Recalibrated GEC PPC Syllabus-2021

Ju Carlos Hilado Memorial State College Revision No.
Alijis Campus | Binalbagan Campus | Fortune Towne Campus | Talisay Campus Date of Revision June 28, 2021
Date of Effectivity September 6, 2021

College of Computer Studies Page No. Page 1 of 27
GENERAL EDUCATION COURSE SYLLABUS
LEC LAB TOTAL

COURSE CODE GECPPC CREDIT UNITS
3 Units 0 3
LEC LAB TOTAL
COURSE TITLE PHILIPPINE POPULAR CULTURE HOURS/ WEEK
3 hrs./wk 0 3
To be a leading GREEN institution of higher learning in the global community by 2030.
VISION OF THE INSTITUTION (GREEN stands for Good governance, Research-oriented, Extension-driven, Education for Sustainable Development and Nation-building)
WE are a green institution committed to empower the youth and life-long learners who will contribute to nation building and global transformation
MISSION OF THE INSTITUTION through quality instruction, inclusive and creative teaching-learning pedagogies, relevant research, social innovation, dynamic partnership, and active
civic engagement, in a conducive and fulfilling environment for students, faculty, staff, and partners.
GE LEARNING OUTCOMES Philippine Popular
Culture
Knowledge (Intellectual Competencies)
1. Analyze text (written, visual, oral, etc) critically L
2. Demonstrate proficient and effective communication (writing, speaking, and use of new technologies) P
3. Use basic concepts across the domains of knowledge L
4. Demonstrate critical, analytical, and creative thinking P
GENERAL EDUCATION 5. Apply different analytical modes in problem solving P
OUTCOMES (GEO) Values (Personal and Civic Responsibilities)
1. Appreciate the complexity of the human condition; P
AND COURSE MAP 2. Interpret the human experience in various perspectives P
3. Examine the contemporary world from both Philippine and global perspectives L
4. Take responsibility for knowing and being Filipino L
5. Reflect critically on shared concerns P
6. Generate innovative practices and solutions guided by ethical standards O
7. Make decisions based on moral norms and imperatives O
8. Appreciate various art forms P
9. Contribute to aesthetics O
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10. Advocate respect for human rights O

11. Contribute personally and meaningfully to the country’s development O
Skills (Practical Skills)
1. Work effectively in a group P
2. Apply computing tools to process information effectively P
3. Use current technology to assist and facilitate learning and research P
4. Negotiate the world of technology responsibly
5. Create solutions to problems in various fields O
6. Manage one’s knowledge, skills, and values for responsible and productive living O
7. Organize one’s self for lifelong learning O
Legend: L – Learned P- Practiced O – Opportunity to Learn
The course introduces students to the Philippine Popular Culture by examining the historico- spatial condition and phenomenon of Philippine modernity
in the forms of art, music, and literature arising from opportunities and demands of mass audiences, markets and mass media, and their social,
economic, and political contexts (CMO 20 series 2013). Using the theories in popular culture the students will learn continuously throughout life-that
will enable them to live meaningfully in a complex, rapidly changing and globalized world engaging in their community and the nation’s development
COURSE DESCRIPTION
issues and concern that affects the Filipino culture. This course also will provide students with the necessary tools of analysis on exploring the various
forms of Philippine popular culture represented in various media by utilizing the everyday contexts of power, mode of production, representations and
subjectivity as critical trope. To this end, the course train students to view the world from local and global perspectives through preservation of Filipino
culture to promote sustainable development despite of modernity.
At the end of the course, the students should be able to

1. understand and discuss critically the theoretical approaches applied to Philippine popular culture;
2. articulate how society interacts with popular culture and offer analysis on the core issues and debates based on various theoretical approaches in
COURSE LEARNING
Popular culture;
OUTCOMES
3. evaluate Philippine popular culture from differing viewpoints and perspectives and identify the strengths and flaws of each stance in preserving
Filipino culture to promote sustainable development;
4. analyze Philippine pop culture texts, videos, ads, film, fashion and cuisine to assess how they reinforce or challenge norms of their particular social
and historical moment, with attention to ideas about race, gender and class;
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5. apply sociological and political analysis in Philippine popular culture that reflect and recognize moral standards and social responsibility for the
development of a humane society;
6. demonstrate knowledge of the Mission of CHMSC through articulation of the contents of CHMSC’s mission of a green institution that endeavors to
provide excellent instruction, relevant and responsive research, extension and training services and through creation of an image of a dynamic
competitive, and globally responsive CHMSCian within the content of the course.
1. Module activities
2. Group Presentations
COURSE REQUIREMENTS 3. Produce videos/digital magazines/ and other forms of digital presentation featuring the Philippine Popular Culture
4. Debate/ panel discussion
5. Quiz/Exams
ASSESSMENT TOOL WEIGHT (%) WEIGHT (%)

