Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

8 Zest for Progress

Z Peal of artnership

ENGLISH
Quarter 4 – Module 3
Expanding Content of an Outline

Name of Learner: ___________________________

Grade & Section: ___________________________
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Name of School: ___________________________
 What I Need to Know
This module was designed and written with you in mind. It is here to help you increase your
knowledge about the content of an outline using notes from primary and secondary sources. The scope
of this module focuses on the uses of different learning sources in outlining context.

Learning Objectives:
At the end of this module, the learners are expected to:
• Expand content of an outline using notes from primary and secondary sources
(EN8WC-IIIc-1.1.6).
✓ explain the content of an outline using notes from primary and secondary
sources.

In the light of exploring the module, you have to extend your patience in understanding and
analyzing what you are reading. Follow the directions in the activities.

What I Know
Directions: Read the following statements and choose the letter of the correct answer.

1. All of the following are examples of documents under primary source EXCEPT:
A. Original research
B. Analysis of events
C. First-hand accounts of someone’s experience
D. An original document that does not analyze other documents

2. All of the following are examples of secondary source documents EXCEPT:

A. Original materials
B. Interpretations of original documents
C. An analysis of primary sources or events
D. Sources created later by someone who did not participate in the event

3. An outline is a tool used to __________ written ideas about topic or thesis into a logical order.
A. confuse C. jumble
B. disorganize D. organize

4. Which of the following is NOT an example of a primary source?

A. Film footage of a historical event
B. Diaries written at the time of an event
C. Original uniforms worn at a time in history
D. A poem about World War II from your classmates

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 5. Which of the following is NOT a tip in writing an outline?
A. Identify your topic.
B. Put your points in no order.
C. Write possible transitions between paragraphs.
D. Decide what points you would like to discuss on your paper.

What’s In
Activity 1: Let’s Think

Directions: The following are documents that can be used as sources. Categorize these sources as primary
or secondary sources using the organizer below.

Archives and Manuscripts Magazine Commentaries

Books Maps News
Encyclopedias Textbooks Book Reviews
Almanacs Data Personal Accounts
Periodicals Pamphlet Film

Primary Sources Secondary Sources

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Activity 2: Comment On
Directions: Look at the picture below. Using the guide questions, supply contents to the template provided
to come up with an outline.

Figure 1

Guide Questions:
1. What does the picture show?
2. What are the possible issues underlying in the picture?

Main topic: I. ____________________________

Subtopics:

A. _________________________________
a. _________________________________
b. _________________________________

B. _________________________________
a. _________________________________
b. _________________________________

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 What’s New

Activity 3: Organize Your Point

Directions: Write the major point and subpoint for each written piece. Use the graphic organizer below in
gathering entries for your outline.

Here is a text used as a primary source:

Natural Vegetation
The natural vegetation of the Philippines is rich and varied. Most of the land was originally
covered by forest, containing more than 600 types of trees, of which at least 100 were of commercial
importance. Tropical rainforest ordinarily prevails on the unclear lowlands and wetter mountain slopes,
although pines are common at intermediate and higher altitudes in the north. Mangroves and nipa palm
swamps occupy some of the coastal fringes. Much of the original forest cleared by logging, farming, and
grazing is badly eroded and is covered by the tropical grass known locally as cogon. Forest products of
commercial importance include both hardwood and softwood lumber and a variety of miscellaneous
products, of which only bamboo and rattan are of significance.

Source: Collier’s Encyclopedia, Vol. 18, 1994, p. 686.

Major Point Subpoint 1

Subpoint 2

Subpoint 3

Here is a literary text used as a secondary source:

These Lovely Things

Jose La. Villa Tierra

These things are lovely, and God made them so;

These little white sampaguitas wet with dew;
The graceful sway of grass, folk dancing on the lea;
The green of narra leaves; the blue of sky and sea;

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 The lacy waterfalls and rainbows in the sun;
The Master’s canvas in the west when day is done;
The humble nipa hut beneath the swaying palms
Listening to the breezes lilting pagan psalms;
The moonbeams on the bay; each little bird that sings;
Dalagas on the lane; the color summer brings …
These things are lovely, and God made them so,
And placed them in my country – row on row.
I’m glad I’m too poor to leave my shore
And miss this loveliness outside my cottage door.

Source: Philippine Prose and Poetry, Vol.Two (Revised Edition).

Department of Education, Bureau of Public Schools, Manila, 1964. p. 14.

Major Point Subpoint 1

Subpoint 2

Subpoint 3

What you have just done is an example of outlining the content from primary and secondary sources.
You will learn more on how to expand the content in the succeeding parts of this module.

