DIVISION OF GEN. TRIAS CITY
Project ISuLAT – ACTIVITY SHEETS in ENGLISH 6
(Intensified Support to Learning Alternatives Through Activity Sheets)
Name: _______________________________________
Grade & Section: __________________
ACTIVITY SHEET #1:
Organizing Information from Secondary Sources
GEAR UP
PIVOT 4A BOW: Organize information from secondary sources in preparation for writing, reporting,
and similar academic tasks in collaboration with others.
At the end of this worksheet, the learners will be able to:
1. determine secondary sources of information;
2. note important details in secondary sources of information; and
3. organize information from secondary sources using outline and graphic organizers.
ENGAGE
ORGANIZING INFORMATION FROM SECONDARY SOURCES
SECONDARY SOURCES were created by someone who did not experience first-hand or participate
in the events or conditions you are researching. They are generally scholarly books and articles.
A secondary source interprets and analyzes primary sources. It offers an analysis, or a restatement
of an event or discovery described in primary sources or interpret, explain or summarize primary
sources. These sources are one or more steps removed from the event. Some secondary sources
are used to persuade the reader and may be considered less objective. Secondary sources may
contain pictures, quotes or graphics of primary sources.
Some types of secondary source include: textbooks; journal articles; histories; criticisms;
commentaries; encyclopedias; dictionaries; thesaurus, non-fiction books; internet; newspaper; atlas;
almanac; biography; periodicals; opinion pieces and may also include radio or television
documentaries, or conference proceedings.
Examples of secondary sources include:
• A scholarly journal article about the history of cardiology
• A book about the psychological effects of war
• A biographical dictionary of women in science
• An April 2007 newspaper or magazine article on anti-aging trends
Organizing information from secondary sources may be done in two ways.
1. Outlining – is like the blueprint of the most important information found. In outlining, you identify
the main idea in a paragraph and list the details that support it, making it like a summary.
2. Using graphic organizers –a visual and graphic display that depicts the relationships between
facts, terms, and or ideas within a learning task. Examples of graphic organizers include semantic
web, concept map, story grammar, Venn diagram, T-Chart, timeline among others.
TEST
Directions: Put a (✓) on the space provided if it states a secondary source and () if not.
_______ 1. A biography of Rodrigo Duterte
_______ 2. The declaration of Independence
_______ 3. A TV show explaining what happened in Vietnam
_______ 4. A website describing what the first World’s Fair was like
_______ 5. Daniel Padilla’s diary describing what he thought about the pandemic
Page 1 of 5
DIVISION OF GEN. TRIAS CITY
Project ISuLAT – ACTIVITY SHEETS in ENGLISH 6
(Intensified Support to Learning Alternatives Through Activity Sheets)
REINFORCE
Exercise 1: Read the article and note the important information. Write your answers on the blank
after each question and in the graphic organizer.
DepEd Limits Screen Time for Online Classes
by Merlina Hernando-Malipot
The Department of Education (DepEd) reminded teachers and parents that the screen time for students who will
be attending online distance learning (ODL) classes this upcoming school year must be limited to 1-4 hours daily
depending on their respective grade levels.
San Antonio noted that schools may adopt a combination of synchronous and asynchronous online teaching in
consideration of the Screen Time Guidelines by Age as recommended by the American Academy of Pediatrics (AAP)
and World Health Organization (WHO).
For Kindergarten, the prescribed screen time should be a maximum of one hour daily. For pupils under Grades
1 to 5, the DepEd said that the maximum should be 1.5 hours daily.
For students in Grades 6 to 8, DepEd recommends a maximum of 2 hours screen time daily.
The DepEd said students in higher grades – such as those in Grades 9 to 12 – will be allowed to spend a
maximum of 4 hours daily (2 hours in the morning and another 2 hours in the afternoon) as screen time. In the
preparation of the Weekly Home Learning Plan and Class Programs, DepEd enjoined teachers and schools to “comply
with the recommended screen time for learners.”
Source: Hernando-Malipot, Merlina. (4 September 2020). DepEd Limits Screen Time for Online Classes. Manila
Bulletin. Retrieved from https://mb.com.ph/2020/09/04/deped-limits-screen-time-for-online-classes/
1. What type of secondary source was used?
_____________________________________________________________________________
2. What is the source of information?
_____________________________________________________________________________
3. What is the article all about?
_____________________________________________________________________________
4. Based on the article, which learning modality is the limit for screen time applicable?
_____________________________________________________________________________
5. How many hours is the allowable screen time limit?
_____________________________________________________________________________
6. What important information is shared in the article? Complete the graphic organizer below.
Grade Level
Screen Time Limit
Kindergarten
1 hour daily
Page 2 of 5
DIVISION OF GEN. TRIAS CITY
Project ISuLAT – ACTIVITY SHEETS in ENGLISH 6
(Intensified Support to Learning Alternatives Through Activity Sheets)
Exercise 2: Read the article carefully. Organize the important information from the article by
completing the outline below.
Kites Through the Ages
Children and adults fly kites on windy days. The kites come in different sizes, colors, and designs. Some kites look like
flaming dragons. Some look like giant birds. Some look like teeny weeny butterflies.
