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READING AND WRITING

ADAPTIVE TEACHING GUIDE

MOST ESSENTIAL TOPIC 1: TOPIC AND SENTENCE OUTLINES

Prerequisite Content Knowledge: Textual aids like advance organizers, titles, non-linear illustrations, etc.

Prerequisite Skill: Determining the effect of textual aids like advance organizers, titles, non-linear illustrations, etc.
on the understanding of a text.

Prerequisite Assessment: Quiz

The students identify various textual aids through multiple choice, and their functions through short responses.

Pre-lesson Remediation Activity:

1. For students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s): Content Review and One Drill
2. For students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s): Content Review and One or Two
Drills

Introduction
1. Time frame: 4 hours
2. RUA: Given an academic text, the students apply the process of topic and sentence outlining. The learners distinguish
between topic and sentence outlines.
3. Context:
a. In any academic writing activity, outlining is a prerequisite. It is important that the students acquire the basic outlining
skills to be able to proceed to any writing activity, whether writing a paragraph or an essay.
b. For any concern, message the teacher through the LMS (online modality) and at 09151308116 (distance-modular
modality)
4. Overview of the lesson:
MET 1, Techniques in Selecting and Organizing Information is limited to two devices in selecting and organizing
information. Specifically, this deals with how to select and organize information through a topic or sentence outline.
This is an important step prior to formal academic writing.
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STUDENT’S EXPERIENTIAL LEARNING

LESSON FORMATIVE QUESTION For Students with Internet For Students without Internet
CHUNKS Connectivity Connectivity
CHUNK 1 What is an outline? The students automate the audio The students read the material to
What are the parts of an button of their LMS to listen to a determine what an outline is and what
outline? reading of the material to determine its parts are.
Why is it important in writing? what an outline is and what its parts
are.

In an exit slip, they write why an In an exit slip, they write why an
outline is important in writing. outline is important in writing.

Briefly, they supply answers to the Briefly, they supply answers to the
formative questions. formative questions.
CHUNK 2 How do you describe a topic 1. The students automate the audio 1. The students read the material of
outline and a sentence button of their LMS to listen to a this lesson using their SLM to describe
outline? reading of the material to describe a a topic outline and a sentence outline.
topic outline and a sentence outline.
How do you distinguish (Asynchronous).
between a topic outline and a
sentence outline? 2. Given the same set of outlines of a 2. Given the same set of outlines of a
paragraph, the students cite the paragraph, the students cite the
similarities and differences between similarities and differences between
topic and sentence outlines using any topic and sentence outlines using any
suitable graphic organizer suitable graphic organizer.
(Asynchronous)
Synthesis Today, you learned that in academic writing, you need to select a topic and organize the information about the
topic using a topic outline or a sentence outline. An outline shows the three important parts of an academic text:
introduction, body, and conclusion. The introduction contains the thesis statement. The body is further divided
into paragraphs containing the main idea, the supporting details, and the concluding statement. The conclusion
is the paragraph that closes the text.
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A topic outline uses words or phrases in all the parts represented by Roman Numerals. A sentence outline, on
the other hand, uses complete sentences.

ASSESSING STUDENT’S LEARNING (RUA)
Given two sample texts, the students
choose one article (based on their
interest) and apply the process of
topic and sentence outlining.
(Asynchronous)
Given two sample texts, the students
choose one article and apply the
process of topic and sentence
outlining. (c/SLM)

POST LESSON REMEDIATION ACTIVITY Given another academic text, the Given another academic text, the
students apply the process of topic students apply the process of topic
and sentence outlining. and sentence outlining.
(Asynchronous) (℅ SLM)
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ADAPTIVE TEACHING GUIDE

MOST ESSENTIAL TOPIC 2: PATTERNS OF DEVELOPMENT

Prerequisite Content Knowledge: Topic and Sentence Outlines

Prerequisite Skill: Applying the skill of outlining information following the concepts of topic and sentence outlining.

Prerequisite Assessment: Outlining

It is required that you outline the given information following the concepts of topic and sentence outlining. To test these
content knowledge and skill, complete the task below.

