English
Quarter 3 – Weeks 5 - 8
9
English
Quarter 3 – Modules 5 and 6
Judging the Validity of Evidence
English – Grade 9
Alternative Delivery Mode
Quarter 3 – Modules 5 and 6: Judging the Validity of Evidence
Second Edition, 2021

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

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OIC-Assistant Schools Division Superintendent: Jay F. Macasieb DEM, CESE

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Editor: Gizelle V. Laud

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
judging the validity of the evidence listened to. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard sequence
of the course. But the order in which you read them can be changed to correspond with
the textbook you are now using.
EN9LC-IVh-2.15: Judge the validity of the evidence listened to
After going through this module, you are expected to:
1. distinguish evidence from claim
2. determine the claim(s) of an author/speaker
3. identify the evidence cited by an author/speaker to support a claim
4. classify the types of evidence to support a claim
5. assess the validity of an evidence

1
 What I Know

Read the text below and answer the questions and the task that follow.
1
[1] Poverty can really never be a hindrance for persevering students to finish
their education because there are available scholarships for them. [2] One
example, and perhaps also one of the most generous that can see them
through college or even up to graduate courses, is the Science and Technology
Undergraduate Scholarships Program of the Science Education Institute (SEI)
of the Department of Science and Technology (DOST). [3] Under this program,
a special type of scholarship, under Republic Act No. 7687, also known as the
“Science and Technology Scholarship Act of 1994”, is especially allotted to
deserving students who are economically disadvantaged CITATION DOS20 \l
13321 (DOST-SEI n.d.). [4] Once proven to be qualified, they can pursue
college courses in the basic sciences, engineering, other applied sciences, and
science and mathematics teaching.
[5] As of August 2020, scholars are entitled to receive the following privileges,
according to the DOST-SEI website: tuition and other school fees of up to
P40,000 a year, a yearly book allowance of P10,000, a health and accident
insurance, an economy-class roundtrip transportation allowance for scholars
studying outside their home province, a monthly living allowance of P7,000, a
thesis allowance of P10,000, and a graduation clothing allowance of P1,000.
[6] In addition to these benefits, they can also receive assistance from DOST-
SEI during summer if such classes are required in the curriculum. [7] In this
case, additional incentives include tuition and other school fees of up to
P1,500, a book allowance of P500, and a monthly living allowance of P7,000
during the whole summer class period.
Cited source: DOST-SEI. n.d. Undergraduate Scholarships. Accessed August 14, 2020.
http://www.sei.dost.gov.ph/index.php/programs-and-projects/scholarships/undergraduate-scholarships#s-amp-t-
undergraduate-scholarships

Choose the letter of the best answer.

1. Which sentence expresses the claim of the author?
A. sentence 1
B. sentence 2
C. sentence 3
D. sentence 4
2. In which sentence does the author introduce the evidence to support the claim?
A. sentence 1
B. sentence 2
C. sentence 3
D. sentence 4
3. The author presents a single evidence and discusses it concisely. What type of
evidence is it?
A. expert opinion
B. physical detail
C. specialized knowledge
D. documentary evidence

2
For the remaining 12 points, judge the validity of the evidence presented by the author
in terms of accuracy (6 points) and relevance (6 points). Refer to the rating rubric below
to know how your answers will be graded.
Validity of the Evidence
Accuracy

Relevance

Rating Rubric
Criteria 6 points 4 points 2 points
Accuracy The evaluation of the The evaluation of the The evaluation of
evidence’s accuracy evidence’s accuracy the evidence’s
confirms all confirms the majority accuracy only
correct/accurate of the confirms some of
information and all correct/accurate the correct/accurate
incorrect/inaccurate information and the information and
information (if there’s majority of the some of the
any) by checking the incorrect/inaccurate incorrect/inaccurate
source. information (if there’s information (if
any) by checking the there’s any) by
source. checking the source.
Relevance The evaluation of the The evaluation of the The evaluation of
evidence’s relevance evidence’s relevance the evidence’s
confirms whether it is confirms whether it is relevance confirms
relevant or not by relevant or not, but its whether it is
clearly explaining its connection/ relevant or not, but
connection/ relationship to the its connection/
relationship to the claim and how it relationship to the
claim and how it supports the claim is claim and how it
supports the claim. not very clearly supports the claim
explained. is very vaguely
explained.

3
 Lesson

1 Judging the Validity of Evidence

Before we go to our lesson, let us first review two concepts that work in a similar way
with our new lesson. Do you remember the main ideas and supporting details? Let’s
see. Let’s work on the activity below.

