Community Development

Unit Title:

Block 7 - Grant Propos al Writing

Unit Des cription: This unit introduces 5 es s ential ques tions to propos al writing. Students explore all as pects
of propos al writing including, writing problem s tatements , work plans , and preparing
budgets . Their unders tanding of how to res pond to the 5 es s ential ques tions will allow them
to adapt thes e propos al writing s kills to various donor expectations .
Unit Type:

Shared Unit

Start Date:

2013-12-20

End Date:

2014-02-14

Stage 1
Standards, Indicators and Learning Targets
Community Development
Strand: 3.1 Community Development
Standard: 3.1.2 Develop an unders tanding of the project cycle and develop important s kills and dis pos itions to
manage it
Indicator(s ): 3.1.2.3 Develop a project propos al that eectively communicates the true needs of a community
to an external donor and explains purpos e, plan, management, budget needs , capacity needs , s us tainability
s trategy, res pons es to community empowerment, gender is s ues , a participatory approach, and capacity
development.
Dene the purpos e of propos al writing (C ommunity Development (HE))

Identify key components of a propos al (C ommunity Development (HE))

Identify key vocabulary for propos al writing (C ommunity Development (HE))

Identify the 5 ques tions to propos al writing (C ommunity Development (HE))

Write a project propos al containing all neces s ary elements for a donor audience

Write a problem s tatement containing all neces s ary elements (C ommunity Development

Dene goals and develop a goal s tatement for their target community (C ommunity

Dene objectives and develop objectives that meet the SMART criteria (C ommunity

(C ommunity Development (HE))

Create a 4-level res ults framework, including impact, objectives , outputs , and activities

Dis tinguis h between monitoring and evaluation (C ommunity Development (HE))

Create a project plan us ing a Gantt chart (C ommunity Development (HE))

Write a budget for a community project (C ommunity Development (HE))

(C ommunity Development (HE))

(HE))

Development (HE))

Development (HE))

Soft Skills
Strand: 2.5 Critical Thinking
Standard: 2.5.2 Plan
Indicator(s ): 2.5.2.2 Develop an organized approach of activities and objectives
Create a project implementation plan us ing a Gantt chart (C ritical Thinking Skills)

Identify and as s es s available res ources in carrying out the s ugges ted project (C ritical

Identify organizations , groups , and individuals whos e eorts need to be coordinated for
the s ucces s ful implementation of the project (C ritical Thinking Skills)

Skills)

Identify project activities needed to reach project goals and objectives (C ritical Thinking

Plan a s ys tematic monitoring s ys tem for the project (C ritical Thinking Skills)

Thinking Skills)

Standard: 2.5.5 Unders tand and interpret new knowledge

Indicator(s ): 2.5.5.2 Adapt theories learned in the clas s room and apply them eectively in new s ituations and
divers e contexts
Adapt s kills learned in the clas s room, taking into cons ideration changes in context and
available res ources , s o that they may be applied in a variety of s ituations both ins ide
and outs ide the clas s room (C ritical Thinking Skills)
Strand: 2.6 Profes s ional Development
Standard: 2.6.1 Cooperate with others

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Indicator(s ): 2.6.1.1 Demons trate unders tanding of key components of cooperation neces s ary to complete a
tas k: contributing to group cons ens us , maintaining awarenes s of needs of others , balancing pers onal
as s ertivenes s with res pect of the pos itions of others
Practice working collaboratively in a group (C ritical Thinking Skills)
Essential Questions
What are the 5 ques tions to propos al writing?
How does my awarenes s of thes e ques tions allow me to be exible when writing a propos al for dierent
donors ?
(Teacher EQ)
Cross-curriculum Links
WoU Unit 6: Take pers pective (thinking of the potential donor's pers pective when writing a propos al)
Reading Unit 6: Integrating Information (integrating many parts of the project planning into one propos al)
Writing Unit 4, 5, & 6: Summary Writing, Pers uas ive Writing, Report Writing (all combined into one)
Computer Class: MS Excel & Word for Graphs , Charts & formulas & Photos hop
Key Terms
Proposal writing vocabulary
Uploaded File: Propos al Writing Vocabulary.doc

Stage 2
Assessment Evidence

Pre and Post Proposal Writing Assessment

Before and after this training, have learners complete the Self-Reection Grid.
As s es s ment Type: Ongoing
As s es s ment Tas k: Reection
Uploaded File: Self-reection Grid.doc

