9

English
Quarter 1 – Weeks 5 & 6:
Judge the Validity of the
Evidence Listened To
Name of Learner : ________________________________________________________
Grade and Section : ________________________________________________________
Date : ________________________________________________________

LEARNING ACTIVITY SHEET IN ENGLISH 9

QUARTER 3 - WEEK 5-6
JUDGING THE VALIDITY OF THE EVIDENCE

I. What is a “Good Source”? Determining the validity of the evidence

Terms and concepts:
Validity- soundness and strength of argument
Audience- people who have read or will read a particular text,
publication, or writer, considered collectively.
Authority- power to inspire belief or weight of testimony
When we determine that a source is good, we say that it has validity. But how
can you determine if the source you’re consulting is valid? Here’s a couple of
questions to consider:
* Who is the author of the source? What are his or her credentials-is he or she a
recognized expert in the field? Are they representing an organization? If so, what is
the organization’s mission and goals?
* How did the source get the information? If the source includes references, look at a
few of the references-do they look like reliable sources of information? Does it look
like the author is citing the source correctly? Use your best judgment.
* What if the source you’ve found doesn’t have references? If a source doesn’t
include references, see if you can fact check the information in other ways. For
example, if you’re looking at a news article that quotes the experts in a field, do a
search of the expert’s name and see what information you can find on him or her.

Types of Sources- Scholarly, Trade, and Popular

 A scholarly source is written by an expert for other experts in the same field. It
includes references to other sources, and are written with the assumption that the
audience already has a significant background knowledge in the topic.
 A trade source is written by a professional in a particularly industry for others in
that same profession.

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  A popular source is written for broad consumption; the author generally does not
assume the audience will have extensive background knowledge on the topic.

II. Learning Competency:

Judge the validity of the evidence listened to

III. Activity No.1 – Listen, Think, and React

Directions: Listen to the dialogue. Pay attention on how the text makes
meaning.

On the recording, you will hear:

(Narrator): Listen to a conversation between two friends at school.
(Boy): Hi, Liza.
(Girl): Hi, Jeff. Hey, have you been to the art room today?
(Boy): No, why?
(Girl): Well, Mr. Jennings hung up a notice about a big project that’s going on
downtown. You know the city’s been doing a lot of work to fix up Main Street-
you know, to make it look nicer? Well, they’re going to create a mural.
(Boy): You mean, like, make a painting on the entire wall of a building?
(Girl): Exactly!
(Boy): But where?
(Girl): It’s that big wall on the side of the public library. And students from this school
are going to do the whole thing… create a design, and paint it, and
everything. I wish I could be a part of it, but I’m too busy.
(Boy): (excitedly) Cool! I’d love to help design the mural, imagine everyone in town
walking pass that wall and seeing my artwork, every day.
(Girl): I thought you’d be interested. They want the mural to be about nature, so I
guess all the design ideas students come up with should have a nature
theme.
(Boy): That makes sense- they’ve been planting so many trees and plants along the
streets and in the park.
(Girl) If you’re interested you should talk with Mr. Jennings.
(Boy): (half listening, daydreaming) This could be so much fun. Maybe I’ll try to visit
the zoo this weekend… you know, to see the wild animals and get some
ideas, something to inspire me!
(Girl): (with humor) Well maybe you should go to the art room first to get more
information from Mr. Jennings.

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(Boy): (slightly sheepishly) Oh yeah. Good idea. Thanks for letting me know, Liza! I’ll
go there right away.
(Narrator): Now answer the questions

1. What are the speakers mainly discussing?

2. Why is the boy excited?
3. Why does the girl suggest that the boy go to the art room?
4. Does the source of the information reliable? Why or Why not?

IV. Activity No. 2 – Verbalize Your Thoughts

Directions: Cite at least two situations that prove the relevance and worth of this
quote.

“Education is the most powerful weapon which you can use to change the
world”
- Nelson Mandela

V. References:
www.texasgateway..org
umd.instructure.com
Almonte, Flandez, Lagustan., A Journey Through Anglo-AmericanLiterature.
Vibal Group Inc., Quezon City, Philippines. 2014

Prepared by:
LANI A. UNABIA
English Teacher, Libertad NHS