11

Senior High School

English for Academic

and Professional Purposes
Quarter 1
Various Techniques in Summarizing a Variety of
Academic Texts
CS_EN11/12A-EAPP-Ia-c-5

English – Grade 7
Applied Subject- English for Academic and Professional Purposes
Supplementary Learning Material
Quarter 1 – Various Techniques in Summarizing a Variety of Academic 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 Learner Material 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

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

Development Team of the Module

Author: Ralph Michael G. Omaña

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

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

Jay Arr V. Sangoyo, PhD

EPS – English

Glenda S. Constantino
Project Development Officer II

Joannarie C. Garcia
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@[Link]
 11

English for Academic

and Professional Purposes
Quarter 1
Various Techniques in Summarizing a Variety of
Academic Texts
CS_EN11/12A-EAPP-Ia-c-5
 Introductory Message

For the Facilitator:

Welcome to English for Academic and Professional Purposes, Supplementary Learning

Material (SLM) Module on Various Techniques in Summarizing a Variety of Academic Texts.

This module was collaboratively designed, developed and reviewed by educators both from
public and private 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 the learners as they do the tasks
included in the module.

For the Learner:

Welcome to English for Academic and Professional Purposes, Supplementary Learning

Material (SLM) Module on Various Techniques in Summarizing a Variety of Academic 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

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 you get all the answers
correctly (100%), you may decide to skip this
module.

1
 This is a brief drill or review to help you link
the current lesson with the previous one.
In this portion, the new lesson will be
introduced to 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
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. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.
This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
In this portion, another activity will be given
to you to enrich your knowledge or skill of
the lesson learned.
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 instructions 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!
 This module will teach you to use various techniques in summarizing a variety of
academic texts.

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

1. define summary;
2. identify the main idea, key points and supporting details in a variety of academic
texts; and
3. create a summary of various academic texts.

Directions: True or False. Write T if the statement is true and write F if the statement is
false. Write your answer on the space before each number.

_______ 1. Summary is a comprehensive and usually an opinionated abstract,

recapitulation, or compendium of previously stated facts or statements.

_______ 2. A restatement of a text or passage giving the meaning in another form is a

summary.

_______ 3. The main idea is the most important or central thought of a paragraph or
larger section of text, which tells the reader what the text is about.

_______ 4. Summary should always include main ideas, key points, and supporting
details.

_______ 5. When we summarize a text, we are restating the main ideas of the text in as
few words as possible.

_______ 6. A good summary should be supported by your own background knowledge

of the argument or topic of the text.

_______ 7. You can also summarize a reading text by getting the main events and
arranging the events in chronological order.

_______ 8. Key points may be developed or elaborated with supporting details.

_______ 9. Summaries should not include opinions.

_______ 10. Supporting details are not included in a summary.

_______ 11. Your personal information should be included in a summary.

_______ 12. When summarizing, always read the original passage or text very carefully.

_______ 13. Use key words or phrases to identify the supporting details from the text.

_______ 14. You have to remember the 4R’s in summarizing: Reword, Rearrange,
Realize, and Recheck.

_______ 15. A summary is meant to inform your reader—who has not read the text or
seen the presentation—of what the text is about.

Matching type!

Directions: Match each term in column A to its correct definition in column B. Write your
answer on the space before each number.

A B

______ 1. Cause and effect A. This type of structure sets up a

problem or problems, explains the
solution, and then discusses the
effects of the solution.

______ 2. Description B. This structure presents the causal

relationship between a specific
event, idea, or concept.

______ 3. Sequence C. This type of text examines the

similarities and differences between
two or more people, events,
concepts, ideas, etc.

______ 4. Problem and solution D. This type of text structure features a

detailed description of someone or
something to give the reader a
mental picture.

______ 5. Compare and contrast E. This text structure gives readers a

chronological order of events or a list
of steps in a procedure.
LET’S PLAY!

Directions: Rearrange the jumbled letters to form the word being described in each item.
Write your answers on the grid. When you finished answering, the highlighted letters will
spell the topic that you will learn in this entire lesson.

Clues:

1. It is an act of stating something again or differently.

2. It is a general description or plan giving the essential features of something
but not all the detail; a skeleton of a something.
3. It refers to the capability of understanding something.
4. It is the most important thought about the topic.
5. It refers to a nonfiction writing that is produced as part of academic work.
6. It refers to the information to clarify, prove, or explain the main idea.
7. It is the act of composing a text.
8. It refers to extracting the essential meaning of something.
9. It means extremely important.
10. It is an exchange of diverging or opposite views.