What’s In

Match each supporting detail with the correct main idea. Write the letter before each
item number.

Main Idea Supporting Details

1. Mobile games are fun,
but we should be wary
of their negative effects.
2. During lockdowns due
to the pandemic, there
should be a balance
between keeping the
economy alive and
keeping the people safe.
A. If everyone stops working, supplies will
not last and services will cease.
B. We can do so many things like shopping
and communicating with other people
right at the comfort of our homes.
C. Spreading false information online is
punishable by law.
D. They can be addictive.

3. The internet can be E. They can make you overspend for

both helpful and
dangerous.
4. It is crucial that people
know how to spot fake
news.
entertainment.
F. Our digital identities can be stolen and
used by scammers.
G. Unnecessary panic brought by wrong
information can be avoided.
H. If we do not take the minimum health
standards seriously, we can all get sick.

4
 What’s New

Jumbled Letters
Rearrange the letters to form the word that is being defined in each item.
1. RMTENGAU an attempt to prove a statement by
presenting supporting facts
2. LIMCA a statement about something that is arguable
3. SCIEEDVEN facts that are used to support a statement
4. EREXTP OPONIIN knowledge of an expert in a certain field
5. AUCRACYC quality of being correct or precise
6. EEVLRACNE quality of being connected or related
7. TEIRRSTPVSEENNSAEE state or quality of exemplifying a class or being
typical
representativeness

5
 What is It

In this lesson, our focus is on judging whether an evidence is valid or not; however, it is
impossible to do this without looking at the whole picture—the argument. An argument
is an attempt to prove or to test a claim (Rosenwasser and Stephen 2015) by presenting
or looking into evidence.
Arguments are a part of our everyday communication. For example, have you tried
asking your parents recently to buy you a phone for your online classes? Did you tell
them that this phone is necessary? Did you explain to them the reasons why it is
needed? If your answers to these questions are all yes’s, then you have presented an
argument in a real-life situation. You have introduced your claim of the necessity for a
phone that is suited for your online classes. You have also presented the pieces of
evidence that support your claim and help you convince your parents to buy you the
phone. This is just one example of the many arguments we communicate to other people
on a daily basis. It is also crucial to note, however, that presenting evidence in daily life
is different from that of a formal situation, such as in a court of law, in the academe, or
in the political world.

Claim vs. Evidence

In the previous example, we have seen how important it is to know how to present an
argument effectively. We need to state our claim clearly. On the one hand, a claim is a
statement about something that is arguable, i.e., it can be proved or tested. On the other
hand, evidence refers to facts that we use to support or assess our claims.
Example 1: Read the following argument and answer the processing questions.

[1] Not all electronic gadgets are capable of supporting online classes.
[2] As a matter of fact, the Department of Education (DepEd) released
minimum technical specifications for gadgets, in case there are people who
are thinking of donating phones, tablets, or laptops to students and teachers
CITATION DIL20 \l 1033 (DILG 2020). [3] For example, smartphones must
have at least the following: an Octa-core 2.0 GHz processor, a six-inch display
size, an IPS LCD display, a 720-by-1520-pixel display resolution, a 32-GB
storage, a GSM/HSPA/LTE-Wi-Fi 802.11 b/g/n-Bluetooth network, and a
dual-SIM slot. [4] For tablets, the specifications are a Quad-core 1.3-GHz
processor, an 8-inch display size, an 800-by-1280-pixel display resolution, a
32-GB storage, and a 4G/LTE-Wi-Fi 802.11 b/g/n-Bluetooth network. [5]
Finally, laptops should have a 1.6-Ghz (base speed) processor with Turbo
Speed, a 13-inch screen size, a Full-HD resolution with 1080p anti-glare LED-
backlit or IPS Techn010U, an 8-GB RAM, a 512- GB HDD SATA, and a
Wireless LAN 802.11 b/ g /n/ac-Bluetooth connectivity. [6] DILG
Undersecretary and Spokesperson Jonathan E. Malaya said that these
technical specifications were released to make sure that only gadgets that
meet online-class standards are purchased; otherwise, expensive gadgets that
do not meet the requirements may just go to waste.

Cited source: DILG. 2020. "DILG: LGUs planning to donate gadgets to schools should comply with DepEd technical
specs." Department of the Interior and Local Government. June 18. Accessed August 4, 2020.
https://www.dilg.gov.ph/news/DILG-LGUs-planning-to-donate-gadgets-to-schools-should-comply-with-DepEd-
technical-specs/NC-2020-1206.

