8

English
Quarter 4 – Module 2:
Expanding an outline
English– Grade 8
Quarter 4 – Module 2: Expanding an outline
First Edition, 2020

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English
Quarter 4 – Module 2:
Expanding an outline
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear
learners, can continue your studies and learn while at home.
Activities, questions, directions, exercises, and discussions are
carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide
you step-by-step as you discover and understand the lesson
prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons
in each SLM. This will tell you if you need to proceed on completing
this module or if you need to ask your facilitator or your teacher’s
assistance for better understanding of the lesson. At the end of
each module, you need to answer the post-test to self-check your
learning. Answer keys are provided for each activity and test. We
trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher
are also provided to our facilitators and parents for strategies and
reminders on how they can best help you on your home-based
learning.
Please use this module with care. Do not put unnecessary marks
on any part of this SLM. Use a separate sheet of paper in answering
the exercises and tests. And read the instructions carefully before
performing each task.
If you have any questions in using this SLM or any difficulty in
answering the tasks in this module, do not hesitate to consult your
teacher or facilitator.
Thank you.
 Let Us Learn!

Writing an impressive paper requires you to come up with

sophisticated, complex, and sometimes very creative ways of
structuring your ideas. Taking the time to draft an outline can
help you determine if your ideas connect to each other, what
order of ideas works best, where gaps in your thinking may
exist, or whether you have sufficient evidence to support each
of your points. It is also an effective way to think about the time
you will need to complete each part of your paper before you
begin writing.

This module was designed and written for you to be able to

specifically continue learning how to write sensible articles with
the help of outlining despite being at home, away from your
teachers and classmates.

Objectives:

As a learner of this module, you are expected to:

1. Read and evaluate a note from primary and secondary

sources;
2. Develop effective note-taking skills;
3. Identify the steps in constructing an outline;
4. Construct a topic outline and a sentence outline; and
5. Expand the content of an outline using notes from primary
/secondary sources (EN8WC-IIIc-1.1.6).

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 Let Us Try!

In your previous module, you have studied grammatical signals. Before

we proceed to the next lesson, let us first try to have a short review by
answering the following questions:

A. Circle the letter of the word that correctly identifies the appropriate
transition word or phrase. Then underline the kind of transition you have
used.

1. __________ the invention of television, people probably spent more of their

leisure time reading.
A. Nevertheless B. Because C. Before
The transition word indicates: addition cause and effect time
2. If you’re having company for dinner, try to get as much done in advance as
possible. __________, set the table the day before.
A. For instance B. In contrast C. Similarly
The transition word indicates: illustration/example comparison contrast
3. __________ I’m very allergic to flowers, my boyfriend bought a bouquet of
roses.
A. Until B. Because C. Even though
The transition word indicates: time contrast addition

B. Use the transitions at the right in the sentences at the left. In each group,
use a transition only once. Read each sentence carefully so that you can
choose an appropriate transition. Capitalize when necessary.

1. He had been studying for days.

Word Bank
_______________, she hoped to do well on the test.
third
2. First, Mary went to the store. _______________,
similarly
she went to visit her mother.
nevertheless
3. I would like to read many books;
however
_______________, I don’t seem to have enough time to
as a result
read.
then
4. John ate and ate; _______________, he never
therefore
gained weight.
for instance
5. Joe ate too fast. _______________, he had
indigestion.

Good job! Now, let us try to see

how much you know about our
next topic.

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C. Write T if the statement is correct and F if false.
__________1. In an outline, ideas will be categorized as main ideas or
sub-points.
__________2.A topic outline will require you to write complete sentences
in the main points and sub-points, while you write entire paragraphs
in paragraph outline.
__________3. When writing reports, researches, articles and similar
texts, different sources will allow you to support your main arguments
and main points.
__________4. Original materials that are not filtered, interpreted or
changed are considered as primary source.
__________5. Textbooks, biographies, thesis, research papers, news
reports are examples of Primary sources.

