INTENDEDLEARNING COURSE TOPIC TIME FRAME ASSESMENT LEARNING ACTIVITIES STUDENT OUTPUT

OUTCOMES OUTCOME

Explain the social CO 8.1 Introduction Two Checklist from Teacher-prepared slideshow of Vocabulary Building
context and A. Rizal Law Weeks teacher- photos and information Group Discussion: The Filipino Idea of Heroism
importance of Rizal B. What are the qualities of a hero? prepared Diagnostic activities and examinations
Law (RA 1425) C. Why nations have their heroes? questionnaire Textbook/Reference Books/ Internet
The humanity of heroes
Give the definition of a The criteria for heroes
hero The definition of a hero
CO 8.2 D. Philippine Heroes Commission
Tell who should
recognize heroes and
explain why.

Explain how the CO 2.1 E. The World During Rizal’s Time Please refer to World, Asian and Phillipine Maps Vocabulary Building
prevailing Rizal’s Century: The 19th Century Two Group Group Reports: The Philippines in the 19th
philosophical thinking The Needs to Reform: Weeks Presentation Textbook Century
in Europe affected the representation Rubrics Internet
rest of the world The Religious Front:
including the Secularization
Philippines. The Conditions in Europe,
America, and Asia
Describe the social,
political, and economic
conditions of the CO 2.2
world and the
Philippines during
Rizal’s time.

Ascertain the CO 2.1 F. Rizal’s Childhood Two Written Teacher-prepared slideshow of Vocabulary Building
significance of family Birth Weeks Examination photos and videos about Rizal’s Sharing Sessions: The Effects of the
and home to Rizal’s Family and Ancestry (short-answer Childhood. GOMBURZA execution on Rizal
early achievements. Hometown questions)
Story of the Moth
Determine the Boyhood influences
influences in Rizal’s Education Calamba and Binan
young life that shaped CO 2.2 Laguna
his aspirations and
values.
Appreciate how Rizal’s CO 4.1 G. Higher Education Two Please refer to Textbook Vocabulary Building
education shaped him Ateneo de Manila Weeks reaction paper Internet Gallery Walk of the old Ateneo and UST sites
as a person  Jesuit System of rubric Tour Checklist in Intamuros (optional)
Education Reaction Paper Writing
Compare the phases of  Poems and Artistic
Rizal’s life as a Works
student. CO 4.2 University of Santo Tomas
 Medical Studies
 A La Juventud Filipina Vocabulary Building
 El Consejo De los Dioses Quiz (True or False)
 Champion of Filipino
Studies.
Emulate Rizal’s
admirable traits while Two Teacher- Textbook
studying and touring in Weeks prepared Internet
Europe. CO 4.3 slideshow of Power Point Presentation
H. Education and Travels Abroad photos and
Rizal in Europe, 1882-1885 information
Describe the traits of  The First Voyage to
Filipino expatriates in Spain: views and
Europe impressions
 The University Student
CO 2.1 in Madrid
CO 2.2  Meeting with Future
Reformists: The Circulo
Hispano-Filipino
 Entry into the
Freemasonry
 The Avid Book Collector

Narrate the events CO 2.1 The Writing of the Noli Me Two Please refer to Textbook Vocabulary Building
that led to the writing Tangere Weeks group Internet On-line Research and Group Discussion:
of Rizal’s first novel. discussion Student-prepared slideshow of Timeline of Rizal’s stay in Europe and the
Opthalmic Trainer under Dr. Louis rubric for photos and information significant events which shaped his
Explain why the de Weckert and Dr. Otto Becke assessment nationalism.
Brindis speech made
more enemies for Rizal CO 2.2 Friendship with Ferdinand
Blumentritt
Explain how Rizal’s
friendship with The Speech that Attreacted the
Blumentritt influenced Attention of Reactionary
his writings and Spaniards in the Philippines
nationalism. CO 6.1
Completion of Studies in Spain.