Final project proposal

Learners create a propos al for a community project with a s pecic donor in mind. Encourage s tudents to
write various types of propos als as analyze throughout this unit (traditional, vis ual, or even a video).
Students can us e a s imilar model to Self and Peer Evaluation if they are working in groups . See
Student Sample Proposals in Res ources s ection for s amples of s tudents ' group propos als .
As s es s ment Type: Portfolio (cumulative)
As s es s ment Tas k: Writing tas k
As s es s ment Tas k: Performance tas k/Project
Uploaded File: Knowing your project.doc
Uploaded File: Self_and_Peer_Evaluation_EIP Propos al writing.doc

Individual Proposal
After learners have had practice writing propos als in groups , it is important to give them the chance to
practice this s kill individually s o that they are able to do all of the s teps thems elves . Learners can write
individual propos als for their hos t organization, which is a great chance for them to do more res earch into
the needs and as s ets of their own organization, as well as give them an opportunity to potentially contribute
s omething tangible to their organization when they return. This project could potentially be the nal project
for the cours e. See WH Sample Proposals in Res ources s ection for s amples of s tudents ' individual
propos als .
As s es s ment Type: Portfolio (cumulative)
As s es s ment Tas k: Performance tas k/Project
As s es s ment Tas k: Writing tas k
Uploaded File: Individual propos al rubric.docx
Uploaded File: Individual Propos al Writing Project (As s es s ment tool).docx

Stage 3
Learning Activities

Introduction to the 5 Questions of Proposal Writing

1. Why do we need this project? Why are we doing this? (Purpose statement)
2. How will the world be dierent after this project? (Outcome/vision)
3. What do we need to accomplish to reach our vision? (Results Framework the 4 levels of
results in a development project and project plan)
4. How will we measure our success? (Monitoring and Evaluation plan, including indicators).
5. How will we communicate our ideas to the resource provider / funder? (Communicating your
ideas both written and verbal is a key characteristic of successful proposals)

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Technical Specialization: Community Development

Type of Activity: Input
Uploaded File: Five ques tions to propos al writing.doc

Proposal content, language, and structure (4 hours)

Learners discover the components, language, and structure of proposals by looking at various
examples of past proposals. They also connect how the components and parts of a proposal
answer the "5 Questions of Proposal Writing".
Ongoing As s es s ment
Technical Specialization: Community Development
Type of Activity: Proces s
Type of Activity: Input
Uploaded File: Parts of propos al mind map.jpg
Uploaded File: Project vocabulary mindmap.jpg
Uploaded File: Propos al Writing Vocabulary.doc
Uploaded File: Teaching Seqeunce_Content, language, and s tructure.doc

Why do we need this project? (2 hours)

Learners explore the s tructure of a Statement of Need
been analyzing in clas s .

and compare this to the propos als they have

Note : For WH s tudents , this will be review of CD Unit 5: Problem Statements, Goals & Objectives.
Ongoing As s es s ment
Technical Specialization: Community Development
Type of Activity: Proces s
Type of Activity: Input
Uploaded File: Statement of Need.doc

How will the world be dierent after our project? (1 hour)

Learners analyze vis ion/mis s ion s tatements of various propos als analyzed in clas s .
Ongoing As s es s ment
Technical Specialization: Community Development
Type of Activity: Input
Type of Activity: Proces s

What do we need to accomplish our vision? (3 hours)

Learners analyze various propos als , focus ing on the parts that ans wer the ques tion above. They identify
the dierent words us ed to des cribe the project (res ults , goals , impact, objectives , outcomes , output, and
activities ) and create a mind map s howing words with s imilar meaning and the relations hip between each
word (s ee "4 levels of res ults " from 5 Questions to Proposal Writing ).
Provide learners with various Result Statements and have them identify if the s tatements of examples of
an impact, objective/outcome, output, or activity. Or provide them with various examples from 5 Questions
to Proposal Writing mixed up and have them match and order the appropriate res ults framework for
each impact. They can als o practice taking one impact and writing the objectives , output, and activity
needed to realize that impact.
For more on Goals and Objectives , s ee Community Empowerment: Module III (p.62-69).
For more on activities , s ee Community Empowerment: Module V (p.76-95).
Ongoing As s es s ment
Technical Specialization: Community Development
Type of Activity: Input
Type of Activity: Proces s
Uploaded File: Res ults Statements .docx

How will we measure our success? (1 hour)

