What is a regular noun? A regular noun can be made plural by simply adding -s or -es to the end of the word. For example, a regular noun like pickle becomes plural by adding an -s to the end of the word, creating the plural noun pickles.
I. NAME OF PROGRAM Bachelor of Science in Management Accounting
II. COURSE DESCRIPTIVE TITLE RIZAL’S LIFE, WORKS, AND WRITINGS COURSE CODE
RIZAL
III. PRE-REQUISITE / CO-REQUISITE COURSE CREDIT UNIT
3 Units
IV. COURSE DESCRIPTION A study of the life, works and writings of Dr. Jose P. Rizal, the national hero and martyr, as they relate to the socio-political situation of the Philippines during his time and its implication to our present time. It traces the hero’s life, ideals, concept of education, good government, and nationalism as embodied in his writings, particularly the Noli Me Tangere and El Filibusterismo.
V. MODULE TITLE / NUMBER Chapter 3 RIZAL’S LIFE: RIZAL’S FAMILY, CHILDHOOD, AND EARLY EDUCATION
VI. INCLUSIVE WEEK / DATE Week 4-5
VII. COURSE OUTCOME
A. Learning Outcome: At the end of this module, the students should be able to:
1. Analyze Rizal’s family, childhood, and early education
2. Mention and evaluate the people and events and their influence on Rizal’s early life
VIII. MODULE RESOURCES / REFERENCES
Manebog, Jensen D.G., et al. Life and Work of Rizal ( Biography, Writings, and Legacies of Our Bayani). Mutya Publishing House. Inc., Potrero, Malabon City
internet
IX. TEACHING/LEARNING MODALITY
A. Discussion/Reporting
X. COURSE CONTENT
CHAPTER III
Let us Explore
Jose Protasio Rizal Mercado y Alonso Realonda was born on June 19, 1861 in Calamba, Laguna. The seventh of eleven children born to a relatively well-off family in a Dominican-owned tenant land in Calamba, Laguna. Jose Rizal lived and died during the Spanish colonial era in the Philippines
In his early childhood, Jose had mastered the alphabet and learned to write and read. His early readings included the Spanish version of the Vulgate Bible. At a young age, he already showed inclinations to the arts. He amazed his family by his pencil drawings, sketches, and moldings of clay. Later, in his childhood, he showed special talent in painting and sculpture, wrote a Tagalog play, which was presented at a town fiesta.
Jose’s father, Francisco Engracio Rizal Mercado, was a productive farmer from Binan, Laguna. He was an independent-minded, taciturn, but dynamic gentleman from whom Jose inherited his “free-soul”. Don Francisco became tiniente gobernadorcillo in their town and was thus nicknamed Teniente Kiko.
Don Francsico great grandfather was Domingo Lam-co, a learned pro-poor or maka-masa Chinese immigrant businessman who married a sophisticated Chinese mestiza. He was born on May 11, 1818 in Binan, Laguna. He was nonetheless educated as he took Latin and Philosophy at the College of San Jose at Manila, where he met and fell inlove with Teodora Alonso.
Jose’s mother, Teodora Alonso ( also spelled Alonzo) was an educated and highly cultured woman of Sta Cruz, Manila. She was also known as “Lolay”, was born on November 8, 1826 and baptized at the Sta Cruz Church.
Dona Lolay was educated at the College of Santa
This presents the reason why do we need to study Rizal as our National Hero especially his life and his works. What benefit we can get from studying the life and works of Rizal. This presentation also includes the following objectives: Identify the qualities of a hero; Discuss the provisions of the Rizal law and why it was established; Relate the role of symbols and heroism in the process of nation building. After the discussion, it will help students realize how important it is to have the qualities of a hero.
Used in Life, Works and Writings of Rizal.
Includes topics such as Rizal Laws and some controversies on his being a hero.
1. Is he for or against the revolution
2. Bonifacio and Rizal
3. Rizal: Made in the USA
4. No legislations supporting Rizal as a National Hero
This presentation is about the history of Rizal Law. It also introduces the life and works of rizal as well as his two novels the Noli Me Tangere and the El Filibusterismo. At the end of this presentation is an activity that can be used to assess the level of understanding of the students in this subject The life and works of Rizal.
