11

Reading and Writing

Activity Sheet
Quarter 2 – MELC 3

Formulating Evaluative
Statements about a Text Read

REGION VI – WESTERN VISAYAS

Reading and Writing (Grade 11)
Activity Sheet No. 3
First Edition, 2020

Published in the Philippines

By the Department of Education
Region 6 – Western Visayas

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This Learning Activity Sheet is developed by DepEd Region 6 – Western

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reproduced or transmitted in any form or by any means electronic or mechanical
without written permission from the DepEd Regional Office 6 – Western Visayas.

Development Team of Reading and Writing Learning Activity Sheet

Writer: HERSHEY K. ARANAS

Editors: Gracelle V. Gapit, Eric G. Buenafe, Melva C. Barranco
Illustrators:
Layout Artist: Hershey K. Aranas

Schools Division Quality Assurance Team:

Arnaldo R. Tuga, EPS-English
Leila G. Valencia, EPS-LR
Jezreel Grace G. Tiron
Bernie P. Alcedo
Division of Iloilo City Management Team:
Ma. Luz M. De los Reyes, SDS
Ernesto F. Servillon Jr., ASDS
Arlo L. Villalva, CID Chief
Dr. Jerry M. Lego, SGOD Chief
Leila G. Valencia, EPS-LR
Arnaldo R. Tuga, EPS-English
Regional Management Team:
Ma. Gemma M. Ledesma, CESO V
Dr. Josilyn S. Solana
Dr. Elena P. Gonzaga
Mr. Donald T. Genine
Welcome to Reading and Writing!
Dr. Nestor Paul M. Pingil
 The Learning Activity Sheet is a product of the collaborative efforts of the
Schools Division of Iloilo City and DepEd Regional Office VI - Western Visayas
through the Curriculum and Learning Management Division (CLMD). This is
developed to guide the learning facilitators (teachers, parents and responsible
adults) in helping the learners meet the standards set by the K to 12 Basic Education
Curriculum.

The Learning Activity Sheet is self-directed instructional materials aimed to

guide the learners in accomplishing activities at their own pace and time using the
contextualized resources in the community. This will also assist the learners in
acquiring the lifelong learning skills, knowledge and attitudes for productivity and
employment.

For learning facilitator:

The Reading and Writing Learning Activity Sheet will help you facilitate the
teaching-learning activities specified in each Most Essential Learning Competency
(MELC) with minimal or no face-to-face encounter between you and learner. This will
be made available to the learners with the references/links to ease the independent
learning.

For the learner:

The Reading and Writing Learning Activity Sheet is developed to help you
continue learning even if you are not in school. This learning material provides you
with meaningful and engaging activities for independent learning. Being an active
learner, carefully read and understand the instructions then perform the activities and
answer the assessments. This will be returned to your facilitator on the agreed
schedule.
 Quarter 2, Week 3
Learning Activity Sheet (LAS) for Reading and Writing

Name of Learner: _____________________ Grade and Section: __________________

Date: ______________________________

READING AND WRITING ACTIVITY SHEET

Formulating Evaluative Statements about a Text Read

I. Learning Competency (MELC)

Formulate evaluative statements about a text read:
a. assertions about the content and properties of a text read; and
b. counterclaims in response to claims made in a text read

II. Background Information for Learners

There are different reading purposes. Mostly, we read to be informed and be

entertained. However, there is another purpose of reading: reading in order to develop a
detailed and critical understanding of a text. This is what we call critical reading.

Critical reading means engaging in what you read by asking yourself questions such as,
‘what is the author trying to say?’ or ‘what is the main argument being presented?’.

To read critically is to make judgments about how a text is argued. This is a skill that
requires you to gain some distance from the text you are reading. You might have to read a text
through once to get a basic grasp of content before you launch into an intensive critical reading.

Why is critical reading an essential skill?

Most essays we write involved reflection or analysis of a text, making arguments on

certain claims and reviewing a material i.e. book, article, or film. Thus, such outputs require
critical reading in order to come up with an in-depth analysis or evaluation of the given material
(article, book, film, etc.).

On the other hand, formulating evaluative statements, making assertions about the
properties of a text and creating counterclaims in response to claims made are critical writing
skills that also require critical reading.

To understand further, let us take note of the following important points:

(a) Assertion is a statement used to make a declaration or to express strong belief on a

particular topic, often without evidence.
Example: “I have put my every effort to complete this task today.”

(b) Claim is a statement that reflects the writer’s position or point about a topic. It is usually
supported by reasons.
Example: “Hybrid cars are effective strategy to fight pollution.”

(c) Counterclaim is a statement that argues against the claim given.

