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RAWS11 Q3 4 Mod2 Text and Context Connections v3
RAWS11 Q3 4 Mod2 Text and Context Connections v3
RAWS11 Q3 4 Mod2 Text and Context Connections v3
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.
Layout Artist:
Management Team: ROSELYN E. LAZALITA
2
Senior High School
3
Department of Education • Republic of the Philippines
3
TABLE OF CONTENTS
Cover Page 1
Copyright Page 2
Title Page 3
Table of Contents 4
Module Overview 7
Competency 3 8
What’s New Lesson 3 Claims in Written Texts 9
What I Need to Know 9
What I Know
10
What’s New Lesson 3.1 Claims in A Written Text
11
What’s New Lesson 3.2 Claim of Fact
13
What’s New Lesson 3.3 Claim of Policy
14
What’s New Lesson 3.4 Claim of Value
15
What Is It? Activity 1 16
What Is It? Activity 2 17
What I Have Learned
19
Assessment 19
Key to Answers 21
References 22
Competency 4
23
What’s New Lesson 4 Contexts of Written Texts
24
What I Need to Know
24
What I Know
25
What’s New Lesson 4.1 Context 26
What I Have Learned
27
4
What Is It? Activity 3 27
What’s New Lesson 4.2 Hypertext 29
What Is It? Activity 4 31
What’s New Lesson 4.3 Intertext
32
What Is It? Activity 5 33
What I Have Learned
34
Assessment 35
4
Key to Answers
36
References 37
Competency 5
38
What’s New Lesson 5 Critical Reading as Reasoning
39
What I Need to Know
39
What I Know
40
What’s New Lesson 5.1 What is Critical Reading
41
What I Have Learned
42
What’s New Lesson 5.2 Facts vs. Opinions 43
What Is It? Activity 6 44
What’s New Lesson 5.3 Author’s Purpose & Tone 45
What Is It? Activity 7 47
What’s New Lesson 5.4 Making Inferences
50
What Is It? Activity 8 51
What I Have Learned
53
Assessment 53
Key to Answers
55
References 56
Competency 6
57
What’s New Lesson 6 Assertions and Counterclaims
58
What I Need to Know
58
What I Know
59
What’s New Lesson 6. 1 Formulating Assertions
60
What Is It? Activity 9 61
What Is It? Activity 10 63
5
What Is It? Activity 11 64
What Is It? Activity 12 65
What’s More 66
What I Have Learned
65
What’s New Lesson 6.2 Formulating Counterclaims
68
What Is It? Activity 13 69
What Is It? Activity 14 70
What Is It? Activity 15 71
What’s More 73
5
What I Have Learned 76
Assessment 76
Key to Answers 78
References 79
Competency 7 80
What’s New Lesson 7 Textual Evidence 81
What I Need to Know 81
What I Know 82
What’s New Lesson 7.1 Determining Textual Evidence 83
What Is It? Activity 16 86
What Is It? Activity 17 88
What Is It? Activity 18 89
What Is It? Activity 19 93
What I Have Learned 95
Assessment 95
Key to Answers 97
References 98
Writer’s Profile 99
Back Outside Cover
100
6
OVERVIEW
Hi there again! I see that you have finished the first module for Reading &
Writing. Give yourself a tap on the back, because you did a great job, and
you deserve a treat. This time, it’ s time to embark on a new adventure: you
second module
This module, is all about Text and Text Connections. This module will
teach you the different strategies and techniques in reading and writing texts
critically. This module will help you sharpen your critical reading skills.
There are five parts of this module, one for every competency outlined by
With that being said, we wish you all the best and take this opportunity to
Authors
7
Senior High School
8
Lesson Text and Context
3 Connections: Claims in
Written Texts
What’s New
Readers like you, interact with a material through critical reading. In the
practice of critical reading, the readers are not just gathering information; they
also judge the importance and legitimacy of the information gathered by
judging the purpose, manner of presentation, and holistic development of
the arguments presented in the text. This is what you are going to learn to
do in this module.
9
What I Know
Before heading on to our lesson, let us first check what you already know.
Instruction: Identify which type of claim the statement is making and put a check (/)
inside the box next to each sentence.
10
Lesson Text and Context
3.1 Connections: Claims in a
Written Text
What’s New
To properly evaluate the ideas you have gathered while reading, you
must be able to know the different kinds of information which are explicit
information and implicit information.
Two Kinds of Information:
Explicit Information is the information stated in the text. Readers can see
the piece of information stated in the given passage.
Implicit information is the information not directly presented in the text.
As readers, we need to read between the lines to understand the
details that the writer is trying to tell us.
12
Lesson Text and Context
3.2 Connections: Claim of Fact
What’s New
Proof requires:
• sufficient and appropriate grounds
• reliable authority
• recent data
• accurate, typical data
• clearly defined terms -no loaded language
• a clear distinction between fact and inference
13
Lesson Text and Context
3.3 Connections: Claim of Policy
What’s New
What’s New
The famous saying, honesty is the best policy, is one good example of a
claim of value. To prove the statements validity, the author may elaborate on the
examples that show how honesty holds advantage over other policies and how it
has been proven to be effective.
What is it?
Activity 1: Read and identify the types of claims used in each statement.
Write COF for Claim of Fact, COP for Claim of Policy and COV for Claim of
Value. Write your answer on the space provided before each sentence.
16
What is it?
Activity 2: Read and analyze the following essay. And fill in the table with
the claims that are in the essay.
