COMPLETE COURSE MODULE
CCM
GED0102
LIFE AND WORKS OF RIZAL
1
Welcome!
The Life and Works of Rizal discusses the ideology
and philosophy of Rizal and how these contribute
in the emergence of the Filipino nation. The
course requires a critical evaluation of the life,
writings and contributions of Dr. Jose Rizal. Rizal’s
works and the story of Rizal’s life are staples of
Philippine basic education. Whereas the focus in
basic education has on knowing the plot of Rizal’s
novels and the facts of Rizal’s life. In this higher
education course, Rizal’s works, life and social
milieu, and Rizal as text will be examined more
rigorously and thoroughly.
The course, in accordance with Republic Act No.
1425 or the Rizal Law, aims to meet the needs of
the contemporary period as well as strengthen
the nationalist aspirations of the student.
2
Table of Contents
Week
Module
1
•
Class Orientation
2-3
•
Module I
4-5
•
Module II
6-7
•
Module III
8-9
•
Midterm Preparations,
Presentations, and Grade
Consultation
10-11
•
Module IV
12-13
•
Module V
14-15
•
Module VI
16-17
•
Final Paper Last
Preparations and
Evaluation
18
•
Finals Grade Consultation
3
Week 1 Orientation
4
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
COURSE INFORMATION BOOKLET
FIRST TERM S.Y. 2021-2022
COURSE CODE: GED0102
The Life and Works of Rizal
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Topic:
The Legal Basis of Studying Rizal
Duration:
Weeks 2 – 3
Description:
In the contemporary period, studying Rizal is one way to be able to
understand the history of the Filipino and the emancipation of the
Philippines under the colonizers. To study Rizal deeper means to
understand his ideals through scrutinizing his life, works and writings
as these are constant and inspiring source of patriotism. This module
aims to discuss the preview and an introduction in studying The Life
and Works of Jose Rizal.
Learning
Outcomes:
1. Determine the issues and interests at stake in the debate over the
Rizal Bill
2. Compare and contrast the views of the writers of the pastoral
letter/s.
3. Differentiate opinions from facts.
4. Relate the issues to present- day Philippines
Reading/ Sources:
Schumacher, John. (2011). The Rizal Bill of 1956 Horacio Dela Costa
and the Bishops. Philippine Studies, Vol.59, No.4, Rizal @150: pp.529553.Ateneo de Manila University. http//.jstor.org//42634695
Activities/
Assessments:
1.
2.
3.
4.
5.
Preliminary Activity: crossword Puzzle
Task: Marginal Notes
Deepening: Map Graphic Organizer
Synthesis: Worksheet Activity
Task Ahead: Oreo Opinion (Persuasive Essay)
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Preliminary Task:
Description: This preliminary activity serves as a precursor to
gain the students’ interest in the topic to be discussed.
Instructions:Answer the crossword puzzle below to test your memory
and prior knowledge about Jose Rizal
Discussion:
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Discussion:
Description: This part aims to clarify different issues or concepts
related to the reading or the topic of the module.
B. Watch the Xiaotime The Republic Act 1425
https://www.youtube.com/watch?v=03G1UmDVLKs
and open the PowerPoint presentation and read the short statements of main
points of the Rizal Law before reading the article so you will have a background
knowledge of what the law was all about.
Guide Questions
1.
Who is Jose Rizal?
2.
3.
What is the RA 1425 or Rizal Law?
What are the objectives of Rizal Law? Who are the author of Rizal Law
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Task:
Description: In this section, students are expected to complete
a task that will give them an insight on the topic and
point of discussion.
Marginal notes are written in the margin of a page, usually a
note. Your note could be any of the following:
a remark, a question or clarifications on the statements in the
article
a question mark for confusing passages
Click
to add
other marks like
circling
thetext
words or unclear phrases
a one-two sentence summary of a paragraph
Writing marginal notes (at the sides of the article) is like “Talking
to the text”. It makes your reading more comprehensible and
memorable. Marginal notes will be used for activity and
clarification during small group discussion.
add text
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Deepening:
Description: This section deals with the topic of the module
and extends it. It aims to provoke students into thinking
outside the box.
Use the Discussion Map graphic organizer. This organizer will
help you identify both sides of an issue before drawing a
conclusion. For this article, you will identify arguments of the two
main characters who drafted the pastoral letter. Procedures on how
to use it is included in the organizer.
1. Anti Rizal
Click to add text
2 Pro Rizal
3. IMPORTANT INSUANCES RELATIVE TO THE IMPLEMENTATION OF
RIZAL LAW
POLICY/
LAW IMPOSED​
PERSON
WHO IMPOSED
THE POLICY​
PROVISION​
TAKE AWAY​
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Synthesis:
Description: This section aims to connect and
combine the different ideas of how the self is
viewed.
WORKSHEET ACTIVITY
Answer the following questions:
1. Considering the context of the 1950s, what issues and interests
were at stake in the debate over the Rizal Bill?
2. Do these issues remain pertinent in the present day? How? Cite
examples.
3.Dela Costa mentioned that Rizal declared that he did not intend
to attack the Catholic church itself, but the abuses in it. Point-out
ideas and concepts from the article that proved this statement.
What is your take on it?
4. Rizal mentioned that he did not blame all ills on strangers, and
proclaimed that the Filipino people were also victims of their own
vices and defects? Do you agree with this? Why?
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Task Ahead:
Description: This part of the module provides the Formative
Assessment or other tasks to be completed for better
understanding of the topic and towards the development of the
skills in the CELO.
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Module 1: The
Legal Basis of
Studying Rizal
FORMATIVE ASSESSMENT #1:
RUBRICS
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Formative assessment:
Instructions: Based on the discussion and the article, write a persuasive essay
about the relevance of studying Rizal in contemporary period. Read carefully
the guidelines below in composing your paper
Format: · Format: Times New Roman size 12, double spacing, 3-5 paragraphs,
100-200 words Filipino or English
Mechanics:
Introduction (discuss the overview of the paper, or the background of the topic)
Discussion (Explain the ideas in this section. Enumerate your stand/claims then
elaborate it using statements/ideas from the article to justify and support your
arguments. Make sure to follow the Oreo opinion protocol in writing an essay.)
Conclusion (Write your concluding statement/ synthesis of your discussion in
this part)
Rubrics:
Distribution of activities and
workload template
CELO/COMP
TENCY TO BE
ASSESSED
Module 1:
CELO 1
AND 2
CONTENT
The Rizal
Bill of
1956
Horacio
Dela
Costa and
the
Bishops
ACTIVITIES/R
ESOURCES/A
SSESSMENT
1.Crosswor
d puzzle
2.Marginal
Notes
3. Video
Analysis
3.Discussio
n Map
graphic
organizer
4.Workshe
et Activity
5. Oreo
opinion
ESTIMATED WORK TIME
IN CLASS
HOURS
15mins
15mins
15mins
60mins
30 mins
45 mins
OUTSIDE
CLASS HOURS
2.5
SUBMISSION
DATE
Summary of hours of student
work template
HOURS AND ACTIVITIES IN CLASS
HOURS
Introductory Lectures (on generic
competence; contents and questions on
specific content matter, academic paper
guidelines)
30mins
Practical activities (screening on videos,
group approaches and discussions,
preparation of questions of introductory
lectures)
60mins
Tutorials – group meetings
30mins
HOURS AND ACTIVITIES OUTSIDE CLASS
HOURS
Readings of articles and literary texts
(specific competences)
60 mins
Screening of resources (Videos)
15 minis
Individual preparation, search for
information, analysis, reflection and study
of introductory lectures (on generic and
specific competences)
30 mins
Preparation and writing of academic paper
and individual self-assessment (time
shared with readings, screening and
analysis)
45 mins
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Weekly study plan for module 1:
Weekly Study Plan for Module 1
WEEK
DAY
✔ ✘
PRELIMINARY TASK
✔ ✘
Crossword puzzle
✔ ✘
Video analysis
✔ ✘
Marginal notes
✔ ✘
Discussion graphic organizer
✔ ✘
Activity worksheet
2
✔ ✘
Oreo opinion
1
✔ ✘
2
✔ ✘
1
WEEK 2
2
1
WEEK 3
IKA-16ng
LINGGO
ACTIVITIES
1.
What I
Learned in
this
module
2.
3.
4.
5.
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
COURSE INFORMATION BOOKLET
FIRST TERM S.Y. 2021-2022
COURSE CODE: GED0102
The Life and Works of Rizal
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Topic:
The Critical Basis of Studying Rizal
Duration:
Weeks 4-5
Description:
The Life and Works of Rizal discusses the ideology and philosophy
of Rizal and how these contribute in the emergence of the Filipino
nation. The course module requires a critical evaluation of the life,
writings and contributions of Dr. Jose Rizal.
The course module aims to meet the needs of the contemporary
period as well as strengthen the nationalist aspirations of the
student.
Learning
Outcomes:
CELO:
1. Examine the assigned readings in a detailed and careful way,
comprehending the main idea or thesis, and how the sub-ideas,
evidence and other support help sustain and develop that main
idea.
