Republic of the Philippines

DEPARTMENT OF EDUCATION
Cordillera Administrative Region
Division of Mountain Province
ALL SAINTS MISSION SCHOOL OF MOUNTAIN PROVINCE INC.
Bontoc, Mountain Province

FLEXIBLE INSTRUCTION DELIVERY PLAN

Grade: 11 Semester: Second Semester

Core Subject Title: Practical Research No. of Hours/Semester: 80 hours/semester

Core Subject Description: The development of listening and speaking skills and strategies for effective communication in various situations.
Culminating Performance Standard: Proficiently deliver various speeches using the principles of effective speech delivery.

What to Teach? Why Teach? How to Assess? What to Teach?

Performance Learning competencies Highest Thinking Skill to Assess Highest Enabling Strategy to Use in
Content Most Essential
Content Standards developing the Highest Thinking
Standards Topics
Skill to Assess
Flexible
Assessment Flexible
KUD Enabling General
Complete RBT Level Activities (FAA) Learning
Classification Strategy
Performance Strategies (FLS)
Checks
QUARTER 1
Nature of The learner Meaning, The learner is a. explains the U Remembering Essay Writing Activity Communication Whole Class
Inquiry and demonstrates Characteristics able to: importance on the Importance of Activity:
Research understanding , Purposes and of research Research to Daily Life Explain your
of: Types of a. use in daily life understanding of
1. The Research appropriate inquiry by
importance of kinds of b. describes answering the
research in research in characteristi following
daily life; making cs, questions
2. The decisions processes, intelligently.
characteristic and ethics of
, processes, research PAIR WORK:
and ethics of Some of the
research c. differentiates True or False following
3. Quantitative quantitative activities on the questions will
and from different require more
qualitative qualitative characteristics of complex thinking
research quantitative research while some
 4. The kinds of research and qualitative demand simple or
research research less thinking. Put
across fields. a check mark on
d. provide the questions that
examples of require more
research in complex thinking
areas of and put an X to
interests those that trigger
(arts, simple and less
humanities, thinking.
sports,
science,
business,
agriculture
and
fisheries,
information
and
communicati
on
technology,
and social
inquiry.)
Qualitative The learner Qualitative The learner is a. Describes U Remembering Essay Writing Communication INDIVIDUAL
Research and demonstrates Research able to: characteristic Activities on the WORK: Explain
Its Importance understanding 1. decide on a , strengths, Strengths and the concepts you
in Daily Life of: suitable weaknesses, Weaknesses of have learned by
1. the value of qualitative and kinds of qualitative research answering the
qualitative Characteristics research in qualitative following
research; its of Qualitative different areas research questions.
kinds, Research of interest.
characteristic, b. Illustrates the
uses, importance GROUP WORK:
strengths, of qualitative Form groups of
and research five. Using Manila
weaknesses across fields. paper, do any of
2. the Types of the following
importance of Qualitative activities:
qualitative Research a. Do a semantic
research map showing
across fields your
of inquiry imagination of
the way a
researcher
conducts his
or her
 ethnographic
research in a
certain place.
b. Sketch the
varied
observational
activities the
researcher will
do to gather
data about this
topic: “The
Favorite Brand
of Sardines of
Residents in
the Happy
Nook
Subdivision.”
c. Draw a table
with three
columns
where you can
list down
topics of your
own for a
qualitative
research. The
first column is
for the topic,
second, for the
purpose, and
third, for the
type of
qualitative
research to be
used.
Identifying the The learner Subject Matter The learner is a. Designs a D Application Formulating a Representation Using your
Inquiry and demonstrates of the Inquiry able to: research research title of their favorite online
Stating the understanding of Research project own interest social
Problem of: 1. Formulate related to communication
clearly daily life network, ask your
1. The range of statement of friends what
research Research research b. Writes a college they
topics in Problem and problem research title belong to and
inquiry Research what research
Question c. Describes experience they
2. The value of the have already
 research in justifications/ gone through.
the area of reasons for Specifically, ask
interest conducting about the title of
the research the any research
3. The paper they have
specificity d. States Formulating research already done,
and feasibility research questions plus their reasons
of the questions for having
problem conducted such
posed e. Indicates research studies.
scope and If they have not
delimitation done any
of research research work
yet, express your
curiosity as to
f. Cites
what subject
benefits and
matter they may
beneficiaries
want to work on
of research
in the nearest
future. Request
g. Presents each of them to
written try formulating an
statement of appropriate title
the problem for his or her
topic. Based on
the title given,
determine the
quality of the
topic expressed
by the title with
respect to the
guidelines or
pointers you have
learned about
research topic
selection.
QUARTER 2
Learning from The learner Meaning, The learner is a. Selects D Application Selecting and Representation Teacher-Made
Others and demonstrates Purpose, and able to: relevant reviewing several Activities
Reviewing the understanding Styles of literature articles and
Literature of: Review of 1. Select, cite, researches for the
Related and b. Cites related Related Review of
1. The criteria in Literature synthesize literature Literature
selecting, properly using
citing, and related standard
synthesizing literature. style (APA,
 related MLA, or
literature 2. Use resources Chicago
according to Manual of
2. Ethical ethical Style)
standards in standards
writing related c. Synthesizes
literature 3. Present information
written review from relevant
of related literature
literature
d. Writes
coherent
review of
literature

