Senior High School

English for Academic

and Professional Purposes
Quarter 1 - Module 5
Outlining Reading Texts
Applied Subject - English for Academic and Professional Purposes
Alternative Delivery Mode
Quarter 1 – Title: Outlining Reading Texts
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist
in any work of the Government of the Philippines. However, prior approval of
the government agency or office wherein the work is created shall be
necessary for exploitation of such work for profit. Such agency or office may,
among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this book are owned by their respective
copyright holders. Every effort has been exerted to locate and seek
permission to use these materials from their respective copyright owners. The
publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education - Region III

Secretary : Leonor Magtolis Briones
Undersecretary : Diosdado M. San Antonio

Development Team of the Module

Author: Charmaine D. Santos

Language Reviewer: Joselito G. Milan
Content Editor: Marciano V. Cruz, Jr.
Cherilyn R. Goyena, PhD
Illustrator: Rolando N. Javier Jr.
Layout Artist: Charmaine D. Santos

Management Team
Gregorio C. Quinto, Jr., EdD
Chief, Curriculum Implementation Division
Rainelda M. Blanco, PhD
Education Program Supervisor - LRMDS
Agnes R. Bernardo, PhD
EPS-Division ADM Coordinator
Glenda S. Constantino
Project Development Officer II
Jay Arr V. Sangoyo, PhD
EPS – English
Joannarie C. Gracia
Librarian II

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
 Senior High School

English for Academic and

Professional Purposes
Quarter 1 - Module 5
Outlining Reading Texts
 Introductory Message

For the facilitator:

Welcome to the English for Academic and Professional Purposes Alternative Delivery
Mode (ADM) Module on Outlining Reading Texts.

This module was collaboratively designed, developed and reviewed by educators from
public institutions to assist you, the teacher or facilitator, in helping the learners meet the
standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire
the needed 21st century skills while taking into consideration their needs and
circumstances.

In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module. You also
need to keep track of the learners’ progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and assist the learners as they do
the tasks included in the module.

For the learner:

Welcome to the English for Academic and Professional Purposes Alternative Delivery
Mode (ADM) Module on Outlining Reading Texts.
This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to check

what you already know about the lesson to take. If
What I Know
you get all the answers correct (100%), you may
decide to skip this module.

1
 This is a brief drill or review to help you link the
What’s In
current lesson with the previous one.

In this portion, the new lesson will be introduced to

What’s New you in various ways; a story, a song, a poem, a
problem opener, an activity or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent practice to
solidify your understanding and skills of the topic.
What’s More
You may check the answers to the exercises using
the Answer Key at the end of the module.
This includes questions or blank sentence/
What I Have Learned paragraph to be filled in to process what you learned
from the lesson.
This section provides an activity which will help you
What I Can Do transfer your new knowledge or skill into real life
situations or concerns.

This is a task which aims to evaluate your level of

Assessment
mastery in achieving the learning competency.

In this portion, another activity will be given to you to

Additional Activities
enrich your knowledge or skill of the lesson learned.

Answer Key This contains answers to all activities in the module.

At the end of this module you will also find:

References - This is a list of all sources used in developing this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

2
 What I Need to Know

This module was designed to help you create an outline for your assignment
paper, whether it is a reading text from the book or writing an outline of your own choice.
This will help you stay focused on the information that you needed and it will save you
from stressful situation. It will also help you bring out the raw insights of all the
information and see the connections between them. Various activities with assessments
are included to strengthen your knowledge and skills about the topic.

At the end of this module, you are expected to:

• learn the methods of organizing an information;
• distinguish between main ideas of a topic and supporting details;
• understand topic outline and sentence outline; and
• create a reading outline and writing outline.

What I Know

VACCINE OR VIRUS?

Directions: From the statements given below, tell whether if it is true or false. Write
VACCINE if the statement is TRUE and VIRUS if it is FALSE. Write your answer inside the
box before each number.

1. In writing a paper, you need to arrange your ideas to be able to translate

your raw insights into a form that will help you bring out the best in your
paper.

2. The purpose of the chronological order is to explain the history of an

event.

3. Most writers discover that the more they know about the topic, the more
they can write it with intelligence and interest.

4. The purpose of spatial order is to help readers visualize something as

you want them to see it.

5. The three methods of organizing information are chronological order,

spatial order, and methodical order.

3
6. An outline is a written plan that serves as a skeleton from the paragraphs
you write.

