PAMANTASAN NG LUNGSOD NG MARIKINA

College of Arts, Sciences and Education

General Education Department

COURSE SYLLABUS

COURSE CODE : GED 192/ RIZ 101

COURSE TITLE : The Life, Works and Writings of RIZAL
CREDIT UNITS : Three (3) Unit/s
PRE-REQUISITE COURSES : NONE
PROFESSOR/INSTRUCTOR : Romeo A. Pilongo, PhD, DHum

E-mail address: ___________________________

Class Schedule: ____________________________
Consultation Hours: ________________________________

I. COURSE DESCRIPTION

As mandated by Republic Act 1425, this course covers the life and works of our national hero, Dr. Jose P. Rizal.
Among the topics included are Rizal’s biography and his writings, particularly the novels, Noli Me Tangere and El
Filibusterismo, some of his essays, poetry and various correspondences.

II. LEARNING OUTCOMES: At the end of the term, the students will be able to:

KNOWLEDGE
1. Discuss Rizal’s file within the context of 19th century Philippines.
2. Analyze Rizal’s various works, particularly the two novels, Noli and El Fili.
SKILLS
3. Organize Rizal’s ideas into various themes
4. Demonstrate a critical reading of primary sources.
AFFECT AND ATTITUDES
5. Interpret the values that can be derived from studying the life of our national hero.
6. Reflect critically on shared concern
7. Contribute personally and meaningfully to the country’s development

III. EVIDENCE OF LEARNING

At the end of the semester, students are to...

- Present their interpretation of their learning through role playing/dramatization
- Infographics/timeline
- Diorama of the history
- Tableau presentation
- Reflective Writings

IV.RUBRICS FOR ASSESSMENT:

Grading Rubric for Oral Test/Recitation

Criteria 4-Exceeds 3-Meets Expectations 2-Needs 1-Unacceptable

Expectations Improvement

Understanding of Shows maximum Shows satisfactory Shows minimal Shows unsatisfactory

the topic understanding of the understanding of the understanding of parts or no understanding
topic topic of the topic of the topic

Content Demonstrates full Is at ease with expected Is uncomfortable with Does not have grasp
knowledge by answering answers to all information and is of information and
all class questions with questions, without able to answer cannot answer
 explanations and elaboration; has rudimentary questions about
elaboration; provides somewhat clear questions; Attempts to subject
clear purpose and purpose and subject; define purpose and Does not clearly
subject; pertinent some example, facts, subject; provides define subject and
examples, facts, and/or and/or statistics that weak examples, facts, purpose, provides
statistics; supports support the subject; and/or statistics which weak or no support of
conclusions/ideas with includes some data or do not adequately subject; gives
evidence evidence that supports support the subject; insufficient support
conclusions includes very thin data for ideas or
or evidence conclusions

Quality of Information and central Information and central Information and Information and
Information ideas are appropriate ideas are somewhat central ideas are central ideas are
and clarity of topic is appropriate and often limited and somewhat inappropriate and
exhibited all throughout. clearly relate to the unclear. have little or nothing
topic. to do with the topic.

Organization of Logically organized Fairly organized Moderately organized Illogically organized

Ideas reasoning is evident and reasoning is evident reasoning is evident reasoning that is
is easy to follow. It has and can be easily but is quite vague and unclear and difficult
effective and smooth followed with basic difficult to follow due to follow due to poor
transitions transitions. to ineffective transitions
transitions.

Grammar and No grammatical error is Fairly organized Moderately organized Illogically organized
Vocabulary found. Extensive use of reasoning is evident reasoning is evident reasoning that is
vocabulary is present. and can be easily but is quite vague and unclear and difficult
followed with basic difficult to follow due to follow due to poor
transitions. to ineffective transitions.
transitions.

Grading Rubric for Essay/Academic/Concept Review Paper/Case Study/Application Activity

Criteria 4-Exceeds Expectations 3-Meets 2-Needs 1-Unacceptable

Expectations Improvement

Content Shows maximum Shows satisfactory Shows minimal Shows unsatisfactory

understanding of the understanding of the understanding of of no understanding
topic topic parts of the topic of the topic

Organization Academic paper is Academic paper is Academic paper is Academic paper is

logically organized with reasonably organized somewhat reasonably illogically organized
well-articulated with understandable organized but with unclear
paragraphs and paragraphs that can be paragraphs are vague paragraphs that are
subheadings that are easy easily followed and difficult to difficult to follow
to follow and has follow due to due to poor
effective, smooth and ineffective transitions.
logical transitions. transitions.

