Learning Area ENGLISH Grade Level 8

W3 Quarter Fourth Date

I. LESSON TITLE Primary and Secondary sources
II. MOST ESSENTIAL LEARNING MELC 18: Expand the content of an outline using notes from primary and secondary
COMPETENCIES (MELCs) sources
III. CONTENT/CORE CONTENT Enabling Competencies:
- Use writing conventions to indicate acknowledgement of sources
IV. LEARNING PHASES AND LEARNING ACTIVITIES
I. Introduction (Time Frame: 25 minutes)

How will you know if the article you’ve read is real news and not fake? How will you verify it?
Study the claim made by President Rodrigo Duterte posted in social media.

Claim: President Rodrigo Duterte said he will punch Sen.

Manny Pacquiao over Pacquiao’s insistence that the
President is not doing enough to assert the Philippine’s
territorial rights against China.

Questions:
Can you identify the source of the news?
Can you find this news in other websites?
What’s your final verdict? Is it fake or real?
Why?

D. Development (Time Frame: 1 hour and 40 minutes)

Learning Task 1: During your Grade 7, primary and secondary sources were discussed. Can you still remember them? Let us
see if you can still identify them. Read the following descriptions and determine if it is a primary or a secondary source.

A. primary source B. secondary source

1. A classroom history textbook

2. A copy of the text of the Phil. Constitution
3. A biography of Carlos P. Romulo
4. A video of Martin Luther King Jr.’s I Have a Dream speech
5. An interview with a survivor of a natural disaster
6. An opinion of the editor from the newspaper
7. A Wikipedia article about George Washington
8. Ann Frank’s autobiography The Diary of a Young Girl
9. A map of Africa from 1900
10. A story on a televised national news program about a bill passed by Congress

In writing an academic essay or research, you have to gather information and

evidences from a variety of sources like books, news articles, interviews, website, etc.

In this week’s module, we will discuss the primary and secondary sources – what they
are and when you can used them.
IV. LEARNING PHASES AND LEARNING ACTIVITIES
What is Primary Source?
A primary source is anything that gives you direct
evidence about the people, events, or phenomena that you are
researching. Primary sources will usually be the main objects of your
analysis.
If you are researching the past, you cannot directly
access it yourself, so you need primary sources that were
produced at the time by participants or witnesses (e.g. letters,
photographs, newspapers).

If you are researching something current, your primary

sources can be collected by yourself (e.g. through interviews,
surveys, experiments) or sources produced by people directly
involved in the topic (e.g. official documents or media texts).

What is Secondary Source?

A secondary source is anything that describes, interprets,
evaluates, or analyzes information from primary sources. Common
examples include:

 Books, articles and documentaries that synthesize

information on a topic
 Synopses and descriptions of artistic works
 Encyclopedias and textbooks that summarize information
and ideas
 Reviews and essays that evaluate or interpret something

Primary vs secondary sources: which is better?

Most research uses both primary and secondary sources.
They complement each other to help you build a convincing
argument. Primary sources are more credible as evidence, but
secondary sources show how your work relates to existing research.
E. Engagement (Time Frame: 1 hour and 30 minutes)
Learning Task 2: Sort the sources and the characteristics in the appropriate circle. Any sources or characteristics that are both
primary or secondary may be written in the center circle.

PRIMARY SOURCES SECONDARY SOURCES

Newspaper Interview
Diary Textbook
Speech Video tape
Words written after an Actual words of
event has occurred people who witness
an event
Provide evidence Pictures
about the history
Autobiography Biography

Encyclopedia Original artwork

Learning Task 3: Using the information taken from the secondary source, accomplish the sentence outline below.

“The fear of snakes was instilled into us as young children, and it was an
An outline is a breakdown
instinctive act to kill them whenever we could. We early learned how to give of the main and
first- aid treatment for a snake bite. First, there was the tourniquet to be tied supporting ideas in your
on the patient’s arm or leg to localize the poison. Then you took the pen knife or essay, report, or speech.

a razor blade and made an incision between the two punctures from the
snake’s fang, and provided your teeth and gums were sound, you sucked the
poison out of the wound. Finally, you rubbed some Condy’s crystals into the
wound and took the patient off to a doctor.”

I. Children are afraid of snakes

A. First- aid treatment given for snake bites
1.
2.
3.

EATING DISORDERS

I.FACTORS AFFECTING EATING DISORDER

A. Media
B.
C.
D. Psychological

II. THREE MAJOR TYPES OF EATING

DISORDER
A.
1. 56% determined by genetics
B.
1. genetic transmission or shared
psychological factors
C. Binge Eating
1. most common disorder
2. genetic transmission or shared
psychological factors

III.
A. Cognitive-Behavioral Therapy
 LEARNER'S PACKEI (! KS3
e,aPJ
IV. LEARNING PHASES AND LEARNING ACTIVITIES
A. Assimilation (Time Frame: 25 minutes)

V. ASSESSMENT (Time Frame: 5 minutes)

Instructions: Choose an appropriate answer to the following questions.
1. Speech is an example of which type of sources?
a. Primary Source b. Secondary Source
2. In research writing, researchers are advised to use which type of sources?
a. Primary Source b. Secondary Source
3. The statement “I heard or learned about it from somebody who was there” refers to?
a. Primary Source b. Secondary Source
4. Which source helps the student to have a deeper understanding about the history?
a. Primary Source b. Secondary Source
5. If you read a newspaper to get information in writing an article, which source are you using?
a. Primary Source b. Secondary Source
VI. REFLECTION (Time Frame: 10 minutes)
 Communicate your personal assessment as indicated in the Learner’s Assessment Card.

Personal Assessment on Learner’s Level of Performance

Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in
the column for Level of Performance (LP). Be guided by the descriptions below:
 - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/ lesson.
 - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target
content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able
to do/perform this task.
Learning Task LP Learning Task LP Learning Task LP Learning Task LP
Number 1 Number 3 Number 5 Number 7
Number 2 Number 4 Number 6 Number 8

VII. REFERENCES The University of Notre Dame Australia. Accessed May 13, 2021.
https://www.notredame.edu.au/about/schools/notre-dame-study-centre/academic-integrity-at-
notre-dame-2021/aim-pt2/sl12kb/3v17he
Streefkerk, Raimo. “Primary and Secondary Sources.” Revised on March 26, 2021.
scribbr.com/citing- sources/primary-and-secondary-sources/
“Understanding the psychology of eating disorders [infographic].” Published on Feb. 26,
2015.
https://blog.oup.com/2015/02/national-eating-disorder-awareness-week-infographic/
Prepared by: Rosalinda B. Zita Checked by: Jefferson V. Amparo
Mary Joy B. Talavera Maria Madel C.
Rubia
Luzviminda Cynthia Richelle F. Quintero
Generosa F. Zubieta
Ermelo A. Escobinas

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