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Reading and Writing, Skills, Quarter 4 – Module 7:, Determining Textual Evidence

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Reading and Writing Skills, Alternative Delivery Mode, Quarter 4 – Module 7: Determining Textual Evidence, 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, 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, Secretary: Leonor Magtolis Briones, Undersecretary: Diosdado M. San Antonio, Development Team of the Module, Writers: Faye Maida F. Llagas, Charisel Jeanne H. Casala, Editor: Shiela Niña L. Rea-Santes, Reviewers: Cyril E. Sales, Susana J. Sacatrapos, Loui Grace G. Margallo, Laila R., Maloles, Jonathan H. Marquez, Jhonathan S. Cadavido, Illustrator: Rhodora B. Crisologo, Layout Artist: Mark Joseph O. Torres, Management Team: Regional Director: Wilfredo E. Cabral, CLMD Chief: Job S. Zape Jr., Regional EPS In Charge of LRMS: Eugenio S. Adrao, Regional ADM Coordinator: Elaine T. Balaogan,, Schools Division Superintendents: Daisy Z. Miranda,, Doris DJ. Estalilla, Assistant School Division Superintendent/s: Neil G. Angeles,, Elvira B. Catangay, CID Chief/s: Vincent Emmanuel L. Ilagan, Edna F. Hemedez, Division EPS/s In Charge of LRMS: Henry P. Contemplacion, Jackie, Lou A. Almira, CID Chief/s: Vincent Emmanuel L. Ilagan, Edna F. Hemedez, Printed in the Philippines, ________________________, Divisionby, EPS/s, In Charge of LRMS: Henry P. Contemplacion, Jackie, Lou A. Almir, Department of Education – Region IV-A CALABARZON, Office Address:, Telefax:, E-mail Address:, , Gate 2 Karangalan Village, Barangay San Isidro, Cainta, Rizal 1800, 02-8682-5773/8684-4914/8647-7487, [email protected]

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Reading and Writing, Skills, Quarter 4 – Module 7:, Determining Textual Evidence, , i

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Introductory Message, For the facilitator:, Welcome to the Grade 11 Reading and Writing Skills Alternative Delivery Mode (ADM), Module on Determining Textual Evidence!, This module was collaboratively designed, developed and reviewed by educators both, from public and private institutions to assist you, the teacher or facilitator in helping, the learners meet the standards set by the K to 12 Curriculum while overcoming, their personal, social, and economic constraints in schooling., This learning resource hopes to engage the learners into guided and independent, learning activities at their own pace and time. Furthermore, this also aims to help, learners acquire the needed 21st century skills while taking into consideration their, needs and circumstances., In addition to the material in the main text, you will also see this box in the body of, the module:, , Notes to the Teacher, This contains helpful tips or strategies that, will help you in guiding the learners., , As a facilitator you are expected to orient the learners on how to use this module., You also need to keep track of the learners' progress while allowing them to manage, their own learning. Furthermore, you are expected to encourage and assist the, learners as they do the tasks included in the module., , For the learner:, Welcome to the Grade 11 Reading and Writing Skills Alternative Delivery Mode (ADM), Module on Determining Textual Evidence!, The hands are one of the greatest assets of the human body. No other being in the, world has hands that can grasp, hold, move, and manipulate objects like human, hands. Through our hands, we may learn, create and accomplish. Hence, the hand, in this learning resource signifies that you as a learner is capable and empowered to, successfully achieve the relevant and essential competencies and skills at your own, pace and time. Your academic success lies in your own hands!, This module was designed to provide you with fun and meaningful opportunities for, guided and independent learning at your own pace and time. You will be enabled to, process the contents of the learning resource while being an active learner., , 1

