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Physics cheat sheet for high school students (M J Rhoades) This cheat sheet is broken down into three sections. 1) The equations with descriptions 2) Examples of how to solve the classic phy…Full description
ONE-DAY ONE-DAY RETREAT MODUL E
Your Your Body is Sacred THIRD YEAR WHO
Third Ye Year Hi High Sc School St Students
WHY WHY
To let let the #ar$ci #ar$ci#an #ants ts real reali% i%e e and and &alu &alue e that that their their 'od 'od( ( is is sacr sacred) ed)
WHA WHAT
1-1! Ye Years Ol Old !-!" #ar$ci#ants
1) To dire direct ct the the stud student entss to the #erson #erson o* +esu +esuss ,hri ,hrist st the #er*e #er*ect ct .ode .odell o* li&ing li&ing .ora .orall li*e li*e)) /) To hel# the. understand understand the &alue &alue o* res#ect res#ect and lo&e *or *or the.sel&es the.sel&es and others) 0) To assist the. in disco&ering disco&ering the innate &alue &alue o* the.sel&es the.sel&es that the( are lo&ed lo&ed 'eau$*ul and #recious in the e(es e(es o* 2od)
GRACE: Lord +esus 3 'eg *or the grace to ha&e a dee# *elt reali%a$on reali%a$on that .( 'od( is sacred so that 3 4ould gro4 in res#ect and lo&e *or .(sel* and others *ollo4ing Your e5a.#les) Note: Meet the retreatants the da( 'e*ore the scheduled retreat *or a 'rie* orienta$on orienta$on o* 4hat the recollec$on is all a'out re&ie4 on the Sacra.ent o* Reconcilia$on Reconcilia$on and song #rac$ce *or the .ass) Re.ind the. to su'.it their #er.ission #er.ission sli# signed '( their #arents or guardians) ,ell#hones and ca.eras 4ill 'e collected '( the ad&isers or cha#erones) The( 4ill 'e returned a6er the last session)
HOW
Recollec$on 7ro#er
ONE-DAY RETREAT
TIME CONTEXT
PROCESS
89"" :9""
Movie Clip The ;ather
Registra$on Retreat Dis#osi$on O#ening 7ra(er
Re&ela$on Re&ela$on that s#ea> o* 2od
Dear God
? @ Hand-out 1 7resent to 2od (our *eelings and 4h( (ou ca.e to this retreat and 4hat are (ou 4illing to do to .a>e it 4ell) The success o* the retreat de#ends u#on ho4 generous (ou are in res#onding to the #ro.#$ngs o* the Hol( S#irit during this recollec$on)
:9!"
D(ad
TIME CONTEXT B9""
7ersonal 7ra(er and ReCec$on during Hol( Hour
PROCESS Opei! So!9 Tina#a( ng uha( or an( Eucharist song Readi!9 1 ,or) 918-/" @Hand-out 2 This #art o* St) 7aulFs Grst le=er to the ,orinthians s#ea>s o* his e5horta$on *or those 4ho are engaged in se5ual #ros$tu$on) Here St) 7aul e5#lains the .utual rela$ons 'et4een the Lord and our 'odies and also touches on *reedo. as related to .oralit() 7aul shares his &ision9 our 'od( as a TEMPLE sacred '( reason o* 2odFs ind4elling S#irit and as NOT OUR OWN 'ut *or the Lord through His act o* rede.#$on) Hence he concludes '( sa(ing that 4e should glori*( 2od in our 'odies 4here our rela$onshi# 4ith 2od is in$.atel( e5#ressed) The *acilitator 4ill use this scri#tural te5t to lead the students to a dee#er reCec$on using the song How Beauful I)
So! "or Re#ec$io:
How Beauful (The facilitato !a" #la" a$ai% the &o%$' if %ece&&a") The #ar$ci#ants 4ill 'e as>ed to9 1) loo> intentl( on +esus in the #resenta$on that acco.#anies the song /) ta>e note o* the #arts o* the 'od( .en$oned 0) learn *ro. the e5a.#le o* +esus ho4 to use our 'od( #arts to gi&e glor( to the ;ather as +esus our #er*ect .odel had done)
Re#ec$io %ues$ios: 1) What &erse #hrase or 4ord in the song is .ost .eaning*ul to (ouJ /) What is the Lord telling (ou in that &erse #hrase or 4ordJ 0) Ho4 ha&e (ou concretel( and #ersonall( e5#erienced that &erse #hrase in 4ord in (our li*eJ @;ocus on Kust one e5#erience) ) What *eelings 4ere e&o>ed in (ou during (our $.e o* #ra(erJ
Respose:
a'( Dance @Psalm 131:2 “like a weaned child is my soul within.”) Through this
dance the !ar"ci!ants will !rayer#ully use their $ody to !raise %od and to mani#est their surrender to His lo&e. 's $a$ies in the lo&ing hands o# the mother the students also allow %od to hold them gi&ing them !eace and serenity in His secure em$race and !rotec"on.
