West Visayas State University Calinog Campus SCHOOL OF EDUCATION Calinog, Iloilo

Vision WVSU as one of the top universities in Southeast Asia

Mission To produce globally competitive life-long learners

Service

Core Values Harmony Excellence

Campus Goals: WVSU CALINOG as a center of excellence in agriculture and resource entrepreneurship and industrial technology education. Instruction: Uphold good standard and ensure academic excellence to produce quality and globally competent graduates; Research: Conduct researches relevant to the societal issues and concerns and in consonance with the vision, mission and goals of the institution; Extension: Extend services and present practical solutions to individual and community problems for the upliftment of the quality of life; Production: Apply new techniques, introduce advanced technology and enhance entrepreneurial expertise for economic development. Vision: The School of Education of West Visayas State University Calinog Campus as the center for quality teacher education for globally competitive graduates School Mission: Produce qualified and globally competitive teachers. Goal of the School of Education: To educate students to become effective teachers imbued with the values of commitment, moral uprightness, ethical and spiritual values, personal discipline, social responsibility and economic productivity. Objectives of the School of Education: 1. 2. To prepare prospective teachers for their involvement and participation in the challenging task of the teaching profession. To develop student qualities necessary and competencies necessary for them to be effective change agents through instruction, research and extension activities.

Objectives of Bachelor of Secondary Education: 1. The BSED program aims to produce competent secondary school teachers who are effective facilitators of learning to initiate, collaborate and undertake research activities relevant to secondary education and allied fields, and to collaborate and share expertise with local and international entities. Objectives of the Bachelor of Elementary Education (B.E.Ed.) 1. The BEED Program seeks to produce teachers capable of providing basic knowledge and developing skills, attitudes and values essential to the childs development; to collaborate and undertake research and do extension work relevant to education and related fields; and do offer services, build linkages and share expertise and facilities with other entities in attaining the goals for national development.

Date of Revision: June 2012 Course No.: JRN 223 Course Title: Campus Journalism and Mass Communication Course Description: This course deals with the various forms of mass communication--

newspapers, magazines, television, advertising, public relations and cinema. It also focuses on Campus Journalism; learn its basic concepts, its different forms, and the principles of writing news, editorial, feature, headlines, and other journalistic genres. The course will also tackle editorial cartooning, photojournalism, and school paper advising.

Course Credit: 3 units Time Allotment: 54 hours Prerequisites: None Course Requirements: Regular class attendance, Midterm and Final Examinations, Quizzes, Individual/ Group Presentations, Projects/ Term Papers

*This syllabus is subject to change as the course progresses. ** The domains of the National Competency-Based Teachers Standards are embedded and reflected in the objectives and contents of this syllabus.

General Objectives: 1. To understand and appreciate the nature of the speech communication process; 2. To become critical of everyday speaking experiences and capable of coping with communication problems at all levels; 3. To train in the effective use of thought, verbal and non-verbal symbols towards ethical speech communication and 4. To develop confidence in their ability to participate in all kinds of communicative situations. PRELIMINARIES Instructional Objectives 1. Be aware of the contents description and the course requirements 2. Justify mission statement, vision, goals, and objectives of the school and the university as a whole Learning Activities Observation of the students participation Instructional Materials Handouts Time Frame 1 hour

Contents 1. Overview of the course Description and the course requirements 2. Review of mission statements, vision, goals, and no objectives of the school and the university as a whole

Value Focus Awareness and attentiveness

Evaluation Observation

Reference This syllabus

*This syllabus is subject to change as the course progresses. ** The domains of the National Competency-Based Teachers Standards are embedded and reflected in the objectives and contents of this syllabus.

UNIT 1. THE CORRECT PRODUCTION OF SOUNDS

Instructional Objectives 1. To correctly produce the vowels, consonants and other segmental phonemes 2. To become familiar with the usefulness of the International Phonetic Alphabet 3. To correctly pronounce commonly used words 4. To be able to apply the rules on transcription and to read and spell out transcribed words 5. To reinforce correct production of sounds by reciting nursery rhymes, poetry, fables and other literary words 1. Contents The International Phonetic Alphabet or IPA Vowel and Consonants, Diphthongs and Triphthongs Consonant Clusters Learning Activities 1. Audio-Lingual Approach 2. Sound Recognition exercises 3. Words, Phrases, sentence and paragraph drill 4. Contrasting sounds 5. Reading aloud 6. Literaray pieces emphasizing sounds under study 7. Delivering favorite rhymes, poems, fables, stories with correct pronunciation, articulation and appropriate gestures Instructional Materials Whiteboard Blackboard Books Microphone with stand Audio tapes, CDs, digital files Value Focus Awareness Evaluation Oral and written tests Individual and group work Reference Lopez, et. al. (2000). Speech Communication. Time Frame 12 hours

*This syllabus is subject to change as the course progresses. ** The domains of the National Competency-Based Teachers Standards are embedded and reflected in the objectives and contents of this syllabus.