2. Construct idea both in written and in oral forms ideas and
insights in a manner that is clear, unified, coherent, and logically
supported by empirical evidence and developed using effective
expository techniques.
Specific Outcomes:
1. To understand the concept of heroism;
2. To assess the term “HERO” having Rizal as the reference point.
Reading/ Sources:
Activities/
Assessments:
Veneration Without Understanding. Constantino, Renato. Dissent
and Counter-Consciousness (Quezon City: Malaya Books,Inc.,
1970).
1.
2.
3.
4.
5.
Preliminary Activity: Picture Analysis
Task: Brainstorming / Interactive Discussion
Deepening: Group Activevity - Graphic Organizer
Synthesis: Q and A (Group)
Task Ahead: Reflection Essay
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Preliminary Task:
Description: This preliminary activity serves as a precursor to
gain the students’ interest in the topic to be discussed.
IPICTURE ANALYSIS
Instruction: Identify the persons/characters in the photos. Assess if they
qualify as a hero or not.
Sample Pictures
Discussion:
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GENERAL EDUCATION
Discussion:
Description: This part aims to clarify different issues or concepts
related to the reading or the topic of the module.
INTERACTIVE POWERPOINT DISCUSSION
1.Concept of heroism
Definition of hero and bayani
Qualifications and criteria of a hero based on Philippine Historical
Committee
2.Rizal - the hero, as reference point
Characteristics of Rizal as a hero
Achievements
2.Rizal’s limitations as a Hero
An American- sponsored hero
Represented the illustrado class first
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Task:
Description: In this section, students are expected to complete
a task that will give them an insight on the topic and
point of discussion.
Part I. Click to Marginal notes are written in the margin of a page,
usually a note. Your note could be any of the following:
a remark, a question or clarifications on the statements in the
article
a question mark for confusing passages
other marks like circling the words or unclear phrases
a one-two sentence summary of a paragraph
Writing marginal notes (at the sides of the article) is like “Talking
to the text”. It makes your reading more comprehensible and
memorable. Marginal notes will be used for activity and
clarification during small group discussion.
add text
Part II. Group Activity Brainstorming
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Deepening:
Description: This section deals with the topic of the module
and extends it. It aims to provoke students into thinking
outside the box.
Formative Assessment (MOL)
Use a Graphic organizer that will differentiate the following terms:
Group 1: Ilustrado and Katipunero
Group 2: Revolution and Himagsikan
Group 3: Filipino and Tagalog
Group 4: Bayani and Hero
Group 5: La Liga Filipina and KKK
Save this in a jpg or any picture format. (see ppt for the format)
To be presented in our next online conference.
Relate your examples on the narrative based on the reading and
other credible sources.
Each group will be given 5-8 minutes to present
See ppt for the rubric.
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Synthesis:
Description: This section aims to connect and
combine the different ideas of how the self is
viewed.
Instruction: If you are to upload a drawing of Rizal on your social
media account, how would you best describe him as a hero?
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Task Ahead:
Description: This part of the module provides the Formative
Assessment or other tasks to be completed for better
understanding of the topic and towards the development of the
skills in the CELO.
REFLECTION PAPER (MOL, AOL, TAL)
Mechanics:
1.The theme of the reflection paper is “Does Rizal deserve to be our
National Hero?”
2.The paper shall follow the five paragraph structure—Introduction,
body (3), and conclusion.
3.The paper must consist of at least three hundred (300) words.
4.In WORD format, use Times New Roman, font-size 12, single space
and justify.
Note: Rubrics Reflection Paper
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Module 2: The
Critical Basis of
Studying Rizal
FORMATIVE ASSESSMENT #1:
RUBRICS
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Formative assessment:
FORMATIVE ASSESSMENT part I
(for MOL, AOL and TAL)
REFLECTION PAPER
Mechanics:
1.The theme of the reflection paper is “Does Rizal deserve to be our
National Hero?”
2.The paper shall follow the three to five paragraph structure—
Introduction, body and conclusion.
3.The paper must consist of at least three hundred (300) words.
4.In WORD format, use Times New Roman, font-size 12, single space
and justify.
Rubric
CRITERIA
Overview
Analysis
Evaluation
Reflection
(X2)
EXEMPLARY4
SATISFACTORY3
DEVELOPING2
Reflectively
explains the sense of
the issue by giving
its basic
information, their
insightful
commentary, and
significant issues
that could be seen in
the movie.
Presented an
insightfuland
thorough analysis
of all issues
identified;Included
all necessary
inferences.
Plainly explains
his/her views and
opinion about the
issue. He/she gives
relative
commentary,
however; the tone of
bias has felt on the
way he/she
introduces the paper.
Presented thorough
analysis of most
issues identified;
included most
necessary
inferences.
Simply explains the
iissue but did not
come up closely on
how he/she should
write the
introduction in the
manner that he/she
could explain
his/her own ideas
reflectively.
PresentedShallow
analysis ofissues
identified; omitted
some
necessaryinferenc
es
Did not start
the paper with
a reflective
introduction.
Supported diagnosis
and opinions with
strong arguments
and evidence;
presents a balanced
and critical view;
interpretations are
both reasonable
and objective.
Enumerated 3 -4
attribute and
presented relative
personal and
social/local context.
Supported diagnosis
and opinions with
reasons and
evidence; presents a
fairly balanced and
critical view;
interpretations are
both reasonable
and objective.
Enumerated 2-3
attribute and
presented relative
personal and
social/local context..
Supported
diagnosis and
opinions with
limited reasons
and evidence;
presents somewhat
one sided
argument.
Supported
diagnosis and
opinions
withfew
reasons and
littleevidence;
argument is
one‐sidedand
not objective
Enumerated an
attribute and
presented
relative
personal and
social/local
context.
Enumerated 1
attribute and
presented relative
personal and
social/local context.
BEGINNING1
Presented
incompletean
alysis ofissues
identified;Inclu
ded
fewinferences
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Formative assessment:
FORMATIVE ASSESSMENT part II (for AOL and TAL ONLY)
Question Prompt:
If you are to upload a drawing of Rizal on your social media account,
how would you best describe him as a person?
Mechanics:
a.Uploaded representation of Rizal is illustrated through a drawing
either - digital or freehand.
b.The drawing may be a symbol, logo or object that would best
represent Rizal.
c.Provide a description of that drawing by relating it to the remarkable
contributions of Rizal for the country. Minimum 2 sentences to a
maximum of 3 sentences only.
d.Create a hashtag for that drawing. No need to explain the hashtag.
The drawing with description and hashtag must be saved in PDF
format.
Rubric
CATEGORY
Content
Text
Presentation of
Product
4
EXEMPLARY
Reflects factual
information that
corresponds with
appropriate
symbol.
3
SATISFACTORY
Most of the
information is
factual and
seemingly
corresponds with
appropriate
symbol.
Easy to read,
Most text is easy
legible. No mis- to read. Fewer
spellings.
than four misspellings.
Clean, neat and
well organized.
Fairly neat and
clean. Some
organization.
2
DEVELOPING
Reflects some
factual
information and
attempts to put it
in corresponding
symbol
1
BEGINNING
Contains non
factual
information that
does not
correspond to the
appropriate
symbol.
Not legible.
Excessive errors.
(o point)
Text is not easy
to read.
Excessive misspelling more
than five errors.
(3 points)
Not well
Messy and
organized. A
unorganized. Not
little cluttered.
well put together.
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Formative assessment:
Formative Assessment part II (MOL)
Form a group compose of 6-8 members
Use a Graphic organizer that will differentiate the following terms:
Group 1: Ilustrado and Katipunero
Group 2: Revolution and Himagsikan
Group 3: Filipino and Tagalog
Group 4: Bayani and Hero
Group 5: La Liga Filipina and KKK
Save this in a jpg or any picture format. (see ppt for the format)
To be presented in our next online conference.
Relate your examples on the narrative based on the reading and other
credible sources.
Each group will be given 5-8 minutes to present
Rubric
CRITERIA
Content
Evidence and
Support
4
EXEMPLARY
3
SATISFACTORY
2
DEVELOPING
The content and some
The content and
The content and
Majority of the content and
scope of information
scope of information is scope of information are
scope of information are
are relevant and
relevant and fully
relevant and adequate
irrelevant and inadequate
someone inadequate
supported the topic.
for the topic.
for the topic.
for the topic.
The presentation is
The presentation is
The presentation is
Communi cation
highly appropriate and appropriate and the ideas quietly appropriate
and
the ideas are thoroughly
are adequately
and the ideas are
Presentation
developed.
developed.
partially developed.
Graphic
Organization
1
BEGINNING
Graphic organizer is
balanced in form and
the design/symbols of
all the components is
appropriate to the
content.
The presentation is
inappropriate for the topic
and the ideas are poorly
developed.
Execution appears
Graphic organizer is
hastily constructed and
neatly executed with
Execution appears sloppy.
the graphic organizer
most components
Graphic organizer lacks a
demonstrates some
designed/symbols
symbol/design appropriate
designs/ symbol
appropriate to the
to the content.
appropriate for the
content.
content.
