Mr. Willie A.

Buñag is a graduate of Bachelor of Arts in

Philosophy and Theology (Cum Laude) at Missionarium,
affiliated in Tertianum Pontifical University, Rome, Italy (1986-
1992). After graduated from Missionarium, he pursued his
Licentiate degree (Masters Degrees) both in Philosophy major
in Metaphysics and Theology major in Mariology (Cum Laude)
at Pontifical University of Lateran, Rome, Italy, and graduated
1991. He pursued his Doctorate degree in Philosophy major in
Educational Management in University of Perpetual Help
System – Laguna with an academic excellent of Best in
Dissertation. He is now a professor of Philosophy, Social
sciences and coordinator of Filipino Christian Living subjects
(theology) of the same University, Dr. Jose G. Tamayo Medical
University. He studied as well in Divine Word College of
Calapan taking up Bachelor of Arts in English minor in Political
Science then pursued his philosophical studies in St. Peter’s
College Seminary, San Pablo City. Currently, he is also teaching
in the graduate school University of Perpetual Help System –
Laguna, Language and Religious Studies subjects and a part
time teaching professor in Polytechnic University of the
Philippines, San Pedro Campus.
FILIPINO CHRISTIAN
LIVING 7
FCL700

COURSE TITLE
 Welcome aboard!
I hope you enjoy and learn from the course as much as I
would also learn from you.

You can reach me thru:

Bunag.willie@uphsl.edu.ph

INSTRUCTOR CONTACT INFORMATION

Introduction
Learning Objectives

At the end of the lesson, the students will be able to:

describe the meaning of the Church as communion
and understand the evangelizing mission of the
Church;
participate willingly in the catechetical instruction of
the youth which is part of the church’s evangelizing
mission

respond with proper attitudes about their integral

roles in human development; and

actively involve them in nation building.

 What is communion ?

Word communion is from Latin word either cum moenus a defensive installation
such as camp fortress, or cum munus, a common task, duty or undertaking .
Consequently, the term communion points to one and the same reality that many
diverse members of a group or community equally share in one and the same activity.
It has an ecclesial (church) meaning from its Greek word “Koinonia” means that
one shares in something with others. Its fundamental Christian meaning designates
the community of the faithful with Christ, hence, their common participation in
Christian “goods”, the faith, the body and blood of Christ (1 Cor. 10:16), the Spirit (2
Cor. 13:13).
 What Is Communion?

Unlike baptism, which is a one time event,

communion is a practice meant to be observed
over and over throughout the life of a christian. It
is a holy time of worship when we corporately
come together as one body to remember and
celebrate what christ did for us.
 Names associated with Christian Communion

Holy Communion

The Sacrament of Communion

Bread and Wine (the Elements)

The Body and Blood of Christ

The Lord’s Supper

The Eucharist
Why Do Christians Observe Communion?

We observe Communion In observing Communion we

because the Lord told us to. are remembering Christ and
We are to obey His commands: all that He has done for us in his
And when he had given thanks, life, death and resurrection:
he broke it and said, "This is my And when he had given thanks,
body, which is for you; do this in he broke it and said, "This is my
remembrance of me."  body, which is for you; do this in
1 Corinthians 11:24 (NIV) remembrance of me." 1
Corinthians 11:24 (NIV)
When observing Communion
we take time to examine
ourselves:
A man ought to examine
himself before he eats of the
bread and drinks of the cup. 1
Corinthians 11:28 (NIV)

In observing Communion we
are proclaiming His death until He
comes. It is, then, a statement of faith:
For whenever you eat this bread and
drink this cup, you proclaim the
Lord's death until he comes. 1
Corinthians 11:26 (NIV)
When we observe Communion we show
our participation in the body of Christ. His
life becomes our life and we become
members of each other:
Is not the cup of thanksgiving for which we
give thanks a participation in the blood of
Christ? And is not the bread that we break
a participation in the body of Christ?
Because there is one loaf, we, who are
many, are one body, for we all partake of
the one loaf. 1 Corinthians 10:16-17 (NIV)
 3 Main Christian Views of Communion

The bread and the wine become the actual body and blood of Christ.
The Catholic term for this is Transubstantiation.

The bread and the wine are unchanged elements, but Christ's
presence by faith is made spiritually real in and through them.

The bread and the wine are unchanged elements, used as symbols,
representing Christ's body and blood, in remembrance of his enduring
sacrifice.
 Scriptures Associated with Communion:
While they were eating, Jesus took bread, gave thanks and broke it, and gave it to
his disciples, saying, "Take and eat; this is my body." Then he took the cup, gave
thanks and offered it to them, saying, "Drink from it, all of you. This is my blood of
the covenant, which is poured out for many for the forgiveness of sins." Matthew
26:26-28 (NIV)

While they were eating, Jesus took bread, gave thanks and broke it, and gave it to
his disciples, saying, "Take it; this is my body." Then he took the cup, gave thanks
and offered it to them, and they all drank from it. "This is my blood of the covenant,
which is poured out for many." Mark 14:22-24 (NIV)

And he took bread, gave thanks and broke it, and gave it to them, saying, "This is
my body given for you; do this in remembrance of me." In the same way, after the
supper he took the cup, saying, "This cup is the new covenant in my blood, which
is poured out for you." Luke 22:19-20 (NIV)
Is not the cup of thanksgiving for which we give thanks a participation in the blood
of Christ? And is not the bread that we break a participation in the body of Christ?
Because there is one loaf, we, who are many, are one body, for we all partake of
the one loaf. 1 Corinthians 10:16-17 (NIV)

And when he had given thanks, he broke it and said, "This is my body, which is for
you; do this in remembrance of me." In the same way, after supper he took the cup,
saying, "This cup is the new covenant in my blood; do this, whenever you drink it,
in remembrance of me." For whenever you eat this bread and drink this cup, you
proclaim the Lord's death until he comes. 1 Corinthians 11:24-26 (NIV)

