MODULE 1

INTRODUCTION TO THE COURSE

DAY 1
TOPIC : INTRODUCTION TO THE COURSE
● Understanding the Rizal Law
● Republic Act 1425
TEACHING
LEARNING
ACTIVITIES
1. Cooperative Learning (In groups of 2) Modernize debate about the Rizal Bill to Rizal Law and
the present context.
● Form 2 groups (For Rizal Law and Against Rizal Law)
● Motion: This house believes that the mandatory teaching of Jose Rizal’s life as part
of the curriculum in higher education is still timely and relevant among millennials.
Debate Rubric

Category Outstanding Good Satisfactory Needs of Points

Improvement
POINTS 4 3 2 1
Address Consistently Usually Sometimes Never
Resolution/Issues addresses addresses addresses addresses
resolution resolution resolution resolution
Support with facts Uses 4 facts Uses 3 facts Uses 2 facts Uses 1 facts
Persuasiveness Argues Argues Argues Argues with if
sequentially mostly somewhat any little logic
and logically logically logically
Teamwork All members Three Two One member
participate members members participated
equally participated participated
Organization Utilizes the Uses much Uses some Uses little of
framework of the of the the
for debating framework framework framework

2. Processing/Lecturette: The introduction of the course

● History of the Bill
● Introduction about Republic Act 1425
● Discuss each sections
 MODULE 2
THE PHILIPPINES IN THE 19th CENTURY AS RIZAL CONTEXT

DAY 2 -3
TOPIC : THE PHILIPPINES IN THE 19th CENTURY AS RIZAL CONTEXT
● Economic
● Social
● Political

TEACHING 1. Class Activity: Film viewing of “Ganito Kami Noon, Paano Kayo
LEARNING Ngayon”?
ACTIVITIES After the film view the students will be ask the following questions with regards
to the film:
● Describe the nineteenth-century Philippines as represented in
the film.
● What is the main question that the film seeks to answer?
● What is your own reflection based on the film and your
understanding?
2. Pop Quiz: Graphic organizer/table mapping the changes in the 19 th
century Philippines, categorizing social, political, economic and cultural
changes.
3. Processing/ Lecturette: The 19th century as a century of change.
● Discuss the economic, social and political issues that Filipinos
experience before.
● Compare and contrast the 19th and 21st century using Venn
diagram.

MODULE 3
THE LIFE OF RIZAL

DAY 4 - 6
TOPIC : RIZAL’S LIFE
● Family, Childhood and Early Education
● Higher Education and Life Abroad
● Exile, Trial and Death

TEACHING
LEARNING
ACTIVITIES

1. Film Showing: Jose Rizal The Movie

● Describe the life of Jose Rizal as represented in the film.
● What is the main question that the film seeks to answer?
2. Class Activity: (Triad) Create a infographic of Rizal’s Life
● As a group, the students pick one aspect of life (e.g. family, early education, etc.). The
students will research further this aspect of Rizal’s life and create an infographic and
they will present the infographic in the class.

RUBRIC:

CRITERIA 3 2 1
Use of class time Used class time Used some of the Did not use the
well to get the class time to get class time to get
project done. the project done. the project done.
Relevance of All graphics are Some of the None of the
graphic related to the topic, graphics are graphics are related
thus making the related to the topic. to the topic.
topic easy to
understand.
Accuracy of content At least 5 accurate At least 3 accurate No accurate facts
facts are displayed facts are displayed are displayed on
on the infographic. on the infographic. the infographic.
Attractiveness The infographic is The infographic is The infographic is
attractive in its attractive but incredibly messy
design, layout, and slightly messy. and poorly
colors used. designed.
Choice of words and The choice of The choice of The choice of
grammar words is words is slightly words is
appropriate and appropriate and inappropriate and
there are no there are a few there are many
grammatical errors. grammatical errors. grammatical errors.

