GRADE: 11 SEMESTER: 2nd

CORE SUBJECT TITLE: Media and Information Literacy NO. OF HOURS/SEMESTER: 80

CORE SUBJECT DESCRIPTION: The course introduces the learners to basic understanding of media and information as channels of communication and tools for the
development of individuals and societies. It also aims to develop students to be creative and critical thinkers as well as responsible users and competent producers of media

CULMINATING STANDARD: The learner produces a living museum or electronic portfolio or any other creative forms of multimedia showcasing his/her understanding,
insights, and perceptions of the different resources of media and information.

What teach? Why teach? How to assess? What to teach?

LEARNING COMPETENCIES HIGHEST ENABLING
COMPLETE KUD MOST KUD HIGHEST THINKING STRATEGY TO USE IN
CLASSIFICATIO ESSENTIA CLASSIFICATIO SKILL TO ASSESS DEVELOPING THE
PERFORMA N L N HIGHEST THINKING SKILL TO
MOST ASSESS
CONTENT CONTENT NCE
ESSENTIAL
STANDARDS STANDARD FLEXIBLE
TOPICS
S RBT ASSESSMENT ENABLING FLEXIBLE
LEVEL ACTIVITIES (FAA) GENERAL LEARNING
PERFORMANCE STRATEGY STRATEGIES
CHECK(S) (FLS)
1st Quarter

1. The learner Communica The The Describes

Introductio demonstrat tion is learner learner… how
n to Media es influenced organizes a communica
and understandi by creative 1.1 tion is
media
ng of media and and Describes
Information influenced Communica
and interactive how -Q and A
Literacy information U by media U Analyzing
information symposiu communica Multiple Choice tion -
m for the and
literacy tion is (short Quiz) or Independent
community information
(MIL) and affected by Essay Learning
MIL related focusing -Discussion
on being a media and
concepts. -Self Review
media and information
Similarities informatio 1.2 Identify the Remembe Representat
and n literate Identifies similarities ring ion
different individual. the K and K
between similarities different
and among and between
media differences and among
literacy, of media media
information literacy, literacy,
literacy, and information information
technology literacy, and literacy, and
literacy technology technology
literacy literacy
Responsible 1.3
use of Editorializes
media and the value of
information being a
U
media and
information
literate
individual
1.4
Identifies
characteris
tics
/describes
Discuss
a
responsible
responsible Remembe Timeline of Representat -Discussion
use of K
uses and K ring exposure to ion -sharing
media and
competent traditional/new experiences
information
producers media with -researching -
of media reaction paper Visually
and Guided
informatio Learning
n

1.5 Shares to
class media
habits,
lifestyles K
and
preferences Planning/Designi
ng of Infomercial
2.1Identifies
traditional
media and
new media
and their Explain how
relationshi the
K evolution of U Analyzing Communica
media from tion
traditional

ps to new
2.2 media
Editorializes shaped the
the roles values and
and norms of
D people and
functions of
media in society
democratic
society

2.3Searches
latest theory
on K
information
and media
1. The learner Communica The learner The Describes
Introductio demonstrat tion is organizes a learner… how
n to Media es influenced creative communica
and understandi by media and 1.1 tion is
Information ng of media interactive Describes
and influenced
and symposiu Communica
Literacy information how U by media U Analyzing
information m for the tion
community communica and
literacy
focusing tion is information
(MIL) and -Q and A
on being a affected by
MIL related Independent
concepts. media and media and
informatio information Learning
Identify and
n literate -Discussion
Responsible 1.2 Identifies Identify the Enumerate the
individual. -Self Review
use of the similarities forms of Media
-Visually
media and similarities and
Guided
information and different
Learning
differences between
of media and among Remembe Representat
K K
literacy, media ring ion
information literacy,
literacy, and information
technology literacy, and
literacy technology
literacy

1.3 Portfolio Creating a

Editorializes media and
the value of information blog
being a Discuss with this quid
U
media and responsible questions
information use of 1. What was
literate media and Remembe your perception of
individual information K ring media before this
1.4 lesson?
Identifies 2. What is
characteris the most relevant
tics function of media Think/Pair/S
/describes a to you? hare
responsible 3. Can you
uses and recall a recent
-Guided
competent K situation wherein
Learning
producers media
through
of media and information questions
and literacy could have
informatio been useful?
-Video
n
Presentation
-Discussion
1.5 Shares to
class media Planning/Designi
ng of Infomercial

habits, K
lifestyles
and
preferences
2.1Identifies Explain how
traditional the
media and evolution of
new media K media from
and their traditional
relationship to new
s media
shaped the U Analyzing
2.2
Editorializes values and
the roles norms of
and D people and
functions of society

media in
democratic
society
 2.3Searches
latest theory
on
information
and media
K

