NOT

9
English
Quarter 3, Wk.3 - Module 1
Extract Important Information
from Argumentative/Persuasive Texts

Department of Education ● Republic of the Philippines

i
English- Grade 9
Alternative Delivery Mode
Quarter 3, Wk.3 - Module 1: Extract Important Information from
Argumentative/Persuasive Texts
First Edition, 2020
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Published by the Department of Education – Division of Iligan City

Schools Division Superintendent: Roy Angelo E. Gazo, PhD.,CESO V

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Schools Division Superintendent
9
Co-Chairpersons: English
Shambaeh A. Abantas-Usman,PhD
Assistant Schools Division Superintendent
Quarter 3, Wk.1 - Module 1
Members: Henry B. Abueva, EPS, OIC-CID Chief
RusticoEN9LC-IIIa-6.1
Y. Jerusalem, LRMS Manager
Myra A. Ambalong, EPS
Extract important information
Meriam S. Otarra, PDO II
from argumentative/persuasive
Charlotte D. Quidlat, Librarian II texts
Printed in the Philippines by
Department of Education – Division of Iligan City
Office Address: General Aguinaldo, St., Iligan City
Telefax: (063)221-6069
E-mail Address: iligan.city@deped.gov.ph

ii
 9
English
Quarter 1, Wk.3 - Module 1
Extract Important Information
from Argumentative/Persuasive Texts

This instructional material was collaboratively developed and reviewed

by select teachers, school heads, Division English Coordinator of the
Department of Education - Division of Iligan City. We encourage teachers and
other education stakeholders to email their feedback, comments, and
recommendations to the Department of Education-Iligan City Division at
iligan.city@deped.gov.ph or Telefax: (063)221-6069.

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

iii
 Table of Contents

What This Module is About .................................................................................... v

What I Need to Know ............................................................................................. v
How to Learn from this Module ............................................................................. v
Icons of this Module .............................................................................................. vi

What I Know ........................................................................................................ . vii

Lesson 1:
Extracting Important Information from Argumentative/Persuasive Text ................ 1
What I Need to Know ....................................................................... 1
What’s New ................................................................................... 1
What Is It.......................................................................................... 2
What’s More .................................................................................... 4
What I Have Learned ....................................................................... 8
What I Can Do……………………………………………………………..9

Summary...…………………………………………………………………………………9
Assessment: (Post-Test)………………………………………………………………..9
Key to Answers…………………………………………………………………………...9
References…………. ......................................................................................... .12

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What This Module is About
The human relationship that has real difficulty surviving is when people have
gone into the “me, myself, and I” mode and become indifferent toward each other. By
this time, you can see for yourself why there are changes you are experiencing that
are best for you and how they will make you feel great after all. This will guide you in
your journey through life and will help you realize that no matter how different you
might in the future, greatness will lead you to discover your hidden potentials and
develop skills for the realization of the world’s ultimate goal – positive transformation.

This lesson will help you understand that life is made meaningful through
literary pieces, reading selections that are filled with worthwhile values. Furthermore,
the texts you’ll explore in this lesson will inspire you and develop your understanding
of the target concepts, themes and enhance your communication skills.

What I Need to Know

As you continue on your journey, you are expected to:

• extract important information from argumentative/persuasive texts

• demonstrate mastery in extracting important information through outlining

How to Learn from this Module

To achieve the objectives cited above, you are to 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.

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Icons of this Module
What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

What I Know
Initial Task. Sweet Memories

A. How do you choose your friends?

B. Why do we have friends?

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 Extracting Important
Information from
Lesson Argumentative/Persuasive Text
1
What I Need to Know
At the end of this lesson, you are expected to extract important information from
argumentative/persuasive texts and demonstrate mastery in extracting important
information through outlining.

What’s New

Task 1. For What?

Listen to the song and find out what friends are for. (The teacher plays the song
“That’s What Friends Are For.” If some students know the song, ask them to sing.)

