Syllabus of GEC7

1. ISUCYN-CEd-LWR-399
Effectivity: Sept. 2,2020
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Republic of the Philippines
ISABELA STATE UNIVERSITY
Cauayan Campus
COLLEGE OF EDUCATION
Course Syllabus
Second Semester
School Year 2022 -2023
Course Number Course Title Credit Unit/s Hours per week
GEC 9 LIFE AND WORKS OF RIZAL 3 3
VISION
A leading research university in the ASEAN region.
MISSION
Isabela State University is committed to develop globally competitive human,
technological resources and services through quality instruction, innovative
research, responsive community engagement and viable resource management
programs for inclusive growth and sustainable development.
QUALITY POLICY
The Isabela State University is determined to be a lead university in instruction,
research, extension, and resource generation through continuous improvement of
services and commits to comply with the standards set by the statutory, regulatory
and accreditation bodies.
To uphold this commitment, ISU shall attain the following quality objectives;
1. Sustain academic excellence and quality instructions;
2. Generate research work breakthroughs;
3. Engage sectoral activities for community development;
4. Develop products of globalization;
5. Support students’ participation to local and international for a to enhance
their potentialities; and,
6. Review on periodic basis, the quality management system (QMS) and
gather feedback on the level of client satisfaction as basis for continual
improvement.
INSTITUTIONAL OUTCOMES
ISU Expected Graduate Attributes
Skilled Communicator (SB)
 Recognizes and values communication as a tool for conveying and interacting with
others and fostering their own learning.
Inquiry-focused and knowledgeable (IFK)
 Creates new knowledge and understanding through the process of research and
inquiry.
 Demonstrates comprehensive theoretical and technical concepts related to their field of
specialization with relevant connections to industry, professional and regional
knowledge.
Competitive (Cp)
 Initiates and innovates better ways of doing things.
 Promotes quality and productivity.
Collaborative and Effective Leader (CEL)
 Works in collaborative with others and manages group functioning to meet common
goal.
Lifelong Learning (LL)
Acquires new skills and adapts to rapid changes in professional and personal environment.

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GOALS OF THE COLLEGE
In line with the Isabela State University’s vision and mission, the College of
Education is tasked to develop professional educators and train future teachers who
are competent, caring, confident, committed and would contribute to the development
of the community through education by:
1. Enhancing the qualification of educators for academic and professional
development equipped with advanced training and educational innovations as well as
research and extension capabilities; and
2. Preparing and developing highly qualified basic education teachers and skilled
technologists through quality and well-rounded pre-service training in both academic
and vocational fields for diverse communities of learners.
PROGRAM OUTCOMES
The graduates of the BSEd and BEEd program must be able to:
1. Possess wide range of theoretical and practical skills for an effective delivery of instruction;
2. Perform the necessary competencies needed in the different learning areas in the secondary
school;
3. Conduct research for instruction;
4. Undertake actual training in community development through extension activities
5. Apply appropriate innovative and alternative teaching approaches;
6. Practice the professional and ethical requirements of the teaching profession;
7. Demonstrate desirable Filipino values as a foundation for social citizenship participation
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 correspondence.
Prerequisite/s: N/A
Course Outcome:
At the end of the course, the students should be able to:
Cognitive:
1. Describe Jose Rizal’s life within the context of 19th century Philippines.
2. Interpret Rizal’s various works, particularly the novels Noli Me Tangere and El Filibusterismo.
Affective:
1. Reflect on Rizal’s life experiences and his various works and its impact to current socio-political situation.
Psychomotor:
1. Craft/propose a social action plan that caters current social issues as reflected in Rizal’s works.
2. Portray selected episodes/excerpts on Rizal’s novel through drama, declamation, movies, speeches and orations.