MIDTERM GRADE ENDTERM GRADE FINAL GRADE EVALUATION
(General Education /Professional Educ/Major subjects MTG ETG
Assessment
Quizzes 20% 20% FINAL GRADE =50% MTG + 50%ETG
GRADING SYSTEM
Outputs (performance tasks/assignments, module activities) 30% 30%
Term Major Output 30% 30% To pass the course, the student must
have a FG ≥ 75.
Examination 20% 20%
Total 100% 100%
LEARNING PLAN (For Flexible Learning)
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Outcomes-Based Teaching- Learning Assessment

Instructional TYPE Tool/
COURSE OUTCOMES TIME Teaching-Learning Activities Materials (Written Instrument
TOPICS
(CO) ALLOTMENT Work/Performance
Task/ Major Exam)
Synchronous/Asynchronous Modular/Digital
(CO 6). Demonstrate CHMSC 2 hours (Week A. Engage Learning E. Evaluate

knowledge of the Mission of Preliminaries: 1) Motive Questions: Module 1 Performance Task
CHMSC through articulation Institutional Learning Asking students their
of the contents of CHMSC’s Outcomes as expectations from the college as Lesson 1
mission of a green • Vision, well as from the subject.
institution that endeavors to Mission/Graduate PPT
provide excellent instruction, Attributes B. Explore
relevant and responsive • Goals of the Showing various images
research, extension and College Cascaded to associated with the CHMS Vision,
training services and Program Outcomes Mission and Core values.
through creation of an cascaded to Course Student analyze the picture by
image of a dynamic Outcomes writing 2 to 3 sentences opposite
competitive, and globally column of each image.
responsive CHMSCian
within the content of the C. Explain
course. Multi-modal interpretations
Students react to slides showing
the VMGO of the College and the
core values of a CHMSCian
student through multi-modal
interpretations
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D. Elaborate Individual Collage

(Online Learning Model) Performance task Rubric
(Individual Task)
Using the worldwide web, create Video
a picture collage that shows Core Performance Task- Presentation
(CO1) Understand and Values of Carlos Hilado Memorial Group Rubric
discuss critically the State College, write a short
theoretical approaches description/values of each picture
applied to Philippine popular
culture. 7hrs (Week 1) A. Engage Learning
Nature, and (Connectivism) Module 1 E. Evaluate
Concepts of Popular Picture analysis Written test
Culture Showing the slide with True and False
graffiti wall to the students. Lesson 2 Essay writing
Asking students if the
graffiti wall which draws millions
of people’s attention can be
consider contemporary art. Then
ask them, if the contemporary art Essay rubric
is culture.
B. Explore
(Practice exercises using the
Kahoot)
Conceptualizing the meaning of Kahoot.it app
popular culture by categorizing PPT
the term into three such as
culture, popular and ideology.
The students will answer the
given template to explore the
concept of popular culture.
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C. Explain
(Online Learning Model)
Online class discussion on

nature and concept of popular
culture.
Lecture notes taken from the book
of John Storey entitled “Cultural
Theory and Popular Culture- An
Introduction 7th Edition” and from
Raymond Williams
‘Culture and Masses’ in Popular
Culture: A Reader edited by R.
Guins and O. Cruz.
D. Elaborate (Group
Output)
(Online Collaborative
Learning/Breakout
room)
Student will collaborate to answer
the template given to them.
Using the links given to them, the
students will research on the
prominent figures, their
contributions, keywords
associated with popular culture.
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(CO1) Understand and E. Evaluate

