Republic of the Philippines

Commission on Higher Education

Region V
Masbate Polytechnic and Development College, Inc.
Baleno, Masbate

BACHELOR OF AGRICULTURAL TECHNOLOGY (BAT)-LADDERIZED

COURSE SYLLABUS
AGRITECH 103 (POULRTY PRODUCTION)

COURSE INFORMATION:

VISION MISSION CORE VALUES

Masbate Polytechnic and Development College, Inc. To provide affordable and quality basic, technical-vocational and tertiary education in
continuously produces God-fearing, value-oriented, competent and collaboration with government, non-government and private institutions where: Ex -Excellence
productive citizens. As an educational institution, it is constantly  students learn lifelong competencies, moral and spiritual values in a motivating environment; C -Character
 teachers facilitate learning, constantly care for learners and nurture their potentials; E -Environment of a Family
responsive to local and global trends and challenges in education,
 school managers ensure a safe, supportive and effective learning environment;
training and career development. L -Leadership
 Families and communities are proactively involved in developing life-long learners . S -Service
PROGRAM OUTCOMES (PO)
On completion of the course, the student is expected to be able to do the following:

Program Outcome Code Program Outcomes

PO1 Introduction to the course: Republic Act 1425

PO2 19th century Philippines as Rizal context

PO3 Rizal’s Life: Family, Childhood, and Early Education

PO4 Rizal’s Life: Higher Education and Life Abroad

PO5 Rizal’s Life: Exile, Trial and Death

PO6 Annotation of Antonio Morga’s Sucesor De Las Islas Filipinas

PO7 Noli Me Tangere

PO8 El Filibusterismo
PO9 The Philippines: A Century Hence( Other Possible Topics: Letter to the Women of Malolos/The Indolence of the Filipinos)
PO10 Jose Rizal and Philippine Nationalism-Bayani and Kabayanihan
PO11 Jose Rizal and Philippine Nationalism-National Symbol

COURSE OUTCOMES (CO) AND RELATIONSHIP TO PROGRAM OUTCOMES

At the end of the course, the student must be able to:

Course Outcome Program Outcomes

PO1 PO2 P O3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
Discuss Jose Rizal’s life within the context of the 19 th Century
CO1 I I
Philippines
Analyze various Rizal’s works, particularly the novels Noli Me P
CO2 P P
Tangere and El Filibusterismo
CO3 Organize Rizal’s Ideas into various themes P P I
CO4 Demonstrate a critical reading into primary sources
Interpret the values that can be derived from studying Rizal’s
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|2 Life and Works.
P P
CO6 Display an appreciation for Education and love of country P P
LEVEL: I- Introduce P- Practice D- Demonstrate

LEARNING PLAN
In order to achieve the outcomes of this course, learners will go through this learning plan:

LEARNING OUTCOME TOPIC METHODOLOGY RESOURCES ASSESSMENT

Explain the history of the Rizal La Introduction to the course: Republic Distance Learning: Text of the RA 1425 Writing exercise:
and its important provisions Act 1425 Historical background and context https://www.officialgazette.gov.ph/1 Compare and contrast the views of
of RA 1425; Why study the life and 956/06/12/republic-act-no-1425/ those in favor and against RA 1425,
works of Rizal? considering the context of the
Critically assess the effectiveness of 1950s; would similar arguments still
the Rizal Course have force today?

Or

Reflect on your secondary

education: did your school comply
with the RA 1425? How effective is
the Rizal Law in instilling
patriotism among secondary school
students?
Appraise the link between the 19th century Philippines as Rizal Distance Learning: Pop Quiz:
individual and society context Brief summary of Spanish
 Economic: end of the colonization of the Philippines as a Graphic organizer/table mapping the
Analyze the various social, political, galleon trade, opening of the background changes in the nineteenth-century
economic, and cultural changes that Suez Canal, opening of ports Philippines, categorizing social,
occurred in the nineteenth century to world trade, rise of the Distance Learning: political, economic, cultural
export, crop economy and The nineteenth century as a century changes.
Understand Jose Rizal in the monopolies of change
context of his times  Social: education, rise of the Class activity: Reflection paper about the film
Chinese mestizo, rise of the Posting video of film “Ganito kami Guide Questions:
inquilino noon, paano kayo ngayon.”
 Political: Liberalism, impact  Describe the nineteenth-
of the bourbon reforms, century Philippines as
Cadiz constitution represented in the film.

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  Based on your reading from
Subtopic: seeing the life of an your modules what can you
individual in society in the life of an say about the film’s
individual. representation of the
nineteenth century?
 What is the main question
that the film seeks to
answers?
What is your own reflection
based on the film and your
understanding?

Analyze Rizal’s family, childhood, Rizal’s Life: Family, Childhood, Distance Learning: Students will write a short
and early education and Early Education Rizal’s Family, Childhood, and biographical essay that compare the
early education. student’s early childhood with
Evaluate the people and events and Rizal’s own
their influence on Rizal’s early life. Class Activity:
Read Rizal’s “ Memoirs of a student
in Manila,” Chapter 1

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Explain the principle of assimilation Rizal’s Life: Higher Education and Distance Learning: Written document analysis
advocated by the Propaganda Life Abroad Rizal’s Education at the Ateneo worksheet.
Movement Municipal and the University of
Santo Tomas; Rizal’s life abroad

Class activity:
Read Jose Rizal’s Brindis speech

Class activity:
Read first issue of La Solidaridad
and analyze the aims stated therein;
answer written document analysis
worksheet.
Analyze the factors that led to Rizal’s Life: Exile, Trial and Death Distance Learning:
Rizal’s execution Rizal’s last year’s covering his
exile, trial, and death
Analyze the effects of Rizal’s
execution on Spanish colonial rule Class Activity:
and the Philippine Revolution. Read the constitution of La Liga
Filipina and fill out a table (Graphic
organizer) with the aims of La Liga
Filipina in one column and these
aims could be attained in another
column.

