OUR LADY OF PERPETUAL SUCCOR COLLEGE

General Ordonez Street, Concepcion Uno, Marikina City

GNERAL EDUCATION CORE COURSE

1st Semester, AY 2020-2021

PURPOSIVE COMMUNICATION SAMPLE FRAME (ONLINE TEACHING)
COURSE SYLLABUS

We believe that every learner has talents and potentials to be developed, dignity and worth to be valued, rights to be respected and responsibilities to be assumed;
OLOPSC education is a shared responsibility of the learner, home, school and community; the school provides the environment for equipping individuals with learning skills, technology and
PHILOSOPHY life skills for a successful and purposeful life in the 21 st century; an educational program which promotes global awareness, financial literacy, world-class entrepreneurship, and
functional knowledge in economics, business, civics, health and environment will support global and local development.
OLOPSC We envision OLOPS College as a premier caring educational institution that contributes to the development of a progressive and peaceful society by empowering its graduates to
VISION be of good character, academically excellent, highly competitive, responsible stewards of God’s gifts, and globally prepared for the 21st century.
OLOPS College is committed to providing relevant, quality and holistic education by: nurturing God-loving individuals with Marian virtues and spirituality; instilling love of
OLOPSC country, pride in our identity and cultural heritage; creating an academic environment that stimulates love for learning and provides opportunities for the application of learning in
MISSION real life; fostering awareness, behavioral changes and engagement in practices towards sustainable development; developing leadership with a heart for service; and equipping
learners with 21st century skills.
A graduate shall be able to:
EDUCATIONAL 1. internalize the philosophy, vision, mission of the institution;
OBJECTIVES 2. promote academic excellence and global competitiveness;
3. lead as a responsible steward of God’s gifts;
4. contribute to the socio-economic development of the society as highly skilled, competent, and globally competitive professionals and entrepreneurs.
Graduate Attributes Program Objectives Program Outcomes
The program is designed to: At the end of the program, the student shall be able to:
A graduate of Our Lady of
Perpetual Succor College is 1. endow students with knowledge, training and education to 1. represent the ideals of the institution;
envisioned as: be holistically and globally competent professionals who are 2. set himself as an ambassador of academic excellence and global
GRADUATE OUTCOMES 1. morally and ethically upright; of good moral character, academically excellent, highly competitiveness in his field of concentration;
2. socially and culturally competitive and responsible stewards of God’s gifts; 3. serve dedicatedly the community assigned in his field of specialization;
responsive; 2. produce passionate and committed professionals whose 4. utilize proficient communication skills necessary for instruction and
3. analytical and critical; virtues and ideals would inspire to internalize the values of correspondence;
4. communicatively competent; humane aspirations. 5. contribute to the socio-economic development of the country and of the
5. research and development 3. offer an updated curriculum that would meet the demands world, by becoming a successful professionals;
driven; of the interminably changing society; 6. experience situations, identify problems and formulate solutions, and
6. continuous self-learning 4. expose students to current trends and issues in a implement corrective measures and actions; and undertake tasks, functions
engaged; and dynamic academe, as well as industry; and encourage and duties contributing to the development of society and community.
7. glocally employment ready positive to create socio-ecological awareness and social 7. work effectively and independently as a member or leader in a different
responsibility. disciplinary roles and multi-cultural team to achieve a common goal; and
8. practice sound decisions that integrate knowledge to experiential lifelong
learning.
 COURSE INFORMATION
Course Code: Course Title: Lecture: Laboratory: Credit Units:
EGE 1/ TMGE 2/ HMGE 1 PURPOSIVE COMMUNICATION 3 units None 3 units
Purposive Communication is about writing, speaking and presenting to different audiences for various purposes. (CMO 20 s 2013). Purposive Communication is a three-unit
course that develops students’ communicative competence and enhances their cultural and intellectual awareness through multimodal tasks that provide them opportunities for
Course Description: communicating effectively and appropriately to a multicultural audience in a local or global context. It equips students with tools for critical evaluation of a variety of texts and
focuses on the power of language and the impact of images to emphasize the importance of conveying messages responsibly. The knowledge, skills, and insights that students
gain from this course may be used in their other academic endeavors, their chosen disciplines, and their future career as they compose and produce relevant oral, written, audio-
visual and/or web-based output for various purposes.
At the end of the course the students should be able to:
Knowledge
1. describe the nature, elements, and functions of verbal and non-verbal communication in various and multicultural context;
2. explain how cultural and global issues affect communication;
3. determine culturally appropriate terms, expressions, and images
4. evaluate multimodal texts critically to enhance receptive 9listening, reading, viewing) skills;
Course Outcomes: 5. summarize the principles of academic text structure
Skills
1. convey ideas through oral, audio-visual, and/or web-based presentations for different target audiences in local and global settings using appropriate registers;
2. create clear, coherent, and effective communication materials;
3. present ideas persuasively using appropriate language registers, tone, facial expressions, and gestures;
4. write and present academic papers using appropriate tone, style, conventions, and reference styles.
Values
1. adopt cultural and intercultural awareness and sensitivity in communication of ideas;
2. appreciate the differences of the varieties of spoken and written language;
3. adapt awareness of audience and context in presenting ideas; and
4. appreciate the impact of communication on society and the world
Course Prerequisite: None Contact Hours/Week: 9 hours
COURSE OUTLINE AND TIME FRAME
PURPOSIVE COMMUNICATION
TERM 1 Content/Subject Matter TERM 2 Content/Subject Matter TERM 3 Content/Subject Matter

