VISION
An enlightened and empowered Catholic
learning institution in the service of God,
for others and the rest of creation.
MISSION
1. To develop dynamic curriculums,
excellent
institution,
efficient
facilities for the development of
competencies and multiple skills.
2. To witness to the Gospel Values,
build basic ecclesial communities
and
demonstrate
preferential
opinion for the poor.
3. To promote and strengthen social
justice, human rights and integrity of
creation.
4. To instil national pride and
appreciation of Filipino culture and
heritage and those of others.
City of Malaybalay
Tel No.: 088-813-5541 Website: sic.edu.ph Webmail: info@sic.edu.ph
SCHOOL OF EDUCATION
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Semester:
Academic Year:
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
GRADUATE ATTRIBUTES
 God-fearing (Faith in God)
 Competent (Competence)
 Disciplined (Self-discipline)
 Service-oriented (Service
Orientation)
2020 – 2021
.
.
Instructor:
Email:
Mobile:
MELODIA S. TADLAS
ylemsaldat@gmail.com
09261741597
Course Code:
Course Title:
Credit Units:
Pre-requisites:
Co-requisites:
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I. COURSE DESCRIPTION
As mandated by Republic Act 1425, this 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.
.
II. COURSE OUTCOMES (CO)
At the end of the course, the students should be able to:
1. Discuss Jose Rizal’s life within the context of the 19th Century
Philippines.
2. Analyze Rizal’s various works, particularly the novels Noli Me
Tangere and El Filibustrismo.
3. Organize Rizal’s ideas into various themes.
4. Demonstrate 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 for country.
5. To conduct relevant researches.
CORE VALUES
Discipline and Character
Excellence
Faith
Industry
Nationalism and Cultural Integration
Social Responsibility
FIRST
SYLLABUS
GEC 109
The Life and Works of Jose Rizal
lec 54 hrs
lab
hrs
3
.
1
2
3
PROGRAM OUTCOMES (PO)
4
5
6
7
8 9 10
11
12
13
PROGRAM EDUCATIONAL
OUTCOME
In general, the San Isidro College
graduates have well-developed
knowledge, competencies, multiple skills,
and desirable attitudes in the service of
God, humanity, the changing environment.
1.
2.
5.
Demonstrate love of God and practices
the behaviour, attitude, and values
pertinent to the teachings of one’s faith;
earnestly religious and prayerful.
6.
Competent (Competitive)
Discipline (Self – Discipline)
Practices good behaviour, orderly
conduct, positive disposition toward self
and others, has a personality and
character of good mental health and
moral qualities and acts in accordance
with one’s professional, social, and
ethical responsibility.
4.
1.
2.
3.
4.
God – Fearing (Faith in God)
Demonstrate a well-develop knowledge,
skills, attitude, and values pertinent to
the teachings of one’s faith; earnestly
religious and prayerful.
3.
III. PROGRAM OUTCOMES
Service Oriented (Service
Orientation)
Demonstrate diligence, patience, grit,
and compassion in doing things in the
service of people, and values work,
tasks, roles, functions, service for the
community and world with preferential
option for the poor, marginalized and
unprivileged.
7.
8.
9.
10.
11.
12.
13.
The BEED and BSED graduates possess the following competencies and is
ready for a professional career. He / She is:
A professional ethical teacher of Basic Education.
Communicatively competent in spoken and written English and Filipino.
Proficient in numeracy problem–solving.
Competent and conversant with theories, concept, and principles of learning
and their application.
Adept at recognizing and using Basic Education students’ physical, social,
mental, emotional characteristics, and needs in the educational process.
Skilled in socio–civic, historical, and philosophical concepts and principles as
applied in teaching–learning tasks.
Competent in choosing and utilizing tasks and activities from a repertoire of
outcomes–based teaching strategies.
Competent in curriculum choice and preparation of materials for selected
target learners.
Versatile in planning and carrying out specific learning tasks with appropriate
assessment.
Proficient in critical decision–making processes to generate creative and
innovative problem–solutions and alternatives.
Well–versed in national and international issues/ concerns/ advocacies and
espouses those relevant to the profession.
Capable as leader and model community member.
God–fearing, competent, disciplined, and service–oriented.
PROGRAM EDUCATIONAL OUTCOMES
God – Fearing
Competent Disciplined
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Service – Oriented
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IV.
SYLLABUS/LEARNING PLAN
TIME
ALLOTMENT
3 hours
3 hours
WEEK
1
2
CO Code Link
1
2
3
INTENDED LEARNING
OUTCOME (ILO)
4
Student should be able
to:
1. Discuss
SIC’s
Vision,
Mission,
Core Values, and
Graduate Attributes;
and
2. Create
a
presentation which
embodies
SIC’s
Vision,
Mission,
Core Values and
Graduate Attributes
Student should be able
to:
1. Explain
the
history of the
Rizal Law and
its
important
provisions.
2. Critically assess
the
effectiveness of
the
Rizal
Course
TOPIC
SUGGESTED
READINGS

