fidp-sample.docx
- 1. Flexible Instructional DevelopmentPlan(FIDP) Grade: Grade 11/12 Semester: First Semester Applied Subject Title: English for Academic and Professional Purposes No. of Hours 80 Hours Applied Description: The development of communication skills in English for academic and professional purposes. Pre-requisites( if needed) Culminating Performance Standard: The learner produces a detailed abstract of information gathered from the various academic texts read. Examine various academic text through identifying its topic, main idea, topic sentence and thesis statement. Write a thesis statement based on the given topic. Performance Task: You are a feature writer for a leading online magazine. For next month’s issue, it has been decided that a specific tourist destination in the Philippines will be featured. Hence, individually need to produce a one page concept paper that endorses a particular tourist destination. Together with the concept paper is a report that states the basic information about the place, including its features and estimated number of visitors. The editor-in-chief and your instructor will read all the submitted entries to choose the top three outputs. Those chosen will have the opportunity to be featured in the magazine. Hence, your outputs should be interesting, accurate, and organized. Rubric: CRITERIA HIGH (3) AVERAGE (2) LOW(1) NONE(0) Topic/Focus (5%) The topic focused narrowly enough for the scope of this assignment The topic is focused but lack direction The topic is too broad for the scope of this assignment. The writing is totally out of the scope of the assignment. Integration of knowledge (25%) The paper demonstrates that the author fully understands and has applied concepts learned in the course. The author provides concluding remarks that show analysis and synthesis of ideas. The paper demonstrates that the author for the most part understands and has applied concepts learned in the course. The author provides concluding remarks that show analysis and synthesis of ideas. The paper demonstrates that the author to a limited extent understands and has applied concepts learned in the course. The paper fails to demonstrate concepts learned in the course. Cohesiveness (20%) Paper flows from the issue to the next. Author’s writing demonstrates an understanding of the relationship among materials obtained from all sources. Paper flows with only some disjointedness. Author’s writing demonstrates an understanding of the relationship among materials obtained from all sources. Paper flows does not flow some disjointedness is apparent. Author’s writing does not demonstrate an understanding of the relationship among materials obtained from all sources. Paper flows does not flow and appears to be created from desperate issues. Writing does not demonstrate any relationships between sources. Depth of Discussion (20%) In depth discussion and elaboration in all sections of the paper. In-depth In depth discussion and elaboration in a few sections of the paper. Cursory discussion in a few sections The writer has omitted pertinent content excessively.
- 2. Mechanics (10%) Writing is clear, concise, and well organized with excellent sentence/paragraph construction. No spelling, grammar, or syntax errors per page of writing. Writing is mostly clear, concise, and well organized with excellent sentence/paragraph construction. There are more than three spelling, grammar, or syntax errors per page of writing. Writing is unclear and/or disorganized. There are not more than five spellings, grammar, or syntax errors per page of writing. Writing is unclear and disorganized. There are numerous spelling, grammar, or syntax errors per page of writing. Sources (10%) Use more than 5 current sources of which at least 3 are peer-reviewed journal articles or scholarly books. Use 5 current sources of which at least 2 are peer- reviewed journal articles or scholarly books. Use fewer than 5 current sources at which fewer than 2 peer reviewed journal articles or scholarly books. No current sources of peer reviewed journal articles or scholarly books. Citations (10%) APA citation style is used in both text and bibliography. APA citation style is used in both text and not in bibliography. Citation style is inconsistent Citation style is incorrect.
- 3. Quarter Performance Standard First quarter (Weeks 1 to 3) The learner produces a detailed abstract of information gathered from the various academic texts read. Learning Competencies Highest Thinking Skills to Assess (HTSA) Highest Enabling Strategy to Use in Developing the Highest Thinking Skill to Assess Content Reading academic Content Standard The learner acquires Most Essenti al Topics 1. Natu re of Performance Standard The learner produces a Complete The learner 1.1 Determines KUD Classific ation K Most Essential Learning The leaner determine the KUD Classific ation Understa nding RBT Level Evaluating Performance Checks The learner analyse sample Enabling General Strategy Connections Flexible Learning Strategies Textual analysis texts knowledge Acad detailed abstract Prep th a e r st e ru d c t u b r e y: Nechelena M tura e e ofS. Bayog/English for Aca te d xe tsm usiin cg a thn e d Professional Purposes of appropriate reading strategies for a better understandin g of academic texts emic texts 2. Strategie s in Reading Academi c texts of information gathered from the various academic texts read of a specific academic text 1.2 Differentiates language used in academic texts from various disciplines 2.1 Uses various techniques in summarizing a variety of academic texts. academic structures. U Explain the differences of language used in academic texts from various disciplines U Discuss the features of summarizing Understa nding Understa nding Evaluating Evaluating standard/nature of academic writing. Identify the differences of language used in academic texts from various disciplines Distinguish the specific ideas or purposes contained in various academic text Summarize an academic text Connections Connections Textual analysis/Tab le completion Text Analysis/ summarizin g