School Southern Masbate Roosevelt College, Inc.

School ID 403785
Address P. Avenido St., Katipunan, Placer, Masbate Semester Adopted Second Semester
ZIP Code 5408 School Year 2022-2023
Class Information Instructor's Information
Section BEED II-A (10:00-11:00 AM /MWF) RM 5 Instructor's Name JAMAICA H. ALVAREZ
BEED II-B (8:00-9:00 AM /MWF) RM 3
Schedule BEED II-C (11:00-12:00 NN /MWF) RM 6 Office Designation The Life and Works of Rizal
BSED-ENGLISH II-A (1:00-2:30 PM /TTH) RM 3
Time Office Hours
BSED-ENGLISH II-B (2:30-4:00 PM /TTH) RM 4
BSED-ENGLISH II-C (4:00-5:30 PM /TTH) RM 1
BSED-SOCIAL STUDIES II-A (9:00-10:30 AM /TTH) RM 7 alvarezjamaica0021@gmail.com
Venue E-mail Address
BSED-SOCIAL STUDIES II-B (7:30-9:00 AM /TTH) RM7
BSED-SOCIAL STUDIES II-C (1:00-2:00 PM /MWF) RM 3

Course Information
Course Name The Life and Works of Rizal Course Code GE 9
Pre-requisite
None Course Credits 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Subject
Grading System

MIDTERM (100%) FINAL (100%)

Class Standing/Quizzes 30% Class Standing/Quizzes 25%
Major Exams Major Exams
40% 45%
(Prelim and Midterm Exams) (Semi-final and Final Exams)
Attendance 10% Attendance 10%
Activity/Outputs 20% Activity/Outputs 20%