discuss critically the Popular Culture in A. Engage (Connectivism) Learning Written work
theoretical approaches Different Perspective 9hrs/ Week 2 (Discussion forums: Module 2 True or False
applied to Philippine popular (Culturalism, Students may pose their Multiple type of
culture. Marxism, answer in chat box) Test
Structuralism and Motivational questions: PPT
Post-Structuralism, Tell the students, as we
Postmodernism) explore into this topic, we should
(CO2) Articulate how be guided with the questions video clips
society interacts with below so that we can understand
popular culture and offer how the production and
analysis on the core issues consumption of popular culture
and debates based on shapes, and is shaped by, our
various theoretical lived experiences.
approaches in Popular Should culture simply be
culture defined as ‘a way of life’? Performance task
If so, how do we study and
document a way of life and
lived cultures? Is culture never
political?
What is the relationship
between working-class culture
and popular culture?
Is it possible to identify,
specifically, a working-class
way of life?
To what extent are people
active in the production of
culture as opposed to their
supposed passive consumption
of it?
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B. Explore (Online Learning

Model) Lecture notes
Using the internet, interview in Module 2
with friends, and other means of
communication, students will give
one example of popular culture.
They are using the template
under explore Module 2 that will
give them wide array of genres
of popular culture rooted from the
various theories.
C. Explain
Lecture/Discussion on various
theories of popular culture such
as Culturalism, Marxism,
Structuralism and Post-
Structuralism, Postmodernism
To have a comprehensive
knowledge on the various
theories of popular culture,
students need to read the excerpt
taken from the book of John
Storey entitled “Cultural Theory
and Popular Culture- An
Introduction 7th Edition”,
McRobbie, Angela (2005)
Postmodernism and Popular
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Culture, Raymond Williams, Analysis rubric

‘Culture and Masses’, Popular
Culture: A Reader (Sage, 2005),
ed. R. Guins and O. Cruz. and
Marx, Karl and Engels, F (n.d)
“Ruling Class and Ruling Ideas”.
D. Elaborate
(Community of Inquiry)
Based on the lecture notes and
online links given, students will
be able to differentiate the various
theories using the diagram in
Task 1 and analyze the music
video using the template in Task
2
Note:
Major term Output Panel discussion
Groupwork: Students are rubric
placed into groups of three and
assigned a topic to debate or
panel discussion on the following
issues:
(Popular culture is defined by
social ideals
Celebrities influence the buying
decisions of most people
Most people will buy a product
that is sold by a celebrity
The popularity of soap operas will
keep rising
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The internet does not affect what

people enjoy
The internet affects what people
like)
A. Engage (Connectivism) E. Evaluate

(CO1) Understand and Categorization of the images into Written work
discuss critically the 9hrs/ Week 3 common theme. Learning
theoretical approaches Context of Ask the students to categorize the Module 3 Filling up the timeline
applied to Philippine popular Philippine images into classic and chart for the history of
culture. Popular Culture contemporary culture. Philippine Pop
(Evolution of PPT culture.
Philippine B. Explore (OCL Theory)
Popular Culture: Collaboration work: Students will Multiple Type of Test
Past & Present): group themselves to accomplish
(CO3) Evaluate Philippine the task. Using the worldwide Essay
popular culture from web, the students will research Lecture notes
differing viewpoints and the samples of Philippine popular
perspectives and identify culture and put them under the
the strengths and flaws of proper heading where in column 1
each stance in preserving describes the various fields such
Filipino culture to promote as music, dance, films, TV shows,
sustainable development. comics etc. before pre-Spanish-
1898 to 1900 to present. They are
going to use of the matrix under
explore module 3.
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C. Explain
Lecture/Discussion
Presentation of ppt on the
evolution of Philippine Popular
Culture
knowledge on the evolution of
Philippine of popular culture, the
students need to read the excerpt
taken from the seminal paper of
Doreen G. Fernandez entitled
“Philippine Popular Culture:
Dimensions and Directions. The
State of Research in Philippine
Popular Culture” published at
Philippine Studies vol. 29, no. 1,
Kritika Kultura: An Electronic
Journal of Literary/Cultural And
Language Studies retrieved from
http://www.ateneo.edu/kritikakultu
ra, Soledad S. Reyes entitled
“Philippine Literary Studies, 1970-
85: Some Preliminary Notes” and
Sabangan Academic
Journal Vol. 3 2017 Philippine
Women’s University
D. Elaborate (Online Learning Essay rubric