6
Processing Questions:
1. Which sentence expresses the author’s claim?
2. Which sentences cite the evidence to support the claim?
If you think Sentence 1 contains the claim, you got it right. The author claims that there
are only certain electronic gadgets that can support online class activities. What about
the evidence cited by the author? If you answered Sentences 2 to 6, you are correct
again. Sentence 2 cites DepEd’s technical specifications for ICT equipment while
Sentences 3, 4, and 5 specify these requirements for smartphones, tablets, and laptops,
respectively. Finally, Sentence 6 cites the statement of a government official explaining
why the specifications should be considered.

Example 2: This time, let’s try doing a similar activity, but instead of reading the
argument, we will listen to it. Ready? Use the link inside the box to listen to a report
and answer the processing questions that follow.
https://www.youtube.com/watch?v=G608st_EDeE

Processing Questions:
1. What claim was made about the Philippine economy in the last six months of
2019?
2. What evidence was given to support the claim?
Are you done answering? Let’s discuss your answers. It was claimed in the report that
“the Philippines was one of Asia’s fastest growing economies in the last six months of
2019.” (CNN Philippines 2020) The reporter cited the following as evidence: (1) stable
prices of goods, (2) low unemployment rate, and (3) a robust economy. He also added
that the Philippine economy grew by 6.3 % in the third quarter of 2019 and continued
to grow by 6.7 % in the fourth quarter of the same year. The government had targeted
6.5 to 7.5 % for the last quarter, which means that the target was met.

Common Types of Evidence to Support a Claim

There are various types of evidence we can use to support a claim. Here are the common
ones (Oldham n.d.):
1. Numbers (e.g., statistical data)
2. Names (e.g., of individuals, organizations, places, etc.)
3. Expert opinion. This is the knowledge or opinion of an expert in a certain field
that speakers may cite to prove or present a point (e.g., the opinion of a political
analyst, an education specialist, an economist, a doctor, etc.).
4. Specialized knowledge. This refers to the speaker’s own knowledge that is
acquired through training or experience. (e.g., statement of a medical doctor in
the forefront of COVID-19 battle)
5. Examples (e.g., real events, hypothetical cases, analogies, etc.)
6. Physical details. These are things that can be seen, heard, touched, smelled, or
tasted. (e.g., an explosion)
7. Documentary evidence (e.g., evidence taken from articles, letters, interviews,
laws, experiments, etc.)

7
Now, let’s go back to our reading and listening texts. Can you identify the types of
evidence used by the author in Example 1 and by the speaker in Example 2?
If you noticed, Example 1 primarily made use of documentary evidence as clearly cited
in Sentence 2. The document is an online article published on the DILG website in 2020.
Example 1 also made use of an expert opinion by citing a statement of a government
official in the last sentence. In the case of Example 2, the speaker used numbers,
specifically statistical data (e.g., 6.7 % growth in the economy), to prove his point.
Were you able to answer the practice activities on distinguishing evidence from claims?
If yes, that means you were able to determine the speaker’s claim and the evidence cited
to support the claim. Now you’re ready for our main objective.

Validity of Evidence
Ensuring the validity of evidence is crucial to make a successful and effective argument.
If an evidence is invalid, the claim cannot be proven or tested. If this is the case, the
argument will also be invalid.
The validity of an evidence used to support a claim is subject to the evaluation of the
readers or audience. Critical audiences do not just accept an evidence; instead, they
commonly assess it if it is valid by verifying its source (University of Pittsburgh n.d.). In
addition to this, validity of evidence is also set differently by various disciplines (Barnet
and Bedau 2014). For example, in the field of literature, if you claim something about
the works of Shakespeare, the primary evidence would usually come from the texts
themselves, i.e., from Shakespeare’s works. In other fields, such as the sciences, main
evidence would come from experiments. In social sciences, the evidence is usually taken
from interviews and surveys from conducted research.
There are general criteria to consider when judging the validity of an evidence (Oldham
n.d.):
1. Accuracy. Are the facts or data presented as evidence correct and accurate?
What is the source of this information? Note that among the criteria, accuracy
can be the most challenging to verify since there is a need to check the
correctness of the given information by consulting the references used in the
evidence. It is not always possible to have access on these references, such as
research reports that need to be purchased first.
2. Relevance. Does the evidence have a definite relationship to the claim? Do they
serve to prove or test the claim?
3. Representativeness. Do the examples given represent the majority of the whole
group they belong to? This criterion cannot be applied to all types of evidence. It
can be applied to evidence, such as statistical data and examples.