Pre-lesson Remediation Activity:

1. For students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s): A Preparatory Exercise
2. For students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s): Content Review and a Preparatory
Exercise

Introduction
1. Time frame: 4 hours
2. RUA: Given a list of topics, students write a one-paragraph discussion following the identified pattern of development.
3. Context:

Writing a paragraph or essay about a specific topic, it is important that you apply the most appropriate pattern of
development. The pattern determines how you will discuss the topic in a way that readers easily grasp the meaning you want to
convey.

This topic will surely prepare you for that big task. Take a note of this, paragraph writing following a pattern of
development as a skill is non-negotiable because you cannot begin writing the project proposal without employing a structure of
logically arranging and organizing information for easier comprehension of its content.

4. Overview of the Lesson:

MET 2 of this learning material will cover necessary Patterns of Development needed for your culminating performance
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task. However, part of the discussion are the other patterns crucial in the discussion of the necessary patterns for your CPT.

STUDENT’S EXPERIENTIAL LEARNING

LESSON FORMATIVE QUESTION For Students For Students without
CHUNKS with Internet Connectivity Internet Connectivity
Relay the Information
CHUNK 1 What is pattern of The students read the
development? 1.The students read 2 paragraphs then they will material to learn about the
Patterns of share about the topic discussed. different patterns of
Development What are the different development/organization.
patterns of development Guide Questions:
in writing a paragraph or ● How were the information written? In an exit slip, they will
an essay? ● Did the writer follow a certain pattern? analyze texts to determine
the pattern employed.
2. The teacher will then randomly ask students to
share to the class their reading experiences. Briefly, they supply answers
to the formative questions.

Stand-where-you-stand

1.The teacher presents relevant issues of today.

2. The teacher draws out students’ stand about the
issue presented.

Some Relevant Issues:

● Gasoline Prices
● Russia-Ukraine War
● Social Media Use

Process Questions:
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• How can your stand influence/inspire others

especially those of your age group to do
something about these issues?
• How could you possibly present your stand
through writing?

3.Through a PowerPoint presentation, the teacher

discusses with short-response activity in between
the different patterns of development.

Graphic Organizer
CHUNK 2
1.The teacher presents the concepts of developing The students will access the
Developing What are transitional texts and transitional devices/words. information through their
forms of texts devices? SLM.
and 2.The teacher underscores the significance of
transitional How are these developing texts through the appropriate pattern of
words transitional devices used development.
in determining the
pattern of development
of ideas in a text? Textual Analysis

How do you develop 1.Working by pair, the students will be asked to

forms of texts in analyze sample texts identifying the applied pattern
following a pattern of of development based on context, the writer’s
development/organizatio purpose, and transitional devices/words
n?
Guide Questions:
● What is all about the text?
● What is the context of the text?
● What is the writer’s purpose of writing the text?
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● Describe the words and/or phrases used by the

writer.
● How did the writer develop the form of the text?

2. After the text analysis, the students will answer a The students will work on
multiple-choice activity, which will let them analyze the similar activities through
paragraphs to identify the PATTERN OF their SLM.
DEVELOPMENT/ORGANIZATION used.

Synthesis Textual Aid

The students will be asked to summarize the concepts of patterns of development through a textual aid.

ASSESSING STUDENT’S LEARNING (RUA)
Given a list of topics, students will write a
one-paragraph discussion about each
topic following the identified pattern of
development/organization
Given a list of topics, students will
write a one-paragraph discussion
about each topic following the
identified pattern of
development/organization (c/o SLM)

The topics are differentiated to cater to The topics are differentiated to cater
their interests to their interests

POST LESSON REMEDIATION ACTIVITY The students will be given another set of The students will be given another
topics to write about. set of topics to write about (c/o
SLM).
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ADAPTIVE TEACHING GUIDE

MOST ESSENTIAL TOPIC 3: PROPERTIES OF A WELL-WRITTEN TEXT

Prerequisite Content Knowledge: Patterns of Paragraph Development

Prerequisite Skill: Distinguishing between and among patterns of paragraph development.

Prerequisite Assessment: Paragraph Writing following a Pattern of Development

Pre-lesson Remediation Activity: Quiz

It is required that you identify various patterns of development through multiple choice, thesis statement analysis and
matching type. To test these content knowledge and skill, answer the following quiz.

