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1LIT1 Holy Angel University School of Hospitality and Tourism Management Angeles City Course Outline and Learning Plan University Vision, Mission, Goals and Objectives: Mission Statement (VMG) We, the academic community of Holy Angel University, declare ourselves to be a Catholic University. We dedicate ourselves to our core purpose, which is to provide accessible quality education that transforms students into persons of conscience, competence, and compassion. We commit ourselves to our vision of the University as a role-model catalyst for countryside development and one of the most influential, best managed Catholic universities in the Asia-Pacific region. We will be guided by our core values of Christ-centeredness, integrity, excellence, community, and societal responsibility. All these we shall do for the greater glory of God. LAUS DEO SEMPER! UNIVERSITY VISION: To become a role-model catalyst for countryside development, and to be one of the most influential best-managed Catholic Universities in the Asia-Pacific region UNIVERSITY MISSION: To offer accessible quality education that transforms students into person of conscience, competence and compassion, all for the glory of God.

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Page 1: Holy Angel University School of Hospitality and Tourism ... ACPHA.pdf · Pagkat Lalaki Ka (poetry) Babae Ka (poetry) Interactive and Collaborative Discussion of the Filipino male

1LIT1

Holy Angel University

School of Hospitality and Tourism Management

Angeles City

Course Outline and Learning Plan

University Vision, Mission, Goals and Objectives:

Mission Statement (VMG)

We, the academic community of Holy Angel University, declare ourselves to be a Catholic University. We dedicate

ourselves to our core purpose, which is to provide accessible quality education that transforms students into persons of

conscience, competence, and compassion. We commit ourselves to our vision of the University as a role-model catalyst

for countryside development and one of the most influential, best managed Catholic universities in the Asia-Pacific region.

We will be guided by our core values of Christ-centeredness, integrity, excellence, community, and societal responsibility.

All these we shall do for the greater glory of God. LAUS DEO SEMPER!

UNIVERSITY VISION: To become a role-model catalyst for countryside development, and to be one of the most influential best-managed Catholic Universities in the Asia-Pacific region UNIVERSITY MISSION: To offer accessible quality education that transforms students into person of conscience, competence and compassion, all for the glory of God.

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COLLEGE VISION AND MISSION: To be the catalyst of change for students to become persons of conscience, competence, and compassion through

holistic learning experience in the university and to produce globally-competitive hospitality and tourism professionals

through its nationally and internationally recognized and accessible programs.

Course Description

This course aims to support and motivate students to become self-directed critical thinkers, collaborators and effective

communicators. Furthermore, it is designed to help students acquire skills necessary for the demands of the future. This

course generally exposes the college students to the rich repertoire of Philippine literature written in English and other

Philippine Languages. Specifically, it aims to develop them into critical thinkers and readers by analyzing literary texts

leading them to broaden and deepen their sense of pride towards the Filipino culture and ideas. More so, this course aims

to develop among the students a discriminating taste and appreciation for the works of Filipino authors.

COURSE LEARNING OUTCOMES (CLOs)

Upon completion of the course students will be able to:

CLO1 Appreciate local and national literary pieces.

CLO2 Develop a sense of understanding and critical thinking on the historical, cultural, geographical, social,

and religious aspect of the country as reflected in the literary texts studied.

CLO3 Communicate or express ideas, opinions, and arguments effectively and academically

PROGRAM LEARNING OUTCOMES (PLOs) Upon completion of the course students will be able to:

PLO1 Demonstrate proficiency in oral and written communication skills

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PLO 3 Integrate social, environmental, and cultural issues in the tourism and hospitality profession

INSTITUTIONAL LEARNING OUTCOME (ILOs) Upon completion of the course students will be able to:

ILO1 Communication

ILO2 Critical and Creative Thinking

ILO3 Aesthetic engagement

ILO4 Valuing and Ethical Reasoning

Faculty:

Course Title: Literature of the Philippines

Course Code: 1Lit1

Number of Units: Three (3)

Contact Hours per Week: Three (3)

Pre-requisite Subject: None

SELECTING LEARNING ACTIVITIES & INTEGRATING ALL COURSE COMPONENTS:

Learning

Outcomes for

Course

Ways of

Assessing

this Kind

of Learning

Acutal

Teaching and

Learning

Activities

Helpful Resources for Teaching and Learning Alignmen

t of CLO’s

to PLO’s

& ILO’s

1

.