That’s What Friends Are For

And I never thought I’d feel this way
And as far as I’m concerned I’m glad I got
The chance to say that I do believe
I love you
And if I should ever go away
Well then close your eyes and try
To feel the way we do today
And then if you can remember

Keep smiling, keep shining

Knowing you can always count on me for sure
That’s what friends are for
For good times and bad times
I’ll be on your side forever more
That’s what friends are for

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 Well you came and open
And now there’s so much more I see
And so by the way I thank you
And then for the times that when we’re apart
Well then close your eyes and know
These words are coming from my heart
And then if you can remember…

Comprehension Check:
1. What are friends for?
2. What did you feel while listening the song?
3. Which lines from the song touched you most? Relate an incident that reminds you
of the lines.

What Is It
Through technology, you are able to read, watch and listen to a lot of
information. This information may influence you to believe certain ideas and push you
to take some form of action. Some information may also dissuade you from believing
or doing other things.

Many writers use argumentative texts to persuade the readers to agree to their
points of view. Writers do so, not just by presenting information but by showing the
pros and cons of an issue. In extracting information from an argumentative text, you
must be able to note the issue and the supporting (pros) and opposing (cons) opinions
about the issue.

Remember!

❖ An argumentative piece of writing is sometimes called

persuasive writing because it aims to convince the reader
about a certain stand on a debatable issue.

❖ Argumentative essay tries to change the reader’s mind by

convincing the reader to agree with the writer’s point of view.

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Task 2. Like, Unlike
Write O if the words have opposite meanings and S if they have similar meanings.
_____ 1. acquire – obtain _____ 6. desire - wish
_____ 2. sheltered – protected _____ 7. argument - agreement
_____ 3. security - danger _____ 8. influential - insignificant
_____ 4. adulthood – maturity _____ 9. terrible - dreadful
_____ 5. teenager – adolescent _____ 10. emotion - feeling

Task 3. Making Connections

Reading Connection. Extracting important details from the text entitled “Friends” by
Fr. Bob Garon.

A. Make a list of words that you associate with friends.

B. Read the selection and determine the author’s purpose in writing it.

Friends
Fr. Bob Garon, 1974

Friendship is one of the most important words in any teenager’s vocabulary.

Teenagers will do just anything to acquire a real friend. They will sacrifice much in
terms of time, money and emotional involvement so that they can experience the
joys friendship.
“Why is this so?” Until now teenagers have led sheltered lives. Their homes
and their parents have been the center of their lives. But now they suddenly move
out of childhood into adolescence. They have just awakened to what it means to
live in a society outside their immediate family. As they move out of the tender
years, their greatest desire is to prove themselves. They want to move out from
under the umbrella of their family and into the big world that is full of traps and
snares. Learning how to survive in the world can be a scary experience.
“This is where friends come in. They become the teenager’s bridge from the
home to the world outside. They provide security and understanding. Security
because the teenager is not alone when he has friends. Understanding because
they are like him, having the same problems and going through the same
experiences of growing into adulthood.
Teenagers have always been influenced by their friends. Much of their
behavior has been conditioned by what their friends think. Very often, misguided
friends have been a terrible influence on a teenager. Almost every drug addict
started using drugs because of friends. They have formed gangs and barkada
because they need security in numbers and in like thinking. Some teenagers have
run away from home because of arguments with their parents about their friends.

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 Friends have also been most influential in making a youngster strong
and disciplined. Good friends have greatly helped a youngster grow in maturity.

“That is why it is so important that you choose your friends carefully. You
cannot live without friends. But the kind of friend you select is going to make a
big difference in your lives. Choose them well.”

Task 4. Mind Scratcher

1. Why do teenagers want to have friends?

2. What is meant by “They become the teenager’s bridge from the home to the
outside world?”
3. Do you agree that friends strongly influence their peers? What influence do
friends have on their peers?
4. Why is it important for teenagers to choose their friends well?

5. What does the writer want to tell teenagers about friendship?

What’s More

Task 5. Thinker Bell

Read the following selection silently. Do you agree with the title that we are what we
think?

