ENGLISH 8

Quarter 4 Module 3
ACTIVITY 1
LET’S BRAINSTORM!
D Through the Mentimeter
I Application, the students will be
R asked to type in any word/phrase
E that they think is related to the term
C “synthesis" or "synthesize”. After
T which, the words sent will be
I analyzed by the class altogether to
O work on the meaning of the term
N given.
S
H Teacher’s link:
M https://www.mentimeter.com/app/pr
esentation/alek26fgioqje3qtqz7mbf64
M kfvq9d9s/fo5zeavhczdo/edit

M Students’ link:
https://www.menti.com/alg1ibm1yjc5
?
 PROCESSING QUESTIONS:
1. With all the words given, how would you
describe the word “synthesis?"

2. Do you think your answers are correct?

Why or why not?
 SYNTHESIS
-is pulling together different
ideas to come up with a new,
bigger idea.
ACTIVITY 2
WHAT’S RELEVANT?
D Three random students will be
I picked to read the dialogue given.
R After which, the class will be asked
E to answer the question below
C through GForms.
T
I Who do you think between students 2
O and 3 offers more insights regarding
N the teacher’s announcement? Why?
S
STUDENT 1: Hi, guys! I’ve heard that there’s no class today?
Just came back from the Principal’s Office, so I
missed Ms. Maghilum’s announcement.

STUDENT 2: Yeah. Ms. Maghilum told us to go home after she

read the official statement from the Office of the
Mayor that all classes in elementary and
secondary levels are suspended today due to
Typhoon Maring. She said that its landfall is
expected tomorrow morning and that our
province is already under Signal Number 2.
STUDENT 1: Oh, so that’s the reason why it is raining cats and dogs.
But, why go home now? Typhoon Maring, you said, is
expected tomorrow yet. Don’t you think it’s a waste of
our time and money?

STUDENT 3: Hah! You are trying to be funny, girl? Don’t you know that
suspension of classes for elementary and high school
means that we are already under Signal Number 2? And
Signal Number 2 means that today’s wind speed is 61 to 120
kilometer per hour. Do you know what it can do? Girl, it
can blow off the roofs of our old houses! Then, as we live
near the beach, we have to be prepared and be alert always.
There’s a possibility that the waves will be taller than your
five feet, 2 inches’ height! God forbid, waves as tall as you
can destroy houses near the shores.
STUDENT 1: You’re scaring me! How do you know about that?

STUDENT 2: Well, she’s a fan of Ka Tani, the weatherman of

PAGASA. Well, guys, I may sound selfish but I
guess I’m safe. I don’t live near a beach like the
two of you.

STUDENT 3: You, kidding? “Sana all” lives at the foot of a

mountain! Have you heard of a landslide, girl?
STUDENT 1: Hahaha. An ally has been slain. Initiate retreat!

STUDENT 2: There goes the online gamer!

STUDENT 3: Well, a storm is dangerous, that’s a fact. But come

to think of it, this weather disturbance gives us
time to be with our loved ones. It gives us special
time to pray and play together, eat together, and
plan together what to do in case Typhoon Maring
will not dissipate or change its direction.

STUDENT 1: Yep, you are right! C’mon. Let’s go home now!

H
M GFORMS:

M https://forms.gle/5EwGn9dSFTCPMZ9
s7
M
?
SYNTHESIZING
INFORMATION
Quarter 4 Module 3
 OBJECTIVES
define the concept of synthesis;

differentiate synthesized paragraph from an

unsynthesized paragraph;

synthesize ideas presented in two passages; &

demonstrate the values of attentiveness and

teamwork in the tasks.
SYNTHESIS
VS.
SUMMARY
L E T ’ S O B S E R V E . . .
In one of Aesop’s fables, a I used to think that the poor and
ferocious lion spares a the weak are powerless and great
deeds are only for the strong and
timid, little mouse who powerful. My thinking changed
had disturbed his sleep. He when I read the story of “The
had planned to eat it but Lion and the Mouse”. Now, I
changed his mind when realized that that is nowhere
the mouse begged to spare near the truth. After reading the
his life. In a twist of fate, story, I realized that whether we
the mouse later saved the are weak or strong, small or big,
lion who was caught in a rich or poor -- we all have the
power to make a difference in
hunter’s trap. the lives others.
L E T ’ S O B S E R V E . . .
SUMMARY SYNTHESIS
In one of Aesop’s fables, a I used to think that the poor and
ferocious lion spares a the weak are powerless and great
timid, little mouse who deeds are only for the strong and
powerful. My thinking changed
had disturbed his sleep. He when I read the story of “The
had planned to eat it but Lion and the Mouse”. Now, I
changed his mind when realized that that is nowhere
the mouse begged to spare near the truth. After reading the
his life. In a twist of fate, story, I realized that whether we
the mouse later saved the are weak or strong, small or big,
rich or poor -- we all have the
lion who was caught in a power to make a difference in
hunter’s trap. the lives others.
SYNTHESIS VS. SUMMARY
In synthesis, you need to combine
the information from those multiple
sources and add your own analysis
of the literature.

In a summary, you share the key

points from an individual source
and then move on and summarize
another source.
 SYNTHESIS

The prefix “syn” in synthesis means together.

