Republic of the Philipp ines

Department of Education
Region I
SCHOOLS DIVISION OF ILOCOS NORTE

English 10
Quarter 2 – Module 4:
Claims of Fact, Policy, and Value

MELC #4: Formulate claims of fact, policy, and value

(EN10WC-IIb-13.2)

Prepared by:

SHELLEY G. BATALLONES
Teacher III
Pagudpud National High School
English- Grade 10
Share-A-Resource-Program
Quarter 2 – Module 4: Claims of fact, policy, and value
First Edition, 2020
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
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impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand
names, trademarks, etc.) included in this book 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

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Shelley G. Batallones
Editor: Kathleen E. Fandag
Reviewers: Ritchelle B. Dejolde, Kathleen E. Fandag,
Eliza E. Rivera, Victoria V. Quevedo
Illustrator and Layout Artist: Shelley G. Batallones
Management Team: Joann A. Corpuz
Joye D. Madalipay
Santiago L. Baoec
Jenetrix T. Tumaneng
Ritchelle B. Dejolde

Division Design & Layout Artist: Jannibal A. Lojero

Printed in the Philippines by ______________________________

Schools Division of Ilocos Norte
Office Address: Brgy. 7B, Giron Street, Laoag City, Ilocos Norte
Telefax: (077) 771-0960
Telephone No.: (077) 770-5963, (077) 600-2605
E-mail Address: ilocos.norte@deped.gov.ph
 10
English
Quarter 2 – Module 4:
Claims of Fact, Policy, and Value
Introductory Message
This Contextualized Learning Module (CLM) is prepared so that you, our dear
learners, can continue your studies and learn while at home. Activities, questions,
directions, exercises, and discussions are carefully stated for you to understand each
lesson with ease.
This CLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.
Pre-test is provided to measure your prior knowledge on the lesson. This will
show you if you need to proceed in completing this module or if you need to ask your
facilitator or your teacher’s assistance for better understanding of the lesson. At the
end of this module, you need to answer the post-test to self-check your learning.
Answer keys are provided for all activities and tests. We trust that you will be honest
in using them.
In addition to the material in the main text, Notes to the Teacher is also
provided to our facilitators and parents for strategies and reminders on how they can
best help you in your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part
of this CLM. Use a separate sheet of paper in answering the exercises and tests.
Likewise, read the instructions carefully before performing each task.
If you have any question in using this CLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.

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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
improve your communication skills. 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.
After going through this module, you should be able to formulate claims of
fact, policy, and value. (EN10WC-IIb-13.2)
Specifically, you should be able to:
1. define claims of fact, policy, and value;
2. identify claims of fact, policy, and value; and
3. formulate claims of fact, policy, and value based on the chosen topic.

What I Know

PRE-ASSESSMENT. As part of your initial activities, you need to answer this

pre-assessment to check your prior knowledge on the topics of this module. Try to
assess yourself about your previous knowledge on claims of fact, policy, and value.
Directions: Identify if the statement is a claim of fact, policy, and value.
Write F if it is a fact, P if it is a policy and V if it is a value.

1. Excessive consumption of alcohol can lead to many illnesses.

2. Drinking soft drinks is not healthy.
3. Is the wall white?
4. Which is more important, brain or beauty?
5. It’s better to apply good nutritional choices at home than teach at school.
6. The death penalty should be imposed.
7. What should be done to combat coronavirus pandemic?

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 8. On March 11, the World Health Organization (WHO) declared COVID-19 a
pandemic.
9. Everyone should wear face mask and face shield in this time of pandemic.
10. Smoking cigarettes should be banned.
11. What should be done to combat pornography?
12. Are you in favor of capital punishment?
13. Which is more necessary, money or health?
14. Do you agree that grades can measure intelligence?
15. It is immoral for medical researchers to use placebos (inactive medicine)
on pregnant women infected with HIV.

What’s In

Activity 1. What You Read Is What You Get!

Directions: Read an example of argumentative essay. Then, answer some questions
afterwards.

Aggressive Driving Should Be Avoided

Aggressive driving is a phenomenon, which has only recently got
the public worried. The National Highway Traffic Safety Council (NHTSC)
defines aggressive driving as the “operation of a motor vehicle in a manner
that endangers or is likely to endanger persons or property.” Actions
such as running red lights, improper passing overtaking on the left, improper Introduction
lane change, failing to yield, improper turns, running stop signs, tailgating,
careless driving, and speeding are examples of aggressive driving. Such actions
are dangerous to other road users. Aggressive driving should be avoided
because it causes crashes, injuries, and fatalities.

