Flexible Instruction Delivery Plan (FIDP) What to Teach Performance Standards Content Content Standards How to Assess How to Teach Highest Thinking Skill to Assess Highest Enabling Strategy to Use in Developing the Highest Thinking Skill to Assess WhY Teach Learning Competencies Most Essential Topics Complete KUD CLASSIFICATION Most Essential KUD CLASSIFICATION RBT Level Flexible Assessment Activities (FAA) Enabling General Strategy Flexible Learning Strategies (FLS) Performance Check(s) 1ST Quarter 1. Explains why there is a breakdown of communication. A. Nature and Elements of Communication The learner understands the nature and elements of oral communication in context. 1. Effective Communication Skills 2. Intercultural Communication The learner designs and performs effective controlled and uncontrolled oral communication activities based on context. 2. Uses various strategies in order to avoid communication breakdown. 3. Demonstrates sensitivity to the socio-cultural dimension of communication U U D Uses various strategies to avoid communication breakdown. Demonstrates sensitivity to the socio-cultural dimension of communication situation with focus on a. culture b. gender U Applying Connections Annotated Script Situational Analysis D Creating Problem-Solv ing Watching video clips/reading materials about the do’s and don’ts in communication of the different societies and cultures. Reading of passages on how people differ in communication. Modelling a communicative situation to avoid communication breakdown. B. Functions of Communication C. Communicative Competence Strategies in Various Speech Situations 2ND Quarter The learner values the functions/ purposes of oral communication. The learner recognizes that communicative competence requires understanding of speech context, speech style, speech act and communicative strategy. 1. Regulation/Control 2. Social Interaction 3. Motivation 4. Information 5. Emotional Expression 1. Types of Communicative Strategy a. Nomination b. Restriction c. Turn-taking d. Topic control e. Topic shifting f. Repair g. Termination The learner writes a 250-word essay of his/her objective observation and evaluation of the various speakers watched and listened to The learner demonstrates effective use of communicative strategy in a variety of speech situations. situation with focus on a. culture b. gender 1. Identifies strategies used by each speaker to convey his/her ideas effectively. U 2. Evaluates the effectiveness of an oral communication activity. D 1. Responds appropriately and effectively to a speech act U 2. Engages in a communicative situation using acceptable, polite and meaningful communicative strategies Watching news stories of specified authorities or people concerned about the status of the pandemic in the country on TV, on the radio, or thru YouTube D Crafts a 250-word essay of an objective observation and evaluation of the various speakers watched and listened to D Creating Essay: Speech Analysis of authorities from various sectors regarding the pandemic, Guided Critiquing of Speech Scenarios Problem-solvi Sharing objective ng insights based on points of references and comparisons Critiquing the strategies and effectiveness of the speeches thru constructed responses Watching mini documentaries on YouTube Engages in a communicative situation using acceptable, polite and meaningful communicative strategies D Creating Mini documentary, testimony, or a portfolio (photos or drawings/write-ups) sharing their stories/experiences during the Coronavirus lockdown ProblemSolving Sharing ideas or stories with family members or classmates Answering Open-Ended Interview Questions (audio recorded, written or actual in the classroom) 1. Distinguishes types of speeches. D. Types of Speeches The learner realizes the rigors of crafting one’s speech. 1. According to purpose a. Expository/Informative Speech b. Persuasive Speech c. Entertainment Speech 2. Principles of Speech Delivery The learner proficiently delivers various speeches using the principles of effective speech delivery 2. Uses principles of effective speech Critical and comparative analysis of at least two videos watched in a reliable website. U D Uses principles of effective speech D Creating Teleconference, organized group webcast, or prerecorded videos about the implications and feasible countermeasures of the COVID-19 pandemic to the different sectors (education, health, business, etc.) in the Philippine setting. ProblemSolving Guided reading of chosen printed or online academic journals and publications related to the videos chosen. Outlining of main points using the checklist for effective speech delivery. Applying/considering teacher’s or peer’s comments about the speech draft. Performance Task: You are to participate as youth advocates in an Online Youth Convention to be attended by youth leaders all over the Philippines. You are to address the sustainable development goals with the objective of spreading awareness about the different issues and possible solutions to resolve them through the delivery of various kinds of speeches (informative, persuasive, and entertainment). From the said task, expected to demonstrate the principles of effective verbal communication skills, to reinforce his or her thoughts and ideas by making sure that all points presented to argue align to his or her general purpose, to exhibit appropriate nonverbal communication skills, and to display communicative competence. Modalities: Online: The learners will submit their speech recording through their Learning Management System. Distance/Remote: The learners will submit their speech recording through flash drives to be delivered to their schools/teachers. PERFORMANCE TASK RUBRIC: The rubric consists of three (3) domains of performance for evaluation, namely (I) Principles of Effective Verbal Communication and Speech Delivery, (II) Effective Nonverbal Communication Skills, and (III) Communicative Competence. Each of these provides the key areas and purposes of Oral Communication in Context, as reflected in the Culminating Performance Standard. CONSIDERATIONS 4-Excellent (Advanced competency, skill, feature, constituent or particular is clearly and fully established, exhibited or demonstrated.) I. ACHIEVEMENT PURPOSE (x4) OF 3-Good (Developing competency, skill, feature, constituent or particular is generally established, exhibited or demonstrated.) 2-Average (Emerging competency, skill, feature, constituent or particular is established, exhibited or demonstrated.)) 