Classroom Instruction Delivery Alignment Plan

Grade: 12 Semester: 1st Semester

Subject Title: English for Academic and Professional Purposes No. of Hours/Semester: 80 hours/semester
Type of Subject: Applied Track Subject Prerequisites (If needed): N/A
Subject Description: The development of communication skills in English for academic and professional purposes.

Performance Highest Enabling

First Quarter Learning Competencies Highest Thinking Skills to Assess Strategy to Use
Standard
Assessment Technique Enabling
Content Beyond KUD Beyond KUD RBT Teaching
Content Minimum Minimum General
Standards Minimum Classification Minimum Classification level WW PC QA Strategy
Strategy
The learner The learner The learner 1. determines the examines the
Reading acquires produces a produces structure of a structure of a 10-item
Understan
Academic knowledge of detailed abstract detailed specific academic K certain U Multiple Representation Quescussion
ding
Texts* appropriate of information abstract text academic text Choice Quiz
reading gathered from information
strategies for the various gathered from 2. differentiates
a better academic texts various language used in
Group Oral
understanding read academic academic texts U Analyzing Communication Jigsaw
Presentation
of academic texts read from various
texts from the disciplines
socio-cultural 3. explains the determines the
context in the specific ideas relationship of
Philippines contained in various specific ideas to
Understan Group Oral
academic texts K the general U Representation Jigsaw
ding Presentation
ideas contained
in academic
texts
4. uses knowledge of
10-item
text structure to
Multiple
glean the U Applying Connections Quescussion
Response
information he/she
Test
needs
5. uses various
techniques in Printed
summarizing a U Applying Summary Connections Quescussion
variety of academic Projects
texts
6. states the thesis determines the
statement of an importance of
academic text the thesis Remembe Group Oral
K statement of an U Representation Jigsaw
ring Presentation
academic text
 Performance Highest Enabling
First Quarter Learning Competencies Highest Thinking Skills to Assess Strategy to Use
Standard
Assessment Technique Enabling
Content Beyond KUD Beyond KUD RBT Teaching
Content Minimum Minimum General
Standards Minimum Classification Minimum Classification level WW PC QA Strategy
Strategy
7. paraphrases/ compares one’s
Group
explains a text interpretation of Understan
K U Directed Representation Jigsaw
using one’s own the text to the ding
Paraphrasing
words author’s
8. outlines reading Printed
Demonstrati
texts in various U Analyzing Outline Communication
on
disciplines Projects
9. summarizes the summarizes the
content of an content of an
academic text K academic text in D
One-
one’s own Understan
Paragraph Representation Jigsaw
words whilst ding
Summary Test
observing
coherence and
cohesion
10. writes a
précis/abstract/sum Problem Demonstrati
D Creating Portfolio
mary of texts in the Solving on
various disciplines
* For the Tech - Voc track, the academic texts may be modified to include texts specific to their courses (Home Economics, Agri - fishery, Information and Communication Technology and Industrial Arts) like instructional
manuals, brochures, digital materials, etc.
The learner The learner... The learner 1. forms opinions Problem
D Creating 10- item Quiz Quescussion
Writing the understands produces an based on facts Solving
Reaction the principles produces an objective 2. cites specific
Paper/ and uses of a objective assessment of Remembe Group Oral
sources to support K Representation Jigsaw
Review/ reaction assessment of an event that ring Presentation
claims
Critique paper/ review/ an event, a promotes or Extemporane
3. presents ideas Problem
critique person, a place highlights D Creating ous Quescussion
convincingly Solving
or a thing. Philippines’ Speaking
rich culture 4. uses the
writes a and traditions 10-item
appropriate
comprehensive U Applying Multiple Connections Quescussion
language for a
review/ reaction Choice Quiz
specific discipline
paper
5. raises legitimate,
Group Problem
 Performanc contrary views in an D Creating
Debate Solving
Jigsaw
e Arts, appropriate manner
Play, 6. uses appropriate
Dance, critical approaches*
Sports, etc.
Critique
in writing a critique U Applying Connections Quescussion
Paper
such as formalism,
feminism, etc.
 Performance Highest Enabling
First Quarter Learning Competencies Highest Thinking Skills to Assess Strategy to Use
Standard
Assessment Technique Enabling
Content Beyond KUD Beyond KUD RBT Teaching
Content Minimum Minimum General
Standards Minimum Classification Minimum Classification level WW PC QA Strategy
Strategy
 Film 7. applies the
10-item
 Participatio principles of writing
U Applying Enumeration Connections Quescussion
n in a effective reviews
religious or Quiz
and critiques
community 8. writes an
festival objective/balanced
 Art Exhibit
review or critique of
critiques design a work of art, an D Creating Review Problem Quescussion
such as event or a program Paper Solving
industrial design
objects or craft
objects,
furniture, fashion
designs based
on a set criterion

critiques graphic
design
communication
materials such
as posters,
billboards,
commercials,
digital and other
media
*For the TechVoc track, the learning competencies concerning critical approaches may be replaced by technical applications of specific Tech - Voc disciplines like Welding, Vulcanizing, Housekeeping, Home Care, Livestock,
etc.
The learner The learner The learner 1. defines what a Differentiate
Writing understands produces a well- produces a concept paper is K concept paper U Rememberi Open Answer Representation Quescussion
Concept the principles balanced well-balanced from other ng Quiz
Paper and uses of a concept paper in and types of
concept paper a specific comprehensiv academic
discipline e concept papers
paper in a
specific
discipline
based on a
set criterion
2. determines the ways
a writer can elucidate
Group Oral
on a concept by U Analyzing Communication Jigsaw
Presentation
definition, explication
and clarification
 Performance Highest Enabling
First Quarter Learning Competencies Highest Thinking Skills to Assess Strategy to Use
Standard
Assessment Technique Enabling
Content Beyond KUD Beyond KUD Teaching
Content Minimum Minimum RBT level General
Standards Minimum Classification Minimum Classification WW PC QA Strategy
Strategy
3. identifies situations
in which a concept
Panel Reasoning and Background
paper may be U Evaluating
Discussion Proof Knowledge
effectively used to
Probe
improve our society
4. comprehends
Analysis
various kinds of K Understanding Representation Quescussion
Paper
concept papers
5. explains and
clarifies concepts in
fields such as:
a. Art
b. Business Jigsaw,
c. Law Background
d. Philosophy Knowledge
e. Politics Group Oral Probe,
f. Religion K Understanding Representation
Presentation Panel
g. Science Discussion
h. Sports
i. TechVoc
Home
Economics
Agri. fishery
I.A.
ICT
6. presents a novel
concept or project Group
Problem Demonstrati
with accompanying D Creating Graphic
Solving on
visuals/ graphic Novel
aids

Culminating Performance Standard: The learner produces a detailed abstract of information gathered from the various academic texts read.

Power Standard: The learner produces an objective assessment of an event, a person, a place or a thing. Prepared by:

Big Performance Task: Create a portfolio that showcases the different types of academic assessment papers in various disciplines

Literal Transfer Task: The learner will be able to write academic assessment papers for chosen topics
MYLENE F. BACON
Grade- 12 Instructor