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This module has the following parts and corresponding icons:, What I Need to Know, , This will give you an idea of the skills or, competencies you are expected to learn in the, module., , What I Know, , This part includes an activity that aims to, check what you already know about the, lesson to take. If you get all the answers, correct (100%), you may decide to skip this, module., , What’s In, , This is a brief drill or review to help you link, the current lesson with the previous one., , What’s New, , In this portion, the new lesson will be, introduced to you in various ways such as a, story, a song, a poem, a problem opener, an, activity or a situation., , What is It, , This section provides a brief discussion of the, lesson. This aims to help you discover and, understand new concepts and skills., , What’s More, , This comprises activities for independent, practice to solidify your understanding and, skills of the topic. You may check the, answers to the exercises using the Answer, Key at the end of the module., , What I Have Learned, , This, includes, questions, or, blank, sentence/paragraph to be filled in to process, what you learned from the lesson., , What I Can Do, , This section provides an activity which will, help you transfer your new knowledge or skill, into real life situations or concerns., , Assessment, , This is a task which aims to evaluate your, level of mastery in achieving the learning, competency., , Additional Activities, , In this portion, another activity will be given, to you to enrich your knowledge or skill of the, lesson learned. This also tends retention of, learned concepts., , Answer Key, , This contains answers to all activities in the, module., , 2

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At the end of this module you will also find:, , References, , This is a list of all sources used in developing, this module., , The following are some reminders in using this module:, 1. Use the module with care. Do not put unnecessary mark/s on any part of the, module. Use a separate sheet of paper in answering the exercises., 2. Don’t forget to answer What I Know before moving on to the other activities, included in the module., 3. Read the instructions carefully before doing each task., 4. Observe honesty and integrity in doing the tasks and checking your answers., 5. Finish the task at hand before proceeding to the next., 6. Return this module to your teacher/facilitator once you are through with it., If you encounter any difficulty in answering the tasks in this module, do not hesitate, to consult your teacher or facilitator. Always bear in mind that you are not alone., We hope that through this material, you will experience meaningful learning and, gain deep understanding of the relevant competencies. You can do it!, , What I Need to Know, This module exposes students on how to develop their writing ability, through determining textual evidence to validate assertions and, counterclaims made about a text read. The learner will be able to understand, the relationship of a written text and the context in which it was developed., This contains the ways on how to determine and use textual evidences, to validate assertions and counterclaims of the text read., It is expected that at the end of this module the learner must be able to, write a critique of a selected text on the basis of its claim/s, context, and, properties as a written material., At the end of this module, the learners are expected to:, , , , , , gather textual evidence in support of an assertion about a text;, make inferences using the given details;, use textual evidence to formulate claims and counterclaims; and, formulate claims and counterclaims., , 3

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What I Know, A. Identify the word/s that best describe the following statements. Choose, your answer from the word pool. You may write your answer on a separate, sheet., explicit, , implicit, inference, , textual evidence, argument, , 1., 2., 3., 4., , It is stated clearly and in detail, leaving no room for confusion or doubt., It means implied or indirect., It means drawing a conclusion on the basis of circumstantial evidence., It is defined as the details given by the author in order to support, his/her claim., 5. This is a statement or series of statements for or against something,, B. Analyze the paragraph and answer the following questions on your, answer sheet., After work Juan took his muddy boots off on the steps of the door., Maria would check if the boots were placed on its rack. He then took off his, dirty clothes and placed them in the laundry basket. Maria told him to clean, himself before he can eat his dinner. Then, he went straight to the bathroom, and took a shower. Maria set the table and dined with after he was cleaned, and presentable, as Maria had often instructed., 6. What type of work does Juan do?, A. a lawyer, C. a garbage man, B. a doctor, D. construction worker, 7. Based on the text, how do you know Juan works in construction?, A. He has tools., B. He wears a hat., B. He goes straight up the stairs to shower., C. His boots are muddy and his clothes are dirty., 8. What type of person is Maria?, A. Care free and calm, B. sad and angry, , C. messy and sloppy, D. meticulous and controlling, , 9. What type of relationship do Juan and Maria have?, A. They are colleagues., C. They are brother and sister., B. They are neighbors., D. They are husband and wife., 4

