RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.

Office of the Vice President for Academic Affairs

Prk. Waling-Waling, Zone II, Arellano Street, City of Koronadal, Philippines
Document Type: Document No.:
Instructional Materials Issue No.: Revision No.: 00
Document Title: Effective Date:
Name of Subject: MYTHOLOGY AND FOLKLORE (ENGL303) Page 1 of 6

VISION CORE VALUES

RMMC-MI is a premier learner-centered institution committed to quality standard and innovative
development. 1.
1. Resilience 2. Modesty 3. Mindfulness 4. Compassion 5. Motivation 6. Integrity
MISSION
RMMC-MI shall set a quality instruction, research and extension, and effective resource management.
INSTITUTIONAL GRADUATE INSTITUTIONAL LEARNING OUTCOMES
GOALS AND OBJECTIVES ATTRIBUTES (IGA’s) (ILO’s)
a. Demonstrate creative and innovative
Aligned with the vision and mission are specific goals for Key Result Areas (KRAs) on Instruction, thinking.
Research, Extension and Resource management: Critical and Analytical Thinker
b. Employ problem-solving skills in
formulating sound decisions.
KRA 1: INSTRUCTION.
• Produce life-long learners through outcome-based teaching and learning curriculum. c. Express ideas effectively through
Effective Communicator
KRA 2: RESEARCH. multidisciplinary communication.
• Create strong research culture. d. Work collaboratively as members and
• Disseminate research findings responsive to the needs of the community. Team Player
leaders of diverse groups.
KRA 3: EXTENSION.
• Establish strong industry and academe partnership, collaboration and linkages. e. Uphold personal and professional
Ethically and Socially
• Conduct highly visible community outreach programs. integrity.
KRA 4. RESOURCE MANAGEMENT. f. Exhibit global efficiency without
• Establish effective quality management system through continuous monitoring of facilities, Glocally Competent
neglecting local identity.
faculty and staff development programs, and student services.
 RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.
Office of the Vice President for Academic Affairs
Prk. Waling-Waling, Zone II, Arellano Street, City of Koronadal, Philippines
Document Type: Document No.:
Instructional Materials Issue No.: Revision No.: 00
Document Title: Effective Date:
Name of Subject: MYTHOLOGY AND FOLKLORE (ENGL303) Page 2 of 6

ILO
Program Learning Outcomes (PLO) V M
In accordance with the vision of the College, Bachelor of Secondary Education (BSED) Major in English program (based on a b c d e f
CMO 30, series of 2004) aims to produce highly committed, innovative and well-rounded teachers who:
a. Possess broad knowledge of language and literature for effective learning; ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
b. Use English as a glocal language in a multilingual context as it applies to the teaching of language literature; ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
c. Acquire extensive reading background in language, literature, and allied fields; ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
d. Demonstrate proficiency in oral and written communication; ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
e. Shows competence in employing innovative language and literature teaching approaches; ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
f. Use technology in facilitating language learning and teaching; ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
g. Inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching language
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
and literature; and
h. Display skills and abilities to be a reflecting and research-oriented language and literature teacher. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

PLO
Course Learning Outcomes (CLO)
a b c d e f
Knowledge
1. Identify the various gods, goddesses, heroes, and other characters in the myths discussed ✓ ✓ ✓ ✓ ✓ ✓
2. Analyze literary pieces and be able to reflect in the significant ideas and values expressed in them ✓ ✓ ✓ ✓ ✓ ✓
3. Give the theme or the human situation depicted in the stories ✓ ✓ ✓ ✓ ✓ ✓
4. Explain different customs and traditions of different societies depicted in the literary pieces ✓ ✓ ✓ ✓ ✓ ✓
5. Evaluate the moral decisions and actions of the characters in the stories ✓ ✓ ✓ ✓ ✓ ✓
6. Summarize and outline the plot of the various mythologies and stories
Skills
7. Write an analysis paper on the literary pieces discussed ✓ ✓ ✓ ✓ ✓ ✓
Values
8. Demonstrate appreciation for the wisdom of the past ✓ ✓ ✓ ✓ ✓ ✓
9. Discover literature as a means of understanding others’ culture and of developing sensitivity and diversity ✓ ✓ ✓ ✓ ✓ ✓
 RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.
Office of the Vice President for Academic Affairs
Prk. Waling-Waling, Zone II, Arellano Street, City of Koronadal, Philippines
Document Type: Document No.:
Instructional Materials Issue No.: Revision No.: 00
Document Title: Effective Date:
Name of Subject: MYTHOLOGY AND FOLKLORE (ENGL303) Page 3 of 6

