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Activities On The Life and Works of Jose
Activities On The Life and Works of Jose
5 hrs
II. Objectives :
1. To let the students realize that Rizal was an ordinary human being, and not God or God-like;
2. To be more critically aware of the patriotic objectives of Rizal course as stipulated in R.A. 1425;
3. Encourage students to work together as a group with a minimal instruction from the teacher;
Procedures:
a. Divide the class into three groups. Give each group a topic to discuss among the members. (Choose
from the following topics listed)
b. Ask a representative from each group to report on their conclusions about the topic assigned to them.
c. After the presentations, a discussion by the teacher should follow which should clarify the following:
V. Exercise
1. Ask the students to accomplish exercises 1-1 and 1-2 (see pages 9 & 11)
2. The teacher collects the same exercises.
3. The teacher uses the “impression / subjective approach” in giving points.
VI. Assignment
1. Ask the students to draw a family tree of Jose Rizal
2. Ask the students to compose their own version of the Poems:
a. To the Child Jesus
b. To the Virgin Mary
(Note: the composition must contain two stanzas of four lines each stanza)
Lesson - 2
II. Objectives :
1. To trace the genealogy of Jose Rizal.
2. To sharpen one’s consciousness of the religiosity of Jose Rizal in his early years.
3. To draw inspiration from the “Parable of the Moth.”
1. The teacher discusses the family tree of Rizal by asking one student to present his assignment on
genealogy.
2. Ask the students to draw their own family tree.
3. Ask the students to give an explanation of the origin / meaning of their names.
4. Write a short script and present a dramatic interpretation of the “Parable of the Moth.”
V. Exercise
1. Ask the students to accomplish exercises 2-1 and 2-2 (see pages 23 - 26)
2. The teacher collects the same exercises.
3. The teacher uses the “impression / subjective approach” in giving points for the essay questions.
VI. Assignment
Ask the students to read the following poems:
i. To The Filipino Youth
ii. Through Education the Motherland (Fatherland) Receives Glory
Lesson - 3
II. Objectives :
1. To explore the importance of education in Rizal’s career.
2. To heighten students’ interest in education thru Rizal’s experiences.
3. To make critical judgment on the pending question whether Rizal is a doctor or not a doctor.
Procedures:
i. Divide the class into two groups.
ii. Use the open debate form, i.e., any member of the group may argue for or against the proposition.
3. The teacher synthesizes the debate by anchoring the rationale from the text.
V. Exercises
1. Ask the students to accomplish exercises 3-1 and 3-2 (see pages 37 - 40)
2. The teacher collects the same exercises.
3. The teacher uses the “impression / subjective approach” in giving points for the essay questions.
4. Accomplish exercise 3-2 (pages 39-40)
VI. Assignment
Ask the students to bring a sample of love letter (either personal or owned by somebody)
Lesson - 4
I. Time Frame : I.5 hrs
II. Objectives :
1. To let students realize that to love is to experience joys and pains.
2. To emulate Rizal’s characteristic as a lover (a true gentleman).
V. Exercises
1. Ask the students to accomplish exercises 4-1 and 4-2 (see pages 59 - 62)
2. The teacher collects the same exercises.
3. The teacher uses the “impression / subjective approach” in giving points for the essay questions.
4. Accomplish exercise 4-2 part II (see page 62)
VI. Assignment
a. Ask the students to browse the net.
b. Enter the key words “Rizal’s Travel Time”
c. Ask the students to bring a copy of their research for presentation purposes.
Lesson - 5
II. Objectives :
1. To trace the travels of Jose Rizal.
2. To elicit Jose Rizal’s travel impressions and memories.
3. To engage the students into electronic research.
1. Ask the students to make a journal using their research paper on Rizal’s Travel as a spring – board.
2. Set a deadline for submission.
3. The journal to be submitted may be counted as part of the major examination or as part of the
requirements for the course.
V. Exercises
1. Ask the students to accomplish exercises 5-1 and 5-2 (see pages 85 - 886)
2. The teacher collects the same exercises.
3. The teacher uses the “impression / subjective approach” in giving points for the essay questions.
4. Accomplish 5-2 part , page 88
VI. Assignment
a. Ask the students to browse the net.
b. Look for general summary (not chapter by chapter summary) of the novels Noli Me Tangere & El Fili
c. Bring the said summary the following meeting
lessons 6 & 7
II. Objectives :
1. To revisit the political ideals / ideologies of Jose Rizal in his novels Noli Me Tangere & El Fili.
2. To contextualize in the contemporary society the political ideologies of Jose Rizal encompassed in the
said novels.
