Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
DISTRICT OF LOBO
MASAGUITSIT-BANALO NATIONAL HIGH SCHOOL
MASAGUITSIT, LOBO, BATANGAS

LEARNER’S ACTIVITY SHEET

English 8 Week 3

Learning Competency: Expand the content of an outline using notes from primary
and secondary sources.
Objectives: Determine the supporting details of the main ideas given to expand the
outline.

INTRODUCTION
The writing process can be stressful, especially when you don’t know where to
start. That’s why you need to begin with an outline which is simply a framework for
presenting the main and supporting ideas for a particular subject or topic. Outlines
help you develop a logical, coherent structure for your paper, making it easier to
translate your ideas into words and sentences. Once your outline is complete, you’ll
have a clear picture of how you want your paper to develop.
To expand or to have an extensive outline just elaborate on the points or ideas
you listed in your brief outline, add more details, relevant reference links, transitions
between your ideas, and include notes primary and secondary sources.
Sources of information are often categorized as primary or secondary depending
upon their originality.
A primary source provides direct or firsthand evidence about an event, object,
person, or work of art. Primary sources provide the original materials on which
other research is based and enable students and other researchers to get as
close as possible to what actually happened during a particular event or time
period.
Examples of primary sources:
Autobiographies and memoirs, diaries, personal letters, and correspondence
interviews, surveys, and fieldwork, internet communications on email, blogs,
listservs (electronic mailing list software application), and newsgroups
photographs, drawings, and posters, works of art and literature, books,
magazine and newspaper articles and ads published at the time
Secondary sources describe, discuss, interpret, comment upon, analyze, evaluate,
summarize, and process primary sources. A secondary source is generally one or
more steps removed from the event or period and are written or produced after the
fact with the benefit of hindsight. Secondary sources often lack the freshness and
immediacy of the original material. On occasion, they will collect, organize, and
repackage primary source information to increase usability and speed of delivery,
such as an online encyclopedia. Like primary sources, secondary materials can be
written or non-written (sound, pictures, movies, etc.).
Examples of secondary sources:
Bibliographies, reference books, including dictionaries, encyclopedias, and
atlases, articles from magazines, journals, and newspapers after the event,
history books and other popular or scholarly books, commentaries, book reviews,
textbooks, indexes, and abstracts.
Activity 1: Now it’s time to apply the learnings. Complete the outline of the Journal
of Evergreening Global Alliance by choosing the supporting details below to make

Contact #: 0432771801 / 09171745469

e-mail address: 301123@deped.gov.ph
FB Page: DepEdTayoMBNHS301123
 it extensive or expanded. There are clues from the main ideas to help you to fill
in the blanks with the correct answer. Copy the outline, then choose your
answer from the choices below.
SIX AMBITIOUS TARGETS, ONE GLOBAL GOAL
I. Increase Tree Cover
A. ___________________________________________________________________________
B. ___________________________________________________________________________
II. Increase soil carbon sequestration
A. __________________________________________________________________________
B. __________________________________________________________________________
III. Scale up shrubs
A. __________________________________________________________________________
B. __________________________________________________________________________
IV. Increase biomass energy production
A. ___________________________________________________________________________
B. ___________________________________________________________________________
V. Restore degraded forestlands
A. ___________________________________________________________________________
B. ___________________________________________________________________________
VI. Suppress fires
A. ___________________________________________________________________________
B. ___________________________________________________________________________

Choices for letter A: From the video footage “Green Up To Cool Down”.
A. With more tree cover on degraded farmlands and rangelands we can triple the rate
of carbon accumulation.
B. By planting leguminous shrubs in food crops we can increase carbon
sequestration and access to energy without having to reduce agricultural land.
Millions of farmers in Africa have already adopted this.
C. By regenerating pastures, we can bring back a healthy grass-tree balance,
enhance food production for livestock, and improve animal welfare.
D. By protecting the soil from erosion, enhancing soil fertility and improving soil
moisture farmers can grow the size and reliability of crops and store huge
amounts of carbon at the same time.
E. By 2050, the carbon stored from nature-based solutions can be used in power
plants and bring energy to hundreds of millions of people.
F. Over 1.7 billion of forestland is degraded and treeless. Through empowering local
communities, we can turn 575 million hectares into healthy forests again.
Choices for letter B: Articles from the newspapers/magazines
A. Tree planting 'has mind-blowing potential' to tackle climate crisis.
 B. The benefit of biomass energy is that biomass is renewable source of energy, and
it cannot be depleted.
C. Shrubs can help solve climate change because legume crops have high potential
for conservation agriculture, being functional either as growing crop or as crop
residue.
D. Soil carbon sequestration is an elusive climate mitigation tool as suggested by
some soil researchers.
E. To ensure ecosystem function for the future, forest restoration programs must
learn from the past, integrate ecological knowledge. advance regeneration
techniques and systems, overcome biotic and abiotic disturbances, adapt for
future forest landscapes.
F. The omni-benefits of regenerative pasture is managing grasslands in a way that
mimics natural grazing by wild animals improves water infiltration, reduces
erosion, conserves nutrients, reduces costs, raises production and increases
profits.

Activity 2: Identify what is being described to complete the statements with

knowledge to ponder. Write your answer on your answer sheet.
1. Expanding on the points written on the list in a concise outline. Remember that to
expand your outline or to have an _________ outline just elaborate on the points
or ideas you listed in your brief outline.
2. To sum up, a thought or a notion _____ more details, relevant reference links, and
transitions between your __________ with the use of primary and secondary
sources.
3. Earliest ___________ source provides direct or firsthand evidence about an event,
object, person, or work of art.
4. Next in order to the first _________ source describe, discuss, interpret, comment
upon, analyze, evaluate, summarize, and process primary sources.

References:
https://www.slideshare.net/spinheiro79/primary-and-secondary-sources-
18545168
https://www.evergreening.org/greenuptocooldown/
https://www.slideshare.net/rye07/outlining-10492999

Prepared by:

CZARINA C. AYAG Noted:

Teacher I
LORNA U. DINGLASAN, EdD
CARMELITA B. BUISAN Principal IV
Teacher I