Flexible Instructional Delivery Plan (FIDP)

Grade: Grade 11 Semester: 2nd

Core Subject Title: Reading and Writing Skills No. of Hours/Semester: 80
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 Standards:
What to Teach? Why Teach? How to Assess? How to Teach?
Content Most Performance Learning Competencies Higher Order Thinking Highest Enabling
Content Standard Essential Standard Skill to Assess Strategy to Use in
Topics Developing the Highest
Thinking Skills to
Assess
Complete KUD Most KUD RBT Level Flexible Enabling Flexible
Classificati Essential Classification Assessment General Learning
on Activities Strategy Strategies
(FAA) (FLS)
Performance
Check(s)
3rd and 4th___ Quarter
1.1 Pattern The learner 2. Identify the
Reading of critiques a Distinguishes Knowing different Knowing Understan Narrative Understa Question
and The learner Develop chosen sample ding Writing nding and and
between and patterns of
Writing realizes that men t: of each pattern Worksheet s Interpret Answer
among written texts
Skills information Narrative of techniques in across
in a written Writing development selecting and disciplines.
text may be focusing on
organizing Reading and
selected and information Persuasiv e
information a. Evaluate a Writing
organized to selection, Writing
organizatio n, brainstorming written text Worksheet s Workshop
achieve a
and developme list b. graphic based on its
particular
nt. organizer
Properties Remembe
EN11/12RWS-
purpose. 1.2Pattern IIIa-2 (organization Compare and ring
of writes a 1000- , coherence Knowing Understan Contrast
Develop word critique 3. and ding Worksheet s Answering
men t: of a selected Distinguishes cohesion, modules
Definitio text on the between and language use
n Writing basis of its among and
understands claim/s,
the patterns of mechanics)
context, and
relationship development
1.3 Pattern properties as a
of a written of written in writing
text and the Develop material. across Identify
context in men t: disciplines claims
which it was Persuasiv a. narration explicitly or
developed. e Writing b. description implicitly
Question
e. comparison made in a Summariz and answer
produces each and contrast written text ing
type of EN11/12RWS- a. Claim of
1.4 Pattern academic IIIbf-3 fact
of writing and EN11/12RWS- Understand Understandin Understan
Develop professional ing g ding
IIIbf-3.1 Explain
understands men t: correspondenc
EN11/12RWS- critical
the Compare e following the
and IIIbf-3.2 reading as a
requirements properties of
Contrast wellwritten EN11/12RWS- form of
of composing
texts and IIIbf-3.5 reasoning.
academic
writing and process
approach to 4. Identifies Guided
professional Question
3. writing. properties of a Identify the
corresponde
Identifyin well-written unique
nce.
g and text a. features of
Analyzing organization and
Claims EN11/12RWS- requirements
IIIgh-4 in composing
EN11/12RWS- texts that are
4. Written IIIgh-4.1 useful across
Text as a disciplines: a.
Connected Book Review
Discourse Text
8. Identifies or Article
analysis
5. Word the unique Critique
parts through features of and
structural a. Term
requirements
analysis pape
in composing Finding
r
texts that are
6. Critical useful across Identify the
reading disciplines a. unique
Book Review Doing Creating
features of
Doing
or Article and Summarizi
Critique b. requirements ng
7. Term Literature in composing
Paper Review c. professional
Research corresponde
Report nce: a.
EN11/12RWS- Resume
IVdg-12 b.
EN11/12RWS- Application
IVdg-12.1 for
EN11/12RWS- employment Essay
IVdg-12.2 Questions
EN11/12RWS-
IVdg-12.3

9. Identifies
the unique
features of and
requirements
in composing
 professional
correspondenc
e a. Resume
c. Application
for
Employment
EN11/12RWS-
IVhj-13
EN11/12RWS-
IVhj-13.1
EN11/12RWS-
IVhj-13.3

Performance Task
Culminating Performance Task:
Learners will write their own term paper, instructions and formats are given through the discussion of their modules. Include: Chapter 1 to 4 and
references.

GRASPS
GOAL – Their focus and writing skills are developed as they concentrate in the given task.

ROLE - Students

AUDIENCE – Teacher

SITUATION – Writing term paper to evaluate the students’ writing abilities and the amount of effort they invested in writing it.

PRODUCT – Term Paper

STANDARDS – Should be organized and well-researched.

Prepared by: Noted by:

ROJELYN C. SEMILLA, MACE KRISTINE JANE AGAD, PhD

Subject Teacher Senior High School Academic Director

Approved by:

R. MIKEAL A. ALLARDE, PhD

School President and H.R.Q.A. Director