Jesus said to them, "I tell you the truth, unless you eat the flesh of the Son of Man
and drink his blood, you have no life in you. Whoever eats my flesh and drinks my
blood has eternal life, and I will raise him up at the last day." John 6:53-54 (NIV)
 The Evangelizing Mission of the Church

• The continuation of bringing men into communion

with God and with one another is in Church
understanding called evangelizing mission.
• ” The Church exists in order to evangelize, that is
to say, in order to preach and teach, to be channel of
the gift of Grace, to reconcile sinners with God, and to
perpetuate Christ’s sacrifice in the Mass, which is the
memorial of his death and glorious Resurrection.”
• The preaching of the gospel is often understood
and identified with evangelization: a proclamation -
kerygma, preaching, and catechesis.
 Evangelization and Catechesis

Evangelization is the Church's deepest identity.  Evangelization brings the good news of
the Gospel to all who seek the life-giving message of faith in Jesus Christ.  
Catechesis nourishes, forms and deepens the faith one receives through the ministry of
the Church. 
Stewardship is an expression of discipleship rooted in a personal relationship with Christ.
Good stewards generously share their gifts and blessings with others for the sake of the
Kingdom.
The Church is missionary by her very nature. Her mission is to proclaim the salvation of
Christ to the ends of the earth. As teachers and pastors, bishops are responsible for
promoting Catholic world missions. 
 
 The purpose of evangelization is to lead people to encounter Christ.

1. Encounter Jesus Christ

The Church which “goes forth” is a community of missionary disciples who take the first step,
who are involved and supportive, who bear fruit and rejoice. An evangelizing community knows
that the Lord has taken the initiative, he has loved us first (cf. 1 Jn 4:19), and therefore we can
move forward, boldly take the initiative, go out to others, seek those who have fallen away, stand
at the crossroads and welcome the outcast.

2.Encounter Jesus Within the Family

The family is our first community and the most basic way God the Father gathers us and
forms us to act in the world. The early Church expressed this truth by referring to the Christian
family as the Church of the home.
It is within the family that we first learn who God is and how to prayerfully seek his will for us.
As the first and most basic community to which we all belong, “the story of family life is a story
about love—shared, nurtured, and sometimes rejected or lost. In every family God is revealed
uniquely.
 3.Encounter Jesus in and Through the Church
The encounter with Jesus is carried out in and through his Church, of which the Christian
family is a central part. The Church is universal—a community of faith that is diverse,
international, and multicultural.
Evangelization must remain rooted in the local Church. It is in the parish that one
becomes engaged with the church community, learns how to become a missionary disciple of
Christ, is nurtured by Scripture, is nourished by the sacraments, is catechized, and ultimately
becomes a disciple of Christ.

4.Encounter Jesus in Others

Christ commands us to be his witnesses to the ends of the earth. We are to proclaim his
Good News to all people, everywhere and at all times. After Christ promises the disciples that
the Holy Spirit will come upon them, he ascends into heaven. The disciples, rather than
heeding Christ’s command to be his witnesses, stare “intently at the sky.”
Once we have encountered Christ, as did the disciples, we are sent forth on mission “to
the ends of the earth” to invite others to this encounter.
 Evangelization invites people to the Body of Christ, which is the Catholic Church.

The Church is a community brought together by the work of the Holy Spirit: The Holy Spirit,
sent by the Father and the Son, transforms our hearts and enables us to enter into the perfect
communion of the blessed Trinity, where all things find their unity. He builds up the communion
and harmony of the people of God. The same Spirit is that harmony, just as he is the bond of
love between the Father and the Son. It is he who brings forth a rich variety of gifts, while at the
same time creating a unity which is never uniformity but a multifaceted and inviting harmony.
Evangelization joyfully acknowledges these varied treasures which the Holy Spirit pours out
upon the Church.

Evangelization leads disciples to accept God’s desire to send them on mission.

We become missionary disciples when we take our encounter with Jesus Christ out into the
world. Pope Francis uses the term missionary discipleship often and provides a clear vision of
the term in Evangelii Gaudium. He reminds us that all the baptized are called to be missionary
disciples and that effective evangelization does not always require formal education or lengthy
training.
Integral Human Liberation

A balance must be set in applying the dual

aspect of evangelizing mission of Gospel
proclamation and the work for justice and human
liberation. Evangelization and human liberation,
while not identical, are clearly intimately
interconnected. PCP II speaks of renewed
evangelization which transforms the whole fabric
society according to the values of the Kingdom of
Christ. Thus, the Church promotes human
development, integral liberation, justice, and
peace in society and the integrity of creation.
 Embraces and practices the spirit of
Becoming a “Church of
evangelical poverty; detachment from
the Poor”
possessions
Does not discriminate against the poor, but
vindicates their rights
Give preferential attention and time to the
poor
Not only evangelizes the poor, but
recognizes that the poor themselves become
true evangelizers.

Orients and tilts the center of gravity of the

entire community in favour of the needy.
 Philippine Church as Community in Mission

The Second Plenary Council of the
Philippines (PCP II) describes the
Church in the Philippines as a
“Community in Mission”. This means that
“we are all missionaries above all else
because of what we are as a church. It
leads us to a realization “all are called to
mission – all are called to evangelize.
PCP develops the mission of the laity
in terms of being called to:
1. Communities of families;
2. Christian presence in the world;
3. Service of evangelization; and
4. Social transformation.
 Assignment

 Many Catholics still believe that the term “Mission” and “missionary” refer
to only to priests, sisters and religious. What new understanding have
you developed about these concepts– mission and missionaries?
 Describe the poor in your community. How can you explain that God
loves them in spite of their situations?
 How could someone practice the detachment from material things?
 How can you be a part in the mission of the poor?
 Rubric for Personal Reflection

