Primary and Secondary Source of Information

Primary and Secondary Source of Information
Page |1
Primary and
Secondary Sources
of Information
A Brief Lesson Plan for C.O.T
Prepared by: Evelyn A. Obedencio, LPT
Content Standard: The learner

demonstrates understanding of how
world literature and other text types
serve as instruments to resolve social
conflicts, also how to use the language
of research, campaigns and
advocacies.
Performance Standard: The learner

competently presents a research report
on a relevant socio-cultural issue.
Learner’s Competency: The learner uses

locational skills to gather information
from primary and secondary sources
of information. (EN10SS-IVa-1.5)
I. Objectives
At the end of the lesson, the students must be able to:
 define primary and secondary sources of information;
 differentiate primary from secondary source of information;
 participate actively in the different activities about primary and secondary
sources of information and
 appreciate the importance of primary and secondary sources of information in
crafting paper works
II. Subject Matter

Topic : Primary and Secondary Sources of Information
References : Learner’s Material pp. 408-409
English 10 Celebrating Diversity Through World Literature
English 10 Teacher’s Guide Module 4 Lesson 1 pp 362-363
Materials : LCD Projector, laptop, extension wire, manila paper,

scissors, scotch tape, worksheets and an audio system
(speaker, lapel etc.)
Time : One session (60 minutes)
Strategy : Constructivism, Collaborative Learning, Guide-Discovery
Method, Individual / S.G.D.A. (Small Group Differentiated
Activities / Multiple Intelligence (M.I.)
Lesson Plan in Grade 10- English Teacher: Evelyn A. Obedencio, LPT

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III. Procedure
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
Preparatory Activity:
 Everybody is requested to stand ….(students and teacher are
and let us pray. In the name ….. praying)
 Good morning class. (Students greet the teacher

back)
 Take your seat. (Students are seated.)
 Who are absent today? (Teacher

records the name of the students who
are absent)
 Okay class, before we have our topic (One of the student gave the
for today; let us have first the recapitulation)
recapitulation about our topic last
Friday. Anyone who can give me a
short recap about our topic?
 Right. Thank you Abby for refreshing (students answered from the
all of us about the terms used in question)
research. So our topic for today is
connected with our topic last Friday.
We all know that as we craft our
research paper, we need to dig
information to the different but
reliable sources, right?
 So, what do you think is our topic for

today? (students guess the topic and
answered the question)
 Right. Our topic is all about the types

of sources of information which is
primary and secondary information.
(students read the objectives)
A. Activity
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 Okay for our first activity, I will (students are counting)

group you into 5 groups. So let’s start
counting from 1 to 5.
 All numbers 1 stand up and stay at (students are grouping)

this side, two in that side, 3 here, 4
there and 5 here. Go to your assigned
group silently.
 Choose your leader and assign your

rapporteur who will present your
output.
 Our 1st activity entitled “Where I

Belong”. Each group will be given
strips and each strip has different
sources of information written in it.
Now, you are going to group those
sources according to its type.
 You will be given 3 minutes to do the (Each group are working with
activity. the given activity)
 Time is up. Finished or not, post your (Each group presented their
output. Okay rapporteur, present your output)
output. Let start with group no.1 then
followed by 2, 3, 4 and 5.
 Good job everyone. Let’s give our

hands to each of the group for the job
well done in presenting your output.
 Let us check your output if you

grouped the resources correctly based
on its type.
 (Teacher is checking the output one

by one with the students)

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B. Analysis:
 Okay class, based from the activity (Each group answers the given
that we have, answer the following questions)
questions and present your answer in
the class. You will be given 5 minutes
again to answer these questions. (The
teacher flashes the questions)
 Define primary and secondary
sources.
 Differentiate primary sources
from secondary sources.
 What is the importance of these
sources in crafting paper works
specifically research paper?
 Excellent. Let us give each group a

resounding sound of applause for the
brilliant ideas in answering the given (Students are clapping)
questions.
A. Abstraction
 You have got it right that primary

sources are the sources that…..
(teacher will expand the students’
knowledge about primary and
secondary sources)
 I have here a short video for you to

have more understanding about our
topic. Let’s watch it. (Students are watching attentively
the video)
 Now that you have knowledge about

our topic, let’s evaluate if you really
grasp the topic and understand the
content.
B. Application:
(Individual Work)
 Everybody get ¼ sheet of paper and

identify the given sources whether it
is a primary or secondary source.
Write P for primary and S for
secondary.

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 (The teacher flashes the activity to be

answered)
 Write P for primary and S for
secondary source.
1. A speech by the president
2. A short story about living
in the past
3. A video of a spaceship
landing in the moon
4. Artifacts
5. Manuscripts
6. A letter from a civil war
soldier
7. A Filipino history
textbooks
8. encyclopedia
9. Diaries/journals
10. magazine
 Ok clockwise, 1, 2,3,4,5 stop. Let’s

check your answers.
1. P
2. S
3. P
4. P
5. P
6. P
7. S
8. S
9. P
10. S
 Based on the score that you have, it only

reflects that you grasp the content of our
lesson for today. Let’s give each one of
us a round of applause.
IV. Evaluation
 Perform Differentiated Instructions (D.I.) through Multiple Intelligences

(M.I.). Let the students’ video their presentation and let them post it in the
social media.
Mission 1 : Group 1 Poem
Mission 2 : Group 2 Yell
Mission 3 : Group 3 Song
Mission 4 : Group 4 Choral Reading
Mission 5 : Group 5 Informative Speech

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V. Assignment
 Read in advance the Text on page 411 “The Little Prince” and take note
the difficult words that you encounter and give its synonyms.
Observed by:
MAURICE GAY A. TAJONERA, MAEA

School Head

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Primary and Secondary Source of Information

Content Standard: The learner

Performance Standard: The learner

Learner’s Competency: The learner uses

II. Subject Matter

Materials : LCD Projector, laptop, extension wire, manila paper,

Lesson Plan in Grade 10- English Teacher: Evelyn A. Obedencio, LPT

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

 Good morning class. (Students greet the teacher

 Take your seat. (Students are seated.)

 Who are absent today? (Teacher

 So, what do you think is our topic for

 Right. Our topic is all about the types

(students read the objectives)

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

 Okay for our first activity, I will (students are counting)

 All numbers 1 stand up and stay at (students are grouping)

 Choose your leader and assign your

 Our 1st activity entitled “Where I

 Good job everyone. Let’s give our

 Let us check your output if you

 (Teacher is checking the output one

Lesson Plan in Grade 10- English Teacher: Evelyn A. Obedencio, LPT

 Excellent. Let us give each group a

 You have got it right that primary

 I have here a short video for you to

 Now that you have knowledge about

 Everybody get ¼ sheet of paper and

Lesson Plan in Grade 10- English Teacher: Evelyn A. Obedencio, LPT

 (The teacher flashes the activity to be

 Ok clockwise, 1, 2,3,4,5 stop. Let’s

 Based on the score that you have, it only

 Perform Differentiated Instructions (D.I.) through Multiple Intelligences

Lesson Plan in Grade 10- English Teacher: Evelyn A. Obedencio, LPT

MAURICE GAY A. TAJONERA, MAEA

Lesson Plan in Grade 10- English Teacher: Evelyn A. Obedencio, LPT

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