Class Activity:
Read Rizal’s last letters to family
members and blumentritt

Class Activity
Read Teodora Alonzo’s letter to
governor General Polavieja and
write a similar letter persuading him
to spare Rizal’s Life

Film viewing:

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 Option 1: Jose Rizal, GMA Films,
directed by Marilou Diaz Abaya

Option 2: Rizal sa Dapitan, directed

by Tikoy Aguiluz

MIDTERM EXAMINATION
Annotation of Antonio Morga’s
Sucesor De Las Islas Filipinas

Appraise important characters in the Noli Me Tangere

novel and what they represent.

Examine the present Philippine

situation through the examples
mentioned in the Noli.

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Compare and contrast the El Filibusterismo
characters, plot, and theme of the
Noli and the El Fili

Value the role of the youth in the

development and future of society.

Assess Rizal’s writings The Philippines: A Century Hence Distance Learning: Essay writing
(Other Possible Topics: Letter to the Philippines a Century Hence
Women of Malolos/The Indolence Write a response to Jose Rizal with
Appraise the value of understanding of the Filipinos) Class Activity the students situating themselves a
the past Group Discussion on Rizal’s Essay century after Rizal's Time
and the arguments he presented

Frame arguments based on evidence

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Interpret views and opinions about Jose Rizal and Philippine Lecture:
bayani and kabayanihan in the Nationalism-Bayani and
context of Philippine History and Kabayanihan Discussion of the changing forms
society. of definition of

Assess the concepts of bayani Class Activity:

kabayanihan in the context of
Philippine History and society.

Jose Rizal and Philippine

Nationalism-National Symbol
Introduction to the course: Republic
Act 1425
19th century Philippines as Rizal
context
Rizal’s Life: Family, Childhood,
and Early Education

MAJOR COURSE OUTPUTS (MCO)

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As evidence of attaining the above course outcomes, students are required to do and submit the following during the indicated dates of the term. The rubrics for these outputs are provided.
Required Output Performance Target Course Outcomes it Represents Due Date
90% of the students in the class will
MCO1 pass CO3 1st week of June to last week of June
90% of the students in the class will
MCO2 CO4 1st week to last week of July
pass
90% of the students in the class will
MCO3 CO4 1st week to last week of august
pass
90% of the students in the class will
pass
MCO4 CO5 1st week to last week of September

RUBRIC FOR ASSESSMENT TO BE USED FOR MCO1 to MCO6

Criteria Excellent Good Satisfactory Unsatisfactory

91 - 100% 81 - 90% 71 - 80% 70 - 61%

 Accomplished between 91-100%  Accomplished between 81 - 90%  Accomplished between 71 -  Accomplished between 71 -
of the required output of the required output 80% of the required output 80% of the required output
Delivery (Written Report and  Output submitted is delivered on  Output submitted is delivered on  Output submitted is delivered  Output submitted is delivered a
Developed Application) or before the deadline and or before the deadline but some on the next meeting after the week or more after the deadline
followed properly the submission of the submission guidelines were deadline and some of the and submission guidelines were
guidelines not followed submission guidelines were not not followed
followed

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OTHER COURSE REQUIREMENTS
Aside from the major course outputs, the student will be assessed at other times during the term by the following:
 Class Participation/ On-the spot discussion, recitation and quiz

 Seatwork
 Group report

GRADING SYSTEM
The following shall be used as basis for giving grades:

Midterm Grade Final Grade

Project/Laboratory 40% Project/Laboratory 40%
Quizzes/Homework 10% Quizzes/Homework 10%
Attendance/Oral participation 20% Attendance/Oral participation 20%
Term Examination 30% Term Examination 30%
Total 100% Total 100%

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 A. LECTURE B. LABORATORY
Class standing 70% Class standing 70%
Attendance 10% Laboratory exercise/projects 35%
Chapter Test 30% Attendance/Assignment/Recitation 20%
Exercises/Drill 20% Quiz 15%
______ Exam (Oral and/or written) 30%
______
100% 100%
Term Exam 30%

Term grades = Term Exam 30% + Class standing 70% x 60% + Laboratory Grade x 40%
Final grade= Midterm grade + Final Grade / 0.5

The Term Grade will be computed based on the 70-30 policy (70% class standing + 30% term exam)
The Final Grade will be computed based on the 50-50 policy (50% of the Midterm + 50% of the Final Grade).

REFERENCES
Books:
1.Introduction to poultry production books
2. Online sources

COURSE POLICIES AND STANDARDS

The following policies are to be observed and implemented inside the classroom by both the Instructor and Students.
1. Attendance
2. Wearing of prescribed uniform and PPE
3. Observe orderliness
4. Observe timeliness

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Prepared by:

Contact Information
Instructor’s signature
Instructor’s Name WILFREDO F. VERANO
Email adress
Contact Number
Consultation Hours Office Hours

Approved:

ROSALINDA R. VERANO
Program Head

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