Rubric for Group Reflection

Criteria Reflective Proficient Apprentice Novice
practitioner
 Does a full share  Does an equal share of  Does almost  Does less
of work or more work as much work as work than other
 assigns a clearly  assigns roles, but roles others group members
defined role; group are not clearly defined or  assigns roles,  no effort made
Cooperation 40%)

members perform consistently adhered to but roles are not to assign roles to
roles effectively  usually considers all adhered to group members
 always considers views and helps team to  often sides with  acts as cliques
all views and helps reach fair decision friends instead of or individuals
team to reach fair  rarely argues considering all rather than group
decision  group seldom solves its views  arguments
 never argues with problems as a team and  sometimes within group
teammates asks classmates or teacher argues  little attempt to
 group tries to solve for help  group settles solve problems;
its problems by itself problems and gives up easily
without seeking gives up easily
outside help
Fairchild, M. (2019, April 26). What is communion?. Learn Religions. Retrieved
February 11, 2020 , from https://www.learnreligions.com/700655/Apr2019.html

The new evangelization, Living as Missionary Disciples, 7-18, Retrieved from

http://ccc.usccb.org/flipbooks/living-as-missionary-disciples/files/assets/basic-html/pages 7-
18.html
 INTRODUCTION
• The Nature of Community Outreach Program

Community outreach is about giving, contributing, and helping those who cannot
help themselves. Community outreach also allows us to influence younger generations
to give back to the community. It helps the community grow in a substantial way. Not
only does it make you feel good, but it brings the community together as a whole.
Volunteering has proven to help boost the self-confidence of individuals, getting them
out of their comfort zone and dealing with real-world problems. It also can bring certain
perspectives into view that you may not have been aware of until you see others in
need.
 INTRODUCTION
• The Nature of Community Outreach Program
Learning Objectives
 The human person or the human self is a complex reality. It has
been explained by so many philosophers. Part of this complexity is the
way our selfhood is intertwined with our people and our culture. Without
the presence of other people, without the presence of cultures, no full
human self could be developed. The social dimension of man’s life is a
basis for self-hood.
One of the most important contributions of community to human life
is the sense of self importance.
 A Community is a social unit (a group of living things) with commonality such
as norms, religion, values, customs, or identity. Communities may share a sense
of place situated in a given geographical area (e.G. A country, village, town, or
neighborhood) or in virtual space through communication platforms. Durable relations
that extend beyond immediate genealogical ties also define a sense of community,
important to their identity, practice, and roles in social institutions such as family, home,
work, government, society, or humanity at large
Every experience of the person is not apart from that of
experiences of the social groups he/she belongs. He is
affected by the experiences of the family, the barangay, and
the nation. Their prosperity and success is also the prosperity
and success the person involved.
In all of what exists and what is being experienced in life is not
only an individual human being’s experience but also group.
What lives is not “I” but ”we”. What is experienced is not a
private individual’s life but a group’s life.
 socialization
• The process of learning how to
participate in a group
• Begins at infancy
• Agents of socialization
 Family
 Peers
 Media
 Religion
 Education
 work
 Forms of involvement

career religion

social group
 Assignment

1. Give an example of how your life is in identification with a group (club or

association).

2. Describe what could be your future career in the community. Give two
reasons why you have chosen that kind of vocation or career.

3. Make a map identifying the most demand career in your area.

 Rubric for Personal Reflection
Criteria Reflective Expert Proficient Apprentice Novice
5 4 3 2-1
 rich in content;  the reflection  the reflection  little analysis,
demonstrates attempts to synthesis or
 insightful analysis, student attempts to demonstrate evaluation,
clear connection analyze the thinking about little
Critical Thinking

made to real-life experience but learning but is connections

situation. analysis lacks vague and/or with any
depth. unclear about previous
 abstract concepts are the personal materials
explained accurately. learning
process..
 explanation of
concepts makes
sense to an
uninformed reader.
Christensen, K., et al. (2003). Community. Encyclopedia of Community. 4 volumes.
Thousand Oaks, CA: Sage. from https://en.wikipedia.org/wiki/Community.

Smith, M.K. 2001. Community. Encyclopedia of informal education. Last updated:

January 28, 2005. Retrieved: 2006-07-15.
The Learning Process of Community
Organizing
Learning Objectives

At the end of the lesson, the students will be able to:

▪ describe the meaning of the Learning

process of community organizing;

▪ take part readily in the principles of

learning in community immersion; and
▪ drawn in them actively in helping the
community in environmental issues and
other concerns in nation building
Educational Foundation

• ”Schools cannot be effective when they work in

isolation from the familial, cultural, and community
contexts.”

• Linda Stevens
 Three Domains of Learning
A. Cognitive (Knowing) – involves
knowledge and development of
intellectual skills.
six (6) major categories
1. knowledge
2. comprehension
3. application
4. analysis
5. synthesis
6. evaluation
B. Affective (Feelings) – pertains to
emotions or the expression of
feelings or emotions rather than
thought. It also involves interests and
liking. Main elements is attitude –
attitudes not innate or inborn but
learned.
C. Psychomotor (Skills) –
demonstrated by physical skills,
coordination, dexterity, manipulation,
strength, speed. Encourages the
development of physical skills and
their appropriate and creative uses.
 Principles of Learning
Learning is an experience activated by and occurring within the learner.

Learning is a discovery of personal meaning and relevance.

Learning is sometimes a painful process.

Learning is a process that is highly unique and individual.

Learning is a cooperative and collaborative process.

Learning is an emotional and intellectual process.

Learning is an evolutionary process.