Demonstrate

appreciation for

Reflection

or Reaction

Interactive

discussion

Kapampangan Center CLO1

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local and national

literary pieces.

Papers

Creation of

own Literary

Work

Role

Playing

Reading

Representationa

l Materials

Visiting

Kapampangan

Center

Viewing short

movies or

documentaries

Teacher’s Module

Buensuceso, Teresita. Panitikang Filipino Lumbera, Bienvenido. Paano Magbasa ng Panitkang Filipino Aguila, Augusto. et al. Philippine Literature, texts, themes, approaches

PLO1

ILO1

ILO2

ILO3

2

.

Develop a sense of

understanding on

the historical,

cultural,

geographical,

social, and religious

aspect of the

country as reflected

in the literary texts

studied.

Tour

Package

Presentatio

ns

Presentatio

n on

Cuisines

Pitches

Interactive

Discussion

Argumentation

Viewing

Pitching or

Presentation

Readings

Literary Analysis

and Criticism

Buensuceso, Teresita. Panitikang Filipino Lumbera, Bienvenido. Paano Magbasa ng Panitkang Filipino Aguila, Augusto. et al. Philippine Literature, texts, themes, approaches

CLO2

PLO1

PLO3

ILO1

ILO2

ILO3

ILO4

3

.

Communicate or

express ideas,

opinions, and

arguments

Debates

Spoken

Interactive

Discussion

Buensuceso, Teresita. Panitikang Filipino Lumbera, Bienvenido. Paano Magbasa ng

CLO3

PLO1

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effectively and

academically

Poetry

Writing

Argumentati

ve Essays

Readings Panitkang Filipino Aguila, Augusto. et al. Philippine Literature, texts, themes, approaches Music and videos of Kapampangan folk songs Castro, A. Literature of the Pampangos Manlapaz, E. kapampangan Literature

PLO3

ILO1

ILO2

ILO3

ILO4

COURSE CONTENT:

Timetable

Desired learning Outcomes

Course Content/ Subject matter

Teaching and Learning Activities (Methodology)

Assessment Task/ Student Output

Evaluation Tool

Resource Materials

WEEK 1-2

Demonstrate the importance of a well-managed classroom Express a basic understanding of Filipino

Classroom Management An Overview of the Course using Historical

Interactive Discussion of Classroom rules and expectations Interactive discussion of the course outline

Classroom Policies acknowledged by the students Course Outline

acknowledged by

students

A Commitment Sheet Rubrics for understanding course outlines

Student handbook PPT presentation of survey of regional literatures CHED CMO 1996 Buensuceso, Teresita.

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issues of race, class and identity Present a thoughtful declarative knowledge of Philippine culture and history

and Thematic Perspectives

Panitikang Filipino Lumbera, Bienvenido. Paano Magbasa ng Panitkang Filipino Aguila, Augusto. et al. Philippine Literature, texts, themes, approaches course outline for LIT 1

WEEK 2

Describe the nature of Literature Distinguish Prose from Poetry

Introduction to Literature Literary Genres

Interactive discussion of the role of SHE in literature Collaborative work on the different types of literature

Completion of Activity Sheets

Rubrics for collaborative work

WEEK 3

Illustrate the elements of

THE POETRY

Collaborative

Completion of Activity Sheets

Rubrics for the interview

Music and videos of Kapampangan

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Poetry Draw out the themes from regional forms of poetry Demonstrate understanding of the themes of Kapampangan poetry Illustrate understanding of Kapampangan Culture

OF THE KAPAMPANGAN REGION The Kapampangan poetic forms Atin Cu Pung Singsing

work Interview Guide

Presentation of Group Interview Outputs Song Interpretation Poetic Joust/ Crissotan

Rubrics for Song Interpretation Rubrics for informal debate

folk songs Castro, A. Literature of the Pampangos Manlapaz, E. kapampangan Literature

WEEK 4

Illustrate the elements of Short Story Demonstrate understanding of the themes of Kapampangan fiction, mythology and

FICTION OF THE KAPAMPANGAN REGION The Kapampangan Short Story

Interview of elderly kapampangans from rural areas Collaborative Work

Role Play

Reflective paper

Rubrics for conducting an interview Rubrics for Role Play Rubrics for Reflection

Castro, A. Literature of the Pampangos Manlapaz, E. kapampangan Literature

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folklore Illustrate understanding of Kapampangan Culture through a discussion of Kapampangan names