Regular nouns are nouns that become plural if an -s is added to them. For example, a shirt becomes shirts, or a pen becomes pens. Instead of -s however, -es must be added to singular nouns that end in -ch, -sh, -s, -x, or -z. For example, vases, watches, and bushes are the plural forms of a vase, watch, and bushWhat is a regular noun? A regular noun can be made plural by simply adding -s or -es to the end of the word. For example, a regular noun like pickle becomes plural by adding an -s to the end of the word, creating the plural noun pickles.
Regular nouns are nouns that become plural if an -s is added to them. For example, a shirt becomes shirts, or a pen becomes pens. Instead of -s however, -es must be added to singular nouns that end in -ch, -sh, -s, -x, or -z. For example, vases, watches, Android ttbushes are the plural forms of a vase, watch, and bush
I. NAME OF PROGRAM Bachelor of Science in Management Accounting
II. COURSE DESCRIPTIVE TITLE RIZAL’S LIFE, WORKS, AND WRITINGS COURSE CODE
RIZAL
III. PRE-REQUISITE / CO-REQUISITE COURSE CREDIT UNIT
3 Units
IV. COURSE DESCRIPTION A study of the life, works and writings of Dr. Jose P. Rizal, the national hero and martyr, as they relate to the socio-political situation of the Philippines during his time and its implication to our present time. It traces the hero’s life, ideals, concept of education, good government, and nationalism as embodied in his writings, particularly the Noli Me Tangere and El Filibusterismo.
V. MODULE TITLE / NUMBER Chapter 3 RIZAL’S LIFE: RIZAL’S FAMILY, CHILDHOOD, AND EARLY EDUCATION
VI. INCLUSIVE WEEK / DATE Week 4-5
VII. COURSE OUTCOME
A. Learning Outcome: At the end of this module, the students should be able to:
1. Analyze Rizal’s family, childhood, and early education
2. Mention and evaluate the people and events and their influence on Rizal’s early life
VIII. MODULE RESOURCES / REFERENCES
Manebog, Jensen D.G., et al. Life and Work of Rizal ( Biography, Writings, and Legacies of Our Bayani). Mutya Publishing House. Inc., Potrero, Malabon City
internet
IX. TEACHING/LEARNING MODALITY
A. Discussion/Reporting
X. COURSE CONTENT
CHAPTER III
Let us Explore
Jose Protasio Rizal Mercado y Alonso Realonda was born on June 19, 1861 in Calamba, Laguna. The seventh of eleven children born to a relatively well-off family in a Dominican-owned tenant land in Calamba, Laguna. Jose Rizal lived and died during the Spanish colonial era in the Philippines
In his early childhood, Jose had mastered the alphabet and learned to write and read. His early readings included the Spanish version of the Vulgate Bible. At a young age, he already showed inclinations to the arts. He amazed his family by his pencil drawings, sketches, and moldings of clay. Later, in his childhood, he showed special talent in painting and sculpture, wrote a Tagalog play, which was presented at a town fiesta.
Jose’s father, Francisco Engracio Rizal Mercado, was a productive farmer from Binan, Laguna. He was an independent-minded, taciturn, but dynamic gentleman from whom Jose inherited his “free-soul”. Don Francisco became tiniente gobernadorcillo in their town and was thus nicknamed Teniente Kiko.
Don Francsico great grandfather was Domingo Lam-co, a learned pro-poor or maka-masa Chinese immigrant businessman who married a sophisticated Chinese mestiza. He was born on May 11, 1818 in Binan, Laguna. He was nonetheless educated as he took Latin and Philosophy at the College of San Jose at Manila, where he met and fell inlove with Teodora Alonso.
Jose’s mother, Teodora Alonso ( also spelled Alonzo) was an educated and highly cultured woman of Sta Cruz, Manila. She was also known as “Lolay”, was born on November 8, 1826 and baptized at the Sta Cruz Church.
Dona Lolay was educated at the College of Santa
This presents the reason why do we need to study Rizal as our National Hero especially his life and his works. What benefit we can get from studying the life and works of Rizal. This presentation also includes the following objectives: Identify the qualities of a hero; Discuss the provisions of the Rizal law and why it was established; Relate the role of symbols and heroism in the process of nation building. After the discussion, it will help students realize how important it is to have the qualities of a hero.