*te#&: 1) /) 0) ) !) ) 8)
Hands in surrender #osi$on) Ste# close ste# close) @ste# to the right close *eet '( 'ringing the. together do it t4ice Ste# close ste# close) @Sa.e 4ith Ste# / 'ut to the le6 Wal> to4ards the center *or counts hands raised u#) Wal> 'ac> in #lace *or counts 'rings the hands do4n) S4a( to the right then to the le6 turn to (our right) S4a( to the le6 then to the right turn to (our le6)
Closi! So! 9 O Sacra.ent B9!
+ournal Wri$ng
1"9""
Snac>s
1"9/"
S.all 2rou# Sharing
;i&e #er grou#
7lenar( Session
As> one re#resenta$&e *ro. each grou# to share
7rocessing
The *acilitator 4ill dra4 out *ro. the students their #resent reali$es concerning issues on res#ec$ng and &aluing the sacredness o* their 'odies) The *ollo4ing sa.#le ues$ons can 'e used9
1190"
1) ased on (our o'ser&a$ons ho4 do students o* (our age use their 'odies to glori*( 2odJ /) ,ite s#eciGc e5a.#les o* 4hat is done '( so.e teenagers using their 'odies 'ut not to glori*( 2od according to 4hat 4as .en$oned '( St) 7aul in the Scri#tural te5t 4e readJ The *acilitator should also as> .ore ues$ons i* necessar( to lead the students to iden$*( as .an( e5a.#les o* a'use o* the 'od() Using the scri#tural te5t *ro. 1,orinthians 918-/" as s#ring'oard the *acilitator 4ill address the reali$es o* *raternit(sororit( *ads and trends drug addic$on cigare=e s.o>ing drin>ing liuor .aterialis$cli'eral .entalit( li*est(le inCuences o* .edia c('er technolog( co.#uter.odern gadgets in$.ac( and #re-.arital se5 side '( side 4ith the &alues o* genuine *riendshi# res#onsi'le *reedo. res#ect &aluing o* sel* stud( $.e and *a.il( direc$ng the. to the #erson o* +esus as the #er*ect .odel o* li&ing .oral li*e)
1/9""
Lunch
TIME CONTEXT
PROCESS
19""
1) Retreatants 4ill *or. G&e grou#s o* ten .e.'ers #er grou#) /) Students 4ill #ass the 'all o* (arn to the class.ate 4ho. heshe 4ishes to than> 2od *or a #ar$cular #art o* hisher 'od() The suggested *or. o* the ar.a$on is9 3 than> 2od *or (our @#art o* the 'od( NAME 'ecause PPPPPPPPPPPPPPPPPP) @ Examples: I thank God for your lips which uer words of
Ac$&it( @We' o* Li*e
encouragement each me I feel down… I thank God for your hands which never fail to come to my rescue each me I need your help…, etc
0) Ste# / 4ill 'e re#eated un$l e&er(one has ar.ed e&er('od( 4ho. the( 4ish to ar.) One student .a( gi&e or recei&e the (arn .ore than once #ro&ided each one in the grou# has recei&ed the (arn alread() ) Once all the grou#s ha&e Gnished the *acilitator 4ill in&ite the students to loo> at the WE o* L3;E that the( ha&e .ade) The( 4ill 'e as>ed to see the eQects o* the *ollo4ing on the o&er-all 4e'9 a) 7ulling '( one or t4o students ') 2ra''ing the t4o or three neigh'oring 4e's so as to a##l( tension c) Leng go o* the (arn '( 1 / and 0 students #rogressi&el() The grou# 4ill thin> o* a #resenta$on @#ra(er song dance #oetr( art4or> etc) 4hich 4ill ca#ture their *eelings or e5#erience 4hile doing the ac$&it() The *acilitator 4ill gi&e in#uts a'out the ac$&it(9 on our connectedness 4ith one another 4ithin the 'od( the *a.il( societ(co..unit( and 4ith 2od) The students 4ill 'e led to see the eQects o* ho4 the( &alue their 'odies on the.sel&es their *a.ilies their co..unit( their countr( and their rela$onshi# 4ith 2od) So.e suggested e5a.#les 4hich the *acilitator can use are9 7OS3T3E9 de&elo#.ent o* athle$c andor crea$&e s>ills NE2AT3E9 s.o>ing or drug addic$on indecent .anner o* s#eech gestures and dressing etc)
While con*ession and consulta$on are going on the rest 4ill co.e u# or loo> *or a s(.'ol that 4ill ca#ture their recollec$on e5#erience and encounter 4ith 2od 4hich the( 4ill oQer during the rituali%a$on #rior to the Eucharis$c ,ele'ra$on) The students 4ill oQer their s(.'ol in *ront o* the ,ruciG5 4hile sa(ing silentl( their #ra(er o* than>sgi&ing and their s#ecial inten$ons *or the Eucharis$c ,ele'ra$on)