UNIT 2. WORD AND SENTENCE STRESS Instructional Objectives Contents Learning Activities 1. Lecture/ Discussion Instructional Materials Textbook and other references 2. Compound nouns and compound verbs 3. Individuual work: 3. Family of words Storytelling, Advertising, 4. Guidelines for oral interpretation of literary pieces 4. Group work: TV program/ Radio program and play/ Speech choir 4. Tan, A. (1997). Public Speaking and Speech Improvement for Filipino Students. 5. Mata, L., Soriano, I. (1998). English Pronunciation for the Filipino College Students Oral Interpretation Scripts for individual and group work 2. Oral reading Audio and visual aids Essays Oral exams 2. Arroyo (1988). Developing Skills in Speech. 3. Samonte, A., Arbie, I. (1971). Speech Improvement. Value Focus Evaluation Reference Time Frame 12 hours

1. To realize the importance of word and sentence stress. 2. To differentiate primary and secondary stress 3. To understand certain word and sentence stress 4. To recognize the changes in the location of stress in the words with suffixes and its family of words 5. To correct common errors in word and sentence stress 6. To apply the concept of word blending and thought units 7. To correctly pronounce English words with foreign origin 8. To introduce simple guidelines for oral interpretation of literary pieces

1.Certain observations about where stress falls

Attentiveness

Written test

1. Flores, Lopez(2003). Effective Speech Communication.

*This syllabus is subject to change as the course progresses. ** The domains of the National Competency-Based Teachers Standards are embedded and reflected in the objectives and contents of this syllabus.

Unit 3. INTONATION PATTERNS Instructional Objectives

Contents

Learning Activities 1. Audio-Lingual Approach 2. Listening to Cassette 3. Tapes for Modeling 4. Individual Recitations: Demonstration Speech 5. Group Work: Dialogues/ Playlets

Instructional Materials Karaoke Cassette Tapes Microphones Stage Props Costume Scripts Ingredients or materials needed for the demonstration speech

Value Focus

Evaluation Written test Individual work Group work

Reference

Time Frame 6 hours

1. To determine when the rising-falling intonation pattern are used 2. To correct interference of Hiligaynon and Karaya intonation on basically English intonation 3. To recite passages taken from literature or original one written by students

1. Intonation patterns 2. Three-Pitch Levels 3. Rising-Falling Intonation patterns 4. Non-Final Intonation Patterns

Realization

1. Egipto, J. (2000). English Sounds in Focus. 2. Tiburcio, P., Sagay, J., Tagasa, G., Domingo, H. (2004). Speech Communication.

*This syllabus is subject to change as the course progresses. ** The domains of the National Competency-Based Teachers Standards are embedded and reflected in the objectives and contents of this syllabus.

Unit 4. THE SPEECH COMMUNICATION PROCESS AND INTERPERSONAL COMMUNICATIONS Instructional Objectives Contents Learning Activities 1. Lecture/ Discussion 2. Listening Exercises 3. Pantomime 4. Exercise on bodily movements 5. Interview 6. Telephone conversations 7. Selling products 8. Travel the world 9. Each student in a group chooses a country, city, place to visit. He talks about this place with pictures, slides, and costumes and tries to convince the class to visit this place Instructional Materials Karaoke Cassette tapes Costumes, masks, materials and props needed for group presentations Value Focus Evaluation Written and oral tests Contests Peer group evaluation Reference Time Frame 8 hours

1.

To explain the different types and levels of speech communication To develop the ability to listen well To discuss and observe verbal and non-verbal symbols used in communication To demonstrate examples of dyadic or interpersonal communication in everyday life To conduct interviews, telephone conversations and other interpersonal communications.

1. Dyadic Communication 2. The Interview

Developing selfconfidence

2.

3. Telephone Conversation 4. Giving Directions

3.

Chan, E.; Soriano, F.; Mosora, C.; Seril, E.; Jasul, V.; and Paje, A. (2002).Developing Writing Skills for College. Valenzuela City: Mutya Publishing House. Gonzales and Primero (1997).Writing in the Discipline.

4.

5.

*This syllabus is subject to change as the course progresses. ** The domains of the National Competency-Based Teachers Standards are embedded and reflected in the objectives and contents of this syllabus.

Unit 5. SMALL GROUP COMMUNICATION, PUBLIC SPEAKING AND ORAL INTERPRETATION Instructional Objectives 1. To differentiate interpersonal communication from group communication and public communication 2. To differentiate public communication and oral interpretation 3. To provide exercises in small group communication, public communication and oral interpretation Contents Learning Activities 1. Introducing people 2. Panel discussion or symposium 3. A threeminute speech 4. A persuasive speech 5. Intrepret a story, poem 6. Oration Instructional Materials Textbook Some literary pieces with declamation and oration Microphone Karaoke Cassette tapes Scripts Value Focus Evaluation Oral and written tests Individual work Group work Reference Time Frame 12 hours

1. Small group communication: Introducing people, panel discussion, symposium 2. Public Speaking a 3-minute speech supporting an opinion - persuasive speech 3. Oral interpretation - oration

Active participation

Lopez, et. al.(2000). Speech Communication.

*This syllabus is subject to change as the course progresses. ** The domains of the National Competency-Based Teachers Standards are embedded and reflected in the objectives and contents of this syllabus.

GRADING SYSTEM Midterm: Quizzes Midterm Exam Recitation/Class Participation Output TOTAL: 35% 30% 20% 15% 100 % Final: Quizzes Final Exam Recitation/Class Participation Output TOTAL: 35% 30% 20% 15% 100 %

Prepared by: MA. CHONA C. LEAGOGO Instructor I/ Chair, English Department JOVAS C. PARAGADOS Asst. Professor I

Recommending Approval: MA. CHONA C. LEAGOGO Chair, English Department

Approved by: PROF. MARY JEAN F. CATALUA Director, School of Education GABRIEL C. DELARIARTE Ed. D. Dean of Instruction

MAE SHEILOU CONSERVA Part-Time Instructor

*This syllabus is subject to change as the course progresses. ** The domains of the National Competency-Based Teachers Standards are embedded and reflected in the objectives and contents of this syllabus.

*This syllabus is subject to change as the course progresses. ** The domains of the National Competency-Based Teachers Standards are embedded and reflected in the objectives and contents of this syllabus.