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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