Course Description
As mandated by Republic Act 1425, this course covers the life and works of Jose Rizal, the country’s national hero. Among the topics covered are Rizal’s biography and his
writings, the novels Noli Me Tangere and El Filibusterismo, some of his essays, and various correspondences.
Course Learning Outcomes
At the end of the course, students should be able to:
a. Discuss Jose Rizal’s life in the context of the of the 19 th century Philippines;
b. Analyze Rizal’s various works, particularly the novels of Noli Me Tangere and El Filibusterismo;
c. Organize Rizal’s ideas into various themes;
d. Demonstrate a critical reading of primary sources;
e. Interpret the values that can be derived from studying Rizal’s life and works; and
f. Display an appreciation for education and the love of country.
Time Intended Learning Outcomes Content Teaching Learning Activities Assessment
Allotment (ILOs)
Weeks At the end of Chapter 1, the Chapter 1: Introduction to the  Lecture-discussion using PowerPoint  Objective type of
1 students should be able to: Course RA 1425 Presentation test/essay
1. Explain the background and A. Historical background and  Group Discussion. Students share and compare
context of RA 1425; and Context of RA 1425 possible answers to a question with the group  Group activity
2. Critically assess the B. The Issues and Debates of RA before addressing the larger class
effectiveness of the Rizal 1425 in the Context of the  Worksheets  Reflection paper
Course. 1950’s K-W-L Sheet (Know-Want to Know-Learne
C. Why Study the Rizal Subject? d)
Week At the end of this chapter, the Chapter 2: The Philippines in the  Lecture-discussion using PowerPoint  Objective type of
2 students should be able to: 19th Century as Rizal’s Context Presentation test/essay
1. Appraise the link between the A. The World and the Philippines  Film Viewing. The instructor will have a film
individual and society; of Rizal’s Time viewing on the film Ganito Kami Noon, Pano  Individual activity
2. Analyze the various social, B. Understanding Rizal in the Kayo Ngayon.
political, and economic Context of the 19th Century  Informal small group discussion  Reflection paper
changes that occurred in the Philippines  Worksheets
nineteenth century; and (k-W-L Sheet (Know-Want to Know-Learned)
3. Explicate understanding of
Jose Rizal in the context of his
time.
Week At the end of this chapter, the Chapter 3: Rizal’s life: Family,  Lecture-discussion using PowerPoint  Objective type of
3 students should be able to: Childhood and Early Education Presentation test/essay
1. Examine the life, family, A. Birth and Family  Group Discussion. Students share and compare
childhood, and early education B. Early Education possible answers to a question with the group  Group activity
of Dr. Jose P. Rizal; before addressing the larger class
2. Identify the people and events  Worksheets  Reflection paper
that influenced Rizal’s early (k-W-L Sheet (Know-Want to Know-Learned)
life; and
3. Describe the characteristics
 that would later define Dr.
Jose P. Rizal’s character from
his experiences.
Week At the end of this chapter, the
4-6 students should be able to:
1. Examine the educational
system that Rizal encountered
during his formal education at
Ateneo and UST;
2. Explain Rizal’s reasons for
leaving the Philippines in
relation to his mission and
secret pact with Paciano; and
3. Discuss Rizal’s
accomplishments and
sacrifices while pursuing his
education abroad.
Week At the end of this chapter, the
7-8 students should be able to:
1. Analyze the factors that led to
Jose Rizal’s execution;
2. Explain the community project
Rizal initiated while in exile in
Dapitan; and
3. Analyze the effects of Jose
Rizal’s execution on Spanish
colonial rule and the
Philippine Revolution.
Week At the end of this chapter, the
9-11 students should be able to:
1. Appraise important characters
in the novel and what they
represent; and
2. Examine the present
Philippine situation through
the examples mentioned in the
novel.
Chapter 4: Rizal’s Life: Higher
Education and Life Abroad
A. Rizal’s Education in Manila
(1872-1882)
B. Rizal’s First Travels Abroad
(1882-1887)
C. Higher Education
D. Propaganda Movement
E. Rizal’s Specialization in
Medicine and his other
Achievements
1. Publication of Noli Me
Tangere
2. Travels Abroad
3. Publication of El
Filibusterismo
Chapter 5: Rizal’s Life: Exile, Trial
and Death
A. Arrival in Manila
B. Founding of La Liga Filipina
C. Exile in Dapitan
D. Trial of Rizal
E. Execution and Death
Chapter 6: Noli Me Tangere
A. Plot Summary of Noli Me
Tangere
B. Excerpts from Noli Me Tangere
1. Chapter 1: A Social
Gathering
2. Chapter 2: Crisostomo Ibarra
3. Chapter 3: The Dinner
 Lecture-discussion (reporting)  Objective type of
 Group Discussion. Students share and compare test/essay
possible answers to a question with the group
before addressing the larger class  Individual activity
 Map Tracing of Rizal’s Travels
 Worksheets  group Activity
(k-W-L Sheet (Know-Want to Know-Learned)
 Reflection paper
 Lecture-discussion (reporting)  Objective type of
 Group activity. Students share and compare test/essay
possible answers to a question with the group
before addressing the larger class  Group activity
 Worksheets
(k-W-L Sheet (Know-Want to Know-Learned)  Reflection paper
 Lecture-discussion (reporting)  Objective type of
 Audio-visual and film presentation test/essay
 Worksheets
(k-W-L Sheet (Know-Want to Know-Learned)  Video clip/movie
Review. Output will
be reflection paper on
the video/movie
 Group activity
Week At the end of this chapter, the
12-13 students should be able to:
1. Compare and contrast the
characters, plot and the theme
of the Noli Me Tangere and El
Filibusterismo; and
2. Value the role of the youth in
the development and future of
society.
Week At the end of this chapter, the
14 students should be able to:
1. Analyze Rizal’s ideas on how
to rewrite Philippine history;
and
2. Compare and contrast Jose
Rizal’s and Morga’s different
views about Filipinos and
Philippine culture.
Week At the end of this chapter, the
15 students should be able to:
1. Assess Jose Rizal’s writings;
2. Develop an appreciation of the
value of understanding the
past; and
3. Frame arguments based on
evidence.
Week At the end of this chapter, the
16-17 students should be able to:
1. Define the meaning of the
word “hero”;
2. Interpret views and opinions
about bayani and kabayanihan
in the context of Philippine
history and society; and
3. Assess the concepts of bayani
and kabayanihan in the context
of Philippine history and
society.
Week At the end of this chapter, the
Chapter 7: El Filibusterismo
C. Plot Summary of El
Filibusterismo
D. Excerpts from El Filibusterismo
4. Chapter 1: On the Upper
Deck
5. Chapter 2: On the Lower
Deck
6. Chapter 3: Simoun
Chapter 8: Annotations of Success
de Las Islas Filipinas
A. Rizal’s Choice of Morga
B. Excerpts from Antonio de
Morga and Jose Rizal’s Works
Chapter 9: Philippines a Century
Hence
A. Part 1
B. Part 2
C. Part 3
D. Part 4
Chapter 10: Jose Rizal and
Philippine Nationalism: Bayani
and Kabayanihan
A. Outlining Jose Rizal as a Bayani
B. Jose Rizal as our National Hero
C. On Bayani and Kabayanihan:
Views and Definitions
Chapter 11: Jose Rizal and
 Lecture-discussion (reporting)  Objective type of
 Audio-visual and film presentation test/essay
 Worksheets
(k-W-L Sheet (Know-Want to Know-Learned)  Video clip/movie
Review. Output will
be reflection paper on
the video/movie
 Group activity
 Lecture-discussion (reporting)  Objective type of
 Group discussion. Students share and compare test/essay
possible answers to a question with the grouop
before addressing the larger class  Group activity
 Worksheets
(k-W-L Sheet (Know-Want to Know-Learned)  Reflection paper
 Lecture-discussion (reporting)  Objective type of
 Group discussion. Students share and compare test/essay
possible answers to a question with the group
before addressing the larger class  Group activity
 Worksheets
(k-W-L Sheet (Know-Want to Know-Learned)  Reflection paper
 Lecture-discussion (reporting)  Objective type of
 Group discussion. Students share and compare test/essay
possible answers to a question with the group
before addressing the larger class  Group activity
 Worksheets
 (k-W-L Sheet (Know-Want to Know-Learned)  Reflection paper
 Lecture-discussion (reporting)  Objective type of
18-19 students must be able to:
1. Explain the qualifications for
one to consider a hero;
2. Examine the values high-
lighted by the various
representations of Rizal as a
national symbol; and
3. Advocate the values that Jose
Rizal’s life encapsulates.
Prepared by:
JAMAICA H. ALVAREZ
Instructress
Philippine Nationalism: National
Symbol
A. National Symbols of the
Philippines
B. Criteria for National Heroes:
Executive Order No. 75, 1993
C. Choosing Jose Rizal as our
National Hero and Symbol
D. Jose Rizal’s Life Values: His
Perpetual Legacy
 Group discussion. Students share and compare test/essay
possible answers to a question with the group
before addressing the larger class  Group activity
 Worksheets
 (k-W-L Sheet (Know-Want to Know-Learned)  Reflection paper
Approved by:
MR. ROLANDO D. BIANZON
CTE Dean