Final Eapp q1 Module 3 Eapp 11

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Directions: True or False.Write T if the statement is true and write F if the statement is false. Write your answer on the
space before each number.
1. Summary is a comprehensive and usually an opinionated abstract,

recapitulation, or compendium of previously stated facts or statements.
2. A restatement of a text or passage giving the meaning in another form is a

summary.
3. The main idea is the most important or central thought of a paragraph or

larger section of text, which tells the reader what the text is about.
4. Summary should always include main ideas, key points, and supporting
details.
5. When we summarize a text, we are restating the main ideas of the text in as
few words as possible.
6. A good summary should be supported by your own background knowledge

of the argument or topic of the text.
7. You can also summarize a reading text by getting the main events and
arranging the events in chronological order.
8. Key points may be developed or elaborated with supporting details.
9. Summaries should not include opinions.
10. Supporting details are not included in a summary.
Downloaded by Eva Mae Bonghanoy (eva.bonghanoy@deped.gov.ph)

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11. Your personal information should be included in a summary.
12. When summarizing, always read the original passage or text very carefully.
13. Use key words or phrases to identify the supporting details from the text.
14. You have to remember the 4R’s in summarizing: Reword, Rearrange,

Realize, and Recheck.
15. A summary is meant to inform your reader—who has not read the text or
seen the presentation—of what the text is about.
Matching Type!
Directions: Match each term in Column A with its correct definition in Column B. Write your answer on the space before
each number.
Column A Column B
1. Cause and effect A. This type of structure sets up a

problem or problems, explains the
solution, and then discusses the
effects of the solution.
2. Description B. This structure presents the causal

relationship between a specific
event, idea, or concept.
3. Sequence C. This type of text examines the

similarities and differences between
two or more people, events,
concepts, ideas, etc.
4. Problem and solution D. This type of text structure features a

detailed description of someone or
something to give the reader a
mental picture.
5. Compare and contrast E. This text structure gives readers a

chronological order of events or a list
of steps in a procedure.

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LET’S PLAY!
Directions: Rearrange the jumbled letters to form the word being described in
each item. Write your answers on the grid. When you finished answering, the
highlighted letters will spell the topic that you will learn in this entire lesson.
Clues:
1. It is an act of stating something again or differently.

2. It is a general description or plan giving the essential features of something
but not all the detail; a skeleton of a something.
3. It refers to the capability of understanding something.
4. It is the most important thought about the topic.
5. It refers to a nonfiction writing that is produced as part of academic work.
6. It refers to the information to clarify, prove, or explain the main idea.
7. It is the act of composing a text.
8. It refers to extracting the essential meaning of something.
9. It means extremely important.
10. It is an exchange of diverging or opposite views.
1. R T E S A N T E M T E
2. O E U L N T I
3. C M O S H E P O N I E N R
4. M I N A D E I A
5. A D M C I E A T X T E C
6. S P P R T N G U O D T A L I I E
7. W I R T N G I
BONUS LETTER Z
8. D S T I L N G L I I
9. E S N T L S I A E
10. A G R N T M E S U

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A summary is a brief statement or restatement of main points. Summarizing a text, or

distilling its essential concepts into a paragraph or two, is a useful study tool as well as
good writing practice.
A summary has two aims: (1) to reproduce the main idea and the key points of a text and
(2) to restate these in as few words as possible. The main idea is what the text is about
while key points are arguments or information that is used to support the main idea. Also,
it may be developed or elaborated with supporting details. However, your summary
should only include main ideas and key points, not supporting details. Another important
thing you must remember is that summaries are not a place for your opinions, background
knowledge and personal information.
Summaries can range in length from two sentences to several pages. In any case, use
complete sentences to describe an author's general points to your reader. Do not quote
extensively. If you quote, use quotation marks and document the quotation. If you fail to
document the quotation, even one word that the author used, you are plagiarizing
material.
Summarizing helps students learn to identify key ideas of a text and ignore irrelevant
information. Summarizing improves students’ memory for what they read and by
extension comprehension. By learning and practicing how to summarize, one can develop
reading comprehension and long-term retention of information. It is also an effective tool
to self-evaluate what they understood and what they do not.
Here are some techniques on how we

summarize.
1. Read the original passage or text very carefully.