Used in Life, Works and Writings of Rizal.
Includes topics such as Rizal Laws and some controversies on his being a hero.
1. Is he for or against the revolution
2. Bonifacio and Rizal
3. Rizal: Made in the USA
4. No legislations supporting Rizal as a National Hero
This presentation is about the history of Rizal Law. It also introduces the life and works of rizal as well as his two novels the Noli Me Tangere and the El Filibusterismo. At the end of this presentation is an activity that can be used to assess the level of understanding of the students in this subject The life and works of Rizal.
Regular nouns are nouns that become plural if an -s is added to them. For example, a shirt becomes shirts, or a pen becomes pens. Instead of -s however, -es must be added to singular nouns that end in -ch, -sh, -s, -x, or -z. For example, vases, watches, and bushes are the plural forms of a vase, watch, and bushWhat is a regular noun? A regular noun can be made plural by simply adding -s or -es to the end of the word. For example, a regular noun like pickle becomes plural by adding an -s to the end of the word, creating the plural noun pickles.
Regular nouns are nouns that become plural if an -s is added to them. For example, a shirt becomes shirts, or a pen becomes pens. Instead of -s however, -es must be added to singular nouns that end in -ch, -sh, -s, -x, or -z. For example, vases, watches, Android ttbushes are the plural forms of a vase, watch, and bush
Competencies
-A general statement that describes the use of desired knowledge, skills, behaviors and abilities. Competencies often define specific applied skills and knowledge that enables people to successfully perform specific functions in a work or educational setting. Some examples include:
Functional competencies
Skills that are required to use on a daily or regular basis, such as cognitive, methodological, technological and linguistic abilities
Interpersonal competencies
Oral, written and visual communication skills, as well as the ability to work effectively with diverse teams
Critical thinking competencies
The ability to reason effectively, use systems thinking and make judgments and decisions toward solving complex problems
•A key differentiator between learning competencies, objectives and outcomes is that learning objectives are the specific abilities necessary to accomplish the learning competency.
Learning Objectives
•A statement that describes what a faculty member will cover in a course and what a course will have provided students. They are generally broader than student learning outcomes. For example, “By the end of the course, students will use change theory to develop family-centered care within the context of nursing practice.” Statements like this help determine what the student learned and what the teacher taught.
•Overall, learning objectives determine what the course will have provided to the student. Both learning outcomes and learning objectives are used to gauge the effectiveness of a course
Learning Outcomes
•A specific statement that outlines the overall purpose or goal from participation in an educational activity.
•These statements often start by using a stem phrase—a starter statement at the beginning of each learning outcome—such as “students will be able to.” This is then followed by an action verb that denotes the level of learning expected, such as understand, analyze or evaluate.
• The final part is to write is the application of that verb in context and describe the desired performance level, such as “write a report” or “provide three peers with feedback.” An example of a well-structured outcome statement is: “Students will be able to locate, apply and cite effective secondary sources in their essays.”
•These statements written at a class level help students have a clear picture of where the course is taking them and what is expected of them in order to be successful in the course. These statements also help educators guide the design of courses through the selection of content, teaching strategies, and technologies so that course components are aligned to specific outcomes.
S.M.A.R.T
What are SMART goals in education?
•SMART goals are becoming more frequent in schools, and they help students and teachers set a clear plan to achieve goals. Rather than setting generic targets like getting better at Math, students and teachers can be more specific about them, making it easi
Competencies
-A general statement that describes the use of desired knowledge, skills, behaviors and abilities. Competencies often define specific applied skills and knowledge that enables people to successfully perform specific functions in a work or educational setting. Some examples include:
Functional competencies
Skills that are required to use on a daily or regular basis, such as cognitive, methodological, technological and linguistic abilities
Interpersonal competencies
Oral, written and visual communication skills, as well as the ability to work effectively with diverse teams
Critical thinking competencies
The ability to reason effectively, use systems thinking and make judgments and decisions toward solving complex problems
•A key differentiator between learning competencies, objectives and outcomes is that learning objectives are the specific abilities necessary to accomplish the learning competency.
