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Lesson Exemplar in Primary and Secondary sources

English Language ( St. Joseph College of Cavite, Inc.)

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School Cavite NHS Grade Level 8

DEMONSTRATION Teacher Riam Aila L. Paz Learning English
Area
LESSON
EXEMPLAR Teaching Date May 11, 2023 Quarter 4
Teaching Time 9:00-10:00 No. of Days

I. OBJECTIVES
A. Content The learner demonstrates understanding of: South and West Asian
Standards literature as an expression of philosophical and religious beliefs;
information flow in various text types; reality, fantasy, and opinion in
listening and viewing materials; word decoding strategies; and use of
information sources, active/passive constructions, direct/reported
speech, perfect tenses, and logical connectors in journalistic writing.
B. Performance The learner transfers learning by composing a variety of journalistic
Standards texts, the contents of which may be used in composing and delivering a
memorized oral speech featuring use of properly acknowledged
information sources, grammatical signals for opinion-making,
persuasion, and emphasis, and appropriate prosodic features, stance,
and behavior.
C. Learning Expand the content of an outline using notes from primary and
Competencies secondary sources.
or Objectives
D. Most Essential
Learning
Competencies MELC 18: Expand the content of an outline using notes from primary
and secondary sources
(MELC)
(If available, write
the indicated
MELC)
E. Enabling
Competencies
(If available, write
the attached
enabling
competencies)
II. CONTENT Lesson/Topic: Primary and Secondary Sources

Address: Chief E Martin St. Caridad, Cavite City 4100

Telephone No: (046) 431-0048
E-mail: cnhs1902@yahoo.com

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Skills: Listening, Reading, Speaking, and Writing

Pedagogical Approaches: Interactive, Reflective, and Integrative
III.LEARNING
RESOURCES

A. References
a. Teacher’s
Guide Pages

b. Learner’s CO_Q4_English 8_ Module 2-page 19-21

Material
Pages
c. Textbook
Pages
d. Additional LEARNER’S PACKET (LEAP)
Materials
from
Learning
Resources
B. List of
Learning
Resources for
Development
and
Engagement
Activities
IV. PROCEDURES

A. Introduction ● Routinary Activities

1. Greetings
2. Prayer
2. Checking of attendance
The teacher will ask the group leaders to check and write down the
names of their absent members.

● Review of the Past Lesson

The teacher will ask the students to recall their previous topic about

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Patterns of Idea Development.

1. What are the four patterns of idea development that we
discussed?
2. How will you define each pattern of idea development?

 Motivation: BHAVA “Work Together” puzzle

Look for cut out pictures found under your chairs. Create a group
according to what color you will get. Based on the pictures that you
found, re-arrange pictures on a trifold display board.
Pictures:

Motive Question: What do you think these pictures are?

B. Development B.1 Learning Task 1: Pair me up!

Directions: Identify what source of information is illustrated on each

picture. Choose your answer from the box.

1. 2.

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3. 4.

5.

a. news e. interview
b. film f. book review
c. encyclopedia
d. magazine

Lesson: Primary and Secondary Sources (Interactive discussion)

The teacher will ask the students to present their pre-assigned task
about their alleged experience before, during, and after Typhoon Paeng.
Students will take note of the important details that happened
throughout the timeline.

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Process Questions:

1. How did the speaker in the story learn about the upcoming
typhoon?
2. What happened after the person trusted the hearsay/rumor that
the Typhoon would not be very harmful?
3. How will you differentiate/categorize the sources of information
that were mentioned in the story?
4. What do we mean by direct witness or firsthand information?
5. Why is it important to use multiple sources when gathering
information?

Primary source – Firsthand accounts, record or evidence, about a

person place or an event that you are researching. They provide you
direct or original information.

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Primary sources are more credible as evidence because they are

produced by first-hand witnesses that are present at the time under
study. Point of view: I was there. I created it originally.

If you are researching something current, your primary sources can be

collected by yourself through interviews, surveys, and experiments.

Example: Diaries, letters, artwork, photographs, interviews and videos.

Secondary source – anything that describes, interprets, evaluates, or

analyze information from primary sources. Provide second-hand
information, accounts, record, or evidence that comes from an original
or primary source. Point of view: I heard or learned it from someone
who was there. I created it using primary sources.