Distribution of activities and
workload template
CELO/COMP
TENCY TO BE
ASSESSED
CELO 1 and 2
CONTENT
Reading:
Veneration
without
Understanding
ACTIVITIES/
RESOURCES/
ASSESSMENT
Preparation: Reading Time
WEEK 3
Picture Analysis
Interactive Discussion
Brainstroming: Group
Activity
Group ACTIVEvity Report
Making of Reflection Paper
ESTIMATED WORK
TIME
IN
CLASS
HOURS
OUTSIDE
CLASS
HOURS
2.5 hrs
30 mins
1 hr
30 mins
1.5 hrs
3 hrs
SUBMISSIO
N DATE
Summary of hours of student
work template
HOURS AND ACTIVITIES IN CLASS
HOURS
Introductory Lectures (on generic
competence; contents and questions on
specific content matter, academic paper
guidelines)
30 mins
Practical activities (screening on videos,
group approaches and discussions,
preparation of questions of introductory
lectures)
2 hrs
Tutorials – group meetings
30 mins
HOURS AND ACTIVITIES OUTSIDE CLASS
HOURS
Readings of articles and literary texts
(specific competences)
2.5 hrs
Individual preparation, search for
information, analysis, reflection and study
of introductory lectures (on generic and
specific competences)
30 mins
Preparation and writing of academic paper
and individual self-assessment (time
shared with readings, screening and
analysis)
3 hrs
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Weekly study plan for module 2:
Weekly Study Plan for Module 1
WEEK
DAY
1
WEEK 4
2
1
WEEK 5
2
ACTIVITIES
✔ ✘
PRELIMINARY TASK
✔ ✘
Interactive Powerpoint Discussion
✔ ✘
Group Activity Planning
✔ ✘
Brainstorming
✔ ✘
Group ACTIVEvity Report
✔ ✘
Group ACTIVEvity Report
✔ ✘
1.
What I
Learned in
this
module
2.
3.
4.
5.
Synthesis and Submisison of Reflection
Paper
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
COURSE INFORMATION BOOKLET
FIRST TERM S.Y. 2021-2022
COURSE CODE: GED0102
The Life and Works of Rizal
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Topic:
Understanding the Young Rizal
Duration:
Weeks 6 - 7
Description:
Rizal experienced a beautiful and challenging life during his early
years, particularly at that time when we he was away from his
family due to his educational pursuits. This module will discuss the
experiences of the young Rizal , with emphasis on racial
discrimination. The issue as to the poem which is popularly
attached to his name will also be analyzed in this module.
Learning
Outcomes:
1. Evaluate one’s understanding of the young Rizal, particularly
his experiences on racial discrimination.
2. Compare the events of Rizal’s early years to one’s own recent
past and present.
3. Find value in examining Rizal’s past as a catalyst for reflection
(i.e., social change)
Craig, A. (2015). Rizal’s Own Story of His Life. The Project
Gutenberg. https://www.gutenberg.org/files/48438/48438h/48438-h.htm#impressions
Reading/ Sources:
Ocampo, A. (2011). Did young Rizal really write poem for
children? Philippine Daily
Inquirer. https://newsinfo.inquirer.net/45479/did-young-rizalreally-write-poem-for-children
1.
2.
Preliminary Activity
Task
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Preliminary Task:
Description: This preliminary activity serves as a precursor to
gain the students’ interest in the topic to be discussed.
Instructions:
1.Guide Questions
(Important Limitation: The discussion part shall be limited from his
home-schooling in their Calamba residence until his education in the
University of Santo Tomas.)
1.Who inculcated upon Rizal the value of education during his
childhood? Describe his educational experience when he was homeschooling?
2.How did Rizal react to bullying when he was a student in
Binan? Describe his experience.
3.Why was Rizal discriminated at Ateneo? Present the situation.
4.Why was the treatment to him changed from unwelcomed to one who
belonged in class at Ateneo?
5. What were the achievements of Rizal when he was a student of
Ateneo?
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Discussion:
Description: This part aims to clarify different issues or concepts
related to the reading or the topic of the module.
Discussion will be done synchronously for those who will attend.
Refer to the powerpoint presentation in Module 3 of your Canvas.
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Task:
Description: In this section, students are expected to complete
a task that will give them an insight on the topic and
point of discussion.
Text Analysis
“Did young Rizal really write the poem for children?”
Major Area/s in the
article
1.Persons involved
2.Places
encountered in the
article
3.Major
events/issues raised
about the authorship
of the poem
New information
that you have
learned
Impact on your
perspective of Rizal
as an author or about
the poem itself
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Deepening:
Description: This section deals with the topic of the module
and extends it. It aims to provoke students into thinking
outside the box.
Directions:
After having read Dr. Rizal’s own account of his younger years,
organize your thoughts about the experiences he shared.
Which experiences did you find familiar to the experience of the
youth of today?
EXPERI
ENCES
YOUNG RIZAL’S
EXPERIENCES
PRESENT
EXPERIENCES
OF THE
YOUTH
Example
School
Setting
Society in
general
Judicial
and
Criminal
Justice
System
Treatment
of citizens
by
the
governme
nts
Discrimination
student at Ateneo
as
a
EXPLAINED
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Synthesis:
Description: This section aims to connect and
combine the different ideas of how the self is
viewed.
Direction: Correlate your learning from the reading materials and
previous activities by answering the question below.
Cite specific situation from the article to support
your statements/premises. Answer in 5 sentences only. Be concise.
Question:
Based on the experiences of Rizal when he was young, what kind
of personality was shaped out of Rizal especially when he was
away from his family?
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Task Ahead:
Description: This part of the module provides the Formative
Assessment or other tasks to be completed for better
understanding of the topic and towards the development of the
skills in the CELO.
Reflection Essay (20 points) - Formative Assessment 3
Direction: Submit a brief essay, use a minimum of 5 sentences to
maximum of 10 sentences to answer the question.
Question:
Which values of Rizal, as a young student of Ateneo, do you think
you want to emulate as a college student? Justify.
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Module 3:
Understanding
the Young Rizal
FORMATIVE ASSESSMENT #3:
RUBRICS
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Formative assessment:
Reflection Essay (20 points) - Formative Assessment 3
Direction: Submit a brief essay, use a minimum of 5 sentences to
maximum of 10 sentences to answer the question.
Question:
Which values of Rizal, as a young student of Ateneo, do you think you
want to emulate as a college student? Justify.
Scoring
Rubric
Cont
ent
Advanced
Competent
Emerging
Limited
16-20
11-15
6-10
1-5
The
arguments
, insights,
proposals,
standpoint
or
contention
are sound
and
significant.
The
arguments,
insights,
proposals, s
tandpoint o
r
contention
are sound
and
sufficient.
Application
idea/conce
pt/
theory is
evident.
The
arguments,
insights,
proposals, sta
ndpoint or
contention
have
potential.
Application of
idea/concept/
theory slightly
evident.
The
arguments,
insights,
proposals, sta
ndpoint or
contention
are not
convincing.
Application of
idea/concept/
theory is not
evident.
Applicatio
n of
idea/conc
ept/
theory is
highly
evident.
Distribution of activities and
workload template
CELO/COMPTENCY TO
BE ASSESSED
1. Evaluate one’s
understanding
of the
young Rizal, partic
ularly his
experiences on
racial
discrimination.
CONTEN
T
ACTIVITIES/RESOU
RCES/ASSESSMENT
Read the
materials
assigned
ESTIMATED
WORK TIME
IN
CLAS
HOUR
S
OUTSI
DE
CLASS
HOURS
3
2
1.5
2
1.5
1
6 hrs
5 hrs
SUBMISSION
DATE
Answer
preliminary
tasks
Discussion
2. Compare the
events of
Rizal’s early years t
o one’s own recent
past and present.
Answer the
Comparative
Analysis
3. Find value in
examining Rizal’s
past as a catalyst
for reflection (i.e.,
social change)
Answer the
essential
question in Task
Ahead
Discussion
= 2 weeks
Summary of hours of student
work template
HOURS AND ACTIVITIES IN CLASS
HOURS
Introductory Lectures (on generic
competence; contents and questions on
specific content matter, academic paper
guidelines)
45 mins
Practical activities (screening on videos,
group approaches and discussions,
preparation of questions of introductory
lectures)
45 mins
Tutorials – group meetings
45 mins
Tests (short mid-term tests, final exam)
45 mins
(you can add more row. If none, delete)
HOURS AND ACTIVITIES OUTSIDE CLASS
HOURS
Readings of articles and literary texts
(specific competences)
3 hours
Screening of resources (Videos)
NA
Individual preparation, search for
information, analysis, reflection and study
of introductory lectures (on generic and
specific competences)
1 and 30 mins
Preparation and writing of academic paper
and individual self-assessment (time
shared with readings, screening and
analysis)
1 and 30 mins
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Weekly study plan for module 3
Weekly Study Plan for Module 1
WEEK
DAY
1
WEEK 6
2
1
WEEK 7
2
ACTIVITIES
✔ ✘
PRELIMINARY TASK
✔ ✘
Read the assigned articles
✔ ✘
Post-discussion task
✔ ✘
Deepening
✔ ✘
Synthesis
✔ ✘
Review
✔ ✘
Work on Task Ahead (FA 3)
1.
