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 SKILL STRATEGY TO USE IN
CLASSIFICATIO ESSENTIA CLASSIFICATIO 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
Information ng of media and and Describes 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 (short Quiz) or
literacy tion is Independent
community information Essay
(MIL) and affected by 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 K Explain how
traditional the
media and evolution of U Analyzing Communica
new media media from tion
and their traditional
 relationshi

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 U Describes U Analyzing Identify and Communica -Q and A
Introductio demonstrat tion is organizes a learner… how Enumerate the tion Independent
n to Media es influenced creative communica forms of Media Learning
and understandi by media and 1.1 tion is -Discussion
Information ng of media interactive Describes
and influenced -Self Review
and symposiu
Literacy information how by media -Visually
information m for the
community communica and Guided
literacy
focusing tion is information Learning
(MIL) and
MIL related on being a affected by
concepts. media and media and
information
Responsible informatio 1.2 Identifies Identify the
use of n literate the similarities
media and individual. similarities and
information and different
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 with this quid
U
media and questions
information 1. What was
literate your perception of
individual 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
Discuss -Discussion
responsible
1.5 Shares to use of
class media media and Remembe
information K ring 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
and is able to common learners
Informati enumerate sources of shall be
on Sources the different information able to
types of such as examine
5.1Compare
a. information library, the
Indigenou s s potential
internet, etc. reliability,
b. sources of
accuracy,
Library media and
value,
c. Internet information U
authority, -Sharing
d. Others and Contrast
experiences -
timeliness indigenous
researching
of the media to
-Socialized
different the more
Discussion
sources of common
Comparison and Communica -Guided
media and sources of U Analyzing
Contrast tion Learning
informatio information
through
n. such as
questions -
library,
The 5.2Intervie Video
internet,
learners ws an elder Presentation
etc.
shall be from the
able to community
research regarding
on indigenous Concept
U Proposal
indigenous media and
media or 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
of media pertinent to with codes, Learning
ns, and and storyboard
media and codes, convention, -Image
Messages informatio Analysis
convention, and
,
n codes, and language of -Symbols
convention messages; in media Around Me
b. s, and regards with -Digital
Audience, messages audience, Collage
Producers given a producers, -Rebus
, and Other visual and other Puzzle
stakehold resource. stakeholder
ers s
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
Informatio ng of in intellectual or intellectual in intellectual Visually
U K Applying and intellectual Connection
n 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 fair use, and guidelines investigati guidelines guidelines Presentation
b. plagiarism on, and
Netiquette c. decision on
Digital The student proper any of the 7.2 Demonstrat Applying Presentation/Refle Connection Discussion
Divide, understand conduct and issues in Demonstrat es proper ction on etiquette -sharing
Addiction, the proper behavior media and es proper conduct and and virtual self experiences
and U U
conduct and online informatio conduct and behavior -researching -
Bullying d. behavior (netiquette, n within behavior online Visually
Virtual Self 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
Problem
divide, addiction, digital D divide, D Creating add Guided
Solving
information 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
understandi intellectual
ng of property, human
relationship copy right, rights
between and fair use 7.5 Presentation/Refle
Cite -Discussion
copyright, guidelines Discusses Understa ction on Representat
practical K -sharing
fair use, and current nding similarities and ion
situation experiences
plagiarism issues differences of
when to -researching -
related to copyright, fair use,
K apply Visually
copyright and plagiarism
knowledge Guided
vis-à-vis
in Learning
gov’t./provi
intellectual -Video
de sectors
property, Presentation
actions
copy right,
7.6 Explains
and fair use
actions to
promote guidelines
ethical use
of media K
Copyright
and
information
.
7.7
Enumerates K
 opportuniti
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 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 K disseminate Text based experiences
limitations, on how to and ds how text d U Analyzing presentation - Communica
and value effective elements. information Typography tion
b. Text as evaluate and media Campaign Poster
Visual them is/are
c. Selection formally
Criteria and
d. Design informally
principle produced, Text tagline
and organized,
Elements and
disseminate
d