8
Let’s go back to Example 1. Read the text again and try to judge the validity of the
evidence based on the criteria. Do it before we discuss the evaluation in the box below.

Judging the Validity of Evidence in Example 1

Claim: The author claims that there are only certain gadgets that are capable
of supporting online classes.
Evidence: The main evidence given is a documentary evidence. By checking
the reference cited by the author, we will see that it is an article
(https://dilg.gov.ph/news/DILG-LGUs-planning-to-donate-gadgets-to-
schools-should-comply-with-DepEd-technical-specs/NC-2020-1206)
published by a government office, DILG, about the technical specifications for
gadgets prescribed by DepEd, the main agency that governs basic education
in the country.
Accuracy: Government websites are generally considered as credible sources
of information. You can also verify this information by cross-checking them
with other reliable and credible references to see if they give the same data. If
we try to do cross-checking on Example 1, we will see that the following
websites give the same information as the DILG website: interaksyon
(https://www.interaksyon.com/politics-
issues/2020/06/15/170722/donating-gadgets-to-students-here-are-the-
minimum-specs-recommended-by-deped/), ABS-CBN News
(https://news.abs-cbn.com/news/06/19/20/lgus-planning-to-donate-
gadgets-to-schools-told-to-comply-with-deped-specs), Inquierer.Net
(https://newsinfo.inquirer.net/1294030/dilg-says-donated-gadgets-from-
lgus-should-meet-minimum-specs-from-deped), and Manila Bulletin
(https://mb.com.ph/2020/06/09/deped-sets-minimum-specifications-for-
devices-internet-services-for-distance-learning/). After checking the
correctness of the information and its source, including the cross-references,
we can say that the evidence is accurate.
Relevance: To check if the evidence is relevant, we need to see its connection
to the claim. Do they have a definite relationship? Yes. Does the evidence help
prove the claim? Yes. How? Since the author claims that not all gadgets meet
online-class standards, he used the minimum technical specifications from
ICT experts. These specifications suggest that gadgets with less capacities in
terms of processor, display, resolution, storage, and connectivity, cannot be
used efficiently in online class activities. To conclude, we can say that the
evidence is relevant.

Now let’s go back to Example 2. Another claim of the reporter is that the 2020 Philippine
economy has a different story from that of the previous year’s economy.

Listen to the report again and try to do the following:

1. Identify the pieces of evidence presented
2. Classify the evidence to support a claim
3. Judge the validity of this evidence in terms of the applicable criteria.

9
 What’s More

Activity 1. Identifying the Author’s Claim and the Evidence

Read the text below and identify the author’s claim by circling the sentence number.
Then identify the evidence by underlining the sentence numbers.

[1] The pandemic has greatly affected the mental health of Filipinos. [2] As
published in an article CITATION Tom20 \l 13321 (Tomacruz 2020) on
Rappler’s website, a psychiatrist from the National Center for Mental Health
(NCMH) reported that during the lockdown, the average number of calls they
received daily from people needing consultations was more than twice (30–35
calls) they had received before the pandemic (13–15 calls). [3] In addition,
suicide-related calls also increased with a monthly average of 45 calls as of
May 31, 2020. [4] He further explained that a quarter to almost a third of the
callers expressed an increase in their anxiety level.
Cited source: Tomacruz, Sofia. 2020. "NCMH records spike in mental health consults during
coronavirus lockdown." Rappler. June 8. Accessed August 10, 2020.
https://rappler.com/nation/national-center-mental-health-records-spike-hotline-calls-
during-coronavirus-lockdown.

Activity 2. Classifying the Evidence

Reread the text above and classify the evidence that you have identified by completing
the table below.

Evidence (Sentence Number) Type of Evidence

Activity 3. Judging the Validity of the Evidence

Reread the text above and judge the validity of the evidence. For the purpose of this
activity, you will only focus on the relevance of the evidence.

Answer:
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
_______________________________

10
 What I Have Learned

Complete the concept map below.

can be classified into

support/prove/test

Evidence

can be judged/evaluated in terms of

11
 What I Can Do

The ability to determine whether an evidence is valid helps us to become critical. In

other words, we will not believe everything we read, view, or hear right away without
assessing the ideas presented first.
Now, try to assess the validity of the evidence in the following text by:
1. identifying the claim,
2. identifying the evidence,
3. classifying the evidence, and
4. judging the validity of the evidence. For practical reasons, focus on relevance.