5. Media The student more The learners

and is able to common shall be able
Informati enumerate sources of to examine
on Sources the different information the
types of such as reliability,
5.1Compare
a. information library, accuracy,
Indigenou s s potential
internet, etc. value,
b. sources of
authority,
Library media and
and
c. Internet information U
timeliness -Sharing
d. Others of the Contrast experiences -
different indigenous researching
sources of media to -Socialized
media and the more Discussion
informatio common Comparison and Communica -Guided
n. U Analyzing
sources of Contrast tion Learning
information through
such as questions -
The 5.2Intervie library, Video
learners ws an elder internet, etc. Presentation
shall be from the
able to community
research on regarding
indigenous indigenous Concept
U Proposal
media or media and
informatio informatio
n resource n resource
within the
community

6. Media The student ways to The The U Present an U Understa Presentation on Communica -Video
understands
 and the role of disseminate learners learner… 6.1 issue in nding latest technology tion Presentation
Informati information information shall be Evaluates varied ways trends -Sharing
on providers using the able to everyday to experiences
Languages codes, examine media and disseminate -researching -
convention, and information information Visually
a. Codes, and language identify with regard using the Guided
Conventio
Script writing and
of media pertinent to with codes, Learning
ns, and storyboard
media and codes, convention, -Image
Messages, informatio convention, and language Analysis
n codes, and of media -Symbols
b. convention messages; in Around Me
Audience, s, and regards with -Digital
Producers messages audience, Collage
, and Other given a producers, -Rebus
stakehold visual and other Puzzle
ers resource. stakeholders

6.2 Produces
and assesses
the codes,
convention, D
and messages
of a group
presentation
7. Legal, The students practical The learns 7.1 Puts Cite practical
Ethical, and are able to situation shall be into practice situation - Discussion
Societal demonstrat when to able to their when to -sharing
Issues in e and apply evaluate a understandi apply experiences
Oral Presentation
Media and understandi knowledge case study ng of the knowledge -researching -
relating copyright
Information ng of in intellectual or intellectual in intellectual Visually
U K Applying and intellectual Connection
a. Copy relationship property, presentati property, property, Guided
property rights to
Right/Fair between copy right, on on an copy right, copy right, Learning
human rights.
Use/ copyright, and fair use offense, and fair use and fair use -Video
Plagiarism b. fair use, and guidelines investigati guidelines guidelines Presentation
Netiquette c. plagiarism on, and
Digital decision on
Divide, The student proper any of the 7.2 Demonstrat Applying Presentation/Refle Connection Discussion
Addiction, understand conduct and issues in Demonstrat es proper ction on etiquette -sharing
and the proper behavior media and es proper conduct and and virtual self experiences
U U
Bullying d. conduct and online informatio conduct and behavior -researching -
Virtual Self behavior (netiquette, n within behavior online Visually
online virtual self) their online (netiquette, Guided

e. Others community (netiquette, virtual self) Learning

virtual self) -Video
Presentation

The student campaign 7.3 Puts into Create a -Discussion

understand add to action their campaign -sharing
ones role in combat personal add to experiences
combating digital resolve to combat -researching -
digital divide, combat digital Create a campaign Visually
divide, Problem
addiction, digital D divide, D Creating add Guided
information Solving
and bullying divide, addiction, Learning
addiction addiction, and bullying -Video
and and bullying Presentation
cyberbullyin
g
The student apply 7.4 Explains
demonstrat knowledge copyright,
e and in fair use,
etc.vis-a-vis K Cite
understandi intellectual Presentation/Refle
human practical Representat -Discussion
ng of property, ction on
rights situation K Understa ion -sharing
relationship copy right, similarities and
when to nding experiences
between and fair use 7.5 differences of
apply -researching -
copyright, guidelines Discusses copyright, fair use,
knowledge Visually
fair use, and current and plagiarism
in Guided
plagiarism issues
intellectual Learning
related to
K property, -Video
copyright
copy right, Presentation
vis-à-vis
and fair use
gov’t./provi
guidelines
de sectors
actions
 7.6 Explains
actions to Copyright
promote
ethical use
of media K
and
information
.
7.7
Enumerates
opportuniti K
es and
challenges

in media and
information
.

2nd Quarter
12. Text The learners Different The 12.1 Analyze how -
Information demonstrat dimensions learners Describes the Brainstormin
and Media e an are formally shall be the different K different g
a. understandi and able to dimensions dimensions - Article
Definition, ng of text informally produce a of text are formally Analysis
characterist media and produce, text-based information and -Picture
ics, format information, organized, presentati and media informally Analysis
and types, and gain and on produce, -Interactive
sources, comprehens disseminate anchored organized, Discussion
advantages ive d on design 12.2 and -sharing
and knowledge principles Comprehen disseminate Text based experiences
limitations, on how to and ds how text d U Analyzing presentation - Communica
and value b. effective elements. information Typography tion
Text as evaluate and media Campaign Poster
Visual them is/are
c. Selection formally
Criteria and
d. Design informally
principle produced,
and organized, Text tagline
Elements and
disseminate
d

12.3
Evaluates
the
reliability
and validity
of
text
information
and media U
and its/
their
sources
using

selection
criteria
 12.4
Produces
and
evaluates a
creative
text- based
presentatio
D
n using
design
principle and
elements