 Processing of Experience

Scientists and scholars are in endless

search for clues why we as people would
have clean and fresh looking body even
under the heat of the sun but our
surrounding is not. Wherever you look, a
heap of garbage long the sidewalk,
cigarette butts along the hallways and
even in the comfort of one’s home,
waste no matter how small they may
seem abound and give an ugly site.
 The Role of Experience in Learning: Giving Meaning and
Authenticity to the Learning Process in Schools

The Nature • Understanding how people learn is something that has both propelled and
of detained education scholarship at the same time. For decades, educational
Experiential psychologists have studied the learning process. They concluded that
Learning learning is equated to a change in behavior. Beyond this important
conviction, very little consensus about what characterizes the learning
process exists and there is no common understanding
Learning As • Thought and action tend to have been separated, thinking and
An Active
understanding to have been seen as abstract and general, therefore as
Versus
teachable in abstract isolation from practical experience. In contrast,
Passive
practical competence has often been spoken of as though it were just a
Process
matter of doing; skill is then taken to mean a combination of thoughtless
behaviour habits, inculcatable through simple practice.
 Analyzing • Conceptual analysis as a technique is used by philosophers to analyze
Experiential illusive phenomena. By asking “what” questions and relentlessly dissecting
Learning the answers until a residue can be identified, they attempt to reveal the truth
about a phenomenon. The methodology employs a test known as the
necessary and sufficient conditions test.
 Environmental Issue: ( A form of community involvement and community education)

Empowering the community through

their education is a process to harness
the citizen’s intellectual process. It also
means the conscious effort to make
individual citizens be aware of their
obligations and responsibilities in the
presentation of the physical
environment.
 Learning is a discovery of personal meaning and relevance. Identify the values or
attitudes or philosophy in life that is learned at UPHS Jonelta. Explain why you chose the
values and how you are going to sustain them for love of God and neighbors.

 Explain education as the richest resource in the learner’s discovery of oneself. What are
the effects of education in a person? Explain using your experience.

 Discuss why a learner should not stop acquiring knowledge, values and skills?

 Can experiencing something ever be celebrated so that it has the same value that study
has for parents and school leaders?
 Rubric for Group Reflection
Criteria Reflective Proficient Apprentice Novice
practitioner
 Does a full share  Does an equal share of  Does almost  Does less
of work or more work as much work as work than other
 assigns a clearly  assigns roles, but roles others group members
defined role; group are not clearly defined or  assigns roles,  no effort made
members perform consistently adhered to but roles are not to assign roles to
Cooperation 40%)

roles effectively  usually considers all adhered to group members

 always considers views and helps team to  often sides with  acts as cliques
all views and helps reach fair decision friends instead of or individuals
team to reach fair  rarely argues considering all rather than group
decision  group seldom solves its views  arguments
 never argues with problems as a team and  sometimes within group
teammates asks classmates or teacher argues  little attempt to
 group tries to solve for help  group settles solve problems;
its problems by itself problems and gives up easily
without seeking gives up easily
outside help
Hansen, R. E. The role of experience in learning: Giving meaning and authenticity
to the learning process in schools.Journal of Technology Education Vol. 11 No. 2,
Spring 2000. from https://scholar.lib.vt.edu/ejournals/JTE/v11n2/pdf/hansen.pdf

Quinonez, N. ( 2020, February). Re: Three domains of Learning.

[Teach The World Online]. Message posted to https://blog.udemy.com/domains-of-learning/

Tomlinson, P., & Kilner, S. (1992). The Flexible Learning Framework and
Current Educational Theory. Occasional Paper #2. Centre for Studies in
Science and Mathematics Education, University of Leeds, Leeds, England.
 Introduction
Basic Guidelines in the Celebration of the Initiation Sacraments

Catechetical Foundation

The sacraments of baptism, confirmation and holy eucharist are

called sacrament initiation because these sacraments, by drawing us
towards full stature in Christ, empower us to carry out our mission as

christian in both the church and the world.

Learning Objectives
At the end of the lesson, the students will be able to:

• explain the meaning of the basic guidelines in the

celebration of the Initiation Sacraments;

• emulate and express the values learned then accept and

experience the presence of the Holy Spirit in the
sacraments; and

• participate in the group’s choice for the community

outreach program.
 The Sacraments of Initiation
• “Baptism is the sacrament
of faith.”
• We are renewed and
regenerated through the
waters of Baptism
• We experience a new birth
in the Holy Spirit (CCC)
Baptism
• Eucharist means ‘to give
thanks’
• A participatory ritual of
worship
• Connects us with the
mystery of the life and
death of Jesus
• “source and summit of the
Christian Life” (Constitution
on the Sacred Liturgy)
Eucharist
• Confirms our Baptism
and strengthens
Baptismal grace (CCC)
• “A special outpouring of
the Holy Spirit as once
granted to the apostles
on the day of Pentecost”
(CCC)
• Unites us to Christ,
connects us with the
Church more closely
Confirmatio
n
 The Sacrament of Baptism: Gateway to New Life

The sacrament of Baptism is the beginning of life—supernatural life.

Because of original sin, we come into the world with a soul which is supernaturally dead. We come
into the world with only the natural endowments of human nature. The supernatural life which is the
result of God’s personal and intimate indwelling, is absent from the soul.
The sacrament of Baptism not only gives us sanctifying grace: it also makes us adopted children of
God and heirs of heaven.
Baptism does take away original sin, of course. Also, in the case of an adult, it takes away all mortal
and venial sins & the punishment due for them, if the person baptized is truly sorry for them. Baptism
makes a clean sweep of everything.
Baptism is necessary for salvation for anyone who has heard the Gospel of Christ and has the
possibility of requesting Baptism.
 Baptism

• The Sacrament of Baptism is the first

Sacrament of Christian Initiation.

• This Sacrament is the basis of the

entire Christian life.

