Name of School and Logo

Christian Living Education-GMRC/Values Education

Grade __

MODULE Quarter __
2 Module No.

TITLE OF MODULE

Prepared By:
NAME
POSITION

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 I. Curriculum Standards:

MAIN TOPIC DOCTRINE- CONTENT PERFORMANCE LEARNING CORE AND GMRC FOCUS
MORALS- STANDARDS STANDARDS COMPETENCIES RELATED
WORSHIP (DMW) VALUES

II. Learning Objectives:

At the end of the lesson, you should be able to:
1. Xxxxxxxxxxxxxxx (LC index/code)
2.

III. Resources:
a. Materials

b. References:

IV. Lesson Proper:

MOTIVATION
(The motivation introduces the topic/content briefly. It is intended to engage the students to get hooked initially to
the lesson. This section is simple and can be easily accomplished. Because the content is based on personal
experience, it would be easy to share what learners already know or have experienced and can be easily related
to the subject matter. )

ACTIVITY-ENGAGE-
SEE
(This activity intends to jumpstart the learning of the topic. It engages the learners to begin their inquiry into the concepts,
and activities can be done by the learners on their own. This is the first A (Activity) in 4 A's Methodology of the
Experiential Learning Approach. Sharing their thoughts and feelings individually or in a group (breakout
sessions) develops collaboration, communication, active work, organizing, making opinions, and making
decisions. It is important to ask questions here about their individual answers and group work .)
Questions
MORALS/DOCTRINE:

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 ANALYSIS-EXPLORE-JUDGE

DOCTRINE:

Questioning or processing here deepens and leads to building important new learning. This is the (Analysis) in the 4 A's
methodology. It helps learners better understand the meaning of their sharing and discussion. The questions and
corresponding explanations are more specific and carefully formulated so that learners have clearer learning and
commitment to various issues.

This part of the lesson continues to deepen the understanding of the initial learning from the previous task. It may be
effective to ask questions right away or provide a related task/activity to deepen the students’ learning before asking the
questions. Set of questions and that expect explanations from them and the teacher helps the learner process what has been learned
from the lesson. This can be written through fill in the blanks, writing a sentence or paragraph and checklist; may also be presented
using maps or organizers).

ABSTRACTION-EXPLAIN-
JUDGE

DOCTRINE:

This section is a more organized deeper meaning-making process of new learnings built on previous
knowledge. It helps learners begin to organize their essential learning. This part is the (Abstraction) in the 4 A's.
The learners are guided to add related learning, e.g., Doctrine, ways and means, responsibilities, or standards.
Based on the results of previous formative assessments, appropriate main topics are chosen to address the
learners’ needs at this point. In the process of character formation, emphasis is given to critical thinking or
reasoning out, making responsible and moral decisions and actions that should not only be for the present but
through their lives as human persons. Be that as it may, the learners must always be reminded that it takes
knowledge, skills and right attitude to walk the path of being and becoming human.

A. Meaning/Importance of…

B. Ways/Steps in …

C. Morals…

APPLICATION-ELABORATE-ACT

(These are activities that help the learner transfer the skills or knowledge gained into real-life situations and accompanied
with rubrics for evaluation and guidance. This section is the start of application of learning, the fourth A (Application) of the
4 A's. A specific and more direct reminder to do good and right, prompts the learners at this part of the lesson, e.g.
“Always be truthful.” Learners are asked to reflect on how they resolve to change their being untruthful to being always
truthful.

The application phase takes the students further to make individual resolutions or commitments to make steps for
improving their character. Application of learning can be personal, for family, friends, or school and community members.
These efforts aim to train them in making plans, active work, team collaboration, participating in the group projects, and
supporting community initiatives, which are relevant to the values developed in the lesson.

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 MORALS/WORSHIP:

ASSESS-EVALUATE

This is the end-of-lesson assessment which is the final task. It aims to assess the learning of the children based on the
expected skills in each lesson. The outcome is expected to be an improvement of the results of the one done at the onset
of the lesson. Although this is formative in nature, you may choose to use the results for students' grades. Keep in mind
that this is mainly for the purpose of additional assistance to address learners’ difficulties identified in the assessment.

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