Republic of the Philippines

SULTAN KUDARAT STATE UNIVERSITY

ACCESS, EJC Montilla, 9800 City of Tacurong
Province of Sultan Kudarat
College of Teacher Education
1ST Semester, Academic Year 2021-2022

UNIVERSITY VISION UNIVERSITY OBJECTIVES

A trailblazer in arts, science and technology in the region.
UNIVERSITY MISSION
The University shall primarily provide advanced instruction and professional training in
science and technology, agriculture, fisheries, education and other related field of study.
It shall undertake research and extension services, and provide progressive leadership
in its area of specialization.
UNIVERSITY GOAL
To produce graduates with excellence and dignity in arts, science and technology.
a. Enhance competency development, commitment, professionalism, unity and true spirit of
service for public accountability, transparency and delivery of quality services;
b. Provide relevant programs and professional trainings that will respond to the development
needs of the region;
c. Strengthen local and international collaborations and partnerships for borderless programs;
d. Develop a research culture among faculty and students;
e. Develop and promote environmentally-sound and market-driven knowledge and technologies
at par with international standards;
f. Promote research-based information and technologies for sustainable development;
g. Enhance resource generation and mobilization to sustain financial viability of the university.

Program Objectives and Their relationships to University Objectives:

PROGRAM OBJECTIVES (PO) UNIVERSITY OBJECTIVES

A graduate of Bachelor of Secondary Education major in Filipino can: a b c d e f g

a. nagpapamalas ng mataas na antas ng kaalaman sa pagtuturo ng wika at panitikang Pilipino; / / / / /

b. nagpapakita ng malawak at malalim na pag-unawa at kaalaman sa ugnayan ng wika, kultura at lipunan; / / / / /

c. nakakagamit ng ibat-ibang kasanayan at kaalaman sa proseso ng pagtuturo-pagkatuto; / / / / /

d. nagtataglay ng Kaalaman hinggil sa usapin ng kultural at lingwistikong dibersidad ng bansa; / / / / /

e. nakapagdidisenyo ng malikhain, inobatibo at integratibong mga alternatibong dulog sa pagtutuo at pagkatuto; at, / / / / / / /

f. nakagagawa ng panaliksik ukol sa ikauunlad ng wikang Filipino bilang wikang panturo. / / / / / /

 1. Course Code : FW 211 5. Course Description:
2. Course Title : Ugnayan ng Wika at Kultura
3. Prerequisite : Wala Ang kursong ito ay isang pag-aaral sa wika, kultura, at Lipunan. Tatalakayin sa partikular
4. Credits :3 ang wika, kultura, at lipunan ayon sa konteksto ng lipunang Pilipino. Bibigyan-diin din ang ilang
impormasyon na may kinalaman sa wika, kultura, at lipunan ng mga mamamayan sa Pilipinas.

6. Course Learning Outcomes and its Relationships to Program Objectives

Course Learning Outcomes Program Objectives

Sa pagtatapos ng kurso, inaasahang matutuhan ng mga mag-aaral ang mga sumusunod: A B C d E

a. Nakapagpapamalas ng mataas na antas ng kaalaman sa pagtuturo ng wika at panitikang Filipino.   

b. Nakapagpapakita ng malawak at malalim na pag-unawa at kaalaman sa ugnayan ng wika, kultura at lipunan.   

c. Nakagagamit ng iba’t ibang kasanayan at kaalaman sa proseso ng pagtuturo-pagkatuto.   

d. Nagtataglay ng kaalaman hinggil sa usapin ng kultural at linggwistikong dibersidad ng bansa.   

e. Nakapagdidisenyo ng malikhain, inobatibo at integratibong mga alternatibong dulog sa pagtuturo at pagkatuto.   

f. Nakagagawa ng pananaliksik ukol sa ikauunlad ng wikang Filipino bilang wikang panturo.   

7. Nilalaman ng Kurso
 Paksang Aralin, Inilaang oras Mga Inaasahang Bunga Mga Gawaing Katibayan ng Inaasahang Mga Mga
at Layunin ng Kurso Kaugnay sa Makabuluhang Kalalabasan Layunin Pagpapahala
8. Inaasahang Bunga Pagkatuto ng Kurso ng Kurso ga
(OBA)

CLASSROOM ORIENTATION:
I.SKSU VMGO, Mga Pamantayan sa Klase, Course Overview, Mga Kahingian ng Kurso, Sistema ng Pagmamarka (3 oras)
1.Nagkakaroon ng kamalayan at Interaktibong Virtual Orientation: a, b, c, e a, b, c Kamalayan sa
pagkalugod tungkol sa Talakayan sa Paksa mga dapat na
Matalakay ang balangkas ng balangkas ng kurso, mga Silabus sa Kurso magaganap
kurso mga kahingian ng kurso, Pakikilahok sa  Propesor sa klase
pamantayan sa klase, mga
sistema ng pagmamarka, mga Bagyuhang Utak
kahingian ng kurso, sistema ng  Mag-aaral
pamantayan sa klase at VMGO
pagmamarka at VMGO ng Attendance Sheet
ng SKSU.
Unibersidad

