Rizal 203 Beed

DON HONORIO VENTURA STATE UNIVERSITY COLLEGE OF EDUCATION
Cabambangan, Villa de Bacolor 2001, Pampanga, Philippines ISO 9001: 2015 Center of Development for Teacher Education
Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211 QMS-Certified DHVSU Main Campus, Villa de Bacolor, Pampanga
URL: http://dhvsu.edu.ph E-Mail Address: coedhvsu@gmail.com
OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN Indexing

Revision No.
DHVSU-BC-COE-OBTLCP-003
05
(Bachelor of Elementary Education) Semester
Academic Year
Second Semester
2022-2023
Institutional Vision, Mission, and Core Values
University Vision
A lead university in producing quality individuals with competent capacities to generate knowledge and technology and enhance professional practices for sustainable national and global
competitiveness through continuous innovation
University Mission
DHVSU commits itself to provide an environment conducive to continuous creation of knowledge and technology towards the transformation of students into globally
competitive professionals through the synergy of appropriate teaching, research, service and productivity functions.
Core Values
 Professionalism
 Excellence
 Good Governance
 Gender Sensitivity and Responsiveness
 Disaster Resiliency
Page 1 of 14
Course Information
Course Code Rizal 203 Course Title The Life and Works of Jose Rizal
As mandated by Republic Act 1425, the course covers the life and works of the country’s national hero, Jose Rizal. Among the topics covered
Course Description are Rizal’s biography and his writings, particularly the novels Noli Me Tangere and El Filibusterismo, some of his essays, and various
correspondences.
Course Credits / Units 3 units No. of Hours/week 3 hours/week
Pre-requisite/s None Co-requisite/s None
Course Classification General Education Curriculum Basis CMO 20 s. 2013
No. of Times Revised 5 Modality Face-to-Face
Name of Faculty Jane M. Malit, EdD Date of Revision January 27, 2023
Page 2 of 14
Program Outcomes
Specific to the major (Elementary Education)
Intellectual • Higher levels of comprehension (textual, visual, etc.)

Competencies • Proficient and effective communication (writing, speaking, and use of new technologies)
• Understanding of basic concepts across the domains of knowledge
• Critical, analytical, and creative thinking
• Application of different modes (quantitative and qualitative, artistic and scientific, textual and visual, experimental, observation, etc.) in tackling problems
methodically
Personal and Civic • Appreciation of the human condition
Responsibilities • Capacity to personally interpret the human experience
• Ability to view the contemporary world from both Philippine and global perspectives
• Self-assuredness in knowing and being Filipino
• Capacity to reflect critically on shared concerns and think of innovative, creative solutions guided by ethical standards
• Ability to reflect on moral norms/imperatives as they affect individuals and society
• Ability to appreciate and contribute to artistic beauty
• Understanding and respect for human rights
• Ability to contribute personally and meaningfully to the country’s development
Practical Skills • Working effectively in a group
• Application of computing and information technology to assist and facilitate research
• Ability to negotiate the world of technology responsibly
• Problems-solving (including real-world problems)
• Basic work-related skills and knowledge
Page 3 of 14
The Beginning Teacher Indicators (Philippine Professional Standards for Teachers (PPST)
Domain 1: Content Knowledge and Pedagogy Domain 2: Learning Environment Domain 3: Diversity of Learners
1.1.1. Demonstrate content knowledge and its application 2.1.1. Demonstrate knowledge of policies, guidelines and 3.1.1. Demonstrate knowledge and understanding of
within and/or across curriculum teaching areas. procedures that provide safe and secure learning differentiated teaching to suit the learners’ gender,
environments. needs, strengths, interests and experiences.
1.2.1. Demonstrate an understanding of research-based 2.2.1. Demonstrate understanding of learning environments 3.2.1. Implement teaching strategies that are responsive to
knowledge and principles of teaching and learning. that promote fairness, respect and care to encourage the learners’ linguistic, cultural, socio-economic and
learning. religious backgrounds.
1.3.1 Show skills in the positive use of ICT to facilitate the 2.3.1. Demonstrate knowledge of managing classroom 3.3.1. Use strategies responsive to learners with disabilities,
teaching and learning process. structure that engages learners, individually or in giftedness and talents.
groups, in meaningful exploration, discovery and
hands-on activities within the available physical
learning environments
1.4.1 Demonstrate knowledge of teaching strategies that 2.4.1. Demonstrate understanding of supportive learning 3.4.1. Demonstrate understanding of the special educational
promote literacy and numeracy skills. environments that nurture and inspire learner needs of learners in difficult circumstances, including:
participation. geographic isolation; chronic illness; displacement due
to armed conflict, urban resettlement or disasters;
child abuse and child labor practices.
1.5.1 Apply teaching strategies that develop critical and 2.5.1. Demonstrate knowledge of learning environments 3.5.1 Demonstrate knowledge of teaching strategies that are
creative thinking, and/or other higher-order thinking that motivate learners to work productively by inclusive of learners from indigenous groups.
skills. assuming responsibility for their own learning.
1.6.1 Use Mother Tongue, Filipino and English to facilitate 2.6.1. Demonstrate knowledge of positive and non- violent
teaching and learning. discipline in the management of learner behavior.
1.7.1 Demonstrate an understanding of the range of verbal
and non-verbal classroom communication strategies
that support learner understanding, participation,
engagement and achievement.
Page 4 of 14
Domain 6: Community Linkages and Domain 7: Personal Growth and