Week 1 1. Orientation: Flexible Learning Week 3 1. Communication and Globalization Week 5 1. Purposes of Communication
Week 2 (Synchronous vs. Asynchronous) Week 4 2. Local and Global Communication in Week 6 2. Communication Aids and Strategies
2. My Expectation and Realization Multicultural Settings Using Tools of Technology
3. Graduate Attributes 3. Varieties & Registers of Spoken & Written 3. Understanding and Creating Impact in
4. Collaborative Online Learning Language Communication
5. Communication Process A. Utilizing Writing Skills 4. Final Examination
6. Preliminary Examination B. Utilizing Speaking Skills
4. Midterm Examination
ACADEMIC HONESTY
1. Academic honesty, as expected of every student, is important to the process of education and to upholding high ethical standards. Acts of cheating, plagiarism, inappropriate use of technology, or any
other kind of unethical behavior, may subject the student to necessary academic disciplinary measures and penalties including dismissal.
2. All work required for submission for purposes of evaluation in a course, including journals, tests, term papers, position papers, must represent only the work of the student unless certain indications
like pertaining to group or dyadic activity is otherwise stipulated.
3. Materials cited and/or taken from the work of others, and used as reference and literary supplement must be acknowledged. Particular materials submitted to fulfill requirements in one course may not
be submitted in another course without prior approval of the instructor(s). It is a thrust that students be encouraged to practice ingenuity in producing outputs.
ATTENDANCE REGULATIONS
1. Students enrolled in the subject are expected to attend each and every scheduled meeting and to be present for the full class period. Absenteeism and tardiness, regardless of cause, are a threat to
academic achievement. These cases will be addressed accordingly.
2. A student who is absent from a class is responsible, nevertheless, for all material covered during the class period. The student is also subject to appropriate consequences if a test, quiz, recitation,
homework assignment, or any other activity falls on the day of absence unless the student is granted an excused absence. Excused absences may be granted to students who participate in extra-
curricular activities, however, due process is observed.
COURSE PORTFOLIO
 All tasks and major exams and evidences of performance assessments are to be compiled by the students as part of their portfolio and must be submitted to the instructor before the end of the
semester as part of the assessment.
REFERENCES:
GRADING SYSTEM: 1. Ang, Jaime Gutierez (2015). English 1 critical reading and effective/engaged writing for the 21st century filipino
student. Manila: Mindshapers Co., Inc.
Output (seatwork/homework/lab) 25% 2. Apolinario, Joshua A. and Basilan, Maria Leticia Jose C., Ph.D (2017). Oral communication in context. Manila:
Quizzes 20% Unlimited Books Library Services & Publishing, Inc.
Recitation/board work/participation 15% 3. Aspiras, Lauro S. MAEd. (2016). English for academic professional purposes. Quezon City: St. Andrew Publishing
Major Examinations 40% House.
100%
4. Bernales et al. (2018). Purposive communication in local and global contexts. Malabon City: Mutya Publishing
House, Inc.
5. Dapat, Jose Rizal O. (2016). Applied English for academic and professional services. Manila: JFS Publishing
Services.
6. Goldin, Ian and Reinert, Kenneth (2012).
7. Pascual et al. (2016). Purposive communication. Mandaluyong City: Books Atbp.
8. Tandoc, Shiela D. (2016). Applied english for academic and professional purposes. Manila: Mindshapers Co., Inc.