COURSE DESCRIPTION
Mighty heroes. Angry gods and goddesses. Cunning animals. Mythology and folklore have been used since the first people gathered around the fire as a way to make sense of humankind and our world. This
course focuses on the many myths and legends woven into cultures around the world. Starting with an overview of mythology and the many kinds of folklore, the student will journey with ancient heroes as they slay
dragons and outwit the gods, follow fearless warrior women into battle and watch as clever animals outwit those stronger than themselves. They will explore the universality and social significance of myths and
folklore, and see how they are still used to shape society today.

PRE-REQUISITE(S)
NONE

COURSE NUMBER

CREDIT UNIT
3

TIME ALLOTMENT
12 hours lecture every week
 RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.
Office of the Vice President for Academic Affairs
Prk. Waling-Waling, Zone II, Arellano Street, City of Koronadal, Philippines
Document Type: Document No.:
Instructional Materials Issue No.: Revision No.: 00
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COURSE CONTENTS

Time Course Learning Topic Learning Outcome Teaching Strategies or

Frame Outcome(CLO) Course Content or Topic (TLO) Methodology Assessment Activity Resources

Engage Enabling Main Task Leeming, D. Mythology:

World of culture. New
• Lecture/discussion • Activity/Oral Recitation
York, USA: Newsweek
• Explain the concept of mythology
CLO1 INTRODUCTION Books, 1977.
and folklore Explore Main Task:
CLO8 I. Concept of Mythology
• Differentiate mythology and • Activity • Activity
CLO9 and Folklore Morford, M. & Lenardon,
folklore using a Venn diagram
R.Classical mythology.
Apply Reinforcement Task:
New York, USA: Oxford
• Quiz • Activity University Press, 2003.
Hamilton, E.
(2017). Mythology:
Timeless tales of gods
and heroes, 75th
PRELIM anniversary illustrated
II. STORIES OF Engage Enabling Main Task edition. Hachette UK.
CLO1 CREATION • Compare and contrast various
• Lecture/discussion • Activity/Oral Recitation
CLO2 a. Philippine myths of creation Creation myths from the
CLO3 Version • Understand the purpose of Philippines. (n.d.).
Explore Main Task:
CLO4 b. Chinese Version comparative mythology University of
• Activity • Activity
CLO6 c. Japanese • Recognize parallel creation stories Pittsburgh. https://www.
CLO8 Version between different continents and pitt.edu/~dash/creation-
Apply Reinforcement Task:
CLO9 d. Egyptian Version the Bible phil.html
e. Norse Version • Quiz • Activity
Editor, S. Y. (2016, August
24). Pan gu: Chinese
tale of creation. Official
Company Site (English)
| Shen Yun Performing
 RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.
Office of the Vice President for Academic Affairs
Prk. Waling-Waling, Zone II, Arellano Street, City of Koronadal, Philippines
Document Type: Document No.:
Instructional Materials Issue No.: Revision No.: 00
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Arts. https://www.sheny
unperformingarts.org/e
xplore/view/article/e/UR
Quh8K0ciI/pan-gu-
creation-china.html

Japanese creation myth.

(n.d.). https://www.cs.w
illiams.edu/~lindsey/my
ths/myths_17.html

Ra, the creator god of

ancient Egypt. (n.d.).
American Research
Center in Egypt |
American Research
PRELIM Center In
Egypt. https://www.arce
.org/resource/ra-
creator-god-ancient-
egypt
Enabling Main Task
• Identify the different characters Engage • Activity/Oral Recitation
(major and minor) present in the • Lecture/discussion Hamilton, E.
Greek mythology Main Task: (2017). Mythology:
CLO1 III. GREEK MYTHOLOGY
• Illustrate the relationship of the Explore • Critical Analysis Paper Timeless tales of gods
CLO8 The Titans and the Twelve
characters toward each other • Activity Making (Greeks: From and heroes, 75th
CLO9 Olympians
using a graphic organizer Matriarchal-Oriented to anniversary illustrated
• Assume social roles based on the Apply Patriarchal-Oriented Society) edition. Hachette UK.
literary piece discussed • Quiz Reinforcement Task:
• Activity
 RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.
Office of the Vice President for Academic Affairs
Prk. Waling-Waling, Zone II, Arellano Street, City of Koronadal, Philippines
Document Type: Document No.:
Instructional Materials Issue No.: Revision No.: 00
Document Title: Effective Date:
Name of Subject: MYTHOLOGY AND FOLKLORE (ENGL303) Page 6 of 6