Domain 4: Curriculum and Planning Domain 5: Assessment and Reporting
Professional Engagement Professional Development
4.1.1 Prepare developmentally sequenced 5.1.1. 5.1.1 Demonstrate knowledge of the 6.1.1. Demonstrate an understanding of 7.1.1. Articulate a personal philosophy of
. teaching and learning processes to design, selection, organization and use knowledge of learning environments teaching that is learner-centered.
meet curriculum requirements. of diagnostic, formative and that are responsive to community
summative assessment strategies contexts.
consistent with curriculum
requirements.
4.2.1 Identify learning outcomes that are 5.2.1. Demonstrate knowledge of monitoring 6.2.1. Seek advice concerning strategies that 7.2.1. Demonstrate behaviors that uphold
. aligned with learning competencies. and evaluation of learner progress and build relationships with parents/ the dignity of teaching as a profession
achievement using learner attainment guardians and the wider community. by exhibiting qualities such as caring
data. attitude, respect and integrity.
4.3.1 Demonstrate knowledge in the 5.3.1. Demonstrate knowledge of providing 6.3.1. Demonstrate awareness of existing 7.3.1. Seek opportunities to establish
. implementation of relevant and timely, accurate and constructive laws and regulations that apply to the professional links with colleagues.
responsive learning programs. feedback to improve learner teaching profession, and become
performance. familiar with the responsibilities
specified in the Code of Ethics for
Professional Teachers.
4.4.1 Seek advice concerning strategies that 5.4.1. Demonstrate familiarity with a range 6.4.1. Demonstrate knowledge and 7.4.1. Demonstrate an understanding of how
. can enrich teaching practice. of strategies for communicating understanding of school policies and professional reflection and learning
learner needs, progress and procedures to foster harmonious can be used to improve practice.
achievement. relationships with the wider school
community.
4.5.1 Show skills in the selection, 5.5.1. Demonstrate an understanding of the 7.5.1. Demonstrate motivation to realize
. development and use of a variety of role of assessment data as feedback in professional development goals based
teaching and learning resources, teaching and learning practices and on the Philippine Professional
including ICT, to address learning programs. Standards for Teachers.
goals.
Page 5 of 14
Course Learning Outcomes Vis-à-vis Beginning Teacher Indicators (BTIs) and Program Outcomes (POs)
Course Learning Outcomes

BTIs POs
Upon completion of the course, the students should be able to:
CLO-001 Discuss Jose Rizal’s life within the context of 19th century Philippines; 4.1.1 PO-003
CLO-002 Analyze Rizal’s various works, particularly the novels Noli Me Tangere and El Filibusterismo; 1.5.1 PO-004
CLO-003 Organize Rizal’s ideas into various themes; 1.1.1 PO-001
CLO-004 Demonstrate a critical reading of primary sources; 1.1.1 PO-005
CLO-005 Interpret the values that can be derived from studying Rizal’s life and works; 4.1.1 PO-010
CLO-006 Display an appreciation for education and love of country; 7.2.1 PO-014
Course Design Matrix