2. Highlight or underline what you take to be the main point of the original text, or
make notes in the margins or on another sheet of paper.
3. When summarizing an entire essay, outline the writer’s argument.
4. Now tell your audience what the original source argued.
5. Ask the following framework questions:
a. What is the main idea?
b. What are the crucial details necessary for supporting the ideas?
6. Use key words or phrases to identify the main points from the text.
7. You can also summarize a reading text by getting the main events and arranging
the events in chronological order.

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Example paragraph 1:
A typhoon is powerful, twisting hurricane. It begins high in the air, among the winds of a
giant storm cloud. People who have watched a typhoon’s howling winds reach down from
the sky have said it’s the most frightening thing they have ever seen. In some parts of the
Philippines, these tropical storms are called cyclones.
Sentence summary:
Typhoons are frightening, powerful, twisting hurricanes sometimes called cyclones that
start in giant clouds.
Example paragraph 2:
Tornadoes are not the only windstorms that move through earth’s air. Dust devils,
hurricanes and typhoons all have twisting winds. But these windstorms differ from
tornadoes in important ways.
Sentences summary:
Dust devils, hurricanes and typhoons also have twisting winds, but they are different from
tornadoes.
Independent Activity 1
True or False
Directions: Write T if the statement is valid and write F if it is invalid.
1. Summarizing is restating the main idea and supporting it with key points in as
few words as possible.
2. Use your own opinion when summarizing a text.
3. Summarizing helps students learn to identify key ideas of a text and ignore
relevant information
4. Summarizing worsens students’ memory for what they read and by extension
comprehension
5. Summarizing is an effective tool to evaluate the original author on what they

understood and what they did not.

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Independent Assessment 1
Fill in the blanks
Directions: Carefully read each statement or question below and fill in the blank
with the correct answer. Choose your answer from the box.
main events Key points

main idea
argued argument
1. When summarizing an entire essay, outline the writer’s .

2. You can also summarize a reading text by getting the and
arranging the events in chronological order.
3. Tell your audience what the original source .
4. The is what the text is about.
5. are developed or elaborated with supporting details.
Directions: Identify the key points and supporting details from the list, based on the
main idea provided. Separate the key points from the supporting details and write
the letter of your answer in the corresponding column.
Main idea 1: Death of the Electric trolley cars or trams as the chief mode of public
transportation in the United States.
a. In 1922, auto manufacturer General Motors created a special unit to replace electric
trolleys with cars, trucks, and buses
b. Over the next decade, this group successfully lobbied for laws and regulations that
made operating trams more difficult and less profitable
c. In 1936 General Motors created several front companies for the purpose of purchasing
and dismantling the trolley car system
d. Some people suspect that these parties wanted to replace trolley cars with buses to
make public transportation less desirable
e. which would then increase automobile sales
f. the primary cause was having a group of powerful men from rival sectors of the auto
industry working together to ensure its destruction
Key Points Supporting Details

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Main idea 2: The scabbard served a number of purposes while a ninja’s primary
weapon is carried in it.
a. The katana is a long, curved sword with a single blade and a long grip to accommodate
two hands. This sword was often carried in a sheath or scabbard on the ninja’s back
b. Though the sword was primarily used for fighting and killing,
c. the scabbard served a number of purposes too
d. The ninja could remove the sword, angle the scabbard against a wall
e. use it to climb to a higher place
f. ninjas may have used the scabbard as a walking stick
g. feeling or probing their way around objects so as not to knock into anything and alert the
enemy
h. Perhaps the ninja’s most sinister use of the scabbard was to put a mixture of red pepper,
dirt, and iron shavings at the top of the scabbard
i. so that when the ninja drew his sword, his opponent would be blinded
Key Points Supporting Details
Directions: Read the passage carefully. Identify the main idea, and encircle the
letter of the correct answer.
Passage 1:
A penny for your thoughts? If it’s a 1943 copper penny, it could be worth as much as fifty
thousand dollars. In 1943, most pennies were made out of steel since copper was needed
for World War II, so the 1943 copper penny is ultra-rare. Another rarity is the 1955 double
die penny. These pennies were mistakenly double stamped, so they have overlapping
dates and letters. If it’s uncirculated, it’d easily fetch $25,000 at an auction. Now that’s a
pretty penny.
1. This paragraph is about…