Quality of Information and central Information and Information and Information and
Information ideas are appropriate and central ideas are central ideas are central ideas are
clarity of purpose is somewhat appropriate limited and inappropriate and
exhibited throughout the and often clearly sometimes unclear have little or nothing
 paper. relates to the topic. to do with the topic.

Integration of The paper demonstrates The paper The paper The paper does not
Knowledge that the writer fully demonstrates that the demonstrates that the demonstrate that the
understands and has writer, for the most writer, to a certain writer has fully
applied concepts learned part, understands and extent, understands understood and
in the course. Concepts has applied concepts and has applied applied concepts
are integrated into the learned in the course. concepts learned in learned in the course.
writer’s own insights. Some of the the course.
The writer provides conclusions, however,
concluding remarks that are not supported in
show analysis and the body of the paper.
synthesis of ideas.

IV. LEARNING MODULE

Week Topics Learning Experience / Assessments / Resources

#
COURSE ORIENTATION - Analyzes distinction primary and secondary sources correctly
- Presentation of - Manage the knowledge of understanding the different kind of primary
1 the course module sources
- Classroom Formative Assessment: readings, expectation check exercise (role play)
Management Graded Assessment: Recitation, Quizzes
Learning Activities and Resources: Lecture, library research, video projection
- Grading system
- Course
Requirements

WHY STUDY RIZAL? Learning experience: (LO 1, 2, 5)

- Republic Act - Digest the content of RA 1425
1425(Rizal Law) - Understand the concept of being a hero
2-5 - Concept of Hero - Explore the history during 19th century
-
- Rizal as a Symbol
Graded Assessment: Quiz
- The condition of Learning Activities and Resources: Lecture, PowerPoint slides, group dynamics
the Philippines and Group presentations
during the 19th
century
- Secularization

RIZAL’s LIFE Learning experience: (LO 1, 2, 3, 4, 5, 6, 7)

- Rizal’s origin
- Rizal as a little boy
6-9
- Memorias de un
Estudiante de Manila
- Rizal’s Influences
- Rizal the Polymath
- Illustrate the family tree of Dr. Jose Rizal\
- Recall the youthfulness of our national hero
- Enumerate influences of Rizal’s principles
Formative Assessment: Report of journal article
Learning Activities and Resources: Lecture, Resource Speakers, PowerPoint
slides, YouTube documentaries and Role plays

10 MIDTERM EXAMINATION

RIZAL’S WORKS Learning experience: (LO 1, 2, 3, 4, 5, 6, 7)

- Works of Rizal - Enumerate the works of Rizal
- The Value of - Discuss the significance of different works to the development of our country
Science - Emphasize the contribution of Rizal why he was declared as our national hero
11-13 - The Art of Rizal -
- Rizal’s Graded Assessment: Quiz, Reflective journal
Learning Activities and Resources: Lecture, PowerPoint slides, outdoor activity
Involvement and
 achievements

RIZAL’S PATRIOTISM Learning experience: (LO 1, 2, 3, 4, 5, 6, 7)

AND NATIONALISM - Re-read some of the chapters in the two novels; Noli and El Fili
- Rizal’s Tripartite - Discuss and critiques some of Rizal’s poetry
View of History - Interpret through plays and tableau some parts of Noli and El Fili
- Rizal and Education
Formative Assessment: Journal article reading and reporting
- The Role of the Youth
Graded Assessment: Quiz and homework
- The Role of Women in Learning Activities and Resources: Lecture, PowerPoint slides, Role play and
14-17 Nation-building Literary Criticism
- Leadership
- Rizal and the 1896
Revolution
- Sacrifice and
Martyrdom
- Rizal Concept of being
a “Filipino” and
Filipino Nationalism

