LEARNING ACTIVITY SHEET

QUARTER 3/2nd SEMESTER, WEEK 5-6

Name: __________________ Grade & Section ____________ Score: _________

Subject: Reading and Writing Teacher: ____________________ Date: __________

I. Title: CRITICAL READING

II. Type of Activity: Concept notes with formative activities
LAS for summative assessment
( Written Work Performance Task)

III. MELC: Identify claims explicitly or implicitly made in a written text;

EN11/12RWS-IIIj-6; EN11/12RWS-IIIj-6-1-3
a. Claim of fact
b. Claim of policy
c. Claim of value

IV. Learning Objectives:

1) Create statements using the kinds of claims
2) Explain the properties of a well-written text
3) Employ the appropriate reading strategies to use with a specific text.
4) Identify the critical reading and the thinking strategies and their specific
applications
5) Write a critique of selected texts or produce various texts employing the 21st
century skills

V. References
Print Material/s:
 Aludin, Ali, S. (2005). Reading and Writing; Teacher’s Manual for Senior High
School
 Cabana-Basilan, Ma. Leticia, J. (2006). Reading and Writing Skills; Senior High
School Core Subject
.
Online Resource/s:
 Retrieved from
https://www.google.com/search?biw=1185&bih=582&ei=HapOYIaTLqmYr7w
PrLmjoAc&q=Reading+and+Writing+Skills+Grade+11+ppt+ON+CRITICAL+R
EADING&oq=Reading+and+Writing+Skills+Grade+11 retrieved on March 10,
2021

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  Retrieved from https://www.youngwriterssociety.com/work/Celdover/Romeo-
amp-Juliet-Instant-Messaging-Edition-80952 retrieved on March 10, 2021
 Retrieved from https://www.slideshare.net/candyvdv/teaching-reading-and-
writing retrieved on March 10, 2021

VI. CONCEPT NOTES WITH FORMATIVE ASSESSMENT

"Never accept things as they're portrayed.”

-Anthony Shadid, Journalist

CRITICAL READING

 Critical reading known as active reading, is not just reading the literal word-for-
word information in front of the reader. It is not just reading between the lines
but reading what is stated and unstated by the author to figure out what the
author is saying. It is interpreting facts along with the author’s attitude using
implied meaning to make accurate assumptions and drawing accurate
conclusions (Bennet, 2014).

Try to study the statement on the image. Bennet has

mentioned that a certain can have an implied meaning and
the reader can have his own assumptions. From this
statement, a reader can say that the implied meaning of this
is somewhat sarcastic. We can infer varied understandings
of the statement’s meaning. In your notes, you may have
your own inference about this.

 To non-critical readers, many texts offer the truth, the whole truth, and
nothing but the truth.
 To the critical reader, any single text provides but one portrayal of the
facts, one individual's "take" on the subject.

 Critical reading is an analytic activity. The reader rereads a text to identify

patterns of elements -- information, values, assumptions, and language usage
throughout the discussion. These elements are tied together in an
interpretation, an assertion of an underlying meaning of the text as a whole.

ON CRITICAL READING

 What book or article are you reading?

 What is the title? In other words, what does the author claim it is about?
 What kind of information or discussion do you anticipate?
 What do you know about the topic? What might you want to know?
 What background reading might you do first?
 You can often get a good idea of these matters by scanning the preface or table of
contents of a book, or the subheadings of a chapter or article. Remember that most
discussions involve a number of interrelated issues.

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 STEPS ON CRITICAL READING

1. The initial step of critical reading

involves recognizing a text as a presentation in its own
right. This step is concerned with identifying such
elements as the existence of a beginning, middle, and
end, the use of illustrations to explicate remarks, the use
of evidence to support remarks, the use of stylish
language to portray topics and organization, or a method
of sequencing remarks – such as whether chronological
or a logical sequence.

2. The next step involves describing the nature of these

aspects of the text, of classifying the nature of the material
within the text. In critical reading, one should identify the
nature of the examples, the nature of the evidence – what
kinds of authorities are invoked and what types of evidence
are provided. Lastly, the nature of the choice or terms–
what types of terms are applied to the topic being
discussed in the text.

3. The final step involves inferring the underlying assumptions and perspectives of the
discussion, taking into account all of the elements of the text. This step is concerned
less with sequential development and more with recognizing patterns of elements
interwoven throughout the presentation as a whole. What is achieved by describing
topics a certain way? What is assumed by selecting certain types of evidence?

CRITICAL READING TIPS

What does it take to become a critical reader? There is a variety of

answers available to this question and one of them is the tested and
proved SQ5R study method.
The SQ5R Method is an improved SG3R method. The goal behind the method is to
enable you to engage actively in the study of textbooks and readings. It also helps you
to process information actively which in turn leads to a higher memory and mastery of
the material.

S URVEY Q UESTION

Before reading the actual chapter, read first
the introduction and summary. Skim through
the chapter paying attention to topic
headings, bold-faced words, photos, charts
and graphs. These can give you an idea of
the general structure and content behavior
before you begin reading.
Set a purpose for your reading by developing
questions about the material. Use the topic
and the heading information you have
gathered in the survey to create questions to
be answered. Begin asking yourself who,
what, where and when. Then the how and
why questions.

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R EAD R ESPOND R ECORD

Break the materials into sections that will
take about 20 minutes to read. Look for
answers to your questions, key concepts
and supporting details. Study graphs,
tables and photos.
After each section, think about the material
you just have read and answer the
questions you have asked. The main point
to this step is to think about the material
and take note of what is important.
Go back and understand the key
concepts and take down notes. This can
be done on a separate sheet of paper.
Do this after each section.

R ECITE R EVIEW

Next, look away from the material and try
to recite the key information and ideas.
Put the materials in your own words. This
maybe hard, but rephrasing the ideas is
for better retention.
After completing the entire chapter, scan
back over the reading and review the
information. Try to identify all the themes
and relationships between contexts.

Note: A critical reader must be able to evaluate statements and determine its
value or persuasiveness. A claim persuades, argues, convinces, proves or
provocatively suggests something to a reader who may or may not initially
agree with you. A claim is the main argument of an essay. It is possibly the
single most important part of an academic paper, the complexity, the
effectiveness and quality of the entire paper hinges on the claim. If your claim
is boring or obvious, the rest of the paper probably will too.

SKIMMING - Skimming often refers to the way in which one reads at a faster rate to
gain the general idea about the text without paying heed to the intentional and detailed
meaning of the text. For Example - When one reads the text only in order to understand
the thesis statement, in one or two lines. Scanning requires one to have a look at the
whole document quickly at least once. It also requires a higher understanding of word
recognition compared to skimming.

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 Purposes of Skimming
 To see what is in the news on a website or on a paper
 To look through a text to decide whether you want to read it or not
 To look through the television guide/program schedule to plan
your evening
 To see through a catalogue to choose an offer
 To go through the options after searching something on Google

SCANNING - is basically skimming with a more tightly focused purpose: skimming to

locate a particular fact or figure, or to see whether this text mentions a subject you’re
researching. Scanning is essential in the writing of research papers, when you may
need to look through many articles and books in order to find the material you need.
Keep a specific set of goals in mind as you scan the text, and avoid becoming
distracted by other material. Scanning, on the other hand,
requires you to look for a particular word or phrase. You can
totally ignore unnecessary ones. If you’re reading, you must
be having or about to have questions to be answered, just
wisely choose what to read and quickly get what may benefit.

Purposes of Scanning
 To search for a word in a dictionary or index
 To find a phone number or an address in a directory
 To check the time schedule of a program in an agenda
 To check the price of a specific item in a catalogue
 To know a particular information from a text

CLAIMS - A statement essentially arguable, but used as a primary point to support or

prove an argument is called a claim. If somebody gives an argument to support his
position, it is called “making a claim.” Different reasons are usually presented to prove
why a certain point should be accepted as logical. A general model is given below to
explain the steps followed in making a claim. With the help of a claim, one can express
a particular stance on an issue that is controversial, so as to verify it as a logically
sound idea. In case of a complex idea, it is always wise to start by classifying the
statements you are about to put forward. Many times, the claims you make stay
unnoticed because of the complex sentence structure; specifically, where the claims
and their grounds are intertwined.

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 Three Major Kinds of Claims

1-CLAIM OF FACT

Claim of fact asserts that a condition has existed, exists or will exist. It is based on facts or data that the
audience will accept as being objectively verifiable. Claims of fact are non-negotiable. Claims of fact make
statements about, for example:

 States of being/not being (‘there is a full moon out tonight’)

 Aspects/attributes of things (‘that barn is red/large/old/empty’)
 The state of affairs (‘the roadways are busy today’)

Generally speaking, we think claims of fact as either being true or false.

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.

Claim of facts example:

 NASA and the US government have spent more than 30 billion dollars to fake
the Apollo moon landings and to perpetuate this hoax. (A claim of fact made by
Bill Kaysing in his self-published We Never Went to the Moon: America's Thirty
Billion Dollar Swindle)
 A digital divide (inequitable access to technology) between students from
wealthier school districts and students from poorer ones has added to the
problem of educational success among students from the lower socioeconomic
classes and students from ethnic minorities.

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2-CLAIM OF VALUE

Claim of value attempts to prove that some things are more or less desirable than others. It expresses
approval or disapproval or taste and morality. It makes a judgment and an attempt to prove some action,
belief or condition that is right or wrong, or good and bad.

Claim of value can be attacked or defended on basis of standards that measure worth of an action, belief or of
an object. These are decided based on establishing the merits of preferable modes or behavior (instrumental
values) or ultimate goals (terminal values).

Here are some instances:

 “This is beautiful to watch.” (We all argue about the relative beauty of the watch, whether than
argue about whether it’s a watch.)
 “Talking behind someone’s back is irresponsible. “We will argue about whether gossip is a
responsible communication.)
 “Committed relationships are preferable to youthful discretions.” (We will argue about the
mature value of life.)

Generally speaking, we think claims of fact as either being true or false.

Proof requires:

-making proposed action clear

-need (justification)
-plan (must be workable)
-benefit (advantages)
-consider oppositions or arguments

3-CLAIM OF POLICY

Claims of policy suggest a solution to a problem that has been defined or

described by an argument.

Claim of policy examples:

 Increased tax dollars for education of prisoners will result in a decrease

in the number of released prisoners who re-offend.
 The sale of assault weapons should be banned in the U.S.

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Two general areas in which people most often disagree about matters of value:

AESTHETICS – study of beauty and the fine arts. Controversies over works of range fiercely among
experts and laypeople alike.

MORALITY – value claims about morality express judgments about the rightness or wrongness of
conduct or belief. Disagreements are as wide and deep as in the arts, and are more significant.
Although a writer and a reader may share many values, there are still many who will disagree on the
matter.

In formulating value claims, you should be prepared to ask and to answer in which your value claims and those
of others have been arrived at. Although you cannot make someone believe what you believe, you can give
good reasons to express your opinions. Claims of value depend on acceptance of the value by the audience
and their agreement to the relative evaluation level assigned to the subject/object. It can be a simple expression
of taste or likes and dislikes, and the Latin proverb “De gustibus non est disputandum” which means we
cannot dispute taste.

These are claims you make about the reading after reading. Claim of fact, claim of
value and claim of policy.

FACT: “Experiments using animals are essential to the development of many life-
saving medical procedures.”
VALUE: “Animal experimentation benefit both human and animals.”
POLICY: “Experimental treatments should be tested on animals before they are tested
on humans.”
Claim of policy asserts that specific plans or courses of action should be instituted as solutions to problems.
Almost always “should” or “ought to” or “must” is expressed or implied in the claim. Claims of respond to the
common English sentence: Who should do that? Claims of policy proposes that specific action should be
undertaken/completed by specific entities. For example:

“Bradley University should replace the current library with a new building.”
“Students at Bradley should be able to miss classes without penalty (faculty should not consider attendance in
grading at Bradley)”

Note: It is usually better to state a policy claim in the affirmative rather than the negative, though both happen.

“Bradley students should develop and execute disciplined study skills during their time at the university.”

In defending a claim of policy, you have to do a few steps:

 Make a factual claim.

 Refer to values that support claim.
 Then introduce policy to show why your solution will solve the problem.

Generally speaking, we think claims of fact as either being true or false. A major mistake that can be made is
ignoring the opinions. You can only support your own idea if you can acknowledge the other person’s
perspective.

 Keep the audience in mind

 Continue to think about “What do I want my readers to do or think?”

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YOU CAN DO THIS
TASK 1: Fact or Bluff?
Directions: Carefully analyze the given statements. Identify if it is a fact or a bluff.

________1. Anyone can get COVID-19, regardless of race or skin color. Older people
and people with other health conditions, such as asthma, heart diseases
and diabetes, are more at risk of getting seriously ill.
________2. The administration of Duterte never received any commentaries from the
nation. It is believed that in the long run, the administration never failed
to address the issues and high concerns of the country.
________3. Jesus was born on December 25th. The winter solstice was celebrated by
the Romans from December 17 to 25. This yearly festival included gift-
giving, family time, and revelry. When Emperor Constantine converted to
Christianity in the early 4th century, the traditional Roman holiday date
was appropriated by the Christian church as a parallel holiday to
celebrate the birth of Jesus. Easter was already a holiday, so a holiday
was needed to celebrate the date when Jesus born.
________4. Students this time of pandemic are learning a lot because of having
enough time to study their lessons as presented in the modules. They
can spend more time reading their lessons instead of being in school.
________5. There are many strict protections in place to help ensure that COVID-19
vaccines are safe. Like all vaccines, COVID-19 vaccines are going
through a rigorous, multi-stage testing process, including large (phase III)
trials that involve tens of thousands of people. These trials, which include
some groups at high risk for COVID-19 (certain groups like pregnant and
lactating women were not included in vaccine trials), are specifically
designed to identify any common side effects or other safety concerns.

TASK 2: Denied or justified?

Directions: Write the word justified if the statement is accurate. If the given statement
is inaccurate, write the word denied.

________1. The main aim of critical reading is to find fault and not to assess the
strength of the evidence and the argument.
________2. If the reader “skims” the text, superficial characteristics and information
are as far as the reader undergoes.
________3. Critical reading means that a reader applies certain processes, models,
questions and theories that result in enhanced clarity and
comprehension.
________4. In critical reading, you need to consider the illogical meaning and
connection between the claim and the evidence.
________5. One of the many characteristics of critical reading is to decide to what
extent you are prepared to accept the authors’ arguments, opinions or
conclusions.

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TASK 3: Find me in the box!
Directions: Find the missing words in the box to complete the sense of the statement.

Verifiable Fine Arts True Fact

Plans False Value Aesthetics
Policy Incorrect Factual Morality

1. Generally speaking, we think of claims of fact as either being ______ or

_______.
2. Claim of ______ attempt to prove that some things are more or less desirable
than others. It expresses approval or disapproval or taste and ___________.
3. Claim of ______ asserts that a condition has existed, exists or will exist. It is
based on facts or data that the audience will accept as being objectively
________.
4. Claim of ______ asserts that specific _______ or courses of action should be
instituted as solutions to problems.
5. ______ is the study of beauty and ___________.

YOU CAN DO MORE

TASK 4: Skim or Scan?
Directions: Write SK if the statement provided talks about skimming. If the statement
pertains to scanning write SC.

1. Dionysius is taking plenty of his time reading a case about a certain God who
has fallen in love with a human being who unfortunately happens to be a
daughter of a convicted corrupt politician. He takes down every single detail
that is needed in the hearing at Mt. Olympus.
2. Gloria Estrella, quickly browses her old notes in Mythology a few minutes before
Dr. Leano Ascano gives very long quiz.
3. Professor Julio Vergara, a proponent of celibacy lets her students of the
graduate school read a 50 pages long short story for the graded recitation. One
of her students, who has a lot of markers with different colors highlighted the
important key concepts without knowing its definition.
4. For Literature classes, Dhina is always getting high scores and is always active
during recitations. This has led Myrtle to be more competitive. She needed to
see that every concept will be taken down together with its supporting details
so that during recitations, she can still expand her answer.
5. Jane and Billy were planning to have their vacation this coming semestral
break. They wanted to plan in an expensive coffee shop and they have decided
to browse the menu of the nearest Starbucks if it can satisfy their cravings. Jane
quickly browsed the menu if her favorite coffee is available.

