Culminating

SHS Activity
Grade 12
 Republic Act 8293, section 176 states that: No copyright shall subsist in
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This module was carefully examined and revised in accordance with the
standards prescribed by the DepEd Region 4A and Curriculum and Learning
Management Division CALABARZON . All parts and sections of the module are assured
not to have violated any rules stated in the Intellectual Property Rights for learning
standards.

The Editors

PIVOT 4A CALABARZON
 Culminating
Activity
Grade 12

Regional Office Management and Development Team: Job S. Zape, Jr., Jhonathan S.
Cadavido, Romyr L. Lazo, Fe M. Ong-Ongowan, Lhovie A. Caui-lan, Eugene Ray F.
Santos

Schools Division Office Management Team: : Rosemarie C. Blando, August F.

Jamora, Van Russel A. Robles

Culminating Activity
Quarter 1
PIVOT IV-A Learner’s Material

First Edition, 2020

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
Assistant Regional Director: Ruth L. Fuentes

PIVOT 4A CALABARZON
 Guide in Using PIVOT Learner’s Material

For the Parents/Guardian

This module aims to assist you, dear parents, guardians, or siblings of

the learners, to understand how materials and activities are used in the new
normal. It is designed to provide the information, activities, and new learning
that learners need to work on.

Activities presented in this module are based on the Most Essential

Learning Competencies (MELCs) for Culminating Activity as prescribed by
the Department of Education.

Further, this learning resource hopes to engage the learners in guided

and independent learning activities at their own pace and time. Furthermore,
this also aims to help learners acquire the needed 21st century skills while
taking into consideration their needs and circumstances.

You are expected to assist the child in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners have to
answer all the activities in their own notebook.

For the Learners

The module is designed to suit your needs and interests using the
IDEA instructional process. This will help you attain the prescribed grade-
level knowledge, skills, attitude, and values at your own pace outside the
normal classroom setting.

The module is composed of different types of activities that are

arranged according to graduated levels of difficulty—from simple to complex.
You are expected to answer all activities on separate sheets of paper and
submit the outputs to your respective teachers on the time and date agreed
upon.

PIVOT 4A CALABARZON
 PARTS OF PIVOT LEARNER’S MATERIAL

Parts of the LM Description

What I need to

Introduct
ion know The teacher utilizes appropriate strategies in presenting
the MELC and desired learning outcomes for the day
or week, purpose of the lesson, core content and
relevant samples. This allows teachers to maximize
learners awareness of their own knowledge as regards
What is new content and skills required for the lesson

Devel What I know The teacher presents activities, tasks , contents of

opm
ent
value and interest to the learners. This shall expose the
learners on what he/she knew, what he /she does not
know and what she/he wanted to know and learn.
What is in Most of the activities and tasks must simply and
directly revolved around the concepts to develop
and master the skills or the MELC.
What is it

What is more The teacher allows the learners to be engaged in

various tasks and opportunities in building their KSA’s

Engagement
to meaningfully connect their learnings after doing the
tasks in the D. This part exposes the learner to real life
What I can do situations /tasks that shall ignite his/ her interests to
meet the expectation, make their performance
satisfactory or produce a product or performance
What else I can which lead him/ her to understand fully the skills and
concepts .
do
The teacher brings the learners to a process where
Assimilation
What I have they shall demonstrate ideas, interpretation, mindset or
encourages learners in creating conceptual structures
learned values and create pieces of information that will form
part of their knowledge in reflecting, relating or using it
effectively in any situation or context. This part
What I can giving them the avenue to integrate new and old

achieve
learnings.

PIVOT 4A CALABARZON
WEEK
1-2
WEEKS Formulating a Plan
1-2
Lesson
I
Culminating Activity serves as the last specialized subject in Humanities and Social
Sciences since this course is designed to provide students the oppor-tunity to integrate
their learning in the different learning areas of the humanities and social sciences through a
creative culminating activity. It focuses on the exhi-bitions/exhibits of authentic products
and performances as evidence of their learning in the humanities and social sciences.

In this lesson, you are expected to formulate a plan that will demonstrate the key
concepts, principles, and processes of humanities and social sciences through the
knowledge that you have acquired in various specialized subjects un-der Humanities and
Social Sciences.

D
Spearheading a program or an activity shall need to undergo processes be-fore the
implementation. With this, every aspect of the program to be implemented will be checked
and corrected.

Formulating a plan for a program to be implemented shall be the first thing to

consider. Knowing the endpoint will help you to establish your plan in attaining it. By
knowing the endpoint you can formulate your objectives of the program to be implemented.

Learning Task 1: Recall the highlight activities that you have accomplished in the following
subjects below. Write your answers on your answer sheet.

1. Philippine Politics and Governance

2. Discipline and Ideas in the Social Sciences

3. Introduction of World Religions and Belief System

4. Discipline and Ideas in the Applied Social Sciences

5. Creative Writing

6. Community Engagement, Solidarity, and Citizenship

7. Creative Nonfiction

8. Trends, Networks, and Critical Thinking in the 21st Century

Now that you have chosen your springboard in accomplishing this subject, it is
important to follow the step-by-step procedures in implementing a program. As a social
sciences advocate, the welfare of the community is one of the priori-ties.

Learning Task 2: Among the highlighted activities of the specialized subjects, identify one
area that can be the springboard of a possible culminating activity. Consider the needs of
the community and the different aspects of the society in-cluding your home. Write 5
sentences as your justification on choosing the high-lighted activity.

PIVOT 4A CALABARZON 6
 One of the management functions that should be consider is planning. In planning,
it involves decision making steps before implementing a project. The project manager
needs to identify what is to be done, when and where will be the project be conducted, the
process on how to conduct it and who will be the per-sons involved in the project. It is a
systematic process which prepares the team to attain the set objectives together with its
actions to be implemented. Planning makes the specific goals attainable.

Moreover, planning deals with thinking before putting the ideas into ac-tions.
Through this, the team could easily for the possible challenges that may arise in the future
and how to deal with these circumstances. Logical thinking and rational decision making
skills are needed to come up with an effective and effi-cient plan.

Characteristics of Planning

Thinking before doing the task is important to make every facet as consid-erations
in implementing a program. Planning shall be the first phase of imple-menting a project or a
program. Knowing the characteristics of planning will also assist you to come up with an
effective plan of your program or advocacy.

Manager-Performing: In planning, this serves as the core for other functions in planning
and management. From this characteristic, it incorporates the activities for arranging and
organizing from the people or human resource to the materials. Monitoring and evaluating
of the plans made. From the pre-implementation to the post implementation of a project.

Goal Driven: A good planner must foresee the attainment of the project’s objec-tives.
Setting the goals must consider the outcome at the end. Goals serve as the endpoint of the
project to be planned.

Persistent: Considering all the segments and the requirements of the program, the planner
must be persistent in performing what should be done and what should be expected. The
planner must see the scopes of the plan that it can have variety of limitations and scope in
different personnel.

Monitor: Knowing that plans are made for specific purpose and there are set ob-jectives to
be attained at the end, as the project head or the proponent, setting the boundaries and
monitor it shall be considered. Setting the possibilities in the fu-ture dealing with the
requirements and conditions of the project shall be followed and framed by the plan.
Monitoring the progress from the beginning to the end of the project.

Conceptualizer: A good planner has the capability to involves the forecasting of the
possibilities of the project. Being innovative, imaginative and creative may be used as edge
to be an effective planner.

Decisive: Decisions are made regarding the choice of alternative actions to be tak-en once
an unexpected circumstance happened in the future.

7 PIVOT 4A CALABARZON
Planning is concerned with setting objectives, targets, and formulating plan to ac-complish
them. The activity helps managers analyze the present condition to iden-tify the ways of
attaining the desired position in future. It is both, the need of the organization and the
responsibility of managers.

Importance of Planning

1. It helps managers to improve future performance, by establishing objectives and

selecting a course of action, for the benefit of the organization.

2. It minimizes risk and uncertainty, by looking ahead into the future.

3. It facilitates the coordination of activities. Thus, reduces overlapping among

activities and eliminates unproductive work.

4. It states in advance, what should be done in future, so it provides direction for action.

5. It uncovers and identifies future opportunities and threats.

6. It sets out standards for controlling. It compares actual performance with the standard
performance and efforts are made to correct the same.

7. Planning is present in all types of organizations, households, sectors, econo-mies, etc.

We need to plan because the future is highly uncertain and no one can predict the
future with 100% accuracy, as the conditions can change any-time. Hence, planning is
the basic requirement of any organization for the sur-vival, growth and success.

Steps in Planning

1. Analyzing Opportunities. Know the possible opportunities in the community or target

clientele helps you to think of a possible program or project that will provide the needs
of the beneficiaries of the program to be implemented. In solving a problem, you need
first to analyze the situation and explore possible solutions before prioritizing them.

For an instance, that the community has now suffering from COVID-19 Pandemic.
There are families who lost their sources of income and now struggling because of the
pandemic. This could be an opportunity to make a program for them as beneficiaries.

2. Setting Objectives. After knowing the opportunities, it is now time to de-cide on

what would be the focus of the program to be implemented. Assessing the needs of
the community is essential to establish your goals or objectives. Then write down your
goal. And before you move on to the next step, run your goal through the SMART
criteria.

PIVOT 4A CALABARZON 8
 Specific – well-defined and clear (What do you want to do with the families as
beneficiaries of the program?)

Measurable – include measurable indicators to track progress (How many families

would you like to be part of the program? It will help you to measure the progress of
the program)

Attainable – realistic and achievable within the resources, time, money, expe-rience,
etc. you have. It is important to set objectives which are realistic

Resourceful/Relevant – align with your other goals and has the possibilities to
generate resources for the program.

Timely – applicable to the society nowadays

Going back with the mentioned opportunity on the families who have been
affected of COVID-19 Pandemic, establishing the objective using the smart ap-proach will
be an effective way for you.

3. Developing Scope or Premises of the Plan. After determining the objec-tives, to

strengthen the implementation of the program, the scope of the pro-gram must also be
established. Answering the 5Ws and 1H of the program.

Questions:

1. What is the program all about?

2. Who is the target beneficiaries?

3. When is the target date of implementation of the program?

4. Where is the target location of the program?

5. Why does the program need to be implemented?

6. How to implement the program?

4. Developing the Steps of the Program Implementation. Developing the steps will
lead for the realization of the planned program. Create a rough template to list down all the
tasks to be performed, due dates and people responsible. It’s im-portant that you make
sure that the entire team is involved in this process and has access to the document. This
way everyone will be aware of their roles and responsibilities in the project.

Make sure that each task is clearly defined and is attainable. If you come across
larger and more complex tasks, break them down to smaller ones that are easier to
execute and manage.

The program has three phases, pre-implementation, during implementation and

post implementation.

A. Pre-implementation includes the preparation of the procedures, ma-terials

and orientation of the persons involved in the program.

B. Implementation includes the steps to be followed in the implementa-tion of

the program. It also includes the monitoring and evaluation ways of the program.
C. Post-Implementation includes the assessment of the program and checking
the attainment of the set objectives of the program.

9 PIVOT 4A CALABARZON
5. Setting the Resources Needed. Before you start your project, it’s crucial to en-sure that
you have all the necessary resources at hand to complete the tasks. And if they are not
currently available, you need to first make a plan to acquire them.

This should also include your budget. You can assign a column of your ac-tion plan
to mark the cost of each task if there are any.

6. Visualize your action plan. The point of this step is to create something that everyone
can understand at a glance and that can be shared with everyone.

Whether your action plan comes in the shape of a flowchart, Gantt chart, or table,
make sure that it clearly communicates the elements we have identified so far – tasks, task
owners, deadlines, resources, etc.

This document should be easily accessible to everyone and should be editable.

7. Monitor, evaluate and update. Allocate some time to evaluate the progress you’ve
made with your team.

You can mark tasks that are completed as done on this final action plan, bringing
attention to how you’ve progressed toward the goal.

This will also bring out the tasks that are pending or delayed, in which case you need to
figure out why and find suitable solutions. And then update the action plan accordingly.

An action plan is not something set in stone. As your organization grows, and
surrounding circumstances change, you will have to revisit and make adjust-ments to meet
the latest needs.

Why You Need an Action Plan

Sometimes programs don’t spend much time on developing an action plan before
an initiative, which, in most cases, leads to failure. If you haven’t heard, “failing to plan is
planning to fail” said Benjamin Franklin supposedly once.

Planning helps you prepare for the obstacles ahead and keep you on track. And with an
effective action plan, you can boost your productivity and keep yourself focused.

Here are some benefits of an action plan you should know:

1. It provides you a reasonable guidance. As an activity plan features precisely what

steps to be taken and when they ought to be finished, you will know pre-cisely what you
have to do.

2. Having your objectives recorded and arranged out in steps will give you moti-vation to
remain propelled and submitted all through the undertaking

3. With an action plan, you can monitor the movement toward your goal.

4. Since you are posting down all the means you have to finish in your activity plan, it
will assist you with organizing your errands dependent on exertion.
PIVOT 4A CALABARZON 10
 Creating a powerful action plan always begins with having a clear purpose, vision or
goal in mind. It is designed to take you from wherever you are right now directly to the
accomplishment of your stated goal. With a well-designed plan, you can achieve virtually
any goal you set out to accomplish.

The table below is an example of an action plan aiming to increase the number of
stakeholders that will support and provide the needs of the learners to achieve the school’s
development goals and services. It includes the columns on the project title, objectives,
output of the year, activities, persons responsible, schedule and venue, budget and the
budget source.

ACTION PLAN
11 PIVOT 4A CALABARZON
 E
Learning Task 3: Assess the status of your community. Identify three areas or aspects
which need to be assisted. Indicate your observation about the needs of the community
regarding the identified areas/aspects. Write your answers on your answer sheet using the
table below.

Areas/Aspects Observations

Learning Task 4: With the identified areas/aspects which need to focus with, choose one
aspect and formulate objectives that will address the identified area/ aspect with challenges.
Use SMART approach in formulating your objectives. Write your objectives on your answer
sheet.

Learning Task 5: Using the created objectives, formulate the premises/scope and time
frame of the preferred project by answering the questions on the table. Use the table to
write your answers.

Questions Answers
1. What is the program all about?
2. Who is the target beneficiaries?
3. When is the target date of implementation of the
program?
4. Where is the target location of the program?
5. Why does the program need to be implemented?
6. How to implement the program?

A
After knowing the tips in formulating your plan, this time you will do the learning
task in formulating the steps in implementing a project.

Learning Task 6: Formulate the plan of the program to be proposed by developing the
steps in implementing the program that will benefit your chosen area. Consid-er the three
implementation phases discussed in this lesson. Do this on your pa-per.

PIVOT 4A CALABARZON 12
 WEEKS
Writing a Concept Anchored WEEKS 3-
4
3-4
on the Prepared plan
I Lesson

You have learned in the previous lesson the steps in formulating a plan, steps and
parts of an action plan. The knowledge that you have acquired in the previous lesson will
help you in this lesson.

Considering your prepared plan, it will assist you to conceptualize it to re-alize the
aim of the proposed program.

In this lesson, you are expected to write a concept anchored to your pre-pared plan
using a prescribed format of a project plan. This plan will serve as your reference in
implementing your program at the end of this subject.

D
Have you encountered projects and programs implemented in your com-munity? In
every program or project there should have a plan to be prepared first before conducting
the project or a program. The proponent or the creator of the program shall write first the
proposal. Do you know the parts of the proposal? Let us find out in this lesson.

Learning Task 1: Supply the correct letters to form the given words. Give your initial
understanding about the formed words by writing one statement for each word. Write your
answers on your answer sheet.

1. RA___IO___A___E

2. ___ B J ___ C ___ ___ V ___

3. ___C___PE

4. T___M___FR___M___

5. M___N___T___R___NG

6. B ___ D ___ ___ T

Learning Task 2: Using the concept map, associate words that are related to the word
PROPOSAL. Do this on your answer sheet.

PROPOSAL
13 PIVOT 4A CALABARZON
 Realizing the formulated plan needs to be conceptualized and proposed. Me-gan
Morgan (2020) discussed that writing a good proposal is a critical skill in many occupations,
from school to business management to geology. The goal of a proposal is to gain support
for your plan by informing the appropriate people. Your ideas or suggestions are more likely
to be approved if you can communicate them in a clear, concise, engaging manner.

Knowing how to write a persuasive, captivating proposal is essential for suc-cess in

many fields. There are several types of proposals, such as science pro-posals and book
proposals, but each following the same basic guidelines.

In Planning your proposal, you may consider the following aspects:

Select your beneficiaries. You have to ensure that you consider your crowd and what they
may definitely know or not think about your theme before you start composing. This will
assist you with centering your thoughts and present them in the best way. It's a smart
thought to expect that your peruses will be occupied with, perusing (or in any event,
skimming) in a surge, and not inclined to give your thoughts any uncommon thought.
Effectiveness and enticement will be critical.

These are some questions that you may ask to yourself in selecting your
beneficiaries and people who will check your proposal.

Who will benefit the project? You need also to consider who will be the person to evaluate
or approve your proposal. It is important that they know how to under-stand and see the
purpose of your project.

What do these people want to see from your proposal? You need to ask them if they
are asking or requiring a format of a project proposal. There are different types of project
proposal which needs various formats. Asking them about the for-mats will help you to guide
them well.

Identify the problem that you want to solve. It is obvious to you what the issue is, yet is
that likewise obvious to your beneficiaries? Likewise, does your evaluators trust you truly
know what you are discussing? You can bolster your ethos, or com-posing persona, by
utilizing proof and clarifications all through the proposition to back up your affirmations. By
setting your issue appropriately, you begin persuad-ing the evaluators that you are the
opportune individual to deal with it.

These are possible questions that may be used to ask yourself in identifying the
problem or core of your proposal.

What are the community problems and issues that should be given atten-tion for a
solution?

What are the reasons behind these problems?

Has anyone ever tried to deal with this issue before? Were they solved it?
PIVOT 4A CALABARZON 14
Establish your solution. This ought to be direct and straightforward. When you set the
issue you're tending to, how might you want to explain it? Get it as thin (and feasible) as
could be expected under the circumstances.

Your proposition needs to characterize a problem and offer an answer that will
persuade uninterested, doubtful evaluators to help it. Your beneficiaries may not be the
most straightforward group to prevail upon. Is the arrangement you're offering consistent
and practical? What's the course of events for your usage?

Think about reasoning regarding your answer as far as targets. Your essen-tial
target is the objective that you completely should accomplish with your ven-ture. Auxiliary
targets are different objectives that you trust your task accomplish-es.

Consider the parts of the proposal. Contingent upon your proposal and who'll be
understanding it, you have to provide food your paper to fit a specific style. What do they
anticipate? Is it accurate to say that they are keen on your concern?

How are you going to be powerful? Persuading recommendations can utilize

enthusiastic interests, yet ought to consistently depend on realities as the bedrock of the
contention. For instance, a proposition to begin a panda protection program could make
reference to how tragic it would be for the offspring of people in the fu-ture to never observe
a panda again, however it shouldn't stop there. It would need to put together its contention
with respect to realities and answers for the proposi-tion to be persuading. You have to write
in plain, direct language as much as pos-sible.

Make an outline. This will not be part of the final proposal, but it will help you organize your
thoughts. Make sure you know all of the relevant details before you start.

You had your outlining lessons in your other subjects like in English and Filipino.
This could help you to do the initial draft of your plan. Your outline should comprise of your
concern, your answer, how you'll comprehend it, why your answer is ideal, and an end. In
case you're composing a leader proposition, you'll have to incorporate things like a
spending examination and hierarchical sub-tleties.

Now that you have understood the application of the formulated plan in the previous
lesson and you have also synchronized the concepts of planning a pro-posal, the next step
for you is to write the plan to be proposed. You will be needing an enough time to
understand and weigh the things needed in your proposal.

15 PIVOT 4A CALABARZON
Writing your proposal

Think of the possible program title. The title of the program will serve as the banner of
the entire program. In creating the title, it should be short but interest-ing. You may also coin
words from the core of the program or even making an acrostic or acronym where each
letter has a meaning.

Work on your rationale. This should begin with a snare. In a perfect world, you need your
evaluators enchanted from point one. Make your proposition as inten-tional and helpful as
could be expected under the circumstances. Utilize some foundation data to get your
evaluators in the zone. At that point express the moti-vation behind your proposition.

In the event that you have any distinct realities that shed some light on why the issue
should be tended to and tended to quickly, it's almost guaranteed that is something you can
begin with. Whatever it is, ensure what you begin with is a re-ality and not a conclusion.

Include the problem. After the presentation, you'll get into the body, the meat of your work.
Here's the place you should express your concern. On the off chance that your evaluators
don't think a lot about the condition, fill them in. Think about this as the "situation" area of
your proposition. What is the issue? What is causing the issue? What impacts does this
issue have?

Stress out why your difficult should be understood and should be explained now. By
what method will it influence your crowd whenever left alone? Make a point to address all
inquiries and spread them with exploration and realities. Uti-lize dependable sources
generously.

The problem should be clearly stated so that your evaluators could easily
understand the purpose and possible outcome of your proposal.

Identify the objectives. You have formulated already in the previous lesson your objectives
of the program that you are eyeing to propose. Be guided that your ob-jectives must follow
the SMART Approach.

State the Scope and Time Frame of the Program. In the previous lesson, it was stated
that A well-defined project scope is a necessity to ensure the success of your project.
Without it, no matter how efficient, how effective and how hard you work, you won’t be able
to succeed in your project.

Defining the project scope entails adopting a clear vision and an agreement on the
outcomes of the project. This allows each milestone of the project to stay on target.

PIVOT 4A CALABARZON 16
 The basis of the project scope should entail your goals and objectives to be one that
follows a SMART guideline. That is, to be Specific, Measurable and Achievable. It should
also be Realistic and completed within a specific Timeframe.

Specific–This involves stating accurately what the project wants to achieve. That is, what,
why and how these will be done. Clarity will reduce the chances of ambi-guities and
misunderstandings.

Measurable –Are your goals and objectives able to provide feedback and be ac-countable
for?

Attainable –Can your project’s goals and objectives be achieved, given the re-sources on
hand?

Relevant and Resourceful –Are the goals and objectives easy to deliver, especially if you
face problems or complications. Will these reduce the overall quality of the project’s
outcome and cause running over budget and not meeting the set dead-lines.

Time Frame –Can your project goals and objectives be met within the allocated time
frame? Is it a key criterion to meet these deadlines?

After planning, implementation stages shall be the next to conceptualize.

Discussing the implementation processes will guide the evaluators to see the step
by step procedures on how to conduct your project stated on your pro-posal. There are
three stages of the implementation processes.

Pre-Implementation Stage

In this stage, you are coming up with the things and resources needed like forming a
team, arranging the schedules, costings for resources like manpower and materials for the
program.

Assemble your team

Forming a committee will help you to be systematic in implementing the project.

These are some of the common committees:

1. Program and Invitation

2. Physical Arrangement and Demolition

3. Sound System

4. Food and Refreshments

5. Certificates and Awards

6. Monitoring and Evaluation

7. Documentation
17 PIVOT 4A CALABARZON
Manage the Schedule of the Project

It would be pleasant on the off chance that you could count up the tasks and state,
"With the assets we have, we will require this much time"— and after-ward get precisely
what you've requested. Be that as it may, actually, most ven-tures accompany fixed start
and end dates, paying little heed to accessible assets.

To make a sensible timetable inside those limitations, work in reverse from any
drop-dead cutoff times you think about—that is, dates that can't be changed— to see when
your expectations must be prepared. For example, if a yearly report is expected for an
investor's gathering and you realize it takes the printer fourteen days, at that point all the
last workmanship and duplicate for the report must be all set to the printer fourteen days
before the gathering.

Develop a budget

Budget Allocation plays an important part of the project. This will serve as your guide
to manage your expenditures. Having a well-prepared budget allocation will give you
efficient spending for your materials and other necessities in the pro-gram.

Qty. Unit Description Unit Price Total

Price

Conduct a Initial Meeting

When you've picked your players and set the calendar, unite everybody for an
opening shot gathering. Go over the venture's arrangement and targets with the gathering in
however much detail as could reasonably be expected, and audit the proposed time span.
Make certain to explain jobs and obligations. Urge individuals to call attention to spots
where issues may happen and where enhancements could be made. Pay attention to all
proposals—particularly in territories where the col-leagues have more understanding than
you do—and alter your appraisals and ex-ercises in like manner.

Implementation Phase

Now that you have prepared everything in the pre-implementation phase, it’s time to
put the plan into action. The implementation stage is frequently the most satisfying, in light
of the fact that work really completes, however it can like-wise be the most baffling. The
subtleties can be repetitive and, now and again, tir-ing.

Monitor and control process

Whether you have a formal project control system in place or you do your own
regular check-ups, try to maintain a big-picture perspective so that you don’t become
engulfed by details and petty problems. A monitoring tool may help you to do it.

PIVOT 4A CALABARZON 18
Report progress

Stakeholders will generally want regular updates and status reports. Con-sult with
them to see how much information they’d like and in what format. Don’t hide or downplay
problems as they come up, or you can easily transform them into crises. If you keep your
stakeholders informed, they may turn out to be good re-sources when issues do arise.

Conduct Regular team meetings

When you’re immersed in project information, it is easy to analyze the de-tailed

activities that should be carefully monitored. You and your team can stay focused by
meeting regularly and periodically asking yourselves what are the ways to attain the
success of the program.

In conducting a meeting, it is important to be guided with clear agendas to use the

time productively. Try structuring them around production numbers, rev-enue goals, or
whatever other metrics you’ve chosen to gauge performance. Many of your agenda items
will naturally stem from targets the project has missed, met, or exceeded: For example, you
have to discuss as a team whether to include on the project details. If there are adjustments
based on the findings, reports on the pro-gress of the project. Keep the momentum going by
following up each week on any to-dos and connecting them with the metrics for overall
performance. Also, cele-

brate small successes along the way—that will rekindle the team’s enthusiasm as

you make progress toward your larger objectives.

Minutes of the meeting shall be prepared after the meeting. The secretary must write
the agenda and the agreement of the team based on the conducted meeting. This serves
as the document that can be used as a guide in the next ac-tions to be taken.

Post Implementation Phase

Though some projects feel endless, since it is a continuous cycle especially if the
time frame of the project has a long term. However, the post implementation has still need
to be conducted to see the success and attainment of the project’s objectives. It is important
since all of the projects should be output or outcome-based at the end of it.

Monitor and Evaluate the Performance of the Project

Before closing out your project, your team needs to meet its goals (or deter-mine,
along with key stakeholders, that those goals no longer apply). Compare your progress with
the scope everyone agreed on at the beginning. That will tell you how well the project has
performed—and if there’s still work to do.
19 PIVOT 4A CALABARZON
Close the project

The steps you take to wrap things up will depend on whether your team as-sumes
ownership of its own deliverables, hands them off to others in the organiza-tion, or must
terminate the project altogether.

If all has gone as planned with your project, then it’s time for celebration.

Even if, as is more likely, there are some rough spots along the way—the project takes
longer than expected, the result is less than hoped for, or the costs overtake your
estimates—it’s still important to recognize the team’s efforts and accomplish-ments.

Debrief with the team

No matter what the outcome, make sure you have scheduled a post-
evaluation—time to debrief and document the process so that the full benefits of lessons
learned can be shared. The post-evaluation is an opportunity for discovery, not for criticism
and blame. Team members who fear they’ll be punished for past problems may try to hide
them rather than help find better ways of handling them in the future.

E
Learning Task 3: Directions: Read and understand the provided proposal. Analyze if the
parts of the proposal adhere to the steps in planning and writing a proposal. Write your
observations on your answer sheet.

I.PROJECT TITLE: Oplan LSS (Linis, Sanitize at Segregate)

II. RATIONALE:

Family is the smallest unit of the society. All the fundamental learning start with the
first teachers, the parents inside the family’s home. The impact of this to an individual’s
personality and characteristics plays a significant role.

Nowadays, with the current situations happening in the world, health and sanitation
become the priority of everyone. To maintain health and sanitation with-in the home or
community. The cleanliness and proper segregation shall be one of the areas to be
considered to attain clean and safe environment. Oplan LSS (Linis, Santize at Segregate) is
developed to motivate the family members to regularly clean and sanitize the house
premises and to practice proper segregation of wastes within the premises.

PIVOT 4A CALABARZON 20
III. OBJECTIVES:

• To maintain the safety, cleanliness and orderliness of the households.

• To segregate wastes properly

• To recognize the family member who practices the proper waste segregation and does
the household chores to maintain the cleanliness and orderliness by providing a simple
reward or incentive.

IV. SCOPE

The program is applicable to all the members of the family who live in the same house. The
project covers the entire premises of the residence including the inside of the residence like
living room, kitchen, bedrooms, dining, comfort room and the backyard areas including the
plants and animals and the proper and systematic waste segregation .

V. TIME FRAME

The program will run from May 2020 to December 2020. Renewal of program for next year
is subject for evaluation and success of the outcome.

VI. IMPLEMENTING STAGES

For the smooth implementation of the project, the following activities will be con-ducted:

PRE-IMPLEMENTATION ACTIVITIES

• Prepare the mechanics of the project.

• Prepare the schedule and task of each of the member of the family. The head of the
family shall distribute the tasks evenly. The head may use the table below to arrange the
schedule and tasks of each of the member of the family.

Name Tasks Schedule

• Prepare the monitoring tool or checklist to be used

Name Tasks Schedule Remarks

• Conduct a meeting about the project, its importance and contents.

• Prepare the materials like garbage bins, cleaning and sanitizing materials.

• Discuss the implementation and to incentives of LSS Warrior of the month.

21 PIVOT 4A CALABARZON
DURING – IMPLEMENTATION ACTIVITIES

This phase is the actualization/implementation of the project

• The in-charge of the day will do the monitoring. Monitoring will be done thrice a day;
10:00 am, 3:30 pm and 8:00 pm. Coordination with the task-in-charge shall be
observed.

• Each cycle of the program shall run for one month.

• The monitoring will be done using the monitoring template.

• The monitoring shall focus on the waste segregation, sanitation, cleanliness and
orderliness of the designated areas of the residence.

• Tasks shall be distributed by the head of the family.

• Rotation of tasks may be done especially for tasks or household chores that are
challenging.

POST- IMPLEMENTATION ACTIVITIES

This phase is the evaluation and consolidation of the implemented project.

• Consolidation of the monitoring sheets / checklist for the month.

• Tabulating the results of the monitoring program.

• A monthly family gathering will be held to address the concerns and to rec-ognize
the family member who obtained the highest point based on the tab-ulation of the
head of the family.

• Five hundred pesos cash will be given to the LSS Warrior of the month who earned
the highest points of doing the household chores.

MONITORING AND EVALUATION

Regular monitoring and evaluation shall be done to monitor the status and progress
of the tasks and the project.

• Pictorial Documentation

• Regular Meeting with the family members

PIVOT 4A CALABARZON 22
FUNDING REQUIREMENTS

Qty. Unit Description Unit Price Total

Price
4 pc Garbage Bins 100.00 400.00
8 roll Garbage Bags 50.00 400.00
8 set Sanitizing Materials 200.00 1,600.00
80 pc Printing of Monitoring Tool and Schedule 1.00 80.00
1 pc Long folder with cover 10.00 10.00
8 pc Pen 5.00 40.00
10 pc Printing of labels 5.00 50.00
8 set Cleaning Materials like soaps, dishwashing 500.00 4,000.00
etc
3 pc Broom and Broomstick 80.00 240.00
2 pc Dust Pan 50.00 100.00
3 pc Padlock 60.00 180.00
4 pc Floor wax in can 100.00 400.00
2 pc Coconut husk 20.00 40.00
2 pc Pail 50.00 100.00
2 pc dipper 20.00 40.00
100 pc Rags 3.00 300.00
1 pc Push brush 150.00 150.00
8 pc Cash Prize 500.00 1,300.00
TOTAL 9,430.00

A
Now that you have familiarized the parts of the proposal. It is your time to write
your concept about the project that you would like to conduct.

Learning Task 4: Directions: Using the prescribed format of a proposal,

conceptualize to write a proposal about the project that you would like to implement
in your community or to your home. Remember that you may propose a simple but
attainable concept that can be implemented in your community or to your own
home. You have two weeks to work on with your proposal.

23 PIVOT 4A CALABARZON
WEEKS Generating Comments,
5-6 Feedbacks and Observation
Lesson
I
Comments, feedbacks and observation play vital roles in the succession of a
program to be implemented. Just like a communication cycle that the sender sends the
information to the receiver and the receiver shall provide feedback to complete the cycle. In
implementing a project, to ensure the smooth flow of the project, generating comments
feedbacks and observation from the people who are considered as experts in the field.

In the previous lesson, you have conceptualized and written your project proposal
which shall be checked first to see the flow of the project and if there will be things or areas
to be improved.

At the end of this lesson, you are expected to generate comments feedbacks and
observation on the feasibility, appropriateness and relevance of concept of the project that
you are proposing.

D
Are you open with comments, suggestions and feedbacks of other people

about your work? Being open with these enable you to improve your ideas and widen your
concept about the project. Just like the cliché statement that “Two heads are better than
one”.

Learning Task 1: Recalling the process of communication, complete the parts and the
arrows of the communication cycle below. Do this on your answer sheet.

Channel

? Decode

Sender ?

Learning Task 2: Relate the process of communication in your actions about the possible
comments and feedbacks about your proposal. State the importance of communication in
gathering comments and feedbacks possible. Write a 5-sentence paragraph about this on
your answer sheet.
PIVOT 4A CALABARZON 24
 Do you accept others’ comments about your work and your contribution? If you are,
make it easy for them to tell you. If they think you'll appreciatively consid-er their feedback,
you'll get lots more. And, that is a good thing for you and for the project that you are
initiating.

Constructive feedback helps you to improve professionally ang personally not just
the project itself. Accurate feedback helps you with your lifelong career de-velopment, too.
It's a gift that people who care about your personal and profession-al success can provide.
But, they'll only provide feedback if you are approachable and allow them to feel
comfortable giving you the feedback.

Once they are rebuffed, argued with, or subjected to your defensive behav-ior,
coworkers and bosses are less likely to approach you again with helpful feed-back. In the
case of coworkers who have the same goals and direction as you, this is sad, as you all
need to pull together for the good of the group.

Susan Heathfield (2019) from the balancecareers.com shared some of the steps in
taking the feedbacks constructively.

1. Take the comments optimistically. Feedbacks could be a possible source of getting

offended if you are not taking the comments for improvement. The fear of hurting you or
having to deal with defensive or justifying behavior make peo-ple hesitant to give
feedback to someone else. If you can create an aura of ap-proachability, people are
more likely to return with more feedback. Defensive-ness, anger, justifying and excuse-
making will ensure that coworkers and boss-es are uncomfortable giving you feedback.

2. Constant communication with the proponents and the beneficiaries. Hav-ing a

complete communication process in implementing your project will clearly give you
directions for the attainment of the project’s objectives. Considering the feedback of
other people regarding the flow will give you things that can be improved.

3. Suspension of Judgment. Taking the feedbacks in the most objective way will give
you rational processes on taking the comments for the improvement of the project.
Remember that you are not being judged when someone checked your material or
project.

4. Synthesize you’re the feedbacks and comments. Your evaluator will appreci-ate that
you are really considering their feedbacks. Responding to the given feedbacks will help
you to complete the process of taking the feedbacks of the evaluators. Your response
focuses on making sure that you understand the point of view you are receiving from the
evaluator. You are also determining the validity of what you are really hearing. If
something that should be clarified, you may confirm it to your evaluator.

Remember, not all feedbacks and comments shall be accepted. You still need to
weigh the impact of these if it will help you to improve your project.

25 PIVOT 4A CALABARZON
Remember, only you have the right and the ability to decide what to do with the
feedback you have received. It is up to you to check it out with others, seek out examples,
and then, decide if the feedback is worth doing something about.

Knowing the steps of taking the feedbacks of your colleague or your teacher will help
you to take the comments and feedbacks positively. Remember that the feedbacks and
comments will help you and the project to improve before spear-heading it.

Here are some suggested steps in generating comments, feedbacks and ob-
servations of the evaluators:

1. Prepare your proposal of the project. It will be better if it is in a presenta-ble way

like in a hard printed copy of your proposal. Consider the format prescribed by your
teacher or your organization.

2. Look for possible evaluators of the project. How do you select your evalu-ators?
It is important to weigh who can give additional inputs about your project.
Considering the expertise and background may be a great help in determining your
evaluators. For instance, if the project that you would like to implement is about
community improvement through a livelihood activity, you may look for people who
are experts in livelihood projects from the organizations and institutions dealing
with livelihood.

3. Communicate with your evaluators. Using any of the channel of commu-

nication, you may start communicating and arranging the consultation with your
selected evaluators. Informing them ahead of time will help them to prepare before
evaluating the proposal. Ample time shall be given to your evaluators to provide
necessary comments, suggestions and feed-backs.

4. Provide your evaluation or a tool to be used. Your teacher or your institu-tion

may have a prescribed format of your proposal. The use of this tool will help you to
easily gather feedbacks, comments, and suggestions about your proposal. This will
also help you to recall and to document the results of the evaluation.

5. Synthesize their responses. For you to use these for the improvement of the
project, consolidating their responses will by using a form or an instru-ment before
considering their comments, feedbacks and observations.

By knowing the steps, can you think of people who can provide you con-structive
feedbacks and will help you to improve your proposal? Yes, you are cor-rect. Your teacher
may be one of those people who can assist you. Can you think of other people?

PIVOT 4A CALABARZON 26
 Feedback is a vital part of any leader’s skillset. Project managers, team lead-ers,
teachers, coaches develop this skill over the course of their careers. Not just giving
feedback, but also receiving it is essential for efficiently sharing information within teams
and groups. Let’s take a closer look at its value and learn how to get better at providing it.

Constructive feedback is a robust tool for creating healthy environment, boosting

productivity and engagement, and achieving better results. It positively influences
communication, team members’ interaction and teamwork results in different fields. Here’s
how it works for different processes:

The importance of feedback in the workplace is hard to overestimate: shar-ing

information on what can and needs to be improved helps optimize work pro-cess and get
things done in less time.

• Feedback is of great help in leadership and communication: it cre-ates a

clear picture and increases transparency.

• Feedback plays the crucial role in education and learning by helping adopt
new knowledge sooner and avoid repetitive mistakes.

• The same applies to feedback in sports and coaching: it helps learn new
skills and get better results.

In looking for possible people who can provide you relevant and essential feedback,
On the other hand, there is also a possibility that you will be tapped to provide feedbacks. It
important to know the skills in providing feedbacks.

For a team leader, manager, or teacher, it’s extremely important to give feed-back in
the right way. While it is a powerful practice that creates a visible positive effect, it can also
hurt people, lower their self-esteem or make them feel underap-preciated.

To do this right, plan your approach in advance. Take into account some simple
advice on what to do and what not to do when providing feedback and re-ceiving it.

First, avoid anything that can be heard as blaming or judging: you want to motivate
people and show them area for improvement, not the opposite. Always explain your team
how open communication about possible improvements is a win -win situation. Mention their
strengths first, after which you can point an aspect they can work on more.

Make sure you’re specific and use evidence. Your employees should know exactly
what aspect of the project you’re talking about, what they did wrong, and how it can be
improved. For this reason, it’s important to utilize hard evidence,

such as time tracking and employee progress data that display how much time each worker
uses to complete tasks and which activities they engage in on the way.

27 PIVOT 4A CALABARZON
 Give people time to understand your feedback and make sure to receive their
responses. They should be comfortable with sharing how they feel about it. Be open-minded
and take into account your team members’ points of view.

Don’t forget to let them be part of the problem-solving process. Even if you

already have a specific solution in mind, hear them out, then share your proposal using
some of their words or ideas.

It is not uncommon that people aren’t actually sure what happened or what their next
step should be. That’s why you should ask questions in the end and see if the other person
received your message. Follow up after a few days to see how they are doing and whether
there’s still an issue.

Last but not least, encourage team members to provide feedback as well.

Leave your ego behind, ask them if they have something to add about your perfor-mance
and role as a manager, and carefully listen to what they have to say. Let them give
examples too so you can see what exactly they mean, then discuss this openly and together
to find a way to make it work and use the feedback effectively.

Now that you have learned the skills to be needed in providing feedback, you start
thinking of the possible people who can provide you feedbacks, sugges-tions, comments
that you will be gathering at the end of this lesson.

E
Learning Task 3: List down 5 people whom you think relevant and essential to provide
feedbacks, comments and observations about the conceptualized project proposal. They
may be your teachers or your classmates. Write also your justifica-tion why do you want to
include them to your list. Do this on your answer sheet using the table below.

Name Occupation Justification

PIVOT 4A CALABARZON 28

28
Learning Task 4: After determining the people who will be asked for their feed-backs,
comments and observations to your proposed project, contact them regard-ing your task.
Kindly accomplish the template below on your answer sheet.

Name Mode of Communication Response

Learning Task 5: Once you have identified their responses if they are willing to evaluate
your conceptualized paper, prepare your proposal to be sent to your se-lected people. It
may be in a printed form or digital form. Include also the template to be used in gathering
their comments, feedbacks and observations.

At this point, you are now ready to generate comments, feedbacks and ob-
servations on the feasibility, appropriateness and relevance of your concepts in your
proposal. Consider that feasibility refers to the possibility of conducting the project,
appropriateness refers to the applicability of the proposed project to the current situations
and needs of the target beneficiaries and relevance refers to the importance of conducting
the proposed project to the target beneficiaries.

Learning Task 6: Send the copy of your concept paper/proposal to your five eval-uators
together with the template on the next page to generate their comments, feedbacks and
observations. You have two weeks to accomplish the task. Do this on your answer sheet.

29 PIVOT 4A CALABARZON
Name of the Evaluator: ______________________________________________________________

Occupation: _________________________________________________________________________

Proposed Project Title: _______________________________________________________________

Proponent:
__________________________________________________________________________

School:
_____________________________________________________________________________

Grade and Section: __________________________________________________________________

Strand:
_____________________________________________________________________________

GENERAL FEEDBACKS, COMMENTS AND OBSERVATIONS

Area of the Proposal Feasibility Appropriateness Relevance

Rationale

Objectives

Scope and
Time Frame

Pre-Implementation

Implementation

Post Implementation

Monitoring and
Evaluation

Budget Allocation

Suggestions and Recommendations:

___________________________________________________________________________________
__
___________________________________________________________________________________
__

___________________________________________________________________________________
__

___________________________________________________________________________________
__

____________________________________________

Signature over printed name of the evaluator

PIVOT 4A CALABARZON 30
 Synthesizing Insights from the Observations, WEEKS
Comments, and Recommendations 7-8

Lesson
I
Synthesizing the insights from the observations, comments, and recommen-dations
serves as the next phase in improving your conceptualized project. Con-solidating their
responses could help the proponent to deliver the project smooth-ly. However, not all
recommendations and suggestions shall be considered. You still need to weigh things
looking on the pros and cons of the ideas.

In the previous lesson, you have generated the comments, feedbacks and
observations of your evaluators for the improvement of your concept paper. You are now
holding it and trying to understand their insights about your project.

At the end of this lesson, you are expected to synthesize insights from the
observations, comments, and recommendations of your peers or teachers about your
concept.

D
You have learned in your specialized subjects like Discipline and Ideas in the
Applied Social Sciences and Philippine Politics and Governance and in other subjects like
Practical Research 1 which enabled you synthesize qualitative re-sponses of your
respondents. Unlike quantitative, where synthesizing responses needs statistical
operations, qualitative responses need to be consolidated through a thematic approaches.

Learning Task 1: Recalling the process that you have accomplished on generating the
comments, feedbacks, and observations of your evaluators. Using the timeline chart, fill in
your answers. Do this on your answer sheet.
Learning Task 2: After doing the tasks in generating the comments, feedbacks and
observations of the evaluators, in one sentence, write your summary about this on your
answer sheet.
31 PIVOT 4A CALABARZON
 Whenever you are about to synthesize gathered data, it is important to read first the
responses to clarify the information that they have provided. This will help you to prepare
your synthesis about their responses. You will have the idea to cat-egorize their responses
about the topic.

Synthesis is the combination of the constituent elements of separate mate-rial or

abstract entities into a single or unified entity (opposed to analysis,) the sep-arating of any
material or abstract entity into its constituent elements.

When you write a literature review or essay, you have to go beyond just
summarizing the articles you’ve read – you need to synthesize the literature to show how it
all fits together.

Synthesizing simply means combining. Instead of summarizing the main points of

each source in turn, you put together the ideas and findings of multiple sources in order to
make an overall point.

At the most basic level, this involves looking for similarities and differences between
your sources. Your synthesis should show the reader where the sources overlap and where
they diverge.

A synthesis is a written discussion that draws on one or more sources. It follows that
your ability to write syntheses depends on your ability to infer rela-tionships among sources
- essays, articles, fiction, and also nonwritten sources, such as lectures, interviews,
observations. This process is nothing new for you, since you infer relationships all the time -
say, between something you've read in the newspaper and something you've seen for
yourself, or between the teaching styles of your favorite and least favorite instructors. In fact,
if you've written re-search papers, you've already written syntheses. In an academic
synthesis, you make explicit the relationships that you have inferred among separate
sources.

The skills you've already been practicing in this course will be vital in writ-ing
syntheses. Clearly, before you're in a position to draw relationships between two or more
sources, you must understand what those sources say; in other words, you must be able to
summarize these sources. It will frequently be helpful for your readers if you provide at least
partial summaries of sources in your syn-thesis essays. At the same time, you must go
beyond summary to make judgments

- judgments based, of course, on your critical reading of your sources - as you have
practiced in your reading responses and in class discussions. You should al-ready have
drawn some conclusions about the quality and validity of these sources; and you should
know how much you agree or disagree with the points made in your sources and the
reasons for your agreement or disagreement.

Further, you must go beyond the critique of individual sources to determine the
relationship among them. Is the information in source B, for example, an ex-tended
illustration of the generalizations in source A? Would it be useful to com-pare and contrast
source C with source B? Having read and considered sources A, B, and C, can you infer
something else - D (not a source, but your own idea)?
PIVOT 4A CALABARZON 32
 Because a synthesis is based on two or more sources, you will need to be selective
when choosing information from each. It would be neither possible nor desirable, for
instance, to discuss in a ten-page paper on the battle of Wounded Knee every point that the
authors of two books make about their subject. What you as a writer must do is select the
ideas and information from each source that best allow you to achieve your purpose.

PURPOSE

Your purpose in reading source materials and then in drawing upon them to write
your own material is often reflected in the wording of an assignment. For ex-ample, your
assignment may ask that you evaluate a text, argue a position on a topic, explain cause and
effect relationships, or compare and contrast items. While you might use the same sources
in writing an argumentative essay as your class-mate uses in writing a comparison/contrast
essay, you will make different uses of those sources based on the different purposes of the
assignments. What you find worthy of detailed analysis in Source A may be mentioned only
in passing by your classmate.

McCombes (2020) of simplypsychology.com enumerated four steps in syn-thesizing

information. This might help you to synthesize the generated comments, feedbacks and
observations of your evaluators. Synthesized information may help you to improve your
concept.

Step 1: Arrange your sources using a summary table

Subsequent to social affair significant reactions, you have as of now bunch-es of

data that can assist you with improving your idea. Be that as it may, you don't know whether
these will be useful for the improvement of the idea.

Before you consolidate all the proposals of the evaluators, you have to sort out your
notes in a manner that permits you to see the connections between sources

What is a Summary Table

A summary table groups the key purposes of each source under steady headings.
This is a decent methodology if your sources will in general have a com-parative structure –
for example, on the off chance that they're all observational papers.

Each line in the table records one source, and every segment distinguishes a
particular piece of the source. You can choose which headings to remember based for
what's generally applicable to the writing you're managing.

In your produced data, you may see the outline table on the following page that you
will use to integrate the data.

33 PIVOT 4A CALABARZON
 SUMMARY TABLE

Sources Aspect 1 Aspect 2 Aspect 3 Aspect 4

Source 1

Source 2

Source 3

Source 4

Source 5

The summary table gives you a quick overview of the key points of each source.
This allows you to group sources by relevant similarities, as well as notic-ing important
differences or contradictions in their findings.

Synthesis matrix

A synthesis matrix is useful when your sources are more varied in their pur-pose and
structure – for example, when you’re dealing with books and essays mak-ing various
different arguments about a topic.

Each column in the table lists one source. Each row is labelled with a spe-cific
concept, topic or theme that recurs across all or most of the sources.

Then, for each source, you summarize the main points or arguments related to the
theme.

Theme Responses Source Source Source Source Source

1 2 3 4 5
Theme 1

Theme 2

Theme 3

Theme 4

Theme 5

The purposes of the table is to identify the common points that connect the sources,
as well as identifying points where they diverge or disagree.

PIVOT 4A CALABARZON 34
Step 2: Organize your structure

Presently you ought to have an away from of the primary associations and contrasts between
the sources you've perused. Next, you have to choose how you'll bunch them and the request in
which you'll examine them.

For shorter papers, your diagram can simply distinguish the focal point of each passage; for
longer papers, you should partition it into areas with headings.

There are a few different approaches you can take to help you structure your syn-

thesis.

• If your responses of the evaluator cover a larger scope of time period, and you found patterns in
how researchers approached the topic over time, you can organize your dis-cussion
chronologically.

That doesn't mean you simply sum up each paper in sequential request; rather, you should
bunch articles into timespans and distinguish what they share for all intents and purpose, just as
flagging significant defining moments or advancements in the writing.

• If the responses of the evaluators have various different topics and concerns, you can organize it
thematically.

That means that each paragraph or section focuses on a specific theme and ex-plains how
that theme is approached in the proposal.

Step 3: Gather the topic sentences of the evaluators’ responses.

What separates a blend from an outline is that it consolidates different sources. The least
demanding approach to consider this is each passage ought to talk about a couple of various
sources, and you ought to have the option to gather the general purpose of the sec-tion into one
sentence.

Each passage ought to incorporate a subject sentence that recognizes the principle thought
of the section. A theme sentence likewise expresses the point the author wishes to make about that
subject. By and large, the subject sentence shows up toward the start of the passage. It is frequently
the section's absolute first sentence.

This is known as a core of the responses, and it normally shows up toward the be-ginning
of the section. The theme sentence signals what the entire passage is about; each sentence in the
section ought to be plainly identified with it.

A topic sentence can be a simple summary of the paragraph’s content. Topic sen-tences
or the core of the responses should:

Be explicit and have a smaller concentration than your theory articulation.

Show up in or close to the main sentence of the passage.

Present the subject of the passage.

35 PIVOT 4A CALABARZON
 By utilizing point sentences, you can guarantee that your passages are sound and
plainly show the associations between the articles you are talking about.

As you compose your sections, abstain from citing straightforwardly from sources:
utilize your own words to clarify the shared characteristics and contrasts that you found in
the writing.

Try not to attempt to cover each and every point from each and every source

– the way to integrating is to remove the most significant and important data and
consolidate it to give your evaluators a general image of the condition of infor-mation on
your subject.

Step 4: Revise, edit and proofread

Like any other piece of academic writing, synthesizing literature doesn’t happen all in
one go – it involves redrafting, revising, editing and proofreading your work.

Checklist for Synthesis

• Do I introduce the paragraph with a clear, focused topic sentence?

• Do I discuss more than one source in the paragraph?

• Do I mention only the most relevant findings, rather than describing every part of
the studies?

• Do I discuss the similarities or differences between the sources, rather than

summarizing each source in turn?

• Do I put the findings or arguments of the sources in my own words?

• Is the paragraph organized around a single idea?

• Is the paragraph directly relevant to my research question or topic?

• Is there a logical transition from this paragraph to the next one?

Whether you’re synthesizing literature for an essay, a literature review, or any other
paper, you should make sure you can answer yes to all of these ques-tions.

After knowing the steps in synthesizing the responses of your evaluators of your
concept, you should prepare the following in doing the following tasks on the next page.

Summary table

Synthesizing table

Extra sheets of paper

Generated responses from the evaluators

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Learning Task 3: Go back with your generated comments, feedbacks and observa-tions of
your peers/teachers. Read once again the responses for you to prepare what to be written
in your next learning task.

Learning Task 4: Using the summary table below, organize your generated re-sponses. Do
this on your answer sheet.
Rationale Objectives Scope and Time Implementa- Monitoring and Budget
Frame tion Evaluation Allocation
Sources

Source 1

Source 2

Source 3

Source 4

Source 5

Learning Task 5: After summarizing the responses of your peers and teachers, plot their
responses according to its themes. Thematic plotting of responses will help you to select
what should be highlighted in your synthesis. Use the table be-low to do the task on your
answer sheet.

Theme Responses Source Source Source Source Source

1 2 3 4 5
Theme 1

Theme 2

Theme 3

Theme 4

Theme 5

37 PIVOT 4A CALABARZON
 A
Learning Task 6: Directions: Using the created summary and synthesizing tables, write
your paragraphs considering the topic sentences based from the generated responses.
Write the paragraphs on your answer sheet.

Learning Task 7: To accomplish your synthesis, do the self-checklist of your cre-ated

synthesis. Do this on your answer sheet.

Questions to check Yes No

Do I introduce the paragraph with a clear, focused topic sentence?

Do I discuss more than one source in the paragraph?
Do I mention only the most relevant findings, rather than
describing every part of the studies?
Do I discuss the similarities or differences between the sources,
rather than summarizing each source in turn?
Do I put the findings or arguments of the sources in my own
words?
Is the paragraph organized around a single idea?
Is the paragraph directly relevant to my research question
or topic?
Is there a logical transition from this paragraph to the next one?

Now that you have checked your synthesis, you may start revising your con-cept by
including the suggested recommendations of your peers/teachers for the improvement of
your concept paper. After revising your concept, submit it to your subject teacher.

References
Carter, C. (2020) Introduction to Syntheses. Retrieved on August 15, 2020 from https://
courses.lumenlearning.com/englishcomp2kscopex92x2/chapter/synthesis-introduction/

Heathfield, S. (2019). How to Receive Feedback with Grace and Dignity. Retrieved on Au-gust 15,
2020 from https://www.thebalancecareers.com/receive-feedback-with-grace-and-dignity-
1916643

McCombes, S. (2020). Synthesizing Information in Business. Retrieved on August 15, 2020

from https://www.simplypsychology.org/synthesising.html

Morgan, M. (2020). How to Write a Proposal. Retrieved on August 14, 2020 from https://
www.wikihow.com/Write-a-Proposal#:~:text=Your%20outline%20should%20consist%
20of,budget%20analysis%20and%20organizational%20details.

PIVOT 4A CALABARZON 38
Answers
may .vary Learning Tasks 1-6: Answers

Lesson 1:
Learning Tasks 2-4: Answers may .vary

Budget .6

Monitoring .5
Time Frame .4
Scope .3
Objective .2
Rationale .1
Learning Task 1:
Lesson 2:
Learning Tasks 2-6: Answers may .vary

FEEDBACK

RECEIVER Sender

Decode ENCODE

Channel
MESSAGE

Learning Task 1:
Lesson 3:
may .vary Learning Tasks 1-7: Answers

Lesson 4:

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