Learning Objectives
•A statement that describes what a faculty member will cover in a course and what a course will have provided students. They are generally broader than student learning outcomes. For example, “By the end of the course, students will use change theory to develop family-centered care within the context of nursing practice.” Statements like this help determine what the student learned and what the teacher taught.
•Overall, learning objectives determine what the course will have provided to the student. Both learning outcomes and learning objectives are used to gauge the effectiveness of a course
Learning Outcomes
•A specific statement that outlines the overall purpose or goal from participation in an educational activity.
•These statements often start by using a stem phrase—a starter statement at the beginning of each learning outcome—such as “students will be able to.” This is then followed by an action verb that denotes the level of learning expected, such as understand, analyze or evaluate.
• The final part is to write is the application of that verb in context and describe the desired performance level, such as “write a report” or “provide three peers with feedback.” An example of a well-structured outcome statement is: “Students will be able to locate, apply and cite effective secondary sources in their essays.”
•These statements written at a class level help students have a clear picture of where the course is taking them and what is expected of them in order to be successful in the course. These statements also help educators guide the design of courses through the selection of content, teaching strategies, and technologies so that course components are aligned to specific outcomes.
S.M.A.R.T
What are SMART goals in education?
•SMART goals are becoming more frequent in schools, and they help students and teachers set a clear plan to achieve goals. Rather than setting generic targets like getting better at Math, students and teachers can be more specific about them, making it easi
ggfgggvfghghhhhh Competencies
-A general statement that describes the use of desired knowledge, skills, behaviors and abilities. Competencies often define specific applied skills and knowledge that enables people to successfully perform specific functions in a work or educational setting. Some examples include:
Functional competencies
Skills that are required to use on a daily or regular basis, such as cognitive, methodological, technological and linguistic abilities
Interpersonal competencies
Oral, written and visual communication skills, as well as the ability to work effectively with diverse teams
Critical thinking competencies
The ability to reason effectively, use systems thinking and make judgments and decisions toward solving complex problems
•A key differentiator between learning competencies, objectives and outcomes is that learning objectives are the specific abilities necessary to accomplish the learning competency.
Learning Objectives
•A statement that describes what a faculty member will cover in a course and what a course will have provided students. They are generally broader than student learning outcomes. For example, “By the end of the course, students will use change theory to develop family-centered care within the context of nursing practice.” Statements like this help determine what the student learned and what the teacher taught.
•Overall, learning objectives determine what the course will have provided to the student. Both learning outcomes and learning objectives are used to gauge the effectiveness of a course
Learning Outcomes
•A specific statement that outlines the overall purpose or goal from participation in an educational activity.
•These statements often start by using a stem phrase—a starter statement at the beginning of each learning outcome—such as “students will be able to.” This is then followed by an action verb that denotes the level of learning expected, such as understand, analyze or evaluate.
• The final part is to write is the application of that verb in context and describe the desired performance level, such as “write a report” or “provide three peers with feedback.” An example of a well-structured outcome statement is: “Students will be able to locate, apply and cite effective secondary sources in their essays.”
•These statements written at a class level help students have a clear picture of where the course is taking them and what is expected of them in order to be successful in the course. These statements also help educators guide the design of courses through the selection of content, teaching strategies, and technologies so that course components are aligned to specific outcomes.
S.M.A.R.T
What are SMART goals in education?
•SMART goals are becoming more frequent in schools, and they help students and teachers set a clear plan to achieve goals. Rather than setting generic targets like getting better at Math, students and teachers can be more specific about the
White wonder, Work developed by Eva TschoppMansi Shah
White Wonder by Eva Tschopp
A tale about our culture around the use of fertilizers and pesticides visiting small farms around Ahmedabad in Matar and Shilaj.
Visual Style and Aesthetics: Basics of Visual Design
Visual Design for Enterprise Applications
Range of Visual Styles.
Mobile Interfaces:
Challenges and Opportunities of Mobile Design
Approach to Mobile Design
Patterns
2. Table of Contents
▪ What is the Rizal Law?
▪ The Proponents of the Law
▪ Oppositions of the Law
▪ Reasons for the Opposition
▪ Why do Rizal’s novels considered as anti-
Catholic?
▪ Claro M. Recto’s Counter
▪ Why is the law important?