The learners Dimensions The 13.1 Describes

demonstrat of learners Describes the
ea visual shall the different
familiarity information produce a different dimensions
Remembe Representat
with visual and media visual dimensions K of visual K
13. Visual ring Visual Based ion
media and based of information
Information Presentation-
gains presentati visual and media
and Media Infographic -Image/
comprehens on information
a. Infographic
ive anchored and media
Definition, Analysis
characterist knowledge on design Comprehen - Lectures
on how to principles ds how
ics, 13.2 -Interactive
format and effectively and visual
Comprehen Representat Discussion
types, evaluate elements ds how information Poster -sharing
ion
them. visual and media
sources, experiences
advantages information is/are
and and media formally
limitations, is/are and
Understa
and value formally K informally K
produced, nding
b. Visual and
Message informally organized,
Design produced, and
c. Selection organized, disseminate
Criteria and d
d. Design disseminate
principle and d
Elements
 13.3 Evaluate a
Evaluates creative
the multimedia
reliability form (living
and validity museum,
of electronic
visual portfolio,
information U others)
and media
and
its/their
sources
using Reasoning
selection and proof
criteria U Evaluating
13.4
Produces
and D
evaluates a
creative
visual-
based
presentatio
n using
design
principle
and
elements
15. Motion The learners Creative The The
Information demonstrat motionbased learners student… Produces
and Media e an presentatio shall be and -
a. understandi n using able to 15.1 evaluates a Brainstormin
Definition, ng of motion design produce an Describes creative g
Motion based Problem
characterist media and principle and motion the motionbased -Video
Presentation- Solving
ics, information elements based different presentatio Analysis
Storyboard and
format and and gain presentati dimensions n using -Interactive
comprehens D Motion Media
types, on of motion design Discussion
U Creating Presentation
sources, ive anchored information principle and -sharing
advantages knowledge on design and media elements experiences
and on how to principles
limitations, effectively and
and value elements
b. Selection evaluate Teaser – 20
Criteria them seconds
c. Design
principle
and
Elements
15.2
Comprehen
ds how
motion
information
and media
is/are
formally and K
informally
produced,
organized,
and
disseminate
d
15.3
Evaluates
the
reliability
and validity
of
motion
information
D
and media
and
its/their
sources
using
selection
criteria

15.4
Produces
and D
evaluates a
creative

motionbased
presentatio
n using
design
principle and
elements
17.Multime Creative The 17.1
dia multimedia learners Describes
Information form shall be the different
and Media (living able to give dimension of
a. museum, suggestion multimedia
K
Definition, electronic s for a information
characterist portfolio, multimedi and media
ics, others) a project
format and based on Synthesizes
types, the overall
-Multimedia
sources, different knowledge
17.2 Presentation
advantages concepts about D Creating Problem
Comprehen Interactive
and discussed different Final Project- Solving
The learners ds how Discussion
limitations, information Multimedia
demonstrat multimedia -sharing
and value and media Presentation
e an information experiences
b. Selection sources
understandi and media -
Criteria by
ng of is /are Brainstormin
c. Design producing
multimedia, formally and K g
principle and
and gain informally
and subsequentl
comprehens produced,
Elements y
ive organized, Infomercial
evaluating a
knowledge and
creative
on how to disseminate
multimedia
effectively d
form
evaluate (living
them 17.3 museum,
Evaluates electronic
the reliability portfolio,
and validity others)
of U
motion
 information
and media
and
its/their
sources
using
selection
criteria
17.4
Synthesizes
overall
knowledge
about
different
information
and media
sources by
producing
and
subsequentl D
y
evaluating a
creative
multimedia
form
(living
museum,
electronic
portfolio,
Others.

PERFORMANCE TASK: Due to "New Normal" caused by the global pandemic, the educational system was heavily affected. As a result, Schools in the Philippines agreed to
deliver a new concept of learning through distant, blended and modular style. With all these similar approaches conducted by both public and private schools.

Parents are having doubts about the standard and quality of educational standards offered by some private school due to same approach of no face-to-face class across the
board with mentality of saving expenditures since both public and private offer the same approach. As a production team, your target is to promote of new style of learning
offered by the school in "new normal" setting that differs from the approach of schools both private and public across the board though the use of infomercial so that the
 stakeholders will be informed about the special offers of private schools. Your output will be graded based on the editing, musical score, graphics slogan, audio and text
used and visual impact.