7. An outline gives an overview of the topic and enables us to see how

various subtopics relate to one another.

8. A reading outline is use to get the main ideas of a text that is already writ-
ten.
9. A writing outline is a skeletal overview of your draft which contains your
fundamental points and the different ideas that support them.

10. A topic outline uses phrases and sentences to keep the outline short and
easy to comprehend.

11. A sentence outline is the same as topic outline EXCEPT it uses

sentences.

12. In an informal outline, you jot down key ideas in the order you present
them.
13. A formal outline is a semi-detailed guide that shows how all your
supporting ideas relate to each other.

14. In any outline, you cannot subdivide one point if it is only one part.

15. Order refers to your choice of what to present first, second, third, and so
on, to your writing.

COVID-19
VACCINE

4
 What’s In

TRUTH OR DARE?
Directions: Answer the following questions based on the previous lesson. The ques-
tions are quiet simple, therefore let’s make it a bit tricky. We will play truth or dare.

HOW TO PLAY?
1. Your parent/s or guardian will ask you questions. Write your answer on a separate
sheet of paper.
2. For every right answer, your parent/s or guardian will reward you. (*For the parent/s
or guardian, it is up to you what prize you will give to your child. It may be food or
much better, he/she will be spared from household chores.)
3. For every wrong answer, the student will be asked to choose whether “Truth or
Dare”.
• If you choose TRUTH, your parent/s or guardian will ask you one question, which
must be answered truthfully, if you lie, there will be a penalty (for an example, you
will clean the whole house).
• If it is DARE, your parent/s or guardian will ask you to do a task. (I highly suggest
tasks involving household chores, but then you are the one to choose).
4. For the parent/s or guardian, the answers to the questions are written at the last part
of the module.
5. For the student, please do not cheat. Enjoy this game! This could be a fun time for
you and your parent/s or guardian.
*Note: Your written answer will be submitted to your teacher with parent/s’ or
guardian’s remarks and signature.

QUESTIONS:

1. What is a thesis statement? ___________________________________________

_____________________________________________________________________
2. How to formulate a thesis statement? ___________________________________
_____________________________________________________________________
3. How do you define thesis with reason?___________________________________
_____________________________________________________________________
4. How do you define thesis with concession?________________________________
_____________________________________________________________________
5. How do you define thesis with concession and reason?______________________
_____________________________________________________________________

5
 What’s New

TO GO LIST!

SCENARIO: We all know that

My Grocery List
grocery stores can be large and
intimidating. There are lots of
people, plenty of aisles, and tons of I. Organic Products
tasty treats to spend money on. So, A. Fruits
the keys to grocery shopping is to 1. Apple
be prepared, knowing what you 2. Banana
need, buying the right quantities, 3. Grapes
and looking for ways to save money. B. Vegetables
Making a list is the best way to know 1. Carrots
all the items that you need to buy, in 2. Cabbages
that way, you will know exactly what 3. Potatoes
you need and won’t leave the store II.
having forgotten something. A.
1.
2.
Directions: From the outline shown
3.
on the right, list down important/basic
B.
grocery items that you need at home.
1.
The first part is already filled in for
2.
you. Write your answers on the 3.
space provided after each number III.
and letter. ( 4 points each for Roman A.
numerals, 2 points each for letters 1.
and numbers.) 2.
3.
B.
1.
2.
3.

6
 OUTLINING
What is It

Gathering information from a source whether from a book or the like will help you
in writing your paper (essay, research paper, etc.). The more you sort the information, the
more you begin to see the connections between them. Not sorting or organizing the infor-
mation you had collected, will bombard the ideas you have at hand. You need to arrange
your ideas to be able to translate your raw insights into a form that will help you bring out
the best in your paper.

When you write, you need to organize your

Tip: Most writers discover that the
ideas, in an order that makes sense. Order refers more they know about a topic, the
to your choice of what to present first, second, third, more they can write about it with
and so on, in your writing. For example, when intelligence and interest.
telling a story, it may be important to first describe
the background of the setting to help your readers visualize the setting and the scene.

On what ways can you organize your writing? Let’s take a look at the table below:

ORDER PURPOSE These three

are the methods of
Chronological • To explain the history of an event or a organizing an infor-
Order topic mation. You may
want to keep that in
• To tell the story or relate an experience
mind if you are
• To explain how to do or make planning to arrange
something all the information
• To explain the steps in a process you have gathered
in an outline.

