This document provides guidance on formulating an action plan for a culminating activity in social sciences. It discusses identifying opportunities in the community, setting SMART objectives, establishing the scope through the 5Ws and 1H, developing implementation steps, allocating resources, and monitoring progress. An effective plan is characterized as manager-performing, goal-driven, persistent, monitoring, and conceptualizing. It is important for achieving objectives, minimizing risk, and providing direction. The example template outlines tasks, timelines, and responsibilities to visualize the plan.

1. SHS
Culminating
Activity
Grade 12

2. PIVOT 4A CALABARZON
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
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or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos,
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seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim
ownership over them.

3. 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

4. PIVOT 4A CALABARZON
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.
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.

5. PIVOT 4A CALABARZON
PARTS OF PIVOT LEARNER’S MATERIAL
Parts of the LM Description
Introduction
What I need to
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
content and skills required for the lesson
What is new
Development
What I know
The teacher presents activities, tasks , contents of
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.
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 in
What is it
Engagement
What is more
The teacher allows the learners to be engaged in
various tasks and opportunities in building their KSA’s
to meaningfully connect their learnings after doing the
tasks in the D. This part exposes the learner to real life
situations /tasks that shall ignite his/ her interests to
meet the expectation, make their performance
satisfactory or produce a product or performance
which lead him/ her to understand fully the skills and
concepts .
What I can do
What else I can
do
Assimilation
What I have
learned
The teacher brings the learners to a process where
they shall demonstrate ideas, interpretation, mindset or
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
encourages learners in creating conceptual structures
giving them the avenue to integrate new and old
learnings.
What I can
achieve

6. PIVOT 4A CALABARZON 6
WEEK
1-2
Formulating a Plan
Lesson
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.
I
WEEKS
1-2

7. PIVOT 4A CALABARZON
7
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.

8. PIVOT 4A CALABARZON 8
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.

9. PIVOT 4A CALABARZON
9
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.

10. PIVOT 4A CALABARZON 10
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.

11. PIVOT 4A CALABARZON
11
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

12. PIVOT 4A CALABARZON 12
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.
E

13. PIVOT 4A CALABARZON
13
WEEKS
3-4
PROPOSAL
Writing a Concept Anchored
on the Prepared plan
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. R A I O A E
2. B J C V
3. C P E
4. T M F R M
5. M N T R N G
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.
I Lesson
WEEKS
3-4

14. PIVOT 4A CALABARZON 14
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?

15. PIVOT 4A CALABARZON
15
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.

16. PIVOT 4A CALABARZON 16
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.

17. PIVOT 4A CALABARZON
17
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

18. PIVOT 4A CALABARZON 18
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.

19. PIVOT 4A CALABARZON
19
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.

20. PIVOT 4A CALABARZON 20
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.

21. PIVOT 4A CALABARZON
21
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.

22. PIVOT 4A CALABARZON 22
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

23. PIVOT 4A CALABARZON
23
A
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
etc
500.00 4,000.00
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
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.

24. PIVOT 4A CALABARZON 24
? Decode
?
Generating Comments,
Feedbacks and Observation
Lesson
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
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.
?
Sender
WEEKS
5-6
I

25. PIVOT 4A CALABARZON
25
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.

26. PIVOT 4A CALABARZON 26
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?

27. PIVOT 4A CALABARZON
27
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.

28. 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

29. PIVOT 4A CALABARZON
29
A
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.

30. PIVOT 4A CALABARZON 30
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

31. PIVOT 4A CALABARZON
31
I
D
Synthesizing Insights from the Observations,
Comments, and Recommendations
Lesson
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.
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.
WEEKS
7-8

32. PIVOT 4A CALABARZON 32
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)?

33. PIVOT 4A CALABARZON
33
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.

34. PIVOT 4A CALABARZON 34
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
1
Source
2
Source
3
Source
4
Source
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.

35. PIVOT 4A CALABARZON
35
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.

36. PIVOT 4A CALABARZON 36
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.
Sources Rationale Objectives
Scope and Time
Frame
Implementa-
tion
Monitoring and
Evaluation
Budget
Allocation
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
1
Source
2
Source
3
Source
4
Source
5
Theme 1
Theme 2
Theme 3
Theme 4
Theme 5
E

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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.
A

39. PIVOT 4A CALABARZON
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Answers

40. Para sa mga katanungan o puna, sumulat o tumawag sa:
Department of Education Region 4A CALABARZON
Office Address: Gate 2 Karangalan Village, Cainta Rizal
Landline: 02-8682-5773 local 420/421
Email Address: lrmd.calabarzon@deped.gov.ph