PERFORMANCE TASK RUBRIC

Criteria 4 3
Attractiveness The use of codes and symbols to
present the message are
exceptionally attractive.
Creativity Original and imaginative.
Validity of Information Language used makes the message
come alive. The information
presented are accurate and valid.
Meaningfulness The presentation is cohesive and
comprehensive with supporting
details
2 1
The use of codes and symbols to The use of codes and symbols to The use of codes and symbols to
present the message are present the message are present the message are poorly
satisfactory attractive. acceptability attractive selected.
Original and a little imaginative but Original and but not imaginative. Not original nor imaginative.
a little original. Imaginative but not original.
The language are adequately Poor selection of language to Language do not tie in with the
present the message. The present the message. The message. The information
information presented are information presented are poorly presented are not accurate and
adequately accurate and valid. accurate and valid. valid.
The presentation has deep The presentation lacks meaning The presentation lacks meaning; no
meaning but little supporting with no supporting details. supporting details; with unfinished
details. parts

Timeline Rubric

Criteria 4 3 2 1
Completion Timeline is completely finished. Timeline is incomplete and Timeline is incomplete and Timeline is incomplete and
contains 1 to 3 unfinished contains 4 to 6 unfinished contains 7 or more unfinished
elements. elements. elements.
Graphics All graphics are related to content.
All graphics are in appropriate size
and good quality. Graphics create
an overall theme and make
connections that help the audience
understand the concepts.
Mechanics Most words are carefully chosen;
writing is clear and legible. Most
words are spelled correctly and
proper punctuation is employed.
Content Major points are presented and
fully supported with convincing
arguments, ideas and data.
All graphics are related to content.
All graphics are in appropriate size
and good quality. Graphics do not
create an overall theme, but show
a general flow of topics
Some words are carefully chosen;
writing is clear and legible. Most
words are spelled correctly and
proper punctuation is employed
Major points are presented.
However, some of them are not
supported with convincing
arguments, ideas and data
Some (up to 59%) of the graphics
are unrelated to content. Too many
graphics on one page. Some of the
graphics are distracting. Images are
of poor quality. They are either too
large or too small.
Words are chosen with less care;
writing is sometimes unclear; most
words are spelled correctly and is
grammatically correct.
Major points are presented.
However, most of them are not
supported with convincing
arguments, ideas and data
Most (60%+) of the graphics are
unrelated to content. Too many
graphics on one page. Most of the
graphics distract from the text.
Images are poor quality. They are
either too large or too small.
Words are chosen with less care;
writing is sometimes unclear; some
words are spelled incorrectly and
proper punctuation is not
employed.
Topic is oversimplified or fails to
present major points.

Drawing/Sketch Rubric

Criteria 4 3 2 1
Appropriateness The use of graphic arts to present The use of graphic arts to present The use of graphic arts to present The use of graphic arts to present
the message is suitable and on the message is satisfactorily the message is acceptably suitable the message is poorly executed.
purpose. suitable
Originality The use of graphic arts is new and The use of graphic arts is new, but The use of graphics arts is not very There is no hint of originality in the
novel with little creativity new submitted work
Meaningfulness The student was able to create a The student was able to create a The student was able to create a The student was not able to create
cohesive and comprehensive cohesive but not comprehensive cohesive sketch, with not so much a cohesive or meaningful sketch.
sketch, with supporting details to sketch, with supporting details to supporting details to its meaning.
its meaning. its meaning.
Completeness The project was submitted with all The project was submitted but had The project was submitted but The project was submitted largely
the requirements satisfied. a few lacking components. seems to be slightly uncompleted. unfinished.

Oral Presentations Rubric

Criteria 4 3 2 1
Organization Student presents information in Student presents information in Audience has difficulty following Audience cannot understand
logical, interesting sequence which logical sequence which audience presentation because student presentation because there is no
audience can follow can follow. jumps around. sequence of information.
Subject Knowledge Student demonstrates full Student is at ease with expected Student is uncomfortable with Student does not have grasp of
knowledge (more than required) by answers to all questions, but fails information and is able to answer information; student cannot
answering all class questions with to elaborate. only rudimentary questions. answer questions about subject
explanations and elaboration
Graphics Student's graphics explain and Student's graphics relate to text and Student occasionally uses graphics Student uses superfluous graphics
reinforce screen text and presentation. that rarely support text and or no graphics
presentation. presentation.
Mechanics Presentation has no misspellings or Presentation has no more than two Presentation has three misspellings Student's presentation has four or
grammatical errors. misspellings and/or grammatical and/or grammatical errors. more spelling errors and/or
errors. grammatical errors.
Eye Contact Student maintains eye contact with Student maintains eye contact Student occasionally uses eye Student reads all of report with no
audience, seldom returning to most of the time but frequently contact, but still reads most of eye contact.
notes. returns to notes. report
Elocution Student uses a clear voice and Student's voice is clear. Student Student's voice is low. Student Student mumbles, incorrectly
correct, precise pronunciation of pronounces most words correctly. incorrectly pronounces terms. pronounces terms, and speaks too
terms so that all audience Most audience members can hear Audience members have difficulty quietly for students in the back of
members can hear presentation. presentation. hearing presentation. class to hear.

