Saint Ferdinand College

Cabagan Campus
Centro, Cabagan, Isabela

S.Y. 2021-2022
FIRST SEMESTER
TEACHING & LEARNING PLAN IN THE LIFE AND WORKS OF RIZAL
Course Code Rizal Course

Course Title The Life and Works of Rizal

No. of Units 3 Units

Course Description As mandated by Republic Act 1425, thus course covers the life and works of the country’s national hero, Jose Rizal. Among the
topics covered are Rizal’s biography and his writings, particularly the novels Noli Me Tangere and El Filibusterismo, some of his
essays, and various correspondences.

Vision Mission
St. Ferdinand College is a dynamic Catholic educational institution that develops St. Ferdinand College, as an evangelizing arm of the Church Provides relevant
individuals of competence and character through holistic education and dedicated knowledge, enhances practical skills, and inculcates Christian values that promote
service toward a just and humane society. personal development and social responsibility among people in school and
community.
Course Objectives

Course Objectives
At the end of the course, the students are expected to:
1. Discuss Jose Rizal’s life within the context of 19th century Philippines
2. Analyze Rizal’s various works, particularly the novels Noli Me Tangere and El Filibusterismo
3. Organize Rizal’s ideas into various themes
4. Demonstrate a critical reading of primary sources
 5. Interpret the values that can be derived from studying Rizal’s life and works
6. Display an appreciation for education and love of country

Course Requirement
1. The students must install both Zoom and Schoology in their mobile device (smartphone) or computer for online class.
2. Every student must create their own account on zoom and Schoology to access the different online courses.
3. Home works and other activities, online and/or offline, must be completed or submitted on or before the said deadline of submission.
4. If the students do not have internet connection to access courses, the students must get a copy of the printed module or hand-outs from the subject instructor.
5. The students must be able to complete all the other requirements to be able to pass the subject otherwise failed.

Prelim Grade -70% of the class standing + 30 % of the Preliminary Grade

Midterm Grade - Preliminary Grade + 2(Tentative Midterm Grade) CLASS STANDING (70 %)
3
Where: Tentative Midterm Grade = 70% of the class standing + 30 & of the Midterm Attendance
Grade Assignments MAJOR EXAMINATIONS (30 %)
Final Grade - Midterm Grade + 2(Tentative Final Grade) Quizzes Preliminary
3 Recitation
Where: Tentative Final Grade = 70% of the class standing + 30 % of the Final Grade Midterm
Project Finals