Model)
Pair Think Share
Analysis rubric
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Based on the Evolution of

Philippine popular culture Graphic
discussed, the students will organizer rubric
summarize the important
events/changes happened in the
Philippine popular culture. Record
the events under its year, and the
significant person that contribute
to that event or change using the
timeline chart on Elaborate
portion of Module 3.
MIDTERM EXAMINATION
(CO3) Evaluate Philippine A. Engage

popular culture from (Connectivism)
differing viewpoints and Philippine Word Puzzle Written work
perspectives and identify Popular Culture 9hrs/ Week 4 Students will be able to guess Learning
the strengths and flaws of in Various Media the kind of media used in Module 4 Essay
each stance in preserving (Internet Media, Philippine popular culture with
Filipino culture to promote Broadcasting the images as the clue. Lectures notes
sustainable development. Media, And Print
Media) B. Explore Articles Completion of chart
(Online Collaborative PPT
Learning) Theoretical analysis Essay rubric
Collaborative work: Video clips
(CO4) Analyze Philippine Group students by 4.
pop culture texts, videos, Classifying the traditional and Analysis rubric
ads, film, fashion and new media.
cuisine to assess how they
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reinforce or challenge Using the worldwide web, the

norms of their particular students will research the most
social and historical popular culture here in
moment, with attention to Philippines and put them under
ideas about race, gender the proper heading. They are
and class. going to use of the matrix on
Explore portion of Module 4.
C. Explain
Lecture/Discussion
Presentation of ppt on Philippine
Popular Culture in various media.
knowledge on Philippine Popular
in various media, students will
direct themselves on the following
articles and websites:
1. Garchitorena (2014). Pop
Culture and the Rise of Social
Media in the Philippines: An
Overview retrieved from
http://www.columbia.edu/~
hauben/ronda2014/Culture-
Philippines.pdf
2. Pertierra (2012).The New
Media, Society & Politics in the
Philippines retrieved from
https://library.fes.de /pdf-
files/bueros/asia-media/09241.pdf
3. Guioguio, Rene (2015). An
Overview of the Mass Media
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Situation in the Philippines

retrieved from https://www.mom-
rsf.org/uploads/tx_lfrogmom/
documents/7-167_import.pdf
4. Pacis, Jessamine Joyce
Caunte (2012). Popping The K-
Pop Bubble: A Study On The
World Of K-Pop Fandom As A
Subculture retrieved from
https://iskwiki.upd.edu.ph/images/
4/4a/ PoppingTheK-
popBubble.pdf
D. Elaborate (OCL)
Pair Activity: Analysis of Analysis rubric
Philippine Pop Culture in
radio program, music and tv
show
Using the worldwide web,
students will research on the
most popular radio show
program, music and tv shows
and analyze them using the
guide questions in the
elaborate portion of Module 4.
(CO4)Analyze Philippine 1. I A. Engage (Connectivism) Learning
pop culture texts, videos, 9hrs/Week 5 Guessing game Module 5 Written work
ads, film, fashion and Images of Philippine Students will find the missing Analysis rubric
cuisine to assess how they Popular Culture letters based on the images as for group and
reinforce or challenge (Performance such the clues. The answers will individual task
norms of their particular as Festival guide them the idea that every Performance task
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social and historical &Theatre, image represents something

moment, with attention to Technology, whether in film, magazines,
ideas about race, gender Body, and advertisements, PPT
and class. Globalization) architecture and in some other Group and
media. Images convey Individual Task
messages to the audience. The
meaning of it, depends on the
audience perception and
understanding. Video clips
(CO5) Apply sociological B. Explore (OCL)

and political analysis in Brainwriting: (Group
Philippine popular culture activity)
that reflect and recognize Using the link provided,
moral standards and social the students, will able to note
responsibility for the and discuss the representation
development of a humane of women images in
society advertisement. Each member
of the group will require to give
3 ideas to share within the
group and come up with the
summary of women
representation in the
advertisement. The leader will
consolidate the answers of
each member as the group
output.
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C. Explain
Lecture/Discussion
Questions
Presentation of ppt and video