Enabling Main Task

Engage • Activity/Oral Recitation
CLO1 • Identify and explain the elements
• Lecture/discussion Hamilton, E.
CLO3 present in the myth discussed
Main Task: (2017). Mythology:
CLO4 IV. HOW THE WORLD • Explain the myth’s theme,
Explore • Critical Analysis Paper Making Timeless tales of gods
CLO6 AND MANKIND message, and universal truths
• Activity (Pandora: A Representation of and heroes, 75th
CLO7 WERE CREATED • State the customs and traditions of
Women in the Society) anniversary illustrated
CLO8 the country seen in the myth
Apply edition. Hachette UK.
CLO9 discussed
• Quiz Reinforcement Task:
• Activity
Enabling Main Task
V. STORIES OF LOVE
• Activity/Oral Recitation
CLO1 AND ADVENTURE • Recognize microcosms in Engage
PRELIM CLO2 a. Cupid and celebrated Greek and Roman love • Lecture/discussion Hamilton, E.
Main Task:
CLO3 Psyche stories (2017). Mythology:
• Critical Analysis Paper Making
CLO4 b. Pyramus and • Formulate personal concepts and Explore Timeless tales of gods
(Carl Jung’s Animus and
CLO6 Thisbe perceptions of Love • Activity and heroes, 75th
Anima: Its Contribution to
CLO7 c. Orpheus and • Illustrate the relationship of love to anniversary illustrated
One’s Affection)
CLO8 Eurydice the discovery and awareness of Apply edition. Hachette UK.
CLO9 d. Pygmalion and oneself • Quiz Reinforcement Task:
Galatea
• Activity
Enabling Main Task
VI. STORIES OF HEROIC • Activity/Oral Recitation
CLO1 Engage
ADVENTURE • Express identified themes in
CLO2
a. Oedipus Rex complete sentences • Lecture/discussion Main Task: Hamilton, E.
CLO3
b. The Quest of the • Defend a statement from a story • Critical Analysis Paper Making (2017). Mythology:
CLO4
Golden Fleece based on established moral Explore (Analysis on Stories of Heroic Timeless tales of gods
MIDTERM CLO5
c. Hercules and the concepts and personal • Activity Adventures: A Political and heroes, 75th
CLO6
12 Labors experiences Poem/A Propaganda) anniversary illustrated
CLO7
d. The Iliad • Recognize political concepts in Apply • Reaction Paper Making (A edition. Hachette UK.
CLO8
e. The Odyssey Roman and Greek mythology • Quiz Reaction Paper on the Stories
CLO9
f. The Aeneid of Heroic Adventure)
 RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.
Office of the Vice President for Academic Affairs
Prk. Waling-Waling, Zone II, Arellano Street, City of Koronadal, Philippines
Document Type: Document No.:
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Reinforcement Task:
• Activity