1. The teacher reviews the fundamental contents of the Noli Me Tangere vis – a – vis El Fili.
2. The teacher focuses on the Political ideologies of Jose Rizal such as:
i. Reform thru non-violent means
ii. Reform thru revolution
iii. Nationalism and Patriotism
3. Ask the students how they show their nationalism and patriotism in the contemporary society.
4. Ask the students to give an opinion on the following concepts:
i. Government Censorship of the Noli Me Tangere
ii. Government Censorship on Mass Media in the contemporary setting.
5. Ask the students to compare and contrast reform thru non0violent means and reform thru revolution.
V. Exercises
1. Ask the students to accomplish exercises 6-1 and 6-2 (see pages 95 - 97)/ exercises 7-1 and 7-2 (see
pages 105 – 108)
2. The teacher collects the same exercises.
3. The teacher uses the “impression / subjective approach” in giving points for the essay questions.
4. Accomplish exercises 7-2,page 107 - 108
VI. Assignment
Cut a short news article from newspaper dealing with political issues.
Lesson - 8
II. Objectives :
1. To introduce students to the different political philosophies of Rizal.
2. To determine the applicability of Rizal’s political philosophies in solving today’s political problems.
1. Ask the students to read in the class their cut out articles.
2. The teacher synthesizes the political problems (such as graft and corruption, election fraud, extra-
judicial killings, etc.)in every article read.
3. The teacher identifies the political philosophies of Rizal as enumerated from the text.
4. The teacher asks the following questions for critical discussion:
i. What are the basic political problems that are apparent today based from the cut out articles?
ii. Do you think these prevailing political problems can be dealt with by the political philosophies of
Rizal? Why yes? Why No?
5. The teacher synthesizes the discussion.
6. Ask the students to chart the problems identified from the read articles (as an assignment). Ask them to
provide resolutions to these problems from their own point of view. Use the chart as model.
Problems Solutions
1
2
3
4
5
V. Exercises
1. Ask the students to accomplish exercises 8-1 and 8-2 (see pages 121 -123)
2. The teacher collects the same exercises.
3. The teacher uses the “impression / subjective approach” in giving points for the essay questions.
4. Accomplish exercise 8-2, page 123
VI. Assignment
Ask the students to bring a copy of the Kartilya ng Katipunan (either English of Filipino version)
Lesson - 9
II. Objectives :
1. To revisit the teachings of Katipunan.
2. To re-examine the fundamental principles of the Liga.
3. Compare and contrast the principles of revolution vis-à-vis principles of reformation.
Procedures:
i. Divide the class into two groups.
ii. Use the open debate form, i.e., any member of the group may argue for or against the proposition.
3. The teacher synthesizes the debate by anchoring the rationale from the text.
V. Exercises
1. Ask the students to accomplish exercises 9-1 and 9-2 (see pages135 - 137)
2. The teacher collects the same exercises.
3. The teacher uses the “impression / subjective approach” in giving points for the essay questions.
4. Accomplish exercise 9-2, page 137
VI. Assignment
Ask the students to write an essay
Directions:
1. Choose one of the topics listed below;
i. The concept of Education for the Masses
ii. The Challenges confronting Philippine Education Today
iii. Education: A Right or a Privilege?
____________________________
TITLE
Introduction
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Body
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Conclusion
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Lesson - 10
II. Objectives :
1. To know the educational concepts of Jose Rizal.
2. To appreciate the importance of education for the masses as a medium of effecting social change.
3. To make students aware of the innovations and challenges confronting Philippine education.
4. To make value-judgment on the essential qualities of a good teacher and a good learning institution.
1. The teacher discusses the concept of Education for the Masses as enshrined in the Educational
Development Decree of 1972.
2. Engage the class in critical discussion about the Right to education.
Enumerate at least 5 qualities of a good teacher (from the most important to the least important qualities)
Enumerate at least 5 qualities of a good learning institution(from the most important to the least important
qualities)
Enumerate at least 5 academic subjects you have taken and passed, (from the most important to the least
important qualities)
V. Exercises
1. Ask the students to accomplish exercises 10-1 and 10-2 (see pages 151 - 153)
2. The teacher collects the same exercises.
3. The teacher uses the “impression / subjective approach” in giving points for the essay questions.
4. Accomplish exercise 10-2, page 153
VI. Assignment
Ask the students to write a position paper
Follow the format provided.