3. Role Playing: (In groups of 3) Each group will be given minimum of 8 minutes and maximum of
10 minutes of time to present their play.
● Childhood
● Life Abroad
● Trial and Death

RUBRIC

CATEGORY 4 3 2 1
Historical Accuracy All historical Almost all historical
Most of the historical
Very little of the
information information information historical
appeared to appeared to was accurate information
be accurate be accurate and in was accurate
and in and in chronological and/or in
 chronological chronological order. chronological
order. order. order.
Role Point-of-view, Point-of-view, Point-of-view, Point-of-view,
arguments, arguments, arguments, arguments,
and solutions and solutions and solutions and solutions
proposed proposed proposed proposed
were were often in were were rarely in
consistently character. sometimes in character
in character. character.
Required Elements
Student included more
Student includedStudent
all includedStudent
4-5 included less
information required 6 of the than 4
than the elements. required required
required 6 elements. elements.
elements.

4. Processing/Lecturette: The Life of Rizal

MODULE 4
SUCESOS DE LAS ISLAS FILIPINAS

DAY 7
TOPIC ANNONATION OF ANTONIO MORGA’S SUCESOS DE LAS ISLAS FILIPINAS

TEACHING :
LEARNING
ACTIVITIES

1. Processing/Lecturette: In pair, the synopsis about Rizal’s view of Philippine History and
Historiography will be discussed. rt
2. Class Activity: The students will read the introduction and last chapter of Rizal’s Annotation of
Rizal Morga’s Sucesos De Las Islas Filipinas.
3. Venn diagram: The students will make a Venn diagram and compare and contrast Rizal and
Morga’s view on Filipino Culture.

Venn diagram:
i

AGAMORGA RIZAL
 MODULE 5
NOLI ME TANGERE

DAY 8 – 9
TOPIC NOLI ME TANGERE
● Context and Content
● Continuing Relevance
TEACHING :
LEARNING
ACTIVITIES

1. Presentation/ Lecture: In a group, students will be assigned to present the synopsis of the 67
chapters in Noli Me Tangere.
2. Cooperative Learning: After discussing the novel, the student will complete the table to describe
the setting of the novel. Cite the chapters where the descriptions appear. After they fill up the
table, the students will present their outputs in the front of the class. (Dyad)

Activity:i

3. Character Analysis: The students will make a scrapbook and identify the major characters in
Noli Me Tangere that best represents in today’s generation such us celebrities, politicians and
etc. (5 members)

Activity:

CHARACTER REPRESENTATION CHARATERISTICS

Crisostomo Ibarra
Maria Clara
Capitan Tiago
Padre Damaso
Sisa
Pilisopo Tasio
Dona Victorina
Basilio

RUBRIC:

CATEGORY 4 3 2 1
 Content Shows a full Shows a good Shows a good understanding Does not seem to
understanding understandi of parts of the topic. understand the
of the topic ng of the topic very well.
topic.
Comprehension Student is able to Student is able Student
to is able to accurately
Student is unable to
accurately accurately answer a few accurately
answer almost answer questions posed by answer
all questions most classmates about questions posed
posed by questions the topic. by classmates
classmates posed by about the topic.
about the topic classmates
about the
topic.
Stays on Topic Stays on topic all (100%)
Stays on topic most
Stays on topic some (89%-It was hard to tell what
of the time (99-90%) of 75%) of the time. the topic was.
the time.
Presentation Well-rehearsed withRehearsed withDelivery
fairly not smooth, butDelivery
able not smooth and
smooth smooth to maintain interest audience
deulivery that delivery that of the audience attention often
holds audience holds most of the time. lost. The slides
attention. audience Student needs to were read to the
Student did not attention rehearse more so audience.
“read” the slides most of the that the slides are
to the audience. time. There not read to the
was a little audience.
too much
“reading of
the slides.”

MODULE 6
EL FILIBUSTERISMO

DAY 10 - 11
TOPIC EL FILIBUSTERISMO
● Context and Content
● Continuing Relevance
TEACHING :
LEARNING
ACTIVITIES

1. Presentation/Lecture: In a group, students will be assigned to present the synopsis of the 37

chapters of El Filibusterismo.
2. Individual Exercises: After discussing the novel, the student will complete the table to create
their own ending of the story of each character.