What Is It

In this lesson, you will learn a method of organizing your ideas in a logical order. It is using an
outline, an organized list of what you plan to write about. It is a sketch of what your paragraph will look
like. It is also your guide to keep you on the right track when you are writing your first draft.

What is an outline?

Creating an outline is a good step to take while writing your paper. It allows you to brainstorm new
ideas and make sure your paper will be organized, focused and supported. Many writers find it easier to
write from an outline instead of starting from a blank page.

Tips in writing an outline

✓ Identify your topic.

✓ Decide what points you would like to discuss on your paper.
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 ✓ Put your points in numerical order.
✓ Write possible transitions between paragraphs.
Here is a sample of outlining a topic extracted from secondary source:

Topic : Chinese Boys and Girls

I. Sports
A. Likes
B. Dislikes
II. Usual Celebration
A. Leisure
a. Description

So let’s extend the outline into a paragraph!

Although Chinese boys and girls have almost no sports like ours, they have many games and
pastimes to while away the hours. It seems, the greatest of all games to them is kite flying. And I believe
that if we had such fascinating and wonderful kites as they have, we would enjoy this sport, too. On any
pleasant day, but especially on Kite Day, the whole sky is full of kites. They look like flocks of swaying,
many colored birds. Some of them are seven feet from tip to tip, and some are so small, you wouldn’t
believe they could fly at all.

In expanding your outline into a paragraph, one may use sources, such as primary and secondary
source to help you in processing the effectivity and reliability of your topic. This will also help you in
adding more ideas. So let’s make it happen, students!

Primary Source Secondary

provides credible evidence
and first-hand information. They are
Source
(Letters, Photographs, best when summarizes or discusses
Newspapers, Archives, used information originally
Manuscripts, Books, together. presented in another source.
Broadcast, Contemporary (Textbooks, Articles, Book
Language, Data, Film, Maps, Reviews, Commentaries,
Pamphlets, Periodicals, Encyclopedias, Almanacs)
Sound Recordings)

Figure 2 Venn diagram

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 What’s More
Activity 4: Let’s expand it more

Directions: Read the following report. Organize the information into a topic outline.

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. 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. ___________________________________
A. _____________________________
B. _____________________________
C. _____________________________

II. ________________________________
A. _____________________________
B. _____________________________
C. _____________________________

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Activity 5: Let’s do the reverse

Directions: Below is an outline about learning modalities. All you need to do is to expand more ideas in
the template below.

Topic: Learning Modalities in the New Normal

I. Learning Modalities

A. Modular
a. What is it?
b. How is it done?

B. Online
a. What is it?
b. How is it done?

C. Blended
a. What is it?
b. How is it done?

Answer here:

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 What I Have Learned

Activity 6: Expand it well

Directions: Share your thoughts about the lessons you learned in this module. Use the questions below to
guide you in writing your composition.

Guide Questions:
1. What is outlining?
2. What are the tips in writing an outline?

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 What I Can Do
In this interview Ben Bagley asks Theresa Han about the difference between Korean and American
culture. Theresa is a teenager who recently moved to the United States so she has an excellent perspective
for understanding the differences and similarities between these countries.

[BAGLEY] This is Ben Bagley, and I'm going to interview Theresa Han about Korea. Could you introduce
yourself?
[HAN] My name is Theresa Han, I'm from South Korea, I'm 18 years old, and I'm a freshman in college.
[BAGLEY] How long have you lived in America?
[HAN] I think a little bit less than 3 years.
[BAGLEY] Where did you live in Korea?
[HAN] I lived in Pyoung Tek, it’s right below Oksana, where the American Air force is located.
[BAGLEY] What were the people like where you lived?
[HAN] They're really busy. Fathers go to their work; mothers if they have a job go to their work, and students go
to school, so they don't have enough time to communicate with each other, like time to spend together, because
mostly students come home like 10:00 pm-11:00 pm.
[BAGLEY] What did you do with your friends?
[HAN] We mostly go to each other's house, rent a movie or something, watch it, and do homework usually,
because we have a whole bunch of homework. On the weekends we would go downtown; it's kind of like a
shopping mall. It's a street. There are small restaurants, small cloths shops and all that stuff. It was...... middle of
paper ... ... came home 7:00 pm. But some students stay longer, like even 10:00 pm if you are a senior and about
to go to college because there is kind of, like parents and teacher think their kids or students should go to college.
Like have to go to college. They’re gonna pressure them to study a lot, so when you’re a senior you start to study
a lot and you don’t sleep that much. Usually I think some people sleep 3 or 4 hours per day and just study. No
free time.
[BAGLEY] And they stay at school and study?
[HAN] Till like 10:00 pm but after school ends, they come home and study like until 2:00am or 3:00 am
[BAGLEY] Would it be ok if I publish this interview on the internet?