While home school and online learning are among the proposed solutions,
access to technology and the internet, especially in remote areas, remains
a challenge. In the public education system, it is not uncommon for students to
lack internet connection at home or be unable to afford to ―load‖ their phones
regularly. Some do not even have computers or phones at all. As this is a reality
that many schools, students, and communities will face, the DepEd proposes a
combination of different learning modalities and will be using the Blended Learning
approach.
17
Education’s new normal will not just be about operating in an environment that
secures the health of students; nor will it be about completely transitioning to online
modalities. Instead, it should be about using technology to increase efficiency in
areas with the capacity to do so, while empowering learners and communities to
create positive learning environments in which the student can grow. It should not
sacrifice quality but continue to provide equal opportunities, most especially to the
marginalized and vulnerable sectors. It is not a one-size-fits-all solution, but one that
is dependent on the needs of each learning community.
While the DepEd carries most of the burden for this challenge, the role of
local government units is crucial. An alignment of resources and education goals
within each community is needed to support the education ecosystem of students,
teachers, and parents and assist the adjustment to the new normal — home
schooling, parent- as-teachers training, community internet centers, a Citizen
Watch for education, establishing LGU leaders as education champions.
18
What I Have Learned
Assessment
After our lesson, let us now check what you have learned.
Instruction: Identify which type of claim the statement is making and put a check (/)
inside the box next to each sentence.
Claim
Claim Claim of
Statements of
of Value Policy
Fact
1. Honesty is the best policy.
2. Staying late at night can cause obesity.
3. Smoking can lead to respiratory infection.
4. Be kind for everyone has a hard battle to win.
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8. Barkada Kontra Droga would eradicate
drug addiction in the community.
9. Zero Waste Management should be
strictly implemented in the school campus.
10. To compete globally, the Department of
Education adapted the K to 12
curriculum.
Congratulations!
You have completed your journey in this module.
You did a great job!
It’s now time to go on to the next adventure…
Good luck!
20
Key to Answers
Activity 1:
10.COF
COP 9.
COF 8.
COF 7.
COP 6.
COV 5.
COV 4.
COP 3.
COP 2.
COF 1
.
21
REFERENCES
Perez, R.E. (2014). Exit essay: Save the Filipino language. Retrieved from
http://rjaperez.tumblr.com/post/95149266012/exit-essay-save-the-filipino-language
22
Senior High School
S2 Q4 EN11/12RWS-IIIgh4
Semester: 2nd Semester
Quarter: 4th Quarter
Number of Hours: 4 Hours
23
Lesson Text and Context
4 Connections: Contexts of
Written Texts
What’s New
Being a critical reader also involves understanding that texts are always
developed with a certain context. A text is neither written nor read in a vacuum;
its meaning and interpretation are affected by a given set of circumstances. Thus,
there is a need to identify the context of text development.
24
What I Know
Before heading on to our lesson, let us first check what you already know.
Read the statements carefully, and determine what is being referred to,
then write your answers on the blanks provided before each number.
Great job! Later we will see if your answers are correct by reading the rest of this module…
Can you think of the differences between these two ways in identifying
the context of text development? Try to fill this table with your ideas.
HYPERTEXT INTERTEXT
25
Lesson Text and Context
4.1 Connections: Context
What’s New
What is CONTEXT?
Context is defined as the social, cultural, political, historical, and other
related circumstances that surround the texts and form the terms
from which it can be better understood and evaluated.
It also refers to the occasion or situation that informs the reader about why
a document was written.
Context, according to Moxley, refers to the occasion, or situation that
informs the reader about why a document was written and how it was
written. The structure, organization and purpose of a written text is
heavily influenced by its context.
26
What I Have Learned
Context refers to the occasion, or situation that informs the reader about why
a document was written and how it was written.
The way writers shape their texts is dramatically influenced by their context.
What is it?
Activity 3: Read the following essay and identify the context with which
the text was written by answering the questions that follow.
Experts all over the world believe that to mitigate the effects and end
the spread of the Novel Coronavirus disease (COVID- 19), all sectors of the society
must work hand in hand to fight the deadly virus.
It is not the sole responsibility of the government to stop the global pandemic,
and it is imperative for people to join in the efforts and collectively stop the virus
from further infecting anyone.
This rings true in the Philippines, where the spirit of bayanihan is slowly
being revived amid the onslaught of natural and man- made catastrophes that
struck the whole country during the first three months of 2020.
Various non-government organizations and even individuals have
started calling on Filipinos to help in the war against the pandemic, whether it’ s
through volunteerism or through monetary donations.
Donations drives have been launched by various groups to help protect
frontline healthcare workers from the virus. These came amid the reported scarcity
of personal protective equipment (PPEs) in hospitals.
Likewise, groups and individuals are seeking support to fund relief goods
for the families that are in need of food and personal hygiene kits, as major cities
and provinces and provinces impose in their own community quarantine protocols.
There are hundreds of more donations drives that are hundreds of more
donations that are happening across the Philippines today, signaling the strong
revival of the Filipino culture of Bayanihan—only that with the strict implementation
of
27
community quarantines and social distancing protocols, donations are
facilitated through mobile phones.
Source: globalnation.inquirer.net (posted March 2019)
28
Lesson Text and Context
4.2 Connections: Hypertext
What’s New
29
Instead of reading or learning about things in the order predefined by an
author, an editor or a publisher, the readers of a hypertext can follow their own path,
create their own order– their own meaning out of the material.
Hypertext is text which contains links to other texts. The term was coined by
Ted Nelsonaround 1965. It is when you type a word and attach a link to that word
so that upon clicking on that word, the reader is sent to the site attached.
Hypertext is the foundation of the World Wide Web enabling users to click
on link to obtain more information on a subsequent page on the same site or
from website anywhere in the world.