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C. Analyze each argument below and choose the correct letter of answer., Write your answer on your answer sheet., 10. Argument: School uniforms are very beneficial in schools today. Which, would be a CLAIM for this argument?, A. Uniforms in schools increase student safety., B. Uniforms do not allow students to express their individuality., C. Bullying and attacks are not stopped just because of uniforms., 11. Argument: Milk is very healthy for the human body. Which could be a, COUNTERCLAIM for this argument?, A. Milk helps to strengthen bones., B. Drinking milk contributes to obesity., C. Milk provides many healthy vitamins and minerals for the body., 12. Argument: Cell phone radiation is harmful to people. Which would be a, CLAIM for this argument?, A. Cell phone radiation is not powerful enough to cause cancer., B. There are regulations and limits on how much radiation is allowed, in cell phones., C. Studies show that there is a correlation between cell phone radiation, and brain tumors., 13. Argument: There are several disadvantages to social media. Which would, be a COUNTERCLAIM for this argument?, A. Social media is not private or secure., B. Social media spreads false information., C. Social media allows news to be broadcasted quickly., 14. Argument: There are several disadvantages to social media. Which would, be a CLAIM for this argument?, A. Social media allows police to catch criminals., B. Social media helps students do better in school., C. Students who use social media often have lower grades., 15. Argument: College athletes should be paid. Which would be a CLAIM for, this argument?, A. College athletes are not professionals; they are just playing at an, advanced level., B. College athletes bring in money for the college because people pay to, come watch them play., C. College athletes would have to pay taxes and likely not be able to, afford tuition expenses if they were paid., , 5

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Lesson, , 1, , Determining Textual, Evidences, What’s In, , You have previously learned that one can give his/ her own assertions, on what he/she has read. Such assertions can be based on fact, convention,, opinion or preference and these assertions lead to formulating claims., As a critical reader, you should be able to recognize and formulate, counterclaims about what was read. Counterclaims refer to claims that refute, previous claim in your readings. It is necessary to locate evidences provided, by the text to prove one’s counterclaim., To clarify one’s position on giving counterclaims, you also learned how, to formulate evaluative statements. Reading texts should be examined, carefully by identifying evidences that support the author’s claim, finding, evidences that support the claim and evaluate if it is worthy for sharing., After learning these skills in formulating evaluative statement, you, must learn to determine textual evidences to validate assertions and, counterclaims made about a text read., , What’s New, A. Try to guess Who am I using the given details., 1. People come and asked for my prescription. I use stethoscope to, hear heart beats and abnormal sound inside the body., _____________________________________________, 2. People call whenever their tires flattened. I check the radiator and, engine so they can travel safely., _____________________________________________, 3. I use harrow and tiller to cultivate the land. Many depend on me to, live a healthy life., _____________________________________________, , 6

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4. I love to read books and play with children. I teach them how to, read and write inside the school., _____________________________________________, 5. I make houses, buildings and bridges. I use different protractor and, compass set and I calculate things accurately., _____________________________________________, B. Read the paragraph and answer the following questions. You may write, the answer on separate sheet., Wooosh! The rain poured and the thunder struck. Luis step inside the, house with a rage of his emotion. He dropped his ball and stomp his feet, towards his room. Then, shot at the door. The mother said, “There are still, other things you can do inside the house, my dear.” But he did not respond., He went to the living room and grabbed his gadget., 1. Why is Luis upset?, A. Because it is raining., B. Because his ball was deflated., C. Because he is scared of thunderstorm., D. Because the mother forbid him to play outside., 2. What line in the text tells you that Luis is upset that it is raining?, A. He did not respond., B. The rain poured and the thunder struck., C. He went to the living room and grabbed his gadget., D. Luis step inside the house with a rage of his emotion., 3. What do you think he is planning to do?, A. He wants to go to school., B. He wants to play basketball., C. He wants to have picnic with his mother., D. He wants to go to the mall with his friends, 4. What lines from the text support the idea that he listened to his mother?, A. Then, shot at the door., B. But he did not respond., C. He went to the living room and grabbed his gadget., D. He dropped his ball and stomp his feet towards his room., 5. What kind of boy was Luis?, A. He is impatient., B. He loves playing basketball., C. He loves playing with his gadgets., D. He wants to be alone most of the time., , 7

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C. Read the poem, “Harlem” by Langston Hughes and answer the following, guide questions., What happens to a dream deferred?, Does it dry up, Like a raisin in the sun?, Or fester like a sore ---And then run?, Does it stink like rotten meat?, Or crust and sugar over—, like a syrupy sweet?, Maybe it just sags, like a heavy load., Or does it explode?, (SOURCE: https://www.poetryfoundation.org/poems/46548/harlem), , Guide Questions:, 1., 2., 3., 4., , What does deferred mean?, How was dream compared to a raisin? rotten meat? and heavy load?, What are the authors’ descriptions of a dream deferred?, Based on the poem, what happens when you don’t go after your, dreams and you defer them at a later time?, 5. If you were the author, how would you feel upon writing the poem?, 6. Do you agree with the author’s idea that a dream deferred stinks like, a rotten meat? Why?, , What is It, After answering the questions in the previous activity, you are able to, identify words from the poem that help you understand what the author is, trying to tell. The words and phrases like deferred, fester like a sore, stink like, rotten meat, and sags like heavy loads are examples of textual evidences you, can find in the poem. These will help you formulate your claim and counter, claim about the author’s tone and mood in writing his poem., , 8