Counterclaim: “Instead of focusing on cars, which still encourages a culture of driving even
if it cuts down on pollution, the nation should focus on building and improving
transportation systems.”
III. Accompanying DepEd Textbook and Educational Sites
Critical Reading https://advice.writing.utoronto.ca/researching/critical-reading/
https://images.app.goo.gl/bVdSTzfK8RuJTFzv8
https://literarydevices.net/assertion/
https://www.skillsyouneed.com/learn/critical-reading.html
Exercise 1 https://www.madisonschools.com/cms/lib/MS01001041/Centricity/
Domain/699/Critical%20Reading%20PracticeI.pdf
Exercise 2 Anudin, A.G. (2016).Reading and writing teacher’s manual. Vibal Group:
Quezon City.
https://manilastandard.net/mobile/article/334766
https://www.usnews.com/news/world/articles/2020-09-19/polluted-stretch-
of-manila-bay-gets-fake-white-sand-makeover
Exercise 3 https://www.somersetcanyons.com/ourpages/auto/2016/2/17/62292472/
Claims%20and%20Counterclaims%20Worksheet%201.docx

IV. Activity Proper

Exercise 1. Critical Reading Practice

Each of the following questions is based on a short passage. Read the passage and write the
letter of the best answer on your answer sheet.

"You should spend your vacation in Boracay. We went there for hours and the weather
was beautiful — I had a gorgeous tan!"

1. The speaker assumes that the listener wants to ___________________________________.

A. come back from a vacation with a gorgeous tan
B. spend a vacation where the weather is beautiful
C. spend time in the sun
D. have a better tan
E. have an expensive vacation

2. Which of the following items does the speaker fail to take into account?
A. Vacations should be spent in Boracay.
B. Boracay has beautiful weather.
C. Boracay’s weather is excellent for tanning.
D. Vacationing in Boracay leads to gorgeous tans.
E. Families may not be very interested in getting tanned while vacationing in Boracay.

"Knitting is a waste of time. I took a knitting course at the community center and the
instructor was a narrow-minded, picky old maid."

3. What assumption is made by the speaker?

A. A craft can be judged based on the personality of the instructor.
B. The teacher could have tried harder to be flexible.
C. All craft courses are a waste of time.
D. Quilting is an interesting craft which the instructor taught badly.
E. Knitting is an interesting craft which the instructor taught badly.
 In our small town, Papa's soda shop was the most popular place for high school students
to meet. Unlike his brother, the sullen and military-minded principal, Papa was always relaxed,
kind, interested, and always ready to add extra whipped cream and cherries to our sodas. He
was tolerant of the noisy, boisterous students who came to his shop after school. Everyone I
knew in town, except our principal, loved Papa.

4. The passage implies reasons for ___________________________________________.

A. Papa's generosity
B. ordering whipped cream and cherries on sodas
C. the existence of a meeting place for students
D. the high volume of noise
E. the popularity of the soda shop

5. In the passage, the writer ________________________________________________.

A. contrasts the personality of the two men
B. suggests that Papa was hypocritical
C. explains why two brothers were different
D. implies why people like sodas
E. compares Papa's place to others in the town

Exercise 2
Read the two articles and complete the matrix by writing the claim(s) from the two texts read.
Then formulate your own counterclaim for each claim. Copy the matrix and write your answer on
the answer sheet.

Polluted Stretch of Manila Bay Gets Fake White Sand Makeover

By Reuters, Wire Service Content Sept. 19, 2020, at 7:48 a.m.

MANILA (REUTERS) - Residents of the Philippines' capital on Saturday flocked to an artificial

white sand beach that the government has transformed from a polluted stretch of shoreline to
mark International Coastal Cleanup day.

Despite opposition from environmental campaigners, President Rodrigo Duterte's government

has filled a 500-meter stretch of coastline beside the U.S. embassy in Manila with sand made
from tonnes of crushed dolomite boulders from central Philippines.

Manila Bay is a 60-km (37-mile) semi-enclosed estuary facing the South China Sea. Its waters
are heavily polluted by oil, grease and trash from nearby residential areas and ports.

The use of artificial sand has been met with criticism, with environmental groups saying the
facelift focuses only on aesthetics and has little to do with rehabilitation.

Fernando Hicap, president of fisherfolk group Pamalakaya, told Reuters that the pollution was
killing fish stocks in the bay. "There is still so much garbage," he said.

Despite fears that dolomite could be a health hazard, Manila Mayor Francisco Domagoso
assured the public that the cleanup and beautification project is not a threat to residents' well-
being.