1. R T E S A N T E M T E
2. O E U L N T I
3. C M O S H E P O N I E N R
4. M I N A D E I A
5. A D M C I E A T X T E C
6. S P P R T N G U O D T A L I I E
7. W I R T N G I
BONUS LETTER Z
8. D S T I L N G L I I
9. E S N T L S I A E
10. A G R N T M E S U

A summary is a brief statement or restatement of main points. Summarizing a text, or

distilling its essential concepts into a paragraph or two, is a useful study tool as well as
good writing practice.
A summary has two aims: (1) to reproduce the main idea and the key points of a text and
(2) to restate these in as few words as possible. The main idea is what the text is about
while key points are arguments or information that is used to support the main idea. Also,
it may be developed or elaborated with supporting details. However, your summary
should only include main ideas and key points, not supporting details. Another important
thing you must remember is that summaries are not a place for your opinions, background
knowledge and personal information.

Summaries can range in length from two sentences to several pages. In any case, use
complete sentences to describe an author's general points to your reader. Do not quote
extensively. If you quote, use quotation marks and document the quotation. If you fail to
document the quotation, even one word that the author used, you are plagiarizing
material.

Summarizing helps students learn to identify key ideas of a text and ignore irrelevant
information. Summarizing improves students’ memory for what they read and by
extension comprehension. By learning and practicing how to summarize, one can develop
reading comprehension and long-term retention of information. It is also an effective tool
to self-evaluate what they understood and what they do not.

Here are some techniques on how we

summarize.

1. Read the original passage or text very carefully.

2. Highlight or underline what you take to be the main point of the original text, or
make notes in the margins or on another sheet of paper.
3. When summarizing an entire essay, outline the writer’s argument.
4. Now tell your audience what the original source argued.
5. Ask the following framework questions:
a. What is the main idea?
b. What are the crucial details necessary for supporting the ideas?
6. Use key words or phrases to identify the main points from the text.
7. You can also summarize a reading text by getting the main events and arranging
the events in chronological order.

Example paragraph 1:

A typhoon is powerful, twisting hurricane. It begins high in the air, among the winds of a
giant storm cloud. People who have watched a typhoon’s howling winds reach down from
 the sky have said it’s the most frightening thing they have ever seen. In some parts of the
Philippines, these tropical storms are called cyclones.

Sentence summary:

Typhoons are frightening, powerful, twisting hurricanes sometimes called cyclones that
start in giant clouds.

Example paragraph 2:

Tornadoes are not the only windstorms that move through earth’s air. Dust devils,
hurricanes and typhoons all have twisting winds. But these windstorms differ from
tornadoes in important ways.

Sentences summary:

Dust devils, hurricanes and typhoons also have twisting winds, but they are different from
tornadoes.

Independent Activity 1

True or False

Directions: Write T if the statement is valid and write F if it is invalid.

_____ 1. Summarizing is restating the main idea and supporting it with key points in as
few words as possible.

_____ 2. Use your own opinion when summarizing a text.

_____ 3. Summarizing helps students learn to identify key ideas of a text and ignore
relevant information

_____ 4. Summarizing worsens students’ memory for what they read and by extension
comprehension

_____ 5. Summarizing is an effective tool to evaluate the original author on what they
understood and what they did not.

Independent Assessment 1

Fill in the blanks

Directions: Carefully read each statement or question below and fill in the blank with the
correct answer. Choose your answer from the box.
 main events Key points
main idea
argued argument

1. When summarizing an entire essay, outline the writer’s ___________.

2. You can also summarize a reading text by getting the ____________ and
arranging the events in chronological order.
3. Tell your audience what the original source __________.
4. The _________ is what the text is about.
5. ________ are developed or elaborated with supporting details.

Independent Activity 2

Directions: Identify the key points and supporting details from the list, based on the main
idea provided. Separate the key points from the supporting details and write the letter of your
answer in the corresponding column.