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COURSE PLAN
Graduates
Attributes
Program
Outcomes
Intended Learning
Outcomes
Learning
Content
Teaching and
Learning Activities
Teaching
Learning
modality
Assessment
Tasks
Assessment
tools (rubics
used in
assessing the
task as
deemed
necessary)
Number of Hours
Lecture
Laborator
y
SC, CEL, PO6, PO7
State the vision and mission
of the University, quality
policy, institutional outcomes
and goals of the College.
Vision and
Mission of the
University
Quality Policy
Institutional
Outcomes
Goals of the
College
Interactive
Discussion
Sharing of ideas
Brainstorming
Interactive
Discussion
Buzz
Session
Oral Recitation
Rubrics for
Recitation
1.5
SC, LL PO1, PO7 Explain the history of the
Rizal Law
Critically assess the
effectiveness of the Rizal
Law
Module 1
Introduction to
the course:
Republic Act
1425
Interactive Discussion
: Historical background
and context of R.A
1425: Why study the life
and works of Rizal?
Activity 1: Read the
Rizal Law
Activity 2
Think- group- share:
Opening Questions will
be posted by the
instructor. Think of a
Interactive
Discussion
Buzz
Session
Reflection
Paper/Essay
Direction: Choose
one exercise and
answer
A. Compare and
contrast the views
of those in favor
and againt R.A
1425, considering
the context of
1950’s. Would
similar argument
Rubrics on
Reflection
Paper
1.5

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recent novel or 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? Reflect
individually then
discuss as a group.
Present results of group
discussion in class.
still have force
today?
B. Reflect on your
secondary
education: Did your
school comply with
RA 1425? How
effective is Rizal
Law in instilling
patriotism among
secondary school
students?
Explain the different historical
events that occurred during
Rizal’s time.
Appraise the link between the
individual and the society
Analyze the various social,
political, economic and
cultural changes that
occurred in the nineteenth
century
Understand Jose Rizal in the
context of his times.
Module 2
The Philippines
in the nineteenth
century as
Rizal’s context.
•Economic: End
of Galleon trade,
opening of suez
canal, opening of
ports to world
trade, rise of
export crop
economy, and
monopolies,
•Social:
Education, rise
of the Chinese
mestizo, Rise of
the Inquilino.
•Political:
Liberalism,
Lecture: Brief summary
of Spanish colonization
of the Philippines as a
background.
Lecture: The nineteenth
century as a century of
change.
Class Activity: Film
viewing of Ganito kami
noon, paano kayo
ngayon?
Lecture/Disc
ussion
Modular
Instruction
Assignment 1. Pop
quiz: Graphic
organizer/table
mapping the
changes in the
nineteenth century
Philippines,
categorizing social,
political, economic,
cultural changes.
Assignment 2.
Reflection paper
about the film
Guide Questions:
-Describe the
nineteenth- century
Philippines as
represented in the
film
Rubrics on
Graphic
Organizer/Tabl
e mapping
Rubrics on
Reflection
Paper
3

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impact of the
Bourbon
reforms, Cadiz
constitution.
Subtopic: seeing
the life of an
individual in
society and
society in the life
of an individual.
- Based on your
reading and class
discussion, what
can you say about
the film’s
representation of
the nineteenth
century?
-What is the main
question that the
film seeks to
answer? What is
your own reflection
based on the film
and your reading?
Analyze Rizal’s family,
childhood, and early
education
Evaluate the people and
events and their influence on
Rizal’s life
Module 3
Rizal’s life:
Family,
Childhood and
Early Education
Lecture: Rizal’s Family,
Childhood, and Early
Education
Class Activity: Read
Rizal’s “ Memoirs of a
Student in Manila”
Class Activity: Create a
timeline of Rizal’s
Childhood and Early
Education
Reporting
Lecture
Modular
Instruction
Students will write a
short biographical
essay that compare
the students early
childhood with
Rizal’s own
Rubrics on
Reflection
Paper
9
Prelim/Long Exam– 1.5 hours TOTAL 16.5 HRS