Spatial Order • To help readers visualize something as What is an

you want them to see it outline? We all
know that you are
• To create main impression using already familiar with
senses (sight, touch, taste, smell and the topic. But, let us
sound) recall what really it
Order of • To persuade or convince is all about.
Importance Turn on to the
• To rank items by their importance,
benefit, or significance next page.

7
 An outline is a written plan that serves as a
skeleton for the paragraphs you write. It is a
summary that gives the essential features of the
information that will be included in a paper, book,
speech or any other similar document. It shows how
the parts of a text are related to one another or parts
that are of equal importance, or sections that are
subordinate to the main idea. This will also create a
visual picture of what you have read.

What is the importance of making an outline?

First, it gives an overview of the topic and it enables us to see how various subtop-
ics relate to one another. Next, recording the information in our own words tests our un-
derstanding of what we read. And finally, it is an effective way to record needed infor-
mation from reference books you do not own.

There are two kinds of outline, the reading outline and writing outline. Let us dis-
cuss the two and see how to create one.

READING OUTLINE WRITING OUTLINE

- is used to get the main ideas of a text
that is already written.
Steps in Creating a Reading Outline
1. Read the entire text first. Skim the text
afterward.
2. Locate the main idea or thesis state-
ment of the whole essay or text.
3. Look for key phrases in each
paragraph.
4. Locate the topic sentence of each
paragraph.
5. Look at the topic sentences and group
those with related ideas together.
6. The contents of the reading are
arranged according to levels.
7. Evaluate the supporting details
provided.
8. Go back to the text to check whether
you have followed its sequence closely
and that you have not missed any
important information.
- is a skeletal overview of your draft, which
contains your fundamental points and the
different ideas that support them.
Steps in Creating Own Outline
1. Determine what your purpose is for
writing the thesis, who your reading
audience is, and point of view and
tone you would like to assume in
delivering your message.
2. Begin your outline with a thesis
statement.
3. Review your notes.
4. Group together similar ideas and
thoughts.
5. Examine all your main topics, sub-
topics, supporting points and particular
details to see if it all developed your
thesis, and are logically sequenced.
Also, check if all levels in the outline
have parallel wordings and grammati-
cal structure.

The main difference between the two is the source of ideas. When you outline
someone else’s work, you are trying to present their ideas and structure. When outlining
your own paper, you will need to focus on your own ideas and the best way to organize
them.

8
STEPS IN WRITING AN OUTLINE

I. Introduction and Thesis Statement Place your introduction and thesis

statement at the beginning under
II. First main point
Roman numeral I.
A. Subtopics
B. Subtopics
Use Roman numerals II, III, IV, V,
C. Subtopics and etc., to identify the main points
1. Supporting points that develop the thesis statement.

2. Supporting points
3. Supporting points Use capital letters A, B, C, D, and
etc., to divide your main points into
a. Particular details parts.
b. Particular details
c. Particular details
Use Arabic numerals 1, 2, 3, 4, 5
and etc., if you need to subdivide
any A’s, B’s, C’s, into smaller parts
such as illustrations and examples.

ONE STEP
Use lowercase letters a, b, c, d, e,
AT A TIME...
and etc., if you need to discuss a
particular details such as statistics,
quotes, and other secondary infor-
mation.
*This part is not necessary to be in-
cluded in your outline unless you still
need to elaborate the details.

End with the final Roman numeral

expressing your idea for your
conclusion.
*Do not incorporate another idea
when writing the conclusion, unless
you want to discuss another view
point and start another outline.

Note: This pattern is applicable both for reading and writing outline. And so
as, topic and sentence outline.

9
TWO SYSTEMS OF OUTLINING

ALPHANUMERIC OUTLINE DECIMAL OUTLINE

This is the most common type A system of decimal notation

of outline and it is recognizable to that clearly shows how every level of
most people. the outline relates to the larger whole.

For an essay question on a test or a brief oral presentation in class, all you need
to prepare is a short, informal outline in which you jot down key ideas in the order you
present them. This kind of outline reminds you to stay focused in a stressful situation
and include all the good ideas that
help you explain or prove your point.

For a longer paper like a story

in a book or a research paper, a
formal outline is advisable. A formal
outline is a detailed guide that shows
how all your supporting ideas relate
to each other. It helps you distinguish
between ideas that are of equal
importance and ones that are of
lesser importance.

There are two types of formal

outline, the (1) topic outline and
(2) sentence outline.