A reader can skim through sections of a text, freely jumping from one part
to another depending on what aspect of the text interests him/her. Thus, in reading
with hypertext, you are given more flexibility and personalization because you
get to select the order in which you read the text and focus on information that is
relevant to your background and interests.
30
Every time you search on the web, you see words or clusters of words that
are underlined and are in blue. When you click these words, you will be
transported to another site.
Hypertext is a new way of reading a text online. It collects every available data
but this exhaustive inclusion exposes the reader to a wealth of irrelevant material.
While intertextuality banks on its text-generated constraints on the reader’s
perceptions, hypertextuality is a reader-generated loose web of free association.
What is it?
Activity 4: Try to research the about a word that you were curious about.
You can start with WIKEPEDIA, then click on the hyperlinks on the article
and see what sites the hyperlinks sent you. List the sites that you were able to
explore.
____________________________________________________________________
31
Lesson Text and Context
4.3 Connections: Intertext
What’s New ,
When reading, the readers try to make meaning of the material that
they are absorbing through many different processes. Unintentionally,
sometimes, the patterns in the materials read are apparent in another text.
Theorists term this as
intertextuality.
Intertextuality, is also the modelling of a text’s meaning by another text.
Intertext excludes irrelevant data. It underscores the main point/s of the text
by making explicit those data that are only implied or presupposed in the text,
thus defining their relevance. Spurred by this context, a healthy dialogue among
different texts and interpretations, audience, is born.
Let us see if you can see the connections between these two literary works:
32
What is it?
Activity 5: Are you familiar with the Harry Potter Series and the Lord of
the Rings Trilogy? If so, can you discuss what their similarities are?
__________________________________________________________
33
What I Have Learned
Context is defined as the social, cultural, political, historical, and other related
circumstances that surround the text.
Hypertext is a non-linear way of presenting information. Instead of reading or
learning about things in the order predefined by an author, an editor or
a publisher, the readers of a hypertext can follow their own path .
Intertext on the other hand, is defined as the connections between language,
images, characters, themes, or subjects depending on their similarities in
language, genre or discourse.
Assessment
After our lesson, let us now check what you have learned. Read the
statements carefully, and determine what is being referred to, then write
your answers on the blanks provided before each number.
34
Congratulations!
You have completed your journey in this module.
You did a great job!
It’s now time to go on to the next adventure…
Good luck!
35
Key to Answers
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ACTIVITY 1
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ACTIVITY 2
Answers may vary
ACTIVITY 3
Possible answer:
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rHad"
36
REFERENCES
Dayagbil, Felomina, et. Al. (2016). Critical Reading and Writing for the
Senior High School. Lorimar Publishing, Inc., Quezon City.
https://en.wikipedia.org/wiki/Text_(literary_theory)
https://www.slideshare.net/KatrinaClaireLandich/
37
Senior High School
S2 Q4 EN11/12RWS-IVac-8
Semester: 2nd Semester
Quarter: 4th Quarter
Number of Hours: 2 Hours
38
Lesson Text and Context
5 Connections: Critical Reading
as Reasoning
What’s New
39
What I Know
Before heading on to our lesson, let us first check what you already know.
Read the statements carefully, and determine if they are TRUE or FALSE,
then write your answers on the blanks provided before each number.
Can you think of the similarities and difference between critical reading
and reasoning? Try to fill this Venn Diagram with your ideas.
40
Lesson Text and Context
5.1 Connections: Critical Reading
What’s New
Critical reading does not simply ask what the text says but more of how the
topic is presented and why. Critical readers dwell on the distinctive qualities of the
text. Readers normally read texts to obtain facts and knowledge. A critical reader,
on the other hand, mulls over the unique perspective of the author on a particular
text and how the facts the author presented arrived at his/her conclusion.
41
Goals of Critical Reading
What’s New
Facts are statements that can be checked or proved. We can check facts by
conducting some sort of experiment, observation or by verifying (checking) the fact
with a source document.
Facts often contain numbers, dates or ages and facts might include
specific information about a person, place or thing.
Clue words for opinion statements are: think, believe, seem, always, never,
most, least, worse, greatest.
43
What is it?
44
Lesson Text and Context
5.3 Connections: Author’s
Purpose and Tone
What’s New
Purpose is the reason an author writes about a topic. An author may have a
more specific purpose in mind other than to inform, entertain or persuade him.
To figure out the author’ s purpose, you as the reader, must consider the main
idea, thought pattern and tone.
The author’ s tone, on the other hand, may be evident in his/ her choice
of words either expressing its connotation or denotation.
Slanting ―is the writing of a passage so that it leans toward one point of view.‖
Words with either positive or negative connotations may be used as slanting.
Another example of slanting is purposefully leaving out information of a
different perspective on a similar issue.
45
Analyzing a Written Text
46
What is it?
Activity 7: Read the following passage and analyze the author’s purpose,
tone and persuasive techniques used by completing the table that flows it.
Use the guide questions we have discussed in the previous page to
help you in analyzing the text.
The Filipino language plays a huge part in the lives of the countrymen. It is the
heart and soul of the country as it symbolizes oneness in words, speech, and
thought. Language is something one continuously learns as he/she grows up. Truly,
a country’s language paves way for bigger and better opportunities that will benefit
everyone. But what will happen to this optimistic view of the future if the means
of learning one’s language is taken away from him? This has been one of the
hottest issues present in Philippine society today – the exclusion of the Filipino
subject in the tertiary level.