INSTRUCTIONAL DELIVERY
INTENDED ASSESSMENT OF GENDER VALUES
COURSE CONTENT/ BTIs DESIGN TIME
LEARNING REF/S LEARNING OUTCOMES SENSITIVENESS INTEGRATIO
SUBJECT MATTER CLOs TABL
OUTCOMES (ILO) Face-to-Face (ALO) (GAD) N
E
At the end of the session, Vision, Mission, Core 1.1.1 [6] Discussion of the Syllabus During the discussion Rapport Week 1
the students can: Values and Outcomes [4] and other aspects of the
 The University Teacher-facilitated discussion of the instruction, the Self Confidence
Formulate ways to Vision, Mission and course content. following will be
contribute to the Core Values; observed:
attainment of the  The College of Students will cite their ways to  use non- sexist
University V-M-CV and Education Mission contribute their share in the attainment words
Program Outcomes and Goals; of the University’s aspirations.  show respect
 The Bachelor of regardless of gender
Elementary [7]
Recognize the course  reduce barriers in
objectives, outcomes, Education developing a
requirements, and class personal and
policies Content of the Syllabus academic success
created by sexism
Clarify the assessment Class Rules  recognize gender
tasks and grading criteria issues arising from
their different social
position and gender
roles.
Page 6 of 14
INTENDED INSTRUCTIONAL DELIVERY ASSESSMENT OF GENDER VALUES

COURSE CONTENT/ BTIs
LEARNING REF/S DESIGN LEARNING OUTCOMES SENSITIVENESS INTEGRATIO TIME
SUBJECT MATTER CLOs
OUTCOMES (ILO) Face-to-Face (ALO) (GAD) N TABL
At the end of the session, a. Republic Act 1425 1.1.1 2[1] Teacher-managed Write a critical essay Relevance Weeks
the students can: [4] 2[2] Discussion on the historical background comparing and contrasting 2
b. Republic Act 229 and context of RA 1425. the views of those in favor
Student-Managed and against RA 1425,
a. Explain the history of c. Memorandum Order Students will read the “Rizal Law” considering the context of the
the Rizal Law and its No. 247 1950s; would similar
important provisions arguments still have force
d. CHED Memorandum today?
b. Critically assess the No. 3 s. 1995
effectiveness of the Rizal
course
At the end of the session, II. The Philippines in the 1.1.1 1[1] Teacher-Managed Graphic organizer/table Week
the students 19th century as Rizal’s [1] Discussion on the brief summary of mapping the changes in the Relevance 3-5
can: context Spanish colonization of the Philippines nineteenth century
a. Economic aspect Philippines categorizing
a. Appraise the link Student-Managed social, political, economic
between the individual b. Social (Including Film viewing of “Ganito Kami Noon, and cultural changes
and society education) Paano Kayo Ngayon?”
Reflection paper about the
b. Analyze the various c. Political film
social, political. Guide questions:
Economic and cultural d. Spiritual 1. Describe the nineteenth-
challenges that occurred century Philippines as
in the nineteenth century. represented in the film
2. What is the main question
that the film seeks to answer?
3. What is your reflection and
understanding of the said
film.
Page 7 of 14

SUBJECT MATTER CLOs
At the end of the session, III. Rizal’s Life (Part I) 1.1.1 Teacher-Managed Summative quiz Week 6
the students can: 1.2.1 Discussion on Rizal’s family, childhood Students will write a short Hard work
a. Family 4.1.1 and early education biographical essay comparing
a. Analyze Rizal’s family, [5] their early childhood with
childhood and early b. Childhood Student-Managed that of Rizal
education Create a timeline of Rizal’s childhood
c. Early education and early education
b. Evaluate the people
and events and their
influence on Rizal’s early
life
At the end of the session, IV. Rizal’s Life (Part II) 1.1.1 [1] Teacher-Managed Summative quizzes Hard work Week
the students can: 4.1.1 Discussion on Rizal’s education at 7-8
a. Explain the principle of a. Higher education [5] Ateneo Municipal and at the University Written documents analysis
assimilation advocated by of Santo Tomas and his life abroad worksheet
the Propaganda b. Life abroad Student-managed
Movement Read Jose Rizal “Brindis speech
b. Appraise Rizal’s Read first issue of La Solidaridad and

relationship with other analyze the aims stated therein
Propagandists
c. Analyze Rizal’s growth

as a Propagandist and
disavowal of assimilation
Midterm Examination
(Based on a prepared Table
of Specifications covering
course content from Weeks
1- 8)
At the end of the session, V. Rizal’s Life (Part III) 1.1.1 [1] Teacher-Managed Summative quizzes Self-awareness Week
the students can: 4.1.1 10-11
a. Exile [5] Discussion on Rizal’s last years, Reflection paper on the film
Page 8 of 14

SUBJECT MATTER CLOs
a. Analyze the factors that covering his exile, trial and death viewed
led to Rizal’s execution b. Trial Student-Managed
Read the Constitution of La Liga
b. Analyze the effects of c. Death Filipina and make a graphic organizer
Rizal’s execution on on the aims of La Liga Filifina and give
Spanish colonial rule and examples on how these aims could be
the Philippine Revolution possibly attained
Read Teodora Alonzo’s letter to Gov.

