TEAM UNO

Flexible Instruction Delivery Plan (FIDP)

Grade: 11 Semester: First Semester (1st and 2nd Quarter)

Core Subject Title: Oral Communication in Context No. of Hours/Semester: 40 hours/Semester
Prerequisites (If Needed): N/A

Core Subject Description: The development of speaking and listening skills and strategies for effective communication in various situations.
Culminating Performance Standard: At the end of the semester, the student can proficiently deliver various speeches using the principles of effective speech delivery.

What to Teach? Why Teach? How to Assess? What to Teach?

Highest Enabling Strategy to Use
Learning competencies Highest Thinking Skill to Assess in developing the Highest
Content Most Essential Performance Thinking Skill to Assess
Content
Standards Topics Standards Flexible Assessment Enabling
RBT Flexible Learning
Complete KUD Most Essential KUD Activities (FAA) General
Level Strategies (FLS)
Performance Checks Strategy
Quarter 1- Week 1
Nature and The learner Topic 1: The learner Explains why U Uses various U Applying Online and Blended: Connections Online and Blended:
Elements of understands Effective designs and there is a strategies to avoid Online-Serye: Around The World:
Communication the nature and Communication performs breakdown of communication What will you do? A Video Analysis
elements of oral Skills effective communication. breakdown.
communication controlled and A. Derived from Its A. This learning
in context. uncontrolled oral Showtime’s strategy will
communication “Cine-Mo to”, the enable the
activities based teacher will be students to
on context. sub-diving the generate
Uses various U Demonstrates D Creating online class Problem insights into
Topic 2: strategies to sensitivity to the Solving
students into the diversity
Intercultural avoid social-cultural
groups. of culture
Communication communication dimension of
breakdown. communication B. Each group will around the
situation with a have a separate world.
Demonstrates D focus on: google meet link. B. There will be
sensitivity to the a. Culture C. The teacher will be three videos
social-cultural b. Gender prepared for they will
dimension of c. Age situations that react to The
communication contain problems Culture of
situation with a d. Social brought by Asia, The
focus on: status communication Culture of
a. Culture e. Religion barriers – Europe, The
b. Gender contextualized in Culture of
c. Age intercultural the
d. Social communication. Americas.
status D. When done This may
e. Religion through the also
synchronous highlight
modality, the three
students' specific
spontaneity will be countries.
tested as they C. In the video
apply the concepts analysis, the
in effective students will
communication; be making a
alongside the comparative
honing of critical analysis.
thinking skills. D. Guide
questions
will be
Alternative Activity:
provided to
Filmed Group Role Play:
What will you do? address the
student’s
A. In case of insights on
problems in barriers.
internet
connectivity, the Parallel Activity
students may (Distance):
record their role Dialogue Analysis
play and edit the A. The students
video. will be
B. Situational Analysis provided a
Prompts will be conversation
provided; however, dialogue of
 the students will be people of
given the liberty to different
write their nationalities.
narrative. But B. The dialogue
highlighting the will contain
prompt question, cues of
“What will they communicati
do?” in the given on
circumstance. breakdowns.
C. Through the
guide
Distance:
Comic Strip Reaction: questions,
What will you do? the students
will be
A. In this activity, a reacting to
comic strip will be the dialogue
provided in the – as they will
modules of the generate
learners. ideas about
B. The strip is the situation
intentionally a at hand.
cliffhanger to elicit
insights from the
students.
C. Guide questions
will be provided to
the students for
them to elaborate
on their
suggestions.

Performance Task: STOP, SIT, AND LISTEN: HOME CONTEXTUALIZED SPEECH

Online: The learners are expected to deliver a speech to an actual set of audience – their family members/relatives.
They will be taking the role of a youth ambassador/ambassadress in exercising their rights to speak about social-relevant topics; to voice out their insights of the youth in today’s time.
They will be tasked to film a 3-5-minute video of their speech delivery - focusing not only on their speech
manner and matter but also capturing the reaction of their audience. They will be contextualizing their speech through the following themes – they will be selecting one among the five:
(a) my thoughts on effective time management; (b) my insights on mental health awareness; (c) my opinion about striking the balance between my duties and
responsibilities in my studies and at home; (d) my commentary on teenage pregnancy; and (e) my thoughts on the effect of the COVID-19 quarantine.
The students will be assessed through the provided rubric. (Submission: The students will be submitting their outputs through email and will be viewed through a "synchronous learning" session.)
*This activity may be tied-up with the following subjects: Media and Information Literacy, Empowering Technologies, Personality Development, and Christian Living (Change the Guide Questions/Themes)

Blended: The learners are expected to deliver a speech to an actual set of audience – their family members/relatives.
They will be taking the role of a youth ambassador/ambassadress in exercising their rights to speak about social-relevant topics; to voice out their insights of the youth in today’s time.
They will be tasked to film a 3-5-minute video of their speech delivery - focusing not only on their speech
manner and matter but also capturing the reaction of their audience. They will be contextualizing their speech through the following themes – they will be selecting one among the five:
(a) my thoughts on effective time management; (b) my insights on mental health awareness; (c) my opinion about striking the balance between my duties and
responsibilities in my studies and at home; (d) my commentary on teenage pregnancy; and (e) my thoughts on the effect of the COVID-19 quarantine.
The students will be assessed through the provided rubric. (Submission: The students will be submitting their outputs through email; They may be also called for actual performance.)
*This activity may be tied-up with the following subjects: Media and Information Literacy, Empowering Technologies, Personality Development, and Christian Living (Change the Guide Questions/Themes)