Reference:
BOOK:
1. Philippine Copyright 2018 by Rex Book Store, Inc. and John Lee P. Candelaria & Veronica C. Alphorha
 Materials & Activities/
WEEK Learning Topic/Content Resources Strategy Assessment Assessment
Outcome/ (Source of Learning
Objective Materials) Online Offline
1  Explain to class the Philosophy of the School Refer to the student’s Online Writing the Reflection paper to be
Vision and Mission Policies and Standards of handbook Discussion via Reflection Paper submitted online via
Statement, School the Institution Classroom (Powerpoint presentation) Zoom/ Messenger.
Rules and Standards and other Schoology
Regulations and Academic Requirements
Academic
Requirements for
them to feel at home
with St. Ferdinand
College as their
second home.
2  Explain the history Introduction to the Text of the RA 1425 Online Lecture: Class Activity 1: Writing exercise: Compare
of Rizal Law and its course: Republic Act http://www.gov.ph/1956/06/12/ Historical Read the “Rizal and contrast the views of
important provisions 1425 republic-act-no-1425/ background and Law” (RA 1425) those in favor and against RA
 Critically assess the context of RA 1425, considering the context
effectiveness of the 1425; Why Class Activity 2: of the 1950’s; Would similar
Rizal Course study the life Think-Group- arguments still have force
and works of Share: Opening today?
Rizal? question will be
posted by OR
instructor: Think
of a recent Reflect on your secondary
novel/story that education: Did your school
you’ve read. How comply with RA 1425? How
did you learn effective is the Rizal law in
from that story? instilling patriotism among
 Apply this secondary school students?
experience to
Rizal’s writings.
How would
reading Rizal’s
novels impact
patriotism?
Reflect
individually then
discuss as a
group. Present
results of group
discussions in
class.
3  Appraise the link The Philippines in the C. Wright Mills. “The Online lecture 1: Class activity: Pop Quiz: Graphic
between the nineteenth century as Promise,” The Sociological Brief summary Film viewing of organizer/table mapping the
individual and Rizal’s context Imagination. Oxford: Oxford of Spanish “Ganito Kami changes in the nineteenth-
society ECONOMIC: end of the University Press, 1959. colonization of Noon, Paano century Philippines,
 Analyze the various galleon trade, opening of the Philippines Kayo Ngayon” categorizing social, political,
social, political, the Suez Canal, opening as a background economic, cultural changes
economic, and of the ports to world Reflection paper about the
cultural changes that trade, rise of the export Online lecture 2: film
occurred in the crop economy, and The nineteenth Guide Questions:
nineteenth century monopolies century as a 1. Describe the nineteenth-
 Understand Jose SOCIAL: education, rise century century Philippines as
Rizal in the context of the Chinese mestizo, represented in the film
of his times rise of the inquilino 2. Based on your reading and
POLITICAL: Liberalism, class discussion, what can
impact of Bourbon you say about the film’s
reforms, Cadiz representation of the
 constitution nineteenth century?
3. What is the main question
Subtopic: seeing the life that the film seeks to answer?
of an individual in What is your own reflection
society and society in the based on the film and your
life of an individual understanding?
4  Analyze Rizal’s Rizal’s Life: Family, Rizal, Jose. “Memoirs of a Online lecture Class Activity: Students will write a short
family, childhood, Childhood and Early Student in Manila,” Appendix thru Schoology Read Rizal’s biographical essay that
and early education Education Section of Gregorio Zaide’s (Rizal’s Family, “Memoirs of a compare the students early
 Evaluate the people Jose Rizal: Life, Works and Childhood and Student in childhood with Rizal’s own
and events and their Writings Early Manila,” Chapter
influence on Rizal’s Education) 1
early life
Class Activity:
Create a timeline
of Rizal’s
Childhood and
Early Education
5  Explain the principle Rizal’s Life: Higher Schumancher, John. The Online lecture Class Activity: Written document analysis
of assimilation Education and Life Propaganda Movement, 1880 - thru Schoology Read Jose Rizal’s worksheet
advocated by the Abroad 1885: The Creation of a (Rizal’s Brindis speech
Propaganda Filipino Consciousness, The education at the
Movement Making of a Revolution. Ateneo Class Activity:
 Appraise Rizal’s Quezon City: Ateneo de Municipal and at Read first issue of
relationship with Manila University Press, 1997. the University of La Solidaridad a
other Propagandists Santo Tomas; nd analyze the
 Analyze Rizal’s Rizal’s life aims stated
growth as a abroad) therein: answer
Propagandist and written document
disavowal of analysis
 assimilation worksheet
6 PRELIMINARY EXAMINATION
7  Analyze the factors Rizal’s Life: Exile, Trial, Coates, Austin. Rizal: Filipino Online lecture Class Activity: Graphic organizer for activity
that led to Rizal’s and Death Nationalist and Martyr. thru Schoology Read the on La Liga Filipina
execution HongKong: Oxford University (Rizal’s last Constitution of La
 Analyze the effects Press, Quezon City, Malaya year’s covering Liga Filipina and Reflection paper about the
of Rizal’s execution Books, 1969 his exile, trial, fill out a table film
on Spanish colonial and death) (graphic Guide Questions:
rule and the organizer) with 1. Describe the life of Jose
Philippine the aims of La Rizal as represented in the
Revolution Liga Filipina in film.
one column and 2. Based on your reading and
examples of how class discussion, what can
these aims could you say about the film’s
be attained in representation of Jose Rizal?
another column 3. What is the main question
that the film seeks to answer?
Class Activity: 4. What is your own
Read Rizal’s last reflection based on the film
letters to family and your understanding?
members and
Blumentritt