Reflect on the CO 3.1 I. Homecoming and Return to Europe Two Quiz Textbook Vocabulary Building
achievements of Rizal Return Home Weeks (Multiple Choice
during his return to  Medical Practice in and Identification Internet Sharing Sessions
the Philippines. Calamba type)
 The Calamba Land
Describe the Filipino’s Problem
and Spanish Reaction CO 6.1  Uproar and Attack on
to Rizal’s Noli. the Noli
 Historical Side Story:
How Rizal’s Noli was
smuggled into the
Philippines
Asia and US Exposure
 Hongkong and Macau
 United states of
America
 Departure for Europe

PRELIMINARY EXAMINATION
Appreciate Rizal’s use CO 3.1 J. Rizal as Propagandist Two Please refer to Debate Rules and other
of history to arouse Weeks debate rubrics paraphernalia
nationalism Annotation of Sucesus de las Islas for assessment
Filipinas in London
Recognize the novels La Solidaridad
and essays that Rizal To the Young Women in Malolos
produced while in CO 3.2 Indio Bravos
Europe The Philippines a Century Hence

Describe how Rizal CO 6.1 Indolence of the Filipinos Two Please refer to Textbook Vocabulary Building
deconstructed the Por Telepono Weeks reaction paper Internet
colonial dilim/liwanag Life in Brussels rubrics Debate: Resolve that Rizal was correct in
bipartite framework Rizal and Marcelo del Pilar Rivalry leaving the reform movement in Spain
Publication of the El
Filibusterismo in Ghent
Draw out the genius of CO 4.1 Return to the Philippines Two Please refer to Teacher-prepared slide show of Vocabulary Building
Rizal as a community CO 4.2  Opthalmic Surgeon in Weeks essay rubrics photos and information
leader, engineer, CO 4.3 Hongkong  Textbook Library/ Internet Research: The Rizal’s
businessman, school  Borneo Coloniozation Quiz (Multiple Internet Tripartite
teacher, scientist, Project Choice and
farmer, writer, and  La Liga Filipina Identification
physician while in  Exile in Dapitan Type)
exile.  Physician,
Farmer, and
Businessman
Signify the how the  Water System
KKK value Rizal as a in Dapitan
leading nationalist and  School
Idol to the CO 5.1 Teacher
revolutionary CO 5.2  Discoveries
movement. and
Inventions

 Writings and
Artistic Works
 The
Katipunan

MIDTERM EXAMINATION

Discuss the trial and CO 7.1 Arrest, Trial, and execution Two Please refer to Textbook
execution of Rizal in CO 7.2  Last Trip Abroad Weeks Role Play Internet
the context of the  Arrest and Arrival in Activity rubrics
Philippine Revolution.
Manila
Reflect on the effects  Preliminary
of Rizal’s death to Investigation
Philippine Society CO 6.1  Trial
 The Last Hours
 Retraction
 Mi Ultimo Adios
 Execution

Discuss the different CO 7.1 Retrospect: Issues about Rizal Two For DLP Projector/ AVP Vocabulary Building
issues that tend to CO 7.2  The December 15 Weeks assessment, Laptop Role Playing: The Trial of Jose Rizal
denigrate the status of Manifesto please refer to Textbook
Rizal as our national  The Retraction film reaction Internet
hero. Controversy paper rubrics.
Determine and explain  The Loves of Rizal
how these issues came  Was Rizal and an
about American-made hero?
Articulate own opinion  How do Filipinos view
regarding these issues. Rizal?
 Is Rizal the only
national hero?