Example: Research, Summary essay, and Book review.

C. Engagement ● Individual Activity

Learning Task 2: REMEMBER ME!

Directions: Complete the information below using the given choices.

Students who will be chosen through a spinning wheel will answer the
task on the board.

• I heard or learned it from somebody who was there.

• Interviews
• newspaper
• Films
• I was there. More credible as evidence
• Biography

Primary Source Secondary Source

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1. First-hand accounts, 1. These documents or

record or evidence about a information analyzes,
person, place, object or an interprets, retells, or
explains events for which
event.
he or she was not present
2. Point of view: ______ and did not personally
3. Examples: _______ witness.
2. Point of view: _______
3. Examples: __________

 Small Group Differentiated Tasks

Learning Task 3: CHUNCK DOWN!

Directions: The learners will be divided into four groups.

Afterwards, each group will complete an outline using the
secondary sources (article/infographic) assigned to them.

Group 1: Fear of Snakes

“The fear of snakes was instilled into us as young children, and

it was an instinctive act to kill them whenever we could. We early
learned how to give first- aid treatment for a snake bite. First, there
was the tourniquet to be tied on the patient’s arm or leg to localize
the poison. Then, you took the pen knife or 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. __________________________________________

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Group 2: 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

Group 3: Different Clouds

Clouds can be used to predict weather because different

types of clouds signal different kinds of weather.
Cirrus clouds are generally wispy and elongated in form.

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They are made of ice crystal and they usually appear before a
storm. Stratus clouds (i.e., stratified clouds) are heavily layered
and often appear in sheet like formation. They are low, dark
clouds which may indicate snow or rain. Cumulus clouds are
billowy. They are white and may appear during good weather.
Nimbus clouds are dense, dark, rain-producing clouds.
The identification of cloud types is an important skill for
aviators and aviation meteorologists because clouds present
variable icing hazards. Ice formation can drastically reduce the
effectiveness of air foils (wings, flags, rudder, ailerons, and
elevators) and may destroy the control of an aircraft.

Source: Life Accents, Singapore: Times Printer PTE Ltd.,2003

Topic: __________

I. Cirrus clouds

A. Wispy and elongated

B. _______________
C. _______________

II.___________

A. Heavily layered and often appear in sheet like formation.

B. ______________
C. ______________

III. Cumulus clouds

A. ______________
B. White and may appear during good weather.

IV.___________

A. ______________
B. ______________
C. Rain-producing clouds.

Group 4: Pool of Concepts

POOL OF CONCEPTS

Entertainment Variety shows

New COVID-19 Mental Health Advocacy
New normal coping strategies

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Thesis statement: Amidst the COVID-19 pandemic, social media

plays a vital role in information dissemination, awareness, and
entertainment.
I. Information Dissemination
A. COVID-19 Pandemic Updates
1. _______________
2. Data of death and recoveries
II. Awareness
A. _________________________
1. Psychological Support
2._______________________
III. _______________
A. Virtual Shows
1. Game shows
2. ____________
D. Assimilation
● Assessment:
Directions: Read each statement carefully and choose the letter of the
best answer.
1. Which of the following best explains secondary sources?
a. These are commentaries which come from primary sources.
b. These are information which come from secondary sources.
c. These are information which are derived from primary sources.
d. These are analyses of research paper which are taken from
various sources.
2. Which of the following statements is TRUE about primary source?
a. It is a summary of the essay b. It is a firsthand information
c. It is a concluding information d. It is a secondhand
information

3. You want to write a feature article that would encourage people to

keep the right attitude and stay hopeful amidst COVID-19 crisis. Which
of the following could NOT be considered as best secondary source for
your article?
a. books b. diaries
c. journals d. reports

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4. Daniel is very excited for the upcoming online meeting with his
teammates. As a team leader, he wants to prepare an interesting
activity that could be done through online platform. Which of the
following would he consider as primary source in searching for an
interesting online activity?
a. biographies b. interviews
c. thesis d. textbooks

5. If you read a newspaper to get information in writing an article, which

source are you using?
a. secondary source b. newspaper
c. article d. primary source

V. REFLECTION I learned that ________________.

I understand that ____________.

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