I. Time Frame : I.

5 hrs

II. Objectives :
1. To let the students realize that Rizal was an ordinary human being, and not God
or God-like;
2. To be more critically aware of the patriotic objectives of Rizal course as stipulated
in R.A. 1425;
3. Encourage students to work together as a group with a minimal instruction from
the teacher;

III. Suggested Material(s) : Copy of the R.A. 1425

IV. Suggested Activities:

1. Lecture The teacher discusses R.A. 1425
2. Discuss Chapter 1 as a spring board for group dynamic activity
3. Group Dynamics

Procedures:
a. Divide the class into three groups. Give each group a topic to discuss among the
members. (Choose from the following topics listed)

i. What are the characteristics of God vis--vis hero?

ii. What are the characteristics of a Victorian hero vis--vis Modern day hero?
iii. What are the ideas / ideologies of Rizal that are still applicable today?

b. Ask a representative from each group to report on their conclusions about the
topic assigned to them.
c. After the presentations, a discussion by the teacher should follow which should
clarify the following:

i. What does it take to be a hero?

ii. Rizal should not be treated like God but treated as human beings so that his ideas
are attainable.
iii. Rizal, undeniably has weaknesses, but he responded to the challenge of
conquering these weaknesses that catapulted him into a heroic stardom.

V. Exercise
1. Ask the students to accomplish exercises 1-1 and 1-2 (see pages 9 & 11)
2. The teacher collects the same exercises.
3. The teacher uses the impression / subjective approach in giving points.

VI. Assignment
1. Ask the students to draw a family tree of Jose Rizal
2. Ask the students to compose their own version of the Poems:
a. To the Child Jesus
b. To the Virgin Mary
(Note: the composition must contain two stanzas of four lines each stanza)

Lesson - 2

I. Time Frame : I.5 hrs

II. Objectives :
1. To trace the genealogy of Jose Rizal.
2. To sharpen ones consciousness of the religiosity of Jose Rizal in his early years.
3. To draw inspiration from the Parable of the Moth.
III. Material(s) Required: Copy of the Parable of the Moth
Copy of the Poem Al Nio Jesus (To the child Jesus)
Copy of the Poem A la Virgen Maria (To the Virgin Mary)
IV. Suggested Activities:

1. The teacher discusses the family tree of Rizal by asking one student to present
his assignment on genealogy.
2. Ask the students to draw their own family tree.
3. Ask the students to give an explanation of the origin / meaning of their names.
4. Write a short script and present a dramatic interpretation of the Parable of the
Moth.

V. Exercise
1. Ask the students to accomplish exercises 2-1 and 2-2 (see pages 23 - 26)
2. The teacher collects the same exercises.
3. The teacher uses the impression / subjective approach in giving points for the
essay questions.

VI. Assignment
Ask the students to read the following poems:
i. To The Filipino Youth
ii. Through Education the Motherland (Fatherland) Receives Glory

Lesson - 3

I. Time Frame : I.5 hrs

II. Objectives :
1. To explore the importance of education in Rizals career.
2. To heighten students interest in education thru Rizals experiences.
3. To make critical judgment on the pending question whether Rizal is a doctor or
not a doctor.

III. Suggested Material(s):

Copy of the A La Juventud Filipina (Appendix C)
Copy of the Poem Por La Educacion Recibe Lustre La Patria
(Through Education the Motherland Receives Glory)

IV. Suggested Activities:

1. Engage the class in critical discussion about the following:

i. The trials and obstacles of Rizal to achieve good education.
ii. The relevance of education in contemporary society.
iii. The importance of education to an individual.
2. Engage the class into a debate match. (Resolving the Proposition Rizal is not a
Doctor)

Procedures:
i. Divide the class into two groups.
ii. Use the open debate form, i.e., any member of the group may argue for or
against the proposition.
3. The teacher synthesizes the debate by anchoring the rationale from the text.