National epics - The story

of Beowulf (by Kate
Milner Rabb). (n.d.).
Enabling Main Task Authorama - Public
Engage • Activity/Oral Recitation Domain
CLO2 Books. https://www.aut
• Lecture/discussion
CLO3 VII. THE BRITISH ISLES • Discuss the literary developments Main Task: horama.com/national-
CLO4 a. Beowulf of England through its myths and
Explore • Critical Analysis Paper Making epics-17.html
CLO6 b. King Arthur and legends (The Influence of the King
• Activity
CLO7 the Knights of the • Review the British history through Arthur Myth to the Expansion Tempest, D. (2000). King
CLO8 Round Table its early literature of British Empire into the East arthur and the knights
Apply
CLO9 of the round table.
• Quiz Reinforcement Task: Curso de EFT
FINALS • Activity profissional e
gratuito!. https://brasilp
nl.com.br/ec/book01/le
vel_02/King_Arthur.pdf
Hamilton, E.
Engage Enabling Main Task (2017). Mythology:
VIII. THE NORTHERN
CLO2 Timeless tales of gods
EUROPE • Lecture/discussion • Activity/Oral Recitation
CLO3 and heroes, 75th
a. The Norse Gods
CLO4 • Discuss the developments of Explore Main Task:
anniversary illustrated
b. The Stories of
CLO6 Northern Europe through its myths edition. Hachette UK.
Signey and • Activity • Activity
CLO7 and legends
Sigurd
CLO8 The theft of Mjolnir Thor's
c. The Theft of Apply Reinforcement Task:
CLO9 hammer. (2018, June
Thor’s Hammer • Quiz • Activity 4).
BaviPower. https://bavi
 RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.
Office of the Vice President for Academic Affairs
Prk. Waling-Waling, Zone II, Arellano Street, City of Koronadal, Philippines
Document Type: Document No.:
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power.com/blogs/bavip
ower-viking-blog/the-
theft-of-mjolnir-thors-
hammer
(n.d.). Albany Museum -
Albany Institute of
History and
Art. https://www.albanyi
nstitute.org/ancient-
egyptian-art-and-
culture.html?file=tl_files
IX. OTHER MYTHS • Identify and explain the elements /pages/education/lesso
a. The Legend of of short story present in the myths n_plans/Ancient%20Eg
the White Snake discussed ypt/TheStoryofIsisandO
(Chinese Myth) Engage Enabling Main Task sirisText%20of%20Stor
• Explain the theme, message, and
CLO1 b. The Battle y.pdf
universal truths in the selected • Lecture/discussion • Activity/Oral Recitation
FINALS CLO2 Between
pieces
CLO3 Amaterasu and How the angels built Lake
• State the customs and traditions of Explore Main Task:
CLO4 Susanoo Lanao. (n.d.). SEAsite -
the country seen in the myths • Activity • Critical Analysis Paper Making
CLO6 (Japanese Myth) Southeast Asian
discussed
CLO8 c. How the Angels Languages and
• Understand the importance of Apply Reinforcement Task:
CLO9 Built Lake Lanao Cultures. https://www.s
(Philippine Myth) comparative mythology • Quiz • Activity easite.niu.edu/Tagalog/
d. The Story of • Write a critical analysis paper folktales/Maranao/how
Osiris and Isis regarding the literary pieces _the_angels_built_lake
(Egyptian Myth) discussed _lanao.htm

Japanese mythology: 5
legends and ancient
myths and legends.
(2020, March 9).
TakeLessons
Blog. https://takelesson
 RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.
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s.com/blog/japanese-
mythology-z05

Legend of the white snake

（ 白 蛇 传 ） . (2008,
September 21).
Chinese Society &
Culture in New Media
Art 太 虚 幻 境
. https://lilyhonglei.word
FINALS press.com/folktale/lege
nd-of-the-white-snake/

Susanoo. (2012, December

19). Ancient History
Encyclopedia. https://w
ww.ancient.eu/Susano
o/
 RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.
Office of the Vice President for Academic Affairs
Prk. Waling-Waling, Zone II, Arellano Street, City of Koronadal, Philippines
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RUBRICS
ORAL PERFORMANCE RUBRIC
SCORING DOMAIN EMERGING (2 points) DEVELOPING (3 points) PROFICIENT (4 points) ADVANCED (5 points)
Students showed a complete understanding Students showed a good Students showed a basic understanding Students did not seem to understand
Content and Ideas
of the topic understanding of the topic of the topic the topic very well.
Speaks with clarity and projects voice during Speaks with clarity and projects voice; Speaks with clarity and projects voice for
Seldom speaks with clarity and rarely
Articulation entire speech; uses appropriate tone, pace varies tone, pace and emphasis the majority of the speech; varies tone,
projects voice; fails to vary tone, pace
and emphasis to enhance the overall effect throughout the speech, but not always pace and emphasis throughout some of
and emphasis throughout the speech.
of the speech. Varies all when necessary. effectively. the speech, but it’s not always effective.