Commission on Higher Education (CHED) has already released a revised
general education ( GE) curriculum that implements the dropping of the
mandatory Filipino subjects on the tertiary level. The CHED memorandum order
on the new curriculum notes that the integration of GE courses in senior high school
– Grades 11 and 12 – has created a window for the revision of the current
curriculum in colleges. According to CHED, the revision of the curriculum aims to
promote the development of a student’s intellectual competency, personal and civic
competency, and practical skills. CHED also claims that the Filipino subjects taken
under the K to 12 program are sufficient given that students already have 108
hours under the said subject in Grade 11 alone. ―The proposed GEC strips
away remedial courses, those that duplicate subjects in Grades 11 and 12, and
introductory courses to the disciplines,‖ CHED explained in CMO 20-2013.
The new curriculum includes the following core courses: Understanding the
Self; Readings in Philippine History; The Contemporary World; and Mathematics in
the Modern World. Also included are Purposive Communication; Art Appreciation;
Science, Technology and Society; and Ethics. It requires three courses on the Arts &
Humanities; Social Sciences & Philosophy; and Mathematics Science and
Technology clusters. It also mandates the three-unit Life and Works of Rizal course.
As a whole, the number of GEC units has been reduced from the current 63-51
units down to 36 units for all college students.
47
The revision of the curriculum has met various violent reactions and
oppositions from stakeholders, linguists, academics, and even students themselves.
Movements from different universities concerned are currently in motion in order to
fight for the life of the Filipino subjects in the tertiary level. David San Juan (2014),
a professor in De La Salle University-Manila, pointed out that while the
memorandum stated that the optional provision for the teaching of the courses in
Filipino dilutes its purpose as most universities in the country uses English as its
default language. In addition to the statements of oppositions, the Kagawaran ng
Filipino of the Ateneo de Manila University avers that ―Hindi lamang midyum ng
pagtuturo and Filipino. Isa itong disiplina. Lumilikha ito ng sariling larang ng
karunungan na nagtatampok sa pagka- Filipino sa anumang usapin sa loob at
labas ng akademya.‖ UP DFPP also reacted on the revision of the curriculum
expressing, ―Ang pagtatanggal ng siyam na yunit ng
(Perez, R.E. (2014). Exit essay: Save the Filipino language. Retrieved from
http://rjaperez.tumblr.com/post/95149266012/exit-essay-save-the-filipino-language )
48
Purpose/Context
Author
Audience
Research/Sources
Proof/Evidence
Organization
Style
Drawing Conclusions
49
Lesson Text and Context
5.4 Connections: Making
Inferences
What’s New
You adopt a puppy from the shelter and he seems nervous and scared. He
hides from loud noises and had some noticeable scars . You can infer that
he was abused by his former owner.
50
What is it?
Activity 8: Let’s try if you can infer where I am and what I am doing, and
what can you infer about the feelings of the people in the situations
that I’ll be giving you. The first one has been done for you.
Can you infer where I am and Can you infer where I am and
what I’m doing? what I’m doing?
It’s so dark in here. What’s that I hear the crowd cheer as the gets
spooky sound? Oh I feel somebody on ball inside the ring. The players with
my back! I’m getting nervous. whop glee.
Answer: Answer:
What can you infer from this? What can you infer about
Anna’s father?
Answer: Answer:
51
What can you infer about the What can you infer about
relationship of the speaker what Grandma is feeling?
and whom she is speaking to?
Answer:
Answer:
52
What I Have Learned
Assessment
After our lesson, let us now check what you have learned. Read the
statements carefully, and determine if they are TRUE or FALSE, then
write your answers on the blanks provided before each number.
53
Congratulations!
You have completed your journey in this module.
You did a great job!
It’s now time to go on to the next adventure…
Good luck!
54
55
1. SOO
2. SOO
3. SOO
4. SOO
I’m in an amusement park ride
5. SOF
I’m in a horror house 6. SOO
I’m at a basketball game
7. SOO
The guitar is important to him
8. SOF
Anna’s father is upset
9. SOO
They are good friends
10. SOF
Grandma is surprised
11. SOO
12. SOO
ernswabliPo 13. SOO
YTVICA 14. SOF
15. SOF
16. SOO
17. SOO
18. SOF
19. SOO
20. SOO
varmyeswAn
YTVICA YTVICA
6. False
7. True
8. False
9. True
10. True
e-Pr
esTot&P
rwesnAotyK
REFERENCES
56
Senior High School
57
Lesson Text and Context
6 Connections: Assertion and
Counterclaims
What’s New
By the end of this module, you will have been able to:
1. Formulate assertions about the content and properties of a text read;
and
2. Formulate counterclaims in response to claims made in a text read;
58
What I Know
Let’s see how much you know before we tackle the lesson.
worldwide.
___________5. Another name for social media is ―Web 2.0‖ because both
terms emphasize the social aspects of the Internet as avenues for
communication, collaboration, and creative expression.
___________7. Social networks are the most distracting websites on the internet.
___________8. In the first quarter of 2014, nearly 300 million smartphone units
were sold all over the world.
59
Great job! It’s now time to take off to our first lesson…
59
Lesson Text and Context
6.1 Connections: Formulating
Assertions
What’s New
What is an Assertion?
Becoming a good critical reader means that you are able to logically
evaluate the claims of the writer. Assertions become the primary channel for a
reader to assent to a claim.
Assertion is a stylistic approach or technique involving a strong declaration,
a forceful or confident and positive statement regarding a belief or a fact. Often, it
is without proof or any support.
It is a confident and forceful statement of fact or belief. Its purpose is
to express ideas or feelings directly, for instance, ―I have put my every effort
to complete this task today. ―Standing up for your rights and not being taken
advantage of is one definition of being assertive. It also means communicating
what you really want in a clear fashion, respecting your own rights and feelings
and the rights and feelings of others.