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Textual evidence is defined as the details given by the author in order, to support his/her claims. It reveals the position of the writer and makes the, reading more interesting. Evidences are details that strengthen, add variety, or weight to any argument., Let’s take this paragraph as a sample essay about the poem:, “Harlem” by Langston Hughes gives me the feeling, or mood of, anger and depression. It feels like the idea of deferring dreams, is hurtful and maybe even causes one to become resentful, before eventually being overcome by anger. I know this, because the poem uses the words “foster like a sore,” which, gives me a feeling of pain. Further, describing deferred dreams, as if they “stink like rotten meat” is an unpleasant image,, giving me the feeling of resentment. Finally, when the poem, end with “Or does it explode?” makes me think of a person, who boils over in anger., Here, the author claimed that the poem gives him the feeling of anger, and depression. He uses exact words from the poem like foster like a sore,, stink like rotten meat or does it explode which are directly relevant to his idea, of anger and depression. Thus, we can say that the writer’s claim in this, essay is valid and relevant., In addition, finding textual evidence on a read text helps you make, inferences using concrete evidences on your claim. To support one’s claim,, you should explicitly cite the ideas that support your claim in your writings., There are different ways on how you can present textual evidence in, your writings. It can be through paraphrasing or restating the text in your, own words, through summarizing or stating in a shorter way the text and, other relevant details to support the idea, through referencing or mentioning, a specific section in the text and through quoting or directly restating a part, of the text., WAYS OF PRESENTATION, , Paraphrasing, , Summarizing, , EXAMPLES of CLAIM, with TEXTUAL EVIDENCE, In the poem “Harlem”, the author, claimed that a person may feel, disappointed when dream deferred for he, questioned the reader’s feeling about, withholding dreams., (What happens to a dream deferred?), The movie “Seven Sundays” in 2017 is a, heart-warming story and shows the, importance of family in our lives. The, movie tells about the Bonifacio siblings, who were reunited because of their, father who was mistakenly diagnosed, with cancer. It presented the different, 9

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struggles of their lives and how they, were able to overcome them., The Department of Education ensures, the delivery of quality education and safety, of the learners in the opening of classes for, this school year amidst COVID 19 as, stated in the Deped Order no.7 s. 2020, on DepEd School Calendar and, Activities, for, S.Y., 2020-2021, paragraph 2 and 3., Langston Hughes described deferred, dreams as if they “stink like rotten meat”, in his poem which suggest an unpleasant, image, giving me the feeling of resentment., He also end the poem with the line “Or, does it explode?” that made me think of a, person who boils over in anger., , Referencing, , Quoting, , Remember that textual evidences validate and strengthen, your writings, showing that you read and understand a text., , What’s More, A. Express your claim or counterclaim on the following topics below and, explain your answers., 1. Black Lives Matter, Claim/Counterclaim:, , Reasons behind your opinion:, , 10

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2. Anti-Terrorism Bill, Claim/Counterclaim:, , Reasons behind your opinion:, , 3. Distribution of cash aid under the Social Amelioration Program in, the Philippines, Claim/Counterclaim:, , Reasons behind your opinion:, , B. Read the text below. Identify the assertion made by the author and the, textual evidences used to strengthen his argument. Write your answers on, the diagram provided., It is commonplace to say that nationalism is one of the most potent, factors in the cultural development of a people. Love of one’s own, is essential in the equipment of all truly civilized human beings; it, is the only safe and sensible basis for the appreciation of things, that pertain to others. Only those who truly love their own country, and people – their tradition, history and destiny – can develop, sincere interest in, and admiration for, the tradition, history and, destiny of other countries peoples. Only they can become genuine, cosmopolites, or “citizens of the world”., -S.P. Lopez, “Return to the Primitive”, Source: Marella Therese A. Tiongson and Maxine Rafaella C. Rodriguez, Reading and, Writing Skills Quezon City: Rex Publishing Inc, 2016, p.63., , 11

