Osias Educational Foundation

School Year 2020-2021

Balaoan, La Union- Region I
Tel No. (072) 6070142

A COURSE SYLLABUS
IN GEC 9 (Rizal Life/ Writing)

SUBMITTED BY: SUBMITTED TO:

Luis Felix Hernandez Jr. MA.Ed Rowena R. De Guzman

Asst. Professor DEAN OF EDUCATION

JANUARY, 2021

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 Osias Educational Foundation
School Year 2020-2021
Balaoan, La Union Region I
Tel No. (072) 6070142

Philosophy:
Life-centered philosophy. Life is central, it is the business of education to enrich and improve it.

Vision-Mission:

To be the center of excellence in the arts and management, educational and technological studies through quality education, responsive research and
extension and production for a progressive and sustainable society. To produce self-reliant, socially-empowered, ecologically concern ed and globally competitive
citizens involved in scientific and technological researches for community development through advanced instruction.

TEACHER EDUCATION PROGRAM GOALS & OBJECTIVES

1.To discover, verify and disseminate the frontiers of knowledge through quality instruction, research, extension and production services.
2. To equip the students with the latest trends, technologies and issues in the education.
3. To provide teacher trainees who are competitive in the labor market
4.To upgrade the elementary and secondary Teacher Education program through progressive and improved passing rate of the elementary/ secondary teachers.
5.To train teacher education profession/ instructors and cooperating teachers on the latest trends/ styles of teaching.

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 Osias Educational Foundation
School Year 2020-2021
Balaoan, La Union- Region I
Tel No. (072) 6070142

GEC 9 – Rizal Life / Writing

I. COURSE DESCRIPTION
This course is a study of the life and writings of Dr. Jose P. Rizal and its crucial role behind the making of the Filipino nation. The study of his novels and other
writings would allow the students a view into the historical realities of the Philippines and the world in the 19th century and relate them to the contemporary social
and global situations.

II. LEARNING OUTCOMES (LO)

LO1: Higher levels of comprehension (Textual, Visual, etc.)

LO2: Proficiency in communication: Writing, speaking, and use of new technologies.
LO3: Understanding of basic concepts across the domains of knowledge.
LO4: Critical, analytical and creative thinking.
LO5: Application of different analytical modes (quantitative and qualitative, artistic and scientific. Textual and visual, experimental, observation, etc.) in tackling
problems methodologically.
LO6: Appreciation of various human conditions.
LO7: Capacity to personally interpret human experience.
LO8: Ability to view the contemporary world from both Philippine and global perspective.
LO9: Self-assuredness in knowing and being a Filipino.
LO10: Capacity to reflect critically and shared concerns and think of innovative, creative solutions guided by ethical standards.
LO11: Ability to reflect on moral norms/imperatives as they affect individuals and society. LO12: Understanding and respect
for human rights.
LO13: The ability to contribute personally and meaningfully to the country’s development.
LO14: Working effectively in a group.

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 LO15: The ability to negotiate the world of technology responsibly.
LO16: Ability to solve problems (including real world problems)
LO17: Knowledge of basic work related skills.

III. LEARNING PLAN:

TEACHING/LEARNING METHOD/S OF
TOPICS INTENDED LEARNING OBJECTIVES ACTIVITIES ASSESSMENT
I. Course Overview, Policies Understand the basis and importance of studying Rizal’s life and Establishing rapport
and Requirements II. Rizal works. Expectations check
Law Lecture-Discussion
Discuss and contextualize the ratification of Batas Rizal.
III. Concept of Heroism and Analyze the controversies surrounding the choice of Rizal as the Lecture-Discussion Quiz
Choosing a National Hero national hero. Seatwork
A. “Why is Rizal our Greatest
National Hero?” by Develop their own concepts of heroism based on the readings
Esteban de Ocampo and their own insights.
IV. Nationalism Explain nationalism as a concept and ideology. Lecture-Discussion Research work Quiz
A. Europe in the 19th Century
(particularly Spain) Discuss the socio-economic, political and religious
B. Philippines in the 19th Century developments in Europe and their impact on the Philippines.

Identify the characteristics of nationalism that grew under

Spanish colonialism.

Analyze the factors contributing to the growth of nationalism in

19th century Philippines.
V. Mercado-Rizal Family and Explain the role of Rizal’s family in the development of his Documentary Film Viewing: Jose Rizal and My Life
their Influences in Rizal’s thought and character. Rizal, Ang Bayani Quiz
Philosophy
1. “To My Fellow Children”
VI. Influence of Rizal’s Formal Analyze the development of Rizal’s character, beliefs and Group Presentation
Education philosophy as influenced by his formal education and reflected Lecture-Discussion
A. Ateneo Municipal de Manila in his early works and writings.
1. “Intimate Alliance between
Religion and Good
Education”

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2. “Through Education Our
Motherland Receives Light”
3. “Junto Al Pasig”

B. University of Santo Tomas

1. “To the Filipino Youth”
FIRST COMPREHENSIVE ASSESSMENT
VII. Rizal and the Campaign for Describe the effect of the socio-economic, educational, and Group Presentation Quiz
Nationalism political climate of Europe on Rizal. Lecture-Discussion Seatwork
A. Period of Preparation and
Expedition (1882 -1888) Identify Rizal’s views and convictions on social and political
1. “Love of Country” issues.
2. “Noli Me Tangere”
3. “Song of Maria Clara” Discuss the gains and struggles in the campaign of the
Propaganda Movement.

Analyze the development of Rizal’s character, beliefs and

philosophy based on his writings and works .

