CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP

Grade: 12 Semester: 1ST Semester Prerequisite: N/A

Core Subject: Personal Development No. of Hours: 80 hours/semester
Core Subject Description: This makes the Senior High School students aware of the developmental stage that they are in, for them to better understand themselves and the significant people around them as they
make important career decisions as adolescents. This also addresses a key concern in personal development. Using the experiential learning approach, students explore specific themes in their development.
Personal reflections, sharing, and lectures help reveal and articulate relevant concepts, theories, and tools in different areas in psychology.
Culminating Performance Standard: Demonstrates understanding and awareness of self towards healthful living, self -value, social responsibilities, and make a career plan based on personal goal.

FIRST QUARTER

Highest Enabling Strategy to

Highest Thinking Skills To Asses Use in Developing the Highest
Performance Learning KUD Thinking Skill to Assess
Content Content Standard
Standard Competencies Classification
Assessment Techniques Enabling General Teaching
RBT Level
WW QA PC Strategy Strategy

Getting to know  The learner The learner The learner…

one’s self understands oneself Understands
during middle and late oneself during
adolescence middle and late 1. Explains that Knowing Analyzing Essay Written Sharing in the Representation Self-check
Himself/herself during adolescence knowing oneself can Exam class about
middle and late Conduct self- make a person accept Writing their Personal
adolescence. exploration and his/her strengths and Analysis
simple disclosure. limitations and (SWOT)
dealing with others Quiz Buddy
better. Role Playing Charades-“
Activity—talk Communication selling your
2. Shares his/her show or buddy”
Evaluating
unique characteristics, Understanding creative
habits, and situation
experiences.
Group
3. Maintains a hedge
journal. Action Plan
Doing (turning Problem Solving &
Creating weakness into Connections
strength)

Discovering my The learner Illustrate the 1.discuss the Knowing Analyzing Essay Written Essay writing Presentation Panel
uniqueness develops as a whole person connections relationship among Writing Exam about his/her discussion
between thoughts, physiological, what make
 and the various aspects of feelings, and cognitive, him/her
holistic development: behaviors in a psychological, Case study unique. “Draw me
physiological, cognitive, person’s holistic spiritual, and social solving that
development. development to Case study Picture”
psychological, spiritual, and
understand his/her
social development. thoughts, feelings,
and behaviors
Quiz Visualizing “Sweet
situations talks”
2. evaluate his/her
own thoughts,
feelings, and
behaviors Seatwork
Understanding Evaluating Communication
3. show the
connections between
thoughts, feelings,
and behaviors in
actual life situations Doing Creating Reasons and proofs

The learner demonstrates The learner 1.classify various Knowing Analyzing Essay Written Role Play Buzz
understanding in the skills demonstrates in developmental tasks Exam Group
and tasks appropriate for making a list of according to Writing Connections
middle and late adolescence, ways to become developmental stage
and preparatory to early responsible KWL
adulthood. adolescents 3.2 ev 2. evaluate one’s Quiz Video Making
development in
prepared for adult
comparison with Understanding Creating
life.
Developmental persons of the same Sweet
age group Seatwork Problem Solving Talks
Stages in Middle
and Late 3. list ways to become
Adolescence a responsible Doing Analyzing Concept
adolescent prepared
for adult life Mapping

Flow

chart
The challenges of  The Challenges of 1. Clarify and 1.Discuss that facing
the middle and late Middle and Late manage the the challenges during Knowing Analyzing Quiz Written Research Problem solving Buzz Group
adolescence. Adolescence demands of the adolescence may able Exam
teen years (middle to clarify and manage
The developmental
Coping with stress and late the demands of teen
in middle and late changes in middle and years. Seat work
late adolescence, and adolescence).
adolescence
expectations of and 2. Identify personal 2.Express his/her Self check
from adolescents. ways of coping for feelings on the and
healthful living. expectations of the Evaluation
 Coping with Stress in significant people Doing Evaluating Research
Middle and Late around him/her
Adolescence (parents, siblings,
friends, teachers,
The developmental
community leaders). Problem/
changes in middle and
Situation
late adolescence, and 3.Make affirmations solving Sweet talks
expectations of and that help one become
from adolescents. more lovable and
capable as an
adolescent. “Mirror,
Understanding Creating Mirror on
4.Discuss that the wall”
understanding stress
and its sources during
adolescence may help
in identifying ways to
cope and have a
healthful life.
Knowing Analyzing
5.Identify sources of
one’s stress and
illustrate the effect of
stress on one’s
system.

6.Demonstrate
personal ways of
coping with stress for
healthful living.
Understanding Analyzing
 Doing Creating

Prepared by:

Gelly Mei Ramos-Gutierrez

Subject Teacher

PERFORMANCE TASK: ACTION PLAN

Goal: Present a challenge that teenagers experience/facing and make an action plan on how to be the better version of themselves. They will present it to the class.
Role: Teenager, researcher, adviser, critique
Audience: The audience would consist of your classmates and teacher.
Situation: You are students who need to come up with a very good and proven solution to the challenges that teenagers nowadays are experiencing/facing.
Product/Performance and Purpose: An Action Plan. This will prove that students themselves know how to create solutions to conflict/ challenges they are facing. This will remind the students that everyone is a
unique individual and able to conquer life’s challenges by knowing themselves better and knowing that God is their shepherd as they walk through their journey.

Criteria Beginning (1-5 points) Developing (6-10 points) Accomplished (11-15 points) SCORE

The scenario and solution in the The scenario and solution in the The scenario and solution in the action
action plan are not clear enough action plan are realistic and plan are realistic and absolutely effective
Content to give readers accurate view of effective, but some details are as based from Biblical principles.
the situation ; the details are not related and weak.
vague or are not related to the
topic.

GENERAL The scenario and solution in the The scenario and solution in the The scenario and solution in the action plan
action plan are not well action plan are well organized are well organized and related to the
Organization organized and related to the and related to the challenge; just challenge;
challnege; the points are not some are not
realistic.

There were more than three There were one to three errors in The action plan was well presented and
Structure errors in spelling, mechanics, spelling, mechanics, word usage done.
word usage and neatness of and neatness of work.
work.
TASK SPECIFIC Knowledge The use of appropriate There some inappropriate The principles being applied in the action
 Steps and principles principles being applied in the plan are realistic and effective.
action plan
are not appropriate at
all for the chosen
situation in the action plan.
TOTAL SCORE:

Prepared by: Gelly Mei Ramos-Gutierrez

Subject Teacher

CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP

Grade: 11 Semester: 1ST Semester Prerequisite: N/A
Core Subject Title: Oral Communication 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 delivers various speeches using the principles of effective delivery.

SECOND QUARTER

Highest Enabling Strategy to

Highest Thinking Skills To Asses Use in Developing the Highest
Content Performance KUD Thinking Skill to Assess
Content Learning Competencies
Standard Standard Classification
RBT Assessment Techniques Enabling General Teaching
Level WW QA PC Strategy Strategy

Types of Communicative The learner The learner Engages in a communicative Essay Written
Strategy recognizes that situation using acceptable, Exam
communicative demonstrates polite and meaningful Understanding Analyzing Writing Informal Communication
1. Nomination competence effective use of communicative strategies
2. Restriction communicative
 3. Turn-taking requires strategy in a Debate
4. Topic control understanding of variety of speech
5. Topic shifting situations. Explains that a shift in Quiz Think-Pair-
6. Repair speech context, speech context, speech style, Share
7. Termination speech style, speech act and
speech act and communicative strategy
communicative affects the following
strategy.
 Language form Fast Talk
 Duration of
interaction
 Relationship of Connections
speaker Understanding Applying
 Role and Role Play
responsibilities of
the speaker
 Message
 Delivery
Story
Generator

Discuss-ion

Skit

Reflection

Log

Types of Speeches The learner The learner Distinguishes types of Understanding Analyzing Communication
A. According to purpose realizes the rigors proficiently speeches. Quick
of crafting one’s delivers various writing
 Expository/ speech speeches using the
Informative principles of Uses principles of effective
Speech effective speech speech delivery in different Think-Pair-
 Persuasive Speech delivery situations. Write
 Entertainment Speech

B. According to delivery Essay Essay

 Reading from a Uses principles of effective Tongue
speech writing focusing on writing Twister
manuscript Writing
 Memorized Speech
 Audience profile
 Impromptu Speech
 Logical
 Extemporaneous
organization
Speech
 Duration
 Word choice Practical
C. Principles of Speech exam
Writing  Grammatical Say it Like
correctness you mean it
 Choosing the Topic
Doing Creating Problem solving
 Analyzing the
Audience Picture
Uses of principles of Speech
 Sourcing the Analysis
effective speech delivery
Information focusing on: Writing
 Outlining and
Organizing the Speech  Articulation
Contents  Modulation
 Stage presence Speech Quad
D. Principles of Speech  Facial expressions, activity
Delivery gestures and
movements
 Rapport to the
audience

Pick & Say

3-2-1
 Quescu-
ssion

Prepared by:

Mary Joy S. Garma

Subject Teacher
Performance Task: PUBLIC SPEAKING FOR PUBLIC HEALTH
Goal: Your task is to write and deliver a speech about the role of regular exercise or physical activity in improving cardiovascular health.
Role: You are a young cardiologist. You have been tasked by the Philippine Heart association to write and deliver a speech to a local community. The prevalence of heart disease in this community is the highest in
the country.
Audience: Persuade the local community members about the importance of regular exercise and physical activity in improving heart health and reducing the risk of cardiovascular diseases. 
Situation: the challenge involves coming up with a speech about the importance of physical activities and regular exercise in improving heart health and reducing the risk of cardiovascular disease.
Make it as interesting and as unique as possible. You need to persuade your audience to engage in physical activities or regular exercise by informing them of the negative effects sedentary
lifestyle and the many benefits of getting involved in disorders. Explain how people who engage in regular physical activities combined with health diet have a reduced risk developing heart
diseases.
Product/Performance and Purpose: You will write and deliver a combination of informative and persuasive speech using the following guidelines:
1. Make a description of the local community as having the highest prevalence of heart disease in the whole country.
2. Explain how a sedentary lifestyle leads to many cardiovascular disorders.
3. Include a detailed description and explanation of how physical activity or regular exercise can improve heart health.
4. Write a detailed description and explanation of how cardiovascular disorders can be prevented by exercising regularly and engaging in other physical activities.
5. Edit your first draft for content, organization, style, language and grammar.
6. Your edited speech must contain in a minimum of 500 words.
7. Consider the following when you deliver the speech:
a. Proper articulation and modulation
b. Stage presence
c. Facial expression, gestures and movements
d. Rapport with the audience
8. Print your finished product (first draft edited speech) on short bond paper, Arial font size 12, double spacing.

Standard and Criteria for the Success: Your project will be graded using the rubric below.
Criteria Beginning (1-5 points) Developing (6-10 points) Accomplished (11-15 points) SCORE

GENERAL The speech lacks many pertinent The speech lacks one or two The speech includes all the pertinent points about the
Content
points about the topic. pertinent points about the topic. topic.

Organization The ideas in the The ideas in the The ideas in the speech are
 speech are logically organized,
but some
speech are not logically logically organized; transitions are clear and properly
organized; transitional devices transitions are unclear or used.
are not used or unclear. inappropriate.

Language There were eight or more There were four to seven There were only zero to three language errors.
language errors. language errors.
(spelling, mechanics, grammar, and
usage
The first draft and edited speech The first draft and edited speech The first draft and edited speech were submitted ahead of
were submitted more than day were submitted a day late. or on time.
late.
Punctuality

The purpose, topic, and main The purpose, topic, and main The purpose, topic, and main ideas are clear and
Evident purpose and research in speech ideas are not clear. ideas are clear, but there is a supported by detailed and accurate information.
content lack of detailed information.

The speech was uninteresting The speaker showed good The speaker demonstrated good stage presence,
and not presented well. delivery but needs to improve in confidence, facial expressions, gestures, movements,
Speech delivery some areas. proper word articulation, and appropriate voice
modulation.
TASK SPECIFIC
The speaker failed to engage and The speaker was effective in The speaker was effective in engaging and sustaining the
sustain the interest of the engaging and sustaining the interest of the audience and maintained eye contact all
audience; no eye contact interest of the audience in some throughout the speech.
Rapport with audience parts of the speech
.

TOTAL SCORE:
 Prepared by:

Mary Joy S. Garma

Subject Teacher