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SC,IFK,LL PO1, PO7 Explain the principle of
assimilation advocated by the
propaganda movement
Appraise Rizal’s relationship
with other propagandists
Analyze Rizal’s growth as a
propagandist and disavowal
of assimilation
Analyze the factors that led
to Rizal’s execution
Analyze the effects of Rizal’s
execution of Spanish rule
and the Philippine Revolution
Module 4
Rizal’s life:
Higher Education
and Life Abroad
Module 5
Rizal’s life, exile,
trial and death
Lecture: Rizal’s
Education at the Ateneo
De Municipal and the
University of Santo
Tomas; Rizal’s life
Abroad
Class Activity 1: Read
Jose Rizal’s Brindis
Speech
Class Activity 2: Read
first the issue of La
Solidaridad and
Analyze the aims stated
therein answer written
document analysis
worksheet
Lecture: Rizal’s last
year covering his exile,
trial and death
Class Activity 1: Read
the constitution of the
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.
Lecture/Disc
ussion
Modular
Instruction
Lecture/Disc
ussion
Modular
Instruction
Reflection paper
about the Rizal’s
Brindis Speech
Answer the Written
Document Analysis
Worksheet
Quiz
Graphic Organizer
for activity on La
Liga Filipina.
Reflection letter
about the film.
Guide Questions
-describe the life of
Rizal as
represented in the
film.
-based on your
reading and class
discussion what can
you say about the
Rubrics on
Reflection
Paper
Rubrics on
Written
Document
Analysis
Rubrics on
Graphic
Organizer/Tabl
e mapping
Rubrics on
Reflection
Paper
6
1.5

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Class Activity 2: Read
Rizal’s last letters to
family members and
Bluementritt
Class Activity 3 : Read
Teodora Alonzo’s letter
to Governor General
Polavieja and write a
similar letter persuading
him to spare Rizal’s life.
film’s representation
about Jose Rizal?
- What is the main
question that the
film seeks to
answer?
Quiz
SC,
IFK
PO1,
PO6, PO7
Analyze Rizal’s idea on how
to re- write Philippine History
Compare and Contrast Rizal
and Morgas view about
Filipinos and Philippine
Culture
Module 6
Annotation of
Antonio de
Morga’s Sucesos
de las Islas
Filipinas
Lecture on Rizal’s view
of Philippine History
and Historiography
Class Activity 1: Read
introduction and last
chapter of Rizal’s
annotation of Antonio
De Morga’s Susesos de
las Islas Filipinas
Class Activity2: Read
“A legacy of the
Propaganda. The
Tripartite View of
Philippine History” by
Zeus Salazars.
Class Activity 3: Make a
Table comparing and
Lecture//Dis
cussion
Modular
Instruction
Group discussion
and oral
presentation on
Rizal’s
Historiography
Rubrics
1.5

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contrasting Rizal and
Morga’s views on
Filipino Culture
Appraise the important
Characters in the novel and
what they represent.
Examine the present
Philippine Situation through
the examples mentioned in
the Noli
Module 7
Noli Me Tangere
Lecture on Rizal’s
representation of the
Philippine conditions
and problems of
Philippine Society in the
nineteenth century
through the Noli Me
Tangere
Class Activity: Present
a skit showcasing a
theme presented in the
Noli ( some examples;
comparison of women
in the nineteenth
century and in the
present, social change,
colonization, church
ministers, social
hierarchy, patriotism,
social reform)
Class Activity 2: write
an essay with the aim
of answering the
following:
a.What is freedom?
Lecture/Disc
ussion
Modular
Instruction
Reporting
Rubrics
6

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b.How is the lack of
freedom portrayed in
the novel?
c.How is the situation in
the novel different from
today?
Class Activity 3: Divide
class into groups and
have each other draw
the family tree of
Crisostomo Ibarra.
Have each group
present and discuss :
1.What were the
changes from one
generation to the next?
2.What do these
changes suggest about
the Creoles in the
Philippines?
Activity 4: Write an
essay with the aim of
addressing questions
a.What are the anti-
modern aspects of the
colonial society
portrayed in the Noli Me
Tangere?
b.Why can modernity
be considered as the
central problem of
Rizal’s novel?
Mid Term Exam– 1.5 hours TOTAL 16.5 HRS