V. Exercises
1. Ask the students to accomplish exercises 3-1 and 3-2 (see pages 37 - 40)
2. The teacher collects the same exercises.
3. The teacher uses the impression / subjective approach in giving points for the
essay questions.
4. Accomplish exercise 3-2 (pages 39-40)

VI. Assignment
Ask the students to bring a sample of love letter (either personal or owned by
somebody)

Lesson - 4

I. Time Frame : I.5 hrs

II. Objectives :
1. To let students realize that to love is to experience joys and pains.
2. To emulate Rizals characteristic as a lover (a true gentleman).

III. Suggested Material(s) :

Copy of a love letter (As assigned)

IV. Suggested Activities:

1. Ask the students to read some of the sample love letters.

2. Based from the letters, characterized what kind of lovers the owners are.
3. Discuss the text.
4. Ask the students to characterize Rizal as a lover based from the text.

V. Exercises
1. Ask the students to accomplish exercises 4-1 and 4-2 (see pages 59 - 62)
2. The teacher collects the same exercises.
3. The teacher uses the impression / subjective approach in giving points for the
essay questions.
4. Accomplish exercise 4-2 part II (see page 62)

VI. Assignment
a. Ask the students to browse the net.
b. Enter the key words Rizals Travel Time
c. Ask the students to bring a copy of their research for presentation purposes.

Lesson - 5

I. Time Frame : (Note: This is not for a classroom discussion)

II. Objectives :
1. To trace the travels of Jose Rizal.
2. To elicit Jose Rizals travel impressions and memories.
3. To engage the students into electronic research.

III. Suggested Material(s) :

World Map

IV. Suggested Activities:

1. Ask the students to make a journal using their research paper on Rizals Travel as
a spring board.
2. Set a deadline for submission.
3. The journal to be submitted may be counted as part of the major examination or
as part of the requirements for the course.

V. Exercises
1. Ask the students to accomplish exercises 5-1 and 5-2 (see pages 85 - 886)
2. The teacher collects the same exercises.
3. The teacher uses the impression / subjective approach in giving points for the
essay questions.
4. Accomplish 5-2 part , page 88

VI. Assignment
a. Ask the students to browse the net.
b. Look for general summary (not chapter by chapter summary) of the novels Noli
Me Tangere & El Fili
c. Bring the said summary the following meeting

lessons 6 & 7

I. Time Frame : I.5 hrs

II. Objectives :
1. To revisit the political ideals / ideologies of Jose Rizal in his novels Noli Me Tangere
& El Fili.
2. To contextualize in the contemporary society the political ideologies of Jose Rizal
encompassed in the said novels.

III. Suggested Material(s) :

Summary of the novels Noli & El Fili.

IV. Suggested Activities:

1. The teacher reviews the fundamental contents of the Noli Me Tangere vis a vis
El Fili.
2. The teacher focuses on the Political ideologies of Jose Rizal such as:
i. Reform thru non-violent means
ii. Reform thru revolution
iii. Nationalism and Patriotism
3. Ask the students how they show their nationalism and patriotism in the
contemporary society.
4. Ask the students to give an opinion on the following concepts:
i. Government Censorship of the Noli Me Tangere
ii. Government Censorship on Mass Media in the contemporary setting.
5. Ask the students to compare and contrast reform thru non0violent means and
reform thru revolution.

V. Exercises
1. Ask the students to accomplish exercises 6-1 and 6-2 (see pages 95 - 97)/
exercises 7-1 and 7-2 (see pages 105 108)
2. The teacher collects the same exercises.
3. The teacher uses the impression / subjective approach in giving points for the
essay questions.
4. Accomplish exercises 7-2,page 107 - 108

VI. Assignment
Cut a short news article from newspaper dealing with political issues.
 Lesson - 8

I. Time Frame : I.5 hrs

II. Objectives :
1. To introduce students to the different political philosophies of Rizal.
2. To determine the applicability of Rizals political philosophies in solving todays
political problems.