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The first reason why aggressive driving should be avoided
is it causes crashes. According to NHTSC, between 78 percent
(excessive speed) and 100 percent (improper passing) of the cases
of aggressive driving resulted in traffic crashes and 96 percent of the
drivers cited for “following too closely” or tailgating caused crashes as
a result of their aggressive driving. Moreover, “running red light,”
“improper passing,” and “overtaking on the left” topped other categories
Body
of aggressive driving in contributing to traffic crashes.

Another reason why aggressive driving should be avoided

is it causes injuries. NHTSC states that the percentages of the injuries

caused by aggressive driving are, in almost all categories of aggressive

driving, above 100 percent.

Aggressive driving also causes fatalities. “Overtaking on the left”

appears to be the most important contributing factor in traffic fatalities

as it relates to aggressive driving. “Improper lane change,” “running stop Body

sign,” and “running red light” rank second through four in terms of their

contribution to traffic fatalities.

The above evidences show aggressive driving causes crash

injuries and fatalities. Hence, aggressive driving should be avoided.
Since the opening on the North-South Highway, the number of kilometers Conclusion
of roads in the United States of America (U.S.A.) has increased by one percent
while the number of vehicle miles driven has increased by 35 percent. More
cars and more drivers are also on the road leading to more aggressive drivers.

Source: http://learningenglishessay.blogspot.com/2011/12/argumentative-essay.html

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Processing Questions:

1. What is the topic of the argumentative essay?

2. What category of claim is emphasized in the essay?

3. State three (3) evidences to justify the claim.

4. Enumerate three (3) transition signals used in the argumentative essay.

What is New

Activity 1. Point Me Out!

Directions: Study the illustrations below, list down at least three (3) topics drawn
from each illustration that could be debatable and identify whether it is a claim of
fact, policy and value.

Madam, don’t worry, relax

and breathe steadily. This
is just a different oxygen
therapy.

Source: www. graphicmedicine.org

Example: Treating a patient infected with coronavirus is mandatory.

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 - Claim of Policy

Answer: 1. ______________________________________________________________

2. ______________________________________________________________

3. _______________________________________________________________

Source: www. graphicmedicine.org

Example: Health is very important in this time of pandemic.

- Claim of Value

Answer: 1. _____________________________________________________________

2. _____________________________________________________________
3.______________________________________________________________

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 What It is

When people argue with each other, they often become highly emotional and
confrontational. Remember the last heated argument you had with a family member
or a friend? At the end of the argument, one person might have gone out of the room,
closed the door, or not speak to each other for days. In the end of such a scene, you
felt angry with the other person and angry with yourself, too. Nothing was
accomplished. Rather than understanding each other’s point of view and working
out your differences, you definitely close the lines of communication.
When writers construct arguments, however, they try, through reason and
use of evidence, to avoid emotional outburst that often turn verbal arguments into
displays of temper. Few of us make the effort to argue without emotional investment
in the subject. On the other hand, written arguments stress a fair weighing of pros
and cons. So, this module teaches you to formulate claims of fact, policy, and value
when you advocate one position, you keep the lines of communication. To start, let
us know some of the terminologies.

CLAIM is an arguable statement. When constructing a claim, narrow your subject

to a specific topic and sharpen your focus by applying the WH-Questions (who, what,
when, where, and why). Focusing and narrowing your claim helps determine what
evidence you need to collect. Your skills in observing, remembering, reading and
investigating should be used to gather evidence. Claims for a written argument
usually fall into three categories:
Claims of Fact
Read the following claims:
1. Grades do not measure intelligence or achievement.
2. Polygraph tests do not accurately detect lies.

These claims are about matters of fact that are not easily measured or agreed
upon. Definition is a key to claims of fact: what is meant by “detect lies”? Does
“accurate” mean one hundred percent of the time? Terms may be controversial or
vague. Claims of fact assert that something is true or false. They should be clearly
stated. Claims of fact are often qualified by such terms or phrases as probably,
generally, or as a rule. To be valid, claims of fact must include appropriate and
sufficient data.
Questions of Fact are those that ask you to answer whether or not
something is true. These questions are always answered with either “Yes” or “No”
and then you must construct paragraphs to support the facts.
Example: Is the wall blue? (Yes or No, and then your evidence)

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 Claims of Policy
Read the following claims:
1. Everyone should wear a face mask and face shield
in times of pandemic.
2. Pornography in the internet should be censored.