Lesson
Expand the content of an outline

2 using notes from primary and

secondary sources

Day 1

Let Us Study

The writing process can be tedious, especially when you don’t know
where and how to start. With this, you tend to begin with an outline to help
you develop a logical, coherent structure for your article, making it easier to
convert your ideas into words and sentences. An outline is simply a
framework for presenting the main and supporting ideas for a particular
subject or topic. Once your outline is complete, you’ll have a clear picture of
how you want your article to develop.

Moreover, developing an article equates expanding your outline by

noting information from primary and secondary sources. Primary sources
provide raw information and first-hand evidence. A primary source gives you
direct access to the subject of your research. On the other hand, secondary
sources provide second-hand information and commentary from other
researchers. A secondary source describes, interprets, or synthesizes primary
sources. Primary sources are more credible as evidence, but in order to come
up with a better output it is suggested to use both primary and secondary
sources.

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 Furthermore, note-taking is the act or process of writing down
information. Note-taking while listening is significantly different from taking
down notes while reading. These differences include the following:

NOTE-TAKING WHILE LISTENING NOTE-TAKING WHILE READING

You cannot pause the lecturer,
speech, or discussion to go over
information you have not fully
understood.
When you need to look up
information, you must make a note
and look it up later on.
You cannot pause or stop the
lecturer, speech, or discussion if you
fall behind on taking down notes.
It is easy to stop and reread
something if needed.
When you need to look up
information, you can do so right
away.
You can read and take down notes at
your own pace.

Outlining which involves illustrating the framework or development of

ideas in the text is one of the various methods you may use in note-taking. It
uses indention to denote the level of importance of information. This method
is great for organizing ideas, but it requires more thought and is not the best
method to use if the lecture or listening text is too fast.

Here is what the skeleton of a traditional formal outline looks like. The
indention helps clarify how the ideas are related.

1. Introduction Thesis statement

2. Main point 1 → becomes the topic sentence of body paragraph 1
1. Supporting detail → becomes a support sentence of
body paragraph 1
1. Subpoint
2. Subpoint
2. Supporting detail
1. Subpoint
2. Subpoint
3. Supporting detail
1. Subpoint
2. Subpoint
3. Main point 2 → becomes the topic sentence of body paragraph 2
1. Supporting detail
2. Supporting detail
3. Supporting detail
4. Main point 3 → becomes the topic sentence of body paragraph 3
1. Supporting detail

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 2. Supporting detail
3. Supporting detail
5. Conclusion

Activity 1.a Read the passage and take down important notes. Answer the
questions that follow.

Life is never easy. Every day, we wake up

and face a new day. We face challenges, we
do tasks, and we work. This is a cycle we do
over and over again. Sometimes, things may
even feel stressful, and we may feel like we
are drowning and sinking into a sea of
despair, but we have to keep on fighting.
Always remember: Life is never easy, but it
is always worth living. The despair, the
hopelessness, and the struggles are all a
part of it. Without these, we would never
know what it was like to be happy. God,
family, and friends are some of the reasons
to go on living. Make memories with them.
Choose to be happy every single day. When
life gets tough, you just have to be tougher.

1. What are the important words you have taken note of?

2. Without looking at the passage and only focusing on the words you have
taken down, could you recall the main points of the paragraph?

Below are some tips that may help you out when you need to note down
information while listening.
a. Be an active listener. Make a conscious effort not only to hear what
the speaker is saying but also to fully understand his or her message.
b. Be selective in noting down information. Do not write down
everything you hear. Write down only the most important points. You may
also list down just the key words or phrases.
c. Be as specific and as concrete as possible. Try to be as precise as
you can in noting down details. This would make the information easier to
understand.
d. Be attentive to the speaker’s nonverbal cues. A speaker’s
gestures, intonation, and even pauses can signal important information.
e. Avoid distractions. If possible, sit up front or as near to the speaker
as you can so that you can see and hear him or her better. Focus on the

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information as you listen to it, and make it a point not to entertain
distractions.

Activity 1.b Jot it down!