a. copper penny in the time of war.
b. pretty penny.
c. rare and valuable pennies.
Passage 2:
Before you put on that skeleton costume and rove door-to-door pandering for candy, take a
minute to reflect on this tradition. Halloween is believed to have come from an ancient Celtic
festival dating back some 2,000 years. November 1st was the Celtic New Year and marked
the end of summer to the Celts. They celebrated on its eve by wearing costumes made of
animal skins and dancing around bon fires. Over the next two millennia, this primitive
celebration grew to be the candy fuelled costume ball that we know today.

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a. the origins of Halloween.
b. Celtic festival dating back some 2,000 years.
c. Celtic New year.
Passage 3:
When one hears the term "reality" applied to a show, one might expect that the events
portrayed occurred naturally or, at the least, were not scripted. This is not always the case.
Many reality shows occur in unreal environments, like rented mansions occupied by film
crews. Such living environments do not reflect what most people understand to be "reality."
Worse, there have been accusations that events not captured on film were later restaged by
producers. Worse still, some involved in the production of "reality" television claim that the
participants were urged to act out story lines premeditated by producers. With such
accusations floating around, it's no wonder many people take reality TV to be about as real
as the sitcom.

a. how reality television isn’t always “real.”
b. rented mansions in reality shows.
c. the reflection of what most people understands to be “reality.”
Passage 4:
It is estimated that over twenty million pounds of candy corn are sold in the US each year.
Brach’s, the top manufacturer, sells enough candy corn to circle the earth 4.25 times if each
piece were laid end to end. That’s a lot of candy corn, but that’s nothing compared to the
production of Tootsie Rolls. Over 64 million Tootsie Rolls are produced every day! But even
Tootsie Rolls have got nothing on the candy industry’s staple product: chocolate.
Confectioners manufacture over twenty billion pounds of chocolate in the United States each
year. Now that’s a mouthful!
4. The paragraph is about…

a. how sweet chocolate and candies are.
b. how much popular candies are produced each year.
c. how companies developed their candies and chocolates.
Passage 5:
Screech! When a driver pushes on the brake pedal, it initiates a process that causes the
vehicle to stop in motion. We literally trust braking systems with our lives every time we get
into a vehicle or cross at a busy intersection. How does this life-critical process work? It
begins when the pedal is pushed. At this moment brake fluid is released into the braking
mechanisms. As the fluid collects, this creates a leverage, which causes a friction to be
applied. This friction will create a force that will cause the wheels to stop and allow you to
reach your destination safely. Beep! Beep! (Source: www.ereadingworksheets.com)

a. the friction.
b. road safety.
c. how a braking system functions in an automobile.
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Movie Nights
Directions: Think of your favorite movie and make a five-sentence summary of it. Write your
answer on the space provided for. Refer to the rubric on page 12 as your guide on how your
output will be evaluated.
_ _
Movie Title
Let’s Read Books!
Directions: Make a five-sentence summary of your favorite book. Before answering this
activity, read and analyse the rubric found on the next page.
_ _
Book Title

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RUBRIC
Note to teachers: Use the rubric provided below as a scoring guide to evaluate the quality of
the students’ constructed responses.
CRITERIA 5 4 3 2 1
Content The content is The content Information is The content Information is