1-Poor (Beginning competency, skill, feature, constituent or particular is established, exhibited or demonstrated.) PRINCIPLES OF EFFECTIVE VERBAL COMMUNICATION AND SPEECH DELIVERY The speech effectively establishes and achieves its purpose to either inform, persuade or entertain. The speech establishes and achieves its purpose to either inform, persuade or entertain. The speech partially establishes and achieves its purpose to either inform, persuade or entertain. The speech did not and achieves its purpose to either inform, persuade or entertain. Speaker reinforces his or her thoughts and ideas by making sure that all points presented to argue align to his or her general purpose. Speaker reinforces his or her thoughts and ideas by making sure that key points presented to argue align to his or her general purpose. The speaker, to a limited extent, communicates his or her thoughts and ideas and some key points presented seem to contradict the general purpose. The speaker does not communicate his or her thoughts and ideas and points presented observably contradicted the general purpose. CONTENT AND UNDERSTANDING (x4) Clearly understood the topic in-depth and presented information forcefully and convincingly; the student appears very knowledgeable on the topic. Clearly understood the topic in-depth and presented ideas with relative ease. Seemed to have understood the main points of the topic, but did not present with ease. Did not show an adequate understanding of the topic; led to awkward presentation. ABILITY TO EXPRESS AND CONVEY IDEAS (x2) Thoughts are organized and effective; appropriate inflection is evident; word choice shows ability to capture and maintain audience interest. Thoughts are organized; appropriate inflection is evident; word choice shows ability to capture and maintain audience interest. Some thoughts lack organization; inflection is sometimes inappropriate; some words cannot capture and maintain audience interest. Thoughts are not organized; inflection is inappropriate; word choice does not show the ability to capture and maintain audience interest. ORGANIZATION (x2) Sophisticated arrangement of content with evident and/or subtle transitions are observed. The speech demonstrates logical arrangement of paragraphs: logical use of transitions between paragraphs, and a logical organization of ideas within paragraphs. The organizational logic enhances the viewer’s understanding of the speech’s ideas. II. Functional arrangement of content that sustains a logical order with some evidence of transitions are observed. The speech demonstrates a generally clear arrangement of paragraphs: generally clear use of transitions between paragraphs, and a generally clear organization of ideas within paragraphs. Confused or inconsistent arrangement of content with or without attempts at transition is observed. The speech demonstrates a confusing arrangement of paragraphs: a formulaic use of (or lack of) transitions between paragraphs, or a confusing arrangement of ideas within paragraphs. The organizational logic assists the viewer’s understanding of the speech’s ideas. The disorganization makes it difficult for the viewer to understand the speech’s ideas. No control of content sequence or arrangement is observed. The speech does not show logical arrangement of paragraphs: absence of logical use of transitions between paragraphs, and a logical organization of ideas within paragraphs caused observable confusion among listeners/ viewers. Observable disorganization made it improbable for listeners/viewers to grasp speech’s gist. EFFECTIVE NONVERBAL COMMUNICATION SKILLS VOCALIC CUES (x2) Consistent and effective volume, articulation, and expression were present in the speaker's voice. Appropriate rate and pausing were employed. The speaker spoke loudly and clearly enough to be easily understood. The speaker used adequate expression and rate. The speaker could be heard most of the time, but at certain points was inaudible. Little expression was shown. The audience had difficulty hearing and/or understanding much of the speech due to low volume. Very little expression was shown. EYE CONTACT (x2) Holds attention of the entire audience with the use of direct eye contact, seldom looking at notes. Consistent use of direct eye contact with the audience, but still returns to notes. Displayed fair eye contact with the audience, while reading occasionally from the notes. No eye contact with the audience, as the entire speech is read from notes. FACIAL EXPRESSIONS AND BODY LANGUAGE (x2) The speaker maintained good posture. Movements were purposeful and enhanced the delivery of the speech. Facial expressions were comfortable and showed enthusiasm for the topic. The speaker maintained adequate posture and non-distracting movement during the speech. Expressions were comfortable. The speaker had some distracting and/or nervous movement during delivery. Facial expressions seemed forced or absent. The speaker's posture and expression indicated a lack of enthusiasm or comfortableness with the discussion. Some movements were very distracting and made the speech difficult to follow. III. COMMUNICATIVE COMPETENCE COMMUNICATIVE COMPETENCE (Structural, Lexical, and Sociocultural Aspects) (x2) Used the most appropriate sentence structure that supported the topic. No utterance of grammatical error during the course of the presentation. No mispronounced words. Uses academic/ consultative language with a high to very high degree of effectiveness. The learners exhibit outstanding respect and inclusivity throughout the speech. Used correct sentence structure that is appropriate for the topic. Utterance of one or two grammatical errors. Mispronounced one or two words. Uses academic/ consultative language with a sound degree of effectiveness. The learners exhibit respect and inclusivity throughout the speech. Used correct sentence structure that is mostly appropriate for the topic. Numerous utterances of grammatical errors. Mispronounces three to five words. Uses academic/ consultative language with a minimal degree of effectiveness. The learners exhibit partial respect and inclusivity throughout the speech. Used incorrect sentence structure that is not appropriate for the topic. Almost all utterances have a considerable number of grammatical errors. Frequently mumbles or mispronounces several keywords in the presentation. Does not use academic /consultative language. The learners did not exhibit respect and inclusivity throughout the speech. ***COMPLETENESS OF WRITTEN OUTPUT (x5) (may be included or excluded depending on the absence or presence of the components of the resources) Necessary parts of the documents supplement and complement the presentation. Necessary parts of the documents complement the presentation. Some parts of the necessary documents are missing. The documents do not provide support to the presentation. TOTAL= 100 points Remarks/Other Feedback deemed necessary in achieving the Culminating Performance Standard (descriptive):_______________________________________________________________________________________________ Areas/Components/Features/Skills Most Honed or Developed by the Learner:____________________________________________________________________________________________________ Areas/Components/Features/Skills that Need Reinforcement or Strengthening:__________________________________________ Striking/Quotable Phrase/s or Expression/s:_______________________________________________________________________ Rater: _______________________________________________________