Assertion is an honest and appropriate expression of one’s feelings,
opinions, and needs.
A way to convince a critical reader to accept the writer’s claim is to
formulate assertions. Assertions, as defined by Tiongson (2016), are ―declarative
sentences that claim something is true about something else.‖ These sentences
may either be statements of truths or opinions. There are four common
types of assertion enumerated by Tiongson.
60
What is it?
1 2
3 4
Great job!
Are you having fun? Then let’s take off to more fun activities!
So, read on!
1. Statement of Fact
This is a statement that can be proven objectively by direct experience,
testimonies of witnesses, verified observations, or the results of research.
Example: The sampaguita’s roots are used for medicinal purposes, such
as an anesthetic and a sedative.
This statement is a fact because it can be directly verified by experience
or reliable research reports.
61
2. Statement of Opinion
Opinions are based on facts, but are difficult to objectively verify because
of the uncertainty of producing satisfactory proofs of soundness.
3. Statement of Convention
A convention is a way in which something is done, similar to traditions
and norms. Conventions depend on historical precedent, laws, rules, usage,
and customs.
4. Statement of Preference
Preferences are based on personal choice; therefore, they are subjective
and cannot be objectively proven or logically attacked.
Example: Sampaguitas are the most beautiful and most fragrant of all flowers.
This statement is a preference because it says a lot about the type of flowers
that the writer likes, instead of objectively comparing the qualities of
sampaguitas to that of other flowers.
62
What is it?
_________________ 4.The rose belongs to the genus Rosa of the family Rosaceae.
_________________ 5. The export of cut rose can easily become one of the
most lucrative businesses in the Philippines.
_________________ 7. Roses are more beautiful, smell sweeter and are easier
to grow than any other flower.
_________________ 8. The previous government should have toughened its stand
against the burgeoning insurgency.
fir.
63
What is it?
Activity 11: Formulate assertions based on the given pictures.
Example:
Statement of Convention: GMA, being the vice president,
advance to the presidential position when Estrada stepped down
from his office.
Statement of Fact: GMA is the second woman president of
the Philippine Republic
Statement of Opinion: I think our country's situation
will continue to become worse under Gloria's administration.
Statement of Preference: Estrada was more concerned
with the masses compared to GMA.
Source: https://images.app.goo.gl/tKUS44RpZ5NVPEzZ7
Statement of Convention:
____________________________________________________
Statement of Fact:
____________________________________________________
Source: https://images.app.goo.gl/ViW8Fve4g4fhAsit9
Statement of Opinion:
____________________________________________________
Statement of Preference: ________________________________
______________________________________________________
64
What is it?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Great job!
You are done with the third and last activity, have a break! You deserve
one. Then let’s take off to more fun activities!
So, read on!
65
What’s More
Instructions: Read the given text and formulate assertions about the
content
We are and properties
living of aistext.
amidst what potentially one of the greatest threats in our
lifetime to global education, a gigantic educational crisis. As of March 28, 2020, the
―Educational
COVID-19 Challenges
pandemic is causingand Opportunities
more of the
than 1.6 billion Coronavirus
children (COVID-19)
and youth to be out of
school in 161 countries. This is Pandemic‖
close to 80% of the world’s enrolled students. We
(Excerpt)
were already experiencing a global learning crisis, as many students were in school,
but were not learning the fundamental skills needed for life. The World Bank’s
―Learning Poverty‖ indicator – the % of children who cannot read and understand at
age 10 – stood at 53% of children in low- and middle-income countries – before the
outbreak started. This pandemic has the potential to worsen these outcomes even
more if we do not act fast.
What should we be worried about in this phase of the crisis that might have an
immediate impact on children and youth? (1) Losses in learning; (2) Increased
dropout rates; (3) Children missing their most important meal of the day. Moreover,
most countries have very unequal education systems, and these negative impacts will
be felt disproportionately by poor children. When it rains, it pours for them.
Source: https://blogs.worldbank.org/education/educational-challenges-and-opportunities-covid-19-pandemic
Statement of Convention:
_____________________________________________
___________________________________________________________________
Statement of Fact: ___________________________________________________
___________________________________________________________________
Statement of Opinion: ________________________________________________
___________________________________________________________________
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What I have learned
Statement of Opinion
Opinions are based on facts, but are difficult to objectively verify because of
the uncertainty of producing satisfactory proofs of soundness.
Statement of Convention
A convention is a way in which something is done, similar to traditions and norms.
Conventions depend on historical precedent, laws, rules, usage, and customs.
Statement of Preference
Preferences are based on personal choice; therefore, they are subjective and
cannot be objectively proven or logically attacked.
Great job!
You are done with Lesson 1, have a break! You deserve one.
Then let’s take off to Lesson 2!
So, read on!
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Lesson Text and Context
6.2 Connections: Formulating
Counterclaims
What’s New
It is often thought that social studies is the favorite academic class for junior
high school students. However, what this argument fails to consider is that
science allows for more hands-on activities. For example, when studying
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amphibians, you get to dissect a frog rather than just read about an event from the
past.
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What is it?
Activity 13-A: Solve the puzzle using the definition provided.
R C
viewpoints.
argument.
Great job!
You are done with the first activity, have a break! You deserve one. Then
let’s take off to more fun activities!
So, read on!
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What is it?
Activity 14: Read the given claim. Write your counterclaim based on the
given claim.
Example:
Claim:
Hybrid cars are an effective strategy to fight pollution.