II. Ang Wika: Pinagmulan ng wika, Kahulugan ng Wika, Iba’t Ibang Teorya ng Wika, at Pananaw tungkol sa Wika (9 oras)

Malaman ang kahulugan, 1. Naibibigay ang kahulugan, Interaktibong Awtput ng mga a, b, c, e a, b, c Masiglang
teorya, at pananaw tungkol sa teorya at pananaw tungkol sa Talakayan Gawain Pakikilahok
wika wika at ang pagkakaugnay-
ugnay ng mga ito. Diskusyon (Modyular Maikling Pagsusulit Pagtitiwala sa
Mapag-aaralan ang iba’t ibang or Webinar) Sarili
termino na may kaugnayan sa 2. Naiuugnay ang mga Pagsagot sa
wika terminong ito sa karanasan ng Indibidwal na Ebalwasyon Mapanuring
mga Pilipino kamalayan
Pananaliksik.
Mauunawaan ang kaugnayan Rubrics sa pasulat at at pag-iisip
ng wika ayon sa konteksto ng 3. Naipaliliwanag ang pasalitang gawain
Presentasyon at
lipunang Pilipino kaugnayan ng wika ayon sa
Pag-uulat (Virtual)
konteksto ng lipunang Pilipino  Propesor
Malinang ang pagpapahalaga at  Mag-aaral
pag-unawa sa kapwa Pilipino sa 4. Nakapagpresenta sa klase ng
pamamagitan ng pagtalakay sa isang gawaing pangwika
wika
III. Ang Wika sa Lipunan: Pananaw sa Ugnayan ng Wika at Lipunan, Sosyolinggwistik, Rehistro ng wika, Argot, Sosyolohiya ng Wika, Antropolohistikong
Linggwistika at Etnolinggwistika (9 oras)

Malinang ang pagpapahalaga at 1. Nasusuri ang kahalagahan ng Interaktibong Awtput ng mga gawain a, b, c a, b Pagkalugod at
pag-unawa sa kapwa Pilipino sa sitwasyong pangwika na gamit Talakayan Pagtitiwala sa
pamamagitan ng pagtalakay sa ng lipunan Kopya ng ulat sarili
wika sa lipunan Pag-uulat (Virtual)
2. Naipaliliwanag ang mga Rubriks sa gawaing Masiglang
Mapag-aaralan ang iba’t ibang sitwasyong pangwika sa Diskusyon (Virtual) pasalita at pasulat Pakikilok sa
termino na may kaugnayan sa gawain
kasalukuyan na nagbibigay
wika Pagsagot sa mga Maikling Pagsusulit
hugis sa kasaluukuyan Magalang at
gawain (Modyular)
Mauunawaan ang kaugnayan Bukas ang
3. Nabibigyang-diin ang Pag-iisip
ng wika ayon sa konteksto ng
pagkakaiba-iba ng mga
lipunang Pilipino
katawagan at mensaheng
Course Evaluation

Course The following are the course requirements: Examinations (Midterm and Final); Pagsagot sa mga Gawain at Pagsusulit sa Modyul.
Requirement
s
Course All students must adhere to the given guidelines. Sagutin ang mga Gawain na laman ng modyul at ang sagot sa bawat aralin ay ipaskil sa google classroom sa mga
Policies itinakdang petsa.
Grading Midterm Grade Final Grade
System Midterm Examination (50%); Mga Gawain at Pagsusulit sa modyul (20%);; Aktibong Pakikilahok Final Examination (50%); Pagsagot sa mga Gawain at Maikling Pagsusulit
(20%) (40%), Attendance (10%)
Attendance (10%)
Schedule of
Examination

References:

Textbooks Abesamis, Norma R., et al. 2006. Komunikasyon sa Akademikong Filipino. Valenzuela City: Mutya Publishing House, Inc.
Almario, Virgilio S. 1993. Filipino ng mga Pilipino. Manila: Anvil Publishing, Inc.
Amoncio, Ma. Perpetua E., et al. 2018. Diskurso sa Filipino. Malabon City: Mutya Publishing House., Inc.
Austero, Cecilia S., et al. 2013.retorika at Masining na Pagpapahayag. Sta. Mesa, Manila: Rajah Publishing House.
Bernales, Rolando A., et al. 2007. Komunikasyon sa Makabagong Panahon. Valenzuela City: Mutya Publishing House, Inc.
Bernales, Rolando A., et al. 2018. Retorika at Diskurso sa Wikang Filipino. Malabon City: Mutya Publishing House., Inc.
Buensuceso, Teresita S. 2006. Masaklaw na Filipino (Filipino 4 sa antas tersyarya). Quezon City: Rex Book Store.
Dinglasan, Resurrection D. (2007). Komunikasyon sa Akademikong Filipino. Rex Printing Company, Inc. Quezon City
Dizon, Rosario B., et.al. (2007). Panitikan ng Pilipinas Modyul. Philippine Post Publishing House. Iligan City.
Gonzales, Lydia Fer, et al. 1978. Wika: Tungo sa Pambansang Pagkakinlanlan. Quezon City: Rex Printing Company, Inc.
Hufana, Nerissa L., et al. 2018. Wika at Kultura sa Mapayapang Lipunan. Malabon City: Mutya Publishing House., Inc.
Jocano, F.L. 2008. Sulod Society, A study in kinship and social organization of mountain people of central Panay. The University of the Philippines Press.
Sanchez, Remedios A., et al. 2014. Komunikasyon sa Akademikong Filipino. Intramuros, Manila: Unlimited Books Library Services & Publishing Inc.