Polavieja and write a similar letter
persuading him to spare Rizal’s life
Film viewing on Jose Rizal

At the end of the session, VI. Annotation of Antonio 1.1.1 1[4] Teacher-managed Group discussion and oral Week
the students can: Morga’s Succesos de las 4.2.1 Discussion on Rizal’s view of presentation of Rizal’s 12
Islas Filipinas 1.6.1 Philippine history and historiography historiography
a. Analyze Rizal’s ideas [3, 4]
on how to rewrite a. Who is Antonio Morga Student-managed
Philippine history Read the introduction and last chapter
b. Annotation of Succesos of Rizal’s Annotation of Antonio
b. Compare and contrast delas Islas Filipinas Morga’s Sucesos delas Islas Filipinas
Rizal and Morga’s
different views about
Filipinos and Philippine
culture
At the end of the session, VII. Ideology in Rizal’s 1.1.1 2 [2] Teacher-managed Summative quiz Self-identity Week
the students can: Novels (Part I) 4.2.1 Discussion on Rizal’s representation of 13
1.6.1 the conditions and problems of
a. Appraise important a. Noli Me Tangere [2, 3] Philippine society in the nineteenth-
characters in the novel century through the Noli Me Tangere
and what they represent Student-managed
b. Examine the present Students will write an essay based on
Philippine situation the following questions:
through the examples
given in the Noli. 1. What is freedom?
Page 9 of 14

SUBJECT MATTER CLOs
2. How was the lack of freedom
portrayed in the novel?
3. How is the situation in the novel

different from today?
At the end of the VIII. Ideology in Rizal’s 1.1.1 2[3] Teacher-managed Summative quiz Self- Week
session, the students Novels (Part II) 1.2.1 Discussion on the historical Make a graphic organizer confidence 14
can: 4.2.1 background of the publication of El comparing and contrasting
a. El Filibustersmo [2,3] Filibusterismo and showing continuities
a. Compare and contrast Student –managed and/or changes in Rizal’s
the characters, plot and Group discussion on the differences of ideas expressed in the Noli
theme of the Noli and El Noli and El Fili and El Fili
Fili
b. Value the role of the
youth in the
development and future
of society
At the end of the IX. Ideology in Rizal’s 1.1.1 2[3] Teacher-managed Write an essay in response Self-identity Week
session, the students Essay [4, 5] Discussion on the historical background to Jose Rizal situating 15-16
can: of Rizal’s essay themselves a century after
a. Letter to the Young Rizal’s time
a. Assess Rizal’s Women of Malolos Student-managed
writings Group discussion on Rizal’s essay and Or
the arguments he presented
b. Appraise the value of Give a speech that will serve
understanding the past as a response to Rizal
c. Frame arguments
based on evidences
At the end of the lesson X. Jose Rizal and 1.1.1 2[3] Teacher-managed Summative quiz Honesty Week
the students can: Philippine Nationalism Discussion on changing forms and 17
(Part I) 4.1.1 definitions of the words bayani and
a. Bayani and kabayanihan from pre-colonial
Page 10 of 14

SUBJECT MATTER CLOs
a. Interpret views and Kabayanihan [5, 6] Philippines to present
opinions about bayani
and kabayanihan in the Student-managed
context of Philippine Group activity: Each group will
history and society choose their own bayani according to
their standards and present it to the
b. Assess the concepts class
of bayani and
kabayanihan in the
context of Philippine
society
At the end of the lesson XI. Jose Rizal and 1.1.1 Teacher-managed Present a photo exhibit of Week
the students can: Philippine Nationalism 4.1.1 Discussion on the criteria for national different Rizal monuments 17
and National Symbol [5, 6] hero as determined by the National in the Philippines and
a. Examine the values (Part II) Heroes Committee created by Executive abroad. Write a short
highlighted by the Order No. 75 s. 1993 descriptions about their
various representations a. Jose Rizal as national background and
of Rizal as a national symbol Student-managed interpretations on their
symbol Create a cluster diagram on the values imagery and representations
highlighted by Rizal’s life
b. Advocate the values
Rizal’s life encapsulates
Final term Examination Honesty Week