written clearly is written present but lacks a clear incomplete
and concisely with a logical the main idea and logic and/or
with a logical progression is vague. sequence of incorrect.
progression of of ideas. The Some of the information.
ideas and content has information
supporting accurate and doesn’t seem
information. useful to fit and the
The content information. progression of
gives the ideas is
audience unclear.
clear sense of
the key
concept.
Organization The writer’s The There may be There may There may be
and ideas control over response is evidence of be a little no noticeable
organization generally an evidence of organizational
and the coherent and organizational organizationa structure.
connections its structure, but l structure.
between organization it may be
ideas is functional. artificial or
effectively ineffective.
moves the
reader
through the
text.
Mechanics of Paragraph Paragraph Paragraph Paragraph Paragraph
writing has no error has one (1) has three (3) has five (5) to has seven (7)
in or two (2) to four (4) six (6) or more
punctuation, punctuation, punctuation, punctuation, punctuation,
capitalization capitalization capitalization capitalization capitalization
and spelling. and spelling and spelling and spelling and spelling
errors. errors. errors. errors.
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Directions: Fill in the blanks with the correct term to complete the paragraph.
Summarizing is Essential
(1)_ _ is an essential learning for every student. This helps students learn
to identify (2)___ _ of a text and ignore (3) ___. Summarizing, also
improves students’ (4)_ for what they read and by (5)___________. By learning
and practicing how to summarize, one can develop (6) and
(7)_ ___ _. It is also an effective tool to (8) _ what they
understood and what they do not.
Summarizing basically is a brief statement or a (9) __ of a main point by

(10) _ its essential concepts into a paragraph or two. Its main purpose is to
reproduce the main idea and the key points of a text and to restate these in as few
words as possible.
Directions: Read the passages below. Following the instructions from our lesson,
summarize the given texts. For the scoring guide, refer to rubric matrix found below.
RUBRIC
CRITERIA 5 4 3 2 1
Content The writing is The writing is The writing is The writing is The writing is
engaging, generally somewhat occasionally generally
clear, and clear and clear and clear and unclear and
focused. focused. focused. focused. focused.
Mechanics Paragraph Paragraph Paragraph Paragraph Paragraph has

of writing has no error has one (1) has three (3) has five (5) to seven (7) or
in or two (2) to four (4) six (6) more
capitalization capitalization capitalization capitalization capitalization
and spelling. and spelling and spelling and spelling and spelling
errors. errors. errors. errors.
13

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Passage 1:
Picture this: A herd of elephant flies past you at sixty miles per hour, followed by a streak of
tigers, a pride of lions, and a bunch of clowns. What do you see? It must be a circus train!
One of the first uses of the circus train is credited to W.C. Coup. He partnered with P.T.
Barnum in 1871 to expand the reach of their newly combined shows using locomotives.
Before circus trains, these operators had to lug around all of their animals, performers, and
equipment with a team of more than 600 horses. Since there were no highways, these
voyages were rough and took a long time. Circuses would stop at many small towns
between the large venues. Performing at many of these small towns was not very profitable.
Because of these limitations, circuses could not grow as large as the imaginations of the
operators. After they began using circus trains, Barnum and Coup only brought their show to
large cities. These performances were much more profitable and the profits went toward
creating an even bigger and better circus. Multiple rings were added and the show went on.
Today, Ringling Bros. and Barnum and Bailey Circus still rely on the circus train to transport
their astounding show, but now they use two.
Summary:
_ _ _
_ _ _
_ _ _
_ _ _
_ _ _
_ _ _
_ _ _
_ _ __ _ __
Passage 2:
How do you say “Holy cow” in French? The fastest thing in France may just be the fastest
ground transportation in the world. The TGV (Train à Grande Vitesse: French for very high
speed) is France’s national high speed rail service. On April 3rd, 2007, a TGV test train set a
record for the fastest wheeled train, reaching 357.2 miles per hour. In mid-2011, TGV trains
operated at the highest speed in passenger train service in the world, regularly reaching 200
miles per hour. But what you may find most shocking is that TGV trains run on electric power
not petrol. Now if you’ll excuse me; I have a record to catch.
Summary:
_ _ _
_ _ _
_ _ _
_ _ _
_ _ _
_ _ _ _
_ _ _ _
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Directions: Choose the letter of the best answer. Write the letter of your choice on the line before each number.
1. To retell in few words is to .

a predict
b summarize
c paraphrase
2. A summary is a brief, clear restatement of the most important points of a

paragraph or passage.
a. true
b. false
c. maybe
3. What are the elements included in a summary?

a. main events and supporting details
b. main idea and key points
c. key points and supporting details
4. Summaries must be opinionated.

a. true
b. false
c. maybe
5. What are key points?
a. They support the main idea.
b. They are the main thought of the text.
c. They are the opinions of the writer.
6. What can be developed to a student by the help summarizing?

a. quoting
b. reading and listening skill
c. reading comprehension and long term retention of information
7. The itsy bitsy spider