Activity:
 CHARACTER END STORY
Simoun
Basilio
Maria Clara
Padre Salvi
Kabesang Tales

3. Cooperative Learning: Divide the class into two groups. One group will represent “Simoun” and
the other will represent “Basil”. Taking into account the beliefs, principles, and viewpoints of the
two characters, the two groups will debate about the following topics:
● English as the medium of instruction in school.
● Re imposition of death penalty in the Philippines.
● Retaining the Sangguniang Kabataan Federation in the country.

RUBRIC:

CRITERIA 11-15 6-10 1-5

Respect for other All statements, body Most statements and Statements and
group language, and responses were responses were
responses were respectful. Appropriate consistently not
respectful. Appropriate language was used. respectful.
language was used.
Information All information Some information Information presented
presented in the presented in the had some major
debate was clear debate was clear, inaccuracies or was not
accurate, and accurate, and usually clear.
thorough. thorough.
Rebuttal All counter-arguments Most counter- Counter-arguments
were accurate, arguments were were not accurate
relevant, and strong. accurate, relevant, and and/or relevant.
strong.
Understanding of topic The group clearly The group seemed to The group did not
understood the topic in understand the main show an adequate
depth and presented points of the topic and understanding of the
their information presented them with topic.
forcefully and ease.
convincingly.
 MODULE 7
THE PHILIPPINES: A CENTURY HENCE

DAY 12
TOPIC THE PHILIPPINES: A CENTURY HENCE
● On the Indolence of the Filipino

TEACHING :
LEARNING
ACTIVITIES

1. Presentation: Discuss in a group of 5 members Rizal’s essay “On the Indolence of the Filipino”
2. Activity: Argument and Evidence
● The students will read Rizal’s essay “On the Indolence of the Filipino” and they will
group their selves into 5 members. Each group will be assigned to study one part of
Rizal’s four-part essay. The students will determine Rizal’s argument in the section
assigned by making a graphic organize. After the activity they will present their paper in
the class.
uhh
FACTS OR
EXAMPLE

GRAPHIC ORGANIZER MAIN

REASON 1

FACTS OR
EXAMPLE

GOAL OR
THESIS
 FACTS OR
EXAMPLE

MAIN
REASON 2

FACTS OR
EXAMPLE

MODULE 8
JOSE RIZAL AND PHILIPPINE NATIONALISM

DAY 13 -14
TOPIC JOSE RIZAL AND PHILIPPINE NATIONALISM
● Concept of Nationalism
● National Symbol
● Nation and Nationalism
TEACHING
LEARNING
ACTIVITIES

1. Lecturette: Discuss in groups of 4 the concept of the Philippine Nationalism.

2. Poster Making: The students will make their own poster using the theme “Being Humanitarian,
Religious, Nationalist and Environmental.” After the output is done the students will present their
artwork and explain to the class.

RUBRIC:

CRITEREA LEVEL 1 LEVEL 2 LEVEL 3

d Hardly shows an Shows a fair Shows a good
understanding of concepts. understanding understanding of
of concepts. concepts.
CLARITY Hardly makes sense. Make some Easy to understand.
sense.
CREATIVITY Quality of work is poor, Quality of work Quality of work is
 showing no imagination. is fair, showing competent, showing
little some imagination.
imagination.

3. Concept map: The students will make a concept map with regards to the major points in relation
to nation and nationalism, the definitions of nation and nationalism, and their relationship to the
state and nation-state and the development and explanatory models of the origins of state and
nation-state.
4. Composition of Song: Each group must create a jingle in promoting the spirit
of nationalism. (8 members)

RUBRIC

POINTS 10-8 7-5 4-3 2 -1

PITCH Light voices Heavy voices Shouting voices Talking voices
Match pitch Ok pitch No real pitch No pitch at all
BEAT The group Sometimes too Often too fast or The group
stayed together. fast or too slow. too slow. was rarely
together
SOLOISTS & SPEAKERS Mostly loud and We could hear Many were too The group
clear, easily and understand quiet or went to was rarely
understood. most words. fast. together.
ENERGY Most all looked Many were Only a few were Most looked
like they were having fun, but having some fun. like they were
having fun. some were not. bored or tired.
BEHAVIOR Most students A few students Many students Most students
blended in, were silly or were silly or goofed around
quiet between talking. talking and talked.
songs.