Below is passage. Read the passage and take down important notes.
Use the space below:

Blood is composed of cells and plasma. What gives its color is a protein
called hemoglobin, which turns reddish when it comes into contact with
oxygen. It is important to our body for it carries the nutrients to all the cells
in the body. Red blood cells are the main transporters of oxygen in the body.
Without them, we would not survive, while white blood cells help us fight
infection. Both of them contain vitamins, minerals, and other things that the
body needs.
___________________________________________________________________________

___________________________________________________________________________

Day 2

Let Us Practice
Outline
Outlines help present your ideas in a coherent, logical and organized
manner by showing the relationship of ideas with one another. These ideas
will be categorized as main idea and sub-points. An outline is like a skeletal
framework of a text. In making an outline, it is important to get the gist or
main idea. An outline breaks down the parts of an article in a clear,
hierarchical manner.
In addition, outlines will help assess if there are ideas that must be
deleted due to irrelevance. Outlines could also remind you of a main point or
subpoint.
Most students find that writing an outline before beginning an article is
most helpful in organizing one’s thoughts. If your outline is good, then your
article is easy to write. Grouping ideas and selecting key points are also two
important steps in making an outline.
There are several types of outlines. A topic outline uses only words or
phrases. This is the shortest outline. The sentence outline on the other hand,
will require you to write complete sentences in the main points and sub-
points.

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Activity 2.A: Read the text. Study and analyze the outline.
Unusual Places to Go on Dates -Outline
I. Introduction paragraph ending in thesis statement:
Thesis Statement: Three unusual date ideas are deep sea fishing, cooking
classes, and going to the junk yard.
II. Topic Sentence: At first glance, deep sea fishing seems like an activity for
a group of guys; this is exactly the reason a girl would think it was unusual.
A. Proper planning
1. Equipment, bait, snacks
2. Plan or be embarrassed
B. Great way to get to know each other
1. Teach her something
2. Great bonding
C. Unique experience
1. Other people not having the same experience
2. Great memories
III. Topic Sentence: Another different dating activity is attending a cooking
class together.
A. Put on by reputable establishments
1. Publix supermarkets
2. Gourmet food shops
B. Celebrity chef teachers
1. Paula Dean
2. Travel to the chef adventure
C. Cooking class
1. Learn cooking skills
2. Bond over learning new things
3. If nothing else learn how to cook
IV. Topic Sentence: Taking a girl to a junk yard is the most unusual date.
A. Couple of requirements
1. Special girl
2. Not first date
B. Litmus test
1. Patience test
2. Equivalent to girl movies marathon
C. Example of junk yard date
1. Parts for truck search
2. Smashing in windows
3. Girl a little crazy
V. Conclusion:

___________________________________________________________________________

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 Unusual Places to Go on Dates -Essay
A typical American date starts and ends at a girl’s front door.
Somewhere in between the two meetings at the door, a guy could take her to
experience any typical date experience such as dinner and a movie or
miniature golf. When it’s over, the girl will walk back through her front door
thinking that the date was perfectly average, and unless she just got dropped
off by Matthew McConaughey she won’t give it a second thought. If a man
really wanted to ‘wow’ his date he would have to do something out of the
ordinary. Unusual activities show that the date planner put thought into what
a girl might like to do, and they are always guaranteed to be memorable. Three
unusual date ideas are deep sea fishing, cooking classes, and going to the
junk yard.

At first glance, deep sea fishing seems like an activity for a group of
guys; this is exactly the reason a girl would think it was unusual. A lot of
preparation has to go into deep sea fishing trips, which shows just how much
the date planner is willing to go through to impress his date. There has to be
proper equipment, bait, snacks, and emergency preparations on board. On
this trip, the date planner should follow the Boy Scout mantra, “always be
prepared.” If anything goes wrong, and the planner is ill prepared, this date
will have the exact opposite effect and will only prove how truly inept the
planner is. If he does not have a boat of his own, he could always rent or
charter one from the local marina. Odds are the girl has never been fishing
before, so the date planner has an opportunity to teach her something new.
This is the perfect bonding experience for a couple that has already been on
a few dates. Out on the open sea, there is plenty of time and space to get to
know each other, which is the opposite of a typical date. On a typical date,
the daters would be surrounded by other couples experiencing the same
moment. The fishing trip will be a unique experience shared only by the two
of them. Even if the couple doesn’t catch anything all day, they’ll still have a
tale to tell and a lasting memory.

