8

SELF- LEARNING MODULE

 ENGLISH 8
QUARTER 4

Development Team of the Module

Authors: Ma. Katherine Marie P. Noma

Editor:

Reviewer: Irene Marcelo

Management Team: Celedonio B. Balderas, Jr., SDS

Gemma G. Cortez, Ed.D., CID - Chief

Leylanie V. Adao, EPS - LR

Learning Area EPS (Insert name here)

SDO Dasmariñas City

Guide in Using Learner’s Module

For the Parents/Guardian

This module is designed to assist you as the learning facilitator at home. It
provides you with activities and lesson information that the learners need
to accomplish in a distance learning modality.

For the Learner

This module is designed to guide 2you in your independent learning
activities at your own pace and time. This also aims to help you acquire
the competencies required by the Department of Education at the comfort
of your home.
You are expected to answer all activities on separate sheets of paper and
 Week 2
I What I need to know?
This module contains discussion of concepts and some
practice drills to determine your understanding of the lesson.

At the end of the lesson, you should be able to:

Expand content of an outline using notes from primary and

secondary sources

After going through this module, you are expected to:

 Identify the parts of an outline
 Compose notes from primary and secondary sources
 Use writing conventions to indicate acknowledgement of sources

Writing can be an arduous task especially if you are not equipped with skills to
properly structure the thoughts and emotions you want to include in your written
piece, or worse, you have nothing to really write about.

Many students like you fear writing particularly composing long prose, because
unlike in listening and reading where you are just passive recipients, in writing, you
are compelled to compose something out of your thought processes. It is a nerve-
racking activity for those who lack verbal techniques, creative ideas, and vocabulary.
However, just like other fears, your dread of writing mut be overcome as it is not just
a school activity or requirement, rather, it is a tool to express and communicate
intentions and emotions to others.

In this lesson, you will be taught on how to expand the content of your outline
using notes from primary and secondary sources to make sure your ideas are
packed and will come across in a clear and logical order.
I What is new?

READINESS CHECK
Learning Task 1. Identify whether the given phrase/sentence is a main topic or
subtopic. Write MT if it is a main topic and ST if it is sub-topic on the space
provided before the number.

Title: The Benefits of Running

_____1. Running is becoming an extremely popular sport for all ages.
_____2. Running is a great form of exercise because it helps people control their
weight, develop muscles, and improves mental and physical performance.
_____3. Cardiovascular Fitness
_____4. Lower blood pressure
_____5. Strengthens heart
_____6. Muscular development
_____7. Improves tone
_____8. Improve endurance
_____9. Benefits of running make it an excellent exercise.
_____10. People who want to improve their health should consider running.

Learning Task 2. Categorize each sub-topic and main topic in Learning Task 1
whether they are part of the INTRODUCTION, BODY, or CONCLUSION.

Title: The Benefits of Running

Introduction
A.___________________________________________________________
B.___________________________________________________________
Body
A. ___________________________________________________________
a. ______________________________________________________
b. ______________________________________________________
B. ___________________________________________________________
a. ______________________________________________________
b. ______________________________________________________
Conclusion
 A. ___________________________________________________________
B. ___________________________________________________________

Expectation Setting
The key to successful learning is having something to look forward to as you go
through the lesson and see to it to meet that expectation. So before you go further, you
must write three (3) expectations that you have about the lesson.

In this lesson, I expect that…

1.___________________________________________________________________
2.___________________________________________________________________
3.___________________________________________________________________

D What is it?
Getting to Know the Topic

I. Notetaking
Note-taking is the practice of recording information from different sources and
platforms. By taking notes, the writer records the essence of the information, freeing
their mind from having to recall everything.Notes are commonly drawn from a
transient source, such as an oral discussion at a meeting, or a lecture (notes of a
meeting are usually called minutes), in which case the notes may be the only record
of the event.