B. Period of Research and Discuss Rizal’s socio-political analysis of Philippine society as Group Presentation Quiz
Writings (1888 – 1891) reflected in the novels and poems. Lecture-Discussion Poster-making
1. Hymn to Labor Evaluation
2. On the Indolence of the Describe the impact of the novels to Philippine socio-political
Filipinos situation during Rizal’s time and the present
3. Letter to the Women of
Malolos

C. Nostalgic Historian
1. The Philippines a Century
Hence
2. Sucesos de las Islas Filipinas
(Annotated)
D. The Reluctant Revolutionary

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 1. El Filibusterismo

SECOND COMPREHENSIVE ASSESSMENT

E. From Hong Kong to Exile in Identify the different factors that led to Rizal’s decision to go to Lecture-Discussion Evaluation Quiz
Dapitan Hong Kong. Research work
(1891 –1892) Seat work
1. La Liga Filipina Explain how the founding of La Liga Filipina was a critical
turning point in Rizal’s philosophy.
F. Rizal in Dapitan Explain the impact of his exile on the people of Dapitan. Film-viewing: Rizal sa Dapitan
G. Going to Cuba up to the Lecture-Discussion
Second Arrest Identify the reason for Rizal’s arrest and imprisonment. Evaluation
H. Trial and Execution
I. Last Farewell Discuss the events during the last hours of Rizal.

Assess the different issues surrounding Rizal’s martyrdom.

Analyze and explain Ultimo Adios as a final statement of Rizal’s

life and purpose.
J. Other interpretations on the Understand the different perspectives and interpretations on the Film-Viewing: Bayaning Third
study of Dr. Jose Rizal’s Life study of Rizal’s life from other disciplines or schools of thought. World
1. “Veneration without Small Group Discussion
Lecture-Discussion
Understanding” by
Evaluation
Renato Constantino 2
“Rizal and Bonifacio”
by Claro M. Recto 3.
“Maria Clara’s Locket”
by Cesar Majul
Presentation of Final Output: Analyze the role of the characters in Rizal’s novels as vehicles for
Character Interpretation his ideas.
THIRD COMPREHENSIVE ASSESSMENT

IV. FINAL COURSE OUTPUT

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As evidence of attaining the above learning outcomes, the students are required to do and submit the following during the indicated dates of the term.

LEARNING OUTCOME REQUIRED OUTPUT DUE DATE

Matrix of research and discussion done by the group on the ff. roles of the characters in the Week before the Second
works of Rizal, significance, parallelism and representation in the 19th century. Comprehensive Assessment
LO 1-17 Script/Working outline of Character Interpretation
Presentation Of Character Interpretation Week before the Third
The class is required to do a portrayal of the characters of the novels of Dr. Jose Rizal, Comprehensive Asessment
explaining the significance and the role they played in the literary masterpieces of our
national hero. They will cite the representation of these characters in the 19th Century and a
parallelism in the contemporary Philippines.

RUBRIC FOR ASSESSMENT:

CRITERIA EXEMPLARY SATISFACTORY DEVELOPING BEGINNING
4 3 2 1
Content The presentation informs the The presentation informs the The presentation lacks basic The presentation does not
audience of more than the basic audience of the basic data about information on the characters provide information on the
data about the characters of the characters of Rizal’s novels of Rizal’s novels and fails to characters of Rizal’s novels
and barely explains their
Rizal’s novels and clearly explains representations in the explain their representations in and fails to explain their
their representations in the contemporary Philippines. It the contemporary Philippines. representations in the
contemporary Philippines. It also somehow provides basic It barely manifests basic contemporary Philippines.
vividly reflects the presenters’ information on the current social information on the current Neither does it manifest any
profound awareness of the current issues. social issues. information on the current
social issues. social issues.
Organization The presentation manifests clear The presentation manifests clear The presentation lacks logical The presentation has no
and relevant information in logical and relevant information in logical sequence and the audience sequence of information.
and interesting sequence which sequence which can be easily finds it difficult to understand.
understood.
can be easily understood.
Subject Knowledge The students demonstrate full The students demonstrate adequate The students lack knowledge The students have no grasp of
knowledge of the topic by knowledge of the topic by on the topic .The students information. They cannot
presenting information supported presenting information supported answer questions answer questions about their
by sufficient pieces of evidence. by authentic basis. The students uncomfortably. presentation.
The students can answer questions can answer questions without
with explanations and depth.

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 elaborations.
Collaboration and The tasks/roles are appropriate to Majority of the group members Less than half of the group Only very few members of the
Cooperation all members. Each member have roles/tasks. They demonstrate members have roles/tasks to group have roles/tasks. There
demonstrates excellent and serious these roles/tasks well with play. They demonstrate these is no visible effort for serious
portrayal of his/her role/task. seriousness. roles with some errors and less portrayal of their roles.
seriousness.
Creativity/ Originality The presentation does not look the The presentation is commendable The presentation is very The presentation has too many
same as the others. It shows but has similar components as conventional. parts that are strange and do
creativity that works. It is not just other presentations. not serve any purpose.
unique but exciting.
TOTAL:

OTHER REQUIREMENTS AND ASSESSMENTS:

Aside from the final output, the students are assessed at other times during the term by the following:
• Individual and Group Assignments /Reaction Paper/s
• Proficiency Test/ Quiz
• Individual/Group Topic Presentation
• Graded Recitation/ Participation in Discussions

V. LEVELS OF ASSESSMENT:

Preliminary/Midterm Percentage Final/Culminating Percentage

Major Exam 30% Final Exam 25%
Class Participation/Behavior 20% Final Output 25%
Assignment/Seatwork/Ref. Paper 20% Assignment/Seatwork/Ref. Paper 15%
Quizzes 30% Quizzes 20%
Class Participation 15%
Total 100% Total 100%