"When we see something nice being done to our city and if we feel it is for the betterment of our
city, we should always be supportive of that," Domagoso said in a speech to mark the opening of
the beach to the public.
(Reporting by Neil Jerome Morales; Editing by Ros Russell)
Copyright 2020 Thomson Reuters.
Manila Bay White Sands all worth it
posted September 22, 2020 at 12:05 am by Erwin Tulfo

Hundreds of people went to see for themselves the controversial Manila Bay White Sands beach
along Roxas Blvd. on Sunday and discovered what a truly laudable project the government has
accomplished.

One can see the sheer excitement of those who got a glimpse of the “work in progress” mounted
by the Department of Environment and Natural Resources (DENR).

Who can blame our fellow Filipinos for crowding along the boardwalk and the overpass near the
U.S. Embassy to take a selfie or groupie at Manila’s latest attraction?

Unfortunately, members of Manila’s Finest on duty at the time had to take the blame for the
people’s failure to observe social or physical distancing.

The reclamation area artificially filled with dolomite material from Cebu province, is only 24
percent complete. Still, it is evident how it can contribute to the great scenery and ambiance of
Manila Bay, said DENR Undersecretary Benny Antiporda.

I cannot agree more with Usec. Antiporda. Beyond the aesthetic value, the white-sand beach
offers poor Metro Manila residents an experience only privileged Filipinos and foreigners get in
expensive tourist destinations like Boracay Island and Palawan.

Now the White Sands is the best spot from which to watch the famous Manila Bay sunset.

The DENR’s P389-million project also proves that the administration is determined to save and
rehabilitate the historic Manila Bay in joint efforts with the local governments units (LGUs) of cities
and towns along the coast, as well as other government agencies.

Manila Bay’s rehabilitation, said to be an “impossible” task, followed the reopening of a Boracay
Island, which regained it pristine condition through a six months closed-door rehabilitation work.

I share the optimism of Usec. Antiporda that the White Sands project shows a ray of hope in
restoring Manila Bay to its glory though it may take years to realize.

I think it also offers an opportunity to Metro Manila residents to commune with nature and learn
environmental conservation.

Contrary to critics’ claim that the reclamation and use of dolomite may be detrimental to the
natural environment, the white sands instantly provided a sanctuary to several flocks of migratory
birds, such as the white egrets.

A large flock of the white long-necked, long-legged migratory birds were seen feeding on fish
along the coastal waters.

In essence the Manila Bay White Sands is actually giving back to nature what is originally theirs.
I hope this is what lurked in the minds of those hundreds of people who came to see it on
Sunday.

etulfo2011@yahoo.com
MATRIX:

Polluted Stretch of Manila Bay Gets Fake White Sand Makeover

Claim given in the text Your counterclaim

Manila Bay White Sands all worth it

Claim given in the text Your counterclaim

Exercise 3. Evaluating author’s claims

A. Formulate evaluative statements about a text read by answering the questions below. Do it
on your answer sheet.

1. Does the author use broad, generalized words in making claims? Why? Why not?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. According to the author, how applicable are the claims he or she made? Does the author
give specific instances, situations, or conditions in which the claims may be applicable?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. Does the author give exceptions to his or her claims? Justify your answer.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4. Are there evidences that support the author’s claims? If yes, write one example.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
5. Which of the claims given in both articles do you agree with? Write your reason(s) and
support with evidence.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
B. Look for an article published on the newspaper or online and examine the material closely.
Copy the matrix on your answer sheet and provide the following details:
Title of the Article:
Author:
Date Published:
Answer the Source (name of newspaper or website): following
questions Claim given in the text Evidence(s) Your Counterclaim based on the
article you have read.
Write your answer on the
answer sheet.
1. What are the important points made by the author in the article?
2. Does the author use broad, generalized words in making claim(s)? Why? Why not?
3. How applicable are the author’s claim(s)? Does the author give specific instances,
situations, or conditions in which the claim(s) may be applicable? Explain.
4. Are the evidences clearly established? Justify.
5. Overall, what can you say about how the article was written? Do you agree with the
claims that the author indicated? Justify.

Remember:

Critical reading plays a vital role in academic writing. It is a skill

that requires us to examine, judge, and evaluate the text that we are
reading. With this, we can distinguish claims from assertions, identify the
evidences that support the given claims and provide our own evaluative
statements whether we agree or disagree with the author.
Indeed, critical reading is a complex skill but it develops our ability
to become critical and evaluative of the information that we read from
different sources.

V. Reflection.

a. I have learned that…

________________________________________________________________________
________________________________________________________________________
b. I think I need more help in…
________________________________________________________________________
________________________________________________________________________