El Filibusterismo – 2

GRASPS – Balita (Kabanata 20-29)

For this assessment our students compare and contrast characters of the novel to present day Filipinos.  They are to focus on minor characters and the general population.  This way, we hope to lead our students to reflect on the role of the ordinary individual to the shaping of society.

GRASPS Florentino (Kabanata 30-39)

For me, as teacher of El Fili and a researcher on the thoughts of Rizal, the character of P. Florentino is very important.  He is not only the counter-argument to the character of Simoun, he is also the counter-argument to the ways that this character espoused to achieve the changes necessary for the complete freedom of the Philippines.

There is a lot to understand about the views expressed by the diocesan priest and a lot more to learn.  He speaks to our present, to how we are as citizens and as a country.  The team decided, because of all these, to focus a part of our assessments for the year solely on the views of this man and how he speaks to us, present-day Filipinos.

El Filibusterismo – 1

Unit 1 – Grasps – 1Q – H4 – 1112

For chapters 1-10 of El Filibusterismo, my team chooses to have our students take on a Sherlock Holmes-like character.  They are Spaniards from Spain sent by the Cortez to investigate recent events in the Philippines, specifically, in a town called Tiani.

Unit 2 – PAASCU Grasps 11-19

For chapters 11-14 of the Fili, where the main focus is the efforts of the students to build an academy for learning the Spanish language, our students will imagine themselves as PAASCU historical researchers using the pertinent parts of the novel to paint a picture of and make recommendations for the educational setup of the university described in the novel.