SIC’s Vision, Mission, Hand-out on SIC’s
Mission,
Core Values, and Vision,
Graduates Attributes. Core Values, and
Graduate
Attributes.

Republic Act 1425
Read the “Rizal Law”
(RA 1425)
TEACHING & LEARNING
ACTIVITIES (TLA)
 Make an
advertisement show
casing the visionmission, core values
and graduate
attributes of an
Isidran.
Think of a recent novel
story that you’ve
read. How did you
learn from that story?
Apply this experience
to Rizal’s writings.
How would reading
Rizal’s novel impart
patriotism?
ASSESSMENT
METHODS/ TOOLS

GRADING
CRITERIA
Reflection
paper on SIC’s
Vision, Mission,
Core Values,
and Graduate
Attributes

Rubric
1. Compare and
Contrast in
views
of
those in favor
and against
RA
1425,
considering
the of the
1950’s,
would similar
arguments
still
have
force today?
2. Assessment
task 2

Rubric
Reflect
on
your
secondary
education: Did your
school comply RA
1425? How effective
is the Rizal law in
instilling patriotism
among
secondary
school students?
3 hours
3 hours
3 hours
3
4
5
Student should be able 
to:
1. Appraise the link 
between
the
individual
and
society.
2. Analyze
the
various
social, 
political,
and
economic,
and
cultural changes
that occurred in the
nineteenth century.
3. Understand Jose
Rizal in the context
of his time.
Student should be able to:
1. Analyze Rizal’s family,
childhood and early
education.
2. Evaluate the people
and events and their
influence on Rizal’s early
life.

The Philippines in the
Nineteenth-Century
Economic and Social
aspect

Read about the
Philippines in the
Nineteenth Century

Political Aspect
Rizal’s Life: Family,
Childhood and Early
Education

Read Rizal’s
memoirs of a
student in Manila

3 hours
6
Student should be able to:
1. Explain the principle of
assimilation advocated by
the
Propaganda
Movement



Graphic organizer/table
mapping the changes in
the nineteenth century
Philippines, categorizing
social, political,
economic and cultural
changes.
Film viewing of “Ganito
Kami Noon, Paano Kayo
Ngayon” directed by
Eddie Romero, 1976
Create a timeline of
Rizal’s childhood and
early education.

Rizal’s Life: Higher
Education and Life
Abroad
 Read about
Rizal’s Higher
Education at
Ateneo Municipal
and at the

Read Jose Rizal’s
Brindis Speech
Reflection Paper about
the Film:
Guide questions:
1. Describe the
nineteenth century
Philippines as
represented in the film.
2. Based on your
reading and class
discussion, what can
you say about the
film’s representation of
the nineteenth
century?
3. What is the main
question that the film
seeks to answer?
4. What is your own
reflection based on the
film and your
understanding?



Write a short
biographical
essay that
compare your
early childhood
with Rizal’s own.
Read the first
issue of La
Solidaridad and
analyze the aims
stated therein,
answer

Rubric

Rubric

 Worksheet
2.
Appraise Rizal’s
relationship with other
Propagandists
3. Analyze Rizal’s growth
as a propagandist and
disavowal assimilation
Student should be able to:
1. Analyze the factors that
led to Rizal’s execution.
2. Analyze the effects of
Rizal’s execution on
Spanish colonial rule and
the Philippine Revolution.
6 hours
3 hours
6 hours
university of
Santo Tomas
 Read about
Rizal’s Life
Abroad