• We become members of Christ and

of the Church and sharers in her
mission.
© Brian Lasenby/shutterstock.com
A.Readiness, not just a particular age or grade
level, is the fundamental criterion for
participation in the celebration of the
sacrament.
B.The celebration of the sacraments is the
action of the whole community
C.The family has an essential role in
preparation for the celebration of a sacrament
D.As the leader of the community, it is the
canonical right and obligation of pastors to
administer the sacraments to their
parishioners
 Sacrament of Confirmation

The sacrament of Confirmation is to

be conferred on the faithful at about the
age of discretion unless the conference
of bishops determines another age or
there is danger of death or in the
judgement of the minister a grave cause
urges otherwise.
The Rite of Confirmation

1. Presentation of the candidates

2. Homily
3. Renewal of Baptismal promises
4. Laying on of hands and prayer
5. Anointing with chrism
6. General Intercessions (Prayers
of the Faithful)
 Sacraments are signs that cause what they signify that they are signs is primary. They
point to a reality and are received with the expressed intent of the Church that this reality be
celebrated. The water and the signing point to initiation, which is the intent of the Church at
baptism, laying on hands and sealing/anointing point to commissioning and consecrating for
ministry, and that is what the Church intends through Confirmation.
 Sessions for parents include:
1. Understanding of faith development;
2. Understanding of the dynamics of conversion;
3. Understanding of the sacraments;
4. Understanding of the Church and her mission;
5. Awareness of the decision to be made regarding participation in the program
for immediate catechist and celebration of the sacrament; and
6.Schedule of sessions for immediate preparation, as well as supporting events
1. Physical/Psychological Readiness is shown by
a. willingness to receive the sacrament
b. ability to attentively participate in the liturgy
2. Catechetical Readiness is shown by
a. Ability to understand church affiliation
b. Ability to relate to Jesus as one who does the will of the Father
c. Ability to participate in the mission of the Church
3. Liturgical Readiness is shown by
a. Attending the Eucharist liturgy regularly
b. Ability to participate in the Eucharist and reconciling life of the parish community
1. The Holy Eucharist is the memorial of the death
and resurrection of the Lord.
2. Participation in the Holy Eucharist.
3. Requirement in Children.
4. Children’s Preparation
 The Eucharist

• The Eucharist is the culminating

Sacrament of Christian Initiation.

• The Eucharist, or Communion,

is both a sacrifice and a meal.
We believe in the Real
Presence of Jesus. As we
receive Christ’s Body and Blood,
we are also nourished spiritually
and brought closer to God.
© Anneka/shutterstock.com
 SACRAMENT OF HOLY
EUCHARIST
• THE HOLY EUCHARIST IS THE MEMORIAL OF THE DEATH AND
RESURRECTION OF THE LORD. IT IS THE SUMMIT AND SOURCE OF
ALL CHRISTIAN WORSHIP AND LIFE.
• PARTICIPATION IN THE HOLY EUCHARIST. ANY BAPTIZED PERSON ,
WHO IS NOT PROHIBITED BY LAW, MAY AND MUST BE ADMITTED TO
HOLY COMMUNION
 SACRAMENT OF HOLY
EUCHARIST
• CHILDREN’S PREPARATION. IT IS THE RESPONSIBILITY OF PARENTS AND
THOSE WHO TAKE THE PLACE OF PARENTS AS WELL AS THAT OF THE PASTOR
TO SEE WHAT CHILDREN WHO HAVE REACHED THE USE OF REASON ARE
DULY PREPARED AND, HAVING PREVIOUSLY RECEIVED THE SACRAMENT OF
PENANCE, ARE NOURISH BY THIS DIVINE FOOD AS EARLY AS POSSIBLE.
 Assignment

1. Explain the basic guidelines in the celebration of the initiation of sacraments.

2. Working with a partner, make a bullet-point list of the many effects of Baptism,
expressing each one as briefly as possible.
3. Write a paragraph defining the each Sacrament.
4. Write a paragraph summarizing the significance of each Sacrament.
5. Attend an online mass then make a bullet-point list of the Gospel and share it
with a partner.
 Rubric for Personal Reflection
Criteria Reflective Expert Proficient Apprentice Novice
5 4 3 2-1
 rich in content;  the reflection  the reflection  little analysis,
demonstrates attempts to synthesis or
 insightful analysis, student attempts to demonstrate evaluation,
g clear connection analyze the thinking about little
n
i made to real-life experience but learning but is connections
k
n
i situation. analysis lacks vague and/or with any
h depth. unclear about previous
T
l  abstract concepts are the personal materials
a
c
it explained accurately. learning
ir process..
C  explanation of
concepts makes
sense to an
uninformed reader.
Group Activity Name: Seder Passover

1. Celebrate the seder-Jewish

meal with either your family or
friends/classmates.
2. Follow the ritual of seder by
opening the html link:
https://docs.google.com/presenta
tion/d/1OsdzaI9tdf4HVCxDa9j
KcOz_P2Gy9Ye4d82AFCAxHC
Q/edit#slide=id.p1 https://www.youtube.com/watch?v=w72tjCAcYr
k
Group Activity Name: Seder Passover

Eucharist
1. Prepare bread and a bottle of
grape wine for the
celebration.
2. What part of the eucharist is
similar to Passover seder Jewish sabbath
celebration? Passover or
morning regular
3. Do you see a historical link of
Christianity to Jewish
service Jewish meal
liturgical celbration
 Students will submit
Activity Name: Seder Passover

Instructions
text √
1. Group output will be a 1200 words
or five pages reflections that would
be converted from pdf to html file
and send the hyperlink photo √
automatically to moodle or google
classroom (cognizant to final
instructions) video √
2. Filename format:
Section code_group name__activity
name
 Rubric for Group Reflection
Criteria Reflective Proficient Apprentice Novice
practitioner
 Does a full share  Does an equal share of  Does almost  Does less
of work or more work as much work as work than other
 assigns a clearly  assigns roles, but roles others group members
defined role; group are not clearly defined or  assigns roles,  no effort made
members perform consistently adhered to but roles are not to assign roles to
Cooperation 40%)

roles effectively  usually considers all adhered to group members

 always considers views and helps team to  often sides with  acts as cliques
all views and helps reach fair decision friends instead of or individuals
team to reach fair  rarely argues considering all rather than group
decision  group seldom solves its views  arguments
 never argues with problems as a team and  sometimes within group
teammates asks classmates or teacher argues  little attempt to
 group tries to solve for help  group settles solve problems;
its problems by itself problems and gives up easily
without seeking gives up easily
outside help
Catechism for Filipino Catholics. ESSSE / CBCP. (2008).
Manila: St. Paul Publication.

