Republic of the Philippines

Commission on Higher Education

Region V
Masbate Polytechnic and Development College, Inc.
Baleno, Masbate

BACHELOR OF AGRICULTURAL TECHNOLOGY (BAT)-LADDERIZED

COURSE SYLLABUS
AGRITECH 103 (POULRTY PRODUCTION)

COURSE INFORMATION:

VISION MISSION CORE VALUES

Masbate Polytechnic and Development College, Inc. To provide affordable and quality basic, technical-vocational and tertiary education in
continuously produces God-fearing, value-oriented, competent and collaboration with government, non-government and private institutions where: Ex -Excellence
productive citizens. As an educational institution, it is constantly  students learn lifelong competencies, moral and spiritual values in a motivating environment; C -Character
 teachers facilitate learning, constantly care for learners and nurture their potentials; E -Environment of a Family
responsive to local and global trends and challenges in education,
 school managers ensure a safe, supportive and effective learning environment;
training and career development. L -Leadership
 Families and communities are proactively involved in developing life-long learners . S -Service
PROGRAM OUTCOMES (PO)
On completion of the course, the student is expected to be able to do the following:

Program Outcome Code Program Outcomes

PO1 Introduction to the course: Republic Act 1425

PO2 19th century Philippines as Rizal context

PO3 Rizal’s Life: Family, Childhood, and Early Education

PO4 Rizal’s Life: Higher Education and Life Abroad

PO5 Rizal’s Life: Exile, Trial and Death

PO6 Annotation of Antonio Morga’s Sucesor De Las Islas Filipinas

PO7 Noli Me Tangere

PO8 El Filibusterismo
PO9 The Philippines: A Century Hence( Other Possible Topics: Letter to the Women of Malolos/The Indolence of the Filipinos)
PO10 Jose Rizal and Philippine Nationalism-Bayani and Kabayanihan
PO11 Jose Rizal and Philippine Nationalism-National Symbol

COURSE OUTCOMES (CO) AND RELATIONSHIP TO PROGRAM OUTCOMES

At the end of the course, the student must be able to:

Course Outcome Program Outcomes

PO1 PO2 P O3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
Discuss Jose Rizal’s life within the context of the 19 th Century
CO1 I I
Philippines
Analyze various Rizal’s works, particularly the novels Noli Me P
CO2 P P
Tangere and El Filibusterismo
CO3 Organize Rizal’s Ideas into various themes P P I
CO4 Demonstrate a critical reading into primary sources
Interpret the values that can be derived from studying Rizal’s
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|2 Life and Works.
P P
CO6 Display an appreciation for Education and love of country P P
LEVEL:
LEARNING PLAN
In order to achieve the outcomes of this course, learners will go through this learning plan:
LEARNING OUTCOME
Explain the history of the Rizal La
and its important provisions
Critically assess the effectiveness of
the Rizal Course
Appraise the link between the
individual and society
Analyze the various social, political,
economic, and cultural changes that
occurred in the nineteenth century
Understand Jose Rizal in the
context of his times
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I- Introduce
TOPIC
Introduction to the course: Republic
Act 1425
19th century Philippines as Rizal
context
 Economic: end of the
galleon trade, opening of the
Suez Canal, opening of ports
to world trade, rise of the
export, crop economy and
monopolies
 Social: education, rise of the
Chinese mestizo, rise of the
inquilino
 Political: Liberalism, impact
of the bourbon reforms,
Cadiz constitution
P- Practice
METHODOLOGY
Distance Learning:
Historical background and context
of RA 1425; Why study the life and
works of Rizal?
Distance Learning:
Brief summary of Spanish
colonization of the Philippines as a
background
Distance Learning:
The nineteenth century as a century
of change
Class activity:
Posting video of film “Ganito kami
noon, paano kayo ngayon.”
D- Demonstrate
RESOURCES ASSESSMENT
Text of the RA 1425 Writing exercise:
https://www.officialgazette.gov.ph/1 Compare and contrast the views of
956/06/12/republic-act-no-1425/ those in favor and against RA 1425,
considering the context of the
1950s; would similar arguments still
have force today?
Or
Reflect on your secondary
education: did your school comply
with the RA 1425? How effective is
the Rizal Law in instilling
patriotism among secondary school
students?
Pop Quiz:
Graphic organizer/table mapping the
changes in the nineteenth-century
Philippines, categorizing social,
political, economic, cultural
changes.
Reflection paper about the film
Guide Questions:
 Describe the nineteenth-
century Philippines as
represented in the film.

Analyze Rizal’s family, childhood,
and early education
Evaluate the people and events and
their influence on Rizal’s early life.
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Subtopic: seeing the life of an
individual in society in the life of an
individual.
Rizal’s Life: Family, Childhood,
and Early Education
Distance Learning:
Rizal’s Family, Childhood, and
early education.
Class Activity:
Read Rizal’s “ Memoirs of a student
in Manila,” Chapter 1
 Based on your reading from
your modules what can you
say about the film’s
representation of the
nineteenth century?
 What is the main question
that the film seeks to
answers?
What is your own reflection
based on the film and your
understanding?
Students will write a short
biographical essay that compare the
student’s early childhood with
Rizal’s own
Explain the principle of assimilation
advocated by the Propaganda
Movement
Analyze the factors that led to
Rizal’s execution
Analyze the effects of Rizal’s
execution on Spanish colonial rule
and the Philippine Revolution.
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Rizal’s Life: Higher Education and
Life Abroad
Rizal’s Life: Exile, Trial and Death
Distance Learning: Written document analysis
Rizal’s Education at the Ateneo worksheet.
Municipal and the University of
Santo Tomas; Rizal’s life abroad
Class activity:
Read Jose Rizal’s Brindis speech
Class activity:
Read first issue of La Solidaridad
and analyze the aims stated therein;
answer written document analysis
worksheet.
Distance Learning:
Rizal’s last year’s covering his
exile, trial, and death
Class Activity:
Read the constitution of La Liga
Filipina and fill out a table (Graphic
organizer) with the aims of La Liga
Filipina in one column and these
aims could be attained in another
column.
Class Activity:
Read Rizal’s last letters to family
members and blumentritt
Class Activity
Read Teodora Alonzo’s letter to
governor General Polavieja and
write a similar letter persuading him
to spare Rizal’s Life
Film viewing:
 Option 1: Jose Rizal, GMA Films,
directed by Marilou Diaz Abaya