Introduction
1. Time frame: 4 hours
2. RUA: The students apply the properties of a well-written text in writing a paragraph about the topic that interests them.
3. Context:
In any academic writing activity, understanding and demonstrating skills in applying properties of a well-written text in
writing are essential in preparation for the accomplishment of the big task. Students’ experience in tackling this topic will be
exciting, but expect that they will also find the assessments and activities challenging. For any concern, message the teacher
through the LMS (online modality) and at 09151308116 (distance-modular modality)

4. Overview of the lesson:

MET 3 is about the properties of a well-written text, which covers four subtopics. They are organization, cohesion and
coherence, language and mechanics. Students will be asked to produce (write) a project proposal with a cover letter. This topic
will surely prepare them for that big task. Remember, writing following the properties of a well-written text as a skill is non-
negotiable because students cannot begin drafting the project proposal without applying the properties of a well-written text –
organization, cohesion and coherence, language and mechanics.

STUDENT’S EXPERIENTIAL LEARNING

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LESSON FORMATIVE QUESTION For Students For Students without Internet

CHUNKS with Internet Connectivity Connectivity

CHUNK 1 How is organization Picture to Paragraph Writing ● The teacher provides a discussion on
achieved in a paragraph? Organization as a property of a well-
Organization 1. The students will be given a picture written text.
of a significant event for example, ● This lesson will be made available to
pandemic or election and the likes. students through the printed SLMs or
2. Then they will be asked to analyze modules.
what idea or story is depicted in the ● In an exit slip, students will answer a
photo. short response activity about the said
3. In 30 minutes, they will be asked to property of a well-written text.
compose a paragraph about the
idea/story depicted in the photo in not
more than ten sentences.
4. They will be asked to read their
paragraph to the class.

Process Questions:

● What is the paragraph all about?

● What are the sentences/details
that support the topic of the
paragraph?
● How are these sentences/details
arranged in the paragraph?
● What words/phrases are used to
connect the ideas/sentences in the
paragraph?

5. The teacher then presents the five

properties of a well-written text.
6. She then refocused on the first
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property, organization and its

techniques, through a PowerPoint
presentation.

Exit Slips

The students will answer the formative

question through google form or any poll
application.

CHUNK 2 How could you PowerPoint Presentation & Video ● The teacher provides a discussion on
differentiate further the Presentation Coherence and Cohesion.
Coherence and difference between ● This lesson will be made available to
Cohesion coherence and The teacher provides an input about students through the printed SLMs or
cohesion? coherence and cohesion. For those modules.
students who have problems with their ● In an exit slip, students will cut-out an
What are some connectivity, they could automate the article from newspaper or magazine
techniques to achieve audio button of their LMS to listen to a then, they will assess its coherence
coherence and cohesion reading of the lesson material and watch and cohesion through the guide
in a text? a video discussion of the said topic. questions to be answered.

In an exit slip, students will cut out an

interesting article from any magazine or
newspaper, then they will critique the text
focusing on the coherence and cohesion.

Focus Questions:
• Are the ideas logically arranged?
• Is there a smooth flow from one
sentence to the next?
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• Is there clear transition?

• What signal words are used?

CHUNK 3 ● The teacher provides a discussion on ● The teacher provides a discussion on

What are the Language Use covering topics on
Language Use characteristics of an language appropriateness which
and Mechanics effective language to be includes: Formality, Jargon, Deceitful
used in academic Language and Euphemisms,
writing? Stereotypes and Biased Language,
and Appropriate Pronoun Usage. On
How important is writing mechanics, a detailed
following the mechanics discussion will be given on
in writing? Capitalization, Abbreviations, Writing
Numerals, and Visual-Textual
Devices.
● Short exercises are also provided in
the different segments of the lesson
for students to self-check their
understanding of the topics.
● Inputs will be given synchronously.
● But this lesson will be made available
to students through their school’s
LMS for asynchronous access. For
those students who have problems
with their connectivity, they may
access the lesson asynchronously
through their LMS by automating the
audio button of their LMS to listen to a
reading of the lesson material of the
said topic.
● In an exit slip, they will explain the
characteristics of an effective
Language Use covering topics on
language appropriateness which
includes: Formality, Jargon, Deceitful
Language and Euphemisms,
Stereotypes and Biased Language,
and Appropriate Pronoun Usage. On
writing mechanics, a detailed
discussion will be given on
Capitalization, Abbreviations, Writing
Numerals, and Visual-Textual
Devices.
● This lesson will be made available to
students through the printed SLMs or
modules.
● In an exit slip, they will explain the
characteristics of an effective
language to be used in academic
writing and the importance of
following the mechanics in writing.
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language to be used in academic

writing and the importance of
following the mechanics in writing.

