VIII.

Course Plan

XI. 1 XI.2
Time Desired Learning VIII.3 Course Content XI.4 XI.5 XI.6
Frame Outcome Teaching Learning Activity/Resources Assessment/Evaluation Remarks

 Explain the history I. Introduction to the Lecture: Historical background and context of RA 1425; Writing exercise: Compare and contrast
of the Rizal law and course: Republic Act 1425 Why study the life and works of Rizal? the views of those in favour and against
its important II. The Philippines in the RA 1425, considering the context of the
provisions Nineteenth Century as Class Activity 1: Read the “Rizal Law” (RA 1425) 1950’s. Would similar arguments still
 Critically assess the Rizal’s Context have force today?
effectiveness of the Class Activity 2: Think-Group-Share: Opening question
Rizal Course A. Economic end of will be posted by the instructor. Think of a recent OR
 Appraise the link the galleon trade, opening novel/story that you have read. How did you learn from
between the Suez Canal, opening to the that story? Apply this experience to Rizal’s writings. Reflect on your Secondary education.
Weeks 1 – individual and the ports to the world trade, rise How would reading Rizal’s novels impart patriotism? Did your school comply with RA 1425?
2 society of the export crop economy Reflect individually then discuss as a group. Present How effective is the Rizal Law
(6 hours)  Analyze the various and monopolies. results of group discussion class instilling patriotism among secondary
social, political, school students?
economic, and B. Social: education Lecture: Brief summary of Spanish Colonization of the
cultural changes that rise of the Chinese mestizo, Philippines as a background
occurred in the rise of the inquilino
nineteenth century Lecture: The nineteenth century as a century of change
 Understand Jose C. Political:
Rizal in the context Liberalism, Impact of the
of his times bourbon reforms, Cadiz
constitution

Subtopic: seeing the file of

an individual in society and
society in the life of an
individual
 XI. 1 XI.2 Desired Learning XI.3 XI.4 XI.5 XI.6
Time Outcome Course Content Teaching-Learning Assessment / Evaluation Remarks
Frame Activity/Resources
The Tripartite View of Philippine
History” by Zeus Salazar

Class Activity: Make a table

comparing and contrasting Rizal
and Morga’s views on Filipino
culture
 Appraise important VII.. Noli Me Tangere Class Activity 1: Present a skit Performance with Rubric
characters in the showcasing a theme presented in
novel and what they the Noli (some examples: Reflections shared in the essay
represent comparison of women in the
 Examine the present nineteenth century and in the Presentation
Philippine situation present; social change;
through the examples colonization; church ministers;
mentioned in the Noli social hierarchy; patriotism; social
 Compare the youth reform
during the time of the
Weeks 8-10 Noli with the Class Activity 2: Write an essay
(9 Hours) millennials in terms with the aim of answering the
of showing following.
nationalism. a. what is freedom?
b. how is the lack of freedom
portrayed in the novel?
c. How is the situation in the novel
different from today?

Class Activity 3: Divide each class

into groups and have each group
draw the family tree of Crisostomo
Ibarra
 XI.1 XI.2 XI.3 XI.4 Teaching-Learning VIII.5 VIII.6
Time Desired Learning Outcome Course Content Activity/Resources Assessment / Evaluation Remarks
Frame
Class Activity: Read Rizal’s last About the film’s representation of Jose
letters to family members and Rizal?
Blumentritt  What is the main question that
the film seeks to answer?
Class activity: Read Theodora  What is your own reflection
Alonzo’s letter to Governor based on the film and your
General Polavieja and similar understanding?
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

PRELIMINARY EXAMINATIONS

 Analyze Rizal’s ideas VI. Annotation of Morga’s Lecture on Rizal’s view of Group Discussion and oral presentation
on how to rewrite Morga’s Sucesos delas Islas Philippine History and on Rizal’s historiography
Philippine history Filipinas Historiography
 Compare and contrast
Rizal and Morga’s Class Activity: Read Introduction
Week 7 different views and last chapter of Annotation of
(3 hours ) Filipinos and Antonio Morga’s Sucesos delas
Philippine Culture Islas Filipinas

Class Activity: Read “A Legacy

of the Propaganda:
 XI.1 XI.2 XI.3 XI.4 XI.5 XI.6
Time Desired Learning Course Content Teaching-Learning Assessment / Evaluation Remarks
Frame Outcome Activity/Resources
Filibusterismo among the Dedication to Gomburza Select chapters discussing the role of
students in the class youth in society
Class activity: Group discussion
on the differences between the
Noli Me Tangere and El
Filibusterismo