Rap Presentation Rubric

Criteria 4 3 2 1
Vocabulary Uses vocabulary appropriate for Uses vocabulary appropriate for Uses several (5 or more) words or
the audience. Extends audience the audience. Includes 1-2 words phrases that are not understood by
vocabulary by defining words that that might be new to most of the the audience
might be new to most of the audience, but does not define
audience. them.
Content Shows a full understanding of the Shows a good understanding of the Does not seem to understand the
topic. Includes explanations of all topic. Includes explanations of topic very well.
the required elements. most of the required elements.
Enthusiasm and Pitch
Speaks Clearly
Posture and Eye Contact
Facial expressions and body
language generate a strong interest
and enthusiasm about the topic in
others. Pitch was often used and it
conveyed emotions appropriately
Speaks clearly and distinctly all
(100-95%) the time, and
mispronounces no words.
Stands up straight, looks relaxed
and confident. Establishes eye
contact with everyone in the room
during the presentation.
Facial expressions and body Very little use of facial expressions
language sometimes generate a or body language. Did not generate
strong interest and enthusiasm much interest in topic being
about the topic in others. Pitch was presented. Pitch was not used to
rarely used OR the emotion it convey emotion.
conveyed often did not fit the
content.
Speaks clearly and distinctly most ( Often mumbles or cannot be
94-85%) of the time. understood OR mispronounces
Mispronounces no more than one more than one word
word.
Sometimes stands up straight and Slouches and/or does not look at
establishes eye contact. people during the presentation.

Role Play Rubric

Criteria
Achievement of purpose
Presentation of character
Use of non-verbal cues (voice,
gestures, eye contact, minimal
costumes
4 3 2 1
Purpose is clearly established and Purpose is clearly established and Purpose is established but not Purpose is vaguely established and
effectively sustained generally sustained sustained may not be sustained
Convincing communication of Competent communication of Adequate communication of Limited communication of
character’s feelings, situation and character’s feelings, situations and character’s feelings, situations character’s feelings, situation and
motives motives. and motives motives.
Impressive variety of nonverbal Good variety of non-verbal cues are Satisfactory variety of non-verbal
cues are used in an exemplary way used in a competent way cues are used in an acceptable
way
Imagination and creativity
Participation in preparation and
presentation
Choices demonstrate insight and Choices demonstrate thoughtfulness Choices demonstrate awareness Choices demonstrate little
powerfully enhance role play and completely enhance role play. and developing acceptably awareness and do little to enhance
enhance role play role play.
Always willing and focused during Usually willing and focused during Sometimes willing and focused Rarely willing and focused during
group work and presentation group work and presentation. during group work and group work and presentation.
presentation.

Mind Map Rubric

Criteria 4 3 2 1
Mind map format Mind map follows the branch or Mind map partially follows the Mind map follows another Mind map does not consistently
hook format. branch or hook format. format, such as bubbles, circles, follow any format or is chaotic and
boxes, lines, etc. difficult to understand.
Content The mind map includes the MAJOR The mind map misses some major The mind map misses most major The mind map presents no major
points of the material. points of the material. points of the material. points.
Verbosity The mind map presents only one The mind map presents multiple The mind map presents multiple The mind map presents multiple
word or name per branch or hook words or names on some branches. words or names on many words or names on most or all
branches branches.
Radiance The mind map radiates from the
center of the page. Ideas branch
out from other ideas in a logical
and organized manner
Illustrations The mind map includes at least
relevant 6 illustrations. The
illustrations make the mind map
memorable
The mind map radiates from a
central point. Some ideas branch out
of other ideas; some branches are a
single line extending from the center
The mind map includes at least 4
relevant illustrations. The
illustrations make the mind map
memorable.
The mind map radiates from a
central point. Few ideas branch
out of other ideas; most branches
are a single line extending from
the center
The mind map includes at least
relevant 2 illustrations. The
illustrations make the mind map
memorable.
The mind map radiates from a
central point. No ideas branch out
of other ideas; all branches are a
single line extending from the
center. OR: The mind map does not
radiate from a central point.
The mind map includes no relevant
illustrations or the illustrations do
not make the mind map
memorable.

Rubric for Essays

Criteria 4 3
Focus & Details There is one clear, well-focused
topic. Main ideas are clear and are
well supported by detailed and
accurate information.
Organization The introduction is inviting, states
the main topic, and provides an
overview of the paper. Information
is relevant and presented in a
logical order. The conclusion is
strong.
There is one clear, well-focused
topic. Main ideas are clear but are
not well supported by detailed
information.
The introduction states the main
topic and provides an overview of
the paper. A conclusion is included.
2 1
There is one topic. Main ideas are The topic and main ideas are not
somewhat clear clear.
The introduction states the main There is no clear introduction,
topic. A conclusion is include. structure, or conclusion.
 Voice The author’s purpose of writing is
very clear, and there is strong
evidence of attention to audience.
The author’s extensive knowledge
and/or experience with the topic
is/are evident.
Word Choice The author uses vivid words and
phrases. The choice and placement
of words seems accurate, natural,
and not forced.
Sentence Structure, Grammar, All sentences are well constructed
Mechanics, & Spelling and have varied structure and
length. The author makes no errors
in grammar, mechanics, and/or
spelling.
The author’s purpose of writing is
somewhat clear, and there is some
evidence of attention to audience.
The author’s knowledge and/or
experience with the topic is/are
evident.
The author uses vivid words and
phrases. The choice and placement
of words is inaccurate at times
and/or seems overdone.
Most sentences are well constructed
and have varied structure and
length. The author makes a few
errors in grammar, mechanics
understanding, and/or spelling, but
they do not interfere with
The author’s purpose of writing is The author’s purpose of writing is
somewhat clear, and there is unclear
evidence of attention to audience.
The author’s knowledge and/or
experience with the topic is/are
limited.
The author uses words that The writer uses a limited
communicate clearly, but the vocabulary. Jargon or clichés may
writing lacks variety. be present and detract from the
meaning.
Most sentences are well Sentences sound awkward, are
constructed, but they have a distractingly repetitive, or are
similar structure and/or length. difficult to understand. The author
The author makes several errors makes numerous errors in
in grammar, mechanics, and/or grammar, mechanics, and/or
spelling that interfere with spelling that interfere with
understanding. understanding