Catechism of the Catholic Church. (1994). Word and LIfe Publications.

Garcia, Excelso (1984). Guide for Lay Catholic Faithful: According to the 1983
Code of Canon Law. Manila: UST Printing Office.

Richter, KLemens (1990) The Meaning of the Sacramental Symbols.

Answers to Today's Minnesota, USA: THe LIturgical Press.
 Introduction
The Concept Paper and Community Organizing
Learning Objectives

At the end of the lesson, the students will be able to:

• discuss the role of man in the world through his relationship with God.

• demonstrate the importance of letter correspondence to persons involved

in community outreach program.

• involve actively in helping group mates in the making of concept paper.

FCL 700 Concept Paper
Re : FCL 700 Students’ School Survey and Community Outreach Program
For : Dr. Ferdinand C. Somido
School Director

Date :

Dear Sir:
All FCL700 classes are in the process of diligent preparation for their Midterm -Final Period (survey and community
immersion activity) entitled Kawang – Gawa tungo sa malinis na kaisipan which will culminate on their immersion proper
with the chosen communities. The immersion activity will focus on the different communities with the following intended
activities:
 Visit Mary Mother of Mercy Home for the Elderly and the Abandoned Foundation
 Immersion with the poor community in Binan City
 Visit Orphanage for Children -Bahay ni Maria at Jose in Binan City.
 Feeding program for malnourished in selected barangays.

In this regard, we would like to ask permission from your good office to please allow all FCL8 classes to conduct the
community immersion with the different marginalized communities which will be held on the whole Midterm and Final
period. Each FCL8 class will consume their respective time in performing the said activities.

Respectfully yours,
Group Activity Name: Compassion to the school community

As COVID-19 altered plans across college campus,

 new strategies kicked into high gear to establish personalized connections,
 expand support programs,
 and ensure that each student felt the concern and compassion the community has for
them
Group Activity Name: Compassion to the school community

Instructions:
 Make a group which consists of 4 members.
 What new strategies are appropriate in today’s unchartered territoty (pandemic) in
establishing link with affected students?
 How could these affected students have positive academic experience?
 Share group action plan to the lass.
 Students will submit
Activity Name: Seder Passover

Instructions
text √
1. Group output will be a 1200 words
or five pages reflections that would
be converted from pdf to html file
and send the hyperlink photo √
automatically to moodle or google
classroom (cognizant to final
instructions) video √
2. Filename format:
Section code_group name__activity
name
 Rubric for Group Reflection
Criteria Reflective Proficient Apprentice Novice
practitioner
 Does a full share  Does an equal share of  Does almost  Does less
of work or more work as much work as work than other
 assigns a clearly  assigns roles, but roles others group members
defined role; group are not clearly defined or  assigns roles,  no effort made
members perform consistently adhered to but roles are not to assign roles to
Cooperation 40%)

roles effectively  usually considers all adhered to group members

 always considers views and helps team to  often sides with  acts as cliques
all views and helps reach fair decision friends instead of or individuals
team to reach fair  rarely argues considering all rather than group
decision  group seldom solves its views  arguments
 never argues with problems as a team and  sometimes within group
teammates asks classmates or teacher argues  little attempt to
 group tries to solve for help  group settles solve problems;
its problems by itself problems and gives up easily
without seeking gives up easily
outside help
 Introduction Community Organizing

The concept of community organizing has evolved through the years,

bringing forth a wide range of ideas depicting an evolution reflecting the
Western and Filipino principles of its practitioners.

Community organizing is a systematic, planned and liberating change

process of transforming a community into an organized, conscious,
empowered, self reliant, just and humane entity and institution.
 Learning Objective
At the end of the lesson, the students will be able to:

involve actively in helping group mates in the making of concept

▪
paper.

▪ demonstrate the importance of letter correspondence to persons

involved in community outreach program.

discuss the role of man in the world through his relationship with
▪
God.
The Guiding Principles of Community Organizing

Go to people, live among people

Perpetualites as change agents cannot help a community work towards

development if they stay and work within the comforts of an office and do not
integrate with the people.

Learn, plan and work with the people

The people know better than any outsider what their needs and problems are.
An organizer must be open to what the people want to achieve and how they
plan to achieve it.
Start with and build on what the people know

Community organizers should begin with the indigenous resources,

technologies and structures that a community has.

Teach by showing, learn by doing

So that people could learn easily, the organizer should demonstrate

procedures or techniques and not merely give instructions.
Not piecemeal, but an integrated approach

This means that organizing is an interrelationship of different elements or

factors

Not relief but release

Objective is to liberate the community from its problems. Problems do not recur
in their original form but are resolved on a long-term basis
 People’s empowerment Improved quality of life

Goals of
Community
Organizing
Leadership development and Replacing those who govern
mobilization through peaceful means
 People’s empowerment

The people realize that they possess power to assert their rights and
have a hand in decision that affect their lives. Community organizer enables
people to think that there are opportunities for change and development
through cooperative work and collective action.
Improved quality of
life

Through community organizing people learn to secure short and

long term improvements in their standard of living when they start
to answer their basic needs
 Leadership
development and
mobilization

Leaders are identified and developed in the community.

They gain knowledge, skills, and proper attitude headed for
community development.
 Social
Transformation

The whole process of community organizing seeks to change the

life of a community and the whole society into a democratic,
nationalistic, self-reliant and self governing entity.
 The
community
organizer

(CO)

Commonly used
Strengthening the
approached- pre
organization
The stages entry
in CO –
community
organizing

Community
planning and Entry into the
community
implementation
The community organizer
The community organizer (CO) is a vital person in facilitating the whole community
organizing process.
A community organizer should have:
· an understanding of development theories and concepts and processes of
community organizing· good social and community relation skills to
promote social integration in the community

· an ability to work with other teams of professionals

· the knowledge and skills to enable communities to access specialized

technical assistance in instances when this is needed

· sensitivity to the local culture

· gender-sensitivity.
 Commonly-used approach
This is not a prescribed formula or process to do community organizing. Every community has its own unique
situation and context and this should determine the community organizing process for that particular community.