Synthesis Differentiation
Students will be asked to differentiate the concepts of organization, coherence and cohesion, and language and
mechanics as properties of a well-written text.

ASSESSING STUDENT’S LEARNING (RUA) Paragraph Writing

The students will write a paragraph The students will write a paragraph
observing the properties of a well- observing the properties of a well-
written text about anything that written text about anything that
interests them. interests them. (c/o SLM)

POST LESSON REMEDIATION ACTIVITY The students will be asked to write a The students will be asked to write a
paragraph about another topic that paragraph about another topic that
interests them. interests them. (c/o SLM).
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ADAPTIVE TEACHING GUIDE

MOST ESSENTIAL TOPIC 4: CRITICAL READING AS LOOKING FOR WAYS OF THINKING AND REASONING

Prerequisite Content Knowledge: Argumentation: Claims, Counterclaims, Reasons and Evidence

Prerequisite Skills: Identifying textual details that affirm or refute a claim

Prerequisite Assessment: Quiz

The students recall terms and concepts related to assertions and claims through multiple choice and identify statements as claim of
fact, policy or value

Pre-lesson Remediation Activity:

For students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s): Content Review and One Drill
For students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s): Content Review and One or Two Drills

Introduction
1. Time frame: 4 hours
2. RUA: Given an academic text and a video, the students identify the claims, counterclaims, and evidence present.
3. Context:

So much information is presented to us daily through various media, making it more challenging for us to be selective
about which ideas to absorb and which to take with a grain of salt. Developing critical reading skills becomes increasingly
important as digital technology and the internet enable ideas to be expressed and delivered to a wider, global audience quicker
than ever before.

Being “critical” does not mean being automatically suspicious about an idea or quickly dismissing all claims as fallacies. A
critical reader views a literary piece with the understanding that authors have different backgrounds, experiences, and opinions
that influence their writing. Naturally, different authors will gather and present information in their own unique manner.

Critical reading is a process through which a reader identifies and understands arguments and ideas presented in text,
evaluates supporting claims, and responds by developing independent conclusions or counterarguments.
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As intertextuality allows, authors draw from other texts to enrich his or her own body of work. As it is a role similar to that
of a lawyer who must argue before a jury, an author presents textual evidence or proof, mostly from external sources, to support
his or her claims.

An author’s goal is to persuade the audience that the claims he or she presents are defensible. A critical reader on the
other hand, has a responsibility to himself or herself to examine the author’s evidence and sources for credibility before utilizing
such information for specific purposes.

For any concern, message the teacher through the LMS (online modality) messaging feature, e-mail, FB messenger or via
mobile.

4. Overview of the lesson:

MET 4, Critical Reading as Looking for Ways of Thinking and Reasoning presents how critical reading opens the
door into news of thinking. But in order to make this possible, he or she must be able to fulfill his or her role as a reader with
utmost competence.

Specifically, in this lesson, you will learn how to determine textual evidence to validate claims or assertions and
counterclaims made about a text read.