3. Objectives
▪ Discuss R. A. 1425 and other laws pertaining
Rizal
▪ Explain the importance of the laws
4. What is the Rizal Law?
▪ An Act to Include in the Curricula of All
Public and Private Schools, Colleges and
Universities courses on the Life Works
and Writings of JOSE RIZAL, particularly
his novels NOLI ME TANGERE and EL
FILIBUSTERISMO, Authorizing the
Printing and Distribution Thereof, and for
Other Purposes.
(RA 1425 preamble)
5. ▪ WHEREAS, today, more than any other period of our history, there is
a need for a re-dedication to the ideals of freedom and nationalism for
which our heroes lived and died;
▪ WHEREAS, it is meet that in honouring them, particularly the national
hero and patriot, Jose Rizal, we remember with special fondness and
devotion their lives and works that have shaped the national
character;
▪ WHEREAS, the life, works and writing of Jose Rizal, particularly his
novels Noli Me Tangere and El Filibusterismo, are a constant and
inspiring source of patriotism with which the minds of the youth,
especially during their formative and decisive years in school, should
be suffused;
▪ WHEREAS, all educational institutions are under the supervision of,
and subject to regulation by the State, and all schools are enjoined to
develop moral character, personal discipline, civic conscience and to
teach the duties of citizenship; Now, therefore:
6. Section 1
▪ Courses on the life, works and writings of Jose
Rizal, particularly his novel Noli Me Tangere and
El Filibusterismo, shall be included in the
curricula of all schools, colleges and universities,
public or private: Provided, That in the collegiate
courses, the original or unexpurgated editions of
the Noli Me Tangere and El Filibusterismo of
their English translation shall be used as basic
texts.
7. Section 2
▪ It shall be obligatory on all schools, colleges and
universities to keep in their libraries an adequate number
of copies of the original and unexpurgated editions of the
Noli Me Tangere and El Filibusterismo, as well as of
Rizal's other works and biography. The said
unexpurgated editions of the Noli Me Tangere and El
Filibusterismo or their translations in English as well as
other writings of Rizal shall be included in the list of
approved books for required reading in all public or
private schools, colleges and universities.
▪ The Board of National Education shall determine the
adequacy of the number of books, depending upon the
enrollment of the school, college or university.
8. Section 3
▪ The Board of National Education shall cause the
translation of the Noli Me Tangere and El
Filibusterismo, as well as other writings of Jose
Rizal into English, Tagalog and the principal
Philippine dialects; cause them to be printed in
cheap, popular editions; and cause them to be
distributed, free of charge, to persons desiring to
read them, through the Purok organizations and
Barrio Councils throughout the country.
9. Section 4
▪ Nothing in this Act shall be construed as
amendment or repealing section nine
hundred twenty-seven of the
Administrative Code, prohibiting the
discussion of religious doctrines by public
school teachers and other person
engaged in any public school.
11. Opposed to the Implementation
of the Law
Rufino Cardinal Santos Sen. Lorenzo Tanada
12. ▪ Sen. Francisco Soc
Rodrigo
▪ Sen. Decoroso Rosales
▪ Roman Catholic Church
Sen. Quintin Paredes
13. Reasons for the
opposition
▪ Rizal’s novels are “anti-
Catholic.”
▪ Rizal became a member
of the Freemasonry.
Membership in
Freemasonry constitute
an automatic
excommunication from
the Roman Catholic
Church.
▪ It might misrepresent
current conditions in the
Church
14. Reasons for the
opposition ▪ It teaches heresy
and violate the
freedom of
conscience.
▪ The unexpurgated
version destroys
the integrity of the
Church.
15. The following will
happen if the law is
implemented
▪ If the Rizal Law
shall be enacted,
Catholic schools
will close their
schools.
▪ and threatened to
“punish” erring
legislators in
future elections.
16. Why do Rizal’s novels considered
as “anti-Catholic”?
▪ The friars were portrayed negatively.
▪ Padre Damaso – an abrasive friar and the father of Maria
Clara.
▪ Padre Sibyla – a cunning yet clever friar.
▪ Padre Salvi – he was infatuated with Maria Clara and
framed Crisostomo Ibarra in an uprising.
▪ Padre Camorra – lustful and attempted to rape Julî.
▪ Padre Irene – let Kapitan Tiago’s addiction of opium
continue and forged his last will and testament.