What I
Learned in
this
module
2.
3.
4.
5.
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
COURSE INFORMATION BOOKLET
FIRST TERM S.Y. 2021-2022
COURSE CODE: GED0102
The Life and Works of Rizal
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Topic:
Midterm Summative Assessment: Pecha Kucha (by group)
Duration:
Weeks 8- 9
Students will:
1)
2)
Description:
3)
4)
5)
1)
Learning
Outcomes:
Reading/
Sources:
Activities/
Assessments:
2)
3)
4)
Present a Pecha Kucha.“Pecha Kucha is a presentation form of 20 images
for 20 seconds. The slide changes automatically and the speaker must
synchronise their speech with images. It’s sometimes also called a 20x20
presentation (24slides.com).”
The class will be divided into groups of 5 members. The presentation must
be planned in such a way that all members will get the chance to speak.
Using Pecha Kucha presentation, you are supposed to form any insightful
ideas about the topics that we have discussed during the Midterms. It is a
plus if they are able to persuade the class about what it is that they would
like them to consider regarding the thing that they would like to say about
Jose Rizal.
Microsoft PowerPoint or any other similar application for this activity can
be used.
They can use powerful and relevant images for the lay-out and the
presentation itself..
Synthesize the prescribed learning materials based on their salient points
and context.
Creatively construct ideas and insights that are clear, unified, coherent, and
logically supported by evidences.
Develop Pecha Kucha making skill.
Use digital tools to make a creative output presentation (Pecha Kucha) that
shows learnings about certain aspects in Rizal’s life.
All materials that were discussed during the first 8 weeks of the semester. Other
supplementary materials may be added.
1.
2.
3.
Preliminary Activity
Deepening
Synthesis
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Preliminary Task: Think, Pair, Share (group
activity)
Description: This preliminary activity aims to analyze and enhance
their critical thinking course as an open-ended question regarding the
topics in Modules 1, 2, and 3.
Instructions:
*This activity must be performed within the group. The groupings for the
Pecha Kucha will be followed.
*The open-ended question, “What do you think will Filipino nationalism
look like if Rizal were not considered the national hero of our country?”
will be pondered on. You will be given time to consider the question on
your own.
*Then, you need to turn to your chosen partner to share your ideas and
contrasting opinions with. Your partner should do the same.
*After the sharing, the discussion pair turns to another pair to create a
group of 4 then they will share what they have discussed in their own
pair.
*You will be re-grouped as a whole class so that your responses can be
solicited.
.
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Deepening: Persuasion Map
Description: This particular activity can help you establish the
thesis statement/main argument that you would like to
present in the Pecha Kucha.
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Deepening: Persuasion Map
Description: This particular activity can help you establish the
thesis statement/main argument that you would like to
present in the Pecha Kucha.
Instructions:
*Choose a topic about Rizal that you would like to focus on.
Preferably, one of those that was discussed in class.
*Think of a thesis statement/main argument/position. This is
formed by thinking about what it is in the topic that you would like
to focus on and coming up with reason/s to believe in it.
*A thesis statement/main argument/position must be arguable.
This means that the argument is open to diverse opinions since its
task is to persuade the audience. No persuasion takes place when
a “thesis statement” is treated as a mere reiteration of common
knowledge.
*Cite 3 supporting pieces of evidence and another 3 opposing
pieces of evidence. These must be thought of in reference to the
thesis statement/main argument/position.
*Draw out ideas based on the supporting pieces of evidence and
write these in conclusion.
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Synthesis: Pecha Kucha
Description: This section aims to connect and
combine the different ideas and apply these
to the creation of Pecha Kucha
Instructions:
1) Present a Pecha Kucha.“Pecha Kucha is a presentation form of
20 images for 20 seconds. The slide changes automatically and
the speaker must synchronise their speech with images. It’s
sometimes also called a 20x20 presentation (24slides.com).”
2) The class will be divided into groups of 5 members. The
presentation must be planned in such a way that all members
will get the chance to speak.
3) Using Pecha Kucha presentation, you are supposed to form any
insightful ideas about the topics that we have discussed during
the Midterms. It is a plus if they are able to persuade the class
about what it is that they would like them to consider regarding
the thing that they would like to say about Jose Rizal.
4) Microsoft PowerPoint or any other similar application for this
activity can be used.
5) They can use powerful and relevant images for the lay-out and
the presentation itself..
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Midterm
Summative
Assessment
SUMMATIVE ASSESSMENT #1:
RUBRICS
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Rubric: Pecha Kucha
Description: This section aims to explain how
you will be evaluated for this assessment.
Pecha Kucha [1]
Full Mark (4)
[1]
Good (3)
Fair (2)
Needs Improvement
(1)
Pecha Kucha
Slideshow
The presentation has
20 slides timed to
advance every 20
seconds. The
presentation runs
flawlessly.
The presentation has
20 slides timed to
advance every 20
seconds. The
presentation runs
with one minor
technical flaw.
The presentation has 20
slides timed to advance
every 20 seconds, but
the presentation has
several minor technical
flaws.
The presentation does
not 20 slides timed to
advance every 20
seconds or the
presentation has major
technical flaws.
Visual Appeal
and Creativity
The presenters have
high quality visual
images and has used an
exceptionally creative
or intensely interesting
visual design for the
presentation.
The presenter has
used good quality
visual images and has
used a creative or
very interesting visual
design for the
presentation
The presenters have
used adequate quality
visual images, but do
not use a creative or
interesting visual design
for the presentation.
Visual images are
poorly chosen or the
quality of images is not
legible, or used
particularly garish or
distracting visual
design for the
presentation.
Prep and
Presentation
of the Script
The presenters
obviously prepared a
compelling script,
rehearsed,
demonstrated superior
knowledge of the
subject matter and did
not merely read to
audience.
Presentation
contained clever and
original ideas that
showed good
understanding of the
material.
Presentation contained
few clever and original
ideas that showed some
understanding of the
material.
Presentation showed
little cleverness and
originality and showed
superficial
understanding of the
material.
Most criteria in the rubric are taken from https://smcmtechintheclassroom.pbworks.com/f/Pecha+Kucha+rubric.pdf
Distribution of activities and
workload template
CELO/COMP
TENCY TO BE
ASSESSED
CONTENT
ACTIVITIES/R
ESOURCES/A
SSESSMENT
ESTIMATED WORK TIME
IN CLASS
HOURS
SUBMISSION
DATE
OUTSIDE
CLASS HOURS
CELOs 2
and 3
Modules
1, 2, and 3
Preliminary
: Think,
Pair, Share
8 minutes
N/A
N/A
CELOs 2, 3,
4, 5, and 6
Modules
1, 2, and 3
Persuasion
Map
.5
2.5
TBD
CELOs 2, 3,
4, 5, and 6
Modules
1, 2, and 3
Pecha
Kucha
20
minutes
2.5
TBD
Summary of hours of student
work template
HOURS AND ACTIVITIES IN CLASS
HOURS
Introductory Lectures (on generic
competence; contents and questions on
specific content matter, academic paper
guidelines)
.5
Practical activities (screening on videos,
group approaches and discussions,
preparation of questions of introductory
lectures)
1
Tutorials – group meetings
1
Tests (short mid-term tests, final exam)
N/A
HOURS AND ACTIVITIES OUTSIDE CLASS
HOURS
Readings of articles and literary texts
(specific competences)
2.5
Screening of resources (Videos)
2.5
Individual preparation, search for
information, analysis, reflection and study
of introductory lectures (on generic and
specific competences)
Preparation and writing of academic paper
and individual self-assessment (time
shared with readings, screening and
analysis)
N/A
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Weekly study plan for Midterm Summative
Assessment:
Weekly Study Plan for Midterm Summative Assessment
WEEK
DAY
1
WEEKS 8-9
2
ACTIVITIES
✔ ✘
PRELIMINARY TASK: THINK, PAIR, SHARE
✔ ✘
DEEPENING: PERSUASION MAP
✔ ✘
PECHA KUCHA
✔ ✘
1.
What I
Learned in
this
module
2.
3.
4.
5.
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
COURSE INFORMATION BOOKLET
FIRST TERM S.Y. 2021-2022
COURSE CODE: GED0102
The Life and Works of Rizal
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Topic:
Rizal in the Context of the Nineteenth-Century Philippines
Duration:
This topic is expected to be discuss during the 10th and 11th week of
the semester.
Description:
In this module, we will discuss the two readings that describes
Rizal’s idea and perception of the country’s situation during that
time and the kind of future that Filipinos might have if their
situation continued.
To understand Jose Rizal’s literary works, is to understand his
personal experience that might influence his philosophical and
socio-political views as a nationalist towards the emancipation of
his nation during the Spain tyrannical rule. This module aims to:
Learning
Outcomes:
1. Discuss his ideas through understanding his involvement and
experience in some of the major economic, political, religious and
cultural developments in the 19th century by reading John
Schumacher’s essay “Rizal in the Context of the Nineteenth-Century
Philippines”;
2. Analyze the second excerpt of Rizal’s essay “The Philippines a
Century Hence” ; and
3. Discuss how Rizal’s views during his time compared to today’s
societal changes and developments.