Another different dating activity is attending a cooking class together.

Many reputable establishments offer culinary training. Cooking classes are
offered at local Publix supermarkets a few times a week. For a more
challenging experience, classes are offered at gourmet food shops and in
cooking schools. Some celebrity chefs also offer cooking classes for neophytes.
If the date planner happens to be located in Savannah, GA he can take his
date to Paula Dean’s cooking class. Paula Dean is a chef from Food Network
who teaches classes on preparing southern foods using copious amounts of
butter. If not located in Savannah, the date planner could possibly add a road
trip to this unusual date, making it much more memorable. Like the fishing
trip, the daters would learn about each other by experiencing something new
together. The couple will learn how to cook a meal together and will be forced
to cooperate with each other to complete this new and somewhat challenging
task. This is slightly less unique because the class will most likely be
comprised of several couples or groups of friends. Together the daters will
meet and mingle with their classmates, learning about each other socially.

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Cooking together is classically romantic and learning together is challenging,
which makes this a very good, unusual date. If nothing else, when the guy
returns the girl to her door, they will both have acquired the skills to cook a
new meal.
Taking a girl to a junk yard is the most unusual date. For this to work,
the girl must meet a couple of requirements. To be able to take a girl to a junk
yard, a guy would have to know ahead of time that she was a special kind of
girl. This is definitely not first date material and could quite possibly backfire.
However, if the date planner has found this special girl, he can load her up in
the truck and head to the nearest ‘you-pull-it’ site. This unusual date is really
more of a litmus test for understanding females. In this unique situation, the
date planner will be testing his girl’s patience. It is the equivalent of her
dragging him to see an all-night Nicholas Sparks movie marathon. If she
survives the date, she’s a keeper. One date planner took his girlfriend to a
junk yard within the first few months they were dating. The girl was skeptical
to say the least, but she was a good sport about it. They hunted through the
lot for a tiny piece of a dodge truck the guy needed, and sadly never found it.
However, the girl made the best of the trip by finding a steering wheel lock to
smash windows and mirrors with. Together this couple learned that not only
did the girl have tendencies of violence, but she was also stronger than the
boy. Despite this violent, patience-trying date, this couple is still happily
together.
These three unusual date ideas are to be handled with care. Deep sea
fishing, cooking classes and trips to the junk yard could all horribly backfire
if executed poorly. They require careful planning and consideration, which is
why they are so impressive. Luckily they can all be done locally here in
Clearwater and are all reasonably priced…unless one charters a boat. While
a unique date will not leave the same impression as Matthew McConaughey,
it will leave the girl thinking about all of the careful planning that was done
on her behalf and will keep her thinking about her date planner well in to the
night. This is all any man could really hope for if he doesn’t make it inside her
door.
https://owl.purdue.edu/

Activity 2.B: Take a look at the two examples below:

Example 1:
Imagine that you have just finished watching a short movie clip prepared
by the guidance office that provides career orientations for students like
you to help you choose your school.
Choosing the Best School in College
I. Facilities
A. Indoor
B. Outdoor

II. Programs
A. Academic
B. Extra-Curricular

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 III. Calendar
A. Semester
B. Quarterly

Example 2:
Imagine that you are preparing for an interview as a first-time applicant.
You decided to go online and search for some tips. After watching the
information, you jot down the main ideas you have remembered. Here is a
sample sentence outline.

How to Pass an Interview

I. Preparation is the key to success.
A. Identify your goals as an applicant.
B. Understand the needs of the company for the position.
C. List down possible questions and practice answering them.
II. Becoming a competent speaker is not an easy task.
A. Listen carefully to the questions and give direct answers.
B. Use the right words to describe your abilities and plans for the position.
C. Speak confidently and show that you are very interested about the position.
III. Make a good impression that will be remembered by the interviewer.
A. Highlight your strengths and potential.
B. Recognize your weakness, but focus on improving them.
C. Be tactful and witty in expressing yourself.