clips in analyzing visual
images.
a. Changing
Representations of
Women in Popular
Culture
b. Popular Culture and This
Phenomenon in the
Culture of Dressed/
Fashion
c. Filipino Cultural Identity
d. Performed Cultural
Narrative of Kadalag-an
Festival: The
Representation of
Victoriahanon Identity
D. Elaborate
Pair activity
Using the world wide web, the
students will download the 10
pictures of various festivals in
Philippines and analyze its
representation. Follow the
matrix in the elaborate portion
of Module 5.
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(CO4)Analyze Philippine Analyses and A. Engage Learning

pop culture texts, videos, Fissures in the of 4hrs/ 6Week Video clips Presentation Module 6 Performance Task
ads, film, fashion and Popular Culture: Let the students watch the trailer
cuisine to assess how they Gender and with this Individual task
reinforce or challenge Sexuality in Crime https://youtu.be/fSqa0a3mGk8 PPT
norms of their particular Fiction and Chick Lit Ask the students, what kind of Group Task
social and historical (*Strong Women in power the female protagonist
moment, with attention to Crime Fiction: Their possess? Can you name Filipino Video Clips
ideas about race, gender Coping Mechanism Movies with strong Female
and class. Against Violence in characters? What makes them
Stieg Larson’s The strong? How can they survive in
Girl with the Dragon life that makes happy ending? Articles
Tattoo and Denise
Mina’s Garnethill B. Explore
(CO5) Apply sociological Group Activity Analysis Rubric
and political analysis in *Female Sleuths in Using the worldwide web, the
Philippine popular culture Chick Lit: Girl Power students will research the top 5
that reflect and recognize in Maya Calica's Filipino movies and top 5
moral standards and social Undercover TaiTai romance fiction novel with strong
responsibility for the and Gemma female protagonist. They are
development of a humane Halliday's Killer in going to follow the template in
society High Heels) explore portion of Module 6.
1. F
e C. Explain
m Lecture and discussion of
i Feminism in Philippine Popular
n Culture in Crime Fiction and
i Chick literature
s Let the students read the
m articles:
i
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n 1. Strong Women in Crime

P Fiction: Their Coping
o Mechanism
p Against Violence in Stieg
u Larson’s The Girl with the Dragon
l Tattoo and Denise Mina’s
a Garnethill (Trujillo, J. 2019).
r International Review of Social
Sciences,7 (7), 319-331.
https://irss.academyirmbr.com/arc
hives2.php?vol=7&ver=7&yea=20
19
2. Female Sleuths in Chick
Lit: Girl Power in Maya Calica’s
Undercover TaiTai and Gemma
Halliday’s Killer in High Heels.
(Trujillo, J. 2018). KnE Social
Sciences, 3(6), 743–759.
https://doi.org/10.18502/kss.v3i6.
2417
3. Elaborate
Pair Activity (Motion Picture Motion Picture
Analysis) rubric
The students will Watch the
Movie ANG BABAENG
ALLERGIC SA WIFI
https://youtu.be/2wZZjnduoxc
They will accomplish the
Motion Picture Analysis
Worksheet.
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(CO4) Analyze Philippine Showcasing The 5hrs/Week 6