Prototype Rubric

Criteria 4 3 2 1
Prototype Format The project follows the format to an The project follows the format to a The project follows the format. The project follows the format to a
outstanding degree. satisfactory degree. slight degree.
Prototype’s Insight The project shows superior insight The project shows good insight into The project shows decent insight The project shows limited insight
into the work’s theme, conflicts, or the work’s theme, conflicts, or into the works theme, conflicts, or into the work’s theme, conflicts, or
characterization. characterization characterization. characterization.
Creativity The project shows excellent The project shows average creativity The project shows moderate The project shows little creativity in
creativity in design. in design. creativity in design design
Levels of Performance for the AFFIRMATIVE TEAM Rubric

Criteria
Organization & Clarity: Main
arguments and responses are
outlined in a clear and orderly way.
Use of Argument: Reasons are
given to support the resolution
4 3 2 1
Completely clear and Mostly clear and orderly in all parts Clear in some parts but not overall Unclear and disorganized
orderly presentation throughout
Very strong and persuasive Many good arguments given, with Some decent arguments, Few or no real arguments given, or
arguments given throughout only minor problems. but some significant all arguments given had significant
problems problems
Use of cross-examination and Excellent cross-exam and defense Good cross-exam and rebuttals, with Decent cross-exam and/or Poor cross-exam or rebuttals,
rebuttal: Identification of weakness against Negative team’s objections only minor slip-ups rebuttals, but with some failure to point out problems in
in Negative team’s arguments and significant problems Negative team’s position or failure
ability to defend itself against to defend itself against attack.
attack.
Presentation Style: Tone of voice, All style features were used Most style features were Few style features were used Very few style features were used,
clarity of expression, precision of convincingly used convincingly convincingly none of them convincingly
arguments all contribute to keeping
audience’s attention and
persuading them of the team’s
case.

Levels of Performance for the NEGATIVE TEAM Rubric

Criteria 4 3 2 1
Organization & Clarity: Main Completely clear and Mostly clear and orderly in all parts Clear in some parts but not overall Unclear and disorganized
arguments and responses are orderly presentation throughout
outlined in a clear and orderly way
Use of Argument: Reasons are Very strong and persuasive Many good arguments given, with Some decent arguments, , but Few or no real arguments given, or
given against the resolution arguments given throughout only minor problems some significant problems all arguments given had significant
problems
Use of cross-examination and Excellent cross-exam and defense Good cross-exam and rebuttal, with Decent cross-exam and/or Poor cross-exam or rebuttals,
rebuttal: Identification of weakness against Affirmative team’s only minor slip-ups rebuttals, but with some failure to point out problems in
in Affirmative team’s arguments objections significant problems Affirmative team’s position or
and ability to defend itself against failure to defend itself against
attack. attack.
Presentation Style: Tone of voice, All style features Most style features were Few style features were used Very few style features were used,
clarity of expression, precision of were used convincingly used convincingly convincingly none of them convincingly
arguments all contribute to keeping
audience’s attention and
persuading them of the team’s
case.

Typography Campaign Poster Rubric

Criteria 4 3 2 1
Communication to the audience
Organization of elements (font
types, shapes, color, etc.
Spelling and readability
The combination of elements takes There is evidence of the use of text There is little sign of mutual The poster is either empty and plain
communication to a superior level. and other elements combined to reinforcement among the text or confusing and cluttered.
adequately deliver a high impact elements. There is some tendency
message toward random use of elements
to communicate the message
The organization of elements is The organization of elements is clear There is an organization of the There is no clear organization of the
smarty through of. and direct elements but it is confusing. elements
Most words are carefully chosen; Most words are carefully chosen; Words are chosen with less care; Words are chosen with less care;
writing is clear and legible. Most writing is clear and legible. Most writing is sometimes unclear. writing is sometimes unclear; some
words are spelled correctly and words are spelled correctly and Most words are spelled correctly words are spelled incorrectly and
proper punctuation is employed. proper punctuation is employed. and is grammatically correct. proper punctuation is not
employed.
 Infographics Rubric

