Reading and Writing

Reading and Writing

Quarter 1 – Module 14: Identify Claims Explicitly and Implicitly in a Written Text: Claim of Fact
First Edition, 2020

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Published by the Department of Education - Schools Division of Pasig City

Development Team of the Self-Learning Module

Writer: Vanessa C. Lago
Editors: Editha S. Enriquez
Reviewers: Cerina Galoy
Illustrator: Edison P. Clet
Layout Artist: Marisol Aspuria Baguisi
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Aurelio G. Alfonso EdD
OIC-Assistant Schools Division Superintendent
Victor M. Javeña EdD
Chief, School Governance and Operations Division and
OIC-Chief, Curriculum Implementation Division
Education Program Supervisors

Librada L. Agon EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP)
Bernard R. Balitao (AP/HUMSS)
Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS/ADM)
Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang)
Perlita M. Ignacio PhD (EsP)
Dulce O. Santos PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao EdD (Mathematics/ABM)

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Reading and Writing

Quarter 1 Self-Learning
Module 14
Identify Claims Explicitly and Implicitly in
a Written Text: Claim of Fact
Introductory Message
For the Facilitator:

Welcome to the Reading and Writing Self-Learning Module on Identify Claims Explicitly and Implicitly in
a Written Text: Claim of Fact.

This Self-Learning Module was collaboratively designed, developed, and reviewed by educators from the
Schools Division Office of Pasig City headed by its Officer-in-Charge Schools Division Superintendent, Ma.
Evalou Concepcion A. Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K to 12 Curriculum using
the Most Essential Learning Competencies (MELC) in developing this instructional resource.

This learning material hopes to engage the learners in guided and independent learning activities at their
own pace and time. Further, this also aims to help learners acquire the needed 21st-century skills especially
the 5 Cs, namely: Communication, Collaboration, Creativity, Critical Thinking, and Character 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 learning. Moreover, you are expected to
encourage and assist the learners as they do the tasks included in the module.

For the learner:

Welcome to the Reading and Writing Self-Learning Module on Identify Claims Explicitly and Implicitly in
a Written Text: Claim of Fact.

The hand is one of the most symbolized parts of the human body. It is often used to depict skill, action, and
purpose. Through our hands, we may learn, create, and accomplish. Hence, the hand in this learning
resource signifies that you as a learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in your own hands!
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 material
while being an active learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform. Wrap-Up - This section
summarizes the concepts and
application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.

EXPECTATIONS
At the end of the lesson, you should be able to:
1. determine ways on how explicit and implicit information is stated in the text.
2. identify the types of claims of fact presented in a reading selection. 3. construct sentences and
paragraphs expressing claims of fact effectively.

PRETEST
Directions: Read the sentences taken from the excerpt. On the space provided below, put a check
mark (ü)if the statement is implicit (directly stated) and cross mark (x) if explicit (indirectly
stated).

The Small Key (Excerpt)

by Paz Latorena
On the porch, a woman past her early twenties stood regarding the scene before her with eyes made incuriously by its
familiarity. All around her the land stretched endlessly it seemed, and vanishes into the distance. There were dark, newly
plowed furrows where in due time timoruous seedling would give rise to sturdy stalks and golden grain, to a rippling
yellow sea in the wind and sun during harvest time. A promise of plenty and reward for hard toil! With a sigh of
discontent, however, the woman turned and entered a small dining room where a man sat over a belated midday meal.

1. _____ ü ______ The woman is standing on the porch.

2. ______x_____ She is twenty-six years old.

3. _____ ü ______ There were dark, newly plowed furrows.

4. _____x______ Planted on those furrows is the vast rice plantation.

5. _____x______ The man is eating his late lunch.

RECAP
In your past lesson, you learned about the mechanics in writing such
as spelling, punctuations, capitalizations, and abbreviations which are
important in critical writing.

The next lesson would help you develop other skills necessary in
critical reading that would eventually lead to critical thinking.

LESSON
Identify
claims explicitly or implicitly made in a written text Included in
critical reading is to be able to distinguish information that
is clearly stated in the text, and those that are not, or simply implied.
Information or statement directly stated in the text is called explicit
statement, while information or statement indirectly stated in the text is
called implicit statement.