Let us see how these two go,

please turn on the next page.

10
 A topic outline is Let us take some time to read a sample topic outline
the same as sentence from M Libraries written by Mariah for the essay she is
outline except you use
developing. Her purpose is to inform, and her audience is a
words or phrases instead
of complete sentences. It general audience of her fellow college students. Notice how
summarizes the main Mariah begins with her thesis statement. She then arranges
topics and subtopics in her main points and supporting details in outline form using
words and phrases to
keep the outline short and short phrases in parallel grammatical structure.
easier to comprehend. All I. Introduction
the headings, however,
Thesis statement: Everyone wants the newest and
must be written in parallel
structure, in other words, the best digital technology, but the choices are many,
be consistent. If you use and the specifications are often confusing.
phrase, stick with the
phrase until the end, do II. E-book readers and the way that people read
not use sentence in the A. Books easy to access and carry around
middle of the writing. Let 1. Electronic downloads
us take a look at the
2. Storage in memory for hundreds of
example below.
books
I. Life is good. B. An expanding market
(sentence) 1. E-book readers from booksellers
A. Basic
2. E-book readers from electronics and
needs (phrase)
computer companies
B. Low home
prices (phrase) C. Limitations of current e-book readers
1. Incompatible features from one brand to
II. Good life the next
(phrase)
2. Borrowing and sharing e-books
A. Happy
family (phrase) III. Film cameras replaced by digital cameras
B. Low home A. Three types of digital cameras
prices (phrase)
1. Compact digital cameras
*Note: 2. Single lens reflex cameras, or SLRs
• Main topic - main 3.Cameras that combine the best features of
both
idea/broadest idea
B. The confusing “megapixels wars”
• Subtopic - support- C. The zoom lens battle
ing point for a topic IV. The confusing choice among televisions
• Number of levels - A. 1080P vs. 768P
six B. Plasma screens vs. LCDs
C. Home media centers
• No periods at the
V. Conclusion
end of entries
How to be a wise consumer

11
 A sentence outline
is the same as topic outline
except you use a 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. This
commonly used when the
topic being discussed is
complicated and requires
details.
*Note:
• Number of levels - two
to four
• Periods mark the end of
entries
In the previous
example, both the topic and
sentence outline follow the
standard five-paragraph
essay arrangement,
longer essays will require
more paragraphs and thus
more Roman numerals. If
you think that a paragraph
might become too long or
stringy, add an additional
paragraph to your outline,
renumbering the main
points appropriately.
Now, let us see the sample sentence outline of the
same topic from the same source and author.
I. Introduction
Thesis statement: Everyone wants the newest and
the best digital technology, but the choices are
many, and the specifications are often confusing.
II. E-book readers are changing the way people read.
A. E-book readers make books easy to access and
to carry.
1. Books can be downloaded electronically.
is 2. Device can store hundreds of books in
memory.
B. The market expands as a variety of companies
enter it.
1. Booksellers sell their own e-book readers.
2. Electronics and computer companies also
sell e-book readers.
C. Current e-book readers have significant
limitations.
1. The devices are owned by different brands
and may not be compatible.
2. Few programs have been made to fit the
other way Americans read: by borrowing
books from libraries.
III. Digital cameras have almost totally replaced film
cameras.
A. The first major choice is the type of digital
camera.
1. Compact digital cameras are light but have
fewer megapixels.
2. Single lens reflex cameras, or SLRs, may
be large and heavy but can be used for many
functions.
3. Some cameras combined the best features
of compacts and SLRs.
but B. Choosing the camera type involves the confusing
“megapixel wars”.
C. The zoom lens battle also determined the
camera you will buy.
IV. Nothing is more confusing to me than choosing
among televisions.
A. In the resolution wars, what are the benefits of
1080P and 768P?
B. In the screen-size wars, what do plasma screens
and LCD screens offer?
C. Does every home really need a media center?
V. Conclusion
The solution for many people should be to avoid
buying on impulse. Consumers should think about what
they really need, not what is advertised.
12
 What’s More

INDEPENDENT ACTIVITY 1

PAIR WITH ME!

Directions: Match the purpose in Column A that corresponds on the different orders in
Column B. Write only the letter of the correct answer on the space provided before each
number. (2 points each)

A B
1. To help readers visualize some-
thing as you want A. Chronological
2. To persuade or convince order
3. To explain the steps in process B. Spatial order
4. To tell the story or relate on expe- C. Order of
rience importance
5. To rank items by their importance,
benefit, or significance

INDEPENDENT ASSESSMENT 1
LET ME EXPLAIN!