Main idea 1: Death of the Electric trolley cars or trams as the chief mode of public
transportation in the United States.

a. In 1922, auto manufacturer General Motors created a special unit to replace electric
trolleys with cars, trucks, and buses
b. Over the next decade, this group successfully lobbied for laws and regulations that
made operating trams more difficult and less profitable
c. In 1936 General Motors created several front companies for the purpose of purchasing
and dismantling the trolley car system
d. Some people suspect that these parties wanted to replace trolley cars with buses to
make public transportation less desirable
e. which would then increase automobile sales
f. the primary cause was having a group of powerful men from rival sectors of the auto
industry working together to ensure its destruction

Key Points Supporting Details

Main idea 2: The scabbard served a number of purposes while a ninja’s primary
weapon is carried in it.

a. The katana is a long, curved sword with a single blade and a long grip to accommodate
two hands. This sword was often carried in a sheath or scabbard on the ninja’s back
b. Though the sword was primarily used for fighting and killing,
c. the scabbard served a number of purposes too
d. The ninja could remove the sword, angle the scabbard against a wall
e. use it to climb to a higher place
f. ninjas may have used the scabbard as a walking stick
g. feeling or probing their way around objects so as not to knock into anything and alert the
enemy
h. Perhaps the ninja’s most sinister use of the scabbard was to put a mixture of red pepper,
dirt, and iron shavings at the top of the scabbard
i. so that when the ninja drew his sword, his opponent would be blinded

Key Points Supporting Details

Independent Assessment 2

Directions: Read the passage carefully. Identify the main idea, and choose the letter of the
correct answer.

Passage 1:

A penny for your thoughts? If it’s a 1943 copper penny, it could be worth as much as fifty
thousand dollars. In 1943, most pennies were made out of steel since copper was needed
for World War II, so the 1943 copper penny is ultra-rare. Another rarity is the 1955 double
die penny. These pennies were mistakenly double stamped, so they have overlapping
dates and letters. If it’s uncirculated, it’d easily fetch $25,000 at an auction. Now that’s a
pretty penny.

1. This paragraph is about…

a. copper penny in the time of war.
b. pretty penny.
c. rare and valuable pennies.

Passage 2:

Before you put on that skeleton costume and rove door-to-door pandering for candy, take a
minute to reflect on this tradition. Halloween is believed to have come from an ancient Celtic
festival dating back some 2,000 years. November 1st was the Celtic New Year and marked
the end of summer to the Celts. They celebrated on its eve by wearing costumes made of
animal skins and dancing around bon fires. Over the next two millennia, this primitive
celebration grew to be the candy fuelled costume ball that we know today.

2. This paragraph is about…

a. the origins of Halloween.
b. Celtic festival dating back some 2,000 years.
c. Celtic New year.
Passage 3:

When one hears the term "reality" applied to a show, one might expect that the events
portrayed occurred naturally or, at the least, were not scripted. This is not always the case.
Many reality shows occur in unreal environments, like rented mansions occupied by film
crews. Such living environments do not reflect what most people understand to be "reality."
Worse, there have been accusations that events not captured on film were later restaged by
producers. Worse still, some involved in the production of "reality" television claim that the
participants were urged to act out story lines premeditated by producers. With such
accusations floating around, it's no wonder many people take reality TV to be about as real
as the sitcom.

3. This paragraph is about…

a. how reality television isn’t always “real.”
b. rented mansions in reality shows.
c. the reflection of what most people understands to be “reality.”

Passage 4:

It is estimated that over twenty million pounds of candy corn are sold in the US each year.
Brach’s, the top manufacturer, sells enough candy corn to circle the earth 4.25 times if each
piece were laid end to end. That’s a lot of candy corn, but that’s nothing compared to the
production of Tootsie Rolls. Over 64 million Tootsie Rolls are produced every day! But even
Tootsie Rolls have got nothing on the candy industry’s staple product: chocolate.
Confectioners manufacture over twenty billion pounds of chocolate in the United States each
year. Now that’s a mouthful!

4. The paragraph is about…

a. how sweet chocolate and candies are.
b. how much popular candies are produced each year.
c. how companies developed their candies and chocolates.

Passage 5:

Screech! When a driver pushes on the brake pedal, it initiates a process that causes the
vehicle to stop in motion. We literally trust braking systems with our lives every time we get
into a vehicle or cross at a busy intersection. How does this life-critical process work? It
begins when the pedal is pushed. At this moment brake fluid is released into the braking
mechanisms. As the fluid collects, this creates a leverage, which causes a friction to be
applied. This friction will create a force that will cause the wheels to stop and allow you to
reach your destination safely. Beep! Beep! (Source: [Link])

5. This paragraph is about…

a. the friction.
b. road safety.
c. how a braking system functions in an automobile.
Independent Activity 3

Movie Nights

Directions: If we need to take a short break once in a while, movie nights are one of the
best! Think of your favorite movie and make a five-sentence summary of it. Write your
answer on the space provided for.