Kapampangan myths and lores

Interactive Discussion of the origin of Kapampangan names

Writing

WEEK 5 Show an understanding of epic conventions Differentiate between traditional Filipino customs and Spanish influences of various Filipino cultural practices Compare and Contrast themes of

THE LITERATURE OF REGION 1 Conventions of an epic Biag ni Lam-Ang (Yuson and Yabes’ versions) Agam-agam ni Lam-Ang by Mike Bigornia

Interactive discussion Collaborative Work Interactive

Completion of Graphic Organizers for Comparative Analysis The Story Grammar

Rubrics for Comparative Analysis of poetry Score sheets for Story

Bigornia, Mike. Agam-agam ni Lam-Ang in Lumbera, Bienvenido Paano Magbasa ng Panitikang Filipino ang mga Kolehiyo

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Biag ni Lam-Ang and Mike Bigornia’s Agam -agam ni lam-ang Demonstrate understanding of the conventions of Philippine Short Stories in English Apply the knowledge of the elements of a short story

(poetry) THE LITERATURE OF REGION 2 How My Brother Leon Brought Home A Wife

Discussion

Organizer

Grammar Arguilla, Manuel. How My Brother Leon Brought Home a Wife

WEEK 6

Demonstrate understanding of the Filipino Identity Apply understanding of the different types of conflict

The Wedding Dance

Interactive Discussion Informal debate

Graphic Organizer about types of conflict Writing strong arguments in defense of what makes a Filipino

Score sheets for Writing arguments

Daguio, Amador. The Wedding Dance page 119 in Aguila, Austo, et al Philippine Literatures,...

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WEEK 7

Demonstrate understanding of the image of the Filipino man Determine the attributes of the Filipino male Demonstrate understanding of the image of the Filipino woman Illustrate gender roles in Philippine Society

THE LITERATURE OF NCR Pagkat Lalaki Ka (poetry) Babae Ka (poetry)

Interactive and Collaborative Discussion of the Filipino male as a cultural construct Interactive and collaborative discussion of the Filipino woman ‘s roles

Collage Making of the roles of the Fiilpino male Collage Making of the roles of the Filpino woman

Rubrics for collage making Rubrics for collage making

Coroza, Michael. Pagkat lalaki Ka page 11 in Aguila, Austo, et al Philippine Literatures,... Babae Ka (song) by Inang Laya

WEEK 8

Illustrate class relations in the Philippines Apply understanding of the class relations in the Philippines

Children of the City (short story)

Interactive and Collaborative Discussion of Manila as a jungle

Video presentation of the story line using images from city life

Rubrics and guidelines for video presentation

Ma. Guerrero, Amadis. Children of the City page 370 in Aguila, Augusto, et al. Philippine Literatures. Texts, themes approaches

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WEEK 9 MIDTERM EXAM

WEEK 10 WEEK 11

Demonstrate the evolving Filipino values Illustrate the Filipino family at the maelstrom of migration and diaspora Infer the advantages and disadvantages of displacement and relocation to the Filipino family Demonstrate understanding of Philippine Mythology Apply

THE LITERATURE OF Region 5- Bicol The Sadness Collector (short story) THE LITERATURE OF THE REGION 6- Panay Islands Alunsina and Tungkung

Interactive and collaborative discussion of the effects of migration to the Filipino family Interview of an OFW Interactive and Collaborative work about the metaphors and archetypes in the Panay story of creation

Reflection Paper on the “Bagong Bayani” Creative forms of Story telling

Rubrics for Reflection Paper Rubrics for storytelling

Bobis, Melinda. The Sadness Collector in Aguila, Augusto, et al. Philippine Literatures. Texts, themes approaches F. Landa Jocano Collection of Philippine Myths

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knowledge of Philippine myth as archetype, metaphor and symbol

Langit (myth)

WEEK 12-14

Demonstrate understanding of war and the role of the Filipinos in history Apply knowledge of the impact of the war to the Filipino values Demonstrate understanding of the Filipino values in times of calamities Illustrate the Filipino beliefs and mores in

The LITERATURE OF REGION 7 (Cebu) “Sayonara” (short story) THE LITERATURE OF REGION 8 (Leyte) The old women in our village (poetry)

Interactive and Collaborative work about the significance of “Collaboration and Rumor” in the lives of the Filipino guerillas during WWII Interactive and collaborative work about the parallelism between the images in the poem and the destruction of typhoon ‘Yolanda’