18 FINAL EXAMINATION

V. COURSE REQUIREMENTS [Be as detailed as possible in enumerating all the requirements for the course]

Requirement Points Description %

60 pts 1st LT There will be 3 long tests, each of which will consist of a combination
50 pts 2nd LT of multiple choice, identification, modified true or false, matching
Long Tests 40 pts 3rd LT type, fill-in-the blank, and 1 or 2 essay questions. They will cover 30%
(Total of 150 information from the text and from class lectures, videos,
points) demonstrations, and activities
Over the course of the semester, there will be activities, both in and out
of class, and demonstrations in which active participation is expected.
Group Participation in, and completion of any written work associated with
Activities 100 points these activities is worth 10 to 20 points each. Group activities will be 10%
on a psychological theory/topic shown in an applied and creative
manner. Guidelines for the activities shall be provided.
There will also be announced quizzes worth 10 points each which will 20%
Quizzes and 100 points cover the previous meeting's lecture as well the assigned chapter of the
Recitation day. Recitations shall also be graded and students shall be asked to
recite in class also from the previous meeting’s lectures and/or
assigned topics for the day.
Research Work asks you to find real and practical examples of how
psychological theories describe the human experience and improve our
lives. Students will be asked to research on a particular phenomenon
Group 100 points about the Philippines or the Filipinos, and explain these in terms of 40%
Research psychological theories and concepts using various scientific methods.
Paper The objective of the project is to foster self-reflection, critical thinking,
and writing skills, and the practical application of psychological
theories to real life experiences. Research days shall be designated
throughout the semester, on these days, classes may be converted into
lectures on how to do your research, reserved for consultation or
suspended to help you have time to do your research.
Total 100%
VI. GRADING SYSTEM

MIDTERMS (50%) FINALS (50%) Grading Scale

Attendance 10% Attendance 10%
Quizzes 30% Quizzes 30% 1.00 ----- 96 - above
Assignment 30% Assignment 30% 1.25 ----- 93 - 95
1.50 ----- 90 - 92
Exam 30% Project 30% 1.75 ----- 87 - 89
TOTAL 100% TOTAL 100% 2.00 ----- 84 - 86
*The breakdown of percentages for both 2.25 ----- 81 - 83
midterm and final grades is only a 2.50 ----- 78 - 80
sample. Instructors are free to change 2.75 ----- 76 - 77
how each 50% is broken down. 3.00 ----- 75
Notes: 5.00 ----- Below 75
* Minimum grade for Major Subject is 2.00 = 84 (indicate if applicable) INC ----- Incomplete
WP ----- Withdrawal from a
* Transmutation Formula
course with permission
(Score/Highest possible score) x 50+50 UD ----- Unofficially Dropped
VII. POLICIES: (Policies found in the latest Student Handbook are hereby adopted)

1. Attendance: [indicate specific policies on attendance, classroom behavior and requirements. For example:]
Students are expected to attend class regularly. Students are responsible for all assignments or announcements given
in class. It is expected that all students will be present for all exams and quizzes. Make-up exams are not given
(because these are announced) and missed classroom activities cannot be made up, unless there is compelling reason
to have an excused absence authorized and recognized by the school. Please take note of the following:
a. Maximum number of cuts (stated in student handbook) + 1 more cut = Failure due to Absence
b. 1 late = arriving 15 minutes after class starts (sample only)
c. 3 Lates = 1 cut (sample only)
It is the responsibility of the students to keep track of their absences and incidents of tardiness. They should exercise
wise use of their allotted cuts. Students should not expect a warning upon reaching the maximum number of
allowable cuts.
2. Classroom behavior: Students are expected to be prompt, attentive, honest, and polite. Electronic devices such as
phones and music players should be set aside. The professor has the right to confiscate these devices and file the
necessary corrective action.
3. Requirements: Submit all requirements on time and make sure that it is properly formatted and labeled. Late
submission will be accepted but shall incur 10% deduction for every day the submitted requirement is late.

VIII. REFERENCES

Main Text/Required Reading

Pawilen, Reidan M. et.al; (2019). Course Module for The Life, Works and Wrtings of Rizal. Rex Book Store,
Manila Philippines.

De Viana, Augusto V. et. al. (2018). Jose Rizal: Social Reformer and Patriot. A Study of his Life and Times.
First Edition, Rex Book Store, Manila Philippines.

Manebog, Jensen DG et.al (2018). Life and Works of Rizal: Biography, Writings, and Legacies of our Bayani.
Mutya Publishing House Inc. Malabon City.

…………………………………………………………………………………………………………………………..

Prepared by: Noted by: Approved by:

Dr. Romeo A. Pilongo Dr. Aldrin G. Jadaone Dr. Maria Rosario M. Quejado
Part time Faculty Head, General Education Subjects Dean, CASED