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Reading/
Sources:
Rules of
engagement
Activities/
Assessments:
1. Schumacher, J. (1991). Chapter 2 Rizal in the Context of the
Nineteenth-Century Philippines in The Making of a Nation: Essays in
Nineteenth-Century Filipino Nationalism. Ateneo de Manila University
Press. For the pdf copy, you can find this uploaded in your CANVAS or
at this site https://www.homeworksmontana.com/wpcontent/uploads/edd/2019/02/schumacher_makinganation_1991.pdf
Note: You can type this on the google search bar if you cannot access it directly by clicking the link.
2. Rizal, J. (1889). Filipinas Dentro De Cien Años The Philippines: A
Century Hence. Political and Historical Writings Manila: National
Historical Commission of the Philippines. Translated by: Charles E.
Derbyshire. You can read the second excerpt at this site
https://www.gutenberg.org/files/35899/35899-h/35899-h.htm
1. Take time to read in advance the learning materials assigned to this
module and comprehend well their lessons. Readings in PDF are
already in your reading folders while those with links are specified
under this module.
2. Be sure that you have read Schumacher’s Chapter 2 Rizal in the
Context of the Nineteenth-Century Philippines in The Making of a
Nation: Essays in Nineteenth-Century Filipino Nationalism and Rizal’s
The Philippines: A Century Hence.
3. Follow the instructions in each given task and assessments.
4. Actively participate in class activities and online discussions.
1.
2.
3.
4.
5.
Preliminary Activity
Task
Deepening
Synthesis
Task Ahead
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Preliminary Task:
Description: This preliminary activity serves as a precursor to
gain the students’ interest in the topic to be discussed.
Instructions:
Using the applications Mentimeter or Kahoot, solicit the ideas and opinions
of students regarding their understanding on Rizal’s idea on Nationalism and to compare the
practice of Nationalism during Rizal’s era and the current situation.
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Task:
Description: In this section, students are expected to complete
a task that will give them an insight on the topic and
point of discussion.
Break the class into five groups and give them 15-20 minutes to discuss the questions
below and make a 3-5 PPT slides of their answer. They will be given 3-5 minutes to
report and share their answer with the class.
Guide Questions:
1. How did the Filipinos respond to the following societal issues during the 19th
century?
a. Economic issues;
b. Political issues;
c. Religious issues; and
d. Cultural issues during the 19th century
2. What is the forecast of Dr. Jose Rizal regarding the future situation of the country
hundreds of years from his time? Did these forecast came true? Why yes or why not?
Give at least two reasons/explanations.
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Deepening:
Description: This section deals with the topic of the module
and extends it. It aims to provoke students into thinking
outside the box.
To further deepen the discussion, discuss the following questions:
a.
Why were the Filipinos deprived of certain job positions within the bureaucracy?
b.
How were the Filipinos treated under the Spanish bureaucracy?
c.
What is the secularization movement? What changes did it bring to the society?
d.
What factors/conditions influence Rizal’s forecast regarding the future of the
Philippines?
e.
What factors/conditions have happened that created change in his forecasts?
f.
How do these social changes shaped the kind of society and social interactions
that we have today?
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Synthesis:
Description: This section aims to connect and
combine the different ideas of how the self is
viewed.
To synthesize what we learned from this module, make a brief but thorough synthesis
of all discussed ideas we learned from the readings:
1. Cite real life conditions and social issues present and observable in the Philippine
society that reflects the current condition that we are in and discuss how these
conditions can influence the condition of the next generation and what do you think
will happen to the Filipino culture five or ten or a hundred years from now?
2. What can we do as Filipinos to improve our condition and ensure a better future for
the next generation or to preserve the freedom, independence and rights that we
enjoy as free citizens?
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Task Ahead:
Description: This part of the module provides the Formative
Assessment or other tasks to be completed for better
understanding of the topic and towards the development of the
skills in the CELO.
Direction:
1. Answer Formative Assessment No: ___ and make sure to
include the important salient points that you have learned from
the readings.
2. Access the next module and make sure to read the required
reading materials.
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
FORMATIVE ASSESSMENT #____:
RUBRICS
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Formative assessment:
Instructions: Make a graphic organizer discussing the philosophical and sociopolitical views and the salient points of Dr. Jose Rizal as reflected in the two readings.
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Formative assessment:
Rubric for the graphic organizer:
A. Sample rubric 1
CRITERIA
Content and quality
of information
4
Covers topic indepth with details
and examples. With
detailed, complete
and concise
explanation.
3
Includes essential
knowledge about
the topic. With clear
but slightly not
detailed
explanation.
2
Includes essential
information about
the topic but there
are 1-2 factual
errors. Explanation
is unclear.
1
Content is minimal
and there are many
factual errors.
Misses key points.
Demonstrated
knowledge
Shows complete
understanding of
the terms, ideas and
processes. Subject
knowledge is
excellent.
Shows substantial
understanding of
the problem, terms,
ideas and processes.
Subject knowledge
appears to be good.
Shows some
understanding of
the problem, terms,
ideas and processes.
Subject knowledge
appears to be
slightly lacking.
Shows complete
lack of
understanding of
the problem, terms,
ideas and
processes. Subject
knowledge is zero.
Requirements
All requirements are
met and exceeded.
Goes beyond the
expected output.
All requirements are
met.
One requirement
was not completely
met.
More than one
requirement was
not completely
met. Does not meet
the requirements of
the activity.
Examples
Includes relevant
and sufficient
evidences or
examples to
develop a strong
analysis and
explanation.
Includes some
relevant facts,
situations or
information to
develop a good
analysis and
explanation.
Includes few facts
and examples as
support to their
statements of
claims.
The response
includes no
examples to
support their claim.
Creativity
Enthusiastically uses
materials and ideas
for enhancement.
Use of materials and
ideas for
enhancement.
Show some of use
of materials and
ideas.
Shows minimal to
no effort for
enhancement or
material and ideas.
Comments: ____________________________________________________
______________________________________________________________
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Formative assessment:
B. Sample rubric 2
Criteria
Completion
Explanation
Relevance
1
2
Graphic organizer is less
than 10% completed.
0
Graphic organizer is 10%
to 39% completed.
Graphic organizer is 40%
to 89% completed.
Graphic organizer is 90100% completed.
3
Less than 50% of the
information/explanation
needed are in the graphic
organizer.
At least 50% of the
information/explanation
needed are in the graphic
organizer.
At least 75% of the
information/explanation
needed are in the graphic
organizer.
All the
information/explanations
needed are in the graphic
organizer.
Less than 50% of the
information relate to the
topic of writing.
At least 50% of the
information relate to the
topic of writing.
At least 75% of the
information relate to the
topic of writing.
All the information are
related to the topic of
writing.
Total
Comments:
____________________________________________________
____________________________________________________
Distribution of activities and
workload template
CELO/COMP
TENCY TO BE
ASSESSED
CELO 5
CONTENT
Construct
Rizal’s
political
perspectives
on reform,
revolution,
colonialism
and
imperialism,
race,
gender,
social class,
education,
language,
science, the
clergy, the
state, and
the nation
and its
impact to
present
time
ACTIVITIES/R
ESOURCES/A
SSESSMENT
FA __:
Graphic
Organizer
ESTIMATED WORK TIME
IN CLASS
HOURS
3hrs (2
meetings)
SUBMISSION
DATE
OUTSIDE
CLASS HOURS
Estimation
only
(6-7hrs):
4hrs reading
the two
readings
(considered
the
situation
that they
may not
finish the
reading in
one seating
or
immediately
understand
the articles)
2hrs
answering
the FA
TBA (To be
announced)
Summary of hours of student
work template
HOURS AND ACTIVITIES IN CLASS
HOURS
Introductory Lectures (on generic
competence; contents and questions on
specific content matter, academic paper
guidelines)
30 minutes
Practical activities (screening on videos,
group approaches and discussions,
preparation of questions of introductory
lectures)
30 minutes to 1 hour
Tutorials – group meetings
Tests (short mid-term tests, final exam)
(you can add more row. If none, delete)
HOURS AND ACTIVITIES OUTSIDE CLASS
HOURS
Readings of articles and literary texts
(specific competences)
1-2.5 hours
Screening of resources (Videos)
1-2.5 hours (considering the students
internet connection and their attention
span and tasks at home)
Individual preparation, search for
information, analysis, reflection and study
of introductory lectures (on generic and
specific competences)
1-4 hours (considering the students
internet connection and their attention
span, working habit (continuous or with
intervals) and tasks at home.
Summary of hours of student
work template
Preparation and writing of academic
paper and individual self-assessment
(time shared with readings, screening and
analysis)
(you can add more row. If none, delete)
1-4 hours (considering the students
internet connection and their attention
span, working habit (continuous or with
intervals) and tasks at home.
