QUARTER 3 WEEK 4

Time Learning Area Learning Competency Learning Tasks Mode of Delivery

Reading and Identify claims explicitly or LESSON 1: Answer the following; Submit output in the
9:30 – Writing Skills implicitly made in a written text  Activity 1 - 2 drop center on the
11:30 scheduled time and
date.

READING AND WRITING

Less
on
3

SKILLS
LESSON: Text and Context 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.

 What I Need To Know

By the end of this lesson, you are expected to:
1. identify claims explicitly and implicitly made in a written text
a) Claim of Fact
b) Claim of Policy
c) Claim of Value

LESSON 3:1 Text and Context 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.

Critical reading enables you to distinguish the explicit and implicit information provided by the author.
Explicit information is information that is clearly stated in the text. Implicit, on the other hand, are ideas
suggested in the text but not directly stated. This is where the ability to make inferences based on clues within the
text is applied.

Through proper identification of explicit and implicit information, the critical reader can properly evaluate
the claim/s made by an author. Claims state the point or position of an author regarding a certain topic. The claim
statement is further proven by supporting details from various resources and reliable evidence.

Tiongson (2016) gave the following characteristics of good claims:

1. A claim should be argumentative and debatable. It is expected for a written text to yield objections and
opposite perspectives to appear for readers of a text that supports a certain stand on a topic. Completely
factual texts are not considered debatable.

2. A claim should be specific and focused. With the statement of claim limiting the scope of the written text,
it must be noted that claims must be focused on a single topic alone to arrive at an equally concise and
specific result or conclusion.

3. A claim should be interesting and engaging. It should capture the interest of readers at first glance and
encourage a healthy discussion on the topic.

A claim should be logical. The evidence supporting the claim must be reasonable at its best.

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 LESSON 3:2 Text and Context Connections: Claim of Fact
 Claims of Fact are pieces of information which are grounded on reliable authority such as science or history.
 Claims of Fact relate to statements that can be easily verified and not dependent on a person's preference. It
also asserts that a condition has existed, is existing, or will exist and is based on facts or data.
 Facts that are universally accepted are not considered claim of fact but instead a statement of fact.
Claims of Fact are often qualified by such terms as generally, probably, or as a rule. And, to verify whether
these statements are claim of fact or not, ask these questions:
Is it debatable? Is it verifiable? Is it specific? Can it be solved objectively?
Types of factual claims (generally "objective")
1. Factual / historical
2. Relational - causal connections
3. Predictive

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

EXAMPLES OF CLAIMS OF FACT

 The oldest known disease in the world is leprosy.
 Generally, obesity causes health problems.
 The earth is warming rapidly.

LESSON 3:3 Text and Context Connections: Claim of Policy

 What’s New
 The Claim of Policy calls for some form of action.
 It states what the reader should or ought to do about a particular situation/topic.

The Claim of Policy advocates a specific course of action. It asserts that specific policies should be
instituted as solutions to problems.
Claims of policy argue that certain conditions should exist. Almost always "should" or "ought to" or "must"
are included in this claim.
Claims of Policy are specific statements on procedures or laws that need to be modified based on certain
issues or conditions.
Most of the time, claims of policy ask for plans of action to solve current problems.
Proof requires:
 Making proposed action (clear), need (justification), plan (must be workable), benefit (advantages) consider
opposition / counter arguments.

Consider this statement, for example:

To attract more non-traditional students, this college must review and revise its course offerings.

The given statement above is an example of a claim of policy. It calls on action for the college referred to,
regarding its course offerings to arrive at a workable conclusion which is to attract more non-traditional students.
The author may choose to elaborate on this course of action to prove that this claim can work for the college

LESSON 3:4 Text and Context Connections: Claim of value

 Claim of Value refer to statements that appeal to a person’s taste and morals or the sense of what’s good
and what’s bad.
 This type of claim weighs the values according to which is more desirable. Claim of value deals with
topics concerning moral, philosophical, or aesthetic aspects.