Speaker is easily heard throughout and Speaker is heard throughout and Volume and pitch are too loud or too soft Volume and pitch make it so the
Modulation varies volume and pitch to effectively extend varies volume and pitch to effectively and message cannot be easily audience cannot fully hear the
the message. extend the message. understood. message.
Students were able to utilize materials Students were not able to utilize Students were not able to use any
Students were able to utilize technology,
that accompany their presentation and materials that accompany their material to accompany their
songs, pictures and props/costumes and
Creativity were able to incorporate songs, acting, presentation but were able to incorporate presentation and were not able to
were able to incorporate songs, acting,
dancing, and/or any type of oral songs, acting, dancing, and/or any type incorporate songs, acting, dancing,
dancing and/or any type of oral presentation
presentation of oral presentation and/or any type of oral presentation
Expressive, dynamic, and natural use of Stiff or unnatural use of nonverbal
Body language reflects a reluctance to Failed to use any hand and body
gestures, posture and facial expressions to behaviors. Body language reflects
interact with audience. Distracting gestures or facial expressions.
Stage Presence reinforce and enhance meaning. Body some discomfort interacting with
movement and/or use of self-adaptive Distracting movement and/or use of
language reflects comfort interacting with audience. Limited use of gestures to
behaviors. self-adaptive behaviors.
audience. reinforce verbal message.
Facial expressions, gestures, and Body language, gestures, and facial Body language, Body language, Body language, gestures, and
expressions gestures, and facial facial expressions and gestures facial expressions are lacking or
movements
adds greatly to the message expressions compliment message lack variety and spontaneity inappropriate
Clearly stated the relevance of topic to Topic seems somewhat relevant to
Topic seems irrelevant to audience
audience needs and interests. Thoughtful audience, but not explicitly stated. Topic is clearly irrelevant to audience
Rapport with the Audience needs and interests. No attempt made to
audience analysis reflected through choice Vague reference to audience needs needs and interests.
connect topic to targeted audience.
of topic and supporting evidence. and/or interests.
ORAL PERFORMANCE RUBRIC
 RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.
Office of the Vice President for Academic Affairs
Prk. Waling-Waling, Zone II, Arellano Street, City of Koronadal, Philippines
Document Type:
Instructional Materials
Document Title:
Name of Subject: MYTHOLOGY AND FOLKLORE (ENGL303)
Exemplary
Criteria
(Far exceeds, 5 points)
Writing lacks logical organization. It
Organization shows some coherence but ideas lack
unity. Serious errors.
Content indicates synthesis of ideas, in-
Level of Content depth analysis and evidences original
thought and support for the topic.
Main points well developed with high
Development quality and quantity support. Reveals
high degree of critical thinking.
Essay is free of distracting spelling,
punctuation, and grammatical errors;
Grammar and Mechanics
absent of fragments, comma splices, and
run-ons.
Shows outstanding style going beyond
usual college level; rhetorical devices
Style
and tone used effectively; creative use of
sentence structure and coordination
Meets all formal and assignment
requirements and evidences attention to
detail; all margins, spacing and
Format
indentations are correct; essay is neat
and correctly assembled with
professional look.
Document No.:
Issue No.: Revision No.: 00
Effective Date:
Page 11 of 6
WRITTEN OUTPUT RUBRIC
Above Average Adequate Inadequate
(Exceeds standard, 4 points) (Meets standard, 3 points) (Below standard, 2 points)
Writing is coherent and logically Writing is coherent and logically
organized. Some points remain organized. Some points remain Writing lacks logical organization. It
misplaced and stray from the topic. misplaced and stray from the topic. shows some coherence but ideas lack
Transitions evident but not used Transitions evident but not used unity. Serious errors.
throughout essay. throughout essay.
Content indicates original thinking and Content indicates thinking and reasoning
Shows some thinking and reasoning
develops ideas with sufficient and firm applied with original thought on a few
but most ideas are underdeveloped
evidence. ideas. and unoriginal.
Main points well developed with quality Main points are present with limited
Main points lack detailed development.
supporting details and quantity. Critical detail and development. Some critical
Ideas are vague with little evidence of
thinking is weaved into points thinking is present. critical thinking.
Spelling, punctuation, and grammatical
Essay has few spelling, punctuation, and
Most spelling, punctuation, and grammar errors create distraction, making
grammatical errors allowing reader to
correct allowing reader to progress reading difficult; fragments, comma
follow ideas clearly. Very few fragments
though essay. Some errors remain. splices, run-ons evident. Errors are
or run-ons.
frequent.
Attains college level style; tone is
Approaches college level usage of some Mostly in elementary form with little or
appropriate and rhetorical devices used
variety in sentence patterns, diction, and no variety in sentence structure,
to enhance content; sentence variety
rhetorical devices. diction, rhetorical devices or emphasis.
used effectively.
Meets format and assignment Meets format and assignment Fails to follow format and assignment
requirements; margins, spacing, and requirements; generally correct margins, requirements; incorrect margins,
indentations are correct; essay is neat spacing, and indentations; essay is neat spacing and indentation; neatness of
and correctly assembled. but may have some assembly errors. essay needs attention.
 RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.
Office of the Vice President for Academic Affairs
Prk. Waling-Waling, Zone II, Arellano Street, City of Koronadal, Philippines
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GRAPHIC ORGANIZER RUBRIC