Counterclaim:
Many people believe that hybrid cars are an effective strategy to fight
pollution. This view sounds convincing at first but instead of focusing on cars,
which still encourages a culture of driving even if it cuts down on pollution,
the nation should focus on building and encouraging the use of mass
transit systems.
Counterclaim: ______________________________________
Source: https://www.freepik.com
Counterclaim: ______________________________________
Source: https://images.app.goo.gl/WkWwJXapgCy3sePX8
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What is it?
Activity 15: Read passages below. Apply the questions above in identifying
the claim and counterclaim.
Example:
They are certainly right. Sunscreen protects your ski n from ultraviolet light
rays. Too much ultraviolet is bad for your skin. If you spend a long time
outside without any sunscreen on, you might get a sunburn because of the
ultraviolet rays.
Source: https://www.grammarbank.com/paragraph-completion.html
Claim: ________________________________________________________
_____________________________________________________________
Counterclaim:
__________________________________________________
______________________________________________________________
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______________________________________________________________
______________________________________________________________
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You need a total of about 60 minutes of physical activity a day. Here is
the good news. ----. Five or ten minute sessions of physical activities throughout
the day are just as good for you. These may include walking, jogging, running,
and riding a bike.
Source: https://www grammarbank com/paragraph-completion html
Claim: ________________________________________________________
_____________________________________________________________
Counterclaim:
__________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Once the bill gets enacted, the government will establish Medical
Cannabis Compassionate Centers (MCCC), as well as a Medical Cannabis
Research and Safety Compliance Facility (MCRSCF) for research and
testing. These new institutions will safeguard the distribution and research of
medical cannabis in the country.
Source: https://www.flipscience.ph/health/philippines-legalize-marijuana/
Claim: ________________________________________________________
_____________________________________________________________
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Counterclaim:
__________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
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What’s More
Instructions: Read the speech of Sen. Manny Pacquiao. Apply the
questions above in identifying the claim and counterclaim. Write these below,
followed by a brief explanation.
A famous pastor once said, and I quote, "The world is a university and
everyone in it is a teacher. Make sure when you wake up in the morning you go
to school." End of quote.
But I did not allow these circumstances to limit me. I worked on and
finally received my degree through the Alternative Learning System. More
importantly, I continue to learn from the University called life.
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I was born into poverty. There is a Filipino metaphor that goes "mas
mahirap pa sa daga," which translates to "more destitute than a rat." From a very
young age, I
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had to struggle daily to survive. I fought hard, I faltered, I failed many times. But
I learned to rise again each time I fell. Each setback became a platform for
a comeback.
That is what life was like to me as a child. But my hardships are not
uncommon. There are so many others around the world who have faced even
worse. But my hardships taught me one valuable lesson. Never quit.
If the world knocks you down, get up. If all things conspire against you,
fight back. Quitting is not an option.
I was only 7 years old when I had to take responsibility for my three
siblings who were left under my care because our mother had to earn a living. I
took it upon myself to help her, "Mommy Dionisia", as she is fondly called by the
Filipinos, to earn extra money so that we can eat even just one decent meal a day.
Boxing turned my life around. I was only 14 years old when I left my
hometown in Mindanao so that I can train for it in Manila. My narrative took a
turn because of that crucial decision to take a big step away from my comfort zone.
With the benefit of hindsight, I have realized that it is the grace of God
that transformed me from nothing into something.
For as long as I exist, I will keep showing up for life. I will continue to be
a learner and always strive to be a teacher by imparting my hard- earned lessons
to others.
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Each one of you in this room can change the world. Have faith, persevere.
Find your passion and heed your calling. I urge you, as the Roman poet Horace
did: Carpe Diem -- seize the day.
________________________________________________________________
Reason:
________________________________________________________________
________________________________________________________________
________________________________________________________________
My counterclaim:
________________________________________________________________
________________________________________________________________
Reason:
________________________________________________________________
________________________________________________________________
________________________________________________________________
Great job! You are done with the activities, have a break!
You deserve one.
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What I Have Learned
Assessment
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LESSON 1 LESSON 2
Pre-Test Activity 1
11. COV A.
12. COF
ACROSS
13. COF
14. COV 1. Argument
15. COF 2. Reasoning
16. COF 4. thinking
17. COP 5. counterclaim
18. COF
19. COP DOWN
20. COF 1.Assertion
Activity 1: 3. Claim
B.
11. Fact
12. Opinion 1. F
13. Preference 2. T
14. Convention 3. F
Activity 2 4. T
5. T
1. COF Activity 2 - Answers may vary
2. COP
3. COP Activity 3 – Answers may
4. COV vary Activity 4 – Answers may
5. COV
6. COP vary Post Test
7. COF 1. COV
8. COF 2. COF
9. COP 3. COF
10. COF 4. COV
Activity 3 - Answers may vary. 5. COF
6. COF
Activity 4 – Answers may vary 7. COP
8. COF
What’s More – Answers may vary
9. COP
10. COF
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References:
http://studentsofenglish.blogspot.com/2004/12/students-of-english-10-
mhr1- mhu1.html
https://prezi.com/nm4ou_jglck5/the-logic-of-assertions/
https://prezi.com/ewf9w9v0fefu/kinds-of-statement-comm2g/
https://link.quipper.com/en/organizations/547ffba0d2b76d000200267d/
curriculum #curriculum
https://www.slideshare.net/VanessaRamones/formulating-assertions
ttps://www.academia.edu/6361626/
ASSERT_YOURSELF_ASSERT_YOURSELF
_Module_Four_How_to_Behave_More_Assertively_Assertiveness_Techniques_
Basic_Assertion
https://www.businessbusinessbusiness.com.au/harness-five-types-assertion-get-
voice-heard/
http://rhe306.drw.utexas.edu/sites/rhe306.drw.utexas.edu/files/Worksheet_Claim
- counterclaim.pdf
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Senior High School
80
Lesson Text and Context
7 Connections: Textual
Evidence
What’s New
By the end of this module, you will have been able to determine textual evidence
to validate assertions and counterclaims made about a text read.