Distance: The learners are expected to deliver a speech to an actual set of audience – their family members/relatives.
They will be taking the role of a youth ambassador/ambassadress in exercising their rights to speak about social-relevant topics; to voice out their insights of the youth in today’s time.
They will be tasked to film a 3-5-minute video of their speech delivery - focusing not only on their speech
manner and matter but also capturing the reaction of their audience. They will be contextualizing their speech through the following themes – they will be selecting one among the five:
(a) my thoughts on effective time management; (b) my insights on mental health awareness; (c) my opinion about striking the balance between my duties and
responsibilities in my studies and at home; (d) my commentary on teenage pregnancy; and (e) my thoughts on the effect of the COVID-19 quarantine.
The students will be assessed through the provided rubric. (Submission: The students will be submitting their outputs through CDs/Flash drives.)
*This activity may be tied-up with the following subjects: Media and Information Literacy, Empowering Technologies, Personality Development, and Christian Living (Change the Guide Questions/Themes)

RUBRIC FOR THE VIDEO OUTPUT (Sipacio & Balgos, 2016):

Category Very Good Satisfactory Least Needs
Good Output Output Satisfactory Improvement
Scoring Criteria
Output
(5) (4) (3) (2) (1)
Ideas are arranged logically.
An appropriate organizational pattern is
Organization
observed.
Transitions are smooth.
Content The topic is relevant and well-developed.
 The purpose is well-defined.
SPEECH The main points are stated clearly.
CONTENT Arguments are sound and supported with valid
and credible sources.
The introduction captures the listener's
attention.
Speech is ended effectively with a review of
the main points.
Speech is not delivered in a monotone voice;
the voice is modulated.
Fillers are avoided.
The volume is well-adjusted to audience size.
Verbal Cues The rate or speed of speaking is varied.
An audible and pleasant voice is used.
Pauses are effectively used.
Words are pronounced and enunciated well.
Eye contact is established and maintained.
SPEECH Speaker is prepared and confident.
DELIVERY Distracting movements or mannerisms are
avoided.
Facial expressions are appropriate to the
Non-verbal
message.
Cues
Gestures, posture, and facial expressions are
expressive, dynamic, and natural.
Mastery of the speech is evident.
Mastery of the speech is evident.

Total:
Commentaries:

RUBRIC FOR THE WRITTEN SCRIPT (via www.lindblomeagles.org):

SKILLS Outstanding Output Proficient Output Satisfactory Output Output Needs Improvement
4 3 2 1
 Clear and convincing command
of facts and information with
Clarity of the
insightful explanations that help to
Content
illustrate the speaker’s ideas and
arguments. At least six sources
are incorporated into the speech.
All six sources are used to
strengthen the persuasive
argument.
Clearly and logically organized
speech with an engaging
Organization
introduction, a logically
Of Ideas
sequenced body with appropriate
transitions, and a clear and
convincing conclusion.
Uses sophisticated and varied
language that is suited to the
topic and audience; word choice
Appropriation of is concise, original, and
Language effectively conveys the
appropriate tone given the
purpose of the speech
All three appeals are fluidly and
naturally scattered throughout the
General
speech with
Appeal
a balance that effectively aids in
your persuasion without making it
feel forced
or contrite
No spelling, punctuation,
capitalization, grammar, or usage
Appropriate
errors.
Clear use of facts and information
with partially developed
explanations in support of the
speaker’s ideas or arguments. At
least six sources are incorporated
into the speech.
The clear attempt at an
organization with a beginning,
middle, and end and an attempt
to use transitions
Uses appropriate language and
word choice, but with less
sophistication, expressiveness,
and/or originality
All three appeals are used
throughout the speech to
effectively
persuade your audience
Some minor spelling, punctuation,
capitalization, grammar, or usage
errors; some sentence variety;
Partially clear use of facts and
information with limited or
incomplete explanations to
support the speaker’s ideas or
arguments. At least five sources
are incorporated into the speech.
Some inconsistencies in an
organization and/or a lack of
sustained focus throughout the
speech with inconsistently used
transitions
Use words that may be unsuited
to the topic, audience, or purpose
of the speech; word choice lacks
originality and fails to convey an
appropriate tone for the speech
An attempt at using all three
appeals is made, although there
may be some imbalance or the
persuasion may be slightly
ineffective
Multiple spelling, punctuation,
capitalization, grammar, or usage
Confusing or incomplete facts
with little and/or confusing
explanations as to how the facts
support the speaker’s ideas or
arguments. At least four sources
are incorporated into the speech.
A lack of organization makes it
difficult to follow the speaker’s
ideas; speech may be too
conversational and may ramble
without a clear beginning, middle,
or end
Inappropriate use of language
distracts the audience because it
is too informal or too imprecise
given the topic and purpose of the
speech
Either not all appeals are obvious
or they are used ineffectively
Numerous spelling, punctuation,
capitalization, grammar, or usage
errors distract the reader.
 Grammatical Written in an artful style with errors; mechanical errors do not
Conventions sentence variety. disrupt the flow of ideas.
Total:
Commentaries: