Readingandwriting 11 q3and4 mod2 textandcontextconnections v4 PDF

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Senior High SchoolGovernment Property NOT FOR SALEReading and WritingQuarter 3 & 4 - Module 2Text and ContextConnectionsDepartment of Education • Republic of the PhilippinesReading and Writing - Senior High School Alternative Delivery Mode 2020 Quarter 3&4 – Module 2: Text and Context Connec...

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Government Property

NOT FOR SALE Senior High School

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.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: Assistant Secretary:

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

Printed in the Philippines by: __________________________________________________ Department of Education – Bureau of Learning Resources (DepEd-BLR) Office Address:

________________________________________________________

Telefax:

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Senior High School

Reading and Writing QuarterSkills 3 & 4 - Module 2 Text and Context Connections

This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at [email protected].

Department of Education • Republic of the Philippines FAIR USE AND CONTENT DISCLAIMER: This SLM (Self Learning Module) is for educational purposes only. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in these modules are owned by their respective copyright holders. The publisher and authors do not represent nor claim ownership over them. Sincerest appreciation to those who have made significant contributions to these modules.

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TABLE OF CONTENTS Cover Page

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Copyright Page

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Title Page

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Table of Contents

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Module Overview

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Competency 3

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What’s New Lesson 3 Claims in Written Texts

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What I Need to Know

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What I Know

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What’s New Lesson 3.1 Claims in A Written Text

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What’s New Lesson 3.2 Claim of Fact

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What’s New Lesson 3.3 Claim of Policy

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What’s New Lesson 3.4 Claim of Value

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What Is It? Activity 1

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What Is It? Activity 2

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What I Have Learned

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Assessment

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Key to Answers

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References

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Competency 4

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What’s New Lesson 4 Contexts of Written Texts

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What I Need to Know

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What I Know

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What’s New Lesson 4.1 Context

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What I Have Learned

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What Is It? Activity 3

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What’s New Lesson 4.2 Hypertext

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What Is It? Activity 4

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What’s New Lesson 4.3 Intertext

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What Is It? Activity 5

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What I Have Learned

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Assessment

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Key to Answers

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References

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Competency 5

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What’s New Lesson 5 Critical Reading as Reasoning

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What I Need to Know

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What I Know

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What’s New Lesson 5.1 What is Critical Reading

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What I Have Learned

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What’s New Lesson 5.2 Facts vs. Opinions

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What Is It? Activity 6

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What’s New Lesson 5.3 Author’s Purpose & Tone

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What Is It? Activity 7

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What’s New Lesson 5.4 Making Inferences

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What Is It? Activity 8

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What I Have Learned

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Assessment

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Key to Answers

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References

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Competency 6

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What’s New Lesson 6 Assertions and Counterclaims

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What I Need to Know

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What I Know

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What’s New Lesson 6.1 Formulating Assertions

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What Is It? Activity 9

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What Is It? Activity 10

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What Is It? Activity 11

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What Is It? Activity 12

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What’s More

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What I Have Learned

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What’s New Lesson 6.2 Formulating Counterclaims

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What Is It? Activity 13

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What Is It? Activity 14

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What Is It? Activity 15

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What’s More

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What I Have Learned

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Assessment

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Key to Answers

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References

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Competency 7

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What’s New Lesson 7 Textual Evidence

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What I Need to Know

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What I Know

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What’s New Lesson 7.1 Determining Textual Evidence

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What Is It? Activity 16

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What Is It? Activity 17

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What Is It? Activity 18

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What Is It? Activity 19

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What I Have Learned

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Assessment

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Key to Answers

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References

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Writer’s Profile

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Back Outside Cover

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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

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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

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Senior High School

Reading and Writing QuarterSkills 3 - Module 2 Text and Context Connections

Learning Competency 3: Identify claims explicitly or implicitly made in a written text EN11/12RWS-IIIij-6 a) Claim of Fact EN11/12RWS-IIIij-6.1 b) Claim of Policy EN11/12RWS-IIIij-6.2 c) Claim of Value EN11/12RWS-IIIij-6.3 Semester: 2nd Semester Quarter: 3rd Quarter Number of Hours: 2 Hours

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Lesson Text and Context Connections:

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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

To achieve the objectives of this module, do the following:  Take your time reading the lessons carefully.  Follow the directions and/or instructions in the activities and exercises diligently.  Answer all the given tests and exercises. REMINDER: DO NOT WRITE ANYTHING ON THIS MODULE. USE A SEPARATE NOTEBOOK WHERE YOU CAN WRITE YOUR ANSWERS FOR 9

What I Know 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. Claim Claim Claim of of of Fact Value Policy

Statements 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.

Great job! Later we will see if your answers are correct by reading the rest of this module.

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Lesson Text and Context Connections:

3.1

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.

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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.

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

SO, WHAT ARE THE TYPES OF CLAIMS?

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Lesson Text and Context Connections:

3.2

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. 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. Neil Armstrong was the first man to step on the moon. The first Mindanaoan President is Rodrigo Duterte. The earth is warming rapidly.

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Lesson Text and Context Connections:

3.3

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. 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.

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Lesson Text and Context Connections:

3.4

Claim of Value

What’s New  Claims 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. 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 a 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 statement’s 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.

    

EXAMPLES OF CLAIMS 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. 15

 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. debatable, verifiable, specific, objective

Facebook is better than Twitter and Instagram.

Facebook must be doing well considering the number of visitors it has every day.

Requires a “standard” to verify

Suggests a solution or a policy

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 answers in your notebook. ______________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. 16

What is it? 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...