booklet of your own understanding of how to follow Jesus in His ministry and Mission. At the end of the booklet, write the moral lesson of your comic illustration of
following Christ. Your comic book must be creative or eye-catching, value laden and true to its definition.
ASSESSMENT TOOLS: (Please see Unit Assessment Map and Unit Assessment-Activities Matrix)
Rubric Criteria (see attachment)
Pre-assessment Test
Pretest
Formative Assessments
Quizzes
Homeworks and Assignments
Seatworks
Pair/Group Work
Summative Assessment
Chapter Tests
Quarter Exam
Performance Task and Scaffolds
Self-assessment
Problem-Solution Chart
KWL

STAGE 3: LEARNIING PLAN FLOW


INTRODUCTION
Overview of the Lesson/ Pretest/ KWL
Provide a brief overview of the learning module; conduct pre-assessments, KWL and give feedback of results.

Hook Activity: Say something: students takes turns leading discussions in a cooperative group on sections of an excerpts from St. Agustine.
Write on the board the following words of St. Agustine: My heart is restless , O Lord, until it rest in thee.
Let the class read it quietly: Ask the following questions:

1.
2.
3.
4.
5.

Why was St. Agustine restless?


What was the answer to his restlessness?
How about you? Have you ever felt that there is something missing in your life?
Why do you think people search for God?
Where does this desire to know the Triune God revealed by Jesus Christ come from?

Introduction of EQ
Introduce the EQ to class: How can you perform the mission entrusted by Jesus to his disciples and apostles today? Why do you think people
search for God?
Giving of KWL Chart
Have the students give their ideas about the EQ or key terms in the EQ.
Use KWL Chart below and have students answer the What I Know column and What I Want to Learn column to elicit prior knowledge regarding EQ.

Essential Question: How can you perform the mission entrusted by Jesus to his disciples and apostles today? Why do
you think people search for God?
What I

Know

What I

Want to Know or Learn

What I have

Learned

Ask the students to record, share and explain their ideas.


Tell the students that the new learning unit will help them determine which ideas are close to the concepts covered by the EQ.
Inform the in the next part there will be activities and discussion to help them understand better these concepts and at the end of the unit, they will
acquire certain skills and demonstrate mastery of skills through a comic illustration on their own parable.

INTERACTION
Activity 1: Sunday Gospel Reflection
*Every first meeting of the week, the students are asked to share their responses regarding the recent Sunday Gospel. They may do it in groups or by pairs. Some
students will be selected to echo to the class regarding their sharing on their reflections on the Sunday Gospel.

Chapter 1: Opening Doors to Christ: The New Testament


Activity 2: Concept map on the books of the Sacred Scriptures( see attachment)
1. Short Discussion on the concept map.
Activity 3: Community Singing (the New Testament Books)
This activity will allow the students to memorize the books in the New Testament.
Activity 4: Scriptural Detective/ Fastest finger New Testament Search
1. Give a passage from the NT and ask the students to search for it. (Give passages from each of the four Gospels and four passages from the letters of Paul
and the book of Revelation.
2. Students raise their hand after they found the passage.
3. First student to find the passage reads it to the class.
Discuss the New Testament Books listed on page 4-5 of the work text.
ASK: 1. How the study of the NT books can help us deepen our personal faith relationship with Jesus and as members of the Church?
Deepening: Ask the following Questions:
1. How many Filipinos have the chance to read the four Gospels?
2. How do people today get to appreciate Scripture?
3. What is the importance of studying the NT books?
Christian Message: The four Gospels in the NT books are the principal witness to the life and teaching of Jesus Christ. Fruitful reading of the scriptures is a gift
from God. It is through the scriptures that God speaks to us today. As Catholics the ultimate meaning of our lives is in finding our true selves in Jesus Christ (Gal.
2:20). We are disciples of Jesus Christ. We cannot follow someone we do not know. Through the scriptures, particularly the NT books, we get to know more about
Jesus, who is the key and center of our being (CFC 77). Jesus is the Way, the Truth P, and the Life (Jn. 14:6)
Activity 5: Play the song: Tell The World of His Love
Ask the class:
a. What does the song say about Jesus?
b. What does the song ask us to do?

c. How shall we tell the world of His love?