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 Claims of Value involve judgments and evaluations. It judges whether something is good/bad,
right/wrong, just/unjust, ethical/non-ethical, and others.
We judge the worth of something. It attempts to prove that some things are more or less desirable than others.
Some claims of value are simply expressions of taste, preferences, and prejudices. The most important in proving
claim of value is by establishing standards of evaluation.

Proof requires:
 Establishing standards of evaluation (i.e. a warrant that defines what constitutes instances of the relevant
value) note the priority of the value in this instance
 Establish the advantage (practical or moral) of your standards
 Use examples to clarify abstract values
 Use credible authorities for support

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.

Example of value
*It is better to be feared than loved. * Cheating is not good.
*Gay marriage is immoral. * Buying a house is a lot better than building it.
* Rock music sucks. *The government is doing a great job during the Covid- 19 pandemic
 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.
_____1. The use of civil disobedience during the Martial Law struggle was reasonable, moral, and necessary.
_____2.The private ownership of automatic and semi-automatic weapons in the Philippines should be banned.
_____3. The possibility of an asteroid or meteor hitting Earth is great enough that the Federal government should
be finding plans to prevent it.
_____4.The death penalty if used in the Philippines will be ineffective and impractical.
_____5. The death penalty if applied in the Philippines will be immoral.
_____6. Recovered memory should be disallowed as evidence in Philippine courts.
_____7. Opera is not as entertaining as musical comedy.
_____8. Generally, public secondary schools in America are not adequately preparing students for college.
_____9. Fetal tissue research should not be funded by the Philippine government.
_____10. Fetal tissue research is wrong.

Activity 2: Read and analyze the following essay. And fill in the table with the claims that are in the essay.
EDUCATION IN THE NEW NORMAL
Ching Jorge

If last year’s enrollment figures are to be a basis, the Philippine education system will be expecting around
27 million students to enroll in the Basic Education System in the coming school year. With the early closure of the
school year in March, the enhanced community quarantine in effect, and the still unclear future that the COVID-19
pandemic will bring, the Department of Education (DepEd) and our millions of learners are facing enormous
challenges.

In a recent evaluation on ALS (Alternative Learning System) interventions done in the Mindanao region
during the quarantine period, platforms such as ICT4ALS, FB Chat, Google Classroom, the Aral Muna app, and
DepEd Commons emerged as the most common technological interventions used. Also popular are the use of radio-
based intervention — partnerships with local radio stations to announce questions or lessons that can be replied to
by phone. There are also the door-to-door delivery of worksheets, take-home learning activity sheets, and take-home
portfolio completions. These modalities are being used and explored during the quarantine period and will serve as
key learning points for implementation in the bigger education system.

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

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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.

In-classroom study and individual study/online classroom work, or Blended Learning, will allow students to
learn at their own pace under guided modules. The DepEd has launched an online study platform called DepEd
Commons, accessible to both private and public schools, to help students continue their lessons. It has also
developed an ALS platform in partnership with Unicef called ICT4ALS, a portal of learning resources, activity
sheets, and online tutorials for ALS teachers and learners.

However, the challenge of technology access still remains for public school students. Other factors such as
home environment (conduciveness to learning), learner attitudes toward home learning, and technology competence
can affect learner outcomes and the effective use of Blended Learning. Learning at home also requires parent
participation and support.

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.

While the future remains unknown, by working together to support and empower the education ecosystems
in our communities, we can help establish the structures that our students will need to receive the quality education
they deserve, and bring stability in a time of uncertainty.

Paragraph Key Claim Type of Claim (Fact,

Number Policy, Value)

Activity 3: Identify which type of claim the statement is making and put a check (/) inside the box next to each
sentence.

Claim of Claim of Claim of

Statements
Fact Value Policy
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.
5. Social media makes every youth share common goals.
6. Extra Judicial Killings lessen the crimes in our community.
7. All students must be strictly prohibited to bring any gadgets at school.
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.
ANSWERS KEY
Activity 1
1. COF 4. COV 7. COF 10. COF
2. COP 5. COV 8. COF

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3. COP 6. COP 9. COP ACTIVITY 2&3 – ANSWERS MAY VARY

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