Discuss Rizal’s works CO 3.1 Rizal’s Major Works Two For Teacher-prepared slideshow of Vocabulary Building
as part of the CO 3.2  Rizal the Novelist Weeks assessment, photos and information
Propaganda  The Noli Me please refer to Film Showing: Write a reaction paper on the
Movement Tangere sharing session Textbook movie “Rizal” by Marilou Diaz-Abaya
Summary rubrics
 Aluusions of
the Noli Me
Tangere Internet Recitation Checklist
 El Graded
Filibusterismo Recitation
Summary

 Allusions of
the El
Filibusterismo
and Noli Me
Tangere
Compared

 The Other
Novels

Discuss the different CO 3.1 Political and Historical Writer Two Quiz (short- Teacher-prepared slideshow of Vocabulary Building
works of Rizal and  The Indolence of the Weeks answer photos and information
explain how they Filipinos questions Sharing Lesson
showed his advocacy  Annotation of Morga’s Textbook
for the Philippines and Sucesus De Las Isla Recitation
the Filipinos. Filipinas checklist
 Rizal’s Letter to the
Discuss how Rizal Women of Malolos
debunked what the  The Philippine as
Spaniards were telling Century Hence
about the Filipinos. CO 3.2

Discuss the life and CO 8.1 The Other Heroes and their Two Quiz (True or Teacher-prepared slideshow of Vocabulary Building
works of Jose Rizal’s Works Weeks False Type) photos and information
contemporaries.  Graciano Lopez Jaena Internet Research
(Selected Works) Textbook
Compare and contrast  Marcelo H. Del Pilar Question and Answer Activity
the works of other  Dasalan at Internet
heroes as part of social CO 8.2 Toksohan Lecture/Discussion
awakening and a call  Soberania
to nationalism Monacal en
Filipinas
Discuss Rizal in the  Andres Bonifacio
context of a nationalist  Ang Dapat
struggle and ethical Mabatid ng
rebirth Mga Tagalog
 Emilio Jacinto
 Ang Kartilla
ng Katipunan
(Other
Selected
Works)
 Apolinario Mabini
 Verdadero
Decalogo
 La Revolution
Filipina
FINAL EXAMINATION
SYLLABUS IN RIZAL
School Year 2020-2021

Prepared by:

BILL RUSSELL A. CECOGO

Instructor
 St. Mary’s College of Catbalogan
Catbalogan City, Samar

VISION

We, the community of St. Mary’s College of Catbalogan, bearing the Ignatian-Marian identity,
witness to thy loving compassion of Jesus and participate in the transformation
of society into new paths through academic excellence and humble service

MISSION

We commit ourselves to:

1. promote a culture of appreciation, support and harmony for our schools to be leaven of social transformation;
2. grow in discernment, interior freedom and ethical and corporate responsibility;
3. pursue constantly innovative programs, approaches and educational strategies to develop world-class professionals;
4. form Ignacian-Marian leaders who witness to faith, excellence and service in varied socio-cultural settings
5. intensify our educational thrust for the poor.

INSTITUTIONAL CORE VALUES

Faith - Finding God in all things, living in the Christian, Marian, and Ignacian faith as one relates to self, family,
peers and community through prayer and liturgical celebrations.

Service - Sharing one-self generously, going beyond what is asked and expected

Excellence - pursuing high standards in harnessing capabilities to handle life challenges

INSTITUTIONAL LEARNING OUTCOMES

The Religious of the Virgin Mary Graduates of St. Mary’s College of Catbalogan are able to:
Communicate and collaborate effectively
Communicate ideas, opinions, perspectives, aspirations, and knowledge as great contribution to human development and while
doing so, uses appropriate, honest, tactful, and precise language and considers the contribution and giftedness of others with hearts
and minds focused on the commitment to serve humanity and glorify God as the model Communicator by speaking the truth that
emanates from the person of Jesus.

Think critically and creatively

Evaluate and judge universal issues: their cause and effect to human development, their intellectual and spiritual
morality-transcending from mediocre to genuine excellence, deciphering views and opinions of self and others between
moral, ethical and intellectual and immoral and making faith-based decisions.

Uphold Social and Ethical Responsibility and Professionalism

Uphold social justice, integrity, equity, credibility and responsibility for all human persons and belief in their human potentials
and giftedness, diversity and multi-cultural competence to bring about a productive, honest and compassionate citizenry with high
regard for the common good.