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

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

13. Visual The learners Dimensions The 13.1 K Describes K Remembe Visual Based Representat
Information demonstrat of learners Describes the ring Presentation- ion
and Media ea visual shall the different Infographic
a. familiarity information produce a different dimensions -Image/
Definition, with visual and media visual dimensions of visual Infographic
characterist media and based of information Analysis
ics, gains presentati visual and media - Lectures
format and comprehens on information -Interactive
types, and media
Poster
 ive anchored Comprehen
knowledge on design 13.2 ds how
on how to principles Comprehen visual Representat Discussion
effectively and ds how information ion
sources, -sharing
evaluate elements visual and media
advantages experiences
them. information is/are
and and media formally
limitations, is/are and
Understa
and value formally K informally K
nding
b. Visual and produced,
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 U Evaluating
Reasoning
selection and proof
criteria
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
Definition, ng of motion design produce an Brainstormin
Describes creative
characterist media and principle and motion Problem g
the motionbased Motion based
ics, information elements based Solving -Video
different presentatio Presentation-
format and and gain presentati Analysis
dimensions n using Storyboard and
types, comprehens on D -Interactive
of motion design Motion Media
sources, ive anchored Creating Discussion
information U principle and Presentation
advantages knowledge -sharing
on design and media elements
and on how to experiences
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 The learners form shall be the different
and Media demonstrat (living able to give dimension of
a. e an museum, suggestion multimedia
understandi K
Definition, electronic s for a information
characterist ng of portfolio, multimedi and media
ics, multimedia, others) a project
and gain based on
comprehens
format and the 17.2 Synthesizes
types, different Comprehen overall
-Multimedia
sources, concepts ds how knowledge
Presentation
advantages discussed multimedia about D Creating Problem Interactive
and information different Final Project- Solving Discussion
limitations, and media information Multimedia
-sharing
and value is /are and media Presentation
experiences
b. Selection formally and K sources
-
Criteria informally by
Brainstormin
c. Design produced, producing
g
principle organized, and
and and subsequentl
Elements disseminate y
ive d evaluating a Infomercial
knowledge creative
on how to multimedia
17.3
effectively Evaluates form
evaluate the reliability (living
them and validity museum,
of electronic
motion portfolio,
U others)

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
Timeline Rubric
Criteria 4 3
Completion Timeline is completely finished.
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
The use of codes and symbols to
present the message are
satisfactory attractive.
Original and a little imaginative but
a little original.
The language are adequately
present the message. The
information presented are
adequately accurate and valid.
The presentation has deep
meaning but little supporting
details.
Timeline is incomplete and
contains 1 to 3 unfinished
elements.
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
2 1
The use of codes and symbols to
present the message are
acceptability attractive
Original and but not imaginative.
Imaginative but not original.
Poor selection of language to
present the message. The
information presented are poorly
accurate and valid.
The presentation lacks meaning
with no supporting details.
2 1
Timeline is incomplete and contains
4 to 6 unfinished elements.
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
The use of codes and symbols to
present the message are poorly
selected.
Not original nor imaginative.
Language do not tie in with the
message. The information
presented are not accurate and
valid.
The presentation lacks meaning; no
supporting details; with unfinished
parts
Timeline is incomplete and
contains 7 or more unfinished
elements.
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.
 arguments, ideas and data. supported with convincing supported with convincing
arguments, ideas and data arguments, ideas and data

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
Vocabulary Uses vocabulary appropriate for
the audience. Extends audience
vocabulary by defining words that
might be new to most of the
audience.
Content Shows a full understanding of the
topic. Includes explanations of all
the required elements.
Enthusiasm and Pitch 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 Speaks clearly and distinctly all
(100-95%) the time, and
mispronounces no words.
Posture and Eye Contact Stands up straight, looks relaxed
and confident. Establishes eye
contact with everyone in the room
during the presentation.
Uses vocabulary appropriate for
the audience. Includes 1-2 words
that might be new to most of the
audience, but does not define
them.
Shows a good understanding of the
topic. Includes explanations of
most of the required elements.
Facial expressions and body
language sometimes generate a
strong interest and enthusiasm
about the topic in others. Pitch was
rarely used OR the emotion it
conveyed often did not fit the
content.
Speaks clearly and distinctly most (
94-85%) of the time.
Mispronounces no more than one
word.
Sometimes stands up straight and
establishes eye contact.
2 1
Uses several (5 or more) words or
phrases that are not understood by
the audience
Does not seem to understand the
topic very well.
Very little use of facial expressions
or body language. Did not generate
much interest in topic being
presented. Pitch was not used to
convey emotion.
Often mumbles or cannot be
understood OR mispronounces
more than one word
Slouches and/or does not look at
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
Imagination and creativity
Participation in preparation and
presentation
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 and character’s feelings, situation and
motives motives. 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
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 format, Mind map does not consistently
hook format. branch or hook format. such as bubbles, circles, boxes, follow any format or is chaotic and
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 The mind map radiates from a The mind map radiates from a The mind map radiates from a
center of the page. Ideas branch central point. Some ideas branch out central point. Few ideas branch central point. No ideas branch out
out from other ideas in a logical of other ideas; some branches are a out of other ideas; most branches of other ideas; all branches are a
and organized manner single line extending from the center are a single line extending from single line extending from the
the center center. OR: The mind map does not
radiate from a central point.
Illustrations The mind map includes at least The mind map includes at least 4 The mind map includes at least The mind map includes no relevant
relevant 6 illustrations. The relevant illustrations. The relevant 2 illustrations. The illustrations or the illustrations do
illustrations make the mind map illustrations make the mind map illustrations make the mind map not make the mind map
memorable memorable. memorable. 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.
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.
Prototype Rubric
Criteria 4 3
Prototype Format The project follows the format to an
outstanding degree.
Prototype’s Insight The project shows superior insight
into the work’s theme, conflicts, or
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.
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 project follows the format to a The project follows the format.
satisfactory degree.
The project shows good insight into The project shows decent insight
the work’s theme, conflicts, or into the works theme, conflicts, or
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.
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
2 1
The project follows the format to a
slight degree.
The project shows limited insight
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
Use of cross-examination and
rebuttal: Identification of weakness
in Negative team’s arguments and
ability to defend itself against
attack.
Presentation Style: Tone of voice,
clarity of expression, precision of
arguments all contribute to keeping
audience’s attention and
persuading them of the team’s
case.
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
Excellent cross-exam and defense Good cross-exam and rebuttals, with Decent cross-exam and/or Poor cross-exam or rebuttals,
against Negative team’s objections only minor slip-ups rebuttals, but with some failure to point out problems in
significant problems Negative team’s position or failure
to defend itself against attack.
All style features were used Most style features were Few style features were used Very few style features were used,
convincingly used convincingly convincingly none of them convincingly