A short video about the effects of collaboration and rumor to the modern Filipino society A Short Paper about Global Warming and the Philippine Experience

Rubrics for scoring a short video Rubrics for scoring research work

“Sayonara” by Edilberto K. Tiempo Video of the WWII

“The Old Women

in Our Village” by

Merlie Alunan

Video

presentation of

‘Yolanda’s

destruction and

the Pope’s visit’

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a sea side village Demonstrate understanding of the Moro culture Trace the history of the dichotomy between Muslim Filipinos and Filipino Christians

THE LITERATURE OF REGION 9 (Zamboanga City) The White Horse of Alih (short story)

Interactive and collaborative discussion of the search for the Filipino identity in the midst of cultural diversities

A Reflective Essay

Rubrics for scoring reflective essays

http://opinion.inquirer.net/39098/who-are-the-moro-people#ixzz4Emtf6eeg “The White Horse of Alih” by Mig Alvarez Enriquez

WEEK 15

Demonstrate an understanding of the many facets of love in Philippine culture Apply

THE LITERATURE OF REGIONS 10 AND 11 Love in the Cornhusks (short story)

Interactive and Collaborative work about the concept of enduring love and its effect on the Filipino character

A video presentation of the different illustrations of love in Philippine society

Rubrics for short video presentation

“Love in the Cornhusks” by Aida Rivera-Ford

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knowledge of the many facets of love as depicted in Philippine literature

WEEK 16 WEEK 17

Demonstrate understanding of the Filipino as guardian of God’s creation Apply knowledge imagery in interpreting Poetry Demonstrate appreciation for the Filipino brand of humor Apply knowledge of Filipino anecdotes and

The LITERATURE OF REGIONS 12, 13 Elegy for A Tortoise (poetry) More from NCR My Brother’s Peculiar Chicken Si Lola

Interactive and Collaborative work about the changing perspectives on the role of the Filipino as protector of the country’s rich biodiversity Interactive and collaborative discussion of Filipino humor as depicted in the short story

Poetry writing (an ode to nature ) A collection of Filipino jokes in various periods of Philippine history and experiences

Rubrics for poetry writing Rubrics for oral and written presentation

“Elegy for a Tortoise” by Christine Godinez- Ortega

“My Brother’s Peculiar Chicken” by Alejandro Roces Audio visual presentation of

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WEEK 17

its significance to the Filipino character Demonstrate and apply understanding of the Filipino concept of old age and death Demonstrate understanding of the Philippine drama Apply knowledge of the Philippine theater from page to stage Illustrate the knowledge of Filipino values as depicted in selected one-

Isyang at ang Matandang Puno ng Kaimito ANG DULANG PILIPINO Free selection of Philippine drama in English and/or Filipino

Interactive and collaborative work about the various Filipino practices during wake, funerals and “Undas” Interactive and Collaborative discussion of the concept, themes and constructs in Philippine drama

A collection of Filipino “kasabihan about death and dying” Writing an elegy for a dearly departed Staging a one-act play

Rubrics for oral presentation Rubrics for writing elegies Checklist for theater conventions Rubrics for Stage Play

Filipinos laughing in various contexts “Si Lola Isyang at ang Matandang Puno ng Kaimito by Chary Lou Navarro Abad, Gemino. 2002. The Likhaan Anthology of Philippine Literature in English from 1900 to the present. UP Press. Lumbera, Bienveniso. 2000. Paano Magbasa ng panitikang Filipino . UP Press.

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act plays

WEEK 18 FINAL EXAM

Textbook: None Course Requirements: Portfolio References: Buensuceso, T. (2014). Panitikang Filipino Lumbera, B. (2015). Paano Magbasa ng Panitkang Filipino Aguila, A. et al. (2014) Philippine Literature, texts, themes, approaches Bobis, Melinda. The Sadness Collector in Aguila, Augusto, et al. Philippine Literatures. Texts, themes approaches F. Landa Jocano Collection of Philippine Myths “Sayonara” by Edilberto K. Tiempo Video of the WWII

“The Old Women in Our Village” by Merlie Alunan

Video presentation of ‘Yolanda’s destruction and the Pope’s visit’

http://opinion.inquirer.net/39098/who-are-the-moro-people#ixzz4Emtf6eeg “The White Horse of Alih” by Mig Alvarez Enriquez