An outline can either be a topic outline or a

sentence outline. Can you identify the
approach used in each example above?

General Approaches

There are two general approaches you can take when writing an outline
for your paper:

The topic outline consists of a word or short phrases. This approach is

useful when you are dealing with a number of different issues that could

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be arranged in a variety of different ways in your paper. Due to short
phrases having more content than using simple sentences, they create
better content from which to build your paper.

The sentence outline is done in full sentences. This approach is

useful when your paper focuses on complex issues in detail. The sentence
outline is also useful because sentences themselves have many of the
details in them needed to build a paper and it allows you to include those
details in the sentences instead of having to create an outline of short
phrases that goes on page after page.

Great job! Your guess was right. Identifying the approach

used in writing an outline is very simple. Now, let us proceed to
process of writing an outline.

In the previous module, you have already learned about primary and
secondary sources of information. Yu have learned that primary sources are
original materials whose data have not been filtered, interpreted, or changed.
Examples are artifacts, recordings, interviews, diaries, minutes of a meeting,
etc. Meanwhile, secondary sources of information are materials which seek to
present interpretations or evaluation of the primary source. Examples include
textbooks, news reports, research papers, etc.

When writing speeches, reports, research papers and similar texts, you
will need to look for different sources to support your main arguments. These
sources will allow you to establish your research claims and prove your
points. Without sources, the research paper will be baseless and weak.

However, not everything we hear or read is true. While some materials

or texts state facts, some of them exist to deceive us. Every time you think
beyond what you have read, watched, or listened to, you are evaluating it.
Evaluating a material involves carefully studying and analyzing it to assess
its worth or significance and to form opinions, conclusions, and
generalizations about it.

Below are the elements that affect the overall quality of a material:
a. Purpose – A reading, listening, or viewing material has a particular
purpose or goal that it aims to achieve. This purpose is met through the
use of elements that make the material understandable to its readers,
listeners, or viewers. For example, a radio advertisement aims to
persuade listeners to buy a particular product or avail a certain service,
while a news report on television may aim to simply inform viewers of a
particular current event.
b. Target audience – This refers to the particular group of people that the
material is aimed at. The target audience may be determined according
to characteristics such as age, gender, ethnicity, and economic status.

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 c. Language – This refers to the words used in the material. A particular
material may make use of the following to appeal to readers, listeners,
or viewers:
1. Sensory words – These are words that appeal to one’s sense of sight,
taste, touch, smell, or hearing. These make the material more
interesting and appealing.
2. Paralanguage – This refers to the vocal features—such as volume,
intonation, and pitch—that accompany speech. The usage of these
features add to the impact of the material—particularly listening texts—
as they can emphasize certain
3. Technical vocabulary – The use of jargon or technical vocabulary may
add to the material’s ability to convince the audience or to make the
material seem more credible to the target audience.
d. Organization – This refers to the way that the elements in the material
are arranged. The organization of the persuasive text may enhance its
meaning or detract from it. Reading, listening, and viewing materials
may have one or more of the following elements:
1. Text – This refers to the words, either printed or spoken, used in the
material. Often, a material relies on text to convey its message to its
audience.
2. . Images – These refer to the pictures or illustrations that accompany
reading or viewing materials. The use of these enhances the meaning
of the text and may help the audience understand the material
better.
3. Graphic organizers – Often used to supplement reading materials,
graphic organizers refer to the tables, graphs, charts, or diagrams
that visually represent information.

The elements of a material are what you need to look at and evaluate.
In evaluating a material, analyze whether it was able to achieve its purpose,
reach and appeal to its target audience, use appropriate language, and
effectively organize the elements in it.

Day 3
Let Us Practice More

How to write an outline?