Notetaking Methods
A. Linear Notetaking. Linear notetaking is the process of writing down
information in the order in which you receive it.
a. Outlining Method. The Outlining note taking method uses
headings and bullet points to organize topics. This method is most
useful when learning about topics that include a lot of detail.
ADVANTAGES:
 Allows notes to be neatly organized.
  It is easy to see the relationship between topics and
subtopics.
 It is easy to turn points into study questions.
WHAT DOES IT LOOK LIKE?
 Each section starts with a heading of the main topic.
 Each subtopic and supporting fact is written underneath
the proper heading.
HOW DO YOU USE IT?
 During a lesson, begin your notes with a single bullet
point and write the main topic.
 Place the first subtopic below and indented slightly to the
right.
 List any details below your heading and slightly to the
right.

b. Sentence Method. The Sentence note taking method is simply

writing down each topic as a jot note sentence. This method works
well for fast paced lessons where a lot of information is being
covered.
ADVANTAGES:
 Jotting main points helps you determine which
information is important and which is not.
 You are able to cover a lot of details and information
quickly.
 Notes are simplified for study and review.
 WHAT DOES IT LOOK LIKE?
 Each line on the page is a new and separate topic. To
organize your notes even more, you can use headings for
each main topic.
HOW DO YOU USE IT?
 Write down important information the teacher has
emphasized. This can be in sentence form or point form.
 Start a new sentence or point for each new detail.
 Use headings to organize points by main topics.

B. Nonlinear Notetaking
a. Charting Method. Charting note taking method uses columns to
organize information. This method is useful for lessons that cover a lot
of facts or relationships between topics.
ADVANTAGES:
 Facts are organized and easy to review.
 Highlights key pieces of information for each topic.
WHAT DOES IT LOOK LIKE?
 The page is divided into columns labeled by category. The
details of each category are filled out in the rows below.
HOW DO YOU USE IT?
  When information about a category is mentioned, jot it down
underneath the proper column.
 When the next topic begins move down one row and begin
again.

b. Mapping Method. The Mapping note taking method is a more visual

way to organize your class notes. This technique is useful when
learning about relationships between topics.
ADVANTAGES:
 Useful for visual learners who struggle with studying from
notes.
 Helps you remember and connect relationships between
topics.
WHAT DOES IT LOOK LIKE?
 The page is organized by topic. The main topics branch out
into subtopics with detailed information about each.
HOW DO YOU USE IT?
 While in class, begin the map with the main topic.
 Branching off the main topic, write a heading for each of the
subtopics.
 Write any important notes underneath each subtopic.
 Continue the pattern.
c. Cornell Notes. The Cornell Notes method of note-taking was
developed by Dr. Walter Pauk of Cornell University and promoted in his
bestselling 1974 book How to Study in College. The Cornell note taking
method helps organize class notes into easily digestible summaries.
This method is effective because the main points, details, study cues,
and summary are all written in one place.
ADVANTAGES:
 Notes are neatly organized, summarized, and easy to
review
 Allows you to pull out major ideas and concepts
WHAT DOES IT LOOK LIKE?
 The paper is divided into 3 sections: a 2.5” margin to the left,
a 2” summary section on the bottom, and a main 6” in-class
note section.
 Use the main notes section to take notes during class.
 Use the cues section to review your notes. After class, write
down things you’ll need to remember and a prompt for each.
You can also use this section for vocabulary words and
study questions.
 In the summary segment at the bottom, write a summary of
your notes. This is where you will highlight the main points.
How to Take Effective Notes?
Effective notetaking helps students retain what they learned in class so that
they can use the material to study and build their knowledge and tackle more complex
concepts later on. In fact, research indicates that there’s a 34 percent chance that
students will remember key information if it’s present in their notes but only a 5 percent
chance if it’s not. It doesn’t matter whether you prefer to write brief summaries or make
visual guides and diagrams in your notes. The important thing is to find a note-taking
strategy that works for you.
Try the following steps to aid in your notetaking.