Prepared by: Reviewed by: Approved by:

RAMON P. DENOSO, LPT, MAEd. RAMON P. DENOSO, LPT, MAEd. ALEJANDRO D. MAGNAYE, DBM-HM
Professor Program Director – Education & Liberal Arts Dean
 WEEKLY LEARNING PLAN
CONTENT TECHNOLOGY
PEDAGOGY
Week Intended Learning Outcomes Student
(Teaching-Learning
(Time Frame) (ILOs) Applied Flexible Assessment Output
Activities)
Coverage Resources Approaches Task and Tool

Flexible Learning  Simulated  Synchronous Tasks  Registration to

At the end of the course, a  -Synchronous vs.  synchronous & activation of face-to-face  Obtain provided Google
student will be able to: Asynchronous asynchronous Google accounts session of code to register Classroom
learning teacher and the to Google  Pos ted
 -G Suite Application
1  Facilitated online students via Classroom message
(3 sessions)  differentiate synchronous and  Google Account link >>> discussion, and Google Meet  Post message or  Confirmation of
Contact time asynchronous learning  Gmail Account  [Link] interaction via App text on Stream uploaded
is 45 minutes platforms utilized in the  Google Drive [Link]/knowledge- Google Meet section documents
per session flexible mode of delivery;  Google Classroom center/lms-  Asynchronous  Open, upload,  Accomplished
 Google Docs knowledge- pace for written save available KWL Chart
 determine and explain the center/synchronous- tasks documents from  Reflection
 Google Sheets
features of the Google vs-asynchronous- Class work Paper
 Google Calendar learning/item10387 section. Title - How I
Applications;
 Google Chat  Create document see myself as
 express expectations and  Google Meet  Individual G-mail for Personal Data an ambassador
realizations from the course ;  Google Hangouts accounts using Google of my
and  Google Forms docs. institution
Expectation & Realization  Invitation link via Tool  Updated
 share reflections on graduate  What I know Google Meet  Class Code checklist
attributes of OLOPSCians.  K-W-L chart
 What I want to know  Checklist
 What I have learned  PPP for discussion
Graduate Attributes Task: Cull an essay:
 morally and ethically upright;  -Word Document Tool: Rubric for
 socially and culturally for to be uploaded writing uploaded on
responsive; in the Google Goggle Classroom
 analytical and critical; Classroom
 communicatively competent;
 research and development
driven;
 continuous self-learning
engaged; and
 glocally employment ready
  share insights on the Collaborative Online Learning  Link >>>  Simulated  Synchronous Task: Cull an essay:  Insight Paper
2 importance of peer [Link] activation of face-to-face Tool:
(3 sessions) collaboration in online [Link]/collaborativ Google accounts session of  Rubric for writing Title
 The nature of group
Contact time learning; e-online-learning- teacher and the uploaded on
is 45 minutes discussions activities-reasons-  Facilitated online students via Goggle The Role of
per session.  explain coherently both in effective discussion, and Google Meet Classroom Collaboration in
oral and written discourse the  Providing feedback and  PPP for discussion interaction via App Learning
role of collaboration in assessment  Word Document for Google Meet  -Asynchronous Tasks
learning to be uploaded in pace for the  Search for
Communication Process the Google writing activity support materials
Classroom for
communication
 The Role of Communication process and
elements of
 Understanding the Definition communication.
of Language  Create a Power
Point
Presentation for  Uploaded PPP
 Language Skills the topic. about
- Subject-Verb Concord  Turn in your PPP communication
- Phonology  Complete the process
- Word Structure exercises in the
task sheets
 Turn in your task
sheets  Accomplished
Tools Task sheets
 Rubric for group
presentation  Updated
uploaded on Checklist
Google
 Task Sheets
 Classroom
 Checklist