For an essay question on a test or a brief oral presentation in class, all
you may need to prepare is a short, informal outline in which you jot down
key ideas in the order you will present them. This kind of outline reminds you
to stay focused in a stressful situation and to include all the good ideas that
help you explain or prove your point. For a longer assignment, like an essay
or a research paper, many teachers will require you to submit
a formal outline before writing a major paper as a way of making sure you are

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on the right track and are working in an organized manner. The expectation
is you will build your paper based on the framework created by the outline.

A strong outline details each topic and subtopic in your paper,

organizing these points so that they build your argument toward an
evidence-based conclusion. Writing an outline will also help you focus on
the task at hand and avoid unnecessary tangents, logical fallacies, and
underdeveloped paragraphs.
1. Identify the research problem. The research problem is the focal
point from which the rest of the outline flows. Try to sum up the point
of your paper in one sentence or phrase. It also can be key to deciding
what the title of your paper should be.
2. Identify the main categories. What main points will you analyze?
The introduction describes all of your main points; the rest of your
paper can be spent developing those points.
3. Create the first category. What is the first point you want to cover?
If the paper centers around a complicated term, a definition can be a
good place to start. For a paper that concerns the application and
testing of a particular theory, giving the general background on the
theory can be a good place to begin.
4. Create subcategories. After you have followed these steps, create
points under it that provide support for the main point. The number
of categories that you use depends on the amount of information that
you are trying to cover. There is no right or wrong number to use.

Keep in mind that the notes a writer has taken to write an article may
include facts or ideas that fit in with the main ideas as well as facts that do
not fit. Go through the sample outline and identify these main ideas and facts.

13
Activity 3.A: Study the sample outline shown below.

SAMPLE OUTLINE
(Report Subject)
Mammals of the Sea
(Topic Sentence)
Earth’s oceans are home to many fascinating and beautiful
mammals.
(First Main Idea)
I. Ways Sea and Land Mammals are alike
(Facts)
A. Take in oxygen from the air
B. Nourish young with milk
C. Have hair or hairlike structures
(Second Main Idea)
II. Examples of sea mammals and their behavior
(Facts)
A. Manatees raise to surface to breathe
B. Dolphins care for young for several years
C. Sea otters: thick fur insulates their bodies
(Final Idea)
III. Ways in which mammals are threatened
(Facts)
A. Pollution of water and air

Expository Writing by Tara McCarthy Scholastics Inc.

Answer the following questions based on the information provided by the
outline.
1. What is the subject of the report?
__________________________________________________________________
2. What are the main ideas? What facts explain or support each main
idea?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

3. Each main idea needs at least three facts to support it. Which main
idea needs at least two more supporting facts?
__________________________________________________________________

Constructing Topic Outlines

A topic outline is the same as a sentence outline except you use words
or phrases instead of complete sentences. Words and phrases keep the outline
short and easier to comprehend. All the headings, however, must be written
in parallel structure.

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 This checklist can help you write an effective topic outline for your
assignment. It will also help you discover where you may need to do additional
reading or prewriting.

• Do I have a controlling idea that guides the development of the entire piece
of writing?
• Do I have three or more main points that I want to make in this piece of
writing? Does each main point connect to my controlling idea?
• Is my outline in the best order—chronological order, spatial order, or order
of importance—for me to present my main points? Will this order help me
get my main point across?
• Do I have supporting details that will help me inform, explain, or prove my
main points?
• Do I need to add more support? If so, where?
• Do I need to make any adjustments in my working thesis statement before
I consider it the final version?

Constructing Sentence Outlines

A sentence outline is the same as a topic outline except you use

complete sentences instead of words or phrases. Complete sentences create
clarity and can advance you one step closer to a draft in the writing process.

Some consider the sentence outline as better than the topic outline as
the latter presents only broad ideas and only give you and overall picture of
what you want to write. This means you must spend more time recalling
exactly what those ideas are when you write your essay. On the other hand,
sentence outlines are more specific. When you use a sentence outline, it will
be easier for you to expand these when you finally write your essay. You can
also simply copy your own sentence outline. You will just have to add more
details and descriptions. Therefore, using a sentence outline ensures that you
have sufficient evidence to support your claims and main ideas or arguments.