Exemplary Above Average Adequate Inadequate

Criteria
(Far exceeds, 5 points) (Exceeds standard, 4 points) (Meets standard, 3 points) (Below standard, 2 points)
Somewhat organized structure
Extremely well organized.
Organized. Structure allows reader to move allows reader to move through Poorly organized. A clear sense of
Order & structure of
Organization through content without confusion. Flows some of the content without direction is not evident. Flow is
information is compelling and flows
smoothly confusion. Flow is sometimes frequently interrupted.
smoothly
interrupted.

Thorough and insightful understanding of Shows some understanding of Shows incomplete understanding
Content Complete understanding of content
content content of material

Shows minimal effort for

Enthusiastically uses materials and ideas Use of materials and ideas for Shows some use of materials
Creativity enhancement of materials and
for enhancement enhancement and ideas
ideas

Insightful and well considered ideas Ideas are considered; more than one Ideas are somewhat on topic; Ideas are unclear
Ideas
making multiple connections thoughtful connection is made makes some connections few connections

Grammar and Work has no spelling errors and/or Work has one or two spelling errors and/or Work has three spelling errors Work has four or more spelling
Spelling grammatical errors. grammatical errors. and/or grammatical errors. errors and/or grammatical errors.
 RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.
Office of the Vice President for Academic Affairs
Prk. Waling-Waling, Zone II, Arellano Street, City of Koronadal, Philippines
Document Type:
Instructional Materials
Document Title:
Name of Subject: MYTHOLOGY AND FOLKLORE (ENGL303)
Exemplary
Criteria
(Far exceeds, 5 points)
There is a well-developed introduction with an
attention grabber that grabs the reader’s
interest and continues to engage the reader up
Introduction and Conclusion
until the thesis statement. The thesis statement
(Background History/Thesis
should clearly state the experience or event that
Statement)
will be described as well as the effect on the
writer. Conclusion should effectively wraps up
and re-stresses the importance of the thesis.
Well-developed main points/topic sentences
that relate directly to the thesis. Supporting
Main Points (Body
examples are concrete and detailed. The
Paragraphs)
analysis is developed with an effective point of
view.
Logical Progression of ideas with a clear
Organization (Structure and structure that enhances the thesis. Transitions
Transitions) are effective and vary throughout the
paragraph, not just in the topic sentences.
Writing is smooth, skillful, and coherent.
Style (Sentence flow, Variety, Sentences are strong and expressive with
and Diction) varied structure. Diction is consistent and words
are well chosen.
Mechanics (Spelling,
Punctuation, spelling, and capitalization are all
Punctuation, and
correct. No errors.
Capitalization)
Document No.:
Issue No.: Revision No.: 00
Effective Date:
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ANALYSIS PAPER RUBRIC
Above Average Adequate Inadequate
(Exceeds standard, 4 points) (Meets standard, 3 points) (Below standard, 2 points)
Introduction adequately explains the Background details are a random, unclear
Introduction creates interest. Thesis
background, but may lack detail. collection of information. Thesis is vague and
states the position. Conclusion
Thesis states the topic, but key unclear. Conclusion is not effective and does
effectively summarizes the topic.
elements are missing not summarize main points.
Three or more main points relate to
Three or more main points are
the thesis, but some may lack details. Less than three ideas/main points are
present, but lack details in describing
The analysis shows events from the explained and/or they are poorly developed.
the event. Little descriptive language
author’s point of view, but could use The story tells; it doesn’t show
