Flexible Instruction Delivery Plan (FIDP)

What to Teach How to Assess How to Teach

WhY Teach

Performance  Highest Enabling Strategy to Use in

Learning Competencies
Standards Highest Thinking Skill to Assess Developing the Highest Thinking
Skill to Assess
Content
Content
Standards Most Essential Topics
KUD KUD Flexible Assessment Enabling
Most Essential RBT Flexible Learning
Complete CLASSIFICATION CLASSIFICATION Activities (FAA) General
Level Strategies (FLS)
Strategy
Performance Check(s)
1ST Quarter

1. Explains why Uses various Watching video

there is a strategies to clips/reading
breakdown of U avoid U Applying Connections materials about the
communication. communication do’s and don’ts in
breakdown. communication of
The learner
2. Uses various the different
designs and
strategies in societies and
The learner performs
1. Effective order to avoid cultures.
A. Nature and understands the effective U Demonstrates
Communication Skills communication
Elements of nature and controlled and sensitivity to the Annotated Script
2. Intercultural breakdown. Reading of passages
Communication elements of oral uncontrolled socio-cultural Situational Analysis
Communication on how people differ
communication oral dimension of
Problem-Solv in communication.
in context. communication 3. communication D Creating
ing
activities based Demonstrates situation with
Modelling a
on context. sensitivity to focus on
communicative
the D a. culture
situation to avoid
socio-cultural b. gender
communication
dimension of breakdown.
communication
 situation with
focus on
a. culture
b. gender
1. Identifies Watching news
strategies used stories of specified
by each authorities or people
speaker to concerned about the
U
convey his/her status of the
The learner ideas pandemic in the
writes a effectively. Crafts a country on TV, on
250-word essay 250-word essay Essay: Speech the radio, or thru
1. Regulation/Control
The learner of his/her of an objective Analysis of authorities
2. Social Interaction YouTube
B. Functions of values the objective observation and from various sectors
3. Motivation Problem-solvi
Communication functions/ observation and evaluation of D Creating regarding the Sharing objective
4. Information ng
purposes of oral evaluation of the various pandemic, Guided insights based on
5. Emotional
communication. the various 2. Evaluates the speakers Critiquing of Speech points of references
Expression
speakers effectiveness of watched and Scenarios
and comparisons
watched and an oral D listened to
listened to communication Critiquing the
activity. strategies and
effectiveness of the
speeches thru
constructed
responses
1. Responds Watching mini
appropriately documentaries on
U
The learner and effectively YouTube
recognizes that to a speech act
1. Types of
communicative Engages in a Mini documentary, Sharing ideas or
Communicative The learner
competence communicative testimony, or a stories with family
C. Communicative Strategy demonstrates
requires 2. Engages in a situation portfolio (photos or members or
Competence a. Nomination effective use of
understanding communicative using drawings/write-ups) classmates
Strategies in b. Restriction communicative Problem-
of situation acceptable, D Creating sharing their
Various Speech c. Turn-taking strategy in a Solving
speech context, using polite and stories/experiences Answering
Situations d. Topic control variety of
speech style, acceptable, meaningful during the Open-Ended
e. Topic shifting speech D
speech polite and communicative Coronavirus lockdown Interview Questions
f. Repair situations.
act and meaningful strategies (audio recorded,
g. Termination
communicative communicative written or actual in
strategy. strategies the classroom)

2ND Quarter
 1. Distinguishes Critical and
types of U comparative analysis
speeches. of at least two
videos watched in a
reliable website.
Teleconference,
organized group
Guided reading of
1. According to webcast, or
chosen printed or
purpose prerecorded videos
The learner online academic
a. about the
The learner proficiently journals and
Expository/Informative implications and
D. Types of realizes the delivers various Uses principles publications related
Speech feasible Problem-
Speeches rigors of speeches using 2. Uses of effective D Creating to the videos
b. Persuasive Speech countermeasures of Solving
crafting one’s the principles of principles of speech chosen.
c. Entertainment D the COVID-19
speech. effective speech effective speech
Speech pandemic to the
delivery Outlining of main
2. Principles of Speech different sectors
points using the
Delivery (education, health,
checklist for effective
business, etc.) in the
speech delivery.
Philippine setting.
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 3-Good 2-Average 1-Poor

(Advanced competency, skill, feature, (Developing competency, skill, (Emerging competency, skill, (Beginning competency, skill,
constituent or particular is clearly and feature, constituent or particular feature, constituent or particular feature, constituent or
fully established, exhibited or is generally established, exhibited is established, exhibited or particular is established,
demonstrated.) or demonstrated.) demonstrated.)) exhibited or demonstrated.)

I. PRINCIPLES OF EFFECTIVE VERBAL COMMUNICATION AND SPEECH DELIVERY

ACHIEVEMENT OF The speech effectively establishes and The speech establishes and achieves The speech partially establishes and The speech did not and achieves
PURPOSE (x4) achieves its purpose to either inform, its purpose to either inform, achieves its purpose to either its purpose to either inform,
persuade or entertain. persuade or entertain. inform, persuade or entertain. 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 Clearly understood the topic in-depth Clearly understood the topic Seemed to have understood the Did not show an adequate
UNDERSTANDING (x4) and presented information forcefully in-depth and presented ideas with main points of the topic, but did understanding of the topic; led
and convincingly; the student appears relative ease. not present with ease. to awkward presentation.
very knowledgeable on the topic.

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.
VOCALIC CUES (x2) Consistent and effective volume,
articulation, and expression were
present in the speaker's voice.
Appropriate rate and pausing were
employed.
EYE CONTACT (x2) Holds attention of the entire audience
with the use of direct eye contact,
seldom looking at notes.
FACIAL EXPRESSIONS AND The speaker maintained good posture.
BODY LANGUAGE (x2) Movements were purposeful and
enhanced the delivery of the speech.
Facial expressions were comfortable
and showed enthusiasm for the topic.
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.
The organizational logic assists the
viewer’s understanding of the
speech’s ideas.
EFFECTIVE NONVERBAL COMMUNICATION SKILLS
The speaker spoke loudly and
clearly enough to be easily
understood. The speaker used
adequate expression and rate.
Consistent use of direct eye contact
with the audience, but still returns
to notes.
The speaker maintained adequate
posture and non-distracting
movement during the speech.
Expressions were comfortable.
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 disorganization makes it
difficult for the viewer to
understand the speech’s ideas.
The speaker could be heard most
of the time, but at certain points
was inaudible. Little expression
was shown.
Displayed fair eye contact with
the audience, while reading
occasionally from the notes.
The speaker had some distracting
and/or nervous movement during
delivery. Facial expressions
seemed forced or absent.
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.
The audience had difficulty
hearing and/or understanding
much of the speech due to low
volume. Very little expression
was shown.
No eye contact with the
audience, as the entire speech is
read from notes.
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.

III. COMMUNICATIVE COMPETENCE

COMMUNICATIVE Used the most appropriate sentence
COMPETENCE (Structural, structure that supported the topic. No
Lexical, and Sociocultural utterance of grammatical error during
Aspects) (x2) 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 Necessary parts of the documents Necessary parts of the documents Some parts of the necessary The documents do not provide
WRITTEN OUTPUT (x5) supplement and complement the complement the presentation. documents are missing. support to the presentation.
(may be included or presentation.
excluded depending on
the absence or presence
of the components of the
resources)

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: _______________________________________________________