Directions: Explain the concepts you have learned by answering the following questions.
Write your answers on a separate sheet of paper. (5 points each)
POINTS CRITERIA
2 Demonstrates understanding of main ideas.
2 Focused and consistent on the explanation of the learned concept.
1 The answer is supported with evidences.

1. If you were to make an outline about yourself, what method of organizing would best
suit your writing? Why?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

13
2. If you were to make an outline, which do you prefer, topic outline or sentence outline?
Why?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

3. What is the importance of making an outline?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

4. State the steps in writing an outline.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

5. If you were to select a topic or text to make a reading outline, what would it be and
why?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

14
INDEPENDENT ACTIVITY 2
FILL ME!

Directions: Read the list of words/phrases in the word bank. Choose the given name for the
two categories based on the given words/phrases then put the other words/phrases in their
appropriate category. Write your answers on the blanks provided below. (2 points each)

Playing basketball Indoor activities Mountain climbing Biking Cooking

Outdoor activities Shopping Playing chess Reading a book Watching TV

___________________ ____________________
Category Category
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________

INDEPENDENT ASSESSMENT 2
ARRANGE IT!

Directions: Given the following words and phrases in the box below, create an outline by
naming a main topic, two subtopics, and arrange the words and phrases into their appropri-
ate subtopic using the sample format provided. Write your outline on a separate sheet of
paper. (2 points each)

Frozen goods Chicken Pork

Toiletries Foods Ham

Meat Shampoo Bath products

Body wash Fish Toothbrush

Mouthwash Hotdog Soap

Bacon Oral hygiene kit Toothpaste

15
Sample Format:
I. Main topic
A. Subtopic
1. Supporting details
2. Supporting details
B. Subtopic
1. Supporting details
2. Supporting details

Outline:

16
INDEPENDENT ACTIVITY 3

WHO AM I?

Directions: Introduce yourself by creating a topic outline. Use words or phrases that will
describe your personality. You may write what your likes and dislikes, your favorite
movies and etc. Follow the five-paragraph essay arrangement in the example given on
page 11 as your guide. Write the main points and support it with details. Write your
answer on a separate sheet of paper. (50 points)
poPOINTS CRITERIA

Content - 20 The thesis statement is clear and rich, the supporting details
are focused on the main points and the conclusion is
meaningful.
Organization - 20 There is a strong introduction and conclusion, consistent and
coherent, and uses clear and skillful transitions.

Style - 10 Written in formal language and paper is written in student’s

own words.

Outline:

17
INDEPENDENT ASSESSMENT 3

READ ME!

Directions:
1. Create a sentence outline based on the short text entitled “The
Spanish Legacy” written by Bonifacio Sibayan, a local historian. The text talks
about how the Spanish influenced Philippine languages and Philippine life in the
old times.
2. Arrange the given statement by indicating first the thesis statement.
Next, find the subtopics which is the main points that develop the thesis statement.
And finally, decide which is the supporting details for your main points.
(2 points each)
3. For the conclusion, you have to construct your own. It should contain a
restatement of the thesis, a brief restatement of the evidence, and a powerful take-
away sentence to leave the reader satisfied. (10 points)
4. Write your sentence outline on a separate sheet of paper.

Turn on to the next page for the

reading text and use the pattern
on page 20 for your outline.

18
 Read carefully and arrange the given text.

The Spanish Legacy

by Bonifacio Sibayan
1. In the old times, the Spanish bore such a great influence over
Philippine languages and Philippine life.
2. The Spanish mixed terms from their own language with the
Philippine native languages.
3. The Spanish used Philippine native languages to Christianize the
natives.
4. The Spanish, and a minority of Filipinos also used the Spanish
language in the domains of higher education, government, and law.
5. Spanish was an official language of the Philippines up until 1986.
6. The friars discovered that it was easier to preach the good news in
the native’s own languages.
7. These words can be found in the first book to be published in
Tagalog, named the Doctrina Christiana. This book was published
in 1593.
8. It was easier for priests to learn the native language and preach in
it, than for the natives to learn Spanish and learn Christianity in it.
9. These concepts include: God, Holy Trinity, Holy ghost, Virgin Mary,
the Pope, grace, sin, cross, hell, Holy Church, Sunday, and the
names of Sacrament.
10. The Spanish retained certain key concepts in their own language
because these terms did not have equivalents in the native
languages. They also did this so the natives could not equate these
terms with their pagan beliefs.
11. The few Filipinos who did learn Spanish (referred to as Illustrados)
were the same people who exerted an enduring influence in the
domains of Philippine education, government, and law.
12. This was the beginning of the marriage of Spanish and the Philip-
pine languages that came under the Spanish Christian influence.
13. Toward the end of the Spanish regime, only 2.46% of an adult
population of 4.65 million spoke Spanish.
14. Very few Filipinos learn Spanish well.
15. This allowed the “common people” to start learning Spanish not
only in religion but also at home and in everyday life.
16. The University of Santo Tomas only conferred 2,169 degrees from
1,634 to 1865.