[1] Spanish is one of the languages that Filipinos may find relatively easier to
learn than other foreign languages because of the similarities between this
language and Philippine languages. [2] For example, in the dictionary
Hispanismos en el tagalo CITATION Cua72 \l 13321 (Cuadro Muñiz 1972), there
are around 40,000 words in Tagalog which are said to be borrowed from the
Spanish language. [3] This means that this number of words can be easily
recognized and understood by Tagalog-speaking Filipinos who are learning
Spanish. [4] In addition to this, it is said that when we read a text in Tagalog,
around 20% of the words are of Spanish origin CITATION Ste08 \l 13321
(Steinkrüger 2008).
[5] Greater Spanish influence is found in the Chavacano language CITATION
Rei20 \l 13321 (Reid n.d.), which is spoken in various places in the country, like
in the Zamboanga peninsula, Cotabato City, and Cavite. [6] This is because its
vocabulary is mostly Spanish CITATION Ebe20 \l 13321 (Eberhard, Simons and
Fennig 2020). [7] Another example is the Cebuano language, which is also
believed to have thousands of Spanish-loan words. [8] A list of these words can
be found in A Dictionary of Cebuano Visayan CITATION Wol72 \l 13321 (Wolff
2012).

12
Write your answers in the table below.

Claim (Sentence Number):

Evidence Type of Validity (Focus on Relevance)

(Sentence No.) Evidence

13
 Assessment

Read the text below and answer the questions and the task that follow.

Playing video or online games can be beneficial to students if it is done in a

moderate manner just like many things. According to the Department of
Education of New South Wales, Australia, playing these kinds of games come
with a number of social, emotional, and cognitive or mental benefits. In terms
of social advantages, many games teach cooperation and communication
among group members. Another important social skill that can be developed
in games is that of resolving conflicts among team members. The government
agency also affirms that the emotional aspect can also benefit from gaming
because all games give some kind of a reward to the players, especially
satisfaction for completing a task. Persistence can also be learned in games
because successfully advancing to a next level may need several tries coupled
with appropriately managed emotions. Finally, games can also improve mental
skills because they usually require players to use higher-order thinking skills
and problem-solving skills. As a matter of fact, they usually force players to
plan and use strategies, become aware of the game environment, and pay
attention to detail to become successful. They also require them to understand
rules and play within these rules.
Cited source: NSW Department of Education. n.d. The benefits of playing online games.
Accessed August 14, 2020. https://www.digitalcitizenship.nsw.edu.au/articles/the-benefits-
of-playing-online-games

Choose the letter of the best answer.

1. Which sentence expresses the claim of the author?
A. sentence 1
B. sentence 2
C. sentence 3
D. sentence 4
2. In which sentence does the author introduce the evidence to support the claim?
A. sentence 1
B. sentence 2
C. sentence 3
D. sentence 4
3. The author presents a single evidence and discusses it concisely. What type of
evidence is it?
A. expert opinion
B. statistical data
C. physical detail
D. specialized knowledge

14
For the remaining 12 points, judge the validity of the evidence presented by the author
in terms of accuracy (6 points) and relevance (6 points). Refer to the rating rubric below
to know how your answers will be graded.
Validity of the Evidence
Accuracy

Relevance

15
Rating Rubric

Criteria 6 points 4 points 2 points

Accuracy The evaluation of the The evaluation of the The evaluation of

evidence’s accuracy evidence’s accuracy the evidence’s
confirms all confirms the majority accuracy only
correct/accurate of the confirms some of
information and all correct/accurate the correct/accurate
incorrect/inaccurate information and the information and
information (if there’s majority of the some of the
any) by checking the incorrect/inaccurate incorrect/inaccurate
source. information (if there’s information (if
any) by checking the there’s any) by
source. checking the source.

Relevance The evaluation of the The evaluation of the The evaluation of

evidence’s relevance evidence’s relevance the evidence’s
confirms whether it is confirms whether it is relevance confirms
relevant or not by relevant or not, but its whether it is
clearly explaining its connection/ relevant or not, but
connection/ relationship to the its connection/
relationship to the claim and how it relationship to the
claim and how it supports the claim is claim and how it
supports the claim. not very clearly supports the claim
explained. is very vaguely
explained.

16
 Additional Activities

How about judging the validity of your own evidence? Try to write your own claim similar
to the examples you have seen in this module. It can be about any topic you feel
comfortable writing about. Once you have stated your claim, be sure to support it with
valid evidence by considering the criteria that we have discussed. Imagine that you are
sharing it as a Facebook post. Refer to the rating rubric below to know how your work
will be graded.