Hence, synthesizing is pulling together different

ideas to come up with a new, bigger idea. It is an
ongoing process where old and new knowledge,
experiences, and opinions add up, blend, and fit
together to create new understanding.
SYNTHESIS EQUATION

Idea 1 + Idea 2 + Own

Ideas = New Ideas
 SYNTHESIZING
To be able to synthesize, you must also know how to:
Summarize -To shorten a long text by writing the
main points in your own words;
Paraphrase -To put a passage from source material
into your own words similar in length to the original;
Analyze - To break complex topics into smaller parts.
Example: breaking down a cake into its ingredients;
Infer- To use observation and background to reach a
logical conclusion.
HOW TO SYNTHESIZE?
 HOW TO SYNTHESIZE?
You can synthesize by using the RES METHOD
R -ead two different sources about a topic and jot
down important ideas.

E -dit notes and put together similar concepts.

S -ynthesize by combining notes with what you already

know about the topic.
 SOURCE 1

WHAT ARE THE IMPORTANT/ESSENTIAL INFORMATION

IN THE TEXT?
SOURCE 2
SOURCE 3
DRAFTING
DRAFTING
EXAMPLE SYNTHESIZED PARAGRAPH
OTHER METHODS
FOR
SYNTHESIZING
 STEP 1: ORGANIZE YOUR SOURCES
M
O
After collecting the relevant literature, you need E
T to organize your notes in a way that allows you T
H to see the relationships between sources. You
can get relevant information from the following H
E
sources. O
R
D
 STEP 1: ORGANIZE YOUR SOURCES
M
O Print Sources: Books and Textbooks,
Newspapers, Academic and Trade Journals, E
T Government Reports and Legal Documents,
Press Releases and Advertising, Flyers, T
H Pamphlets, and Leaflets
H
E Digital and Electronic Source: Multimedia,
Websites, Blogs and personal websites, Social O
R media pages and message boards. D
 STEP 2: OUTLINE YOUR STRUCTURE
M
O
With a clear overview of the main connections E
T and differences between the sources you’ve T
H read, you need to decide how you’ll group them
together and the order in which you’ll discuss H
E
them. O
R
D
 STEP 3: WRITE PARAGRAPHS WITH
TOPIC SENTENCES M
O
What sets a synthesis apart from a summary is E
T that it combines various sources. The easiest T
H way to think about this is that each paragraph
should discuss a few different sources, and you H
E
should be able to condense the overall point of O
R the paragraph into one sentence.
D
 STEP 3: WRITE PARAGRAPHS WITH
TOPIC SENTENCES M
O
This is called a topic sentence, and it usually E
T
appears at the start of the paragraph. The topic T
H sentence signals what the whole paragraph is
H
E about; every sentence in the paragraph should
be clearly related to it. O
R
D
EXAMPLE SYNTHESIZED PARAGRAPH
 STEP 4: REVISE, EDIT AND
PROOFREAD M
O
Like any other piece of academic writing, E
T synthesizing literature involves redrafting, T
H revising, editing and proofreading. In writing
H
E your synthesis, the following verbs can be of
help. DON’T FORGET, to use the following terms O
R when quoting your source. D
 WORDS TO USE WHEN QUOTING SOURCES:
M
O
E
T
T
H
H
E
O
R
D
ACTIVITY 3
Writing Synthesized Paragraph
 DIRECTIONS

Find a pair to work with. Synthesize the ideas

presented in the two passages by completing the
paragraphs below. Do not forget to include your
own title, a brief introduction with a topic
sentence, and a concluding paragraph with your
own analysis.
FORMAT
(Title)

(Introduction with topic sentence)___________________________________________

__________________________________________________________________________
__________________________________________________________________________

In passage one, the author argues that placing bike lanes in big cities
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

On the other hand, in passage two, the author contends that placing bike lanes in
big cities __________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

(Concluding paragraph with own analysis)____________________________________

__________________________________________________________________________
__________________________________________________________________________
A.
Protected bike lanes become an essential feature in big cities in the Philippines. During covid
-19 pandemic, hundreds of commuters resorted to using bikes as alternative transportation. Bike
enthusiasts welcomed the move as there are many benefits to bicycling. Bicycles are economically
friendly. They don’t use gas and requires less maintenance. Bicycles don’t get stuck in traffic. They
don’t produce pollution, and they don’t get parking problems. Bicycles also offer an excellent way
to exercise. It is found that cycling relieves stress and anxiety. Many cities across the nation have
encouraged bicycling to cut down on traffic, accidents, and pollution. They’ve added bike lanes to
downtown areas to provide safe and speedy thruways for bicyclists.

B.
Protected bike lanes reduce one valuable lane from already crowded inner-city streets. Such
overcrowding is worsened by the introduction of fleets of reckless bicyclists. Many bicyclists ignore
street signs, causing additional accidents with cars and people. Furthermore, parked bicycles
clutter congested sidewalks, making many areas impassable. These problems far outweigh the
benefits of bicycling. Those who don’t want to drive can hop on a bus or subway and gain many of
the benefits of bicycling without taking up valuable spaces on the roads.
CHECKLIST FOR OVERALL SCORE (5PTS EACH)