Criteria 5 4 3 2 1
Content Content is accurate and all Content is accurate but some Content is accurate but some Content is questionable. Content is inaccurate.
required information is required information required information is Information is not presented Information is not presented
presented in a logical order. is missing missing and/or not in a logical order, making it in a logical order, making it
and/or not presented in a logical order, difficult to follow. difficult to follow.
presented in a logical order, making it difficult to follow
but is still generally easy to
follow.
Presentation of Information Presentation flows well and Presentation flows well. Presentation flows well. Presentation is unorganized. Presentation has no flow.
logically. Presentation Tools are used correctly. Some tool are used to show Tools are not used in a Insufficient information and
reflects extensive use of Each member’s information acceptable understanding. relevant manner. Lacking lacking some of the
tools in a creative way. Each is represented and identified Each member’s information some of the members’ member’s information.
member’s information is with their name. overall is represented and identified information/ and or
represented and identified presentation is interesting with their name. information is not identified
with their name.
Use of Visual Design Use of visual design elements visual design elements are Most visual design elements Visual design elements are No visual design elements
Elements (point, line, shape, are appropriate. appropriate. Layout is are appropriate inappropriate or layout is used.
value, texture, and color) Layout is pleasing to the eye. cluttered messy
Use of Visual Design Use of visual design principles A visual design is violated Two visual design principles Many visual design principles No effort was made to
Principles (consistency of are used are violated. were used inappropriately employ correct visual design
margins; typeface; typestyle; appropriately principles.
and colors; balance,
perspective, harmony, unity,
movement, and variety)
Mechanics No spelling errors grammar Few spelling errors. Few Some spelling errors. Some Some spelling errors. Some Many spelling and or
errors. Text is in authors’ grammar errors. Text is in grammar errors. Text is in grammar errors. Most of text grammar errors. Text is
own words. authors’ own words. authors’ own words is in authors’ own words. copied.

Podcasts Rubric

Criteria 5 4 3 2 1
Content Content is accurate and all Content is accurate but some Content is accurate but some Content is questionable. Content is inaccurate.
required information is required information required information is Information is not presented Information is not presented
presented in a logical order. is missing missing and/or not in a logical order, making it in a logical order, making it
and/or not presented in a logical order, difficult to follow. difficult to follow.
presented in a logical order, making it difficult to follow
but is still generally easy to
follow
Presentation of Information Presentation flows well and Presentation flows well.
Presentation flows well. Presentation is unorganized. Presentation has no flow.
logically. Presentation Tools are used correctly Each
Some tools are used to show Tools are not used in a Insufficient information and
reflects extensive use of member’s information isacceptable understanding. relevant manner. Lacking lacking some of the
tools in a creative way. Each represented and identified
Each member’s information some of the members’ member’s information.
member’s information is with their name. Overall
is represented and identified information/ and or
represented and identified presentation is interesting
with their name. information is not identified
with their name
Use of Audio Design Use of audio design elements Audio design elements are Most audio elements are Audio design elements are No audio design elements
Elements are appropriate. appropriate. Layout is appropriate inappropriate or layout is used.
Layout is pleasing to the eye cluttered messy.
Use of Audio Design Use of audio design An audio design principle is Two audio design principles Many audio design principles No effort was made to
Principles principles are used violated are violated. were used inappropriately employ correct audio design
appropriately. principles.
Mechanics No grammar errors. Text is in Few grammar errors. Text is Some grammar errors. Text is Some grammar errors. Most Many grammar errors. Text is
authors’ own words in authors own words in authors’ own words. of text is in authors’ own copied.
words.
Content Content is accurate and all Content is accurate but some Content is accurate but some Content is questionable. Content is inaccurate.
required information is required information required information is Information is not presented Information is not presented
presented in a logical order is missing missing and/or not in a logical order, making it in a logical order, making it
and/or not presented in a logical order, difficult to follow. difficult to follow.
presented in a logical order, making it difficult to follow.
but is still generally easy to
follow.