Activity 7: Let’s have it outlined

Directions: In the table below, outline the conversation of Ben Bagley and Theresa Han.

Topic: ___________________________________________________________________________

I. ______________________________________________________________________

A. ______________________________________________
a. ___________________________________________
b. ___________________________________________
B. ______________________________________________
a. ___________________________________________
b. ___________________________________________

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 II. _______________________________________________________________________

A. ______________________________________________
a. ___________________________________________
b. ___________________________________________
B. ______________________________________________
a. ___________________________________________
b. ___________________________________________

Activity 8: Write it up

Directions: From your answer above, write a paragraph to explain your ideas about “The conversation of
Ben Bagley and Teresa Han”. Use the rubrics as your guide in writing.

Holistic Content Organization Convention

Strong evidence of Topic is clearly Deliberately used Proper use of two

Excellent writer’s voice defined outline format sources
(5pts). (5 pts). (5 pts). (5 pts).

Addresses main Topic is well Show some sense in Two sources used
Better idea or prompt developed using outline (3pts).
(3 pts). (3 pts). (3 pts).
Partial Topic and Few sense of using One source used
Good understanding of supporting of outline (2 pts).
the writing process sentences are (2 pts).
(2 pts). weak
(2 pts).
Minimal grasp of No details or facts No sense of Proper source used
Minimal writing process listed organization (1 pt).
(1 pt). (1 pt ). (1 pt).

Assessment
Directions: Read the following statements and circle the letter of the correct answer.

1. How does outlining help best in expanding the content?

A. It allows you to explore new sources.
B. It enables you to discover new ideas.
C. It makes your work easier to accomplish.
D. It expands the ideas from one concept to another.
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2. What benefit do the readers get in reading an expanded content from an outlined topic?
A. The content will have more presented information.
B. The content will lead to confusing information.
C. The content will give a bigger picture of the concept.
D. The content will provide specific details about the ideas.

3. What is the benefit of using an outline to draft a paragraph?

A. Outline only presents subtopics.
B. Outline allows disarranging information.
C. Outline is a tool used to disorganize written ideas.
D. Outline allows you to compile information and set directions.

4. In writing an outline, what should be considered?

A. No answers are correct
B. Quality of ideas
C. Sentence structure
D. Logical order

5. A Grade 8 student is advised to write a paragraph. He/she would like to have a lengthy one. In
expanding one’s paragraph, which of the following should be his/her consideration in constructing a
paragraph?
A. Write supporting sentence then conclude it.
B. Focus on inconsistent ideas.
C. Focus on primary sources.
D. Draft an outline of the topic, extend possible sources and write an effective and credible
paragraph.

6. Which of the following statements BEST defines secondary sources?

A. A source that provides more credible as evidence.
B. A source that provides raw information and first-hand evidence.
C. A source that gives you direct access to the subject of your research.
D. A source that provides second-hand information and commentary from other researchers.

7. Which of the following sentences is NOT a tip in writing an outline?

A. Identify your topic.
B. Put your points in no order.
C. Write possible transitions between paragraphs.
D. Decide what points you would like to discuss on your paper.

8. Which of the following ideas signifies a writer’s purpose in writing an outline?

A. It helps the writer disorganize his ideas.
B. It is a tool for the writer to disarrange ideas.
C. An outline helps the writer to see no picture.
D. A writer finds it easier to write from an outline instead of starting from a blank page.

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9. Encyclopedias, almanacs, book reviews, magazines and commentaries are used in publication.
If you are writer Ken, do you consider these sources as primary source in your publication?
A. Yes, encyclopedias, Almanacs, et al are samples of secondary source.
B. No, encyclopedias, Almanacs, et al are samples of secondary source.
C. Yes, encyclopedias, Almanacs, et al are samples of primary source.
D. No, encyclopedias, Almanacs, et al are samples of secondary source.

10. Creating an outline is a good step to take while writing your paper. From the tips learned in
writing an outline, what would consider first?
A. Identify your topic.
B. Write possible transitions between paragraphs.
C. Decide what points you would like to discuss on your paper.
D. Put your points in numerical order.