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.
Presentation Style: Tone of voice,
clarity of expression, precision of
arguments all contribute to keeping
audience’s attention and
persuading them of the team’s
case.
Typography Campaign Poster Rubric
Criteria
Communication to the audience
Organization of elements (font
types, shapes, color, etc.
Spelling and readability
attack.
All style features Most style features were Few style features were used Very few style features were used,
were used convincingly used convincingly convincingly none of them convincingly
4 3 2 1
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
Content Content is accurate and all
required information is
presented in a logical order.
Presentation of Information Presentation flows well and
logically. Presentation
reflects extensive use of
tools in a creative way. Each
member’s information is
represented and identified
with their name.
Use of Visual Design Use of visual design elements
Elements (point, line, shape, are appropriate.
value, texture, and color) Layout is pleasing to the eye.
Use of Visual Design Use of visual design principles
Principles (consistency of are used
margins; typeface; typestyle; appropriately
and colors; balance,
perspective, harmony, unity,
movement, and variety)
Mechanics No spelling errors grammar
errors. Text is in authors’
own words.
Podcasts Rubric
Criteria 5 4
Content Content is accurate and all
required information is
presented in a logical order.
3 2 1
Content is accurate but some Content is accurate but some Content is questionable. Content is inaccurate.
required information required information is Information is not presented Information is not presented
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 flows well. Presentation flows well. Presentation is unorganized. Presentation has no flow.
Tools are used correctly. Some tool are used to show Tools are not used in a Insufficient information and
Each member’s information acceptable understanding. relevant manner. Lacking lacking some of the
is represented and identified Each member’s information some of the members’ member’s information.
with their name. overall is represented and identified information/ and or
presentation is interesting with their name. information is not identified
visual design elements are Most visual design elements Visual design elements are No visual design elements
appropriate. Layout is are appropriate inappropriate or layout is used.
cluttered messy
A visual design is violated Two visual design principles Many visual design principles No effort was made to
are violated. were used inappropriately employ correct visual design
principles.
Few spelling errors. Few Some spelling errors. Some Some spelling errors. Some Many spelling and or
grammar errors. Text is in grammar errors. Text is in grammar errors. Most of text grammar errors. Text is
authors’ own words. authors’ own words is in authors’ own words. copied.
3 2 1
Content is accurate but some Content is accurate but some Content is questionable. Content is inaccurate.
required information required information is Information is not presented Information is not presented
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 is acceptable 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
Clarity of message The main idea stands out,
completely developed and
enhanced with details
Relevance of message Content is well-suited to audience
and purpose, make connections
and provide insights
Development of story Attention to detail is evident from
the start of the story to the end.;
sequencing and pacing is smooth
2 1
The message is clear and completely The main idea is visible; the The story has a theme but message
developed message is with one or two is not clear nor developed
confusing points
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
Design (to be used in the following Motion design helps deliver the Motion design helps deliver the Motion design somewhat helps Motion design is inappropriate and
week message and maximizes audience message and creates some audience deliver the message and creates not helpful
impact impact some audience impact
 Video Presentation Rubric
Criteria
Script/ Storyboard
Content/ Organization
Quality
Multimedia Presentations Rubric
Criteria
Script/ Storyboard
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 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
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.
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
2 1
The thumbnail sketches on the There is no evidence of a
storyboard are not in logical storyboard or script.
sequence and do not provide
complete descriptions of the
video scenes, audio background,
or notes about the dialogue
The content does not present a Content lacks a central theme,
clearly stated theme, is vague, clear point of view and logical
and some of the supporting sequence of information. Much of
information does not seem to fit the supporting information is
the main idea or appears as a irrelevant to the overall message.
disconnected series of scenes with The viewer is unsure what the
no unifying main idea. 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.
Video was made, but had very The video had no transitions or
little if any editing. Many poor audio support of any kind.
shots remain. Video was very
fragmented and choppy with little
to no audio reinforcement
2 1
The thumbnail sketches on the There is no evidence of a
storyboard are not in logical storyboard or script
sequence and do not provide
complete descriptions of the
video scenes. Audio background,
or notes about the dialogue.
 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
grammatical errors
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 +/-
. +/-.
Presentation has no more than two
misspellings and/or grammatical
errors.
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.
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.