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Assertion/Claim:, , Textual Evidence:, , C. Read the article. Then, identify the claim on the text and think about, your assertion and counterclaim related to the text read. Write your answers, on the table that follows., MANILA, Philippines – Citing a 10% novel coronavirus test, positivity rate, the Philippines' Department of Health (DOH), claimed the country has begun to "flatten the curve.", Health Undersecretary Maria Rosario Vergeire made this, claim on Friday, May 8, even as the country's number of, confirmed COVID-19 cases grew to 10,463 due to an additional, 120 cases, and its testing capacity is far from the target., The DOH's basis was the country's new positivity rate –, the percentage of people who test positive for COVID-19 out of the, total number of persons tested., Source: Pia Ranada and Bonz Magsambol, “DOH claims PH is 'flattening, curve' based on positivity rate”, Rappler, last modified May 9 ,2020,, https://www.rappler.com/nation/260313-doh-claims-philippinesflattening-curve-coronavirus-positivity-rate, , The claim about the text above:, Your assertion about the text above:, , Your counterclaim about the text above:, , 12

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What I Have Learned, , Reflect on what you have learned in this lesson by completing the diagram:, , What were your, thoughts or ideas, about the, principles of, textual evidence, prior to the, discussion of, this lesson?, , I thought…, , I learned that…, What new or, additional ideas, did you learn, after taking up, this lesson?, , 13

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What I Can Do, A. Prove your response in the question “Are we ready for the new normal?”, Write your answers on the given quadrants below., Restate the question, , Write your response/opinion, about the question, , PROVE IT, Are we ready for, the new, normal??, Use your own words and, thoughts to explain what the, evidence mean, , Evidences of your opinion, , Practice determining the best set of textual evidences in a material read, by doing the following:, B., , 1. Search for any article or reading material online on any of the, following topics below:, a. COVID 199 pandemic, b. Anti -terror bill in the Philippines, c. Black Lives Matter Movement, d. Bayanihan to Heal As One Act, 2. Construct your claim/assertion or counterclaim on the chosen topic;, 3. Provide at least three (3) textual evidences to support your opinion., , 14

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Use the graphic organizer for your answers., , Topic and Title of the Article:, , Claim or Counterclaim:, , Evidence 1:, , Evidence 2:, , 15, , Evidence 3:

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C. Read the article below. After reading it, you need to do the following:, , 1. Think about your own opinion on this prompt: President Duterte wanted, a vaccine first for coronavirus disease 2019 before classes resume in the, Philippines. Should we postpone classes in the time of COVID 19?, 2. Find the best textual evidence from the article to prove your assertion, or counterclaim; and, 3. Write an opinion paragraph on the issue by stating your, assertion/counterclaim, citing the textual evidences to prove your claim, and explaining how these evidences support your opinion., Prompt: President Duterte wanted a vaccine for coronavirus disease, 2019 first before classes resume in the Philippines. Should we postpone, classes in the time of COVID 19?, No Vaccine, No Classes? School Opening In Limbo; Alternative, Modes Of Learning Pushed, By: Janvic Mateo, President Duterte declared he wanted a vaccine first for coronavirus, disease 2019 before classes would resume in the country. His, spokesperson and other officials said learning could continue through, various means., Government officials appear to have differing views on the specific, circumstances that will allow the reopening of classes in the country., The, debates, were, heightened, with, President, Duterte’s, pronouncement that it is useless to be talking about the resumption, of classes without a vaccine for coronavirus disease 2019., “I will not allow the opening of classes na magdikit-dikit iyang mga, bata na ’yan (where children would go near each other) Bahala na, hindi na makatapos (We would leave it to fate if they don’t graduate)., For this generation, wala na matapos na doktor pati engineer (no, doctor or engineer will graduate),” the President said., “Wala nang aral. Laro na lang (No more studying. Just play). Unless I, am sure that they are really safe…That’s what I meant. Para sa akin,, bakuna muna. ’Pag nandiyan na ang bakuna, OK na (For me, there, should be a vaccine first. Once there’s a vaccine, it would be OK),” he, added., Duterte expressed hope that a vaccine would be developed by the end, of the year., , 16