Online www.//language links.org/onlinepapers/wika

References
www.bukidnon.gov.ph
www.kms.kalingatambayan.com
http://www.ncip.gov.ph/resources/ethno_detail.php?ethnoid=68
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RUBRIC FOR REACTION/REFLECTION PAPER
 1 2 3 4
Poor Fair Good Excellent
 Content is incomplete.  Content is not comprehensive and /or  Content is accurate and persuasive.  Content is comprehensive, accurate, and
 Major points are not clear and /or persuasive.  Major points are stated. persuasive.
persuasive.  Major points are addressed, but not well  Responses are adequate and address  Major points are stated clearly and are well
 Questions were not adequately supported.  assignment. supported.
answered.   Responses are inadequate or do not address  Content and purpose of the writing are clear.   Responses are excellent, timely and address
assignment. assignment including course concepts.
 Content is inconsistent with regard to purpose  Content and purpose of the writing are clear. 
and clarity of thought. 
Poor Fair Good Excellent
 Organization and structure detract  Structure of the paper is not easy to follow.   Structure is mostly clear and easy to follow.  Structure of the paper is clear and easy to
from the message of the writer.  Paragraph transitions need improvement.  Paragraph transitions are present. follow.
 Paragraphs are disjointed and lack  Conclusion is missing, or if provided, does not  Conclusion is logical.   Paragraph transitions are logical and maintain
transition of thoughts.  flow from the body of the paper.  the flow of thought throughout the paper.
 Conclusion is logical and flows from the body of
the paper. 
Poor Fair Good Excellent
 Paper lacks many elements of  Paper follows most guidelines.  Paper follows designated guidelines.  Paper follows all designated guidelines.
correct formatting.  Paper is over/ under word length.   Paper is the appropriate length as described  Paper is the appropriate length as described for
 Paper is inadequate/excessive in for the assignment. the assignment.
length.  Format is good.   Format enhances readability of paper.
 Paper is not double spaced 
Poor Fair Good Excellent
 Paper contains numerous  Paper contains few grammatical, punctuation  Rules of grammar, usage, and punctuation  Rules of grammar, usage, and punctuation are
grammatical, punctuation, and and spelling errors. are followed with minor errors. followed; spelling is correct.
spelling errors.  Language lacks clarity or includes the use of  Spelling is correct.   Language is clear and precise; sentences
 Language uses jargon or some jargon or conversational tone.  display consistently strong, varied structure. 
conversational tone. 

RUBRIC FOR ROLE PLAY

Criteria 4 3
Accuracy and believability Point of view, arguments and
of role solutions proposed were always
realistic and consistently in
character
Clarity of speech Speech is always clear and easy to
understand
Expression and body Always expresses emotion through
language voice, facial, expression, and
gestures
Knowledge gained Can clearly explain several ways in
which his/her character saw
things differently than other
characters and can explain why
Point of view, arguments and
solutions proposed were usually
realistic and consistently in
character
Speech is usually clear and easy to
understand
Usually expresses emotion through
voice, facial, expression, and
gestures
Can clearly explain several ways in
which his/her character saw
things differently than other
characters
2 1
Point of view, arguments and
solutions proposed were often
realistic and consistently in
character
Speech is often clear and easy to
understand
Often expresses emotion through
voice, facial, expression, and
gestures
Can clearly explain one way in
which his/her character saw
things differently than other
characters
Point of view, arguments and
solutions proposed were rarely
realistic and consistently in
character
Speech is rarely clear and easy
to understand
Rarely expresses emotion
through voice, facial,
expression, and gestures
Cannot explain anyways in which
his/her character saw things
differently than other
characters
RUBRIC FOR STUDENT ORAL PRESENTATION

Criteria Points Student Score Total

Knowledge of the Subject Matter 50
PowerPoint Presentation 10
Report Submission (PPT & Hard Copy) 20
Communication/ Teaching Skills 20
Classroom Activity
APA Referencing
100

RUBRIC FOR CLASSROOM DEBATE

Prepared by: Reviewed by: Approved by:

ARMANDO S. DARDO JR, EdD KAREN TALIDONG, PhD NANCY B. ESPACIO, EdD
Facilitator BSED Chairperson Dean, College of Teacher Education