Learners dis tinguis h between monitoring and evaluation through an analogy. Teachers can us e a football
game - monitoring your progres s (How many pas s es are connecting? How many s hots do we take on goal
vs . how many goals are s cored?) and evaluating your s ucces s (What was the nal outcome of the game?
Who won?). They can then dis tinguis h between thes e two terms by watching Medical Monitoring and
Evaluation Visit - Nigeria . Finally, learners practice identifying indicators for monitoring/evaluating a
project us ing Indicators for Projects and Activities .
For more on monitoring, s ee Community Empowerment: Session 21 (p. 113-117)
For more on evaluation, s ee Community Empowerment: Session 23, 24, 25 (p. 127-138)
Ongoing As s es s ment
Technical Specialization: Community Development
Type of Activity: Input
Type of Activity: Proces s
Uploaded File: Indicators for Projects and Activities .doc

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Uploaded File: Medical Monitoring and Evaluation vis it Nigeria.mp4

How will we communicate our ideas to the funder? (3 hours)

Learners explore the relations hip between audience and purpos e through a s mall role-play (s ee Proposal
Writing: Audience and Purpose ) and the importance of "know the donors " and "knowing ours elves ". For
more in-depth information on "knowing the donors ", s ee Civicus Manual p. 4-12. Us e Background
Information to encourage learners to "know thems elves ". Finally, learners look at dierent background
information from the various propos als analyzed in clas s .
Ongoing As s es s ment
Technical Specialization: Community Development
Type of Activity: Proces s
Type of Activity: Input
Uploaded File: Background information.doc
Uploaded File: Propos al writing_Audience and Purpos e.doc

Preparing a Budget (3 hours)

Learners prepare a budget for their project (see Module V: Session 18 in Community
Empowerment)

Note : For WH students, this will be review from

CD Unit 7: Planning & Project Design

Ongoing As s es s ment
Technical Specialization: Community Development
Type of Activity: Input
Type of Activity: Proces s
Type of Activity: Output

Finding & Contacting Donors (9 hours)

Learners identify what makes a good candidate for a potential donor, do res earch to nd potential donors
for their project propos als , and learn profes s ional methods for contacting thes e individuals and
organizations , drawing on Writing Unit 7: Professional E-mails and Professional
Development: Internships & Employment to write cover letters and profes s ional e-mails to their
potential donors .
Ongoing As s es s ment
Technical Specialization: Community Development
Type of Activity: Proces s
Type of Activity: Output
Uploaded File: Teaching Sequence_Finding and contacting donors .docx

Resources
Proposal Writing Manuals
Uploaded File: Civicus - Writing a funding propos al.pdf
Uploaded File: Propos alWriting.pdf
Student Sample Proposals
Uploaded File: EIP Sample propos als .zip
Uploaded File: GBS Sample Propos al 2012 (Environmental Education).pdf
Uploaded File: WH Sample Group & Individual Propos als .zip
World Education Sample Proposals
Uploaded File: Sample Propos al 2009 (UXO in Laos ).doc
Uploaded File: Sample Propos al 2010-11 (Computers ).pdf
Uploaded File: Sample Propos al 2013 (Computer Lab).pdf
Proposal Application Samples
Uploaded File: PLE Innovation Fund - Program Des cription Format.docx
Uploaded File: PLE RFA Propos al Format.docx
Uploaded File: Project Propos al Form 2012-13_Aus tralian Government.docx
UPLIFT Project Summary (Room to Grow)
Uploaded File: UPLift Project s ummary.rtf
Web link: http://5minutes tochangetheworld.org/blog/

Unit Reections
Please comment on any of the following:

Standards, indicators, learning targets

Essential questions, cross-curriuclum links, key terms
Activities and assessment
Resources
Overall unit clarity and estimated time frame

Generated on: 22 January 2014, 08:22:38

WH 2012-13
The "ve ques tions of propos al writing" is a good s tarting point for this unit. However, the document with
the ve ques tions is very confus ing and too wordy for the s tudents . Ins tead, I s implied it and us ed the ve
ques tions as the bas is for the week (which actually turned into two weeks ).
In addition to the four levels of res ults , I als o s pent quite a lot of time on Indicators and As s umptions (for
s ucces s and ris k), in cas e any of them end up writing higher level/technical development propos als . We tried
to focus on formulating meas urable/quantiable indicators , but not all of the s tudents were able to do it. All
in all, it was incredibly challenging (for them and me, both) and in retros pect, I'm not s ure I would have done
it.
For a day-by-day break down of how I conducted this training, s ee the attachment.

Generated on: 22 January 2014, 08:22:38