 Stay organized: Keep your notes and handouts separate for each class. For
example, you might have a different notebook and folder for each class or a
large notebook with a different tab for each class. This will save you the time of
trying to organize and locate your notes when studying for an exam.
 Use your paper: Many students try to fit all of a day’s class notes onto one
page and are often left with many extra blank pages in their notebooks. Instead,
every time your instructor changes topics, flip to a new page. This allows you to
find the material easily and makes your notes much cleaner.
 Use visual cues: Try highlighting, underlining, or drawing arrows or exclamation
points next to any main or difficult concepts. This will call attention to these
sections and remind you to spend more time reviewing them.
 Group together similar concepts: Grouping or “chunking” material is a good
way to make studying and memorization easier. You can try drawing the main
concept and connecting it to smaller, related concepts or making an outline of
the information. Either one can serve as an effective study guide.
  Make notes legible: Some people have messy handwriting. However, writing as
clearly as possible when you take notes will make it easier to review them later.
It’s also helpful if you’re asked to share your notes with another student who
missed class. If laptop use is permitted during class, you can also type your
notes.

For more tips on notetaking, you may visit and watch videos in the following YouTube
links:
 Learn How to Take Good Notes With These Note Taking Tips!
https://www.youtube.com/watch?v=PBBNJlj18PY

 Effective Notetaking. https://www.youtube.com/watch?v=bDoUMUJsvbM

II. Citing Sources
In- Text Citation
 If you wish to quote or paraphrase an author and want to emphasize the
author, then your citation becomes 'author prominent'. The citation will look
something like this:
Example: “Jones (2012) has concluded that... “
 If you wish to emphasize the information you have paraphrased or quoted from
an author, then your citation becomes 'information prominent'. The citation will
look something like this:
Example: “... as evidenced from a recent Australian study (Jones,
2012). “
E What is more?

Learning Task 3. Read the following notes. Put a check on the notes that are
appropriate as content for the main topics and subtopics that you have
identified in Learning Task 1.
_____1. Running, foot racing over a variety of distances and courses and numbering
among the most popular sports in nearly all times and places.
Source: Britannica, The Editors of Encyclopedia. "Marjorie Jackson". Encyclopedia
Britannica, 9 Sep. 2020, https://www.britannica.com/biography/Marjorie-Jackson.
Accessed 16 April 2021.
_____2. Modern competitive running ranges from sprints (dashes), with their
emphasis on continuous high speed, to grueling long-distance and marathon races,
requiring great endurance.
Source: Britannica, The Editors of Encyclopedia. "Marjorie Jackson". Encyclopedia
Britannica, 9 Sep. 2020, https://www.britannica.com/biography/Marjorie-Jackson.
Accessed 16 April 2021.
_____3. To run farther, you’re going to have to actually run farther! Either increase
your long run by 5–10 minutes or add 0.8–1.6 km (0.5–1 mile) each time. Do your
long run at a slow and sustainable pace; many people try to run their long run too
fast and struggle to finish strong. Go slowly and just focus on covering the distance.
Remember, speed follows endurance.
_____4. High intensity anaerobic running is one of the most potent stimulators of
growth hormone. Growth hormone contributes to stronger muscles which enhances
performance. By frequent running and proper training you will gain strength and
speed which is similar to the effects produced by steroids.
_____5. Running 30 minutes a few times per week helps reduce low density
lipoprotein (LDL), the “bad” type of cholesterol and increases the high-density
lipoprotein (HDL), the “good” type of cholesterol,” explains Dr. DeLucia. “High blood
pressure also becomes normalized through consistent physical activity.”
_____6. Those in that running group were found to sleep better, show signs of
improved psychological functioning, and focus better during the day.The same
benefits are likely to apply to runners of any age.
_____7. Aerobic exercise like running is thought to build muscle by inhibiting proteins
that interfere with muscle growth and decreasing muscle protein breakdown (MPB).
_____8. “Those who start running on a regular basis decrease their risk for heart
disease by 35 to 55 percent,” says Dr. DeLucia. “Running helps prevent blood clots in
the arteries and blood vessels. It also supports healthy blood flow, blood pressure
and cholesterol. As always, it’s important to schedule a physical and consult with your
doctor before starting a new exercise routine.”
_____9. By adding bursts into your run, you will start building muscle in your legs. Be
sure to not push too hard, or you risk injuring yourself. Incorporate interval training as
a part of your running routine. Sprinting works your fast twitch fibers and will increase
muscle size. If you are in the gym, most treadmills have an interval setting on them.
_____10. Running can lift symptoms of depression and improve mood, improve knee
health, helps young people sleep better, improves their mood, and boosts their ability
to focus, improve cardiovascular health, improve your mind at any age and fight age-
related cognitive decline, changes the brain in ways that make it more resistant to
stress.