You Are What You Think

Philippine Daily Inquirer
September 29, 1996

The quality of our thoughts becomes visible through our words, our words,
our behavior, or even through the expression of our face. The seed of words and
actions is thought. By knowing and understanding the types of thoughts our mind
can create, we will be able to consciously redirect thoughts towards the positive.
Hence, we will improve the quality of our mind, body, and relationships.

Necessary thoughts are those that deal with our daily routine like “What will
I eat?” “What do I need to do today?” “When do I have to pay my bills?” These are
practical thoughts to attend to our daily needs, and requirements.

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 Wasteful (or superfluous) thoughts are those that are of no use, neither
constructive nor particularly negative. They deal with things of the past like “If this
did not happen,” “Why did he not tell me this?” “If only I had done it this way.”

Negative thoughts are most harmful, especially to ourselves. Irrespective

of the impact they have on others, negative thoughts are based on materialistic
desires, anger, lust, unfulfilled expectations, jealousy, hatred, arrogance, extreme
possessiveness (or attachments), extreme laziness, etc. If our thoughts are based
on these weaknesses, then, it is as if we are poisoning our mind as well as the
atmosphere.

No matter how right we are, by thinking negatively we lose because

negative thoughts take away our self-respect and also others lose respect for us.
Usually we find the people who think very negatively about others will feel lonely
although they may have many relationships.

Positive thoughts alone allow us to accumulate inner strength and enable

us to be creative and constructive. To have positive thoughts means we always
see the benefits in all situations without being caught up by the external
appearance of the situation.

To think positively doesn’t mean that we ignore the reality (especially the
unpleasant or negative ones) around us and pretend to love or be somewhere
else. To think positively means to see the problem and recognize its reality, but at
the same time, to be able to find solutions for that problem. This often requires
that we have some tolerance, patience, and common sense.

A person who thinks positively will be aware of the weaknesses of others

around him but will still turn his attention towards the good tendencies of others.
Positive thoughts give us the feeling of contentment within and because of that,
our expectations of others become less and less. We stop demanding things from
them like respect, consideration, love, recognition thus enabling the relationship
to become light.

Also, when we are content within, then we have the strength to accept
others as they are without wanting to change them as we think is right. And
together with that we are able to give ourselves as we are with our positive
qualities and shortcomings, without pretending we are something else.

Task 6. From the Story

Comprehension Check: Choose the word or word group that best completes each
sentence.

1. The main idea of the essay is found in the paragraph…

a. about negative thoughts
b. concerning positive thinking.
c. of introduction
d. regarding necessary thoughts
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2. Necessary thoughts are indispensable because they are about
a. important past events
b. future of action
c. intimate relationships
d. our day-to-day needs

3. Thoughts that deal with what has been done and can no longer be
improved upon or undone are called …
a. negative
b. superfluous
c. necessary
d. positive

4. To be creative and constructive, one must …

a. be particularly concerned with external appearances.
b. ignore reality that is too unpleasant.
c. aim to change things or people as he thinks is right.
d. develops inner strength to see things as they are and find solutions to problematic
situations.

5. It is important to know the types of thoughts our mind creates so that we can…
a. control emotions and maintain good relationships.
b. reacts to sensitive situations properly.
c. redirect thoughts towards positive thinking
d. redirect and avoid unpleasant desires.

6. We must “Stop demanding love, respect, consideration from other’s” because

such sentiments are…
a. to be earned, not claimed
b. difficult to give to just anybody
c. impossible to give with equal intensity
d. only given to very important people

7. The writer developed his topic by using all of the following methods except…
a. enumeration
b. narration
c. exemplification
d. definition

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Task 7. Getting Information

Complete the following outline with details from the essay.

Title

_____________________

Main idea: There are four types of thoughts our mind can create and can redirect for
a better quality of life and relationships.