Pre-entry

Do the following activities before entry into the community.

2. Site selection
including
establishing a set of
criteria for the
choice of the area or
community to be
1. Community organized. It is Other considerations This also involves 3. Administrative
essential that include the peace gathering of
organizing preparations on
community members and order situation secondary data
training and in the area, interest about the
the part of the
are receptive to the
orientation in non-government and willingness of community from the implementing
CBCRM. organizations the local local government, agency (e.g.,
(NGOs) and the type government to selected key setting up a local
of project they are establish partnership informants or NGOs office, hiring of
proposing. This is with the project and that have done personnel).
done through accessibility of the organizing work in
consultations with project site. the area.
the leaders of the
community.
 Entry into the community/integration phase

the site of a mangrove reforestation project

unity organizer integrates into the community and establishes a

ual trust and respect. Other activities may include:

-courtesy calls to existing leaders

- identification of potential leaders

-data gathering done through involvement in the community's social and livelihood activities, e.g.,
fishing activities or the use of participatory coastal resource assessment approach.
- formation of a core group that could initiate CBCRM activities. The community may have various
ways of working together. These existing networks must be considered when forming a core
group.

- leadership training for the core group

 Community planning and implementation

Once the community organizer has already

established rapport with the community and has
involved them in assessing their situation through the
leadership of the core group, the organizer helps the
community in strategic and action planning. The
community organizer facilitates the process and
provides information that could be used as input for
planning. The output of the process would include
strategies and action plans, series of activities for
organization development, capability-building and
resource management. The community decides the time
frame and mechanics for actual implementation of the
plan.
 Organization development Capacity Resource management
building/educatio
n and training
· Recruitment of members Gender · Engaging the community in
sensitivity resource enhancement activities,
training e.g., setting up of marine sanctuaries

· Leadership formation, training and team Study tours on

building CBCRM

· Organizational development in management Conflict

and administration to support resolution and
economic/livelihood generation projects management

· Strengthening and formalizing the Skills training

organization by registering it with an and development
appropriate agency through a local
government accreditation process, if
appropriate

Advocacy and
social
 Strengthening the organization
Strengthening the organization is crucial in sustaining the operations of the organization. This
entails building the capacity of the organization's leaders and members to take on roles
currently assumed by the community organizer. The organizer should then undertake any of
the following activities to further institutionalize the processes and mechanisms initiated:

· training of · consolidating · networking · strengthening · specialized · maintenance

leaders and/or organization's and building socio- training and monitoring
community operating alliances with economic development of resource
volunteers to procedures other services and for enhancement
do organizing (e.g., drawing organizations resource organizational measures
work up of policies accessing training of (e.g., marine
themselves for potential sanctuary,
membership, trainers and mangrove
refining the second-line reforestation
organizational leaders project)
structure and formation of
functions of women's
each groups
committee,
etc.)
Group Activity Name: Compassion to the school community

As COVID-19 altered plans across college campus,

 new strategies kicked into high gear to establish personalized connections,
 expand support programs,
 and ensure that each student felt the concern and compassion the community has for
them
Group Activity Name: Compassion to the school community

Instructions:
 Make a group which consists of 4 members.
 What new strategies are appropriate in today’s unchartered territoty (pandemic) in
establishing link with affected students?
 How could these affected students have positive academic experience?
 Share group action plan to the lass.
Activity Name: Compassion to the school
community
Assign to class_

Instructions Students will submit

1. Group output research will be five 10

pages research (word –short bond
paper) that would be converted from pdf text √
to html file and send the hyperlink
automatically to either moodle or
google classroom (cognizant to final
instructions) photo

2. Filename format:
Section code_group name__activity name
video √
Gittell, Ross. (2013, March). Community organizing. Encyclopedia Brittanica. from
https://www.britannica.com/topic/community-organizing.

Principles of Community Organizing. Study Lecture Note. from

http://studylecturenotes.com/principles-of-community-organization/.
Program Preparation for Community Outreach
At the end of the lesson, the students will be able to:

give
▪ details of the Preparation of Community
meeting for organized program;

follow
▪ the values learned from the objectives and
goals of community organizing in line with
Perpetualite values; and

participate
▪ healthily in the discussion and decision
making for the success of the community outreach
program
 How To Organize Community Meetings

What Is the Purpose of a Community Meeting?

By bringing together a cross-section of viewpoints, a community meeting is the perfect

setting to exchange ideas and information. In a successful meeting, a variety of active
participants are brought together, information and opinions are shared, resources and
volunteers are identified, and goals and action plans are established.

What Is the Problem?

A lot of time and money is wasted in poorly-managed meetings. We all have been to
meetings where we begin lamenting in the first five minutes, “This is going to be a long
meeting,” or those where the group leader rambles on, making us wonder, “Why am I
here?” These poorly run-meetings are often the product of inadequate preparation and
organization.
How Should a Community Meeting be Planned and Organized?
• Plan early: Start planning at least one month (or as early as possible) before the
meeting date.

• Designate a planning committee: Although a community meeting is a communitywide

event, it is helpful to designate a civic organization or a separate committee to
handle the planning or organization of the meeting.

• Set a date, time and place: Make sure to avoid conflict with other regularly
scheduled meetings and plan a snow date (if necessary).

• Develop and set a goal: Why are you holding the meeting? Establish a clear goal or
objective for the meeting. For example:

• “To present results of a town survey to the community.”