Storyboard Rubric

Criteria 4 3 2 1
Clarity of message The main idea stands out, The message is clear and completely The main idea is visible; the The story has a theme but message
completely developed and developed message is with one or two is not clear nor developed
enhanced with details confusing points
Relevance of message
Development of story
Design (to be used in the following
week
Content is well-suited to audience
and purpose, make connections
and provide insights
Attention to detail is evident from
the start of the story to the end.;
sequencing and pacing is smooth
Motion design helps deliver the
message and maximizes audience
impact
Content is well-suited to audience Content is relevant but not suited Content is difficult for the audience
and purpose; and make connections to audience and purpose; some to understand and does not
connections may be present connect to their experience
Sequencing and pacing is evident One or two segments in the Little to no planning done; the story
but a there are segments that lack sequencing is/are confusing but can not be understood
details; one or two gaps are evident story can still be understood.
but story can still be understood Several gaps are present
Motion design helps deliver the Motion design somewhat helps Motion design is inappropriate and
message and creates some audience deliver the message and creates not helpful
impact some audience impact
 Video Presentation Rubric
Criteria
Script/ Storyboard
Content/ Organization
Quality
Multimedia Presentations Rubric
Criteria
4 3
The storyboard illustrates the video
presentation structure with
thumbnail sketches of each scene.
Notes of proposed transition,
special effects, sound and title
tracks incl: text, color, placement,
graphics, etc. Notes about
proposed dialogue/ narration text
are included.
The content includes a clear
statement of purpose or theme
and is creative, compelling and
clearly written. A rich variety of
supporting information in the video
contributes to the understanding of
the project’s main idea. Events and
messages are presented in a logical
order.
Video was completed and had all
required elements. The video was
well edited and moves smoothly
from scene to scene with proper
use of transitions. Audio and other
enhancements were well used.
4 3
The storyboard includes thumbnail
sketches of each video scene and
includes text for each segment of
the presentation, descriptions of
background audio for each scene,
and notes about proposed shots and
dialogue
Information is presented as a
connected theme with accurate,
current supporting information that
contributes to understanding the
project’s main idea. Details are
logical and persuasive information is
effectively used. The content
includes a clear point of view with a
progression of ideas and supporting
information.
Video was completed and contained
all required items. Editing was not
done as well as it should have been.
Some poor shots remain. Movie is
still somewhat choppy. Audio and
other enhancements were utilized,
but not for maximum effect.
2 1
The thumbnail sketches on the
storyboard are not in logical
sequence and do not provide
complete descriptions of the
video scenes, audio background,
or notes about the dialogue
The content does not present a
clearly stated theme, is vague,
and some of the supporting
information does not seem to fit
the main idea or appears as a
disconnected series of scenes with
no unifying main idea.
Video was made, but had very
little if any editing. Many poor
shots remain. Video was very
fragmented and choppy with little
to no audio reinforcement
2 1
There is no evidence of a
storyboard or script.
Content lacks a central theme,
clear point of view and logical
sequence of information. Much of
the supporting information is
irrelevant to the overall message.
The viewer is unsure what the
message is because there is little
persuasive information and only
one or two facts about the topic
are articulated. Information is
incorrect, out of date, or
incomplete.
The video had no transitions or
audio support of any kind.
Script/ Storyboard The storyboard illustrates the video
presentation structure with
thumbnail sketches of each scene.
Notes of proposed transition,
special effects, sound and title
tracks including: text, color,
placement, graphics, etc. Notes
about proposed dialogue/
narration text are included
Content/ Organization The content includes a clear
statement of purpose or theme and
is creative, compelling and clearly
written. A rich variety of supporting
information in the video
contributes to the understanding of
the project’s main idea. Events and
messages are presented in a logical
order.
Quality Video was completed and had all
required elements. The video was
well edited and moves smoothly
from scene to scene with proper
use of transitions. Audio and other
enhancements were well used.
Speaking Skills Uses a clear voice and speaks at a
good pace so audience members
can hear presentation. Does not
read of slides.
Length of Presentation Within 2 minutes of allotted time
+/-
Mechanics Presentation has no misspellings or Presentation has no more than two
grammatical errors misspellings and/or grammatical
errors.
The storyboard includes thumbnail
sketches of each video scene and
includes text for each segment of
the presentation, descriptions of
background audio for each scene,
and notes about proposed shots and
dialogue.
Information is presented as a
connected theme with accurate,
current supporting information that
contributes to understanding the
project’s main idea. Details are
logical and persuasive information is
effectively used. The content
includes a clear point of view with a
progression of ideas and supporting
information
Video was completed and contained
all required items. Editing was not
done as well as it should have been.
Some poor shots remain. Movie is
still somewhat choppy. Audio and
other enhancements were utilize,
but not for maximum effect.
Presenters voice is clear. The pace is
a little slow or fast at times. Most
audience members can hear
presentation
Within 4 minutes of allotted time +/-
. +/-.
The thumbnail sketches on the
storyboard are not in logical
sequence and do not provide
complete descriptions of the
video scenes. Audio background,
or notes about the dialogue.
The content does not present a
clearly stated theme, is vague,
and some of the supporting
informationdoes not seem to fit
the main idea or appears as a
disconnected series of scenes with
no unifying main idea.
Video was made, but had very
little if any editing. Many poor
shots remain. Video was very
fragmented and chopp
Presenter’s voice is low. The pace
is much too rapid/slow. Audience
members have difficulty hearing
presentation.
Within 6 minutes of allotted time
Presentation has three
misspellings and/ or grammatical
errors.
There is no evidence of a
storyboard or script
Content lacks a central theme,
clear point of view and logical
sequence of information. Much of
the supporting information is
irrelevant to the overall message.
The viewer is unsure what the
message is because there is little
persuasive information and only
one or two facts about the topic
are articulated. Information is
incorrect, out of date, or
incomplete.
The video had no transitions or
audio support of any kind.
Presenter mumbles, talks very fast,
and speaks too quietly for a
majority of learners to hear &
understand
Too long or too short; 10 or more
minutes of allotted time +/-.
Presentation has many spelling
and/or grammatical errors.