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“We will rely on the experts and the rich nations. They are feverishly, working on it. Once it is developed, I will ask you to go out. If you, refuse, I would drag you. Come on, let’s stroll around once there is a, vaccine,” he quipped. “But without a vaccine, it’s really (dangerous)., It spells disaster.”, Some parents agreed with Duterte, saying they were worried about, sending their children to school amid the pandemic. This is despite, the Department of Education (DepEd)’s announcement that only 15, to 20 students will be allowed to attend physical classes in schools., There are also concerns about internet connection and lack of, preparedness for home schooling or online learning for many, students in the country., Presidential spokesman Harry Roque, in his virtual press briefing on, May 26, offered a different take on when classes can physically, resume. In the absence of what he described as a new normal, he said, the government would turn to flexible learning modes using, television, radio and the internet., “ ’Yung anunsiyo ni Presidente tungkol sa pasok sa eskwelahan,, ang face-to-face po ay kung meron na tayong new normal by Aug. 24,”, Roque said. “At kung wala naman tayong new normal, we will resort, to flexible learning, gagamitin ang telebisyon, ang radyo at, ang internet.”, The new normal, according to Roque, means that the community, quarantine protocols are already lifted., While the President said that there should be a vaccine before classes, can resume, Roque said being in a “new normal” is already enough to, allow the school opening., “Pero kapag dumating naman po ang veinte cuatro (ng) Agosto at, nasa new normal tayo, pupuwede naman po. But kung hindi po talaga, dumating ang new normal at hindi mai-lift ang mga community, quarantines, hindi naman po ibig sabihin na hindi na mag-aaral ang, ating mga kabataan (But if we are under new normal on Aug. 24, it, can be done. But if we are not yet under new normal and the, community quarantines are not yet lifted, it does not mean that our, youth can no longer study),” he stressed. “The bottomline is, we will, not compromise the health of our youth.”, Roque said the President’s statements also cover higher educational, institutions and the post-graduate levels., “I’m advising all types of schools to prepare for the new normal. The, possibility really is we will have to be more creative. They will have to, 17

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(adopt) more blended or flexible learning. The President was right, when he said we are not safe until there is a vaccine,” Roque said., “Let’s hope by the 24th (of August) or by September, at least we reach, that point that we are in the new normal because more or less we, would be able to manage the risks. That means we have slowed down, significantly the doubling rate of (COVID-19) and we have enough, critical care facilities,” he added., At a Senate hearing on Tuesday, May 26, Health Secretary Francisco, Duque III said it is safe to reopen classes on Aug. 24 provided that, minimum health standards are followed., “Sa ngayon, tingin namin, ligtas naman po kung bubuksan natin ang, klase by Aug. 24. Kinakailangan po dito, siguraduhin lamang na lahat, ng ating minimum standards for health ay nakatalaga,” Duque said., Later, however, Duque supported calls to suspend face-to-face, classes until a vaccine against COVID is available to the public., Source: Janvic Mateo, “No Vaccine, No Classes? School Opening In Limbo;, Alternative Modes Of Learning Pushed”, OneNews, last modified May 27, ,2020, https://www.onenews.ph/no-vaccine-no-classes-school-openingin-limbo-alternative-modes-of-learning-pushed., Here is the rubric for your opinion paragraph:, Criteria, , Descriptions, , Textual Evidence, , Provides the strongest textual, evidence from the text read to, support opinion., , Opinion Paragraph, Content and, Structure, , Clearly states the claim or, argument, adds textual evidences, as support and explains the, reason behind the use of such, evidences in a paragraph of, opinion., Has no spelling, punctuation and, grammatical errors, Total, , Grammar and, Punctuation, , 18, , Total, Score, 5 pts., , 7 pts., , 3 pts., 12 pts, , Your, Score

