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Readingandwriting 11 q3and4 mod2 textandcontextconnections v4
BSED- Science
Bukidnon State University
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Senior High School
Government Property NOT FOR SALE
Reading and Writing
Quarter 3 & 4 - Module 2
Text and Context
Connections
Department of Education • Republic of the Philippines
Reading and Writing - Senior High School Alternative Delivery Mode 2020 Quarter 3&4 – Module 2: Text and Context Connections 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., 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: Assistant Secretary:
Printed in the Philippines by: __________________________________________________ Department of Education – Bureau of Learning Resources (DepEd-BLR) Office Address: ________________________________________________________ Telefax: ________________________________________________________ E-mail Address: ________________________________________________________
Development Team of the Module
Author’s Name: MILGER A. BAANG & ANADESI L. BUHISAN Reviewers: JOSEPHINE D. LADERES & SHEILLA B. DIANGO Illustrator: VINCENT R. CAILING Layout Artist: MYCO B. MACAMIMO Management Team: ROSELYN E. LAZALITA
TABLE OF CONTENTS
- Cover Page
- Copyright Page
- Title Page
- Table of Contents
- Module Overview
- Competency
- What’s New Lesson 3 Claims in Written Texts
- What I Need to Know
- What I Know
- What’s New Lesson 3 Claims in A Written Text
- What’s New Lesson 3 Claim of Fact
- What’s New Lesson 3 Claim of Policy
- What’s New Lesson 3 Claim of Value
- What Is It? Activity
- What Is It? Activity
- What I Have Learned
- Assessment
- Key to Answers
- References
- Competency
- What’s New Lesson 4 Contexts of Written Texts
- What I Need to Know
- What I Know
- What’s New Lesson 4 Context
- What I Have Learned
- What Is It? Activity
- What’s New Lesson 4 Hypertext
- What Is It? Activity
- What’s New Lesson 4 Intertext
- What Is It? Activity
- What I Have Learned
- Assessment
- Key to Answers
- References
- Competency
- What’s New Lesson 5 Critical Reading as Reasoning
- What I Need to Know
- What I Know
- What’s New Lesson 5 What is Critical Reading
- What I Have Learned
- What’s New Lesson 5 Facts vs. Opinions
- What Is It? Activity
- What’s New Lesson 5 Author’s Purpose & Tone
- What Is It? Activity
- What’s New Lesson 5 Making Inferences
- What Is It? Activity
- What I Have Learned
- Assessment
- Key to Answers
- References
- Competency
- What’s New Lesson 6 Assertions and Counterclaims
- What I Need to Know
- What I Know
- What’s New Lesson 6 Formulating Assertions
- What Is It? Activity
- What Is It? Activity
- What Is It? Activity
- What Is It? Activity
- What’s More
- What I Have Learned
- What’s New Lesson 6 Formulating Counterclaims
- What Is It? Activity
- What Is It? Activity
- What Is It? Activity
- What’s More
Module Overview
Hi there again! I see that you have finished the first module for Reading &
Writing. Give yourself a pat on the back, because you did a great job, and you
deserve a treat. This time, it’s time to embark on a new adventure: your second
module.
This module is all about Text and Text Connections. This module will teach
you the different strategies and techniques in reading and writing texts critically. This
module will help you sharpen your critical reading skills.
There are five parts of this module, one for every competency outlined by the
Department of Education for you to master:
Identify claims explicitly or implicitly made in a written text; Identify the context in which a text was developed Explain critical reading as reasoning Formulate evaluative statements about a text read; and Determine textual evidence to validate assertions and counterclaims made about a text read. With that being said, we wish you all the best and take this opportunity to learn
more and BE MORE.
Your Teacher
Learning Competency 3: Identify claims explicitly or implicitly made in a written text EN11/12RWS-IIIij-
a) Claim of Fact EN11/12RWS-IIIij-6. b) Claim of Policy EN11/12RWS-IIIij-6. c) Claim of Value EN11/12RWS-IIIij-6.
Semester: 2nd Semester Quarter: 3rd Quarter Number of Hours: 2 Hours
Senior High School
Reading and Writing
Quarter 3 - Module 2 Skills
Text and Context Connections
Before heading on to our lesson, let us first check what you already know.
Instruction: Identify which type of claim the statement is making. Write your answers in your notebook.
Statements
Claim of Fact
Claim of Value
Claim of Policy
- Honesty is the best policy.
- Staying late at night can cause obesity.
- Smoking can lead to respiratory infection.
- Be kind for everyone has a hard battle to win.
- Social media makes every youth share common goals.
- Extra Judicial Killings lessen the crimes in our community.
- All students must be strictly prohibited to bring any gadgets at school.
- Barkada Kontra Droga would eradicate drug addiction in the community.
- Zero Waste Management should be strictly implemented in the school campus.
- To compete globally, the Department of Education adapted the K to 12 curriculum.
What I Know
Great job! Later we will see if your answers are correct by reading the rest of this module.
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:
- 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.
Lesson
3.
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.
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")
- Factual / historical
- Relational - causal connections
- 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. Neil Armstrong was the first man to step on the moon. The first Mindanaoan President is Rodrigo Duterte. The earth is warming rapidly.
Lesson
3.
Text and Context Connections:
Claim of Fact
What’s New
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.
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.
EXAMPLES OF CLAIMS OF POLICY The mayor should suspend the classes today. You must send your children to public schools. The government should legalize medicinal marijuana. The Boy Scouts should not have to include gay scout leaders. Local Malls should not open during the general community quarantine.
Lesson
3.
Text and Context Connections:
Claim of Policy
What’s More
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 government is doing a great job during the Covid-19 pandemic. CHECK THIS OUT! Claim of Fact Claim of Value Claim of Policy
Generally, Facebook received most visits than Twitter and Instagram.
Facebook is better than Twitter and Instagram.
Facebook must be doing well considering the number of visitors it has every day. debatable, verifiable, specific, objective
Requires a “standard” to verify
Suggests a solution or a policy
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 answers in your notebook.
______________1. The use of civil disobedience during the Martial Law struggle was reasonable, moral, and necessary. ______________2 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 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.
What Is It? Activity
Activity 2: Read and analyze the following essay, and copy 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 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
What Is It? Activity
Assessment
A claim is a statement that is not considered accepted by all. It may be unverified or controversial to a certain degree. There are claims rooted in history or science ( claims of fact). There are claims that demand action because the present conditions for certain policies are no longer effective ( claims of policy ). There are claims that assert the morality of an idea based on certain standards or preferences ( claims of value).
After our lesson, let us now check what you have learned.
Instruction: Identify which type of claim the statement is making. Write your answers in your notebook.
Statements Claim ofFact Claim ofValue
Claim of Policy
- Honesty is the best policy.
- Staying late at night can cause obesity.
- Smoking can lead to respiratory infection.
- Be kind for everyone has a hard battle to win.
- Social media makes every youth share common goals.
- Extra Judicial Killings lessen the crimes in our community.
- All students must be strictly prohibited to bring any gadgets at school.
- Barkada Kontra Droga would eradicate drug addiction in the community.
- Zero Waste Management should be strictly implemented in the school campus.
- To compete globally, the Department of Education adapted the K to 12 curriculum.
Key to Answers
Congratulations! You have completed your journey in this part of the module. You did a great job! It’s now time to go on to the next adventure... Good luck!
Readingandwriting 11 q3and4 mod2 textandcontextconnections v4
Course: BSED- Science
University: Bukidnon State University
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