I. Necessary thoughts are practical thoughts.

A. These thoughts deal with daily routine.

B. They are about our everyday needs and requirements.
C. Such a question as “_________________________?” is an example.

II. ______________________________________________.

A. __________________________________________.
B. They are neither ____________ nor _____________.
C. Such questions as “ __________________________” or
“ ___________________________“ are examples.

III. ______________________________________________.

A. __________________________________________.
B. They cause ________________________________
C. Thoughts that deal on ________________ are examples.

IV. ______________________________________________.

A. __________________________________________.
B. __________________________________________.
C. __________________________________________.
D. We accept others ___________________________.

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 What I Have Learned

Task 8. Nothing more than Filling

Complete each line below by filling in a word or a phrase.

What is a Friend to Me?

To me a friend is someone who is __________________.

He/she is _______________________________________________________.

Yes, someone who ______, ______, ______, and ______ is indeed a friend to me.

What I Can Do

Task 9. Breaking Barriers

Even among friends, conflict can arise. When this happens, they start
building a wall between them. Communication becomes difficult. Both parties begin to
hurt and at times the pain becomes unbearable. To ease the pain and eventually heal
the wounds, one of them or both parties have to make a move to break the wall that
divides them.
Come up with suggestions to resolve the situation.
Situation 1. Melanie’s parents found out that she was going out with her
friends instead of attending school. She would come home late in the evening and
would explain that she had group activity to do at school. She was told to be home by
4:00 pm. Melanie would not speak to her parents, neither to anyone of her friends
since then.

Situation 2. You broke up with your friend for some reason or another. You
didn’t speak with each other and began passing by each other as if you were strangers.

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Summary
There are many different types of texts that provide important information
to the readers. Such information or details from a text provides more
opportunities for the students to learn faster and better. Critical listening or
reading is used with argumentative text. It allows students to read more critically
to get the logic or reasoning in a text. It also enables students to summarize the
most important ideas.

Key to Answers

Initial Task: Sweet Memories

A. Answers may vary
B. Answers may vary
What’s New
Task 1. For What?

1. Answers may vary

2. Answers may vary
3. Answers may vary

What Is It?

Task 2. Like, Unlike

1. S 6. S
2. S 7. O
3. O 8. O
4. S 9. S
5. S 10. S

Task 3. Making Connections

A. Answers may vary

B. Answers may vary

Task 4. Mind Scratcher

1. Answers may vary
2. Answers may vary
3. Answers may vary
4. Answers may vary
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 5. Answers may vary

What’s More

Task 5. Thinker Bell

Answers may vary

Task 6. From the Story

Comprehension Check

1. c 6. a
2. d 7. b
3. b
4. d
5. c

Task 7. Getting Information

Title: You Are What You Think

I. C. “What will I eat?”

“What do I need to do today?”
“When do I have to pay my bills?”

II. Wasteful (or superfluous) thoughts are those that are of no use.
A. These thoughts deal with things of the past.
B. constructive nor particularly negative
C. “Why did he not tell me this?” or “If only I had done it this way.”

III. Negative thoughts are most harmful.

A. These thoughts are based on materialistic desires, anger etc.
B. poison to the mind as well as the atmosphere.
C. weaknesses

IV. Positive thoughts allow us to develop inner strength.

A. To think positive means to see the problem and realize its
reality.
B. Positive thoughts give is the feeling of contentment within.
C. as they are without wanting to change them as we think is right.

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What I have Learned

Task 8. Nothing more than Filling

Answers may vary

What I Can Do

Task 9. Breaking Barriers

Answers may vary

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References

A Journey Through Anglo-American Literature 9. Department of Education, 2014.

Celebrating Multiculturism Through World Literature 10. Department of Education,

2015.

Gorgon, Eugenia R. et. al. English Expressways III. Quezon City: SD Publications,
Inc., 2007.

Prototype Lesson Plans in English III, 2003 ed. Quezon City: SD Publications, Inc.

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 For inquiries and feedback, please write or call:

Department of Education
13
– Division of Iligan City
Office Address: General Aguinaldo, St., Iligan City
Telefax: (063)221-6069