Learning Task 4. Create an outline using the content and format in Learning Task 2.
Expand the details of each main topics and sub-topics using the notes in Learning
Task 3. Do not forget to attribute or cite the source or reference. You may add more
lines on your answer sheet when needed.

Title: The Benefits of Running

Introduction
A.___________________________________________________________

_________________________________________________________
_________________________________________________________
B.___________________________________________________________
_________________________________________________________
_________________________________________________________

Body
A. ___________________________________________________________
a. ______________________________________________________

_____________________________________________________
_____________________________________________________
 b. ______________________________________________________
_____________________________________________________
_____________________________________________________
B. ___________________________________________________________
a. ______________________________________________________

_____________________________________________________
_____________________________________________________
b. ______________________________________________________
_____________________________________________________
_____________________________________________________
Conclusion
A. ___________________________________________________________
_________________________________________________________
_________________________________________________________
B. ___________________________________________________________
_________________________________________________________
_________________________________________________________

A What I have learned?

Learning Task 5. Expanding an Outline

What to do: Read the article below about Corona Virus. Using the main topics and
subtopics provided, make your outline more informative by expanding the details with
information provided in the article. Use proper attribution Read the article below about
Corona Virus. Using the main topics and subtopics provided, make your outline more
informative by expanding the details with information provided in the article. Use
proper attribution or citation of information. Follow the format below. Follow the format
below.
 A Close Look on How CoViD-19 Can Damage the Lungs

What initially began as a mysterious disease in Wuhan, China, has now

swept the world. Today, governments worldwide are scrambling to contain the
CoViD-19 cases in their nations.

The novel coronavirus is an infectious disease that affects people in different ways.

There is still much to learn about the virus, but what is sure is that it is highly
transmissible and spreads easily compared to SARS. Its common symptoms are
similar to that of the flu. However, its severe manifestations can range from
respiratory problems—including shortness of breath causes—to kidney damage.

What does the Virus do to the Lungs?

CoViD-19 is a respiratory disease that can cause mild to critical breathing
problems.  The virus affects the upper and lower parts of the respiratory tract. As it
moves through the airways, the lungs will begin to swell and get inflamed. The
lungs are the most affected when a person contracts CoViD-19, and it can have
severe manifestations.
 
SARS-CoV-2 enters the airway and attaches itself to a cell via its surface spike
protein.  Some patients' bodies react to this virus with an intense immune response
called a cytokine storm. Combined with increased blood clotting, the potent virus
causes considerable damage to the lung’s cells.
 
When the virus starts attacking the lung cells, the body replenishes the
damaged tissue with scar tissue, which is thick and firm. This can lead to a
condition called pulmonary fibrosis, which is a chronic and progressive disease that
makes it difficult for the lungs to work properly. As this condition worsens, the
patient will experience intense breathing problems and shortness of breath.
 
Complications Arising from Severe CoViD-19
The early symptoms of CoViD-19 include fever, cough, headache, fatigue, and
sore throat, with flu-like symptoms exhibited for mild cases. For severe cases, it
may cause short and long-term complications in the lungs.
 
 Pneumonia - One of the severe symptoms of CoViD-19 is pneumonia.
When this occurs, patients will start to experience rapid heartbeat,
shortness of breath, dizziness, and difficulty in breathing. Severe
inflammation in the lungs damages the cells and the surrounding tissue
lining the air sacs, which process oxygen.
CoViD-19 patients who have developed breathing difficulties mean that their air
sac walls have thickened. Research reveals that 81% of the Chinese CoViD-19
patients showed mild symptoms, including mild pneumonia. Pneumonia correlated
to CoViD-19 may cause breathing problems that may take months to recover from.
 