Here are the distinguishing factors between the two:

EXPLICIT IMPLICIT

▪ directly stated in the text avoid confusion on the readers

▪ they are only implied or suggested in a text
▪ they are clearly written and explained to
 ▪ readers would use clues to make inferences

On the pretest above, the five sentences are all stated in the excerpt. Numbers 1 and 3 are explicit
or directly stated while numbers 2, 4 and 5 are
implicit or indirectly stated. Let us take a look at the sentences again.

Sentences 1 and 3 are obviously stated directly in the paragraph. So how would we know that
sentences 2, 4, and 5 are also stated in the paragraph?

In sentence number 2 “She is twenty-six years old”, the clue is in the phrase “a woman past her
early twenties…” This would mean past twenty five, so we can infer that she is twenty-six.

▪ In sentence number 4, we can infer a rice plantation from the clues sturdy stalks and golden
grain and yellow sea in the wind and sun during harvest time. And vast was implied and
stated from the phrase land stretched endlessly, it seemed, and vanishes into the distance.

▪ And in sentence 5, we can infer from the phrase a belated midday meal, a late lunch.

From the examples given, you are now able to distinguish between explicit and implicit statement.
Knowing how to identify explicit and implicit information would help you evaluate a claim made by
an author or writer.

Evaluating claim is one of the most important skills needed in critical reading. In this lesson, you
will learn how to identify the different claims made in the written text.

What is a Claim?

Claim is the writer’s point or position regarding a specific topic. It is the central argument in the text
where the writer tries to prove by providing explanation, justification, and evidences.
For example, in an article published by GMA Online entitled ‘Robredo firm on unconstitutionality of
anti-terror bill’, Vice President Leni Robredo
pointed out that the Anti-terror bill is unconstitutional.

So the statement ‘Anti-terror bill is unconstitutional’ is a claim, in which the speaker believes in,
and in saying so, she provides justification on it.
Here are some examples:
1. COVID-19 can be transmitted through air.
2. An individual could still be called Filipino though he/she is not born in the Philippines.
3. Wearing of mask outside home should be required to protect every individual from acquiring the
virus.
4. Social distancing is important during the coronavirus pandemic. 5. Covid 19 pandemic is a battle
between life and death.

Statements above are writer’s position that can be refuted by others and defended by the author
based on data or evidences.

Good claims have the following characteristics:

1. Argumentative and debatable - triggers readers/listeners to raise objections
2. Specific and focused – has direction and clear connection
3. Interesting and engaging – encourages the readers to consider the writer’s perspective
4. Logical – results from reasonable weighing of support provided

There are three types of claim that you, as a reader, needs to identify and distinguish one from the
other. One of those is the claim of fact.

Claim of fact is a statement that report, describe, predict, and make causal claims.
✔ It asserts that something has existed, exists, or will exist based on the data.
✔ It relies on reliable sources or systematic procedure to be
validated through science or history.

The following are the characteristics

of claim of fact:
✔ Arguable/ debatable
✔ Can be objectively proven
✔ Based on reasonable inference
✔ Can be justified and validated

Based on the definition and characteristics of the claim of fact, let us consider the following
examples.

1. The death penalty does not deter crime.

✔ It reports
✔ It can be refuted and justified
✔ It can be proven
2. Violence on television influences children to behave violently.
✔ It makes causal claim
✔ It can be validated
✔ It can be proven
3. Pandemic level diseases come from viruses found in wildlife.
✔ Arguable/ debatable
✔ Can be objectively proven

Here are some ways on how to defend a Claim of Fact:

✔ State your claim clearly.
✔ Provide a brief explanation or definition for words that may be
unfamiliar to some readers.
✔ Cite recent, accurate, and sufficient evidence.
✔ Organize the evidence in a logical way.
✔ Reiterate the claim or thesis at the end.

Note: Do not be confused of the claim of fact with fact.

- A fact is a statement that has been proven
- A claim of fact is an inference, an interpretation of facts

Examples of facts.
1. Converting to solar energy can save homeowners money.
2. Neil Armstrong was the first man to step foot on the moon.
3. Corona virus can spread through droplets of saliva of an infected person.
4. Obesity causes health problems.

These statements had been proven true already through research, experiences, and history.
To help you thoroughly identify claim of facts, here are some of the determining questions:
✔ Is this issue related to possible cause and effect? (makes causal claims)
✔ Is this statement true or false? How can its truthfulness be verified?
✔ Is this claim controversial or debatable?