Points Criteria
3 Clearly states the overall main idea of the text.
3 Includes only essential, relevant details.
2 Demonstrates clear understanding of information in the text.
2 Briefly states main idea and significant details in own words.

________________________
Movie Title

Independent Assessment 3
Let’s Read Books!

Directions: Reading books is as good as watching movies to unwind. Make a five-sentence

summary of your favorite book.

Points Criteria
3 Clearly states the overall main idea of the text.
3 Includes only essential, relevant details.
2 Demonstrates clear understanding of information in the text.
2 Briefly states main idea and significant details in own words.
 ________________________
Movie Title

Directions: After working through this session, why do you think summarizing is essential?

Points Criteria
5 Clearly states the overall main idea.
3 Demonstrates clear understanding of information of the subject matter.
2 Includes only essential, relevant details.

________________________
Book Title
Directions: Read the passages below. Following the instructions from our lesson,
summarize the given texts.

Points Criteria
3 Clearly states the overall main idea of the text.
3 Includes only essential, relevant details.
2 Demonstrates clear understanding of information in the text.
2 Briefly states main idea and significant details in own words.

Passage 1:

Picture this: A herd of elephant flies past you at sixty miles per hour, followed by a streak of
tigers, a pride of lions, and a bunch of clowns. What do you see? It must be a circus train!
One of the first uses of the circus train is credited to W.C. Coup. He partnered with P.T.
Barnum in 1871 to expand the reach of their newly combined shows using locomotives.
Before circus trains, these operators had to lug around all of their animals, performers, and
equipment with a team of more than 600 horses. Since there were no highways, these
voyages were rough and took a long time. Circuses would stop at many small towns
between the large venues. Performing at many of these small towns was not very profitable.
Because of these limitations, circuses could not grow as large as the imaginations of the
operators. After they began using circus trains, Barnum and Coup only brought their show to
large cities. These performances were much more profitable and the profits went toward
creating an even bigger and better circus. Multiple rings were added and the show went on.
Today, Ringling Bros. and Barnum and Bailey Circus still rely on the circus train to transport
their astounding show, but now they use two.

Summary:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Passage 2:

How do you say “Holy cow” in French? The fastest thing in France may just be the fastest
ground transportation in the world. The TGV (Train à Grande Vitesse: French for very high
speed) is France’s national high speed rail service. On April 3rd, 2007, a TGV test train set a
record for the fastest wheeled train, reaching 357.2 miles per hour. In mid-2011, TGV trains
operated at the highest speed in passenger train service in the world, regularly reaching 200
miles per hour. But what you may find most shocking is that TGV trains run on electric power
not petrol. Now if you’ll excuse me; I have a record to catch.

Summary:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Passage 3:

Giddy-up, cowboys and girls! In the Southwest during early half of the 1800s, cows were
only worth 2 or 3 dollars per piece. They roamed wild, grazed off of the open range, and
were abundant. Midway through the century though, railroads were built and the nation was
connected. People could suddenly ship cows in freight trains to the Northeast, where the
Yankees had a growing taste for beef. Out of the blue, the same cows that were once worth
a couple of bucks were now worth between twenty and forty dollars each, if you could get
them to the train station. It became pretty lucrative to wrangle up a drove of cattle and herd
them to the nearest train town, but it was at least as dangerous as it was profitable.
Cowboys were threatened at every turn. They faced cattle rustlers, stampedes and extreme
weather, but kept pushing those steers to the train station. By the turn of the century, barbed
wire killed the open range and some may say the cowboy too, but it was the train that
birthed him.

Summary:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Directions: Choose the letter of the best answer. Write the letter of your choice on the line
before each number.

_____ 1. To retell in few words is to ________ .

a predict
b summarize
c paraphrase

_____ 2. A summary is a brief, clear restatement of the most important points of a

paragraph or passage.
a. true
b. false
c. maybe

_____ 3. What are the elements included in a summary?

a. main events and supporting details
b. main idea and key points
c. key points and supporting details

_____ 4. Summaries must be opinionated.

a. true
b. false
c. maybe
_____ 5. What are key points?
a. They support the main idea.
b. They are the main thought of the text.
c. They are the opinions of the writer.

_____ 6. What can be developed to a student by the help summarizing?

a. quoting
b. reading and listening skill
c. reading comprehension and long term retention of information

_____ 7. The itsy bitsy spider

Climbed up the water spout
Down came the rain and
Washed the spider out
Up came the sun and
Dried up all the rain
And the itsy bitsy spider
Climbed up the spout again
What is the best summary for this passage?
a. A spider fell but got up again.
b. A spider playing in the water spout.
c. A spider and the rain
_____ 8. Humpty Dumpty
Sat on a wall.
Humpty Dumpty
Had a great fall.
All the King's horses
And all the King's men
Couldn't put Humpty
Together again.