19
Use this pattern in answering the Independent Assessment 3.

I. _____________________________________________________________________
_______________________________________________________________________
II. _____________________________________________________________________
_______________________________________________________________________
A. _______________________________________________________________
__________________________________________________________________
B. _______________________________________________________________
__________________________________________________________________
III. ___________________________________________________________________
______________________________________________________________________
A. ______________________________________________________________
_________________________________________________________________
1. _________________________________________________________
2. _________________________________________________________
B. ______________________________________________________________
_________________________________________________________________
C. ______________________________________________________________
_________________________________________________________________
IV. ___________________________________________________________________
______________________________________________________________________
A. ______________________________________________________________
_________________________________________________________________
1. _________________________________________________________
2. _________________________________________________________
B. ______________________________________________________________
_________________________________________________________________
C. ______________________________________________________________
_________________________________________________________________
V. Conclusion: Please write your own conclusion about the reading text.

20
 What I Have Learned

Directions: After the discussion and various activities you had encountered, why do you
think outlining is important? Write down your thoughts on the space provided below.

____________________________________________________
I think…
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

What I Can Do

ANSWER ME!

HOW DOES OUTLINING HELP YOU IN YOUR EVERYDAY LIFE?

Directions: Answer the question stated above by creating a sentence outline. Make sure
to follow the steps of outlining and write appropriate headings for each of the outline’s
main section. Use a three-part paragraph essay arrangement. Write your answer on a
separate sheet of paper.

poPOINTS CRITERIA Use this pattern:

Content - The thesis statement 1.0____________________________

20 points is clear and rich, the 2.0____________________________
supporting details
are focused on the 2.1._______________________
main points and the 2.1.1._________________
conclusion is
meaningful. 2.1.2. _________________
Organiza- There is a strong 2.2._______________________
tion - 20 introduction and con- 2.2.1._________________
points clusion, consistent
and coherent, and 2.2.2._________________
uses clear and skill-
2.3._______________________
ful transitions.
Style - 10 Written in formal lan- 2.3.1._________________
points guage and paper is 3.0____________________________
written in student’s
own words.

21
 Assessment

A. MULTIPLE CHOICE

Directions: Choose the letter of the correct answer. Write your answer on the space pro-
vided before each number.

_______1. What do you call a written plan that serves as a skeleton for the paragraphs
you write?
A. Outline
B. Order
C. Guide map
D. None of the above

_______ 2. What refers to the choice of what to present first, second, third and so on?
A. Outline
B. Order
C. Guide map
D. None of the above

_______ 3. What do you call the detailed guide that shows how all your supporting ideas
relate to each other?
A. Informal outline
B. Formal outline
C. Sentence outline
D. Topic outline

_______ 4. What type of outline uses sentence to create clarity of the writing process?
A. Informal outline
B. Formal outline
C. Sentence outline
D. Topic outline

_______ 5. What kind of outline reminds you to stay focused in a stressful situation?
A. Informal outline
B. Formal outline
C. Sentence outline
D. Topic outline

_______ 6. What type of outline summarizes the main topics and subtopics in words and
phrases?
A. Informal outline
B. Formal outline
C. Sentence outline
D. Topic outline

22
_______ 7. What kind of outline are you trying to do when you present someone else’s
idea?
A. Informal outline
B. Formal outline
C. Reading outline
D. Writing outline

_______ 8. What kind of outline are you trying to do when you are focusing on your own
idea?
A. Informal outline
B. Formal outline
C. Reading outline
D. Writing outline

_______ 9. What is the most common system of outline?

A. Alphanumeric outline
B. Decimal outline
C. Roman numeral outline
D. Number outline

_______ 10. What system of outlining shows every level of the outline relates to the
larger whole?
A. Alphanumeric outline
B. Decimal outline
C. Roman numeral outline
D. Number outline

B. FILL IN THE BLANKS

Directions: Fill in the missing word on the following sentence. Choose your
answer on the box provided.
Roman numerals Arabic numbers introduction
conclusion capital letters

1 . Place your _____________ and thesis statement at the beginning under

Roman numeral I.