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TASK 5: Train to gain!
Directions:
Study the given photo below. Keep an eye on the important details as you try to read and
analyze the content. Answer the questions that follow by giving the correct letter of the answer.

Guide Questions:

1. Look at the Frimsborough County library text to answer this question.

The text is aimed at:
A) librarians
B) llibrary users
C) council workers
D) school students

2. Look at the Karina furniture suite information to answer this question.

The text is about:
A) resources at Frimsborough County Library
B) opening times at Frimsborough County Library
C) resources at Rimsborough County Library
D) none of the above

3. Information is given about borrowing CDs.

A) true
B) false

4. Which category of video isn’t listed?

A) educational
B) exercise

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 C) film
D) travel

5. Which month is ‘library month’?

A) November
B) August
C) September
D) April

TASK 6. What’s your phobia?

Directions: Carefully read the given text about phobia. Read as you try to learn new
concepts. You may take down your personal notes. Answer the guide questions that
follow. Write the letter of your choice.

PHOBIAS

What is a phobia?
A phobia is an intense fear or feeling
of anxiety that occurs only in a
particular situation that frightens you.
This might be something as
seemingly logical as a fear of heights,
or as illogical as a fear of the color
green. At other times you don’t feel
anxious.
For example,
if you have a phobia of spiders (as millions of people do), you only feel anxious
when there’s a spider around, otherwise you feel fine. About one in ten people
has a significant phobia, although few people seek treatment

People develop phobias to all sorts of things. Each phobia has its own name.
Some (of a very long list) include:
 Musophobia – fear of mice
 Peladophobia – fear of bald people
 Amathophobia – fear of dust
 Pnigophobia – fear of choking or smothering
 Maieusiophobia – fear of childbirth
 Homichlophobia – fear of fog
 Arachibutyrophobia – fear of peanut butter sticking to the roof of the
mouth

Phobias make people avoid situations they know will make them
anxious, but this can make the phobia worse. A person’s life can become
increasingly dominated by the precautions they take to avoid a situation they
fear. You may know there’s no real danger and you may feel embarrassed by
your fear, but you’re still unable to control it. It’s better to confront your fears,
even if it’s in a very careful way or with the help of a trained therapist.

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 GUIDE QUESTIONS:

1. The writer advises people with phobias to ...

A) consult a psychotherapist
B) avoid situations that make them anxious
C) confront the fear rather than avoid it

2. Which of these phobias is not mentioned in the text?

A) Arachibutyrophobia
B) Arachnophobia
C) Amathophobia

3. Cognitive Behavioural Therapy is ...

A) a recommended treatment for phobias
B) not a recommended treatment for phobias
C) is a recommended treatment for some phobias

4. This text might be found under which heading on the BBC

website?
A) Physical health
B) Mental health
C) You and your therapist

5. What is the main message of this article?

A) Some people have phobias and live in fear of certain things.
B) If you have a phobia you should see a therapist.
C) What a phobia is and how to treat it.

CHALLENGE YOURSELF

TASK 7: Fact-Policy-Value Drill

Directions: Let’s check how far you have gone through the different claims. Identify
if the given statements below are classified as claim of fact, claim of policy or claim
of value.

1. The city’s board of education should institute an honors program not only
for high school students, but for elementary and junior high school students
as well.
2. It’s better to apply good nutritional choices at home than teach them at
school, because good nutrition then becomes ingrained in the child’s
experience.
3. Republican economic policies caused the great depression.
4. The death penalty should be abolished because it does nothing to prevent
murder.
5. Although it has been largely forgotten, the flu epidemic of 1918-1919 was
one of the most devastating epidemics of all time.
6. There is only one God.
7. Hunger Games is the best movie ever.

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 8. Global warming is a threat that must be addressed.
9. It is immoral to steal from stores to feed yourself or others.
10. Television news casting influences the way people think about social and
political issues

TASK 8: Levelling Up One’s Understanding

Directions: Below is a short argumentative essay about online classes. Read and
carefully analyze the given essay. Perform the task being asked after the essay. Make
sure that you have taken down your personal notes in order to better understand the
essay.

ONLINE: WEALTHY AND WELL-OFF

OFFLINE: POOR AND LESS FORTUNATE

Online learning is giving people new choices

and newfound flexibility with their personal
learning and development. Whereas before,
formal academic qualifications could only be
gained by participating in a full-time course on
site, the internet has allowed institutions to
expand their reach and offer recognized
courses on a contact-partial, or totally virtual,
basis. Institutions can do so with relatively few
extra resources, and for paid courses this constitutes excellent value, and the student
benefits with greater educational access and greater flexibility to learn and get
qualified even when there are lots of other personal commitments to deal with.

Flexibility is certainly one of the most important benefits, but just as important
is educational access. On top of the internet’s widespread presence in developed
countries, the internet is becoming increasingly available in newly developed and
developing countries. Even without considering the general informational exposure
that the internet delivers, online academic courses and learning initiatives are
becoming more aware of the needs of people from disadvantaged backgrounds, and
this means that people from such backgrounds are in a much better position to learn
and progress than they used to be.

The biggest argument that raises doubt over online learning is the quality of
online courses in comparison to conventional courses. Are such online courses good
enough for employers to take notice? The second biggest argument is the current
reality that faces many people from disadvantaged backgrounds, despite the
improvements made in this area in recent years – they do not have the level of basic
access needed to benefit from online learning. In fact, there are numerous sources of
evidence that claim disadvantaged students are not receiving anywhere near the sort
of benefits that online learning institutions and promoters are trying to instigate.

Currently there are many organizations, campaigns and initiatives that are
working to expand access to higher education. With such high participation, it can be

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argued that it is only a matter of time before the benefits are truly realized, but what
about the global online infrastructure?

There is another argument that is very difficult to dispel, and that is the response
of different types of students to the online learning paradigm. Evidence shows that
there are certain groups of students that benefit from college distance learning much
more than other groups. In essence, students must be highly motivated and highly
disciplined if they are to learn effectively in their own private environment.

YOUR TASK:

Based from the SQ5R method, present your notes about the essay in the most
creative way that you can. You can write anything which you think is important. You
may add graphics, Venn diagrams or any symbol which will make you understand
more the content and meaning of the text. You may have the option to have it written
or to have it printed.

TASK 9: Claim those claims!

Directions: Review your notes on the previous essay about online learning and online
classes. Below are three columns labeled CLAIM OF FACT, CLAIM OF POLICY and
CLAIM OF VALUE. Choose sentences from the given essay and identify the kind of
claim presented. Each claim should have two examples.

CLAIM OF FACT CLAIM OF POLICY CLAIM OF VALUE

1. 1. 1.

2. 2. 2.

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LEVEL UP

TASK 10. In my heart, I Act-Claim!

CLAIM OF FACT CLAIM OF POLICY CLAIM OF VALUE

1. 1. 1.

2. 2. 2.

Directions: Construct your own claims based on the photo presented.

https://www.google.com/search?q=covid%2019%20philippines&tbm=isch&hl=en&sa
=X&ved=0CB0QtI8BKABqFwoTCOCg2oOXtO8CFQAAAAAdAAAAABAH&biw=1170
&bih=634#imgrc=8W5NrzJ2xAtLvM

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TASK 11: The Claims on Movies
Directions: Study the characters portrayed in controversial movies. Construct your
claims and identify the claims used in the statement.

1. Claim: ________________________________________________________
Type of claim: __________________________________

2. Claim: ________________________________________________________
Type of claim: __________________________________

3. Claim: ________________________________________________________
Type of claim: __________________________________

4. Claim: ________________________________________________________
Type of claim: __________________________________

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 5. Claim: ________________________________________________________
Type of claim: __________________________________

6. Claim: ________________________________________________________
Type of claim: __________________________________

TASK 12: A Great Wrap-Up!

Directions: Intelligently share your insights with what is being asked per item.
Remember that personal ideas are more appreciated rather than copying of tangent
answers from the web. Answer the questions with full honesty.

1. Which do you prefer, reading or writing? Share your experience/s

wherein your choice will be attested.

2. Had there been any television advertisement which you think gives the
viewers wrong claims about a certain product? What went wrong with the
content of the advertisement? Include a single line which you can recall.

3. In your own words, how will these kinds of claims help the readers in
attaining a better comprehension of a presented text? Support your answers
by giving scenarios or examples.

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