17
Rubric for Facebook Posts Expressing Claims Supported by Valid Evidence

Component 3 (Strong) 2 (Fair) 1 (Weak)

Claim The claim is clearly The claim is not The statement is not a
stated and is clearly stated claim or there is no
arguable. although arguable. claim at all.

Evidence The evidence is/are The evidence The evidence has/have

relevant to the is/are not clearly no connection to the
claim and, if related to the claim at all or no
applicable, has a claim. evidence is presented
basis or reference at all.
cited and/or is
representative.

18
9
English
Quarter 3 – Module 7
Enrichment Activities
English – Grade 9
Alternative Delivery Mode
Quarter 3 – Module 7: Enrichment Activities
First Edition, 2021

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 module 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-Schools Division of Makati City

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent: Jay F. Macasieb DEM, CESE

Development Team of the Module

Writer: Annabelle C. Rabulas

Editor: Gizelle V. Laud

Reviewer: Gizelle V. Laud

Layout Artist: Annabelle C. Rabulas

Management Team: Neil Vincent C. Sandoval

Chief Education Supervisor, Curriculum Implementation Division

Gizelle V. Laud
Education Program Supervisor, English

Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Department of Education – Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 8882-5861 / 8882-5862
E-mail Address: makati.city@deped.gov.ph
 Lesson:
Differentiate Biases and Prejudices
Let us begin your lesson by working on the activities provided here.

Activity 1 PICTURES TALK

Directions: Look at the photos below. What do they reveal? Write your answers inside
the box provided below.

A.

B.

C.

1
Activity 2 MIND YOUR WORD
Directions: Find out the message conveyed in this picture and be ready to share your
ideas in class.

Guide Questions:
1. Is it right to have prejudices or biases?
2. How do you describe the personality of the referee in the picture? Prejudiced/
Biased?
3. What could be the reason/s for the prejudice/ bias?

2
Activity 3 LINK ME
Directions: List words that would link or associate with prejudice and bias? Write the
words in the word web.

PREJUDICE

BIAS

Activity 4 WATCH THAT LABEL

Directions: Here is a video featuring men and women exhibiting the same actions but
labeled differently. Watch it and find out the label attached to the women.

Pantene 'Labels Against Women' Digital Ad

https://www.youtube.com/watch?v=luLkfXixBpM

Guide Questions:
1. What is the label attached to the women in the video?
2. Do you agree with the label being attached to the women? Why?
3. When you put a label on someone, are you also being biased?
4. What comments do you hear from other people about women today? How would
you react to them?
5. How would you handle biases/ prejudices shown in the video?

3
Activity 5 BIAS DETECTIVE
Directions: Have you heard and seen examples of bias in advertisements? Fill out the
table below for more examples of bias. Write the bias statements found in each example.

ADVERTISEMENT EXAMPLES BIASED ON…

How to avoid biases?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

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Activity 6 READING A NEWS ARTICLE - National, News

Almost P3-B ‘ayuda’ distributed to over 2.9 million beneficiaries in NCR+

Published April 14, 2021, 9:05 PM
by Charissa Luci-Atienza

source: https://mb.com.ph/2021/04/14/almost-p3-b-ayuda-distributed-to-over-2-9-million-beneficiaries-in-
ncr/

Directions: Read the given news article above and rate the level of bias as HIGH,
MODERATE, LOW, AND NONE.
HIGH MODERATE LOW NONE
Exaggerated Language

Unbalanced Information

Prejudice (for or against)

Note: Please put a that corresponds to your rating.

THINKING THOUGHTS: (Note: Explain the given answers from the table above.)

Exaggerated Language:

Unbalanced Information:

Prejudice (for or against)

VOICE OF THE YOUTH

How to deal with biased media?

5
Activity 7 MY TREASURE

Directions: As a young adult, list down ways on how you can develop sensitivity towards
others and the benefits you could get from it.

TIPS TO DEVELOP A SENSITIVE BENEFITS FROM BEING SENSITIVE

ATTITUDE TOWARDS OTHERS

6
Activity 8 MY IDEA
Opinion: Presidency and Prejudice
CTALK-Cito Beltran- The Philippine Star
July 5, 2021| 12:00 a.m.

Back in 1985 while living in Westport, Connecticut, I remember watching a campaign

on TV that went like this: “Prejudice is a legacy we should never leave to our children.” If
I remember correctly the message was largely about race or color but I never really gave
it much thought until I started seeing real-life situations of racial prejudice, such as a
black person not getting a job even though he was highly qualified because he did not
represent the company “image” for a predominantly white neighborhood. When I visited
museums in the Washington, DC area I remember a message etched on the glass door
of one of the museums that said: “The immigrants immediately discovered that they
were expected to be more American than Americans.” I was subjected to hate calls and
once provoked to show my karate skills. That’s when being friends with all the bouncers
really helped… (Click the link for continuation of reading)
SOURCE: https://www.philstar.com/opinion/2021/07/05/2110215/presidency-and-prejudice

Directions: List down the five (5) statements from the article with biased and prejudice
meaning.