Most people fly kites for recreation, but flying kites had other uses. In the United States, kites have been used in
scientific experiments. The National Weather Service made kites that carried weather instruments. Military officers used kites
in observing enemies. They used kites too to send messages among troops.
In Asian countries, kites have cultural and religious importance. The Chinese flew kites over their homes to fly out evil
spirits. The Japanese flew kites to celebrate birthdays and anniversaries. To some natives of the Pacific Islands, kites
symbolize life and death. The Polynesian flew bird-shaped kites as messengers to heaven.
Source: Abadilla, Clemence U. (1998). Developing Reading Power 6 – A support Program to Reading. Manila: Saint Mary’s Publishing Corporation
I.
How kites look like
1.
2.
3.
II. Uses of Kites
1. for recreation
2.
3.
4.
III.
1. Chinese – to fly out evil spirits
2.
3.
4.
INTEGRATE
Directions: Study the given topics on the first column. Then, think of at least two secondary
sources you can use to get information from these topics. Write your answers under the correct
column. On the last column, determine if the sources you listed are found at home or if you can
access them using the internet.
Topic
Ex. life cycle of butterfly
Secondary Source #1
Science textbook
Secondary Source #2
encyclopedia
Available
at home
Can access
using
internet
✓

1. seasons in the
Philippines
2. Elements of Art
3. weather today
4. Pres. Duterte’s stand
on face-to-face classes
5. updates on COVID-19
vaccine
Page 3 of 5
DIVISION OF GEN. TRIAS CITY
Project ISuLAT – ACTIVITY SHEETS in ENGLISH 6
(Intensified Support to Learning Alternatives Through Activity Sheets)
ASSESS
Directions: Read each question carefully. Write the letter of your answer on the blank.
______ 1. What do your call sources that interpret and/or analyze primary sources?
a. primary
b. secondary
c. tertiary
d. library
______ 2. Which is an example of a secondary source of information?
a. interview transcripts
c. news article
b. diary
d. speech recordings
______ 3. If you need information on the different festivals held in the Philippines, which of the
following secondary sources should you use?
a. an autobiography of a traveler
c. a textbook on Araling Panlipunan
b. a travelogue of a tourist
d. novels and stories about Philippines
______ 4. Which two ways can information on secondary sources be organized?
a. outline and graphic organizers
c. graphic organizers and story map
b. outline and graphs
d. graphic organizers and diagrams
______ 5. Which is NOT an example of a graphic organizer?
a. story grammar
b. concept map
c. T-chart
d. graph
SHARPEN
Directions: Choose ONE topic listed in INTEGRATE. Then, look for a secondary source available
/ accessible to you (ex. textbook, newspaper, TV documentary, internet, etc.) where you can
gather information about it. Identify your source and note down the important details by
organizing the information gathered using an outline or a graphic organizer. If possible, attach
a photocopy / screenshot / picture of the book / article. Use the space below for your answers.
Be guided by the rubric.
Type of Secondary Source:
Source / Reference:
Page 4 of 5
DIVISION OF GEN. TRIAS CITY
Project ISuLAT – ACTIVITY SHEETS in ENGLISH 6
(Intensified Support to Learning Alternatives Through Activity Sheets)
Rubric
Criteria
Standard
Points
The source used was a secondary source.
Secondary Source
Source /Reference
Organization of
Information
Effort
Score
2
The secondary source identified really contains the information needed for the
chosen topic.
The title of the article/book, author (if any) as well as other details that specify
where the information came from was stated.
The correct outline / graphic organizer was used to organize important
information from the article / book.
Only important information was included. It was summarized and not copied
verbatim from the source.
All information was presented / arranged correctly in the outline / graphic
organizer.
The output met all the requirements of the tasks and shows great effort from the
part of the learner.
3
2
2
5
4
2
References:
Abadilla, Clemence U. (1998). Developing Reading Power 6 – A support Program to Reading. Manila: Saint Mary’s Publishing Corporation
Belangan, Jaquilyn T., Buensuceso, Annabelle L., Conducto, Ayessa A. (2015). English for Global Communication 6, Makati City: Don Bosco Press
Identifying Information Sources. (11 January 2021). Frabces Willson Thompson Library. Retrieved from https://libguides.umflint.edu/idinfosources
Recognizing Secondary Sources. (5 February 2021). Library Research Guide for the History of Science: Introduction. Harvard Library. Retrieved from https://guides.library.harvard.edu/HistSciInfo
TEACHER’S FEEDBACK
SELF-MONITORING
Name of Learner:
Week:
Grade & Section:
Subject:
For Learners (Please complete the statements.)
The part of the activity sheet that I found
very difficult to answer …
The part of the activity sheet that I found
very easy to answer …
I still need help on …
For Parents / Guardians (Please check one in each column.)
My son / daughter …
was able to answer all exercises
was not able to finish answering some of the
exercises
was not able to answer all the exercises the
activity sheet
My son / daughter was able to do all the exercises in
the activity sheets
on his / her own without any help
with a little help from parent / guardian
with a lot of help from parent / guardian
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