Demonstrate Personal Responsibility

Demonstrate personal transformation in order to uplift their conditions physically, morally, spiritually and psychologically for
oneself and others through continuous and meaningful learning and enhanced professional competence brought about by the vast
experiences from other wide realities within the family, in school, in community, in society and the church.

Manifest life-long Learning and Career Skills

Manifest strong will and determination to face the tasks and responsibilities in dealing with complex life realities with the goal
of making live better for the self and others using the knowledge, skills, competence, and strong values and virtues lived, with
God as the center of all endeavors.

Use Information Technology Responsibly

Make judicious use of information technology in the acquisition and utilization of knowledge to spread the gospel values and advance
the common good.
OBE COURSE GRADUATE OUTCOMES

At the end of the Program, students are capable of:

1. Articulate and discuss the Rizal Law (Republic Act 1425)

2. Facilitate learning using historical method and research information and timelines about Rizal’s life and other Filipino heroes.
3. Appreciate and read all his literary accomplishments and artistic creations
4. Emulate and practice the examples and teachings of Rizal
5. Preserve and promote Rizal for devoting his life and works in shaping the Filipino character.
6. Recognize and manifest respect and reverence for his ideals and teachings in relation to present conditions and situations
in the society.
7. Rededicate the lives of youth foster to the ideals of freedom and nationalism, for which our heroes lived and died.
8. Distinguish, evaluate and analyse Rizal’s heroism and the others’
9. Effectively communicate orally in writing using both Filipino and English
10. Participate in various types of developmental activity and advocacies or organize and hold programs commemorative of Rizal’s
nativity and martyrdom
 COURSE SYLLABUS IN RIZAL

Course Name Rizal’s Life, Works, and Writings

Course Credits 3 Units
Course Description This course complies with the patriotic goals set by the Board on National Education to understand and
appreciate the qualities, behaviour, and character of Rizal as well as his thoughts and ideals, and foster the
development of moral character, personal discipline, citizenship, and vocational efficiency.
Contact Hours/Week 3 Hours
Prerequisite None

At the end of this course, students will be able to:

Course Outcome Graduate Outcome

CO 1.1 Know and explain Rizal Course historically and legally a mandate to all GO 1 Articulate and discuss the Rizal Law (Republic Act No. 1425)
schools and universities public and private.

CO 1.2 Engage in government activities and holidays that commemorate Rizal

as Filipino hero and an icon.

CO 1.3 Evaluate result of development of activities to one’s performance

CO 2.1 Gather authentic and factual data that would involve interview and GO 2 Facilitate learning using historical method and research
travelogue (Past-present) to answer queries of our hero’s information and timelines about Rizal’s life and other
whereabouts. Filipino heroes.

CO 2.2 Move back from the realm of Biography to the ambit of Social History
CO 2.3 Create and organize a gallery walk of Rizal’s local and international
travel

CO 2.3 Journalize episodically the event on his life (from birth-to-his-death).

CO 3.1 Perform and value all his literary compositions through poetry recitation GO 3 Appreciate and read all his literary accomplishments and
role-play and art iconology and iconography. artistic creations

CO 3.2 Dramatize Rizal’s life

CO 4.1 Assess the works and deeds vital in learner’s role being an agent of GO 4 Emulate and practice the examples and teachings of Rizal
change.

CO 4.2 Conceptualize events suitable in the promotion and preservation of good

Filipino values and practices

CO 4.3 Create and Demonstrate advocacy that will exhort our citizenry by
words and deeds.