STUDENT’S EXPERIENTIAL LEARNING

LESSON CHUNKS FORMATIVE QUESTIONS
Chunk 1 ● What are claims?
(Claims implicitly or ● How do you distinguish the
explicitly made in three types of claims?
texts) ● Why is it important to
identify claims in texts read?
For Students with Internet
Connectivity
● The teacher provides a
discussion on three types of
claims.
● Short exercises are also
provided in the different
segments of the lesson for
students to self-check their
For Students without Internet
Connectivity
● The teacher provides a
discussion on Language Use
covering topics on language
appropriateness which
includes: Formality, Jargon,
Deceitful Language and
Euphemisms, Stereotypes and
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understanding of the topics.
● Inputs will be given
synchronously.
● But this lesson will be made
available to students through
their school’s LMS for
asynchronous access. For those
students who have problems
with their connectivity, they may
access the lesson
asynchronously through their
LMS by automating the audio
button of their LMS to listen to a
reading of the lesson material of
the said topic.
● In an exit slip, they will explain
what claims are, why it is
important to identify claims read
and will identify claims made in
short assertions.
Chunk 2 ● What are counterclaims? ● The teacher provides an input
(Counterclaims) ● Why are counterclaims on the counterclaims. For those
important in argumentation? students who have problems
with their connectivity, they
could automate the audio
button of their LMS to listen to a ● In an exit slip, they will explain
reading of the lesson material
and watch a video discussion of
the said topic.
Biased Language, and
Appropriate Pronoun Usage.
On writing mechanics, a
detailed discussion will be
given on Capitalization,
Abbreviations, Writing
Numerals, and Visual-Textual
Devices.
● This lesson will be made
available to students through
the printed SLMs or modules.
● In an exit slip, they will explain
what claims are, why it is
important to identify claims
read and will identify claims
made in short assertions.
● The students will watch a video
discussion on counterclaims
and/or read the printed copy of
lesson material.
what counterclaims are and
their purpose in texts.
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● In an exit slip, they will explain

what counterclaims are and
their purpose in texts.

Chunk 3 ● What is textual evidence?
(Textual Evidence that ● What makes good textual
Validate Assertions evidence?
and Counterclaims) ● Why are they important in
reading or writing
argumentative texts?
● The teacher provides an input
on textual evidence. For those
students who have problems
with their connectivity, they
could automate the audio
button of their LMS to listen to a
reading of the lesson material
and watch a video discussion of
the said topic.
● The students will watch a video
discussion on textual evidence.
● In an exit slip, they will explain
what textual evidence is, the
importance of identifying it
when reading and the qualities
of a good textual evidence.

● In an exit slip, they will explain

what textual evidence is, the
importance of identifying it
when reading and the qualities
of a good textual evidence.

Synthesis Critical reading entails the ability to deconstruct a text by identifying the main argument and the claims that
an author uses to support it. These claims of fact, policy or value are always explicitly stated by an author.
A reader must be able to read between the lines in order to identify implicit claims. Bringing his or her
critical thinking skills to the fore, a discerning reader will also endeavor to validate claims and determine
the credibility of textual evidence and sources used by an author.

ASSESSING STUDENT’S LEARNING (RUA) Paper Analysis Paper Analysis

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POST LESSON REMEDIATION ACTIVITY
1. Students will read an
argumentative or persuasive
essay.
2. They will fill-out a template
with the identified claims,
counterclaims, and evidence
present in the text read.
Video Content Analysis
1. Students will watch a speech
video either through their LMS
or by using the given link.
2. They will fill-out a template
with the identified claims,
counterclaims, and evidence
present in the speech.
Given another academic text and
utilizing the same template
previously provided the students
apply the process of determining
textual evidence to validate
assertions and counterclaims
(Asynchronous)
1. Students will read an
argumentative or persuasive
essay.
2. They will fill-out a template
with the identified claims,
counterclaims, and evidence
present in the text read.
Video Content Analysis
1. Students will watch a speech
video (saved in a flash
drive).
2. They will fill-out a template
with the identified claims,
counterclaims, and evidence
present in the speech.
Given another academic text and
utilizing the same template
previously provided the students
apply the process of determining
textual evidence to validate
assertions and counterclaims (℅
SLM)
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ADAPTIVE TEACHING GUIDE

PREREQUISITE CONTENT KNOWLEDGE: ELEMENTS OF A PROJECT PROPOSAL AND ALL PREVIOUS METS

Prerequisite Skill: Identifying the components of a project proposal

Outlining and writing and critiquing a paragraph following the patterns of development;
properties of a well-written text; claims, counterclaims and evidence.

Prerequisite Assessment: Word Hunt

The students identify the different elements of project proposal through a word hunt.
Teachers may use this digital tool puzzlemaker.discoveryeducation.com to generate word search puzzles.