MIDTERM EXAMINATIONS

 Asses Rizal’s writings IX. The Philippines: A Lecture on “The Philippines: A Essay writing: Write a response to Jose
 Appraise the value of Century Hence Century Hence” Rizal with the students situating
understanding the past themselves a century after Rizal’s time
Weeks 13-14  Frame arguments based Other possible topics: Letter Class Activity: group discussion
(6 hours) on evidence to the women of Malolos/ On on Rizal’s essay and the Alternative: Give a speech that will serve
 Justify Rizal’s the Indolence of the Filipinos arguments he presented as a response to Rizal
confidence in the youth
being the hope of our
fatherland
 Interpret views and X. Jose Rizal and Philippine Lecture/Discussion on the Student’s understanding of modern heroes
opinions about bayani Nationalism – Bayani and changing forms and definitions and heroism (Bayani and kabayanihan)
and kabayanihan in the Kabayanihan of bayani and kabayanihan from
context of Philippine colonial Philippines to present
Week 15-16 History and society
6 (hours)  Assess concepts of Class Activtity: Read select
bayani and kabayanihan Philippine epics
in the context of
Philippine Society Class Activity: Read Ricardo
Nolasco “Ang pinagmulan ng
Saliatang Bayani” (2001)
 XI.1 XI. XI.3 XI.4 XI.5 XI.6
Time Desired Learning Course Content Teaching-Learning Assessment / Evaluation Remarks
Frame Outcome Activity/Resources
Class Activity : Film viewing of Reflection paper about the film. Guide
“Ganito Kami Noon Paano Kayo Questions:
Ngayon?”  Describe the nineteenth century
 Based on your reading and class
discussion, what can you say
about the film’s representation of
the nineteenth century?
 What is the main question that the
film seeks to answer?
 What is your own reflection
based on the film and your
understanding?
Weeks 3-4  Analyze Rizal’s family III. Rizal’s Life Family, Lecture Rizal’s Family, Student will write a short biographical
(6 hours) childhood and early Childhood and Early Life Childhood and early education essay that compares the student’s early
education Education childhood with Rizal’s childhood
 Evaluate the people and Class Activity: Read Rizal’s
events and their “Memories of a Student In
influence on Rizal’s Manila”
early life
 Describe Rizal’s early Class Activity: Create a timeline
life of Rizal’s childhood early
 Describe Rizal’s education
personality as a child
 XI.1 XI.2 XI.3 XI.4 XI.5 XI.6
Time Desired Learning and Course Content Teaching-Learning Assessment Evaluation Remarks
Frame Outcome Activity/Resources
 List the places Rizal IV. Rizal’s Life: Higher Lecture: Rizal’s Education at Written Documents Analysis Worksheet
had visited which left Education and Life Abroad the Ateneo Municipal and at
an impact to his the University of Santo
character Tomas; Rizal’s Life abroad
 Explain the principle
of assimilation Assignment (may be done
advocated by the with a group): Rizal’s Travel
Propaganda Diary (Scenic spots, Culture
Movement to be highlighted)
 Appraise Rizal’s
relationship with
other propagandist
 Analyze Rizal’s
growth as a
Propagandist and
disavowal (denial) of
assimilation
Weeks 5-6  Analyze the factors V. Rizal’s Life: Exile, Trial, Lecture: Rizal’s Last years, Graphic organizer activity for La Liga
(6 hours) that led to Rizal’s and Death and covering his exile, trial, Filipina
execution and death
 Analyze the effects of Reflection paper about the film-guide
Rizal’s execution on Class activity: Read the
Spanish colonial rule Constitution of La LIga Questions:
and the Philippine Filipina and fill out a table  Describe the life of Jose Rizal as
Revolution (graphic organizer) with the represented in the film.
aims of La Liga Filipina in  Based on your reading and class
one column and examples of discussion what can you say
how these aims could be
attained in another column.
 XI.1 XI.2 XI.3 XI.4 XI.5 VIII.6
Time Desired Learning Course Content Teaching-Learning Assessment/Evaluation Remarks
Frame Outcome Activity/Resources
Have each group present in
class and discuss:
a. What were the changes from
one generation to the next;
and,
b. what do these changes
suggest about the Creoles in
the Philippines?

Class activity 4: Write an

essay with the aim of
addressing he questions: a.
what are the anti-modern
aspects of colonial society
portrayed in Noli Me Tangere?
b. Why can modernity be
considered as the central
problem of Rizal’s novel? (For
reference, see Introduction
Caroline Hau 2000)
Weeks 11-12  Compare and contrast the VIII. El Filibusterismo Lecture on the background of Graphic Organizer: Compare and contrast
(6 hours) characters, plot, and the publication of the El and show continuities and/or changes in
theme of Noli and El Fili Filibusterismo Rizal’s ides expressed in the Noli Me
 Value the development of Tangere and El Filibusterismo
the youth in the Lecture on the major themes,
development and future plot, characters, and ideas in
of society the novel
 Distinguish the modern
Class Activity: Read the