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IFK, CPP,
CLL
PO1,
PO2,
PO5, PO7
Compare and Contrast the
Characters, plot, and theme
of Noli and Fili
Value the role of the youth in
the development and future
of society.
Module 8
El Filibusterismo
Lecture on the
background of El
Filibusterismo
Lecture of the major
themes, plots,
characters, and ideas in
the novel.
Class Activity: Read the
dedication to
GomBurZa.
Class Activity: Group
Discussion on the
differences between the
Noli and El Fili.
Reporting
Group
discussion
Modular
Instruction
Graphic organizer:
Compare and
contrast and show
the continuities and/
or changes in
Rizal’s ideas
expressed in the
Noli and Fili.
Reflection paper
about select
chapters discussing
the role of the youth
in society. (e.g. Ch
24. Ch. 39)
Rubrics
9
Assess Rizal’s writings
Appraise the value of
understanding the past
Frame arguments based on
evidence
Module 9
The Philippines a
Century Hence
Other possible
topics:
Letter to the
Women of
Malolos/ On the
Indolence of the
Filipinos
Lecture on the
“Philippines a Century
Hence”
Class Activity: Group
Discussions on Rizal’s
essays and the
arguments he
presented
Group
discussion
Modular
Instruction
Essay writing: Write
a response to Jose
Rizal with the
students situating
themselves a
century after Rizal’s
time.
Alternative: give a
speech that will
serve as a
response to Rizal.
Rubrics 3

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Interpret views and about
bayani and kabayanihan in
the context of Philippine
History and society
Assess the concepts of
bayani in the context of
Philipine society
Module 10
Jose Rizal and
the Philippine
Nationalism-
Bayani and
Kabayanihan
Lecture discussion on
the changing forms and
definitions of bayani
and kabayanihan from
precolonial Philippines
to present
Class Activity: Read
Ricardo Nolasco “ Ang
Pinagmulan ng Salitang
Bayani.” (2001)
Lecture
Modular
Instruction
Group Activity:
Each group will
choose own bayani
according to their
standards and
present it to the
class
Rubrics
1.5
SC, CPP,
LL
PO1,
PO3,
PO5, PO6
Identify the different
contributions of Rizal in the
development of Philippine
nationalism
Examine the values
highlighted by various
representations of Rizal as a
national symbol
Advocate the value Rizal’s
life encapsulates
Module 11
Jose Rizal and
Philippine
Nationalism-
National Symbol
Lecture: Criteria for
national heroes as
determined by the
National Heroes
Committee created by
Executive Order No. 75,
1993.
Class Activity: create a
cluster diagram on the
values highlighted by
Rizal’s life.
Optional: Educational
trip (possible places to
visit Rizal Shrine,
Calamba, Fort
Santiago, Dapitan
Shrine)
Group
discussion
Modular
Instruction
Present a photo
exhibit of different
Rizal monuments in
the Philippines and
abroad . Write short
descriptions about
their background
and interpretation
on imagery and
representation.
Essay writing or
speech about a
particular value
Rizal advocated.
Students choose a
key issue(e.g.
heroism and the
notion of sacrifice,
literature and
national
consciousness,
Rubrics 1.5

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ethics and our
concepts of
leaderships,
ethnicity and
national Rubrics
belonging) to be
tackled in an
integrating project
assigned by the
teacher (e.g. a
newspaper, an
audio- visual
project, composition
of lyrics with
musical
arrangement, or a
painting mural))
Final-Term Examination – 1.5 hours TOTAL 16.5 HRS
References:
Anderson, Benedict. 2008. Why counting counts: A study of forms of consciousness and problems of language in Noli Me Tangere and El Filibusterismo, pp. 1–37. Quezon City: Ateneo
de Manila University Pre
De Viana, Augusto,et.at.2011. Rizal:Social Reformer and Patriot. Rex Book Store, Inc. Manila, Philippines.
De Viana, Augusto,et.at.2018. Jose Rizal:Social Reformer and Patriot. A Study of His Life and Times. Rex Book Store, Inc. Manila, Philippines.
Quirino, Anacoreta P.2008. Rizal, the Greatest Filipino Hero. Rex Book Store, Manila, Philippines.
Valdez, Maria Stella S. (2007). Doctor Jose Rizal and the Writing of His Story. Rex Bookstore, Inc.
Editorial, 11th Anniversary of Dr. Jose Rizal’s Martyrdom. Manila: Manila Bulletin. December 2007.

