Flexible Instruction Delivery Plan (FIDP)

Grade: 11 Semester: ________________________________________________

Core Subject Title: Reading and Writing Skills No. of Hours/Semester: _____________________________________
Prerequisites (If Needed) ____________________________________

Core Subject Description: The development of reading and writing skills as applied to a wide range of materials other than poetry, fiction and drama
Culminating Performance Standard: Produces each type of academic writing and professional correspondence following the properties of well-written texts and process approach to writing.

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

Highest Enabling Strategy
Highest Thinking Skill to to Use in developing the
Learning competencies
Assess Highest Thinking Skill to
Assess
Most
Content Performance KUD Flexible
Content Essential
Standards Standards Classification Assessment Flexible
Topics KUD Enabling
Most RBT Activities Learning
Complete Classificatio (FAA) General
Essential Level Strategies
n Strategy
Performanc (FLS)
e Checks
Quarter
RWS11.1. The A. The The Learner.. 1. U Analyzing *Hero Communi Text/Graphic
Reading learner... Patterns learner... Distinguishe Farming Cation Organizer
and of 1. Describes a K s between
Thinking realizes Develop critiques a written text as and among Text
Analysis
Strategies that ment chosen connected patterns of
Outlining
across Text informatio sample of discourse development
types n in a B. each pattern in writing
written text Properties of across
A. Text as may be of a well- development disciplines
Connected selected written focusing on a. narration
Discourse and Text information b.
B. organized selection, description
techniques to achieve organization, c. problem -
in Selecting a particular and solution
and purpose. development d.
Organizing . persuasion
Information
C. Patterns
of
Developmen 2. Identifies K Understad Text Represen Monitoring
t properties of ing Empowerin tation comprehensio
D. a well- g n
Properties of written text
a well- a. orga Paragraph
written Text nization Puzzle Synthesizing
b. coherence
and cohesion
c. language
Recipe
use
making
d. mechanics
2.
Distinguishes U
between and
among
techniques in
selecting and
organizing
information
a.
brainstorming
list
b. graphic
organizer
c. topic outline
d. sentence
outline
3.
Distinguishes U
between and
among patterns
of
development
in writing
across
disciplines
a. narration
b. description
c. definition
d.
exemplificatio
n/
classification
e. comparison
and contrast f.
cause and
effect g.
problem -
solution h.
persuasion
4. Identifies K
properties of a
well-written
text
a. organization
b. coherence
and cohesion
c. language use
d. mechanics
RWS11.2. understand A. writes a 1.Explain U 1.Explains U Evaluatin Paragraph Reasonin Generating
Text and s the Critical 1000-word critical reading critical g writing g and questions
Context relationshi Reading critique of a as looking for reading as proof
Connection p of a as selected text ways of looking for Research
s (Critical written text looking on the basis thinking ways of
Reading) and the for Ways of its thinking
context in of claim/s,
A. Critical which it Thinking context, and 2.Explains U Evaluat Informa Reason Recognizing
Reading as was properties as critical ing tive essay ing and essay
Looking for developed. B. a written reading as proof structure
Ways of Critical material reasoning
Thinking Reading
as Research
1. Explicit Reasonin
and Implicit g
Claims in a
Outlining
Text
2. Context of
Text
Developmen
t

B. Critical
Reading as
Reasoning

1.
Formulating
Evaluative
Statements
2. Identifies K
2. claims
Determining explicitly or
Textual implicitly
Evidence made in a
written text
a. Claim of
fact
b. Claim of
policy
c. Claim of
value
3. Identifies K
the context in
which a text
was developed
a. Hypertext
b. Intertext
4. Explains U
critical reading
as reasoning
5. Formulates D
evaluative
statements
about a text
read
a. Formulates
assertions
about the
content and
properties of a
text read
b. Formulates
meaningful D
counterclaims
 in response to
claims made in
a text read
6. Determines K
textual
evidence to
validate
assertions and
counterclaims
made about a
text read

Performance Task:
(Good for online, distance, and blended)

The Municipality of Palo plans to address the concerns of the town’s problems on waste management. They aim to respond to people’s health concerns due to lack of waste
management program. As the Sangguniang Kabaatan Chairperson, together with your members, write a project proposal on waste management program which answers and
provides solutions to issues on waste management in the municipality. This should be sent to the municipality’s website, Facebook Page, or e-mail address. If internet connection is
not available, printed or a hard copy of the proposal should be sent to the office of the municipality. The proposal will be evaluated and studied by the Local Government Unit,
Municipal Environment and Natural Resources Unit, and the Local Tourism. The proposal should strictly observe the criteria organization, content, development, and mechanics.

CRITERIA OUTSTANDING SATISFACTORY DEVELOPING BEGINNING COMMENTS

4 3 2 1

ORGANIZAT Logical progression of Logical progression of Organization is clear. Writing is not organized.
ION ideas with a clear structure ideas. Transitions are The transitions between
 that enhances the subject. present throughout the Transitions are present at ideas are unclear or non-
essay. times, but there is very existent.
Transitions are effective little variety.
and vary throughout the
paragraph, not just in the
topic sentences.

CONTENT Content indicates Content indicates original Content indicates thinking Shows some thinking and
synthesis of ideas, in- thinking and develops and reasoning applied with reasoning but most ideas
depth analysis and ideas with sufficient and original thought on a few are underdeveloped and
evidences, original firm evidence. ideas. unoriginal.
thought and support for
the topic.

DEVELOPM Main points are well Main points are well Main points are present Main points lack detailed
ENT developed with high developed with quality with limited detail and development. Ideas are
quality and quantity supporting details and development. Some critical vague with little evidence
support. Reveals high quantity. Critical thinking thinking is present. of critical thinking.
degree of critical thinking. is weaved into points

MECHANICS Output is free of Essay has no error in Most spelling, punctuation, Spelling, punctuation, and
distracting spelling, spelling, punctuation, and and grammar correct grammatical errors create
punctuation, and grammar allowing reader allowing reader to progress distraction, making reading
grammatical errors; absent to follow ideas clearly. though essay. Some errors difficult; fragments,
of fragments, comma remain. comma splices, run-ons
splices, and run-ons. evident. Errors are
frequent.