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MET No. 4 Academic Writing Lesson No. 4 Name of the Lesson/Topic: Project Proposal

Prerequisite Content-Knowledge: Elements of Project Proposal; Principles of Academic Writing

Prerequisite Skill : 1. Identifying the components of a project proposal.
2. Outlining, writing, and critiquing a paragraph following the patterns of
development; properties of a well-written text; claims, counterclaims, and
evidence.

Prerequisite Assessments : Survey (Prompting Connections to Prior Knowledge)

Situations Strongly Agree Disagree

1. It is difficult to convince or persuade a person or a group of

people.

2. I am familiar with the parts of a project proposal.

3. I know that a project proposal is a form of academic text.

4. I am aware that a project proposal is written to help solve existing

problems in a particular place under a specific circumstance.

5. I know that a project proposal begins with the title page and ends
with the budgetary requirements.

6. I am aware that informal language can be used in a project

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proposal.

7. When writing a project proposal, I can express my opinions to

provide accurate discussions.

8. I know that through the process writing approach, my learners will

also understand the features and importance of a project
proposal.

9. To be more authentic, I embed any of the Sustainable

Development Goals in teaching my students how to write a project
proposal.

10. When teaching project proposal writing, I use the following strategies:
A.

B.

C.

D.

Pre-lesson Remediation Activity:

1. For teacher-trainees with an insufficient level of prerequisite content/knowledge and/or skill(s):
Provision of appropriate teaching strategies based on the subject’s classification and general approach with focus
on the topic; Reinforcement of the less understood concepts.
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2. For teacher-trainees with a fairly sufficient level of prerequisite content/knowledge and/or skill(s):
Strengthening the key concepts and guiding principles in preparing a project proposal; Deepening teachers’
understanding about the characteristics of a winning project proposal.

INTRODUCTION
1. Time frame : 4 hours
2. RUA : Critiquing of Project Proposals
3. Context:

The past lessons and teaching experiences provide you the opportunity to learn about topic outline and sentence
outline, writing a paragraph using the different patterns of development, and critiquing an academic text on the
basis of its claim/s, context, and properties of well-written material. In this training, with all these practical skills put
into action, you will be crafting a Project Proposal. (Drawing Attention to Meaning)

4. Overview of the Lesson:

In this lesson, you will learn about the features of the project proposal, its parts, and the process of writing it.
You will also see how powerful a project proposal is in making change in a problematic situation. Then, you will be
asked to evaluate the structural elements of some samples from varied contexts before finally drafting your own. All
of these will be done in a matter of four hours or one week. (Drawing Attention to Meaning)
MET 4 of this learning material will cover the nature of an academic text to prepare the learners for the
culminating performance task. However, this lesson will only focus on Project Proposal to enable you to learn the
features and importance of this academic text. (Drawing Attention to Meaning)
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STUDENT’S EXPERIENTIAL LEARNING:

I. Importance of a Project Proposal

Formative Question (Prompting for Effortful Thinking)
How important is a project proposal in your own community or locality?

A. Think – Pair – Share (Drawing Attention to Meaning)

1. The teacher-trainees share an experience where they have to convince and persuade a person or a group to
agree with their idea.

Guide Questions:
● How difficult is it to convince the person?
● What makes it difficult to convince/persuade him/her?
● Were you able to convince him/her? If so, how did you manage to do it?

2. The trainer will then randomly ask some pairs to share to the group their experiences.

B. Thinking – Aloud Problem Solving (TAPS) (Prompting for Effortful Thinking + Using Samples and Non-examples)

1. The trainer will present some real-life problematic situations and ask the teacher-trainees to think of a simple
solution to draw out from them the importance of the topic, i.e., project proposal. They will create a
Problem-Solution Chart

Some Real-Life Problems:

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★ You are a School Administrator and the teachers under your care reported that there have been cases of
plagiarism in their writing classes. You are to come up with a project that nurtures the students attitude
toward academic writing so that they will avoid committing academic dishonesty.

★ There has been an increasing concern about mental health associated with work load in your department,
what possible solution could you suggest?

Process Question:

As an educator, what power do you have to solve some of the problems in your community or even in our
country? (Prompting for Effortful Thinking)

2. The trainer shows some community-based and individual-initiated projects in the past like community pantry,
#PisoParaSaLaptop, etc. as well as non-examples of it such as DPWH project and tour brochure. (Using Examples
and Non-Examples)

II. Features of a Good Project Proposal

Formative Questions (Prompting for Effortful Thinking)
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● What are the parts of a project proposal?

● How do you describe a good project proposal?

A. Interactive Discussion

1. Below are the basic parts of a project proposal. The teacher-trainees need to rearrange each set of jumbled
letters to form a word/s.
2. Once the words are finally formed, the teacher-trainees will then arrange the basic parts of a project proposal
according to their sequence. They will create a graphic organizer (flow chart) to present their ideas.
Afterwards, the trainer will present the definition and the format of a project proposal that the course adapts.

❖ beagurdty rumneireqtes
❖ neiimlet
❖ mtriionong nad touevalian
❖ joprect ckuborgand
❖ itlet gpae
❖ jeproct evjitecbos
❖ reopjct iedcrosptin
❖ bisac iofortmnain

3. The trainer points out that although the parts vary in all fields, the basic elements must be present, i.e. the Title
Page, Basic Information, Project Background, Project Objectives, Project Description, Timeline, Budgetary
Requirements, and Monitoring and Evaluation.

B. Textual Analysis (Prompting for Effortful Thinking)

1. The teacher-trainees will be grouped by two or three.

They will be asked to analyze the samples of a project proposal (Project Proposal A Project Lipad and Project
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Proposal B Project Aruga) on the basis of:

❖ content/definition of a part
❖ organization (text structure)
❖ coherence and cohesion
❖ mechanics
❖ language use (jargons, recurring words/phrase),
❖ language usage (complexity of sentences, voice, tense, point of view, etc.)

Guide Questions:
● How do you define/characterize each part of a project proposal?
● What ideas or information are presented in the sample part of the proposal? How are these ideas
organized/structured?
● What jargon/unfamiliar terms can you identify in the text?
● Describe the words or phrases that usually recur in the part of the project proposal you analyze.
● Describe the sentences used (length and complexity), point of view, tense, voice.

2. After the analysis, the teacher-trainees synthesize their output through a retrieval chart worksheet.

3. The trainers will ask some pairs/triad to share their outputs to the class for the discussion of the features,
properties, and requirements of a project proposal.

SYNTHESIS: Survey (Using Examples and Non-Examples)

The teacher-trainees will be asked to provide some examples of successfully implemented project proposals in their
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community, school, or locality. The said project proposal must be related to the strand they are handling.

For example:
Sports Track: Sports Clinic for Out-of-School Youth;
Humanities and Social Sciences: Online Mental Health Awareness Campaign;
Science, Technology, and Mathematics: Math Tutorials
Arts and Design: Art Tutorials
Accountancy, Business, and Management: Mini-Business Bazaar

RUA OF A STUDENT’S LEARNING: Critiquing of Sample Project Proposals (Prompting Effortful Thinking)

1. The teacher-trainees will look for existing samples (according to their interest) of project proposals relevant to their
strand/track.
2. They will identify/label the parts.
3. They will compare the proposals using any graphic organizers previously learned in MET1 in terms of its parts,
content, theme, or any patterns observed.
4. They will critique the proposals if the structural elements and unique features of a good project proposal are
evident in the texts.

POST-LESSON REMEDIATION ACTIVITY

The teacher-trainees will be given another set of project proposals to critique.