LINK: The apostles had many beautiful experiences of the life, love and person of Jesus. They were filled with His spirit that they went out to tell
the world of His love.
PPT on the three stages of the formation of the Gospels (refer to pages 6-10 of the textbook)
ASK: What happened in each stage and why are we concerned about the three stages?
Christian Message: The reasons why the Gospels were formed: to proclaim the Good News to the people so that they may come to believe in Jesus. This
mission of proclaiming the Good News is the mission of all followers of Christ.
Question for Reflections: How can a second year students tell the world of Jesus love for us? Let them give examples.
Homework: Let the students do the activity on page 277.

Giving of Chapter Test


**The teacher gives a 20-item test covering the things discussed in the chapter. Check answers after the test. An open-forum will be given to discuss questions and
answers regarding the test.

Chapter 2: Appreciating the Roots of the Gospel of Jesus


Activity 6: Entering into the Mystery of Christ
1. Say the Angelus to begin the class.
2. Ask the class the following questions:
a. What do we remember/pray about whenever we pray the Angelus? (the Incarnation of Jesus)
b. What does incarnation mean? (Students may give their own understanding of the word or share what they have learned from the book.)
LINK: The word incarnation means enfleshment
Jn. 1: 14 The Son of God took on a human form and pitched His tent among us.
DISCUSSION: (Note for teacher: Create a PPT about the Humanity of Jesus. Then ASK: )
a. Is Jesus truly human? Is He truly Divine?
b. What do we mean when we say Jesus is both human and divine?
c. What do we mean by Incarnation?
Write the following on the board:
In

carne

tion

In

the flesh

made

d. What is the message of the Incarnation? Why is it important for our salvation? (see number 1 page 23)
e. How does Jesus reveal to us the meaning of being human? (see number 2 page 23)

CHRISTIAN MESSAGE: knowing Jesus is a living, changing, growing and deepening experience, which enable us to have a more accurate knowledge of our very
selves (CFC 470 71)
Activity 7: Film Showing: Israel Gods Chosen Land
1. Identify significant places mentioned in the film: Nazareth, Bethlehem, Capernaum, Jerusalem, Galilee etc
2. Discussion Page 24 of the textbook. Then ask the following questions:
a. What was the situation in Palestine during the time of Jesus?
b. What were the conflicts at that time?
c. How did these conflicts affect the people at that time?
d. What relevance do they have to the conflicts in our society today?
e. What is our challenge as Christians in living out the Gospel values amidst the conflicts that we have in our country today?
3. LINK: Read Mt. 9: 36 (page 24)
Why was Jesus moved with pity for the people?
What does it mean for a people to be like a sheep without a shepherd?
4.
CHRISTIAN MESSAGE :

Activity 8: Role Play of the story of the Good Samaritan


1. Assign students to play the different characters in the story before the lesson. Ask them to study their roles and prepare to dramatize the story before the class.
Characters;
The wounded man
Robbers
Priest
Levite
Samaritan
Innkeeper
Narrator
2. Processing:
I.
Why did Jesus tell the story of the Good Samaritan?
II.
Ask the class to evaluate the responses of the priest and the Levite
III.
What does Jesus teach us in the story regarding relationship with others, even with those who are not our friends or people we do not like?
IV.
How did Jesus way of relating to different groups of people help them become more authentic persons?
3. Implementation: Let the students do and answer the following:
(Triads) Identify atleast 3 different groups of young people today. Drawing on Jesus way of teaching, how would you, as a Christian, address the needs,
questions,
and life situations of these groups?
In what way have you shown compassion to your friends and the people you like? To your enemies and the people who are not likeable?

Write a prayer asking for the grace to be more compassionate.