Claims of policy argue that certain conditions should exist. When you are
defending a claim of policy, terms should be precisely defined and the writer must
make his or her proposal clear and establish that there is a need for change. Claims
about solutions or policies are often qualified by such terms or phrases as should,
must, or ought to.

Questions of Policy ask the writer to explain what they would do. The
key word in these topics is usually “should” as in “what should we do…?” The
question asks the writer to make a plan of action to solve some sort of problem. The
answer is a breakdown of the plan and a justification that it fixes the problem.

Example: What should be done to combat the drug problem? (Plan and justify.)

Claims of Value
Read the following claims:

1. Liposuction is not healthy.

2. Health is wealth.

Claims about value lead to evaluative essays that would make a judgment and
express approval and/or disapproval. Some claims value is simply expressions of
taste, preferences, and prejudices. Many claims of value can be attacked or defended
on the basis of acceptable criteria or standards that readers will accept. Values are
abstract, so real-world illustrations examples that would clarify meaning and make
distinctions should be available.

Questions of Value address the relative merit (goodness or badness) of

something. Here you are usually asked to choose between things, ideas, beliefs, or
actions, and explain why you did so.

Example: Which is more valuable, love or money? (Which and then why?

Sources: Celebrating Diversity through World Literature -Grade 10 English –

Learner’s Material, 2015
Eloquence, 2015

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 What’s More

Activity 1: Knowing More!

Directions: Identify if the statement is a claim of fact, policy, and value.
Write F if it is a fact, P if it is a policy and V if it is a value.

1. Cellphones pull students away from learning.

2. What should be done to provide quality education to learners in

times of pandemic?

3. Obesity can cause heart disease.

4. Playing Mobile Legends should be banned.

5. Are all vegetables, healthy?

6. Does frequent handwashing prevent illnesses?

7. Following health protocols in all public places is highly implemented.

8. Mac computers are more reliable than PCs.

9. Which is more effective, modular or virtual learning?

10. Does social distancing lessen the transmission of coronavirus?

Activity 2: It’s Your Turn!

Directions: This time you formulate your own claims of fact, policy, and value based
on your chosen topic from the list below. Use the organizer below to present your
claims.

List of Topics:
1. Resolving Conflicts
2. Social Media
3. Coronavirus
4. Harmonizing Relationships with Others
5. Online Class

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Topic:

Claim of Fact Claim of Policy Claim of Value

What I have Learned

Activity 1: Know Your Own!

Directions: Write a short detail about what you have learned about the
different claims.

1. CLAIMS OF FACT
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. CLAIMS OF POLICY
_____________________________________________________________________
_____________________________________________________________________

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 _____________________________________________________________________
_____________________________________________________________________

3. CLAIMS OF VALUE
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

What I Can Do

Activity 1. Doing My Part!

Directions: Write a simple claim on the following issues/topics in order to
convince people to act.

Say “No” to Drugs.

Prevention is better than cure.

Don’t throw your waste anywhere.

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Summary
A claim should be argumentative and debatable. It should be specific,
focused, interesting, engaging and it should be logical.
Claims of fact center around a critical analysis of the text. Claims of policy
would determine the punishment, be it acquittal, imprisonment, execution, etc.
Claims of value involve interpretations of the text to determine what is good, bad,
pleasing, etc.

Assessment

Directions: Identify if the statement is a claim of fact, policy, and value.

Write F if it is a fact, P if it is a policy and V if it is a value.

1. According to Department of Health (DOH), everyone needs at least eight hours

of sleep in order to boost our immune system.

2. Discrimination is a result of violence.

3. We should open lanes to all traffic between the hours at 4 pm and 7pm
to ease traffic crowdedness.

4. School violence is a result of high self-esteem rather than low self-esteem.

5. Parents are morally responsible to safeguard their children’s activity
on the internet.

6. People should observe health protocols in public places.

7. Are the trees green?

8. What should be done to lessen the transmission of coronavirus?

9. Breastfeeding should be used by parents, rather than bottle feeding.

10. Does the Philippines lie in South East Asia?

11. Is Typhoon Rolly the world’s strongest typhoon so far in 2020 as claimed by
PAGASA?

12. What should be done to lessen crimes in our country?

13. Which is more valuable, health or wealth?

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 14. What must be done in times of disasters?