The basic format of an outline uses alternating series of numbers and letter, indented
accordingly, to indicate levels of importance. You format both the topic and
sentence outlines in the same way.
• Place your introduction and thesis statement at the beginning, under
roman numeral I.
• Use roman numerals (II, III, IV, V, etc.) to identify main points that
develop the thesis statement.
• Use capital letters (A, B, C, D, etc.) to divide your main points into
parts.

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 • Use arabic numerals (1, 2, 3, 4, 5, etc.) if you need to subdivide any
As, Bs, or Cs into smaller parts.
• End with the final roman numeral expressing your idea for your
conclusion.
Here is another example of an outline of a paper about the development of Japanese
theatre:

OUTLINE NOTES
I. Thesis: Japanese theater rose The thesis is stated in the first section,
from a popular to elite and which is the introduction.
then returned to a popular art
form.
II. Early theatrical forms: The body follows the introduction, and
A. Bugaku breaks down the points the author
B. Sarugaku wishes to make.
C. Primitive Noh
D. Authors and Audience
III. Noh Theater Note that some section have
A. Authors subdivisions, others do not, depending
B. Props on the demands of the apper.
1. Masks
a.women In this outline, II, III & IV all have similar
b. demons structure, but will not necessarily be true
c. old men for all papers. Some may only have three
2. Structure of Stage major sections, others more that the five
C. Themes given here.
1. Buddhist Influence
2. The supernatural
D. Kyogen interludes
E. Audience
IV. Kabuki
A. Authors
B. Props
1. Make-up
2. Special effects
C. Themes
1. Love stories
2. Revenge
V. Bunraku (puppet) theater
A. Authors
B. Props
C. Themes
1. Love stories
2. Historical Romances
D. Audience

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 VI. Conclusion Your conclusion should restate your
thesis, and never introduce new
material.
http:/www.albany.edu/eas/170/outline htm
Activity 3.B
Expand the following topic outline into a sentence outline. Write your
sentence outline on a separate sheet of paper.
I. Background of Kalidasa

II. Kalidasa: Shakespeare of India?

A. His works
B. His distinct trait as a writer

III. Kalidasa’s philosophy and what students can learn from him

Day 4

Let Us Remember

Activity 1: Jot down That information!

Goal: Your task is to take down notes while listening.

Role: As a young trainee in a news company, you have been asked to take
down notes while listening to political campaign speeches.

Audience: You need to convince your trainer that you have what it takes to
be a good reporter, interviewer, or news anchor someday.

Situation: The challenge involves taking down only the necessary

information while listening.

Product/Performance and Purpose:

1. Look for a political campaign speech delivered by a politician. The speech

should be at least three minutes long.

2. Play the political campaign speech once and listen to it.

3. Get a pen and a paper. Play the video again. This time, take down notes.
Do not pause or replay the video. You may use any method to organize
information.

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 Standards and Criteria for Success:

Criteria Beginning Developing Accomplished Score

(0-12 (13-16 (17-20 points)
points) points)
Content (Focus on
details/events are
clearly evident;
details are clearly
related to the
topic.)
General

Organization
(Logical progression
of details/events;
clear transitions
between ideas)
Language (spelling,
mechanics,
grammar and
usage)
Quality (Necessary
information and
Task-specific

key words were

included in the
notes.)
Method (The
method used fits
the type of
information well.)

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 Let Us Assess

A. Fill in the blanks with the missing word or phrase which would make
the statement correct and complete.
1. _________________ is the act or process of writing down
information.
2. Outlining uses ________________ to denote the level of
importance of information.
3. The __________________ on the other hand, will require you to
write complete sentences in the main points and sub-points.
4. The _______________________consists of a word or short
phrases.
5. ______________________ is great for organizing ideas, but it
requires more thought and is not the best method to use if the
lecture or listening text is too fast.