Pre-lesson Remediation Activity:

1. For students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s): A Preparatory Exercise on the
Remembering Level
2. For students with Fairly Level on Prerequisite Content-knowledge and/or Skill(s): A Preparatory Exercise on the Analysis Level

Introduction
1. Time frame: 4 hours
2. RUA: Given an academic text and a video, the students identify the claims, counterclaims, and evidence present.
3. Context:

The past lessons 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 a well
- written material. To conclude this semester, with all these practical skills put into action, you will be crafting a Project Proposal.

For any concerns or challenges encountered especially while doing the task, you may reach me through our LMS, or
messenger, or mobile.

4. Overview of the Lesson:

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In this lesson, you will learn about the features of project proposal, its parts, and the process of writing it. 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.

STUDENT’S EXPERIENTIAL LEARNING

LESSON FORMATIVE QUESTION For Students For Students without
CHUNKS with Internet Connectivity Internet Connectivity

CHUNK 1 How important is a Think – Pair – Share Individual Response

project proposal in your
Importance of own community? 1.The students share an experience where they 1.The students will think of
a Project have to convince and persuade a person or a group an experience where they
Proposal How important is a to agree with their idea. have to convince and
project proposal in your persuade a person or a
own community or Guide Questions: group to agree with their
locality? • How difficult it is to convince the person? idea.
• What makes it difficult to convince/persuade
him/her? Guide Questions:
• Were you able to convince him/her? If so, how • How difficult it is to
did you manage to do it? convince the person?
• What makes it difficult to
convince/persuade
2. The teacher will then randomly ask some pairs to him/her?
share to the class their experiences. • Were you able to
convince him/her? If so,
how did you manage to
do that?

Thinking – Aloud Problem Solving (TAPS)

1.The teacher will present some real-life problematic

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situations and asks the students to think of a simple

solution to draw out from them the importance of the
topic, i.e., project proposal.

Some Real-Life Problems:

• You are the President of your school’s Student

Council. You are to come up with a refreshing,
engaging, first day back to face-to-face- students
encounter.

• There has been an increasing concern about

mental health associated with work load in your
block, what possible solution could you suggest.

Process Questions:

Does a student like you have the power to come up

with a solution to some of the problems in your
community or even to our country?

2.The teacher shows some individual-initiated

project in the past like community pantry,
#PisoParaSaLaptop, etc.

CHUNK 2 PPt Presentation

Features of a What are the parts of a 1.The teacher presents the definition and the format The students will access the
Good Project project proposal? of a project proposal that the course adapts. information through their
Proposal SLM.
How do you describe a Title Page
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good project proposal? Basic Information

Project Background
Project Objectives
Project Description
Timeline
Budgetary Requirements
Monitoring and Evaluation

2.The teacher points out that although the parts vary

in all fields, the basic elements must be present, i.e.
the problem, the objectives, the methodology, the
timeline, and the budget plan.

Textual Analysis

1.The students will be grouped by two or three.

They will be asked to analyze a sample project
proposal (Project Proposal A Project Lipad) on the The students will do the
basis of: content/definition of a part, text structure same learning activities.
(organization), language use (jargons, recurring
words/phrase), and language usage (complexity of Printed copies of a sample
sentences, voice, tense, point of view, etc.) project proposal and
retrieval chart shall be
Guide Questions: provided.
• 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 jargons/unfamiliar terms can you identify in
the text?
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• Describe the words or phrases which 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 students synthesize their

output through a retrieval chart worksheet.

3. The teacher 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
The students will be asked to provide some examples of youth-initiated projects in their community, school, or
locality.

ASSESSING STUDENT’S LEARNING (RUA) Critiquing of Sample Project

Proposals

1.The students will research existing The students will hand over their work
samples (according to their interest) of to the teacher.
projects 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
PRIVATE EDUCATION ASSISTANCE COMMITTEE

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its parts and content.

4.They will critique the proposals if the

structural elements and unique
features of a good project proposal
are evident in the texts.

5. The students submit their work

through LMS.

POST LESSON REMEDIATION ACTIVITY The students will be given another set The students will be given another set
of project proposal to critique via LMS. of project proposal to critique via SLM.