15. Cleanliness is next to godliness.

Additional Activities

Directions: Write a 200-word persuasive essay about the effectiveness of modular

approach of learning in this time of pandemic. Apply the claims of value in
emphasizing your point of view.

Persuasive Text Rubric

6 5 4 3 2 1
Takes a clear Takes a clear Takes a clear Takes a Takes a Attempts
position and position and position and position and position, but to take a
supports it supports it supports it provides the essay is position
consistently with relevant with some uneven underdevelop (addresses
with well- reasons or relevant support; may ed topic), but
chosen examples reasons or lack the
reasons or through much examples; development position is
examples; of the essay. there is some in parts or very
may use a development repetitive, or unclear
persuasive of the essay. the essay is OR takes
strategy to no more than a position,
convey an a well-written but
argument. beginning. provides
minimal or
no
support;
may only
paraphras
e the
prompt.
The essay is The essay is The essay s The essay is The essay is The essay
focused and well- well- generally disorganized exhibits
well- organized but organized but organized but or unfocused little or no
organized, may lack may lack has few or no in much or of apparent
with effective some some transitions the essay OR organizatio
use of transitions. transitions. among is clear, but n.
transitions. sections. too brief.
Consistently Exhibits some Exhibits some Most Sentences Sentences
exhibits variety variety in variety in sentences are lack formal are run-on
in sentence sentence sentence well structure; and

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structure and structure and structure and constructed word choice appear
word choice. uses the right uses the right but have a may often be incomplete
word choice; word choice; similar inaccurate. or
occasionally, occasionally, structure; rambling;
words may be words may be word choice word
used used lacks variety choice ,
inaccurately. inaccurately. or flair. may be
inaccurate
in much or
the entire
essay.
Errors in Errors in Errors in More frequent Errors in Errors in
grammar, grammar, grammar, errors in grammar, grammar,
spelling, and spelling, and spelling, and grammar, spelling, and spelling,
punctuation punctuation punctuation spelling, and punctuation and
are few and do do not do not punctuation, interfere with punctuatio
not interfere interfere with interfere much but they do understandin n prevent
with understanding with not interfere g in much of the reader
understanding. . understanding with the essay. from fully
. understanding understan
. ding the
essay.
Comments/Su
ggestions

Source: https://rb.gy/uwqn8g

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 14
15. V
14. P
13. V
12. P
11. F
10. F
9. V
8. P
7. F
6. P vary
5. V Answers may -
4. V What I can Do
3. P
2. F vary
1. F Answers may -
Post-Assessment What I have Learned
What is New What’s In
What I Know
- Answers may Processing Questions Pre-Assessment
vary
1. Aggressive driving 1. F
What’s More
should be 2. V
Activity 1
avoided. 3. F
1. V 2. Claims of fact 4. V
2. P 3. *It causes 5. V
3. V crashes. 6. P
4. P *It causes 7. P
5. F injuries. 8. F
*It causes 9. P
6. F 10. P
fatalities.
7. P 4. First, 11. P
8. V Another 12. F
9. V Hence 13. V
10.F 14. F
Activity 2- Answers 15. V
may vary
Answer Key
References
Almonte, L.R. et al. (2015). Celebrating Diversity through World Literature – Grade
10 English - Learner’s Material (pp. 35-43). REX Book Store, Inc.

Navarro, Michaela L. (2015). Eloquence. Sampaloc, Manila: St. Augustine

Publications, Inc.

http://www. slideshare.net
http://havlicek.weebly.com>uploads
http://www. graphicmedicine.org
http://rb.gy/uwqn8g
http://google.com
http://learningenglishessay.blogspot.com/2011/12/argumentative-essay.html

For inquiries and feedback, please write or call:

Schools Division of Ilocos Norte – Curriculum Implementation Division

Learning Resource Management Section (SDOIN-CID LRMS)

Office Address : Brgy. 7B, Giron Street, Laoag City, Ilocos Norte
Telefax : (077) 771-0960
Telephone No. : (077) 770-5963, (077) 600-2605
E-mail Address : sdoin.lrmds@deped.gov.ph
Feedback link: : https://bit.ly/sdoin-clm-feedbacksystem

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Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph

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