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Weekly study plan for module 4: (please
adjust the weeks according to your module)
Weekly Study Plan for Module 4
WEEK
DAY
1
WEEK 10
2
1
WEEK 11
2
ACTIVITIES
✔
✘
READ THE ARTICLES
✔
✘
PRELIMINARY TASKS
✔
✘
ACTIVELY PARTICIPATE IN CLASS DISCUSSION
✔
✘
DEEPENING
✔
✘
SYNTHESIS
✔
✘
FORMATIVE ASSESSMENT
✔
✘
ACCESS TO TASK AHEAD
1.
What I
Learned in
this
module
2.
3.
4.
5.
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
COURSE INFORMATION BOOKLET
FIRST TERM S.Y. 2021-2022
COURSE CODE: GED0102
The Life and Works of Rizal
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Topic:
Interpretation and Historicity in Jose Rizal’s Works
Duration:
Weeks 12 and 13
Description:
The act of translation is crucial to the understanding of learning
materials that are originally written in a specific language but the
intent is to understand them in a different language. This module
focuses on the problem of interpretation and
•
•
Learning
Outcomes:
•
•
Reading/ Sources:
•
Activities/
Assessments:
1.
2.
3.
4.
Synthesize the prescribed learning material based on its salient
points and context.
Discuss the arguments that the author has presented in the
learning material.
Analyze the social context in which Rizal lived, functioned and
wrote.
Examine the translation of Rizal’s writings in a detailed and
careful way through writing an expository essay.
Benedicat Anderson’s “Hard to Imagine”
Preliminary Activities
Deepening
Application of Critical Thinking
Closure and Synthesis
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Preliminary Activities:
Description: These preliminary activities serve as a precursor to gain
the students’ interest in the topic to be discussed. Through the
discussion on this activity, we hope to synthesize the learning
material based on its salient points and context.
Preliminary Activity 1
Instructions: Read Benedict Anderson’s “Hard to Imagine”
Preliminary Activity 2
Instruction: Translate the following quotation to Filipino Language:
To protest about bullfighting in Spain, the eating of dogs in South
Korea or the slaughter of baby seals in Canada while continuing to eat
eggs from hens who have spent their lives crammed into cages, or veal
from calves who have been deprived of their mothers, their proper diet,
and the freedom to lie down with their legs extended, is like denouncing
apartheid in South Africa while asking your neighbors not to sell their
houses to blacks (Peter Singer, Animal Liberation).
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Deepening of Understanding:
Description: This part aims to discuss different issues or concepts related to
the reading or the topic of the module in an in-depth manner. Through
this particular discussion, we aim to analyze the social context in which
Rizal lived, functioned and wrote.
1.Questions to Ponder
(a)What was going through the mind
while working on the activity?
(b)What
difficulties
did
you
encounter?
(c)What realizations did you get from
it?
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Application of Critical Thinking :
Description: In this section, students are expected to work on
an activity that will allow them to exercise their critical
thinking.
1. Question for Critical Thinking
One of the claims made by
Anderson in the learning material
is that Leon Ma. Guerrero puts
Rizal’s works in the context of his
(Guerrero’s) time insomuch that
it overlooked important parts of
Rizal’s works. What do you think
will be its impact on someone
who is trying to learn Rizal?
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Closure and Synthesis:
Description: This section aims to examine the
translation of Rizal’s writings in a detailed and
careful way through writing an expository
paper.
1. Expository Paper
You will give give your own take regarding the
problem of interpretation by answering one of the
ff. questions:
(a) Should Noli Me Tangere be faithful to its
original translation to be significant? Or is it as
significant to re-interpret it in light of our own
historical conditions?
(b) Considering Anderson’s criticisms, do you
think Guerrero intentionally mistranslated
Rizal’s work or was he just a victim of his own
historical conditions?
The format is as follows:
*The essay should be at least 300 words.
*Times New Roman/Arial
*Font Size 12
*1.5 line spacing
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Module 5:
Interpretation
and Historicity in
Jose Rizal’s Works
FORMATIVE ASSESSMENT #5: EXPOSITORY ESSAY
RUBRICS
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Expository Essay Rubric
Full Marks (4)
(UNITY)
Introduction:
Background/history
Thesis Statement
Well-developed
introductory
paragraph contains
detailed
background, a clear
explanation or
definition of the
problem, and a thesis
statement.
(UNITY)
Conclusion
Conclusion
summarizes the main
topics without
repeating previous
sentences; writer’s
opinions and
suggestions for change
are logical
and well thought out.
Good (3)
Introductory
paragraph contains
some
background
information and
states the
problem, but does
not explain using
details. States the
thesis of the paper.
Fair (2)
Needs Improvement
(1)
Introduction states
the thesis but
Thesis and/or problem
is vague or
does not
adequately explain
the
unclear. Background
details are a
background of the
problem. The
problem is stated,
but lacks detail.
Conclusion
summarizes main
topics.
Conclusion
summarizes main
topics,
Some suggestions
for change are
but is repetitive. No
suggestions for
evident.
change and/or
opinions are
included.
seemingly random
collection of
information, unclear,
or not related
to the topic.
Conclusion does not
adequately
summarize the main
points. No
suggestions for change
or
opinions are included.
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Expository Essay Rubric
(COHERENCE)
Body:
Logical sequence and
transition of supporting
ideas.
Logical, compelling
progression of
Overall, the paper is
logically
Progression of ideas in
the essay
Arrangement of essay is
unclear
ideas in essay; clear
structure which
developed. Progression
of ideas in the
is awkward, yet
moves the reader
and illogical. The writing
lacks a
enhances
essay makes sense and
moves the
through the text
without too much
clear sense of direction.
Ideas,
reader easily through
the text.
confusion. The writer
sometimes
details or events seem
strung
Strong transitions exist
throughout
lunges ahead too
quickly or spends
together in a loose or
random
and add to the essay’s
coherence
too much time on
details that do not
fashion; there is no
identifiable
matter.
internal structure and
readers
and showcases the
central idea or
theme and moves the
reader through
the text.
Organization flows so
smoothly the reader
hardly thinks about it.
Transitions appear
have trouble following
the writer’s
Effective, mature,
graceful transitions
sporadically, but not
equally
line of thought.
exist throughout the
essay.
throughout the essay.
Few, forced
transitions in the essay or
no
transitions are present.
(CONCRETENESS &
ACCURACY)
Body:
Main points with
supporting ideas.
Three or more main
points are well
Three or more main
points are present
Three or more main
points, but all
Less than three main
points,
developed with
supporting details.
but may lack detail and
development in
lack development.
with poor development of
one or two.
ideas.
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Expository Essay Rubric
(CONCRETENESS
AND ACCURACY)
Body:
References and
citation
Source material is
smoothly
integrated into the
text.
All sources
are accurately cited in
the
desired format both in
the text and on
Source material is
used.
Source material is
used, but
Lacks sources and/or
sources are
integration may be
awkward.
not accurately
documented.
but a few are not in
the desired format.
All sources are
accurately
Format is incorrect for
all sources.
Some sources lack
credibility.
documented, but
many are not in
All sources are
accurately cited,
the desired format
or lack credibility.
the reference lists.
(CLARITY AND
CONCISENESS)
Sentence
Construction
All ideas are written
with ease and
precision.
Most ideas written
with ease and
precision.
Essay did not contain
sentences that
distracted the reader.
Essay contained
sentences with
minor error that
barely distracted the
reader.
Ideas written are
clear but repetitive.
Essay contained a
few awkward
sentences that
distracted the
reader.
Ideas are written
obscurely and are
repetitive.
Essay contained many
awkward sentences
that made the essay
incomprehensible to
the reader.
Distribution of activities and
workload template
CELO/CO
MPTENCY
TO BE
ASSESSED
CELO 1
CONTENT
Preliminary
Activities
ACTIVITIES
/RESOURC
ES/ASSESS
MENT
ESTIMATED WORK
TIME
IN CLASS
HOURS
SUBMISSI
ON DATE
OUTSIDE
CLASS
HOURS
*Reading of
the assigned
Text
N/A
2
*Translation
20 minutes
N/A
N/A
CELOs 1 and 3
Deepening
*Questions to
Ponder
It depends on
the flow of the
discussion.
N/A
N/A
CELOs 1, 3, 5,
and 6
Application of
Critical
Thinking
*Question for
Critical
Thinking
It depends on
the flow of the
discussion.
N/A
N/A
CELOs 2, 3, 5,
and 6
Closure and
Synthesis
*Expository
Paper
N/A
2.5
TBD
Summary of hours of student
work template
HOURS AND ACTIVITIES IN CLASS
HOURS
Introductory Lectures (on generic
competence; contents and questions on
specific content matter, academic paper
guidelines)
1
Practical activities (screening on videos,
group approaches and discussions,
preparation of questions of introductory
lectures)
1
Tutorials – group meetings
30 minutes
Tests (short mid-term tests, final exam)
(you can add more row. If none, delete)
HOURS AND ACTIVITIES OUTSIDE CLASS
Readings of articles and literary texts
(specific competences)
HOURS
1
Screening of resources (Videos)
Individual preparation, search for
information, analysis, reflection and study
of introductory lectures (on generic and
specific competences)
30 minutes
Preparation and writing of academic paper
and individual self-assessment (time
shared with readings, screening and
analysis)
1
(you can add more row. If none, delete)
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Weekly study plan for Module 5
Weekly Study Plan for Module 5
WEEK
DAY
✔ ✘
PRELIMINARY ACTIVITIES
✔ ✘
DEEPENING
✔ ✘
DEEPENING
✔ ✘
DEEPENING
✔ ✘
APPLICATION OF CRITICAL THINKING
✔ ✘
APPLICATION OF CRITICAL THINKING
2
✔ ✘
CLOSURE AND SYNTHESIS
1
✔ ✘
2
✔ ✘
1
WEEK 12
2
1
WEEK 13
IKA-16ng
LINGGO
ACTIVITIES
1.
