Skip to main content
\(\def\d{\displaystyle} \def\course{Math 228} \newcommand{\f}[1]{\mathfrak #1} \newcommand{\s}[1]{\mathscr #1} \def\N{\mathbb N} \def\B{\mathbf{B}} \def\circleA{(-.5,0) circle (1)} \def\Z{\mathbb Z} \def\circleAlabel{(-1.5,.6) node[above]{$A$}} \def\Q{\mathbb Q} \def\circleB{(.5,0) circle (1)} \def\R{\mathbb R} \def\circleBlabel{(1.5,.6) node[above]{$B$}} \def\C{\mathbb C} \def\circleC{(0,-1) circle (1)} \def\F{\mathbb F} \def\circleClabel{(.5,-2) node[right]{$C$}} \def\A{\mathbb A} \def\twosetbox{(-2,-1.5) rectangle (2,1.5)} \def\X{\mathbb X} \def\threesetbox{(-2,-2.5) rectangle (2,1.5)} \def\E{\mathbb E} \def\O{\mathbb O} \def\U{\mathcal U} \def\pow{\mathcal P} \def\inv{^{-1}} \def\nrml{\triangleleft} \def\st{:} \def\~{\widetilde} \def\rem{\mathcal R} \def\sigalg{$\sigma$-algebra } \def\Gal{\mbox{Gal}} \def\iff{\leftrightarrow} \def\Iff{\Leftrightarrow} \def\land{\wedge} \def\And{\bigwedge} \def\entry{\entry} \def\AAnd{\d\bigwedge\mkern-18mu\bigwedge} \def\Vee{\bigvee} \def\VVee{\d\Vee\mkern-18mu\Vee} \def\imp{\rightarrow} \def\Imp{\Rightarrow} \def\Fi{\Leftarrow} \def\var{\mbox{var}} \def\Th{\mbox{Th}} \def\entry{\entry} \def\sat{\mbox{Sat}} \def\con{\mbox{Con}} \def\iffmodels{\bmodels\models} \def\dbland{\bigwedge \!\!\bigwedge} \def\dom{\mbox{dom}} \def\rng{\mbox{range}} \def\isom{\cong} \DeclareMathOperator{\wgt}{wgt} \newcommand{\vtx}[2]{node[fill,circle,inner sep=0pt, minimum size=4pt,label=#1:#2]{}} \newcommand{\va}[1]{\vtx{above}{#1}} \newcommand{\vb}[1]{\vtx{below}{#1}} \newcommand{\vr}[1]{\vtx{right}{#1}} \newcommand{\vl}[1]{\vtx{left}{#1}} \renewcommand{\v}{\vtx{above}{}} \def\circleA{(-.5,0) circle (1)} \def\circleAlabel{(-1.5,.6) node[above]{$A$}} \def\circleB{(.5,0) circle (1)} \def\circleBlabel{(1.5,.6) node[above]{$B$}} \def\circleC{(0,-1) circle (1)} \def\circleClabel{(.5,-2) node[right]{$C$}} \def\twosetbox{(-2,-1.4) rectangle (2,1.4)} \def\threesetbox{(-2.5,-2.4) rectangle (2.5,1.4)} \def\ansfilename{practice-answers} \def\shadowprops{{fill=black!50,shadow xshift=0.5ex,shadow yshift=0.5ex,path fading={circle with fuzzy edge 10 percent}}} \newcommand{\hexbox}[3]{ \def\x{-cos{30}*\r*#1+cos{30}*#2*\r*2} \def\y{-\r*#1-sin{30}*\r*#1} \draw (\x,\y) +(90:\r) -- +(30:\r) -- +(-30:\r) -- +(-90:\r) -- +(-150:\r) -- +(150:\r) -- cycle; \draw (\x,\y) node{#3}; } \renewcommand{\bar}{\overline} \newcommand{\card}[1]{\left| #1 \right|} \newcommand{\twoline}[2]{\begin{pmatrix}#1 \\ #2 \end{pmatrix}} \newcommand{\lt}{<} \newcommand{\gt}{>} \newcommand{\amp}{&} \)

Kabanata 6 El Filibusterismo Lesson Plan New |link| Online

Kopya ng akda, projector/laptop, graphic organizer, at mga larawan ng San Juan de Letran at Ateneo municipal noong panahon ng Kastila.

Basilio represents the educated Filipino who has tried the system but finds it corrupt. His arc explains why some intellectuals turned to revolution (via Simoun).

ang mga kaisipang nakapaloob sa kabanata tulad ng kahalagahan ng edukasyon at pagpupursigi sa kabila ng kahirapan.

| | Pinakamahusay (5) | Mahusay (3) | Nagsisimula pa Lang (1) | | :--- | :--- | :--- | :--- | | Paghahambing (50%) | Makabuluhan at malinaw naipapakita ang koneksyon ng isyu noon at ngayon. | Naipapakita ang koneksyon ngunit may kakulangan sa lalim ng pagsusuri. | Walang malinaw na koneksyon sa pagitan ng akda at kontemporaryong isyu. | | Orihinalidad at Pagkamalikhain (25%) | Napakaorihinal at malikhain ang presentasyon na nakakakuha ng atensyon. | May pagkamalikhain ngunit hindi gaanong orihinal. | Ang presentasyon ay karaniwan at walang halong personal na interpretasyon. | | Presentasyon at Teknikal na Aspeto (25%) | Malinaw ang boses, angkop ang musika/larawan, at propesyonal ang pagkakagawa. | Maayos ang kabuuang presentasyon ngunit may iilang teknikal na problema. | Hindi malinaw ang mensahe dahil sa mahinang teknikal na kalidad. | kabanata 6 el filibusterismo lesson plan new

A new lesson plan for El Filibusterismo Kabanata 6 must do more than summarize plot points. It must invite students into Basilio’s skull – to feel the cold rain of the forest, the weight of his mother’s ghost, and the burning allure of Simoun’s jewels. When students argue, draw, podcast, and debate, they are not just “covering a chapter.” They are rehearsing their own moral futures.

ng sariling saloobin patungkol sa kahalagahan ng edukasyon sa pagkamit ng pangarap at pagtulong sa kapwa. 2. Paksang-Aralin (Subject Matter) Paksa: Kabanata 6 - "Si Basilio" (El Filibusterismo)

Saang paaralan unang pumasok si Basilio kung saan siya nakaranas ng pangmamaliit dahil sa kanyang lumang kasuotan? Kopya ng akda, projector/laptop, graphic organizer, at mga

Introduce these words as keys to unlocking the chapter’s deeper meanings:

ang mga dumanas na kasawian ni Basilio sa mga totoong pangyayari sa kasalukuyang lipunan. II. Paksang Aralin (Subject Matter)

Filipino / Philippine Literature Topic: El Filibusterismo – Kabanata 6 (Basilio) Target Audience: Grade 9 or Senior High School (G11-12) ang mga kaisipang nakapaloob sa kabanata tulad ng

By implementing this new lesson plan for Kabanata 6 , educators can transform a traditionally somber chapter into a dynamic, psychologically rich, and socially relevant learning experience. Students will no longer merely recite that “Basilio met Simoun at the cemetery.” Instead, they will grapple with profound questions:

Basahin ang Kabanata 7: “Si Simoun”. Maghanda ng character profile para kay Simoun at itala ang unang pag-uusap nila ni Basilio.