pop culture texts, videos, Philippine Popular Live streaming via fb inclusive Video Performance Task
ads, film, fashion and Culture for the class
cuisine to assess how they Performance
reinforce or challenge Evaluation Rubric
norms of their particular
social and historical Note: This scheduled time of the
moment, with attention to week will use for the students’
ideas about race, gender preparation and making their final
and class. output in showcasing the
Philippine Popular Culture thru
(CO5) Apply sociological pre- recorded video.
and political analysis in
Philippine popular culture
that reflect and recognize
moral standards and social
responsibility for the
development of a humane
society .
REFERENCES
Adorno,T. and Hokheimer, M (1944). “The Dialectic of Enlightenment: From The Culture Industry: Enlightenment as Mass Deception.” Norton Anthology of Theory and
Criticism.Ed. Vincent Leitch. New York: W.W. Norton and Company. 1220- 1240.
Bieniek, A (2015). Feminist Theory and Pop Culture. Valencia College, Orlando, USA: Sense Publishers
Bowman, Paul (2012). Chapter 1, ‘Culture is (not) the Media’. Culture
and the Media. Basingstoke: Palgrave. Pp. 4-25.
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Fernandez, Doreen (1981). Philippine Popular Culture: Dimensions and Directions. The State of Research in Philippine Popular Culture. Philippine Studies vol. 29, no. 1
(1981) 26–44 retrieved from http://www.philippinestudies.net/files/journals /1/articles/1645/public/1645-1642-1-PB.pdf
Fiske, John (n.d) Understanding Popular Culture:Commodities and Culture. Retrieved from http://xroads.virginia.edu/~DRBR2/fiske.pdf
Garchitorena, A. (2014) Pop Culture and the Rise of Social Media in the Philippines:
An Overview. Retrieved from http://www.columbia.edu/~hauben/ronda2014/Culture-Philippines.pdf
Geertz, C. (1973). The Interpretation of Culture. NEW YORK: Basic Books, Inc., Puhlishers.
David, Joel (2016) How pop culture, social media played a role in Halalan 2016. The FilAm (A Magazines for Filipino and Americans in New York) retrieved from
https://thefilam.net/archives/21165
Marx, Karl and Engels, F (n.d)“Ruling Class and Ruling Ideas” http://www.marxists.org/archive/marx/works/download/Marx_The_German_Ideology.pdf
McRobbie, Angela (2005) Postmodernism and Popular Culture. London and New York: Routledge
Raymond Williams, ‘Culture and Masses’, Popular Culture: A Reader
(Sage, 2005), ed. R. Guins and O. Cruz.
Trujillo, Juliet (2019) Strong Women in Crime Fiction: Their Coping Mechanism
Against Violence in Stieg Larson’s The Girl with the Dragon Tattoo and Denise Mina’s Garnethill. International Review of Social Sciences , 7 (7), 319-331.
https://irss.academyirmbr.com/archives2.php?vol=7&ver=7&yea=2019
Trujillo, J. (2018). Female Sleuths in Chick Lit: Girl Power in Maya Calica’s Undercover TaiTai and Gemma Halliday’s Killer in High Heels. KnE Social Sciences, 3(6), 743–
759. https://doi.org/10.18502/kss.v3i6.2417
Storey, John. (2015). Cultural Theory and Popular Culture 7th Edition. New York: Pearson & Longman.
Strinati, D. (2004). An Introduction to Theories of Popular Culture Second Edition. NEW YORK: Routledge.
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CLASS POLICIES (Specific to the Course)

Pedagogical The course implements Blended Mode of Instruction/ BMI through schoology.com. Enrollment to the said learning management system will be discussed in the classroom.
Nature and This is on a flexi-learning course as the FS fieldwork requires a presentation of Action Research.
Delivery
Attendance, Assignment and Students are required to observe attendance in the class as monitored in the School Register Form. In case of BMI, the important dates are considered the attendance.
Submission Policies Assignments and their submission are to be on time as announced or as scheduled in the class sessions/ BMI. Information regarding attendance and grades of students
will be treated confidential.
Academic Honesty All forms of dishonesty as indicated as ideal class rules in the basic and higher education is automatically equivalent to a failing grade of the academic exercise. Plagiarism
and Scholarship is automatic “Failed” in an output.
Special Education Need and Persons with physical/ learning disabilities are requested to see the Professor within the first two weeks of the semester. Their cases/ personal data will be disclosed within
Disability Accommodation the class. A doable strategy is designed by both the Professor and student throughout the semester. Have an appointment with the Professor for his/ her consultation time.
Gender and Development All oral and written communication outputs/ class interactions are required to observe the use of gender sensitive language. The course prohibits discrimination and
Related Accommodation harassment based upon race, ethnicity, sex (including sexual assault), pregnancy, color, religion, national origin, physical or mental disability, age, marital status, sexual
orientation, gender identity, and genetic information. Any student who has concerns about such behavior should reported to the Professor.
Religious Accommodation In the academic work in the class, everybody is required to avoid conflicts with student’s religious practices and/ or observances. For an exemption, the student may
request reasonable accommodations. This request must be in writing, and the Professor will review the request and this may even seek for assistance from the Dean.
Academic Students who will be dropped from the class will undergo academic consultation and they will be treated with confidentially.
Mentoring, Coaching and
Consultation
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PREPARED BY: REVIEWED BY: APPROVED BY:
___________________________________
Signature over Printed Name of CRRS Chair
JULIET S. TRUJILLO, Ph.D.__ Signature over Printed Name of CRRS Members:

Signature over Printed Name of Faculty
___________________________ _____________________________
_______________________________
Signature over Printed Name of Dean
___________________________ _____________________________
___________________________ _____________________________
___________________________ _____________________________
Date: August 27, 2021 Date: Date:
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SAMPLE RUBRICS
COLLAGE RUBRIC
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VIDEO PRESENTATION RUBRIC

Criteria Excellent Good Fair Not Satisfactory
The students demonstrated creative The student demonstrated Some effort was given to Not much effort put
Creativity methods for creating video presentation creative methods for creating make the video into making the
(40) using multi modal with the technical video presentation using multi presentation. (20) video presentation.
aspect, such as editing, sound effect and modal with the technical aspect, (10)
transition were very neat and appealing. such as editing, sound effect and
(40) transition were neat and
appealing. (30)
Organization The video was well organized and The presentation was organized The presentation was The video was not
(30) included several types of media photos/ and included several different generally organized/ balanced.
video clips required for this assignment. types of media photos/ video clips organized/balanced, but (10)
(30) required for this assignment. (20) student may not have
included various types of
video clips required for
this assignment.
(15)
Content Knowledge The video presentation sincerely The video clearly demonstrated The video generally The video did not
(20) demonstrated student's understanding of student's understanding of demonstrated student's demonstrate
the gratitude assignment. Student added gratitude and/or assignment. understanding of gratitude student's
extra information above what was (15) and/or the assignment, understanding of
needed. (20) but a few things were gratitude and/or the
lacking. (10) assignment.
(5)
Format Student followed format/instruction given Student followed Student generally Student did not
(10) for this assignment and included all format/instruction given for this followed format/instruction follow format/
required information. Student may have assignment and included all given for this assignment. instruction given for
also included something extra. (10) required information. (5) this assignment.
(8) (3)
CIMD-TAL-F.15
REVISION 0
JUNE 12, 2021

ESSAY RUBRIC
Criteria Excellent- 10 Very Good-8 Good- 6 Needs Poor-2
Improvement-4
Content (10) Answers are Answers are accurate Answers are not Answers are Did not answer
comprehensive, and complete. Key comprehensive or partial or the question
accurate and ideas are clearly completely incomplete. Key
complete. Key ideas states, explained, and stated. Key ideas points are not
are clearly states, supported with are addressed clear. Question
explained, and well illustrations and but not well not adequately
supported with examples supported with answered.
illustrations and illustrations and
examples examples
Organization (10) Ideas are well Ideas is mostly clear Ideas are Ideas are not Ideas or
organized, coherently and easy to inadequate organized and sentences are
developed and easy to understand. organize or structure detract rambling and
understand develop. from the answer do not answer
Structure of the the question
answer is not
easy to
understand.
Mechanics of Displays no errors in Displays one to three Displays three to Displays six to Displays more
writing (spelling, spelling, punctuation, errors in spelling, five errors in nine errors in than ten errors
punctuation, grammar, and punctuation, spelling, spelling, in spelling,
grammar, clarity of sentence structure grammar, and punctuation, punctuation, punctuation,
prose)-10 sentence structure grammar, and grammar, and grammar, and
sentence sentence sentence
structure structure structure
Total: 30
CIMD-TAL-F.15
REVISION 0
JUNE 12, 2021