What I
Learned in
this
module
2.
3.
4.
5.
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
COURSE INFORMATION BOOKLET
FIRST TERM S.Y. 2021-2022
COURSE CODE: GED0102
The Life and Works of Rizal
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Topic:
Rizal and his thoughts on Womanhood
Duration:
Weeks 14 - 15
Description:
Rizal grew up in a female dominant environment starting from his
own family. His values formation of being self-reliant and love for
education was strongly influenced by his mother. Before the
Spanish colonization, it is believed that our women are of equal to
men and that the oppression of our women was a product of
colonization.
This module aims to examine the views of Rizal on the Filipino
women and women in general through his own writing of the letter
to the young women of Malolos, and how his ideas impacted the
feminism in the Philippine society.
Learning
Outcomes:
1. Identify the salient points of the author.
2. Relate the significance of the opinions of Rizal to the present
situation of women
3. Compose an argumentative essay from the given scenario.
4. Create your own creative interpretation to represent and/or
raise awareness on women empowerment.
Reading/ Sources:
Ang Liham ni Dr. Jose Rizal sa mga Kadalagahan sa Malolos, Bulakan
Rizal, J., Dr. (2005, November 20). Ang liham ni Dr. Jose Rizal sa mga
kadalagahan sa Malolos, Bulakan. Retrieved July 19, 2020, from
https://www.gutenberg.org/files/17116/17116-h/17116-h.htm
Activities/
Assessments:
1.
2.
3.
4.
5.
Preliminary Activity
Task
Deepening
Synthesis
Task Ahead
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Preliminary Task:
Description: This preliminary activity serves as a precursor to
gain the students’ interest in the topic to be discussed.
Instructions:
• Presentation of different influential women
• Watch video: overview and history of the Women of Malolos
Los Mujeres de Malolos by: Dano Tintungco (Brigada Siyete)
https://www.youtube.com/watch?v=fguFgPLgNHk&t=137s
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Discussion:
Description: This part aims to clarify different issues or concepts
related to the reading or the topic of the module.
a. Direction. Read the article. Take note of the unfamiliar words and try to
search their meanings for better understanding of the letter.
b. Answer the following questions to show that you understand the content
of the letter.
Guide Questions for discussion:
1. Bago ang liham sa Malolos, ano ang pagtingin ni Rizal sa kababaihan?
Ano ang mga tipikal nilang katangian? Isa-isahin ang mga ito.
2.Paano nagbago ang pagtingin ni Rizal matapos niyang malaman ang
adhikain ng mga kababaihan sa Malolos?
3. Ano-ano ang mga kaisipan/pananaw ni Rizal tungkol sa:
a. tunay na kabanalan at sanhi/dahilan ng pagkaalipin
b. lalaking dapat ibigin ng babae
c. gampanin/papel ng babae sa buhay-mag-asawa
d. ugat/pinagmulan pagiging utak-alipin
e. pagkakapantay-pantay o equality
f. tungkulin ng mga babae sa lipunan
4. Sa mga kaisipang nabanggit, pumili ng 1-2 kaisipan mula kay Rizal na
nais bigyan ng argumento. Bakit ito ang iyong napili? Ibigay ang iyong
saloobin ukol dito?
4. Ano ang lugar/espasyo ng mga Pilipina sa hangarin ni Rizal para sa
isang malayang bayan?
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Task:
Description: In this section, students are expected to complete
a task that will give them an insight on the topic and
point of discussion.
Form of submission (Canvas, individual):
1. computerized
2. short bond paper
3. font size:12, font style: Times New Roman, Arial, Calibri
4. no spaces on your answers.
5. no minimum number of pages
Note: This activity is not graded but you are required to answer
them to show that you read and understood the salient points of the
letter. You are also asked to submit your answer.
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Deepening:
Description: This section deals with the topic of the module
and extends it. It aims to provoke students into thinking
outside the box.
Based on the letter of Rizal, identify the most prominent role of
women during his time against the present and modern time. What
did you find? Prove/expound your argument through examples and
citations from other sources. Do not forget to write your references.
This activity is for 20 points.
Rubric for assessment: (see next slide)
Form of submission (Canvas, individual):
1. computerized
2. short bond paper
3. font size:12, font style: Times New Roman, Arial, Calibri
4. no spaces on your answers.
5. one page only
Rubric
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Synthesis:
Description: This section aims to connect and
combine the different ideas of how the self is
viewed.
Create your interpretation of women's empowerment based on the
previous activity. You may use any free website to represent your
interpretation (Canva, Picsart, or more) or work on a creative
format (poem, songs, and the like). File format should be in jpg,
pdf, mp3, or mp4.
Ex. of women empowerment ideas (i.e., on self-confidence, on
leadership, and strength and talent)
This activity is worth 50 points.
Rubric for assessment: see next slide
Form of Submission (Canvas, by pair or trio):
Submit your work on canvas. Time for submission will be posted.
Rubric
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Task Ahead:
Description: This part of the module provides the Formative
Assessment or other tasks to be completed for better
understanding of the topic and towards the development of the
skills in the CELO.
Choose one question and write an argumentative essay about it.
1. Who is the most influential woman you know? How does she inspire
you?
2. What are some of the biggest challenges that women face today? How
will these change in the next 20 years?
3. Susan B. Anthony was an activist who fought for women's rights,
including the right to vote. Why do you think her work was essential to
women's freedom today? What would life have been like if she did not
fight for women's rights?
4. List five women alive today that you think will be influential for
future generations. Why did you choose these women? Be specific.
5. Do you think a woman will be president in the next decade? Why or
why not?
Reference: Kassondra Granata, Education World Contributor
Rubric for assessment: see next slide
Form of Submission (Canvas, by pair or trio):
1. computerized
2. short bond paper
3. font size:12, font style: Times New Roman, Arial, Calibri
4. no spaces on your answers.
5. one page only
Rubric .1
Rubric .2
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Module 6: Rizal
and Womanhood
FORMATIVE ASSESSMENT:
RUBRICS
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Formative assessment:
(optional only)
Instructions: In your own words, define and describe the modern Filipina
woman. Who is she and what makes her? Is it far from Rizal’s
characterization of what a Filipina should be? How? Justify.
Form of Submission (Canvas, by pair or trio):
• computerized
• short bond paper
• font size:12, font style: Times New Roman, Arial, Calibri
• no spaces on your answers.
• one page only
Rubrics: see next slide
Rubric .1
Rubric .2
Distribution of activities and
workload template
CELO/COMP
TENCY TO BE
ASSESSED
CONTENT
Examine the
social
context within
which Rizal
lived, function
ed, and wrote​
Rizal and
Womanho
od
Use digital
tools to
help support
arguments in
making Rizalthemed
creative
output.​
Reconstruct
Rizal’s
political persp
ectives on
reform, revolu
tion,
colonialism
and imperialis
m, race,
gender, social
class,
education, lan
guage,
science, the
clergy, the
state, and the
nation, and its
impact to
present time​
ACTIVITIES/R
ESOURCES/A
SSESSMENT
ESTIMATED WORK TIME
IN CLASS
HOURS
OUTSIDE
CLASS HOURS
Deepening
1
1
Rizal and
Womanho
od
Synthesis,
Task
Ahead
1
1
Rizal and
Womanho
od
Formative
Assessmen
t
1
1
SUBMISSION
DATE
Summary of hours of student
work template
HOURS AND ACTIVITIES IN CLASS
HOURS
Introductory Lectures (on generic
competence; contents and questions on
specific content matter, academic paper
guidelines)
30 minutes
Practical activities (screening on videos,
group approaches and discussions,
preparation of questions of introductory
lectures)
1 hour
Tutorials – group meetings
1 hour
Tests (short mid-term tests, final exam)
HOURS AND ACTIVITIES OUTSIDE CLASS
Readings of articles and literary texts
(specific competences)
30 minutes
HOURS
1 hour and 30 minutes
Screening of resources (Videos)
30 minutes
Individual preparation, search for
information, analysis, reflection and study
of introductory lectures (on generic and
specific competences)
30 minutes
Preparation and writing of academic paper
and individual self-assessment (time
shared with readings, screening and
analysis)
30 minutes
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Weekly study plan for module 6:
Weekly Study Plan for Module 6
WEEK
DAY
ACTIVITIES
✔ ✘
1
✔ ✘
WEEK 14
✔ ✘
2
✔ ✘
✔ ✘
1
WEEK 15
2
Watch Brigada Syete video about the
overview and history of the Women of
Malolos Los Mujeres de Malolos by:
Dano Tintungco (Brigada Siyete)
Read the Letter of Rizal to the young
women of Malolos
Do activity 1. Follow the guide questions
Note: You can start doing the activity on
creative output since it will require you
lots of time to conceptualize and to
create your multimedia presentation.