B. Write TRUE if the statement is correct and FALSE if the statement is

incorrect.
6. Writing an outline will also help you focus on the task at hand
and avoid unnecessary tangents, logical fallacies, and
underdeveloped paragraphs.
7. It is always best to use sentence outline than topic outline.
8. Topic outlines are more specific than sentence outline.
9. Outlines will help assess if there are ideas that must be deleted
due to lack of relevance.
10. Textbooks, biographies, thesis, research papers, news reports
are examples of Primary sources.

C. Present similarities and differences of a topic outline and sentence

outline through a Venn Diagram.

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Day 5

Let Us Enhance

Recall your most memorable summer vacation. Write a topic and a sentence
outline before writing a narrative article with not less than 150 words about
that experience. Make sure to follow the prescribed format mentioned and
shown in this module.
Standards and Criteria for Success:

Criteria Beginning Developing Accomplished Score

(0-12 (13-16 (17-20 points)
points) points)
Content (Focus on
details/events are
clearly evident;
details are clearly
related to the
topic.)
General

Organization
(Logical progression
of details/events;
clear transitions
between ideas)
Language (spelling,
mechanics,
grammar and
usage)
Topic Sentence and
Supporting Details
(Provides well-
thought of details
Task-specific

which supports the

main point)
Word Choice
(Exhibits
consistency in
sentence structure)
Outline ( Given
format was
followed)

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 Let Us Reflect

Each outline below contains at least one unrelated idea. Read the sentences
or ideas below the “Supporting Ideas” section of the outlines and decide which
ones do not support the topic sentence. Write the numbers of the unrelated
ideas in the blanks on the right.
A. Topic Sentence: My most boring class is algebra. Unrelated ideas:
B. Supporting Ideas _____________________
1. The work is too easy, and it doesn’t challenge me. _____________________
_____________________
2. All we ever do is work, work, and more work! _____________________
3. I never have a free minute to myself.
4. The teacher talks in a monotone that puts me to sleep.
5. The teacher tells the same jokes day after day.
6. Everything is in slow motion; attendance often takes up half the time.
7. The teacher always picks on me.

A. Topic Sentence: Bowling is the perfect sport. Unrelated ideas:

B. Supporting Ideas _____________________
1. It develops coordination. _____________________
_____________________
2. I always make it a point to be a member of a _____________________
bowling team.
3. Bowling helps exercise a large number of muscles.
4. It provides a chance to interact with other team members.
5. It can be played indoors at any hour, during any type of weather.

21
 22
Let Us Reflect Let us Enhance
- Answers may vary.
Unrelated ideas:
I never have a free minute
to myself.
Unrelated ideas:
I always make it a point to
be a member of a bowling
team.
Let Us Try !
Let us Remember Let Us Study !
- Answer may vary. Activity 1A A. 1. C
- Answers may vary. 2. A
Activity 1B 3. A
- Answers may vary. B. 1. Similarly
Let us Assess 2. Then
A. 1. Note-taking Let us Practice More
3. however
2. Indention Activity 3.A
4. nevertheless
3. Sentence outline 1. Mammals of the Sea
5. As a result
4. Topic outline 2. Please refer on the
outlie on P.14 C. 1. T
5.Sentence outline
3. (Final Idea) Ways in 2. F
B. 6. T
which mammals are 3. T
7. F
threatened 4. T
8. F
9. T 5. F
10.F
Activity 3.B
C. Answers may vary.
- Answers may vary.
Answer key to Activities
References

Jordan, N., Salazar, D. (2018). Compass- The way to English 8. Aklat @

Dunong Publishing , Inc.

Hybels, Saundra, and Richard Weaver II. 2011. Communicating Effectively.

10th ed. New York: McGraw-Hill

McPherson, Fiona. 2012. Effective Note-Taking. 2nd ed. Wellington, NZ:

Wayz Press.

Wang, Haiping. 2017. Testing Listening Comprehension through Listening-

to-summarize Cloze Tasks. Shanghai, China: Springer.

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For inquiries or feedback, please write or call:

Department of Education – Division of Tagum City

Office Address: Energy Park, Apokon, Tagum City, 8100

Telefax: (084) 216-3504

E-mail Address: tagum.city@deped.gov.ph

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