 utilize writing skills in

accomplishing an anecdote; PRELIMINARY EXAMINATION link >>>  Video clip  Asynchronous Task  Narrative-
and viewing and mode – viewing  Accomplish Task Descriptive
[Link] analysis via YouTube Sheet uploaded Anecdote
 observe punctuality in /watch?v=DVqHJVIe6oA channel on the Google
 submitting the written task as Good will prevail: the Beirut Classroom Title
an equivalent to the bombing aftermath This is what Beirut looks Tool Good will prevail:
preliminary examination. like in aftermath of  Rubric for writing the Beirut bombing
explosion. uploaded on aftermath
Google
Classroom
links>>>
 explain how cultural and Communication and  Simulated  Synchronous Tasks:  Reaction Paper
global issues affect Globalization [Link] activation of face-to-face (Descriptive Essay)
communication; and [Link]/2018/02/ Google accounts session of  Students will be
teacher and the grouped by pairs Title:
21/connected-but-
 appreciate the impact of  facilitated students via for an My POV
alone-summary/ asynchronous
communication on society online Google Meet (Connected but
3 discussion, App dyad activity to alone)
Sherrie Turkle’s TED
and brainstorm on the
Talk “Connected, but content of the
(3 sessions) interaction  Asynchronous
Alone?” – Summary via Google mode – viewing video clip.
Contact time
is 45 minutes Meet via YouTube Tools:
per session [Link] channel  Task sheet
/watch?v=t7Xr3AsBEK4  video clip uploaded on
viewing  Asynchronous Google
Connected but and pace for the Classroom
alone? analysis writing activity  Rubric for writing
by Sherry Turkle

 Simulated  Synchronous Tasks:

 determine culturally Local and Global links >>> activation of face-to-face  Students will be  Uploaded PPP
appropriate terms, Communication in Google accounts session of grouped in 5’s. Format –
expression, and images , Multicultural Settings [Link]  Facilitated teacher and the  Students will Cultural and
sensitivity to gender, race, /watch? online students via research on Intercultural
class v=eoW53zvWBqw discussion, Google Meet various cultural Modes of
and App and intercultural Communication
Intercultural interaction modes of
Communication via Google  Asynchronous communication –  Synchronous
Meet mode – viewing words & gestures oral
 Video clip via YouTube used to show presentation
viewing & channel respect. via Google
analysis  Students will Classroom
prepare a PPP of
[Link]  Asynchronous their task.
pace for the  Upload task on
cademy/lesson/inter Google
writing activity
cultural-
 communication- Classroom.
definition-model-  Group
[Link] presentation will
be done via
Google
Intercultural Classroom.
Communication: Tool
 Rubric for group
Definition, Model presentation
& Strategies

Task
 adopt cultural and links >>>  Simulated  Synchronous  Reflection
intercultural awareness and activation of face-to-face  Students to Paper
sensitivity in communication [Link] Google accounts session of watch the video
Varieties and Registers of
of ideas /watch?v=FplqVvtUjbc teacher and the then write a Title
Spoken and Written  Facilitated students via descriptive essay
 convey ideas through oral, Language Sample of Pecha Kucha synchronous Google Meet on how the My Impression on
audio-visual, and/or web- Presentation discussion on App speech is Pecha Kucha
based presentations for -Utilizing writing skills cultural delivered (as
4 different target audiences in -utilizing speaking skills [Link] appropriateness  Asynchronous seen in the
(3 sessions) local and global settings /results? in communicating mode – viewing chosen video)  Script (as initial
Contact time using appropriate registers; search_query=how+to+ as tackled in the via YouTube requirement for
is 45 minutes make+a+pecha+kucha+ video clip channel  Students will Midterm Exam)
per session.  adopt awareness of audience presentation created their
and context in presenting  Video clip  Asynchronous individual layout Title
ideas; Creating Pecha Kucha viewing pace for the for their Pecha The Culture that I
Presentation using and writing activity Kucha can Show and Tell
Power Point analysis Presentation
 utilize writing skills in
accomplishing an anecdote; MIDTERM EXAMINATION  PECHA
Tools KUCHA
and
The Culture that I Can Show and  Rubric for writing  PPP layout
 observe punctuality in  Rubric for oral
Tell  Oral
submitting the written task as presentation
an equivalent to the Presentation
preliminary examination. (as completing
requirement for
Midterm Exam)