BIASED REASON NO MEANING PREJUDICE REASON

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Activity 9 WRITE THE RIGHT

Directions: Write an essay regarding to the campaigns and advocacy of different

presidential candidates. Use the basic essay structure for the details of your essay.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

8
9
English
Quarter 3 – Module 8
Enrichment Activities
English – Grade 9
Alternative Delivery Mode
Quarter 3 – Module 8: Enrichment Activities
First Edition, 2021

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 module 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-Schools Division of Makati City

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent: Jay F. Macasieb DEM, CESE

Development Team of the Module

Writer: Noemi Domingo-Formilles

Editor: Nancy N. Chang

Reviewer: Gizelle V. Laud

Layout Artist: Noemi Domingo-Formilles

Management Team: Neil Vincent C. Sandoval

Chief Education Supervisor, Curriculum Implementation Division

Gizelle V. Laud
Education Program Supervisor, English

Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Department of Education – Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 8882-5861 / 8882-5862
E-mail Address: makati.city@deped.gov.ph
 Lesson 1: Determining the Relevance and
Truthfulness of the Ideas
Presented in the Material Viewed
Lesson 2: Judging the Validity of Evidence
Background Information:
Two decades ago, Speaking, Reading, Writing, and Listening were introduced as the four
macro skills in English. However, the breakthrough of technology has come with Viewing
as the fifth macro skill for English and Filipino subjects. These macro skills are vital for
effective communication and success in constructing, interpreting, and integrating
knowledge into acquired information. Furthermore, this knowledge empowers the
person to judge the relevance and truthfulness of the ideas presented in whatever
material he/she utilizes.

A lot of things in the social media feeds may appear to be accurate, but not. False
information, a.k.a fake news, is news, stories, or hoaxes created to misinform or deceive
viewers deliberately. Usually, these stories are designed to influence people's views,
push a political agenda, or cause confusion and can often be a marketing strategy to
profit for businesses. Thus, now more than ever, the ability to critically analyze
information is a critical skill one must possess. It is important to evaluate information
first to ensure its accuracy and truthfulness before believing in it.

Judging someone's ideas requires different aspects to be considered. First, one can
quickly determine the relevance and truthfulness of the information he/she is exposed
to and validate the accuracy, reliability, and validity by thinking critically and making
sure that the information provided is supported with facts and evidence.

In judging a specific material, CRAAP Test, which librarians developed at California

State University at Chico, should be considered. CRAAP Test is a series of common
evaluative elements to evaluate the Currency, Relevance, Authority, Accuracy, Purpose
of the material/source.

1. Currency
It refers to the timeliness of the information. Certain topics require special
attention to how current your resource is because they are time-sensitive. When
evaluating the currency of material, consider the following:
• When was the information published or posted?
• Has the information been revised or updated?
2. Relevance
It is the significance of the information to the reader. Understanding what topics
are most applicable to your interest and why they are applicable can come up
with a good judgment. Many issues are broad, and searching for information on
them produces a wide range of resources. Narrowing your topic and focusing on
your specific interest can help you to judge the given material easily. When
determining the relevance, consider the following:
• Who is the intended audience?
• What is the message conveyed?
• Does the information present useful to the reader?
• Is the information presented appropriately to your needs?

3. Authority

1
 4.
Understanding more about your information's source helps you to determine
when, how, and where to use that information. Consider the following in choosing
the authority of the source:
• Is your author an expert on the subject?
• Who/What is the source of information provided?
• Is the source or person reliable and credible?
5. Accuracy
It refers to the reliability, truthfulness, and correctness of the content. When
determining the accuracy of the source, consider the following:
• Where does the information come from?
• Does the evidence support the information?
6. Purpose
The presentation of the information should be simple, clear, direct, and appealing
to the reader. When determining the effectiveness of the presentation, one should
consider the following:
• Is the information clearly stated?
• Are the pictures and graphs related to the information presented?
• Has the author's purpose been met by the presentation of the materials?
In what way?

