Quarter 4 - Week 3

Synthesize Essential Information Found In

Various Sources
 English 8 Quarter 4 Week 3: Learning Activity Sheet Number 3

Synthesize Essential Information Found in Various Sources

Emjoe C. Granado
Writer

Name of Student: __________________________________________________

Grade Level: _______________________________________________
Date: _____________________________________________

I. INTRODUCTION

GOOD DAY! Welcome to Quarter 4, week 3. This Learning Activity Sheet (LAS) aims to improve
your ideas in synthesizing information through various sources.

II. BACKGROUND INFORMATION:

WHAT IS SYNTHESIS?
SYNTHESIS is when you blend information from a range of different sources, and use them to say
something new.

HOW TO SYNTHESIZE INFORMATION FROM DIFFERENT SOURCES?

STEP 1: ORGANIZE YOUR SOURCES --- before you can start writing, you need to organize your notes
in a way that allows you to see the relationships between sources.

STEP 2: OUTLINE YOUR STRUCTURE --- you should have a clear overview of the main connections
and differences between the sources you’ve read. Next, you need to decide how you’ll group them
together and the order in which you’ll discuss them.
a. Cover Broad Sources – organize your discussion chronologically.
b. If literature cover various topics – organize it thematically.
c. If literature cover from various field or use variety of research methods – organize sources
methodologically.
d. If the topic involves a debate between different schools or thought – organize it
theoretically.
STEP 3: WRITE PARAGRAPHS WITH TOPIC SENTENCE --- what sets a synthesis apart from a
summary is that it combines various sources. The easiest way to think about tis is that each
paragraphs should discuss a few different sources and you should be able to condense the overall
point of the paragraph into one sentence. This is called a TOPIC SENTENCE, and it usually appears at
the start of the paragraphs. The topic sentence signals what the whole paragraph is about; every
sentence in the paragraphs should be clearly related to it.

STEP 4: REVISE, EDIT AND PROOFREAD --- like any other piece of academic writing, synthesizing
literature doesn’t happen all in one go – it involves redrafting, revising, editing and proofreading
your work.

EXAMPLE:

CHECKLIST FOR SYNTHESIS

 Do I introduce the paragraph with a clear, focused topic sentence?

 Do I discuss more than one source in the paragraph?
  Do I mention only the most relevant findings, rather than describing every part of the
studies?
 Do I discuss the similarities or differences between the sources, rather than summarizing
each source in turn?
 Do I put the findings or arguments of sources in my own words?
 Is the paragraph organized around a single idea?
 Is the paragraph directly relevant to my research question or topic?
 Is there a logical transition from this paragraph to the next one?

III. LEARNING COMPETENCIES

 Synthesize essential information found in various sources. EN8WC-IIIc-1.1.6

IV. ACTIVITIES

ACTIVITY 1 Reading with Meaning

DIRECTIONS: Read the fable “The Lion and the Mouse”. Create an anchor chart using the riffle
visual as shown below. Use phrases such as “At first I was thinking... Now I’m thinking... After
reading, I think…”
ACTIVITY 2
DIRECTIONS: Read the poem “Freedom” by Rabindranath Tagore, then answer the
questions that follow.
 1. What does the speaker want to happen for her motherland?
a. The speaker wants her motherland to have freedom.
b. The speaker wishes his countrymen strive towards perfection without getting tired.
c. The speaker wants his people to dwell in the mistakes of the past.
d. The speaker talks about a nation where knowledge is restricted by narrow ideas.

2. What kind of freedom does the speaker talk about?

a. A country whose people work without laziness is sure to achieve perfection.
b. About freedom from tyranny or occupation of another
c. About freedom that creates sadness in the minds of true lovers.
d. The freedom of mind which it produced expressed itself in a wealth of creation.

3. What do you think happened to India that made the writer write this poem?
a. The country suffered from the occupation of the United Kingdom.
b. The writer supported Indian independence from Britain.
c. The country make its mark on the international stage.
d. Both A and D.

4. The speaker said something about a “puppet’s world”, what do you think does this mean?
a. To stand up for one’s belief.
b. Be confident and brave
c. A conflict normally occurs at home.
d. A world that is being moved or controlled by some people.

5. Can you relate the theme of the poem to what the Philippines had experienced in the past?
a. Both countries lie in a unique set of geography and history.
b. The Philippines was inhabited by several hundred indigenous people.
c. The Philippine’s leadership focus on the nation’s economy.
d. The Philippines, just like India was also invaded by other countries.

ACTIVITY 3 DIRECTIONS: Read one of the entries in The Diary of Anne Frank and
 1. After reading the diary entry, what feeling or mood is conveyed by the author?
a. Optimism
b. Bitterness
c. Pessimism
d. Determination

2. How does the author send the message to her readers?

a. By citing philosophical context in presenting her ideas
b. By sharing her personal belief and comparing it with another
c. By giving examples of other people’s experience
d. By opposing the views of other people

The author, Anne Frank, was a 13-year-old Jewish girl who chronicled her experiences in a secret
attic during the Second World War. She’s a Jew who was among those hunted by the Nazis
during the Holocaust – the systematic killing of about six million Jews. The diary was found by
friends who gave it to her father after her death in a concentration camp.

3. Given the information about the author and based on the author’s diary entry, what do you
think is the author’s purpose in writing her diary?
a. To strengthen her faith in God and to unify her family.
b. To communicate her thoughts with friends, family, and the government.
c. To keep her occupied during the times that she and her family were hiding.
d. To share her thoughts and feelings about the strength of the human spirit and God’s
goodness.

4. How old was Anne when she was given her diary?
a. Fourteen
b. Twelve
c. Fifteen
d. Thirteen

5. Anne named her diary ______________.

a. Peter
b. Annex
c. Kitty
d. Het Achterhius

V. ASSESSMENT
THE WRITERS!
DIRECTION: Make a poster to synthesize essential information found in the poem.

Your poster will be graded using the following rubric.

Rubric:
Content/Meaning ------------40 %
Relevance to the theme ----20 %
Creativity ----------------------- 20 %
Visual clarity and appeal ----20 %
_________
100 %

VI. REFERENCES
 Guroako.com
 Almonte, L. R. et. al. celebrating Diversity Through Literature – grade 10 English
 Bermudez, V. et. Al. English Expressways for Second Year
 Detailed Lesson Plan in English 8

VII. ANSWER KEY

ACTIVITY 1: ACTIVITY 2: ACTIVITY 3: ASSESSMENT:

1. A 1. A
Answers vary
2. B 2. A
3. A 3. D
4. D 4. B
5. D 5. C