(Based on a prepared Table 18
of Specifications covering
course content from Weeks
10- 18)
Note: This course design is flexible and may include additional topics and activities deemed necessary by the instructor/professor.
Page 11 of 14
List of References:
Printed Materials:
[1] Coates, A. Rizal: Filipino Nationalist and Martyr. Hongkong: Oxford University Press, Quezon City: Malaya Books
[2] Rizal, J. Noli Me Tangere (Translation by Virgilio Almario or Soledad Lacson-Locsin)
[3] Rizal J. El Filibusterismo (Translation by Virgilio Almario or Soledad Lacson-Locsin)
[4] Rizal, J. Historical Events of the Philippine Islands by Dr. Antonio de Morga, published in Mexico 1609, recently brought to light and annotated by Jose Rizal, preceded
by a prologue by Dr. Ferdinand Blumentritt. Manila: Jose Rizal National Centennial Commission, 1962
[5] Rizal, J. “The Philippines a Century Hence” in La Solidaridad
[6] Don Honorio Ventura State University. (n.d.). DHVSU code. Bacolor, Pampanga: Author.
[7] Don Honorio Ventura State University. (n.d.). Student handbook. Bacolor, Pampanga: Author.
Online References:
[1] Republic Act 1425 https://www.officialgazette.gov.ph/1956/06/12/republic-act-no-1425/
[2] Republic Act 229 https://www.lawphil.net/statutes/repacts/ra1948/ra_229_1948.html
[3] Rizal, J. https://www.britannica.com/place/Philippines/The-19th-century
Criteria for Grading

Class Standing Percentage
Projects/Outputs 20%
Page 12 of 14
Recitation 20%
Quizzes 20%
Major Examinations 30%
Character/Attendance 10%
TOTAL 100%
Course Policies
 Active Participation is essential to maximum/total learning experience. In a blended learning course, a student is required to participate both on face-to-face and distance
learning modalities. This means that in order to get full credit for participation, a student should have to complete projects, discussion forums, assignments, lesson
assignments and quizzes on a timely basis. Consistent failure to participate in class will result in being dropped from the course.
 In the conduct of any self-paced place-based or online activity (be it a learning task or formative/summative assessment), you are expected to always adhere to the agreed
contents of the Academic Integrity Contract. You shall accomplish the tasks assigned to you with full honesty. You may be allowed (if the instruction permits), to use
credible sources to justify your claims/ideas but must be acknowledged through proper citations. Any form of plagiarism is strictly prohibited.
Prepared and Submitted by:
Faculty : JANE M. MALIT, EdD

Email Address : jmmalit@dhvsu.edu.ph
Contact Number : N/A
Consultation Hours : Wednesday 9:00AM-11:30AM (Faculty Lounge COE1)
Reviewed and Noted by:
Page 13 of 14
JENELYN T. PEÑA, EdD

Chairperson, BEEd and BECEd Programs
Approved:
RIZA B. LINTAG, EdD
Dean, College of Education
Page 14 of 14

Rizal 203 Beed

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Rizal 203 Beed

Uploaded by

Copyright:

Available Formats

DON HONORIO VENTURA STATE UNIVERSITY COLLEGE OF EDUCATION

OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN Indexing

Intellectual • Higher levels of comprehension (textual, visual, etc.)

Domain 6: Community Linkages and Domain 7: Personal Growth and

Course Learning Outcomes

Course Design Matrix

INTENDED INSTRUCTIONAL DELIVERY ASSESSMENT OF GENDER VALUES

INTENDED INSTRUCTIONAL DELIVERY ASSESSMENT OF GENDER VALUES

b. Appraise Rizal’s Read first issue of La Solidaridad and

c. Analyze Rizal’s growth

INTENDED INSTRUCTIONAL DELIVERY ASSESSMENT OF GENDER VALUES

Read Teodora Alonzo’s letter to Gov.

Film viewing on Jose Rizal

INTENDED INSTRUCTIONAL DELIVERY ASSESSMENT OF GENDER VALUES

3. How is the situation in the novel

INTENDED INSTRUCTIONAL DELIVERY ASSESSMENT OF GENDER VALUES

Final term Examination Honesty Week

Criteria for Grading

Prepared and Submitted by:

Faculty : JANE M. MALIT, EdD

Reviewed and Noted by:

JENELYN T. PEÑA, EdD

You might also like