e. Follows
ethical
standards in
writing
related
literature

f. Presents
written
review of
related
literature
Understanding The learner Qualitative The learner is a. Chooses D Application Venn Diagramming Communication INDIVIDUAL
Data and demonstrates Research able to: appropriate on the different ACTIVITY:
Ways to understanding Designs, and qualitative sampling procedures. Use one
Systematically of: Sampling 1. Describe research qualitative
Collect Data qualitative design research design
1. Qualitative research to direct a doable
research designs, b. Describes or practicable
designs sample, and sampling research study
data collection procedure about one thing
2. The and analysis and sample you are curious
description of procedures about. For
sample c. Plans data instance, subject
2. Apply collection to study a
3. Data imaginatively and analysis member of a
collection art/design procedures group,
and analysis principles to organization,
procedures create artwork d. Presents object, event,
such as written modern
survey, technological
 interview, research gadget or device,
and methodolog particular social
observation y media network,
person’s selfie
4. The e. Utilizes behavior, or any
application of materials other creature or
creative and entity in this
design techniques world. Choose a
principles for to produce research design
execution creative that corresponds
work to the kind of
researcher you
are, who as a
beginner in the
field, is inclined to
facing the
research
constraints of
time, money,
know-how, etc.

Performance Task:

GOAL To enhance your critical thinking skills through research, formulation of problems, questions, and analysis of data
ROLE Newbie Researcher
AUDIENCE Research Panel and Everyone
You are a beginner researcher who is trying to determine a possible solution to the problems in the community you belong to. Your goal is to
SITUATION
formulate a research plan and accomplish your research proposal. You will be preparing your background of the study, your research problems.
PRODUCT Research Proposal
STANDARD Take into consideration the given rubric and allow it to guide you as make your research paper.

4 3 2 1
  Exceptionally clear, focused,  Clear thesis which maintains a  Contains thesis but with  Thesis statement lacks clarity
interesting thesis consistent focus from inconsistent focus and focus
 Strong, rich supporting details beginning to end  Generalized supporting details  Inadequate or missing
and examples that prove thesis  Specific supporting details are that prove thesis supporting details
Content and Focus
 A meaningful conclusion present
explaining the importance of  A clear conclusion as to why
the research and how it can be the research is important
used.

 Strong introduction  Clear introduction and  Parts of the research paper is  Unable to clearly identify
 Consistent and coherent logical conclusion present but not clear introduction and other parts of
progression  Illustrates some consistency  Show some attempt of the paper
Organization  Uses clear and skillful and shows some logical consistency and order.  Lack of consistency and order
transitions progression Proposal shows attempt of  Paper shows little or no
 Uses clear transitions transitions between attempt of transitions between
paragraphs paragraphs

 Written in formal language  Majority of paper written in  Some use of formal language  Paper frequently uses
(avoids slang completely) formal language recognized; informal language informal language
 Elaborate and colorful  Language appropriate to topic is dominant  Language is not appropriate
language  Words convey intended  Most language is appropriate to topic
 Consistently strong and varied message to topic  Message is unclear
Style
sentence structure.  Direct quotes support student’s  Able to get vague idea of  Majority of paper is
 Direct quotes support students’ ideas message plagiarized
ideas  Majority of paper written in  Some parts of paper written in
 Paper written in students’ own student’s own words. student’s own words
words

 Superior editing. Rarely makes  Careful editing. Makes few  Some evidence of editing  Poor editing
errors in the following areas: errors in the following areas: a. Extensive spelling and a. Spelling and grammatical
Convention a. Spelling and mechanics a. Spelling and mechanics grammatical errors errors make it difficult to
b. Correct usage and b. Correct usage and read paper
grammar grammar

Prepared by: Noted:

ASHLEY P. OTING RAIZA T. MACYON

Faculty Member School Head, High School Department