Flexible Instruction Delivery Plan (FIDP) Grade: Grade 11 Core Subject Title: Oral Communication in Context Semester: First No. of Hours/Semester: 80 Prerequisites (If Needed) ____________________________________ Core Subject Description: The development of listening and speaking skills and strategies for effective communication in various situations. Culminating Performance Standard: The learners effectively exhibit communicative competence in a variety of speech situations . What to Teach? Why Teach? Learning competencies Content Content Standards Most Essential Topics Performance Standards Complete KUD Classifi cation Most Essential KUD Class ifica tion How to Assess? What to Teach? Highest Thinking Skill to Assess Highest Enabling Strategy to Use in developing the Highest Thinking Skill to Assess RBT Level Flexible Assessment Activities (FAA) Performance Checks Enabling General Strategy Flexible Learning Strategies (FLS) First Quarter OC11.2 Functions Of Communication 16 hours (4 weeks) values the functions/ purposes of oral communic ation. 1.Regulation/Co ntrol 2. Social Interaction 3.Motivation 4.Information 5. Emotional Expression The learner writes a 250word essay of his/her objective observation and evaluation of the various speakers watched and listened to. 1. Discusses the functions of communication. 2. Identifies the speaker’s purpose(s). EN11/12OC-Ibe9 3. Watches and listens to sample oral communication activities. K U 5. Comprehends various kinds of oral texts. U Analyzing Venn Diagram:the learners will compare and contrast different speakers listened to and their strategies through a venn diagram Communication watching video clips of different speakers to identify the similarities and differences of the functions of communication with guide questions and a checklist on the functions of communication that the students have to accomplish after watching U 7. Evaluates the effectiveness of an oral communicati on activity. EN11/12OC-Ibe-10 4. Ascertains the verbal and nonverbal cues that each speaker uses to achieve his/her purpose. 6. Identifies strategies used by each speaker to convey his/her ideas effectively. EN11/12OCIbe-13 U U Evaluating Critique Paper on Communication Transactions: The learners will enumerate situations of communication transactions and indicate the results of the transactions and tell Reasoning and proof formulating dialogues out of given situations that present the different functions of communication EN11/12OC-Ibe-12 whether the communication is successful or not. They are going to complete a table of three columns first column for the communication transaction, second column for the identified functions of communication and the last column for the results of the communication transaction. U 6. Identifies strategies used by each speaker to convey his/her ideas effectively. EN11/12OC-Ibe-13 U 7. Evaluates the effectiveness of an oral communication activity. D EN11OC-If Communicative Competence Strategies In Various Speech Situations recognizes that communic ative competenc e requires understan ding of speech context, speech style, speech act and communic ative strategy. D. Types of Communicativ e Strategy 1. Nomination 2. Restriction 3. Turn-taking 4. Topic control 5. Topic shifting 6. Repair 7. Termination demonstrate s effective use of communicati ve strategy in a variety of speech situations. 7. Engages in a communicative situation using acceptable, polite and meaningful communicative strategies EN11/12OC-IIab21 8. Explains that a shift in speech context, speech style, speech act and communicative strategy affects the following D U 7. Engages in a communicati ve situation using acceptable, polite and meaningful communicati ve strategies EN11/12OCIIab-21 D Creating Vlogging: The learners will create a “Day in My Life” vlog that will showcase their engagements to various communicative situations in their respective homes. Problem Solving conducting an open-ended interview through phone calls, video chats. etc. which will demonstrate the different communicative strategies Specific Questions: 1. Have you experienced being in a lockdown? 2. What are your coping strategies in dealing with the new normal? 3. What are your new hobbies and self-discoveries during the lockdown? 1. Language form 2. Duration of interaction 3. Relationship of speaker 4. Role and responsibilities of the speaker 5.Message 6.Delivery Performance Task: Online: You are entering college and you have to go through a college admission interview with the college dean and you are to submit your college application essay and resume (through a video conference like ZOOM, Google Meet, Messenger Chatroom and other available platforms while the college application essay and resume be sent through gmail).Your interview is already set in terms of date, time and venue. You are also given the criteria for rating the said interview as your guide and it includes substance, diction, convention and construction, and appeal. Distance: You are entering college and you have to go through a college admission interview with the college dean and you are to submit your college application essay and resume (through a phone call and other available platforms while the college application essay and resume be sent through gmail ). Your interview is already set in terms of date, time and venue. You are also given the criteria for rating the said interview as your guide and it includes substance, diction, convention and construction, and appeal. Blended: You are entering college and you have to go through a college admission interview with the college dean you are to submit your college application essay and resume (through an arranged meet-up observing the health protocols and guidelines mandated by IATF and DOH). Your interview is already set in terms of date, time and venue. You are also given the criteria for rating the said interview as your guide and it includes substance, diction, convention and construction, and appeal. Rubric CATEGORY SUBSTANCE 40% Diction (essay, resume and interview) 25% EXCELLENT (5) The answers correspond to what is asked. The contents are substantiated with clear and exact thoughts. The interviewee uses appropriate choice of words. He/she is not too blunt and not too concealed in expressing his/her answers and thoughts. He/she uses words that are SATISFACTORY GOOD (4) (3) The answers The answers correspond to what correspond to what is asked. The is asked. However contents are the contents are substantiated with substantiated with clear but not too unclear and not too exact thoughts. exact thoughts. The interviewee The interviewee uses good choice of uses good choice of words. He/she is not words. He/she is not too blunt and not sometimes blunt too concealed in and concealed in expressing his/her expressing his/her answers and answers and thoughts. He/she thoughts. He/she uses words that are uses words that are understandable and somehow NEEDS PROGRESS (2) The answers do not correspond to what is asked. The contents are substantiated with unclear thoughts. The interviewee uses not so good choice of words. He/she is too blunt and concealed in expressing his/her answers and thoughts. He/she uses words that are hardly Convention and Construction (essay, resume and interview) 25% Appeal 10% highly relevant to the main understandable and point of the relevant to the main answers. point of the answers. The answers and The answers and explanations in the explanations in the interview and the interview and the contents of the contents of the application essay application essay and resume are and resume are constructed well constructed with and appropriately correct subject-verb with correct agreement, subject-verb punctuations, phase agreement, and pauses, punctuations, phase grammar and a bit and pauses, of regression in grammar and meaning. meaning. The responses are The responses are pleasant to hear and pleasant to hear and are delivered with are delivered with convincing power. convincing power. The responses are The responses are not only correct but correct but do not surely leave a mark leave a mark yet the because of its content is delivered significant content in an effective way. and effective way of delivery. understandable and relevant to the main point of the answers. understandable and relevant to the main point of the answers. The answers and explanations in the interview and the contents of the application essay and resume are constructed with correct subject-verb agreement, punctuations, phase and pauses but with erroneous grammar and meaning that’s hardly absorbed. The answers and explanations in the interview and the contents of the application essay and resume are not constructed well in terms of subjectverb agreement, punctuations, phase and pauses, grammar and meaning. The responses are good to hear and are delivered with convincing power. The responses are also correct and content is somehow delivered effectively. The responses are not so good to hear and are delivered with less convincing power. The responses are correct and significant but are not delivered effectively.
