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.

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.

Performance Highest Enabling

Second 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
The learner The 1. defines what a differentiates
10-item
Writing the understands learner… position paper is position paper
Open
Position the principles K from other types U Remembering Representation Quescussion
Answer
Paper and uses of a presents a of assessment
Quiz
position paper convincing papers
position 2. identifies situations
paper based in which a position
Group Oral
on properly paper may be U Analyzing Communication Jigsaw
Presentation
cited factual effectively used in
evidence our present society
3. gathers
produces an manifestoes and
Group Oral Think-Pair-
insightful analyzes the U Analyzing Communication
Presentation Share
statement of arguments used by
principles the writer/s
and reasons 4. defends a stand on
for an issue by
establishing presenting
a student Printed Dyad
reasonable Reasoning and
organization, U Evaluating Research Quescussion
arguments Proof
coming up Report
supported by
with a group properly cited
exhibit of factual evidences
creative 5. writes various kinds
Problem
works, etc. of position papers D Creating Portfolio Quescussion
Solving
 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
The learner The learner 1. determines the
Writing the understands produces a objectives and 10-item
Report the principles well-written structures of U Analyzing Quiz Communication Quescussion
Survey/ and uses of report for various kinds of
Field Report surveys, various reports
Laboratory/ experiments disciplines 2. designs, tests and Printed
Scientific and scientific revises survey Group Problem
D Creating Jigsaw
Technical observations questionnaires* Questionnair Solving
Report* es
3. conducts surveys, Printed
Problem
experiments or D Creating Group Jigsaw
Solving
observations* Report Paper
4. gathers information
from surveys, Group Problem
D Creating Jigsaw
experiments, or Report Solving
observations*
5. disseminates
written forms of
information from Problem
D Creating Group Work Jigsaw
surveys, Solving
experiments or
observations*
6. summarizes
findings and
Group Oral Representation
executes the report Understanding
K, D and Visual & Problem Jigsaw
through narrative & Creating
Presentation Solving
and visual/graphic
forms
7. writes various Problem Think-Pair-
D Creating Portfolio
reports Solving Share
*For the Tech-Voc track, learners may write a report about their field of specialization like the result of their entrepreneurial ventures, services, livestock experimentation/test, etc.
*This competencies design, conducts surveys, gathers information, and disseminates will also be covered in Research 1 and Research 2.

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 comprehensive report and other papers for chosen topics

Prepared by:

REYMOND N. HELAR
Grade- 12 Instructor