CO 5.1 Apply and demonstrate deliberately the Rizalian values learned GO 5 Preserve and promote our national hero for devoting his life
and works in shaping the Filipino character.
CO 5.2 Evaluate the efficacy of Rizalian values being exhibited in and off
campus

CO 6.1 Inculcate and imbibe in teaching the real essence of sacrificing and GO 6 Recognize and manifest respect and reverence for his ideals
giving importance to one’s worth by conducting community involvement and teachings in relation to present conditions and situations
pertaining to the acquired principle and theories, works and deeds of in the society.
Rizal to be able to recognize one’s function in the society particularly
community building.

CO 6.2 Finding ways to get involve within the community’s activities as a

responsive action in seeking for solutions for society’s challenges.

CO 7.1 Exercise freedom of expression and information and pro-active in GO 7 Rededicate the lives of youth foster to the ideals of freedom
knowing and seeking for what is right and just and take part in the and nationalism, for which our heroes lived and died.
society accordingly through the advent of social media such as; reading
newspapers, news update, internetworking.

CO 7.2 Express and state commentaries, suggestions, plans of action for nation
building.

CO 8.1 Grasp the meaning of heroism by interpreting and translating what has GO 8 Distinguish, evaluate and analyse Rizal’s heroism and the
been learned from the authoritative pronouncements and the record of others’
evidences or declarations in the constitution.

CO 8.2 Analyse and criticize the criteria of heroes and Rizal in the eyes of the
Filipino

CO 9.1 Propose a scheme that can be employed to amplify the skills in speaking GO 9 Effectively communicate and enrich orally in writing using
and writing to relate to Rizal’s literary accomplishments for expression both Filipino and English or some other languages.
and translation.
CO 10.1 Plan various techniques or activity to that would encourage students to GO 10 Participate in various types of developmental activity and
demonstrate patriotism and nationalism and be heroes in a very little way advocacies or organize and hold programs commemorative
to one’s community, school, or barangay. of Rizal’s nativity and martyrdom
LEARNING EVIDENCE:
As a proof of achievement of the above-mentioned outcomes, students are required to submit/demonstrate the following:
 Knowing What You Learned (KWOL) notebook
 Student Profile Sheet
 Attendance Sheet
 Role-play of “The Rizal” (Performance Task)
 Portfolio
METHODOLOGY : Getting to know your activities, discussion, and workshop in group activities and presentation in a plenary, map
works, film showing, walking tour in Intramurals and Luneta, Museum visits, debate, skit presentation, and
interviews.

REQUIREMENTS : None

TEXTBOOK : De Viana, Agusto V. Jose Rizal in Our Times: A Guide for a Better Understanding of the Philippines’ Foremost
National Hero. Mandaluyong City: Books Atbp. Publishing Corp. 2011.

REFERENCES : Gurrero. Leon Ma. The First Filipino: A Biography of Dr. Jose P. Rizal. Manila. Jose Rizal National Centennial
Commission. 1962.
Shumacher, Joel, N. Fr. S.J. The Propaganda Movement. Manila Solidaridad Publishing House. 1973.
Majul. Cesar A. A Critique of a Filipino Nation. Quezon City: UP Press. 1953.
________. Political and Historical Writings by Rizal. Manila: National Heroes Commission. 1963.
Quibuyen, Floro C. A National Aborted: Rizal, American Hegemony, and Philippine Nationalism. Quezon City:
Ateneo de Manila University Press. 1999.
Corpuz, Onofre D. The Roots of the Filipino Nation, Vols. 1 and 2, Quezon City: University of the Philippines Press.
2005.
Constantin, Renato, Adoration Without Understanding
De la Costa, Horacio, S.J., The Trial of Rizal. 2nd printing 1996.
Course Grading System
Quizzes 20%
Participation/ Recitations 10%
KWL (Knowing-What-You-Learn)/Journal/Notebook 10%
Assignments 10%
Report/ Research 10%
Project 10%
Examinations 30%
_____________
100%

Prepared by: Noted: Approved:

MR. BILL RUSSELL A. CECOGO MRS. REMEDIOS G. VERZOSA S. MA. JESUSITA L. BERNATE, RVM
Instructor VP Academic/ Dean of College President