ANALYSIS RUBRIC
Criteria Excellent- 20-18 Very Good-17-16 Good- 15-14 Needs Improvement- Poor-9-0
13-10
Content Answers are Answers are accurate Answers are not Answers are partial or Did not answer the
(20) comprehensive, and complete. Key comprehensive or incomplete. Key points question
accurate and ideas are clearly completely stated. Key are not clear. Question
complete. Key ideas states, explained, and ideas are addressed not adequately
are clearly states, supported with but not well supported answered.
explained, and well illustrations and with illustrations and
supported with examples examples
illustrations and
examples
Analysis Discussions/arguments Discussions/arguments Discussions/arguments Discussions/arguments Discussions/arguments
(20) are highly are organized or are organized or are organized or list evidences but not
organized/synthesized synthesized with synthesized but the synthesized but do not related to the data
with evidence to reveal evidence to reveal organization is not reveal insightful needed
insightful patterns, insightful patterns, effective in revealing patterns, differences,
differences, or differences, or insightful patterns, or similarities related to
similarities related to similarities related to differences, or the data needed.
the data needed. the data needed. similarities related to
the data needed.
Mechanics 10 8 6-5 4-3 2-0
of writing Displays no errors in Displays one to three Displays three to five Displays six to nine Displays more than ten
(spelling, spelling, punctuation, errors in spelling, errors in spelling, errors in spelling, errors in spelling,
punctuation, grammar, and punctuation, grammar, punctuation, grammar, punctuation, grammar, punctuation, grammar,
grammar, sentence structure and sentence structure and sentence structure and sentence structure and sentence structure
clarity of
prose)-10
Total: 50
CIMD-TAL-F.15
REVISION 0
JUNE 12, 2021

CIMD-TAL-F.15
REVISION 0
JUNE 12, 2021

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Ju Carlos Hilado Memorial State College Revision No.

Date of Effectivity September 6, 2021

GENERAL EDUCATION COURSE SYLLABUS

LEC LAB TOTAL

Date of Effectivity September 6, 2021

GENERAL EDUCATION COURSE SYLLABUS

10. Advocate respect for human rights O

Legend: L – Learned P- Practiced O – Opportunity to Learn

At the end of the course, the students should be able to

Date of Effectivity September 6, 2021

GENERAL EDUCATION COURSE SYLLABUS

ASSESSMENT TOOL WEIGHT (%) WEIGHT (%)

LEARNING PLAN (For Flexible Learning)

Date of Effectivity September 6, 2021

GENERAL EDUCATION COURSE SYLLABUS

Outcomes-Based Teaching- Learning Assessment

(CO 6). Demonstrate CHMSC 2 hours (Week A. Engage Learning E. Evaluate

Date of Effectivity September 6, 2021

GENERAL EDUCATION COURSE SYLLABUS

D. Elaborate Individual Collage

Date of Effectivity September 6, 2021

GENERAL EDUCATION COURSE SYLLABUS

Online class discussion on

Date of Effectivity September 6, 2021

GENERAL EDUCATION COURSE SYLLABUS

(CO1) Understand and E. Evaluate

Date of Effectivity September 6, 2021

GENERAL EDUCATION COURSE SYLLABUS

B. Explore (Online Learning

Date of Effectivity September 6, 2021

GENERAL EDUCATION COURSE SYLLABUS

Culture, Raymond Williams, Analysis rubric

Date of Effectivity September 6, 2021

GENERAL EDUCATION COURSE SYLLABUS

The internet does not affect what

A. Engage (Connectivism) E. Evaluate

Date of Effectivity September 6, 2021

GENERAL EDUCATION COURSE SYLLABUS

D. Elaborate (Online Learning Essay rubric

Date of Effectivity September 6, 2021

GENERAL EDUCATION COURSE SYLLABUS

Based on the Evolution of

(CO3) Evaluate Philippine A. Engage

Date of Effectivity September 6, 2021

GENERAL EDUCATION COURSE SYLLABUS

reinforce or challenge Using the worldwide web, the

Date of Effectivity September 6, 2021

GENERAL EDUCATION COURSE SYLLABUS

Situation in the Philippines

Date of Effectivity September 6, 2021

GENERAL EDUCATION COURSE SYLLABUS

social and historical &Theatre, image represents something

(CO5) Apply sociological B. Explore (OCL)

Date of Effectivity September 6, 2021

GENERAL EDUCATION COURSE SYLLABUS

Presentation of ppt and video

Date of Effectivity September 6, 2021

GENERAL EDUCATION COURSE SYLLABUS

(CO4)Analyze Philippine Analyses and A. Engage Learning