2. Use _______________ to identify the main points that develop the thesis
statement.

3. Use ___________________ to divide your main points into parts.

4. Use ____________________ if you need to subdivide any A’s, B’s, C’s, into
smaller parts such as illustrations and examples.

5. End with the final Roman numeral expressing your idea for your ___________.

23
 Additional Activities

NEWSFLASH!

In informal outline, you have learned that jotting down key ideas helps us to stay
focused and include all the good ideas to help explain or prove a point.

Directions: Watch the news channel tonight and jot down all the important details that
has been delivered and construct an informal outline. Do not forget to write the date
when you watched. Write your answer on a separate sheet of paper.

poPOINTS CRITERIA
10 Demonstrates understanding of main ideas.
10 Focused and consistent on the supporting details.
10 Express a strong conclusion.

Outline:

24
 25
What I know What’s In
1. VACCINE 1. A thesis statement is the sentence that states the main
2. VACCINE idea of a writing assignment and helps control the ideas
3. VACCINE within the paper.
4. VACCINE
2. Formulating a thesis statement?
5. VIRUS
6. VACCINE 1. State the topic
7. VACCINE 2. State the opinion/main idea of the topic
8. VACCINE
9. VACCINE 3. Give the strongest reason that supports the main idea
10. VIRUS 4. Give another strong reason
11. VACCINE
5. Give one more strong reason
12. VACCINE
13. VIRUS 6. Include an opposing viewpoint to the main idea.
14. VACCINE 3. Thesis with concession means addressing an argument
15. VACCINE from the opposing viewpoint. You can add the phrase “even
though” or “while”.
4. Thesis with reason reveal the reasons behind the writers’
main idea using the phrase “because”
Independent 5. Thesis with concession and reason state a concession to
Activity 1 opposing viewpoint and states the reasons for the writers’
main idea.
1. B
2. C
3. A Independent Activity 2
4. A INDOOR ACTIVITIES OUTDOOR ACTIVITIES
5. C - Cooking - Biking
- Watching TV - Shopping
- Reading a book - Playing basketball
- Playing Chess - Mountain Climbing
Independent Activity 3 What I Have Learned
*answers may vary *answers may vary
Additional Activity What I can do
*answers may vary *answers may vary
Answer Key
 26
Independent Assessment 1 What’s New
1. If I were to make an outline about myself, I will
My Grocery List
use the chronological order as the method of
organizing. In this method, I can write my life
experiences in sequence and elaborate the
story behind. I. Organic Products
A. Fruits
2. If I were to make an outline, I prefer to do a
sentence outline because it gives clarity to 1. Apple
what I want to say, especially, if my topic is 2. Banana
complicated. And it helps me to easily con- 3. Grapes
struct an essay.
B. Vegetables
3. The importance of making an outline is that it
1. Carrots
gives an overview of the topic and it enables
us to see how various subtopics relate to one 2. Cabbages
another. And also recording the information in 3. Potatoes
our own words tests our understanding of what II. Kitchen Products
we read. It is also an effective way to record
A. Condiments
needed information from reference books you
do not own. 1. Fish sauce
2. Soy sauce
4. The steps in writing an outline:
3. Vinegar
• Place your introduction and thesis statement
at the beginning under Roman numeral I. B. Frozen goods
• Use Roman numerals II, III, IV, V, and etc., to 1. Hotdog
identify the main points that develop the thesis 2. Ham
statement.
3. bacon
• Use capital letters A, B, C, D, and etc., to di-
vide your main points into parts. III. Toiletries
• Use Arabic numerals 1, 2, 3, 4, 5 and etc., if A. Hygiene kit
you need to subdivide any A’s, B’s, C’s, into 1. Tooth brush
smaller parts such as illustrations and exam-
ples. 2. Tooth paste
• Use lowercase letters a, b, c, d, e, and etc., if 3. Mouth wash
you need to discuss a particular details such B. Bath products
as statistics, quotes, and other secondary in-
formation. 1. Soap
• End with the final Roman numeral expressing 2. Shampoo
your idea for your conclusion. 3. Body wash
5. I will choose the topic about a mother, because
my mom is very close to me and is certainly the
most important human being in everyone’s life.
This will give me the chance to relate my experi-
ences and share the greatness of the best woman
in my life.
 27
Independent Independent Assessment 3
Assessment 2 I. In the old times, the Spanish bore such a great
influence over Philippine languages and Philippine
I. Foods life.
II. The Spanish used Philippine native languages
A. Meat to Christianize the natives.
1. Chicken A. The friars discovered that it was easier to
preach the good news in the native’s own lan-
2. Pork guages.
3. Fish B. It was easier for priests to learn the native
language and preach in it, than for the natives to
B. Frozen goods learn Spanish and learn Christianity in it.
III. The Spanish mixed terms from their own lan-
1. Hotdog guage with the Philippine native languages.
2. Ham A. The Spanish retained certain key con-
cepts in their own language because these terms
3. Bacon did not have equivalents in the native languages.
They also did this so the natives could not equate
II. Toiletries these terms with their pagan beliefs.
A. Bath products 1. These concepts include: God, Holy
Trinity, Holy ghost, Virgin Mary, the Pope, grace,
1. Shampoo sin, cross, hell, Holy Church, Sunday, and the
names of Sacrament.
2. Soap
2. These words can be found in the
3. Body wash first book to be published in Tagalog, named
the Doctrina Christiana. This book was published
B. Oral hygiene kit in 1593.
B. This was the beginning of the marriage of
1. Toothbrush
Spanish and the Philippine languages that came
2. Toothpaste under the Spanish Christian Influence.
C. This allowed the “common people” to
3. Mouth wash start learning Spanish not only in religion but also
at home and in everyday life.
Assessment IV. The Spanish, and a minority of Filipinos also
used the Spanish language in the domains of
A. MULTIPLE CHOICE higher education, government, and law.
A. Very few Filipinos learn Spanish well.
1. A 6. A
2. B 7. C 1. The University of Santo Tomas only
3. B 8. D conferred 2,169 degrees from 1,634 to 1865.
4. C 9. 1 2. Toward the end of the Spanish re-
5. A 10. B gime, only 2.46% of an adult population of 4.65
million spoke Spanish.
B. FILL IN THE BLANKS B. The few Filipinos who did learn Spanish
1. INTRODUCTION (referred to as Illustrados) were the same people
2. ROMAN NUMERALS who exerted an enduring influence in the domains
of Philippine education, government, and law.
3. CAPITAL LETTERS
4. ARABIC NUMBERS C. Spanish was an official language of the
5. CONCLUSION Philippines up until 1986.
References