Class Activity:
Read Teodora
Alonzo’s letter to
Governor General
Polavieja and
write a similar
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
8  Analyze Rizal’s Annotation of Antonio Ocampo, Ambeth. “Rizal’s Lecture via Class Activity: Group discussion & oral
ideas on how to Morga’s Sucesos de las Morga and views of Philippine Zoom Read introduction presentation on Rizal’s
rewrite Philippine Islas Filipinas History” in Philippine Studies & last chapter of historiography
history vol 46 no. 2 (1998). Rizal’s
 Compare and http:// Annotation of
contrast Rizal and www.philippinestudies.net/ Antonio Morga’s
Morga’s different ojs/index.php/ps/article/ Sucesos de las
views about Filipinos viewFile/662/663 Islas Filipinas
and Philippine
culture Class Activity:
Read “A Legacy
of the
Propaganda: The
Tripartite View of
Philippine
History” by Zeus
Salazar
 Class Activity:
Make a table
comparing &
contrasting Rizal
and Morga’s
views on Filipino
culture
9-11  Appraise important Noli Me Tangere Constantino, Renato. “Our Lecture on Present a skit Write an essay with the aim
characters in the task: to make Rizal obselete” Rizal’s showcasing a of answering the ff:
novel & what they in This Week, Manila representation of theme presented (a) What is freedom?
represent Chronicle (14 June 1959) the conditions in Noli (b) How is lack of
 Examine the present Almario, Virgilio. Si Rizal: and problems of freedom portrayed in
Philippine situation Nobelista. Quezon City: Philippine the novel?
through the examples University of the Philippines society in the (c) How is the situation in
mentioned in the Press, 2008 nineteenth the novel different
Noli century through from today?
the Noli Me
Tangere via
Schoology
12 MIDTERM EXAMINATION
13-15  Compare and El Filibusterismo Almario, Virgilio. Si Rizal: Lecture on the Read the Graphic Organizer: compare
contrast the Nobelista. Quezon City: background of dedication to and contrast, and show
characters, plot and University of the Philippines the publication Gomburza continuities and/or changes in
theme of the Noli Press, 2008 of the El Rizal’s ideas expressed in the
and the El Fili Filibusterismo Noli and Fili.
 Value the role of the Reyes, Miguel Paolo. “El (ZOOM)
youth in the Filibusterismo and Jose Rizal Reflection paper about select
development and as Science Fictionist” in the chapters discussing the role
future of society Humanities Diliman vol. 10 no. of youth in the society.
2 (2013).
http://journals.upd.edu.ph/inde
x.php./humanitiesdiliman/articl
e/view/4168/3774

16-17  Assess Rizal’s The Philippines: a Rizal, Jose. “The Philippines a Lecture on “The Class activity: Essay writing: Write a
writings Century Hence century hence” Can be Philippines a group discussion response to Jose Rizal with
 Appraise the value of accessed through: Century Hence” on Rizal’s essay the students situating
understanding the Other possible topics: http://www.archive.org/stream/ (ZOOM) and the arguments themselves a century after
past Letter to the Women of philippinescentu00riza/philippi he presented Rizal’s time
 Frame arguments Malolos/On the nescentu00riza_djvu.txt
based on evidence Indolence of the Filipinos Alternative: Give a speech
that will serve as a response
to Rizal

18 FINAL EXAMINATION
Prepared by: Checked by:

REXSON D. TAGUBA, LPT CESAR B. MALENAB, Ph. D.

Filipino Instructor College Dean