▪ Padre Millon – a professor who publicly humiliates his
students to compensate his ignorance in Physics.
17. ▪ Rizal criticized the Medieval way of the
Church e.g. excommunication,
indulgences, miracles of the saints, and
purgatory.
▪ Rizal pointed out the excesses of the
Church such as lavish fiestas and
processions.
▪ Rizal criticized the meddling of the friars in
the affairs of the state and the lives of
ordinary people.
18. Recto’s Counter
▪ Recto will pass a bill nationalizing all
Catholics schools in the Philippines
should they all close because of the
Rizal Law.
▪ Also, he added that the opponents of
the law are now “killing” Rizal’s
memory in the consciousness of the
Filipino people.
19. Why is the law important?
▪ Honoring our heroes with special fondness and
devotion to their lives and works that have
shaped the national character.
20. Why is the law important?
▪ No law shall be passed abridging the freedom of
speech, or of the press, or the right of the people
peaceably to assemble and petition the
Government for redress of grievances. (Art. 3,
Sec. 8. 1935 Constitution)
21. Why is the law important?
▪ “There is a need for a re-dedication to the ideals
of freedom and nationalism for which our heroes
lived and died.” – RA 1425
22. Why is the law important?
▪ “A constant and inspiring source of patriotism
especially the youth.” – RA 1425
23. Other laws on Rizal
▪ December 20, 1898 - Emilio Aguinaldo created a
decree designating December 30 as the
anniversary of Jose Rizal’s death and national
day of mourning.
24. Other laws on Rizal
▪ 1901 - Rizal acquired the title Philippine National
Hero under the country’s first American civil
governor, William Howard Taft.
25. Other laws on Rizal
▪ Republic Act 137 on June 11, 1901 - the district
of Morong was renamed the Province of Rizal.
26. Other laws on Rizal
▪ Republic Act 345 dated February 1, 1902 -
enacted December 30 of every year as Rizal Day
making it one of the ten (10) legal holidays in the
country.
27. Other laws on Rizal
▪ Republic Act 243 dated September 28, 1901 -
granted the right to use public land at Luneta in
the City of Manila to erect a statue of Rizal.
28. Other laws on Rizal
▪ Republic Act 229 dated June 9, 1948 - Pres.
Elpidio Quirino prohibited cockfighting, horse-
racing and jai-alai every 30th day of December.
29. Other laws on Rizal
▪ Executive Order No. 429 dated June 2, 1961 -
Pres. Carlos P. Garcia created a decoration to
perpetuate Rizal’s memory, it came to be known
as Rizal Pro-Patria Award.
30. Other laws on Rizal
▪ Some of the recipients of this decoration in the
past were N.V.M. Gonzalez, Alejandro Roces,
Juan Nakpil, Felipe Padilla de Leon and Wilfredo
Ma. Guerrero
31. Other laws on Rizal
▪ Some of the streets in Manila were named after
Rizal.
▪ Examples are Laong Laan and Dimasalang in
Sampaloc, Blumentritt after the name of
Ferdinand Blumentritt, and Dapitan street
situated near UST was named after a
municipality in Zamboanga del Norte, where Rizal
was deported in 1892.
32. Other laws on Rizal
▪ Sisa, Simoun and Basilio were also used as
street names which have references from the two
novels of Rizal.
33. Other laws on Rizal
▪ Memorandum Order No. 247 s. 1994 - Dec. 26,
1994 signed by Fidel V. Ramos, directed the Sec.
of Education Culture and Sports and the
Chairman of Commission on Higher Education to
fully implement Republic Act No. 1425
34. Other laws on Rizal
▪ CHED Memorandum No. 3, s. 1995, Comm.
MONA D. VALISNO, reiterated the full
implementation of Republic Act. 1425.
36. Monuments of Rizal
▪ Rizal monument in Manila - most prominent it
was unveiled on Dec. 30, 1913 in line with the
17th death anniversary of his martyrdom.
37. Monuments of Rizal
▪ Rizal monument in Daet, Camarines Norte holds
the first ever erected monument in honor of Rizal.
38. Monuments of Rizal
▪ A monument of Rizal was inaugurated on Dec. 5,
1996 along the Avenida delas Islas Filipinas in
Madrid Spain.