David, M. (2019, January 9). Outlining - EAPP. Retrieved from

https://www.slideshare.net/MariechrisDavid1/outlining-eapp?
fbclid=IwAR0hL5bXPhNtqBwcFQ9lrod9iDwCUlKRyYhCr3WWqQwrhPCTGTWwJRfy
OGM

Patootie, C. (2018, February 24). Outlining Reading and Writing. Retrieved from
https://www.slideshare.net/aliciamargaretjavelosa/outlining-reading-and-writing?
fbclid=IwAR3OHN56ZPZuL7k9YAFp860NkJNFdYH0UeqQhpc7MpbmUNUPebBiipB
hMAg

University of Minnesota Libraries. 2011. Writing for Success. Retrieved from https://
open.lib.umn.edu/writingforsuccess/chapter/8-2-outlining/?
fbclid=IwAR1KsrgPUO6w68nGzWyarRG63Flc541TYnjjpwOim69MOr3RQLeqThrtqs
Y

Valdriz, J. (2017, January 13). Creating Reading and Writing Outlines. Retrieved from
https://www.slideshare.net/joeyvaldriz/creating-reading-and-writing-outlines?
fbclid=IwAR0oAmGNvnWrgCbAmpq89vVRyt6BVFlxcjBuC0Iu5FTMG5sN5T8nI-
kWTMA

Watson, S. 2018. Fun with Outlines. No, Really. Retrieved from

https://open.lib.umn.edu/writingforsuccess/chapter/8-2-outlining/?
fbclid=IwAR1KsrgPUO6w68nGzWyarRG63Flc541TYnjjpwOim69MOr3RQLeqThrtqs
Y

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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