Additional Activity
Directions: Read the commentary news by Dr. Takeshi Kasai. Create an outline using the tips
you have learned in this module.
Source: Regional Director for the Western Pacific World Health Organization, From COVID-19
containment to suppression in the Western Pacific Region: 2020 Lessons for 2021 “World Health
Organization” https://who.int/westernpacific/news/commentaries/detail-hq/from-covid-19-
containment-to-suppression-in-the-western-pacific-region-2020-lessons-for-2021

References:
Textbooks
Anama, Gina A; Anna Lea A. Davide; Ricardo Ador Dionisio; Lerma L. Flandez; Armi Victoria
A. Fiangaan; Marcelino E. Ibanez; Gizelle V. Laud; Jovelyn A. Lita; Roselyn D. Mujal; Christine
H. Pepito; Prudencia M. Sanoy; Grace Annette B. Soriano; Peter S. Tentoco III; Riza R. Zuniga.
Voyages in Communication Learning Material English - Grade 8. Pasig City: Department of
Education, 2013, 198, 319, 320.

Bermudez, Virginia F., Ed.D.; Josephine M. Cruz, Ph. D.; and Remedios F. Nery, Milagros A.
San Juan, Ph. D. English Expressways II. Quezon City: SD Publications, INC., 2010, 24, 32, 238,
239.

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 Answer Key

10. A
Answers may vary. 9. B
Activity 5: Let’s do the reverse! 8. D
Answers may vary. 7. B
Activity 4: Let’s expand it more! 6. D
What’s more 5. D
Answers may vary. 4. D
Activity 3: Organize your point! 3. D
What’s New 2. D
Answers may vary. 1. C
Activity 2: Comment on! Assessment
Answers may vary.
Activity 1: Let’s Think! Answers may vary
What’s in Activity 8: Write it up!
5. B Answers may vary
4. D Activity 7: Let’s have it outlined!
3. D What I can do
2. A Answers may vary
1. D Activity 6: Expand it well!
What I know What I have learned

DEVELOPMENT TEAM
Writers: Farhana L. Emam, Basilan National High School
Cheamay M. Ansali, Geras Integrated School
Editor:
Language Editor:
Proofreader: Sayana S. Hasan, EPS
Illustrators: Farhana L. Emam, Cheamay M. Ansali
and Christianvil T. Garcia
Layout Artist: Christianvil T. Garcia, Basilan National High School
Management Team:
Julieto H. Fernandez, Ed. D., CESO VI
SDS-Isabela City
Maria Laarni T. Villanueva, Ed. D., CESE
ASDS-Isabela City
Henry R. Tura, CID Chief
Elsa A. Usman, LR Supervisor
Helen De Leon, EPS-English, Module Coordinator
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 Region IX: Zamboanga Peninsula Hymn – Our Eden Land
Here the trees and flowers bloom Gallant men And Ladies fair Cebuanos, Ilocanos, Subanons, Boholanos, Ilongos,
Here the breezes gently Blow, Linger with love and care All of them are proud and true
Here the birds sing Merrily, Golden beams of sunrise and sunset Region IX our Eden Land
The liberty forever Stays, Are visions you’ll never forget
Oh! That’s Region IX Region IX
Our..
Here the Badjaos roam the seas Hardworking people Abound, Eden...
Here the Samals live in peace Every valleys and Dale Land...
Here the Tausogs thrive so free Zamboangueños, Tagalogs, Bicolanos,
With the Yakans in unity

My Final Farewell
Farewell, dear Fatherland, clime of the sun caress'd Let the sun draw the vapors up to the sky,
Pearl of the Orient seas, our Eden lost!, And heavenward in purity bear my tardy protest
Gladly now I go to give thee this faded life's best, Let some kind soul o 'er my untimely fate sigh,
And were it brighter, fresher, or more blest And in the still evening a prayer be lifted on high
Still would I give it thee, nor count the cost. From thee, 0 my country, that in God I may rest.

On the field of battle, 'mid the frenzy of fight, Pray for all those that hapless have died,
Others have given their lives, without doubt or heed; For all who have suffered the unmeasur'd pain;
The place matters not-cypress or laurel or lily white, For our mothers that bitterly their woes have cried,
Scaffold or open plain, combat or martyrdom's plight, For widows and orphans, for captives by torture tried
T is ever the same, to serve our home and country's need. And then for thyself that redemption thou mayst gain

I die just when I see the dawn break, And whe n the d ark nig ht wr ap s the gr ave y ar d ar ound
Through the gloom of night, to herald the day; With only the d e ad in the ir v ig il to s e e
And if color is lacking my blood thou shalt take, B re ak not m y re p os e or the m ys tery p r of ound
Pour'd out at need for thy dear sake And pe rc hanc e thou m ays t he ar a s ad hym n re s ound
To dye with its crimson the waking ray. ' T is I, O my c ountry, r aising a s ong unto the e .