is used.
more descriptive language.
Logical progression of ideas. Organization is clear. Transitions are
Writing is not organized. The transitions
Transitions are present throughout the present at times, but there is very little
between ideas are unclear or non-existent.
essay, but lacks variety. variety.
Writing is clear, but could use a little Writing is confusing and hard to follow.
Writing is clear and sentences have
more sentence variety to make the Contains fragments and/or run-on
varied structure, Diction is consistent.
writing more interesting. sentences.
Punctuation, spelling, and There are only a few (3-4) errors in
Distracting errors in punctuation, spelling,
capitalization are punctuation, spelling, and
and capitalization.
generally correct with few errors (1-2) capitalization.
 RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.
Office of the Vice President for Academic Affairs
Prk. Waling-Waling, Zone II, Arellano Street, City of Koronadal, Philippines
Document Type:
Instructional Materials
Document Title:
Name of Subject: MYTHOLOGY AND FOLKLORE (ENGL303)
Exemplary
Criteria
(Far exceeds, 5 points)
Content is well-organized using
colors to identify the components of
Organization
the template. Colors are
complimentary.
Makes excellent use of colors, neat
and legible handwriting, graphics,
Attractiveness/Creativity
effects, etc. to enhance the
presentation.
No misspellings or grammatical
Mechanics
errors committed.
Paragraph is well-construed.
Theme is clearly identified. A topic
Theme Paragraph
sentence and supporting details
are evident.
Product shows amount of original
Originality thought. Ideas are creative and
inventive.
Document No.:
Issue No.:
Effective Date:
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ILLUSTRATION RUBRIC
Above Average
(Exceeds standard, 4 points)
Content is well-organized using
colors to identify the components of
the template. Colors are used.
Makes good use of colors, neat
and legible handwriting, graphics,
effects, etc. to enhance the
presentation.
Three or fewer misspellings and/or
grammatical errors committed.
Paragraph is well-construed.
Theme is clearly identified. A topic
sentence and some supporting
details are evident.
Product shows some original
thought. Work shows new ideas
and insights.
Revision No.: 00
Adequate Inadequate
(Meets standard, 3 points) (Below standard, 2 points)
Content is not organized using
Content is organized for the most
colors to identify components of
parts. Colors may or may not work
the template. Colors are
together.
unpleasant.
Makes use of colors, neat and legible Use of font, neat and legible
handwriting, graphics, effects, etc. but handwriting, graphics, effects, etc.
occasionally these detract from the but these often detract from the
presentation content. presentation content.
Four misspellings and/or grammatical More than four misspellings and/or
errors committed. grammatical errors committed.
Paragraph is well-construed. Theme
Content is minimal and/or there
is not clearly identified. A topic
are several factual errors.
sentence lacks supporting details.
Uses other people’s ideas (and gives
Uses other people’s ideas, but
them credit), but there is lack of
does not give them credit.
evidence or original thinking.
 RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.
Office of the Vice President for Academic Affairs
Prk. Waling-Waling, Zone II, Arellano Street, City of Koronadal, Philippines
Document Type: Document No.:
Instructional Materials Issue No.: Revision No.: 00
Document Title: Effective Date:
Name of Subject: MYTHOLOGY AND FOLKLORE (ENGL303) Page 15 of 6

COURSE REQUIREMENTS
Students are required to do the following:
1. Reading of assigned text and other materials.
2. Regular class attendance.
3. Punctual performance of assigned tasks such as performance tasks, quizzes, class/home works, reflective papers, reports, projects, major examinations, etc.
4. Active participation in oral activities and discussions.