• “To solicit opinions from community members on strengths and weaknesses of
the community.”
A meeting without a well-stated and well-publicized goal will not be well attended.
Remember, time is precious to everyone, especially in small communities. Let citizens
know what to expect from the meeting and what will be expected from them.
• Develop an agenda: The agenda should naturally follow the stated goals. Think
about your audience when inviting guest speakers and developing the program.
What is likely to interest and involve everyone? The group should know what to
expect before attending a meeting. You should be clear about what is being
planned, how the meeting is going to be run, and who is going to play what role.
Make sure not to overload the agenda. Once the agenda is set make sure that the
meeting starts and ends on time.

• Invite participation: Community meetings should be as inclusive as possible. Invite

youths, elderly, teachers, bankers, farmers and every one in between. It is also
important to include representatives from your town’s churches, businesses, civic
organizations, and city and county government

• Publicize: Usually the local media takes an active role in promoting events deemed
beneficial to the community. Develop a contact person at the local print and visual
media and provide them with a short press release on the specifics of the meeting.
By catching the interest of the community newspaper and radio and television
stations, the community meeting will attract more attention among the general
public.
• Increase Attendance:
• 1) Have each person on the planning committee bring one or two community
members to the meeting.
• 2) Ask chairpersons of various community organizations to announce the
community meeting in their regular meetings.
• 3) Create a phone pyramid by asking two people to call two of their friends to
explain the meeting and encourage them to attend, and then have them call two of
their friends to do the same and so on.

• Follow up: It is important to provide follow-up information about the results of the
meeting. Providing information through a press release, letters to the editor, or mailing
to area groups or organizations are important ways to let people know that their input
was meaningful and useful.
How to Evaluate Your Community

To ensure that your meetings are successful and that they address the needs of the
audience, you need feedback. If you have the time, it is worth asking participants to
complete an evaluation before they leave the meeting. Make the evaluation brief
and easy to complete. Ask a few questions about both the content and the format of
the meeting that will help you plan future meetings. Ask participants not to sign the
evaluations.
 Preparation of Community Meeting

Registration and Accomplishment of Profile

Name Address Date Time Signature
1.
2.
Registration and
Accomplishment
Profile

Singing of
the
National
Anthem

Prayer

Introduction
of Participants
Inspirational Talk

Icebreakers

Integration with
the participants

Recapitulation
and Wrap-up
Assignment

Present and evaluate the Registration Form and the Profile of the Participants

Collate properly and diligently all the documents to be put in the group / class discussion.
 Rubric for Group Activity
Criteria Reflective Proficient Apprentice Novice
practitioner
 Does a full share  Does an equal share of  Does almost  Does less
of work or more work as much work as work than other
 assigns a clearly  assigns roles, but roles others group members
Cooperation 40%)

defined role; group are not clearly defined or  assigns roles,  no effort made
members perform consistently adhered to but roles are not to assign roles to
roles effectively  usually considers all adhered to group members
 always considers views and helps team to  often sides  acts as cliques
all views and helps reach fair decision with friends or individuals
team to reach fair  rarely argues instead of rather than group
decision  group seldom solves its considering all  arguments
 never argues with problems as a team and views within group
teammates asks classmates or teacher  sometimes  little attempt to
 group tries to solve for help argues solve problems;
its problems by itself  group settles gives up easily
without seeking problems and
outside help gives up easily
Enriquez, Francisco. (March 1997). How to organize community meeting. OCD
Technote. http://www.cesinaction.org/Portals/0/How%20to%20Organize%20a
%20Community %20Meeting.pdf

Harvard Business Review Staff. ( 2015, March 26). A Checklist for Planning Your Next
Big Meeting. from https://hbr.org/2015/03/a-checklist-for-planning-your-next-big-meeting
Actual Implementation of the Community
Outreach Program
 Introduction

As Bishop Jesus A. Cabrera, Bishop Emeritus of the Diocese of

Alaminos and the director of the Religious Institute of UPHSL, would
always remind us that good works that we do to our neighbors are God's
work and we only cooperate as His servants and helpers.

As helpers of God, we are also reminded that the Holy Spirit will always
inspire us to lead the community to where the Lord wants them to golong
as we appreciate the presence of God in our life and cooperate to the
leading of the Holy Spirit to build a community of faith, hope and love,
Learning Objective

At the end of the lesson, the students will be able to:

• give details of the actual implementation of the program so that the students may
know the essence of what they are doing;

• always be prudent and sincere in all the words and actions they will utter and do
so that they will not hurt anybody as they go along the activity; and

• participate with love and respect with each other to attain the meaning character
building in nation building.
Invitation / Program Proper

1. The invitation should be given a week before the Program Proper.

( For Mass Baptism or Confirmation)

2. Parents and guardians of the poarticipants should be given the

invitation. ( For Mass Baptism or Confirmation)

3. For the Holy Eucharist, weekly personal reflection should be submitted

with the workbook.
Committee Responsibilities
1. Assign responsible students to the key committees

• Physical Arrangement

• Invitation

• Mass Coordinator

• Registration

• Evaluation Officer

• Collection / Finance Officer

• Committee Chairperson - responsible directly to report the professor for the

progress and development of the program
 HOLY EUCHARIST REFLECTION PAPER

NAME: DATE:

YEAR & SECTION:

NAME OF CHURCH/PLACE:

PRIEST/MINISTER/PASTOR:

CHURCH CELEBRATION:

MY PERSONAL REFLECTION: (1st Sunday, 2nd Sunday, 3rd Sunday, 4th

Sunday of the month)
 Rubric for Personal Reflection
Criteria Reflective Expert Proficient Apprentice Novice
5 4 3 2-1
q rich in content; q the reflection q the reflection q little analysis,
demonstrates attempts to synthesis or
q insightful analysis, student attempts to demonstrate evaluation,
clear connection analyze the thinking about little
Critical Thinking

made to real-life experience but learning but is connections

situation. analysis lacks vague and/or with any
depth. unclear about previous
q abstract concepts are the personal materials
explained accurately. learning
process..
q explanation of
concepts makes
sense to an
uninformed reader.