  Acute Respiratory Distress Syndrome (ARDS) - Another severe effect
of the virus to the lungs is ARDS, otherwise known as “well lung,” which
is a form of lung failure. This happens when the air sacs get filled with
fluid coming from tiny blood vessels in the lungs.
 
Patients who have progressed to this condition may require mechanical
ventilation in an intensive care unit (ICU). A study shows that ARDS was one of
the common complications found early in the spread of CoViD-19 in China.
Those who survive ARDS and recover from the novel coronavirus may have
long-term pulmonary scarring.
 
 Sepsis and septic shock - Sepsis is the body’s severe response to an
infection that travels in the bloodstream, resulting in tissue damage and
organ failure. When this occurs, the organs will start falling apart,
eventually causing the organ systems to collapse, including the lungs
and heart.
 
Even when a patient survives and recovers from sepsis, it can leave long-term
damage to their lungs and other organs. Meanwhile, septic shock is the result of
failure to treat sepsis. If the patient’s blood pressure drops significantly, septic
shock can result in death.
 
 Blood clots - Disseminated intravascular coagulation (DIC) is a
condition that causes the body’s blood-clotting system to work
differently, causing unusual clots that can result in internal bleeding or
organ failure.
 
According to a study, DIC appears in 20% to 30% of critically-ill CoViD-19
patients. Patients in the ICU developed blood clots in small vessels, deep vein
thrombosis in the legs, and lungs (pulmonary embolism or PE).
 
Lifelong Damage of CoViD-19
So far, many people are informed about the safety measures, symptoms, and
treatment that must be observed. But, not much information is disseminated
about its long-term effects after recovery. What is the state of CoViD-19
survivors' long-term health? Will they suffer from chronic lung diseases?
 
Dr. Andrew Martin, chairman of pulmonary medicine at the Deborah Heart and
Lung Center in New Jersey, noted that novel coronavirus patients with ARDS
sometimes develop permanent lung damage or fibrosis. There have
been reported cases of few survivors receiving a lung transplant to treat a
condition now called post-CoViD fibrosis. 
 Damaged lung function from CoViD-19 infection can significantly affect
other organs, such as the kidneys, heart, and brain, leading to health impacts
that last even after recovery.
 
Three (3) factors determine how severe or lasting lung damage brought upon
by CoViD-19 complications may affect a patient: disease severity, other health
conditions, and treatment. Milder cases of coronavirus infection are less likely to
experience lasting damage in the lung tissues. However, if a patient has pre-
existing health conditions like heart disease, they can be more vulnerable to a
severe case of CoViD-19 .
 
In terms of treatment, a patient's recovery and lung health depend on the care
they receive. Emergent treatment and support can help minimize lung
impairment.
 
Prevent the Spread of Infection
CoViD-19  survivors with severe lung damage will require months or even a
year (or more) for their lung function to go back to normal levels. Patients
should welcome therapy and treatment for their quick recovery.
 
It's important to take health and safety measures concerning coronavirus
seriously. Wash hands frequently, observe physical distancing, and don't forget
to wear masks or shields in public to minimize the exposure to the virus.
 
If you have questions about CoViD-19  related symptoms, don't hesitate to
reach out to Makati Medical Center. Let’s do our part to slow down and contain
this virus.
Source: https://www.makatimed.net.ph/news-and-exhibits/news/a-close-look-on-how-
covid19-can-damage-the-lungs

