UNIVERSITY OF SAN JOSE-RECOLETOS

SENIOR HIGH SCHOOL DEPARTMENT

Christian Life Formation 2
Vocation and A Life of Commitment

Vocation and Mission

REDEMPTIVE STATES OF LIFE

(GROUP’S NAME)

NAME OF MEMBERS
1.
2.
3.
4.
General Instructions:
Font – 11, Cambria| Justified| Single Space|

Fill each component using the guide questions (purple font) provided below. For your final paper, delete the
guide questions. Highlight the intended premises for each of the guide questions.

St. Dominic De Guzman?

I. Experience – WHAT IS HAPPENING HERE?

EARL AND TAGUMPAY
Videos/Documents pertaining to baptized witnesses to the assigned redemptive state of life. 
*life of saints
- Choose and study the vocation story of a saint who lived out the particular state of life assigned to your group
*living witnesses
- Choose and study the vocation story of a person/s who is/are living out the particular state of life assigned to your group.

(Sample Content of the Vocation Story)

1. How were they able to hear God’s call?
2. In what way they were able to confirm that this is God’s call for them?
3. How did they live out their response to that call of God?
4. Were they able to experience a life of fulfilment in their vocation?
5. etc. (the group may add some important details from their chosen story)

II. Analysis - WHY IS THIS HAPPENING?

ARABELLA AND ICHIEN

This part tries to focus on the lights and shadows in this particular state of life.
Guide Questions:
1. What are the most beautiful things (lights) the people involved encountered in their vocation?
2. What are the most difficult challenges (shadows) the people involved encountered in their vocation?
3. How did they make use of these lights and shadows to thrive in their chosen vocation?
III. Theological Reflection - WHAT DOES IT MEAN?
AQUINO AND VESTIL
We reflect on the situation or issue in the light of the Gospel, Church teaching and our prayer. With help of the guide
questions, state your group’s theological reflection.
Guide Questions:
1. How do the Scriptures speak about this particular vocation (assigned redemptive state of life)? 
2. What are the Church’s teachings (CCC, CFC, Vatican II, Encyclicals -- Amoris Laetitia, Christus Vivit) that give profound
understanding on the assigned redemptive state of life?
3. After learning the life experiences, who do you think God is and who do you think you are? 
4. How were you able to see God working in their lives?

IV. Response – HOW SHOULD WE RESPOND?

MIDEL AND CLARK MILL, GERALDIZO
S.M.A.R.T. Resolutions after determining the lights and shadows of the assigned redemptive state of life.
Guide Questions:
1. For each light, provide concrete and doable means to make it continually persist in our lives.
2. For each shadow, provide concrete and doable means to overcome it.
 NARRATIVE REPORT RUBRIC (10 PTS)
Criteria 5 4 3 2 1 Score
Accuracy Entire narrative is Almost the entire Half of the Some parts of the There is an
supported by facts narrative is narrative is narrative is attempt to deliver
and from accurate supported by facts supported by facts supported by facts the narrative from
sources. Cites the and from accurate and from accurate and from accurate a accurate
reliable sources. Cites the sources. Cites the sources. Cites the sources. Did not
link/sources of reliable reliable one reliable one cite the link/source
each vocation link/sources of link/source of each link/source of each of the stories.
story. each vocation vocation story. vocation story.
story.
Clear and The narrative has Narrative has Narrative has Narrative has Narrative lacks
Complete a clear and almost all the details of the some details of the important details
complete details of the observed reality observed reality and information
explanation of the observed reality however lacks however lacks a regarding the
observed realities. however lacks one three to five handful of observed reality.
Specific details are or two important important important
included such as information. information. information.
names or subjects, Information given
setting, time and are general and
circumstances and shallow.
flow of narration is
delivered well.
TOTAL NARRATIVE REPORT SCORE

ANALYSIS (15 PTS)

Criteria 5 4 3 2 1 Score
Content Accuracy All information was Used relevant Information related Information did not
clear and came information. to the topic, but include details or
from reputable Included many project needed examples that
sources. Extensive details and strong more details and related to the
details and examples that examples to fully topic. Information
relevant examples came from support ideas. did not come from
were used to reputable sources a reliable source.
support the
content.
Specificity of Shows Shows only 4 of Shows only 3 of Shows only 2 of Shows only 1 of
Information 1.Names of people the elements the elements the elements the elements
involved. needed needed needed needed
2. the lights
encountered
3. the shadows
encountered
4. ways to make
use of the lights
and shadows to
thrive in such
vocation.
 5. conclusion

Relevance All information All information All information All information All information
provided are provided are provided are provided are provided are
relevant in making relevant in making relevant in making relevant in making relevant in making
others understand others understand others understand others understand others understand
the vocation story. the vocation story. the vocation story. the vocation story. the vocation story.
TOTAL ANALYSIS SCORE

THEOLOGICAL REFLECTION (30 PTS)

Criteria 10 8 6 4 2 Score
Accuracy Output presents One element is Two elements are three to Four Five or more
accurate bible inaccurate or lacks inaccurate or lacks elements are elements are
teachings, and important important inaccurate or lacks inaccurate or lacks
other related information information important important
Church documents information information
(CCC, CFC,
Vatican II,
Encyclicals --
Amoris Laetitia,
Christus Vivit).
Coherence Specific, clear and One element is Two elements are Three or four Five or more
seamless Inter- not specific, clear not specific, clear elements are not elements are not
relationship of the or seamless with or seamless with specific, clear or specific, clear or
bible teachings, other elements. other elements. seamless with seamless with
and other related other elements. other elements
Church
documents,
personal insight
with the reality
being observed.
Internalization Reflections shows Reflections has a Reflections has Reflections lacks Reflections lacks a
a deep personal good personal and vague personal either personal or personal and
and communal communal values and communal communal values communal values
values incorporation and values incorporation or incorporation and
incorporation and learning. incorporation and learning. learning.
learning. learning.
TOTAL THEOLOGICAL REFLECTION SCORE

RESPONSE (10 PTS)

Criteria 5 4 3 2 1 Score
Action Proposal Clearly explains Explains action Vaguely explains Lists action but Does not list action
action proposal proposal and the actions and does not explain it and its meaning
and details steps outlines steps to steps to achieve it or its importance and importance.
to achieve it. achieve it. including its
Thoroughly Explains the meaning and
explains importance of the importance.
importance of the action.
action.
TOTAL RESPONSE SCORE

OVER-ALL WRITING (5)

Criteria 5 4 3 2 1 Score
Organization and Author makes no Author makes 1-2 Author makes 3-4 Author makes Major revision is
Technicalities errors in technical errors in technical errors in technical more than 4 errors needed to improve
writing that distract writing that distract writing that distract in technical writing the writing and
the reader from the reader from the reader from that distract the organization of the
the content. The the content. the content. reader from the explanations.
flow of The flow of The flow of content.
presentation is in presentation is in a presentation is not The flow of
logical order that fairly logical order in an expected or presentation is not
makes it easy and that makes it logical order, in an expected or
interesting to reasonably easy to distracting the logical order,
follow the author's follow the author's reader and making distracting the
train of thought. train of thought. the essay seem a reader and making
little confusing. the essay seem
very confusing.
TOTAL RESPONSE SCORE