Submit the activity 1
✔ ✘
Start working on Activity 2
✔ ✘
Submit the activity
1.
What I
Learned in
this
module
2.
3.
4.
5.
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
COURSE INFORMATION BOOKLET
FIRST TERM S.Y. 2021-2022
COURSE CODE: GED0102
The Life and Works of Rizal
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Topic:
Final Summative Assessment: Solution Digest
Duration:
Weeks 16-17
Description:
Student/s will:
1) Identify a timely issue which has its roots in the 19th century
2) Explain the manifestations of the issue both in Rizal’s time and
the present
3) Propose a solution which is realistic and student-led
4) Analyze the efficacy of their proposed solution
1.
Learning
Outcomes:
2.
3.
Reading/ Sources:
Activities/
Assessments:
To explore and establish historical connections for modern-day
issues
To analyze the chosen issue, critique the previous solutions,
and propose a new one
To manifest patriotism and concern towards society by
proposing a well-thought out solution to the issue identified
*all previous rquired and supplementary readings given in the
earlier modules can be used, as well as additional sources relevant
to the issue identified.
1.
2.
3.
4.
5.
Preliminary Activity: brainstorming
Task: contextualization
Deepening: Solution Digest
Synthesis: Enjoining
Task Ahead: Presentation/Essay Writing
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Preliminary Task: Brainstorming
Description: This preliminary activity aims to explore which
particular issue sparks the student/s interest.
Instructions: This taks may be accomplished as a group or individually.
Think of a modern-day problem which had also been experienced in the 19th
century. Create a concept map which features the problem which you have
identified and all of the ideas related to it. In the end, identify which aspect
of the main problem you would like to work on. Add more aspect circles and
idea bullet points as necessary.
Aspect
1
Modern-day
Problem
•idea
•idea
Aspect
2
Aspect
3
•idea
•idea
•idea
•idea
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Task: Contextualization
Description: In this section, students are expected to complete
a task that will give them an insight on the topic and
point of discussion.
Instructions:
Fill in the chart below by answering the following questions.
Answer in bullet points/phrases only:
What modern-day problem would you like to focus on for your final
project?
Answer:
What evidences do you have to
indicate that this is actually one of
the main problems nowadays?
How did the 19th century Filipinos
experience a similar problem?
Answer:
Answer:
What are the similiarities and differences between the experience of
modern Filipinos and those from the 19th century in terms of this
particular problem?
Answer:
What solution/s did the 19th century Filipinos have for this problem? Were
the solution/s effective?
Answer:
What solution can you propose in order to solve the problem based on
how it manifests nowadays?
Answer:
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Deepening: Solution Digest
Description: This section deals with the topic of the module
and extends it. It aims to provoke students into thinking
outside the box.
Instructions:
This portion allows you to further explain the solution you have
thought of in the previous section. Fill in the chart below with
the correct information. Answer in bullet points/phrases only.
What is the title of your project?
Answer:
What is the nature of your project?
(May be but not limited to:
organization, app, technology,
campaign, etc.)
Answer:
What are the 5 most important things we need to know about your
solution?
Answer:
What is the timeline of implementation? Give a sample of the plans
including how long each phase will take.
Answer:
What are the STRENGTHS, WEAKNESSES, OPPORTUNITIES and THREATS of
your solution?
STRENGTHS
WEAKNESSES
OPPORTUNITIES
THREATS
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Synthesis: Enjoining
Description: This section aims to connect and combine the
different ideas given in the previous section with the goal of
making it understandable to a wider audience.
Instructions:
Based on your answers for the previous section, answer the
following questions:
1) What are the main advantages of your proposed solution? List 5
2) If you will be asked to present this idea, how will you encourage
your audience to help in your implementation of this solution?
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Task Ahead: Presentation/Essay Writing
Description: This part of the module provides the Summative
Assessment which serves as the conglomeration of all ideas given
in the previous tasks.
Instructions:
Students who chose to work individually will write an essay
which expounds on all of the portions provided on the previous
tasks.
Students who chose to work as a group will present their work.
See below for the necessary portions for both the essay and the
presentation.
CHECKLIST
INDIVIDUAL
GROUP
BRAINSTORMING
yes
yes
CONTEXTUALIZATION
yes
yes
SOLUTON DIGEST
yes
Yes
ENJOINING
yes
Yes
FULL ESSAY
Yes
no
IN-TEXT CITATIONS
Yes
no
SOURCES PAGE
yes
yes
PRESENTATION
no
yes
VISUAL AID
no
yes
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Final Summative
Assessment:
Solution Digest
SUMMATIVE ASSESSMENT 2:
RUBRICS
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Summative Assessment 2:
Instructions:
For individual/Essay Writing:
Use the different tasks within the module to present your solution in
essay format.
5 paragraphs minimum, double spaced, 2-3 pages (excluding
sources list)
For Groupwork/Presentation:
Use the different tasks within the module to present your solution
by means of presentation.
8-10 minutes presentation proper, 5-7 minutes Q and A and
feedback
Summative Assessment 2:
Rubric
(Contextualization)
CRITERION RATING
NUMERICAL
EQUIVALENT
The problem identified is very
“SMART”;
the historical context well explored
20-25 pts.
The problem identified is “SMART”;
the historical context explored
13-19 pts
The problem identified lacks being
“SMART”;
OR the historical context needs more
exploration
7-12 pts
The problem identified is lacks being
“SMART”;
AND the historical context needs more
exploration
0-6 pts
SCORE
Summative Assessment 2:
Rubric (Solution Digest)
CRITERION RATING
NUMERICAL
EQUIVALENT
The solution is very well thought of;
the advantages far outweigh the
disadvantages
20-25 pts.
The solution is fairly well thought of;
the advantages outweigh the
disadvantages
13-19 pts
The solution needs more consideration; 7-12 pts
OR the advantages do not necessarily
outweigh the disadvantages
The solution needs more consideration; 0-6 pts
AND the advantages do not
necessarily outweigh the
disadvantages
SCORE
Summative Assessment 2:
Rubric (Enjoining)
CRITERION RATING
NUMERICAL
EQUIVALENT
The benefits of the solution were
effectively summarized;
call to action was very engaging
20-25 pts.
The benefits of the solution were
summarized;
call to action was fairly engaging
13-19 pts
The benefits of the solution need to be
summarized more effectively;
OR call to action needs to be more
engaging
7-12 pts
The benefits of the solution need to be
summarized more effectively;
AND call to action needs to be more
engaging
0-6 pts
SCORE
Summative Assessment 2:
Rubric
(Presentation/Essay Writing)
CRITERION RATING
NUMERICAL
EQUIVALENT
Sources were all credible and wellused;
Communicative skills were used very
effectively
20-25 pts.
Majority of the sources were credible
and well-used;
Communicative skills were used
effectively
13-19 pts
Some sources were not credible or
well-used;
OR communicative skills need to be
used more effectively
7-12 pts
All sources were not credible or wellused;
AND communicative skills need to be
used more effectively
0-6 pts
SCORE
Distribution of activities and
workload template
CELO/
COMPTENCY
TO BE
ASSESSED
CONTENT
ACTIVITIES/RESOURC
ES/ASSESSMENT
ESTIMATED WORK TIME
IN CLASS
HOURS
OUTSIDE
CLASS
HOURS
Brainstorming
0.5
1
Contextualization
1
1
Solution Digest
1
1
Enjoining
0.5
1
Presentation/
Essay Writing
3
1
SUBMISSION
DATE
Summary of hours of student
work template
HOURS AND ACTIVITIES IN CLASS
HOURS
Introductory Lectures (on generic
competence; contents and questions on
specific content matter, academic paper
guidelines)
1
Practical activities (screening on videos,
group approaches and discussions,
preparation of questions of introductory
lectures)
1
Tutorials – group meetings
1
Tests (short mid-term tests, final exam)
(you can add more row. If none, delete)
HOURS AND ACTIVITIES OUTSIDE CLASS
HOURS
Readings of articles and literary texts
(specific competences)
Screening of resources (Videos)
Individual preparation, search for
information, analysis, reflection and study
of introductory lectures (on generic and
specific competences)
1.5
Preparation and writing of academic paper
and individual self-assessment (time
shared with readings, screening and
analysis)
1.5
(you can add more row. If none, delete)
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Weekly study plan for Final Summative
Assessment:
Weekly Study Plan for Module 1
WEEK
DAY
1
WEEK 16
2
1
WEEK 17
2
ACTIVITIES
✔ ✘
BRAINSTORMING
✔ ✘
CONTEXTUALIZATION
✔ ✘
SOLUTION DIGEST
✔ ✘
ENJOINING
✔ ✘
PREPARATION/CONSULTATION
✔ ✘
PRESNETATION/ESSAY WRITING
✔ ✘
PRESENTATION/ESSAY WRITING
1.
What I
Learned in
this
module
2.
3.
4.
5.
Week 18: Finals Grade Consultation
END