GRADING SYSTEM
Prelim Midterm Final
CS = A + Q + R CS = A + Q + R CS = A + Q + R
3 3 3
PFG = CS x 2 + E MFG = CS x 2 + E FFG = CS x 2 + E
3 3 3
Legend:
A = Assignment PFG = Prelim Final
Grade
Final Average Grade
Q = Quiz MFG = Midterm Final
PFG + MFG + FFG
Grade
3
R = Recitation FFG = Final Final Grade
CS = Class Standing E = Exam

REFERENCES
➢ TEXTBOOKS
• Leeming, D. Mythology: World of culture. New York, USA: Newsweek Books, 1977.
• Morford, M. & Lenardon, R.Classical mythology. New York, USA: Oxford University Press, 2003.
• Hamilton, E. (2017). Mythology: Timeless tales of gods and heroes, 75th anniversary illustrated edition. Hachette UK.
➢ PRINT AND ONLINE REFERENCES
• (n.d.). Albany Museum - Albany Institute of History and Art. https://www.albanyinstitute.org/ancient-egyptian-art-and-
culture.html?file=tl_files/pages/education/lesson_plans/Ancient%20Egypt/TheStoryofIsisandOsirisText%20of%20Story.pdf
• Creation myths from the Philippines. (n.d.). University of Pittsburgh. https://www.pitt.edu/~dash/creation-phil.html
• Editor, S. Y. (2016, August 24). Pan gu: Chinese tale of creation. Official Company Site (English) | Shen Yun Performing
Arts. https://www.shenyunperformingarts.org/explore/view/article/e/URQuh8K0ciI/pan-gu-creation-china.html
• How the angels built Lake Lanao. (n.d.). SEAsite - Southeast Asian Languages and Cultures. https://www.seasite.niu.edu/Tagalog/folktales/Maranao/how_the_angels_built_lake_lanao.htm
 RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.
Office of the Vice President for Academic Affairs
Prk. Waling-Waling, Zone II, Arellano Street, City of Koronadal, Philippines
Document Type: Document No.:
Instructional Materials Issue No.: Revision No.: 00
Document Title: Effective Date:
Name of Subject: MYTHOLOGY AND FOLKLORE (ENGL303) Page 16 of 6

• Japanese creation myth. (n.d.). https://www.cs.williams.edu/~lindsey/myths/myths_17.html

• Japanese mythology: 5 legends and ancient myths and legends. (2020, March 9). TakeLessons Blog. https://takelessons.com/blog/japanese-mythology-z05
• Legend of the white snake （白蛇传）. (2008, September 21). Chinese Society & Culture in New Media Art 太虚幻境. https://lilyhonglei.wordpress.com/folktale/legend-of-the-white-snake/
• National epics - The story of Beowulf (by Kate Milner Rabb). (n.d.). Authorama - Public Domain Books. https://www.authorama.com/national-epics-17.html
• Ra, the creator god of ancient Egypt. (n.d.). American Research Center in Egypt | American Research Center In Egypt. https://www.arce.org/resource/ra-creator-god-ancient-egypt
• Susanoo. (2012, December 19). Ancient History Encyclopedia. https://www.ancient.eu/Susanoo/
• Tempest, D. (2000). King arthur and the knights of the round table. Curso de EFT profissional e gratuito!. https://brasilpnl.com.br/ec/book01/level_02/King_Arthur.pdf
• The theft of Mjolnir Thor's hammer. (2018, June 4). BaviPower. https://bavipower.com/blogs/bavipower-viking-blog/the-theft-of-mjolnir-thors-hammer
➢ ONLINE RESOURCES (FOR ONLINE ACTIVITIES)
• (n.d.). Bucks County Community College — Think Smart. https://www.bucks.edu/media/bcccmedialibrary/pdf/HOWTOWRITEALITERARYANALYSISESSAY_10.15.07_001.pdf
• Mythology and Fiction Explained. (2019, February 4). Mythology & folklore - what's the difference? YouTube. https://www.youtube.com/watch?v=ilIhWatZpAo
• Sok, S. (2015, April 26). How to make an eportfolio on wix. YouTube. https://www.youtube.com/watch?v=fuMhHBu4AfE
• TED-Ed. (2019, January 7). How Thor got his hammer. YouTube. https://www.youtube.com/watch?v=Qytj-DbXMKQ

Prepared by: Reviewed by: Reference reviewed by: Noted by:

ANDREA MAE G. DULANGON, LPT JONA D. DELA CRUZ, MA RICHIE LUZ S. CENTENO, RL, MLIS CONSES DIANE P. FAJARTIN, LPT
Faculty Faculty Head, Library Services Program Director
Date:__________ Date: __________ Date: __________ Date: __________

Recommending approval: Approved by:

ALBERT P. BALONGOY, PhD MA. ANDREA PATRICIA M. MILLADO

Vice President for Academic Affairs President
Date: __________ Date: __________