What is the best summary for this passage?

a. An egg had a great time with the king’s men.
b. An egg fell and was irreparably broken.
c. A broken hearted egg

_____ 9. Little Miss Muffet

Sat on a tuffet,
Eating some curds and whey.
Along came a spider
Who sat down beside her
And frightened Miss Muffet away

What is the best summary for this passage?

a. A spider scared away a girl.
b. A spider made friend with a girl.
c. A spider bit a girl.

_____ 10. Jack and Jill went up the hill,

To fetch a pail of water.
Jack fell down and broke his crown,
And Jill came tumbling after.
Up Jack got and home did trot,
As fast as he could caper,
And went to bed to mend his head
With vinegar and brown paper.

What is the best summary for this passage?

a. A circus boy and girl are playing in the hill.
b. A boy fell, hurt his head, and bandaged it.
c. A boy helping a girl to fetch a pail of water.

_____ 11. Why do we need to read the original passage or text very carefully when
summarizing?
a. To know what opinion is best for the text
b. To quote the author
c. To fully understand the main idea of the text

_____ 12. Summarizing helps students learn to identify key ideas of a text and ignore
irrelevant information.
 a. true
b. false
c. maybe
_____ 13. We must include background knowledge and personal information in a
summary.
a. true
b. false
c. maybe
_____ 14. The ________ is what the text is about.
a. key point
b. main idea
c. main event
_____ 15. This elaborates and develops the key points.
a. main idea
b. supporting details
c. arguments

SELF CHECK

Directions: Look back at the most memorable moment of your life. Say you had your best
birthday celebration, your first date with your crush, or you have met your favorite POP star.
Those memories are the greatest things to look back. Now, make a summary of those
treasured moments by the use of an illustration.

Points Criteria
5 There is a connection between all ideas presented and the flow of thought
makes it very understandable.
3 Focused and consistent with the elements illustrated to summarize the
moments of your life
2 Illustrates the main idea and key points
A. What I Need to Know
B. What I Know
1. F 6. F 11. F
2. T 7. T 12. T
3. T 8. T 13. F
4. F 9. F 14. F
5. T 10. T 15. T
C. What’s In
1. B
2. D
3. E
4. A
5. C
D. What’s New
1. R T E S A N T E M T E R E S T A T E M E N T
2. O E U L N T I O U T L I N E
3. C M O S H E P O N I E N R C O M P R E H E N S I O N
4. M I N A D E I A M A I N I D E A
5. A D M C I E A T X T E C A C A D E M I C T E X T
6. S P P R T N G U O D T A L I I E S U P P O R T I N G D E T A I L
7. W I R T N G I WR I T I N G
BONUSLETTER Z
8. D S T I L N G L I I D I S T I L L I N G
9. E S N T L S I A E E S S E N T I A L
10. A G R N T M E S U A R G U M E N T S
E. What Is It
F. What’s More
Independent Activity 1 Independent Assessment 1
1. T 1. Argument
2. F 2. Main events
3. F 3. Argued
4. F 4. Main idea
5. F 5. Key point
Independent Activity 2
Passage 1:
Key Points Supporting Details
A B
C D
E
F
Passage 2:
Key Points Supporting Details
A B
C D
E G
F I
H
Independent Assessment 2
1. C
2. A
3. A
4. B
5. C
Independent Activity 3
*answers may vary
Independent Assessment 3
*answers may vary
 Assessment
1. B
2. A
3. B
4. B
5. A
6. C
7. A
8. B
9. A
10. B
11. C
12. A
13. B
14. B
15. B
Additional Activity
*Answers may vary.
References

Morton, Mr. “Summarizing Worksheets - Learn to Summarize | Ereading Worksheets.”

Ereading Worksheets. Accessed Jul;y, 2020.
[Link]
comprehension-worksheets/summarizing-worksheets-and-activities/.

Reading Comprehension Strategies. “Strategy 5.” Accessed July 31, 2020.

[Link]

“Summarizing | Writing Advice.” Accessed July 31, 2020.

[Link]

“Writing Tips « Writers Workshop: Writer Resources « The Center for Writing Studies,
Illinois.” Accessed July 31, 2020.
[Link]
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@[Link]