Outline Excellent Satisfactory Need Score

Title: _______________________________________________
Components 5 points 4 points Improvement
3 points
I. Introduction:
Title & Title is Title shows little Title needs
A. Corona
CitationVirus original, originality or serious work as it
a. Origin creative, and creativity, does not has not relation
b. Nature of Disease
pertinent to pertain to topic; to topic; Citation
material; Citation has two or format is
II.. Body Citation more elements inconsistent with
A. Health Complications of the Corona
contains Viurs
all missing or APA styles
a. Early Symptoms
elements and inconsistent with
b. Severe Cases Symptoms APA style
is consistent
i. withPneumonia
APA style
Information ii. Topics ARDS are All topics are One or more
for Entire iii. addressed addressed
sepsis and septic shock with at topics were not
Paper iv. withblood
at least
cloth3 least 2 concrete addressed;
B. Lifelong Damagesconcreteof CoViD-19 details about each, information has
details about and clearly relates to little or nothing to
III. Conclusion each; the main topic; do with the main
A. How to prevent theinformation
transmission of provides
Corona Virus 1-2 topic.
clearly relates supporting details
to the main and/or examples.
 topic; includes
several
supporting
details and/
Organization Headings Headings do not Headings and
& Format have general always have general subheadings do
information; information; not follow correct
subheadings subheadings are not format; outline
are more always specific; does not follow
specific; outline mostly proper form and
outline uses follows proper form lacks any
roman with roman numerals organizational
numerals for and numbers. pattern.
headings and
numbers for
subheadings.
Introduction The main idea The main idea of the There is no
& Conclusion of the project projects is hinted at, statement of the
is clearly and in the beginning of main idea in the
concisely the outline but not introduction or
stated at the clearly stated and restatement in
beginning of there is a lack of any the conclusion.
the outline depth of idea at the
and then introduction an
restated in the
conclusion of
the outline.
/20

Learning Task 6. Inside the thought balloons, cite 3 real-life situations

where you can practically apply what you have learned from this lesson.
Key To Correction

ASSIMILATION ENGAGEMENT INTRODUCTION

Learning Task 3 READINESS CHECK

Learning Task 5 1. √ Learning Task 1
Answers may vary. 2. √ 1. MT
3. √ 2. MT
4. √ 3. MT
Learning Task 6 5. √ 4. ST
Answers may vary. 6. √ 5. ST
7. √ 6. MT
8. √ 7. ST
9. √ 8. ST
10. √ 9. MT
10. MT

Learning Task 4
Title: The Benefits of Running
Introduction
3. Running is becoming an Learning Task 2
extremely popular sport Introduction
for all ages. 1. Running is becoming an
extremely popular sport
 LT3 #1 for all ages.
2. Running is a great form
4. Running is a great form of exercise because it
of exercise because it helps people control
helps people control their weight, develop
their weight, develop muscles, and improves
muscles, and improves mental and physical
mental and physical performance.
performance. Body
 LT 3 #2 A. Cardiovascular Fitness
Body  Lower blood
A. Cardiovascular Fitness pressure
 Lower blood  Strengthens heart
pressure
o LT3 #5 B. Muscular development
 Strengthens heart  Improves tone
o LT3 #8  Improve
endurance
B. Muscular development
 Improves tone Conclusion
o LT3 #7 o Benefits of running
o LT3 #9 make it an excellent
 Improve
exercise.
endurance
o LT3 #3 o People who want to
o LT3 # 4
improve their health
Conclusion should consider
o Benefits of running running.
make it an excellent
exercise.
o LT 3 #6
o People who want to
improve their health
should consider
running.
o LT 3 #10

References
A. Online References
 https://www.bronsonhealth.com/news/five-ways-running-improves-your-heart-
health/#:~:text=Because%20runners%20have%20stronger%20hearts,your%20risk
%20for%20heart%20disease.
 https://www.runtastic.com/blog/en/tips-on-how-to-increase-running-stamina/
 https://www.runningshoesguru.com/content/effects-of-running-on-the-female-body-by-
a-medical-doctor/
 https://www.businessinsider.com/health-benefits-of-running-2018-4#running-helps-
young-people-sleep-better-improves-their-mood-and-boosts-their-ability-to-focus-3
 https://www.oxfordlearning.com/5-effective-note-taking-methods/

Note taking
 https://en.wikipedia.org/wiki/Note-taking
 https://www.utc.edu/center-academic-support-advisement/tips-for-academic-
success/note-taking.php
 https://www.intelligent.com/take-effective-notes/
 https://guides.lib.monash.edu/citing-referencing/APA-In-text#:~:text=The
%20in%2Dtext%20citation%20consists,(Weston%2C%201988%2C%20p.
 https://www.exoticindiaart.com/article/savitri-and-satyavan/

Rubric
https://ehhp.cofc.edu/ncate_2012/documents/MTLA/635Outline%20Rubric.pdf