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“Love in the Cornhusks” by Aida Rivera-Ford “Elegy for a Tortoise” by Christine Godinez- Ortega “My Brother’s Peculiar Chicken” by Alejandro Roces Audio visual presentation of Filipinos laughing in various contexts “Si Lola Isyang at ang Matandang Puno ng Kaimito by Chary Lou Navarro Abad, Gemino. 2014. The Likhaan Anthology of Philippine Literature in English from 1900 to the present. UP Press. Lumbera, Bienvenido. 2015. Paano Magbasa ng panitikang Filipino . UP Press. Classroom Policies:

1. Attendance and Punctuality. Regular attendance is expected of all students. The student must attend every class meeting on time and

prepared.

2. Active class participation. The student must participate actively in class recitations, discussions, and other activities as the case may be. He/She must be responsible for his/her own learning and performance in class. Please refer also to Expectations from Students below.

3. Group work requirements. The student is expected harmoniously collaborate other students and/or groupmates through group

presentations, study groups or peer discussions and contribute significantly to the preparation of their group work.

4. Peer group evaluation. Members of the team would evaluate/assess the work of each team member by providing honest feedback.

Expectations from students:

It is the student’s responsibility to attend every class meeting prepared and on time. The student should participate actively in discussions, recitations, small-group work and presentations. He/She is expected to complete and submit assignments and take all examinations at a designated time. It is his/her responsibility to ask the faculty concerned for an exam he/she failed to take. A student who fails to take a major written exam should present a valid excuse slip (noted by the Department Chairperson) prepared by the student’s parent/ guardian.

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ACADEMIC INTEGRITY: All students are expected to be academically honest and persons of integrity. They should embody the scholastic attitude adhering to the holistic development of their character through the following: 1. To be truthful at all times in all academic dealings and transactions with teachers and co-learners; 2. To observe proper decorum in learning engagement inside and outside the classroom and the university; 3. To be respectful and sensitive to the needs of others at all times; 4. To be considerate in the use of common resources; 5. To practice punctuality in coming to class and in submitting requirements; 6. To be judicious in their preparations for major examinations and all academic requirements; 7. To create outputs of original contents in respect to ethical standards. Acts contrary to academic integrity will be subjected to sanctions in accordance with existing rules and policies stipulated in the College Student Handbook. POLICY on ABSENCES:

The maximum numbers of absences allowed for students, based on the College Student Handbook is as follows: for subjects held once a week is 3; subjects held twice a week is 7; for subjects held 3x a week is 10; subjects held 4x a week is 14; and for subjects held 5x a week is 18. Request for excused absences or waiver of absences must be presented upon reporting back to class. Special examinations will be allowed only in special cases, such as prolonged illness. It is the responsibility of the student to monitor his/her own tardy incidents and absences that might be accumulated leading to a grade of “FA.” It is also his/her responsibility to consult with the teacher, chair or dean should the case be of special nature. Grading System:

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Class Standing. : Quizzes, Written Works (70%)

Major Exams : (30%)

Passing Grade (50%)

CAMPUS++ COLLEGE ONLINE GRADING SYSTEM

Legend: (All Items in Percent)

CSA Class Standing Average for All Performance Items (Cumulative)

M Midterm Examination Score

F Final Examination Score

MEA Major Exam Average

MCA Midterm Computed Average

FCA Final Computed Average

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Note: For purposes of illustration, the sharing between CSA and MEA is shown below as 70% and 30%, respectively, when computing

the Computed Average for each Grading Period. Depending on the grading parameters set for a subject the sharing may be 65%-35%,

60%-40%, or other possible combinations.

Computation of Midterm Computed Average (MCA)

CSA = 𝑺𝒖𝒎 𝒐𝒇 𝑹𝒂𝒘 𝑺𝒄𝒐𝒓𝒆𝒔

𝑺𝒖𝒎 𝒐𝒇 𝑷𝒆𝒓𝒇𝒆𝒄𝒕 𝑺𝒄𝒐𝒓𝒆𝒔 𝒙 𝟏𝟎𝟎

Note: A student's Computed Average is a consolidation of Class

Standing Percent Average and Major Exam Percent Average.

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Computerized Grading System ( College Level) of the University. The computation is as follows:

Midterms = CSx2 +ME Finals = CSx2+FE MG+FG = FCG

2 2 3

CONSULTATION HOURS:

Days Time Room

SJH Faculty Room