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Course Requirements:
(Set by the faculty in agreement with the students)
1. Reflection Papers
2. Group Presentation/ Individual Report
3. Exams (quizzes, midterms and finals)
5. Oral Recitation
CLASSROOM POLICIES:
1. Observance of Health Protocols
a. Everybody who is entering the campus and classroom premises is required to wear a face mask – NO FACE MASK, NO ENTRY POLICY
b. Observe at all times, in all places and in all transactions, social / physical distancing of at least 1 meter apart as advocated by the Department of Health.
c. When classes are conducted outside the classroom, physical distancing will still be observed.
2. Uniform and Dress code
a. Students should be in proper uniform, wear ID and appropriate shoes except during laboratory class.
b. On ordinary day, cross dressing, hip-hop dresses and get-ups are not allowed, e.g. shorts, slippers, spaghetti strap, earrings for males, etc.
Grade Equivalent
1.0 98-100
1.25 95-97
1.5 92-94
1.75 89-91
2.0 86-88
2.25 83-85
2.5 80-82
2.75 77-79
3.0 75-76
5.0 74 below (Failed)
Inc. Incomplete
Grading Scheme
Activities/reports 10 %
Recitation 10%
Attendance 5%
Quizzes 10%
Prelims 15 %
Midterm Exam 25%
Final Exam 25%
Total 100%

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c. PE uniforms should be worn only during PE class.
3. Taking Examination
a. Cheating and copying are strictly prohibited. When caught during quizzes and long/units exams, deduction of points will be imposed by the teacher and during
midterm or final exam. Means a grade of 5.0 in the subject.
b. Borrowing of calculators and other exam paraphernalia is not allowed during exam.
c. During prelim, midterm, and final exam, only test papers answer sheets, permits, calculators, pens, pencils and erasers are allowed on the desk; other things should
be deposited on a place designated by the teacher.
d. Other policies will be imposed as deemed necessary and as agreed upon between the students and the subject professor.
4. Other Policies
4.1 Face-to-face FTLM
a. Cellphone should be shut-off or in silent mode during class hours.
b. Chairs should be arranged at least 1.5 meters apart to observe social distancing.
c. Chairs should be arranged before leaving the classroom.
d. Vandalism is strictly prohibited and punishable.
e. No Smoking within the school premises.
f. Students under the influence of liquor are not allowed inside the school compound.
g. Any form of deadly weapons should not be brought to school except cleaning/cutting tools during cleanup days and laboratory classes.
h. Unnecessary noise to the point of creating disturbances is prohibited.
i. Proper grooming should be observed at all times, e.g. short and undyed hair for males.
j. Other policies will be strictly imposed as contained in the student manual.
Prepared by:
RYAN S. BAUTISTA
Instructor I
Reviewed by:
DONABEL A. DUMELOD, Ed.D.
College Dean, CEd
Approved by:
DONABEL A. DUMELOD, Ed.D.
College Dean, CEd