Answer all the questions that you encounter. As you go through the
module, you will find help to answer these questions;
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81
What I Know
Direction: Read each item carefully. Choose the correct answer by writing the
letter on the space before each number.
_______ 1. It is information gathered from the text that supports your evaluative
statements.
A. Assertion C. Textual Evidence
B. Evaluative Statement D. Counterclaim
What’s New
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Great War in a way that has never been fully appreciated’ (159).
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Strickland tells the story of Minty Nelson, a 27-year-old Seattle
University
employee and student, whose encounter with a census worker
epitomizes the identity battle faced constantly by multiracial people.
Paraphrasing
This is restating an author’s or someone else’s work using your own
words without losing the original idea of the text .
Example:
The original passage:
The paraphrase:
Students frequently overuse In research papers students
direct quotation in taking notes; as often quote excessively, failing to
a result they overuse quotations in keep quoted material down to a
the final (research) paper. Probably desirable level. Since the problem
only about 10% of your final usually originates during note taking.
manuscript should appear as It is essential to minimize the material
directly quoted matter. Therefore, recorded verbatim (Lester, 1976 p.
you should strive to limit the 46 – 47)
amount of exact transcribing of
source materials while taking notes
(Lester, 1976 p. 46 – 47)
Source: https://www.youtube.com/watch?v=Fbb4Ch7nDJc
Source: https://www.youtube.com/watch?v=Fbb4Ch7nDJc
Summarizing
This is stating the essential ideas together of the text in a shorter way.
Example:
The original passage: The summary:
Students frequently overuse Students should take just a
direct quotation in taking notes; as few notes in direct quotation from
a result they overuse quotations in sources to help minimize the amount
the final (research) paper. Probably of quoted material in a research
only about 10% of your final paper (Lester, 1976 p. 46 – 47)
manuscript should appear as
directly quoted matter. Therefore,
you should strive to limit the
amount of exact transcribing of
source materials while taking notes
(Lester, 1976 p. 46 – 47) Source: https://www.youtube.com/watch?v=Fbb4Ch7nDJc
Source: https://www.youtube.com/watch?v=Fbb4Ch7nDJc
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Quoting
This is stating a part of a text in the exact way it was written.
Example:
Samantha King, a forensic specialist, stated that ―DNA evidence is usually
indisputable.
According to Confucius, ―You can’t open a book without learning
something.‖
Support your statements with textual evidence to come up with strong or solid
arguments, and make your ideas more credible. You can come up with good textual
evidence by selecting the most relevant section of the text that strongly supports
your statement about the text.
The need to answer questions after reading a text and or to share our
ideas enables us to go back to what we have read and give evidence from it to
prove that you are not just manufacturing your thoughts. Oftentimes, when we you
are asked about how nice a movie was, you need to cite part or parts of the movie
which could support your thoughts that it was indeed a very nice movie worthy to
be watched. What you are doing is using textual evidence.
Example:
Textual Evidence: One by one, he calls out his fur friends for the
Saturday mornings “ritual”
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What is it?
Activity 16: Read the passages carefully. Write the letter of your choice on
the space before the number.
A lot of people waste time driving around when they are lost. This can be
avoided by asking other people for direction. The trick is to find a person who
would point the right direction.
A. People should ask directions from strangers when they are lost
so that they do not waste time driving.
B. I agree with the claim of the writer that people should ask
directions from strangers to save time by asking someone reliable
such as gas station attendant.
C. I disagree with the claim of the writer that people should ask
directions because they might end up getting lost longer if a
stranger gives them wrong directions.
D. All of these are correct.
_____ “A handshake does not mean the same thing around the world. ”
Which of the following is the best paraphrase?
A. A handshake does not mean the same thing around the world.
B. Internationally, a greeting by shaking hands is not the same.
C. A handshake means something different around the world.
D. All of these are correct.
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_____ “Climbing mountain is dangerous activity. ”
Which of the following is the best paraphrase?
A. A perilous sport is climbing mountain
B. Climbing mountains is dangerous activity.
C. Climbing mountains can be an unsafe activity.
D. None of these are correct.
Great job!
You’re done with the first activity. Then let’s take off to more fun
activities!
So, read on!
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What is it?
_____ Claim #1: Simple changes can cut your carbon emissions greatly!
A. I think that we need to do something quickly to help save the environment.
B. If you hang your clothes outside on the clothesline instead of using
the electric dryer, you can cut your carbon emissions by 351 lbs./year.
C. Kids can help parents by doing some household chores.
_____ Claim # 2: Exercise is important for the growth and development of children.
A. Children watch too much television.
B. All children love to ride their bikes outside and on trails through the forest.
C. Children who are active will have stronger muscles and bones.
_____ Claim # 3: A diet rich in fruits and vegetables has many benefits.
A. Fruits and vegetables taste good.
B. Eating lots of fruits and vegetables lowers your risk of heart disease.
C. There are many colorful fruits and vegetables for you to try.
Great job!
Are you having fun? Then let’s take off to more fun activities!
So, read on!
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What is it?
Activity 18: Practice more. Read the passage and answer the questions
below. Cite the strongest piece of textual evidence to support your answer.
Passage # 1
A. Define Words
Match the words with their definitions. Use a dictionary if you need help.