 Read the
Rizal’s Life: Exile, Trial
and Death
Constitution of
La Liga Filipina
and fill-out a
table (graphic
organizer) with
the aims of La
Liga Filipina in
one column and
examples of how
these aims could
be attained in
another column.
 Read Rizal’s last
letters to family
members and
Blumentritt.
 Reads Teodora
Alonzo’s letter to
Governor
General
Polavieja and
write similar
letter persuading
him to spare
Rizal’s life.
7&8

Film Viewing: Jose
Rizal, GMA Films
Directed by: Marilou DiazAbaya

Reflection Paper
about the Film:
Guide questions:
1. Describe the life
of Rizal’s
represented in the
film.
2. Based on your
reading and class
discussion, what can
you say about the
film’s representation
of Jose Rizal?
3. What is the main
question that the film
seeks to answer?
4. What is your own
reflection based on
the film and your
understanding?

Worksheet


Rubric
MIDTERM EXAMINATION
9
10 &
11
document
analysis
worksheet
Student should be able
to:
1. Analyze Rizal’s
ideas on how to

Annotation of Antonio
Morga’s Sucesos de las
Islas Filipinas

Read the
annotation of
Rizal on Antonio
Morga’s Sucesos

Read introduction
and last chapter of
Rizal’s Annotation
of Antonio Morga’s
Make a table
comparing and
contrasting
Rizal and
Morga’s views
rewrite Philippine
History
2. Compare and
contrast Rizal and
Morga’s different
views about
Filipinos and
Philippine culture.
Student should be able
to:
1. Appraise important
characters in the
novel and what
they represent.
2. Examine the
present Philippine
situation through
examples
mentioned in the
Noli.
6 hours
6 hours
de las Islas
Filipinas

Noli Me Tangere

Read the
summary of the
novel Noli Me
Tangere

El Filibusterismo

Read the
summary of El
Filibusterismo
Sucesos de las
Islas Filipinas
Reas “ A Legacy of
the Propraganda:
The Tripartite View
of Philippine
History” by Zeus
Salazar
on Filipino
culture.
Make a comparison of
the women in the
nineteenth century
and in the present;
social change,
colonization; church
minister’s; social
hierarchy; patriotism;
social reform
. i. Write an essay with
the sim of answering
the following:
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?
ii. Write an essay with
the aim of addressing
the questions:
a. What are the entimodern aspects of
colonial
society
portrayed in the Noli
Me Tangere?
b. Why can modernity
be considered as the
central problem of
Rizal’s novel?
(for reference, see
Introduction
in
Caroline Hau 2000)

Rubric
i. Read the dedication to
Gumburza
ii. Discuss the differences
between the Noli and El
Filibusterismo
i. Compare and
contrast, and show
continuities
and/or
changes in Rizal’s

Rubric


12 &
13
14 &
15
Student should be able
to:
1. Compare
and
contrast
characters, plot,
and theme of the
Noli and El Fili.
2. Value the role of
the youth in the
development and
future of society.
3 hours
16
3 hours
17
3 hours
18
Prepared by:
Student should be able
to:
1. Assess Rizal’s
writings
2. Appraise the value
of understanding
the past
3. Frame arguments
based on evidence

The Philippines: A
Century Hence

Read About The
Philippines: A
Century Hence

Student should be able
to:

Jose Rizal and
Philippine
Nationalism-Bayani
and Kabayanihan

Read
Ricardo
Nolasco,
“And
Pinagmulan ng
Salitang Bayani”
(2001)

1`. Interpret views
and opinions about
bayani
and
kabayanihan in the
context of Philippine
History and Society.
2.
Assess the
concepts of bayani
and kabayanihan in
the
context
of
Philippine society.
FINAL TERM EXAMINATION
Approved by:
MELODIA S. TADLAS
Instructor
i. Discuss Rizal’s
essay and the
arguments he
presented
ideas expressed in the
Noli and El Fili.
ii. Reflection paper
about select
chapters discussing
the role of the youth
in society (
e.g.,chapter 24 and
chapter 39)
i. Essay writing: Write
a response to Jose
Rizal
with
you
situating themselves
as a century after
Rizal’s time.
ii. Alternative: Make
a speech that will
serve as a response
to Rizal.
 Choose your
own bayani
according to your
standards and
defend your
bayani by citing
his/her
contributions to
the country. You
can also cite
your sources.
Noted by:
SOL G. SIMBULAN, PhD
EVANGELINE I. GARCIA, PhD
Dean
School of Education
Vice President for Academic Affairs

Rubric

Rubric