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Republic of the Philippines
ISABELA STATE UNIVERSITY
Cauayan Campus
COLLEGE OF EDUCATION
Course Syllabus
First Semester
School Year 2022 -2023
Course Number Course Title Credit Unit/s Hours per week
GEC 9 LIFE AND WORKS OF RIZAL 3 3
VISION
A leading research university in the ASEAN region.
MISSION
Isabela State University is committed to develop globally competitive
human, technological resources and services through quality
instruction, innovative research, responsive community engagement
and viable resource management programs for inclusive growth and
sustainable development.
QUALITY POLICY
The Isabela State University endeavors to be a lead university in
instruction, research, extension, and resource generation through
continual improvement of services.
INSTITUTIONAL OUTCOMES
ISU Expected Graduate Attributes
Communicator (Cm)
 Recognizes and values communication as a tool for conveying and interacting with others and
fostering their own learning.
Inquiry-focused and knowledgeable (IFK)
 Creates new knowledge and understanding through the process of research and inquiry.
 Demonstrates comprehensive theoretical and technical concepts related to their field of
specialization with relevant connections to industry, professional and regional knowledge.
Competitive (Cp)
 Initiates and innovates better ways of doing things.
 Promotes quality and productivity.
Collaborative and Effective Leader (CEL)
 Works in collaborative with others and manages group functioning to meet common goal.
Lifelong Learning (LL)
Acquires new skills and adapts to rapid changes in professional and personal environment.

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GOALS OF THE COLLEGE
In line with the Isabela State University’s vision and mission, the
College of Education is tasked to develop professional educators and
train future teachers who are competent, caring, confident, committed
and would contribute to the development of the community through
education by:
1. Enhancing the qualification of educators for academic and
professional development equipped with advanced training and
educational innovations as well as research and extension capabilities;
and
2. Preparing and developing highly qualified basic education teachers
and skilled technologists through quality and well-rounded pre-service
training in both academic and vocational fields for diverse communities
of learners.
PROGRAM OUTCOMES
The graduates of the BSEd and BEEd program must be able to:
1. Possess wide range of theoretical and practical skills for an effective delivery of instruction;
2. Perform the necessary competencies needed in the different learning areas in the
secondary school;
3. Conduct research for instruction;
4. Undertake actual training in community development through extension activities
5. Apply appropriate innovative and alternative teaching approaches;
6. Practice the professional and ethical requirements of the teaching profession;
7. Demonstrate desirable Filipino values as a foundation for social citizenship participation
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 correspondence.
Prerequisite/s: N/A
Course Outcome:
At the end of the course, the students should be able to:
Cognitive:
1. Discuss Jose Rizal’s life within the context of 19th century Philippines.
2. Analyze Rizal’s various works, particularly the novels Noli Me Tangere and El Filibusterismo.
3. Organize the idea into various themes .
Affective:
2. Demonstrate a critical reading of primary sources.
Psychomotor:
1. Interpret the values that can be derived from studying Rizal’s life and works.
2. Display an appreciation for education and love of country.

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`Coates, Austin, Rizal: Filipino Nationalist and Martyr. Hongkong; Oxford University Press, Quezon City: Malaya Books, 1969
Rizal, Jose, El Filibusterismo ( Translation by Virgilio Almario or Soledad Lacson- Locsin)
Rizal, Jose, Noli Me Tangere ( Translation by Virgilio Almario or Soledad Lacson- Locsin)
Rizal, Jose. Historical Events of the Philippine Islands by Dr. Antonio De Morga, published in Mexico in 1609, recently brought to light and annotated by Jose Rizal, preceded
by a prologue by Dr. Ferdinand Blumentritt, Manila: Jose Rizal National Centennial Commission, 1962.
Rizal Jose. “ The Philippines a Century Hence” In La Solidaridad.
Destro, Dwight David et al. Talambuhay at Lipunan: Si Heneral Paciano Rizal sa Kasaysayang Pilipino. University of the Philippines Los Banos Sentro ng Wikang Filipino. 2006
Fast, Jonathan at Jim Richardson. Roots of Dependency. Political and Economic Revolution in the 19th Century Philippines. Quezon City: Foundation for Nationalist Studies,
1979.
Guerrero, Leon Ma. The First Filipino. A Biography of Rizal. Manila.National Heroes Commission, 1963.
Guillermo,, Ramon G. “ Si Rizal ang Kanyang Konsepto ng Kabayanihan sa Kanyang Liham sa mga Kababaihan ng Malolos” sa Diliman Review. Torno 45 Bilang 2-3,1997, pp.c
26-29.
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