B. Analysis
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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✦ Cite the strongest piece of textual evidence to support your answer.
Passage # 2
A. Context Clues
Circle the meaning of the underlined word used in the sentence.
1. Having lost nearly all of his savings, he finally realized he was addicted
to gambling.
a. apathetic b. clearheaded c. dependent d. sober
2. She returned to her room to clean herself up, cursing peanut butter
for ruining her appetite as she went.
a. craving b. satisfaction c. fullness d. satiety
B. Analysis
Assertion: Smoking cigarette is a bad habit.
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Passage # 3
A. Writing Sentences
Use the given words in a sentence based on the given
definition. Observe proper capitalization and correct
punctuation.
___________________________________________________________
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___________________________________________________________
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3. mutineer – (n.) a person, especially a soldier or sailor, who rebels
or refuses to obey the orders of a person in authority
__________________________________________________________
__________________________________________________________
__________________________________________________________
B. Analysis
Good thinking!
Let’s take off to the next activity!
So, read on!
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What is it?
An excerpt
Activity of Meat
19: Cite the Culture
strongest piece of textual evidence to support
By Steve Pavlina
your assertion and counterclaim.
When I see a piece of flesh on someone’s plate, I also see the processes that brought it to thei
If you want to argue that we should model predators’ diets to justify meat culture, I encourage y
Source: (Pavlina, 2014) http://www.stevepavlina.com/blog/2014/06/meat-culture/
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___________________________________________________________________
Great job! You are done with the activities, have a break!
You deserve one.
94
What I Have Learned
Textual evidence is information gathered from the text that supports your assertion or c
In locating textual evidence, decide which type of textual evidence will best support your stateme
Assessment
Direction: Read each item carefully. Choose the correct answer by writing the letter
on the space before each number.
95
_______ 5. In formulating assertions and counterclaims about a text, it is
important to support one’s statement with __________.
A. Assertion C. Textual Evidence
B. Evaluative Statement D. Counterclaim
_______ 6. It is the act of mentioning a specific section of the text like an event
or action.
A. Referencing C. Summarizing
B. Paraphrasing D. Quoting
_______ 7. It is stating a part of a text in the exact way it was written.
A. Referencing C. Summarizing
B. Paraphrasing D. Quoting
_______ 8. It is restating the text in your own words.
A. Referencing C. Summarizing
B. Paraphrasing D. Quoting
_______ 9. It is restating the text in a shorter way using your own words.
A. Referencing C. Summarizing
B. Paraphrasing D. Quoting
_______ 10. Textual evidence weakens the assertion or counterclaims about a text.
A. True C. Maybe
B. False D. It depends
Congratulations!
You have completed your journey in this module.
You did a great job!
It’s now time to go on to the next adventure…
Good luck!
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Pre-Test Activity 1
1. C 1. B
2. A 2. C
3. B 3. C
4. D 4. A
5. C 5. C
6. A
7. D
8. B
9. C
Activity 2
1. B
2. C
3. B
4. A
5. B
Activity 3
Passage # 1
A. Define Words
1. C
2. E
3. A
4. D
5. B
B. Analysis
The tour is taking place in a farm .
Refer to the text
Passage # 2
A. Context Clues
1. C
2. A
3. B
B. Analysis
Refer to the text
rwesnAotyK
References:
Explicit and Implicit Information. Retrieved from
https://link.quipper.com/en/organizations/547ffb8bd2b76d0002002618/
curricul um#curriculum
McGaan, L. PhD. (2016). Argumentation. Retrieved from
https://department.monm.edu/cata/mcgaan/classes/
cata335/O- claims.335.html
Olivieri, P. (n.d.). How to Teach Text Evidence: A Step-by-Step Guide. [online]
Rockin
Resources. Available at: https:// blog. teacherspayteachers. com/ teach-text-
evidence/ [Accessed 28 Aug. 2019].
Perez, R.E. (2014). Exit essay: Save the Filipino language. Retrieved
from http://rjaperez.tumblr.com/post/95149266012/exit-essay-save-the-filipino-
language
Reid, S. (n.d). Claims for Written Argument. Available @
https://www.mesacc.edu/~paoih30491/ArgumentSampleClaimofFactDef.html
Dayagbil, Felomina, et. Al (2016). Critical Reading and Writing for the Senior
High School. Lorimar Publishing, Inc., Quezon City.
http://ollie.dcccd.edu/Services/StudyHelp/StudySkills/sub/rdgcri.htm
https://www.slideshare.net/marykatrinebelino/critical-reading-as-
reasoning-
7847430
https://www.citeman.com/9187-evaluative-statements.html
https://www.youtube.com/watch?v=YguqKdC1q8w
https://literarydevices.net/assertion/
https://dmh.mo.gov/dd/docs/chapter2.pdf
https://www.aljazeera.com/programmes/talktojazeera/2016/10/exclusive-
rodrigo-duterte-war-drugs-161015100325799.html
https://en.oxforddictionaries.com/definition/assertion
https://prezi.com/nm4ou_jglck5/the-logic-of-assertions/
http://www.senate.gov.ph/press_release/2018/1106_prib3.asp
"Stephen Crane" Accessed August 28, 2019.
https://link.quipper.com/en/organizations/547ffba0d2b76d000200267d/
curricul um#curriculum
https://modules.arvicbabol.com/files/ENGL112/Lesson
%2010%20Formulatin %20assertions%20and
%20counterclaims.pdf
https://voetica.com/voetica.php?collection=1&poet=17&poem=549
https://scholar.google.com/scholar?
cites=15111645981185774840&as_sdt=2 005&sciodt=0,5&hl=en
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