Giving of Chapter Test


**The teacher gives a 20-item test covering the things discussed in the chapter. Check answers after the test. An open-forum will be given to discuss questions and
answers regarding the test.
Chapter 3: Following Jesus as he Begins His Ministry
Activity 9: Temptation of Jesus
1. Temptation of Jesus Part I (Dramatic Reading)
2. Columns will be assigned their roles for the dramatic reading of the Temptation of Jesus. After the assigned roles, they will be asked to read their lines on p. 45.
3. Temptation of Jesus Part II (Graphic Organizer)
4. Students will work in pairs. They will reread the account of Jesus temptation and take note of the details of the story. They will fill-up the graphic organizer by
enumerating the temptations faced by Jesus, the Devils proposal and Jesus response (p. 46).
5. Temptation of Jesus Part III (Discussion)
6. The teacher will discuss the meaning of Jesus Temptation. Students will be asked some questions and other students may also answer these questions. An Open
Forum for 10 minutes can be given to solicit ideas regarding their perspectives on the temptation of Jesus (pp. 46-48).
7. Temptation will also be discussed in the context of the media. A further discussion on understanding temptation will be given by the teacher (pp. 48-50).

Activity 10: Jesus and Christian Baptism: Compare and Contrast Chart
1. The teacher gives a short background of the baptism of Jesus.
2. The students will fill-out the Compare and Contrast Chart that will showcase similarities and differences of Jesus baptism and their own Christian baptism. After
20 minutes of answering and sharing answers with a seatmate, some students will be asked to present their work in class. The teacher will give additional input
on the topic after the sharing.
3. EQ will be posted and discussed in the context of the recent discussion: How can you practice the teachings of Jesus in real life situations?
Giving of Chapter Test
**The teacher gives a 20-item test covering the things discussed in the chapter. Check answers after the test. An open-forum will be given to
discuss questions and answers regarding the test.

INTEGRATION

Scaffold Activity: Creating comic illustration


1. Students will be asked to read and research on the ministry and mission of Jesus in the Gospel.
2. They will be given the time to compose comic scripts. They will illustrate on how young people of today follow and share in the ministry and mission of Jesus.
3. Their draft will be checked by the teacher.

Performance Task: Comic Illustration in following and sharing in the mission and ministry of Jesus
1. The GRASPS for the Performance Task and the Rubric for Grading will be reviewed in class.
You are a young author and artist who specialize in creating stories using comic illustrations. You want to reach out to younger children, Grades 4 to 6, and teach
them about Jesus, religious truths about your faith, compassion for less-privileged brothers and sisters, and lessons in life. Using your artistic talents, create a
booklet of your comic illustration on how to follow and share in the mission and ministry of Jesus. At the end of the booklet, write the moral lesson of your stories.
Your comic book must be creative or eye-catching, value laden and true to its definition.
2. They will be given enough time to compose their own illustration of the parable they have also written.

Integration:
Discussion of EQ
1. The EQ for the unit will be presented on the board: How can you practice the teachings of Jesus in real life situations?
2. They will be orally asked about their generalization pertaining to the EQ of the unit.
3. They will be asked to complete the Summary-Lesson Closure for the unit:

LESSON CLOSURE
This quarters unit
__________________________________________________________________________________________________________
____________________________________________. One key idea was _____________________________________________________________
__________________________________. This is important because
_________________________________________________________________
______________________________________________________. Another key idea
____________________________________________________
__________________________________. This matters because
_____________________________________________________________________
____________________________. In sum, this quarters unit

_______________________________________________________________________
___________________________________________________________.

Relevance to LGP
1. The students will be asked to fill up a Problem-Solution Chart that will ask them to identify a problem faced by Lasallians pertaining in their understanding and
appreciation of Gods Kingdom.
2. They will fill in the parts of the chart and share their reflection with the class.
PROBLEM / SOLUTION
Questions
Answers
What is the problem?
What are the effects?
What are the causes?
What are the solutions?

Answering KWL
1. They will be asked to revisit their KWL Chart used in the introduction part of this unit.
2. They will review their answers and reflect on the past lessons and activities they have done for this unit.
3. They will answer the What I have Learned column.
4. They will share whether there were significant changes in terms of their perception of the Kingdom of God from the start and the end of this unit.
Giving of Post Test/ Analysis of scores compared to Pre Test
Giving of Second Quarter Examination