ACTIVITIES
Activity 1
Write five (5) sentences about the DepEd’s Distance Learning Program expressing claim of fact.
Then defend your statements.
1. Deped ordered distance learning
2. Deped isn’t planning on face to face learning
3. New normal gave Deped a way for an evolution in teaching method
4. Deped giving printed modules for those who cant attend online classes
5. Deped rejected the academic freeze
These statement were taken from rapplersites

Activity 2
Compose a short paragraph with not less than 200 words regarding COVID 19 pandemic containing
claims of facts statement.

_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________.

WRAP-UP
Express your learnings and realizations on our lesson today by completing the statements below.

In this lesson, I
✔ learned that/to ________________________________
✔ understood ________________________________
✔ realized that ________________________________
✔ was able to distinguished ____________________
✔ as reminded of ________________________________

VALUING
The worth of education may not be evident at present, but it is of
great value in the future.
 POSTTEST
Directions: Below is a news article on the DepEd’s Learning Modality. Extract
three from (3) explicit sentences, three (3) implicit sentences, and four (4)
claims of fact.

Briones, education ministers unite to ensure learning continuity amid

COVID-19

PASIG CITY, June 19, 2020 –

No Filipino learner will be left behind amidst the crisis
As part of the Philippines’ short and long term strategies, Secretary Briones
introduced the BE-LCP as a guideline for the department on how to deliver
education in time of the COVID-19 pandemic while ensuring the health,
safety, and welfare of all learners, teachers and personnel of DepEd.
“The first principle that we adhered to and which we are committed to, in
compliance with the President’s directive is to protect the safety, health and
well-being of our learners, teachers and personnel and to prevent further
transmission of COVID-19. But at the same time, we want to ensure
learning continuity. Our battle cry is learning must continue,” Briones said
in the forum.
Briones emphasized that online learning is only one option from the menu
of learning modalities. These modalities will be offered appropriately
depending on the situation of the learners’ households.

“We have come out with a variety, with menu of options, online is not the only
answer, there’s a huge debate in the Philippines on how useful or whether it is
really a good way of teaching learners, so we have online, we have televisions,
we have radio. If all else fails, then learning modules are being printed so that
these will be delivered in various pick-up points or either parents or for the
village officials to distribute to the learners,” she said.

“We have come out with a variety, with menu of options, online is not the only
answer, there’s a huge debate in the Philippines on how useful or whether it is
really a good way of teaching learners, so we have online, we have televisions,
we have radio. If all else fails, then learning modules are being printed so that
these will be delivered in various pick-up points or either parents or for the
village officials to distribute to the learners,” she said.

Explicit sentences 1,2,3

 “The first principle that we adhered to and which we are committed to, in
compliance with the President’s directive is to protect the safety, health and
well-being of our learners, teachers and personnel and to prevent further
transmission of COVID-19. But at the same time, we want to ensure
learning continuity. Our battle cry is learning must continue,” Briones said
in the forum.

Implicit sentences

4,5,6 “We have come out with a variety, with menu of options, online is not the
only answer, there’s a huge debate in the Philippines on how useful or whether
it is really a good way of teaching learners, so we have online, we have
televisions, we have radio. If all else fails, then learning modules are being
printed so that these will be delivered in various pick-up points or either
parents or for the village officials to distribute to the learners,” she said.

Claim of Facts
7) 8) 9) 10) As part of the Philippines’ short and long term strategies,
Secretary Briones introduced the BE-LCP as a guideline for the department
on how to deliver education in time of the COVID-19 pandemic while
ensuring the health, safety, and welfare of all learners, teachers and
personnel of DepEd.
 KEY TO
CORRECTION
x 5.
x 4.
ü 3.
x 2.
ü 1.
Pretest

References

Book
Tiongson, MT. A. & Rodriguez, MR. C. 2016. Reading and writing skills. Manila Rex Bookstore.
Articles
GMA News online, June 25, 2020. Robredo firm on unconstitutionality of anti-terror bill.
www.gmanetwork.com. >news>story
DepEd News. June 19, 2020. Briones, education ministers unite to ensure learning continuity amid COVID-
19: No Filipino learner will be left behind amidst the crisis. www.deped.gov.ph › 2020/06/24 ›
World Health Organization. June 2020. Corona virus outbreak. https”//www.who.int> health topics