Climbed up the water spout
Down came the rain and
Washed the spider out
Up came the sun and
Dried up all the rain
And the itsy bitsy spider
Climbed up the spout again
What is the best summary for this passage?
a. A spider fell but got up again.
b. A spider playing in the water spout.
c. A spider and the rain
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8. Humpty Dumpty
Sat on a wall.
Humpty Dumpty
Had a great fall.
All the King's horses
And all the King's men
Couldn't put Humpty
Together again.

a. An egg had a great time with the king’s men.
b. An egg fell and was irreparably broken.
c. A broken hearted egg
9. Little Miss Muffet

Sat on a tuffet,
Eating some curds and whey.
Along came a spider
Who sat down beside her
And frightened Miss Muffet away

a. A spider scared away a girl.
b. A spider made friend with a girl.
c. A spider bit a girl.
10. Jack and Jill went up the hill,

To fetch a pail of water.
Jack fell down and broke his crown,
And Jill came tumbling after.
Up Jack got and home did trot,
As fast as he could caper,
And went to bed to mend his head
With vinegar and brown paper.

a. A circus boy and girl are playing in the hill.
b. A boy fell, hurt his head, and bandaged it.
c. A boy helping a girl to fetch a pail of water.
11. Why do we need to read the original passage or text very carefully when
summarizing?
a. To know what opinion is best for the text
b. To quote the author
c. To fully understand the main idea of the text
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12. Summarizing helps students learn to identify key ideas of a text and ignore
irrelevant information.
a. true
b. false
c. maybe
13. We must include background knowledge and personal information in a
summary.
a. true
b. false
c. maybe
14. The is what the text is about.
a. key point
b. main idea
c. main event
15. This elaborates and develops the key points.
a. main idea
b. supporting details
c. arguments
SELF CHECK
Directions: Look back at the most memorable moment in your High School life. Say the first
day you met your best friend, you had an academic achievement, or you won in a school
contest. Those memories are the greatest things to look back. Now, make a summary of
those treasured moments. Note to students: kindly refer to the given rubric below before
answering the activity.
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RUBRIC
CRITERIA 5 4 3 2 1
Content The content is The content Information is The content Information is
written clearly is written present but lacks a incomplete
and concisely with a the main idea clear and and/or
with a logical logical is vague. logic incorrect.
progression of progression Some of the sequence of
ideas and of ideas. information information.
supporting The content doesn’t seem
information. has to fit and the
The content accurate progression of
gives the and useful ideas unclear.
audience information.
clear sense of
the key
concept.
Mechanics Paragraph Paragraph Paragraph Paragraph Paragraph has
of writing has no error has one (1) has three (3) has five (5) seven (7) or
in or two (2) to four (4) to six (6) more
capitalization capitalizatio capitalization capitalization capitalization
and spelling. n and and spelling and spelling and spelling
spelling errors. errors. errors.
errors.
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Key E 5
point
Main
Arg .D F .4
idea
ue .C F .3
Maind .B F .2
events
Argu .A F .1
ment
Independent . Independent T .
Assessment 1 Activity 1
What’s F
More .
E. What Is
It
G A
M 10. A G R N T M E
N S T L E NI U R E S N ST ULSI 9
L A T N E S S E D S TAI E
LNG .8
G I L I T S I DW B O N U SLLI IE T T .
T ZO EWRIRTN 7
C G N M I T I C R S P P R T N G U O DG T IA L .6
L I A E D G N I T M R P P U S A D IMI E
CIEATXT .5
T X E T
E I E D A CA EMCI N A D .4
A E D NI N I A C M O S H E P EOINA I E .3
N O I S N H E R P M O R NR OEUL .2
E E I L T U O R T E S A NNTTEI M .1
NT M E T A T S E TE .
D. What’s
New
5
C 4..
A
3.
E2
D 1..
B
C. What’s
1 1
5 09 In
1
1.
4 . .8 5
T T.7 T .4
1.
3
F .6
F F .3
1.
2
F
1. .
T T .2
T. T T .1
F F F .I
B. What
Know
A. What I Need to
Know
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*answers may
vary
H. What I can
Do
9.10. 5. Extension
Distilling
Restateme Comprehension 4.
nt
8. Self- Memory
3. Irrelevant
Evaluate
7. Long Term retention of Information
2. Key
Information
6. Reading Ideas 1
Sum
Comprehension G. Whatmary
I have .
Learned
*answers may
vary
Independent
Assessment 3
*answers may
vary
Independent
Activity 3
5
C .4
B .3
A .2
A .1
C
Independent .
Assessment 2
H
I F
G E
D C
B
Supporting A
Key
Details Points
Passag
e 2:
F
E
D C
B
Supporting A
Key
Details Points
Passag
e 1:
Independent
Activity 2
20