 convey ideas through oral,  Synchronous

 audio-visual, and/or web- links >>>  Simulated face-to-face Task:
based presentations for activation of session of  Reflection
different target audiences in Purposes of Communication [Link] Google accounts teacher and the  Students to Paper
local and global settings /watch? students via watch the videos
using appropriate registers; v=npHwTQ4iJWU  Facilitated Google Meet then write a Title:
- to inform synchronous App reflection paper.
 present ideas persuasively - to persuade Know your purpose in discussion on We cannot
using appropriate language - to educate communicating cultural  Asynchronous measure the extent
registers, tone, facial - to entertain appropriateness mode – viewing of our knowledge
expressions, and gestures; [Link] in communicating via YouTube Tools: by the extent of
5 and /watch?v=vvsziU1cVHw as tackled in the channel what we can say.
 adopt awareness of audience D TV projector video clip  video clips
(3 sessions) and context in presenting  Asynchronous  Rubric for
Contact time ideas The most important thing  Video clip pace for the writing
is 45 minutes cannot be said viewing writing activity
per session and
analysis

 create clear, coherent, and Reference:  Simulated  Synchronous Task:

effective communication activation of face-to-face  Graphic
materials; [Link] Google accounts session of  Students to read Organizer
Communication Aids & [Link]/20 teacher and the the article then
Strategies Using Tools of 19/10/communication-  Facilitated students via create a graphic Title
Technology aids-and-strategies- synchronous Google Meet organizer.
using_15.html discussion on App The Pros and
integration of Cons of
technology in  Asynchronous Tools: Technology
Communication Aids and communication pace for written
Strategies Using Tools of tasks  Article
Technology  Reading of  Rubric for
selected writing
article
 Synchronous  Students to view  Graphic
 utilize media literacy skills in links >>  Simulated face-to-face the video clips Organizer
conceptualizing a activation of session of then create a
sociologically-relevant theme [Link] Google accounts teacher and the graphic My Vlog Planner
Understanding and Creating /watch?v=xWiT7ABSsKU students via organizer.
 present ideas persuasively Impact in Communication  Facilitated Google Meet  Script for
using appropriate language Amidst a Global synchronous App  Students to write Inspirational
registers, tone, facial Pandemic discussion on and submit a Video
expressions, and gestures; integration of  Asynchronous script intended (initial requirement
 and technology in pace for written for their for Final
[Link] communication tasks personalized Examination)
 adopt awareness of audience /watch?v=yqYli8rBzfk inspirational
and context in presenting  Video clip video Title (script)
6 ideas Learn how to make your viewing CHI
own inspirational video and (chance, hope,
(3 sessions) analysis  Students to inspiration)
Contact time  utilize writing skills in upload on their
is 45 minutes accomplishing a script for an inspirational  Inspirational
inspirational video; and videos via: Video
per session FINAL EXAMINATION Google (completion
Classroom or FB requirement for
 observe punctuality in
CHI Page Final Examination
submitting the written task as
an equivalent to the (Chance, Hope, Inspiration)
Tools: Title (video)
preliminary examination.
CHI
 Video clips (chance, hope,
 Rubric for inspiration)
writing
 Rubric for video
presentaion

Others: suggested
applications for video
making and editing

 Kinemaster
 Filmora
 Power Director

REFLECTION:
Teacher’s Reflection (Student’s Achievement, Delivery of Instruction and Remediation Measures):
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Immediate Head/s Remarks (Student’s Achievement, Delivery of Instruction and Remediation Measures):
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Prepared by: Reviewed by: Approved by:

RAMON P. DENOSO, LPT, MAEd. RAMON P. DENOSO, LPT, MAEd. ALEJANDRO D. MAGNAYE, DBM-HM
Professor Program Director – Education & Liberal Arts Dean