Activity No. 1: Think Before You Click

Directions: Categorize the following grabbed posts from different online platforms as
Fact or Opinion. Write your answer in the space provided.

1. ________________________________
opinion 4. ________________________________
fact

2. ________________________________
opinion 5. ________________________________
fact

3. ________________________________
fact

2
Activity No. 2: Fake or Real
Directions: Look at each image, then identify whether the information presented is
accurate or not. Write accurate if it is real and fake if it is not.

1. ________________________________
fake 4. ________________________________
real

2. ________________________________
real 5. ________________________________
real

3. ________________________________
real

3
Activity No. 3: Fault Finder
Directions: Look at each of the screenshots below to pinpoint what makes it false.
Encircle the part of the image that makes the information unreliable.

1.

2.

3.

4
 4. 5.

Activity No. 4: Fishing for Relevance

Directions: Read each sentence, then choose the letter of the sentence that answers
the question.
1. Homeless people have many problems. Which of the following statements is
relevant to the above idea?
A. The Philippines is facing a homeless crisis.
B. It is hard to keep things safe without a home.
C. There are four categories of homeless families in the Philippines.
D. There are approximately 4.5 million homeless people in the Philippines
2. The students had fun on their field trips. Which of the following statements is
irrelevant to the above idea?
A. The city government paid all expenses.
B. They considered their field trip as the highlight of the school year.
C. After the tour, they ate a picnic lunch in the park and played with their
friends.
D. They had so much fun with the different attractions that the Manila Ocean
Park has to offer.
3. Miss Tah helped her mother clean the house. Which of the following statements
is irrelevant to the above idea?
A. She mopped the kitchen floor.
B. She ate a ham sandwich for lunch.
C. She picked up the toys in the playroom.
D. She vacuumed the living rooms and dusted the furniture.
4. Players learn many skills when playing basketball. Which of the following
statements is irrelevant to the above idea?
A. They learn how to fix the basketball ring.
B. They learn how to dribble and pass the ball.
C. They learn how to catch, throw, hit, and base run.
D. They learn how to shoot the ball, so they can eventually score.
5. Juan loves to play games. Which of the following statements is irrelevant to the
above idea?
A. He loves to play people's lives every day.
B. He plays action video games if they are not too violent.
C. His favorite game is chess because it requires a great deal of thought.
D.He plays less demanding board games that are based primarily on luck.

5
Activity No. 5: Scene of the Crime Operatives (SOCO)
Directions: Based on the clues/shreds of evidence in the picture, identify if it's a
murder or suicide.

1.

Claim:_____________________________________________________________________
murder
Evidence 1:________________________________________________________________
Evidence 2:________________________________________________________________
Evidence 3:________________________________________________________________
Evidence 4:________________________________________________________________

2.

Claim:____________________________________________________________________
Evidence 1:_______________________________________________________________
Evidence 2:_______________________________________________________________
Evidence 3:_______________________________________________________________

6
Activity No. 6: Judge Me Not!
Directions: Here are some information encountered in the social media feeds, television,
or newspaper. Determine the truthfulness and accuracy of each by accomplishing
the checklist below.

1. An infographic released by the World Health Organization to disseminate

information on preventing the spread of the virus in the household

Criteria Yes No Statement/s that

supports your answer
CURRENCY: Is the infographic timely
and relevant to the current state?
RELEVANCE: Is the message relevant or
beneficial to the target audience?
AUTHORITY: Is the source reliable and
credible?
ACCURACY: Does evidence support the
information?
PURPOSE: Does the infographic give you
more information about the topic?

7
2. A viral post claims that US hospitals are being locked down as some COVID
patients have begun eating other patients after receiving the vaccine.

Criteria Yes No Statement/s that supports

your answer
Currency: Is the information
timely and relevant to the
current state?
Relevance: Does the information
present useful to the reader?
Authority: Is the source of the
information reliable?
Accuracy: Does evidence
support the information?
Purpose: Is the information
clearly stated?

3. Which of the materials/posts should be shared with others? Why?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________________

Activity No. 7: Bulletin Board

Directions: List down three advertisements seen on TV, posters, billboards, or social
media that are considered truthful and accurate and another two commercials that
are considered misleading and false advertisements.

A. Truthful and Accurate Advertisement

Why do you consider it

Name of Product Claim as truthful and
accurate?
1.
2.
3.

B. Deceitful Commercials / False Advertisement

Why do you consider it

Name of Product Claim
deceitful?
4.
5.