III. Suggested Material(s) :

Cut out article from news paper (assignment)

IV. Suggested Activities:

1. Ask the students to read in the class their cut out articles.
2. The teacher synthesizes the political problems (such as graft and corruption,
election fraud, extra-judicial killings, etc.)in every article read.
3. The teacher identifies the political philosophies of Rizal as enumerated from the
text.
4. The teacher asks the following questions for critical discussion:
i. What are the basic political problems that are apparent today based from the cut
out articles?
ii. Do you think these prevailing political problems can be dealt with by the political
philosophies of Rizal? Why yes? Why No?
5. The teacher synthesizes the discussion.
6. Ask the students to chart the problems identified from the read articles (as an
assignment). Ask them to provide resolutions to these problems from their own
point of view. Use the chart as model.

Problems Solutions
1
2
3
4
5

V. Exercises
1. Ask the students to accomplish exercises 8-1 and 8-2 (see pages 121 -123)
2. The teacher collects the same exercises.
3. The teacher uses the impression / subjective approach in giving points for the
essay questions.
4. Accomplish exercise 8-2, page 123

VI. Assignment
Ask the students to bring a copy of the Kartilya ng Katipunan (either English of
Filipino version)

Lesson - 9

I. Time Frame : I.5 hrs

II. Objectives :
1. To revisit the teachings of Katipunan.
2. To re-examine the fundamental principles of the Liga.
3. Compare and contrast the principles of revolution vis--vis principles of
reformation.
III. Suggested Material(s) :
Copy of the Kartilya ng Katipunan

IV. Suggested Activities:

1. Engage the class in critical discussion about the following:

i. The objectives of the Liga
ii. The objectives of the Katipunan
iii. The Concept of the revolution of the masses.
2. Engage the class into a debate match. (Resolving the Proposition Revolution is
more effective than Reform.)

Procedures:
i. Divide the class into two groups.
ii. Use the open debate form, i.e., any member of the group may argue for or
against the proposition.
3. The teacher synthesizes the debate by anchoring the rationale from the text.

V. Exercises
1. Ask the students to accomplish exercises 9-1 and 9-2 (see pages135 - 137)
2. The teacher collects the same exercises.
3. The teacher uses the impression / subjective approach in giving points for the
essay questions.
4. Accomplish exercise 9-2, page 137

VI. Assignment
Ask the students to write an essay
Directions:
1. Choose one of the topics listed below;
i. The concept of Education for the Masses
ii. The Challenges confronting Philippine Education Today
iii. Education: A Right or a Privilege?

Develop your chosen topic into an essay (minimum of 150 words)

Follow the format provided.

____________________________
TITLE

Introduction
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________
Body
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________
Conclusion
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________
 Lesson - 10

I. Time Frame : I.5 hrs

II. Objectives :
1. To know the educational concepts of Jose Rizal.
2. To appreciate the importance of education for the masses as a medium of
effecting social change.
3. To make students aware of the innovations and challenges confronting Philippine
education.
4. To make value-judgment on the essential qualities of a good teacher and a good
learning institution.

III. Suggested Material(s) :

Copy of the Educational Development Decree of 1972

IV. Suggested Activities:

1. The teacher discusses the concept of Education for the Masses as enshrined in
the Educational Development Decree of 1972.
2. Engage the class in critical discussion about the Right to education.

Enumerate at least 5 qualities of a good teacher (from the most important to the
least important qualities)
Enumerate at least 5 qualities of a good learning institution(from the most
important to the least important qualities)
Enumerate at least 5 academic subjects you have taken and passed, (from the most
important to the least important qualities)

V. Exercises
1. Ask the students to accomplish exercises 10-1 and 10-2 (see pages 151 - 153)
2. The teacher collects the same exercises.
3. The teacher uses the impression / subjective approach in giving points for the
essay questions.
4. Accomplish exercise 10-2, page 153

VI. Assignment
Ask the students to write a position paper
Follow the format provided.

Rizal was a Revolutionarist because.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________
Rizal was a Reformist because.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________
For me, Rizal was ______________ and not _____________ because
__