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*Answers may
vary.J. Additional
Activity
1
5
1
B 1 .4
B 3.1.
B2 1
A 11 .
C 0..
B9
A .8
B .7
A .6
C .5
A .4
B .3
B .2
A .1
BAssess
. I
ment .
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References
Morton, Mr. “Summarizing Worksheets - Learn to Summarize | Ereading Worksheets.”

Ereading Worksheets. Accessed July, 2020. https://www.ereadingworksheets.com
/free-reading-worksheets/reading-comprehension-worksheets/summarizing-work
sheets-and-activities/.
Reading Comprehension Strategies. “Strategy 5.” Accessed July 31, 2020.

https://teachreadingcomprehension.weebly.com/strategy-5.html.
“Summarizing | Writing Advice.” Accessed July 31, 2020. https://advice.writing.

utoronto.ca/researching/summarize/.
“Writing Tips « Writers Workshop: Writer Resources « The Center for Writing Studies,
Illinois.” Accessed July 31, 2020. http://www.cws.illinois. edu/workshop/writers/
tips/summary/.
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For inquiries or feedback, please write or call:
Department of Education, Schools Division of Bulacan Curriculum Implementation

Division
Learning Resource Management and Development System (LRMDS) Capitol Compound,
Guinhawa St., City of Malolos, Bulacan
Email Address:lrmdsbulacan@deped.gov.ph

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1. Summary is a comprehensive and usually an opinionated abstract,

2. A restatement of a text or passage giving the meaning in another form is a

3. The main idea is the most important or central thought of a paragraph or

6. A good summary should be supported by your own background knowledge

8. Key points may be developed or elaborated with supporting details.

9. Summaries should not include opinions.

10. Supporting details are not included in a summary.

Downloaded by Eva Mae Bonghanoy (eva.bonghanoy@deped.gov.ph)

11. Your personal information should be included in a summary.

14. You have to remember the 4R’s in summarizing: Reword, Rearrange,

1. Cause and effect A. This type of structure sets up a

2. Description B. This structure presents the causal

3. Sequence C. This type of text examines the

4. Problem and solution D. This type of text structure features a

5. Compare and contrast E. This text structure gives readers a

Downloaded by Eva Mae Bonghanoy (eva.bonghanoy@deped.gov.ph)

1. It is an act of stating something again or differently.

Downloaded by Eva Mae Bonghanoy (eva.bonghanoy@deped.gov.ph)

A summary is a brief statement or restatement of main points. Summarizing a text, or

Here are some techniques on how we

1. Read the original passage or text very carefully.

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Directions: Write T if the statement is valid and write F if it is invalid.

2. Use your own opinion when summarizing a text.

5. Summarizing is an effective tool to evaluate the original author on what they

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Fill in the blanks

main events Key points

1. When summarizing an entire essay, outline the writer’s .

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1. This paragraph is about…

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2. This paragraph is about…

3. This paragraph is about…

4. The paragraph is about…

5. This paragraph is about…

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Content The content is The content Information is The content Information is

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Summarizing basically is a brief statement or a (9) __ of a main point by

Mechanics Paragraph Paragraph Paragraph Paragraph Paragraph has

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1. To retell in few words is to .

2. A summary is a brief, clear restatement of the most important points of a

3. What are the elements included in a summary?

4. Summaries must be opinionated.

6. What can be developed to a student by the help summarizing?

7. The itsy bitsy spider

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What is the best summary for this passage?

9. Little Miss Muffet

What is the best summary for this passage?

10. Jack and Jill went up the hill,

What is the best summary for this passage?

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