My dreams, when life first opened to me, And ev e n my g rav e is r em em be re d no m ore

My dreams, when the hopes of youth beat high, Unm ark 'd by ne ve r a c r os s nor a stone
Were to see thy lov'd face, O gem of the Orient sea Le t the plow s we ep thr oug h it, the sp ade tur n it o' er
From gloom and grief, from care and sorrow free; That m y as hes m ay c arp e t e ar thly f loor,
No blush on thy brow, no tear in thine eye. B ef ore into nothing nes s at las t the y are b lown.

Dream of my life, my living and burning desire, The n will ob liv ion br ing to me no c ar e
All hail ! cries the soul that is now to take flight; As ove r thy v ale s and p lains I s we e p;
All hail ! And sweet it is for thee to expire ; Thr ob b ing and c le anse d in thy s p ace and air
To die for thy sake, that thou mayst aspire; With c olor and lig ht, with s ong and lame nt I f are ,
And sleep in thy bosom eternity's long night. E v er re p e ating the f aith that I k ee p .

If over my grave some day thou seest grow, M y F athe rland ad or' d, that s ad ne ss to my sor r ow le nd s
In the grassy sod, a humble flower, B e lov ed F ilip inas, he ar now m y las t g ood -b y!
Draw it to thy lips and kiss my soul so, I g ive the e all: p are nts and k indr ed and f r iend s
While I may feel on my brow in the cold tomb below F or I g o wher e no s lav e be f or e the op pr es s or b e nds ,
The touch of thy tenderness, thy breath's warm power. Whe r e f aith c an ne ve r kill, and God r e ig ns e ' er on hig h!

Let the moon beam over me soft and serene, F are well to y ou all, f r om m y s oul tor n away,
Let the dawn shed over me its radiant flashes, F rie nds of m y c hild hood in the home disp oss e ss ed !
Let the wind with sad lament over me keen ; Giv e thanks that I re s t fr om the we ar is om e d ay !
And if on my cross a bird should be seen, F are well to the e, too, s we e t f rie nd that lig hte ne d m y way;
Let it trill there its hymn of peace to my ashes. B e lov ed cre ature s all, f are well! In d e ath ther e is re s t!

I Am a Filipino, by Carlos P. Romulo

I am a Filipino–inheritor of a glorious past, hostage to the uncertain I am a Filipino, child of the marriage of the East and the West. The
future. As such I must prove equal to a two-fold task–the task of East, with its languor and mysticism, its passivity and endurance,
meeting my responsibility to the past, and the task of performing my was my mother, and my sire was the West that came thundering
obligation to the future. across the seas with the Cross and Sword and the Machine. I am of
I sprung from a hardy race, child many generations removed of the East, an eager participant in its spirit, and in its struggles for
ancient Malayan pioneers. Across the centuries the memory comes liberation from the imperialist yoke. But I also know that the East
rushing back to me: of brown-skinned men putting out to sea in must awake from its centuried sleep, shake off the lethargy that has
ships that were as frail as their hearts were stout. Over the sea I see bound his limbs, and start moving where destiny awaits.
them come, borne upon the billowing wave and the whistling wind, I am a Filipino, and this is my inheritance. What pledge shall I give
carried upon the mighty swell of hope–hope in the free abundance of that I may prove worthy of my inheritance? I shall give the pledge that
new land that was to be their home and their children’s forever. has come ringing down the corridors of the centuries, and it shall be
I am a Filipino. In my blood runs the immortal seed of heroes–seed compounded of the joyous cries of my Malayan forebears when first
that flowered down the centuries in deeds of courage and defiance. they saw the contours of this land loom before their eyes, of the battle
In my veins yet pulses the same hot blood that sent Lapulapu to cries that have resounded in every field of combat from Mactan to
battle against the first invader of this land, that nerved Lakandula in Tirad Pass, of the voices of my people when they sing:
the combat against the alien foe, that drove Diego Silang and “I am a Filipino born to freedom, and I shall not rest until freedom
Dagohoy into rebellion against the foreign oppressor. shall have been added unto my inheritance—for myself and my
The seed I bear within me is an immortal seed. It is the mark of my children and my children’s children—forever.”
manhood, the symbol of dignity as a human being. Like the seeds
that were once buried in the tomb of Tutankhamen many thousand
years ago, it shall grow and flower and bear fruit again. It is the
insignia of my race, and my generation is but a stage in the
unending search of my people for freedom and happiness.
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