Flexible Instruction Delivery Plan (FIDP)
Semester: 1st Semester
No. of Hours/Semester: 54 hours/ semester
Grade: Grade 11/12
Core Subject Title: Oral communication in Context
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 learner demonstrates effective use of communicative strategy in a variety of speech situations.
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 sociocultural
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
ProblemSolving
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 250word 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 250word 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
Problemsolving
Sharing objective
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 OpenEnded 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 indepth 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.
III.
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.
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: