Flexible Instruction Delivery Plan (FIDP)

Grade: 11 Semester: 1 Core Subject Title: Oral Communication in Context No. of Hours/Semester: 80
st

Prerequisites (If Needed): N/A

Core Subject Description: The development of listening and speaking skills and strategies for effective communication
in various situations.
Culminating Performance Standard: The learner demonstrates the functions of communication effectively in a variety
of speech situations.
What to Teach?  Why Teach?  How to Assess?  What to Teach?

Content  Content   Most Performance  Learning competencies  Highest Thinking Skill Highest
Standards Essential  Standards to Assess Enabling
Topics Strategy  to
Use in
developing
the  Highest
Thinking
Skill to 
Assess

Complete  KUD   Most   KU RBT Flexible   Enabling   Flexi

Classifica Essential D   Level Assessme General   ble  
tion Cl nt   Strategy Lear
as Activities   ning  
sifi (FAA) Strat
cat egie
io s  
n  (FLS
)

Perfor
mance
Check
s
 Quarter 1

Function The -Regulation/  The 1. Discusses Knowing  1. Identifies   U Analyzing  Oral Communic Wa
s of   learner…   Control  learner…  the  functions strategies   Speech   at ion  tchi
Communic -Social   of  used by each  Delivery:   ng  
ation
values the    Interaction  writes a communication.  speaker to   The Vi
functions   -Motivation  250- convey   learners   de
Knowing 
/purposes -Information  word  2. Identifies his/her ideas  will o
of   -Emotional  essay of   the  speaker’s   effectively.  deliver a   Cli
oral    Expression his/her  purpose(s).   speech ps
communicat objective   while  :
2. Evaluates  
ion. observati Knowing  n Creating employi Problem   Th
3. Watches the  
on  and   ng   Solving e
and  listens effectivenes
evaluation  strategies lea
to   s  of an oral 
of the   of   rne
sample oral  communicati
effective   rs 
various   communicatio o n activity.
functions wil
speakers   n  activities.  
of   l
watched  
Understan commun ide
and 4. Ascertains   nti
ding icatio n 
listened  the verbal d fy 
to and  the 
nonverbal  Crafting
 
cues that each  One’s 
fu
speaker uses Own  
nct
to  achieve  Netiquette
ion
his/her   s: 
s
purpose. The of 
learners  
co
e will m
create   mu
their own   nic
crafted ati
rules  on
and   in
regulatio the 
ns in   
r using gi
social   v
media.  e
n
vi
d
e
o.
G
s ui
d
e  
que
stio
ns  
are
pro
vid
t ed 
to
the 
 
st
ud
en
ts
fo
a r 
th
e
m
to  
ans
wer. 
Th
es
n e
gu
id
e 
qu
es
tio
d ns 
wi
ll
he
lp
ou
t 
in
th
i e  
pro
cess
ing  
and  
a
n
al
y
n zi
n
g
o
f
th
e
c
o
g nt
e
nt
D

n
 g

5.Comprehends  various kinds of  oral  Understanding  Understanding   (functions of  communicati on).
texts.  

6. Identifies  
strategies used  by each 
speaker to  
convey his/her  ideas 
effectively. 

7. Evaluates the  effectiveness of  an oral  Doing

communication  activity.
 Quarter

Performance Task 

Online: You are to take a role of a social media influencer who is a youth advocate of a certain purpose. Your task is to create a campaign in a form of a vlog (recorded video) OR
an infomercial (recorded  video) for your social media followers or the netizens. The content of your vlog or infomercial should be relevant on your strand (STEM strand: focus on
health protocols and awareness about COVID-19;  HUMSS strand: focus on coping mechanisms and mental health during this pandemic; and ABM strand: focus on an ideal
business during the pandemic). A script has to be done before the vlog or informercial  is produced. 
(Your vlog or informercial can be done and presented through either Zoom or Google Meet. Upload your recorded video in various social media platforms.) 

Distance: You are to take a role of a social media influencer who is a youth advocate of a certain purpose. Your task is to create a campaign in a form of an informercial (either
recorded video or audio) or  vlog (recorded video) for your social media followers or the netizens. The content of your vlog or infomercialshould be relevant on your strand (STEM
strand: focus on health protocols and awareness about  COVID-19; HUMSS strand: focus on coping mechanisms and mental health during this pandemic; and ABM strand: focus
on an ideal business during the pandemic). A script has to be done before the vlog or  informercial is produced. 
(Your vlog or infomercial can be submitted using a CD or flash drive, or can be uploaded in our LMS. Upload your recorded video in various social media platforms.) 

Blended: You are to take a role of a social media influencer who is a youth advocate of a certain purpose. Your task is to create a campaign in a form of an informercial (either
recorded video or audio) or  vlog for your social media followers or the netizens. The content of your vlog or infomercial should be relevant on your strand (STEM strand: focus
on health protocols and awareness about COVID-19;  HUMSS strand: focus on coping mechanisms and mental health during this pandemic; and ABM strand: focus on an ideal
business during the pandemic). A script has to be done before the vlog or informercial  is produced. 
(Your vlog or infomercial can be presented in class for face to face interaction. After which, provide copies of your material to be distributed in different youth groups.)
  
Analytic Rubric  
 (Script Composition) 
Criteria  Limited   Adequate   Proficient   Excellent   Score 
1  2  3  4 

STRUCTURE  Bad organization of Acceptable organization  Satisfactory organization of  Excellent organization of
topic  and sub-topics of topic and sub-topics topic and sub-topics topic  and sub-topics 

GRAMMAR  Never using correct   Sometimes using correct  Often using correct   Always using correct
grammar in statements grammar in statements grammar in statements grammar  in statements

TERMINOLOGY  Never using precise   Sometimes using precise  Often using precise   Always using precise
technical term technical term technical term technical  term

CONTENT  Never present concrete  Sometimes present   Often present concrete  Always present concrete
facts with evidence concrete facts with   facts with evidence facts  with evidence
evidence

TOTAL SCORE 

Analytic Rubric  
(Delivery Performance)  
Criteria  Below expectation   Satisfactory   Exemplary   Score 
1  2  3 

ORGANIZATION   No apparent organization.  The presentation has a focus  The presentation is carefully 
  Evidence is not used to support and provides some evidence  organized and provides 
assertions. that supports conclusions. convincing evidence to support
conclusions.

RELEVANCE OF   The content is inaccurate or overly The content is generally  The content is complete and 
CONTENT AND   general with, and did not  use any accurate, but incomplete, and accurate with 2-3 effective functions  of
FUNCTIONS OF   function of   used  only one function of communication used.
COMMUNICATION communication. communication.
USED 
 PROSODIC The speaker appears anxious & The speaker is generally  The speaker is relaxed & 
FEATURES    uncomfortable, presentation is too relaxed & comfortable,  comfortable, presentation is in the
short, or entire paragraphs are read presentation is in a decent  right length, student 
verbatim from the  length, and students’ own  demonstrates ability to speak 
article.  words are used for the  extemporaneously.
summary.

PERSUASION  The speaker speaks inconclusive  and The speaker’s power of convincing The speaker provides conviction and 
ineffective. the  viewers/audience is good but persuasion of the statements that 
lack of  confidence. verdict the decision of the  
viewers/audience on the matter.

TOTAL SCORE 

Prepared by: 
Group No. 1 

Leader: Flordeliza Ocariza 

Secretary: Joyce Flores 

Members: 
Cate Nicole Mongcopa 
Carlos Lucip 
Jocelyn Tapia 
Riza Gae Cuarto 
Wilmarie Bandillo 
Angielou Bolo 
Dollie Jumawan III 
Jacquilyn Camajalan