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Assessment, , A. Identify the word/s that best described the following statements. Choose, , your answer on the word pool. You may write your answer on a separate, sheet., explicit, , implicit, inference, , textual evidence, argument, , 1. It is stated clearly and in detail, leaving no room for confusion or, doubt., 2. It means implied or indirect., 3. It means drawing a conclusion on the basis of circumstantial, evidence., 4. It is defined as the details given by the author in order to support, his/her claim., 5. This is a statement or series of statements for or against something., B. Analyze the paragraph and answer the following questions. Write it in, your answer sheet., Every day after work Paul took his muddy boots off on the steps of the, front porch. Alice would have a fit if the boots made it so far as the welcome, mat. He then took off his dusty overalls and threw them into a plastic garbage, bag; Alice left a new garbage bag tied to the porch railing for him every, morning. On his way in the house, he dropped the garbage bag off at the, washing machine and went straight up the stairs to the shower as he was, instructed. He would eat dinner with her after he was "presentable," as Alice, had often said., 6. What type of work does Paul do?, A. a lawyer, B. a doctor, C. a garbage man, D. construction worker, 7. Based on the text, how do you know Paul works in construction?, A. He has tools., B. He wears a hat., B. He goes straight up the stairs to shower., C. His boots are muddy and his overalls are dusty., 19

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8. What type of person is Alice?, A. Care free and calm, B. sad and angry, C. messy and sloppy, D. meticulous and controlling, 9. What type of relationship do Paul and Alice have?, A. They are colleagues, B. They are neighbors, C. They are brother and sister, D. They are husband and wife, C. Analyze each argument below and choose the correct letter of answer., Write your answer on your answer sheet., 10. Argument: School uniforms are very beneficial in schools today. Which, would be a CLAIM for this argument?, A. Uniforms in schools increase student safety., B. Uniforms do not allow students to express their individuality., C. Bullying and attacks are not stopped just because of uniforms., 11. Argument: Milk is very healthy for the human body. Which could be a, COUNTERCLAIM for this argument?, A. Milk helps to strengthen bones., B. Drinking milk contributes to obesity., C. Milk provides many healthy vitamins and minerals for the body., 12. Argument: Cell phone radiation is harmful to people. Which would be a, CLAIM for this argument?, A. Cell phone radiation is not powerful enough to cause cancer., B. There are regulations and limits on how much radiation is, allowed in cell phones., C. Studies show that there is a correlation between cell phone radiation, and brain tumors., 13. Argument: There are several disadvantages to social media. Which would, be a COUNTERCLAIM for this argument?, A. Social media is not private or secure., B. Social media spreads false information., C. Social media allows news to be broadcasted quickly., 14. Argument: There are several disadvantages to social media. Which would, be a CLAIM for this argument?, A. Social media allows police to catch criminals., B. Social media helps students do better in school., C. Students who use social media often have lower grades., , 20

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15. Argument: College athletes should be paid. Which would be a CLAIM for, this argument?, A. College athletes are not professionals; they are just playing at an, advanced level., B. College athletes bring in money for the college because people pay to, come watch them play., C. College athletes would have to pay taxes and likely not be able to, afford tuition expenses if they were paid., , Additional Activities, , Write a persuasive paragraph on any topic that interests you. You may, include either your assertion or a counterclaim on your chosen topic and cite, textual evidences to support your opinion. The rubric in the previous activity, may still be used for this writing task., , 21

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What’s More, , 22, , What’s More, Assessment, 1. explicit, 2. implicit, 3. inference, 4. textual evidence, 5. argument, 6. D, 7. C, 8. D, 9. D, 10.A, 11.B, 12.C, 13.C, 14.C, 15.B, , B., Claim : The, Philippines has begun, to "flatten the curve.", Assertion: I agree with, the author’s line of, thoughts… (answers, may vary), , Counterclaims: I, disagree….(answers, may vary), , A., Assertion: Nationalism, is one of the most, potent factors in the, cultural development of, a people., Textual Evidence/s:, Only those who truly, love their own country, and people – their, tradition, history and, destiny – can develop, sincere interest in, and, admiration for, the, tradition, history and, destiny of other, countries peoples, , What’s New, , What I Know, 1. explicit, 2. implicit, 3. inference, 4. textual evidence, 5. argument, 6. D, 7. C, 8. D, 9. D, 10.A, 11.B, 12.C, 13.C, 14.C, 15.B, , A., 1. Doctor, 2. Mechanic, 3. Farmer/agriculturis, t, 4. Teacher, 5. Engineer, B., 1. A, 2. D, 3. B, 4. D, 5. B, C. Answers varies, , Answer Key