Option 2: Rizal sa Dapitan, directed

by Tikoy Aguiluz

MIDTERM EXAMINATION
Annotation of Antonio Morga’s
Sucesor De Las Islas Filipinas

Appraise important characters in the Noli Me Tangere

novel and what they represent.

Examine the present Philippine

situation through the examples
mentioned in the Noli.

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Compare and contrast the El Filibusterismo
characters, plot, and theme of the
Noli and the El Fili

Value the role of the youth in the

development and future of society.

Assess Rizal’s writings
Appraise the value of understanding
the past
The Philippines: A Century Hence
(Other Possible Topics: Letter to the
Women of Malolos/The Indolence
of the Filipinos)
Distance Learning:
Philippines a Century Hence
Class Activity
Group Discussion on Rizal’s Essay
and the arguments he presented
Essay writing
Write a response to Jose Rizal with
the students situating themselves a
century after Rizal's Time

Frame arguments based on evidence

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Interpret views and opinions about Jose Rizal and Philippine Lecture:
bayani and kabayanihan in the Nationalism-Bayani and
context of Philippine History and Kabayanihan Discussion of the changing forms
society. of definition of

Assess the concepts of bayani Class Activity:

kabayanihan in the context of
Philippine History and society.

Jose Rizal and Philippine

Nationalism-National Symbol
Introduction to the course: Republic
Act 1425
19th century Philippines as Rizal
context
Rizal’s Life: Family, Childhood,
and Early Education

MAJOR COURSE OUTPUTS (MCO)

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As evidence of attaining the above course outcomes, students are required to do and submit the following during the indicated dates of the term. The rubrics for these outputs are provided.
Required Output Performance Target Course Outcomes it Represents Due Date
90% of the students in the class will
MCO1 pass CO3 1st week of June to last week of June
90% of the students in the class will
MCO2 CO4 1st week to last week of July
pass
90% of the students in the class will
MCO3 CO4 1st week to last week of august
pass
90% of the students in the class will
pass
MCO4 CO5 1st week to last week of September

RUBRIC FOR ASSESSMENT TO BE USED FOR MCO1 to MCO6

Criteria Excellent Good Satisfactory Unsatisfactory

91 - 100% 81 - 90% 71 - 80% 70 - 61%

 Accomplished between 91-100%  Accomplished between 81 - 90%  Accomplished between 71 -  Accomplished between 71 -
of the required output of the required output 80% of the required output 80% of the required output
Delivery (Written Report and  Output submitted is delivered on  Output submitted is delivered on  Output submitted is delivered  Output submitted is delivered a
Developed Application) or before the deadline and or before the deadline but some on the next meeting after the week or more after the deadline
followed properly the submission of the submission guidelines were deadline and some of the and submission guidelines were
guidelines not followed submission guidelines were not not followed
followed

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OTHER COURSE REQUIREMENTS
Aside from the major course outputs, the student will be assessed at other times during the term by the following:
 Class Participation/ On-the spot discussion, recitation and quiz

 Seatwork
 Group report

GRADING SYSTEM
The following shall be used as basis for giving grades:

Midterm Grade Final Grade

Project/Laboratory 40% Project/Laboratory 40%
Quizzes/Homework 10% Quizzes/Homework 10%
Attendance/Oral participation 20% Attendance/Oral participation 20%
Term Examination 30% Term Examination 30%
Total 100% Total 100%

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 A. LECTURE B. LABORATORY
Class standing 70% Class standing 70%
Attendance 10% Laboratory exercise/projects 35%
Chapter Test 30% Attendance/Assignment/Recitation 20%
Exercises/Drill 20% Quiz 15%
______ Exam (Oral and/or written) 30%
______
100% 100%
Term Exam 30%

Term grades = Term Exam 30% + Class standing 70% x 60% + Laboratory Grade x 40%
Final grade= Midterm grade + Final Grade / 0.5

The Term Grade will be computed based on the 70-30 policy (70% class standing + 30% term exam)
The Final Grade will be computed based on the 50-50 policy (50% of the Midterm + 50% of the Final Grade).

REFERENCES
Books:
1.Introduction to poultry production books
2. Online sources

COURSE POLICIES AND STANDARDS

The following policies are to be observed and implemented inside the classroom by both the Instructor and Students.
1. Attendance
2. Wearing of prescribed uniform and PPE
3. Observe orderliness
4. Observe timeliness

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Prepared by:

Contact Information
Instructor’s signature
Instructor’s Name WILFREDO F. VERANO
Email adress
Contact Number
Consultation Hours Office Hours

Approved:

ROSALINDA R. VERANO
Program Head

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