Republic of the Philippines ACTIVITY 1:

Department of Education
Region III – Central Luzon
SCHOOLS DIVISION OF CITY OF BALANGA
BATAAN NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
City of Balanga, Bataan
ACTIVITY SHEETS in READING AND WRITING
SKILLS
Weeks 1-2, Days 1-8
LECTURE: Identifying Explicit and Implicit Claim in a
Text
In a meaningful reading engagement, getting into the
message of the text by verifying issues, affirming one’s values
or even stand by a decision is highly necessary.
It is in this context that the reader be made conscious that in
order to engender fruitful reading engagement, one has to take
note that one’s opinion about the text covers certain claims –
claim of fact, claim of value or judgment, and claim of policy.
Claim is an expressed opinion or a conclusion that the arguer
or writer wants to be accepted by the audience.
Analyze each statement below. Identify whether it claims a
FACT, VALUE or JUDGMENT, or POLICY. Copy the
sentences on a sheet of paper and write your answer before
each number.
1. Living in the barrio is better than living in the city.
2. Other planets have already been visited by people.
3. Football is more exciting than basketball.
4. ASEAN integration should be made part of the curriculum
5. Following healthy diet with enough rest and exercise will
make you healthy.
6. Birds are the most lovable pets.
7. Law is more encompassing profession than Medicine.
8. Students should wear their identification card anytime,
anywhere in the school campus.
9. A clean environment creates a happy and peaceful society.
10. Sleeping eight hours a day makes a person productive.
ACTIVITY 2: Look for words that are classified as claim
of fact, claim of policy and claim of value. The words can
be formed, vertically, horizontally, diagonally or in in a
backward manner. Write the words in the following
proper heading.

A. Claim of Fact
1.
2.
3.
B. Claim of Policy
1.
2.
3.
C. Claim of Value
1.
1. Claim of Fact – a claim asserts some empirical truth; 2.
something that can be determine by careful observation of past, 3.
present, or future 4.
Ex. 1. Research studies are conducted to improve human
condition. P T I R P R O N F E
2. Climate change has already become an issue in the R R L U R W D E L U
country A U O L U A I P Y L
2. Claim of Value or Judgment – attempts to prove that some C T V V D L I E T A
things are more or less desirable than others T H E T E C A T I V
Ex. 1. Musical comedy is the best form of entertainment. I E L B N N W O L Y
2. Communication is better than computation. C S S I C F E A A C
E U R T E A S N R I
3. Claim of Policy- a claim suggests that an action or a solution S P R O E T R U O L
should be taken
R E N W H D L S M O
Ex. 1. The government should continue to offer
P R E S N E D U R P
Scholarship programs especially to the poor but
bright students.
ACTIVITY 3. True or False: Write True if the statement is
2. Gender equality needs to strengthened in the
correct and False if otherwise.
academe.
1. Jun claims that there are no criminals in his province. This is
REMEMBER:
a claim of policy.
All kinds of claims may also be explicitly or implicitly made. 2. The house rules in Anna’s dormitory dictate that everybody
1. Explicit Textual Evidence – stated directly in the passage must be inside the dorm by 9:00 PM, which is the curfew of all
Ex.: It was dark and stormy night. boarders. This is a claim of fact.
2. Implicit Textual Evidence – not stated directly, but reader 3. Women of Kauswagan are given the chance to run as leaders
understands it because of clues in the text. of each purok. This is a claim of value.
Ex.: The trees were swaying wildly outside, Anne’s 4. The practice of getting the batok tattoo in a little village in
window as she prepared for bed, and the gutters were Buscalan, Kalinga shows the family background of the person
overflowing. wearing the tattoo. This is a claim of value.
5. Expressing camaraderie by ignoring anomalies in politics is
a claim of policy.

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ACTIVIY 4: Read the following tale about ‘How the Camel
Got his Hump’ and answer the following Kiddies and grown-ups too-oo-oo,
questions comprehensively. If we haven't enough to do-oo-oo,

How the Camel Got His Hump We get the hump--

NOW this is the next tale, and it tells how the Camel got his
big hump.
In the beginning of years, when the world was so new and all,
and the Animals were just beginning to work for Man, there
was a Camel, and he lived in the middle of a Howling Desert
because he did not want to work; and besides, he was a
Howler himself. So he ate sticks and thorns and tamarisks and
milkweed and prickles, most 'scruciating idle; and when
anybody spoke to him he said 'Humph!' Just 'Humph!' and no
more.
Presently the Horse came to him on Monday morning, with a
saddle on his back and a bit in his mouth, and said, 'Camel, O
Camel, come out and trot like the rest of us.'
'Humph!' said the Camel; and the Horse went away and told
the Man.
Presently the Dog came to him, with a stick in his mouth, and
said, 'Camel, O Camel, come and fetch and carry like the rest
of us.'
'Humph!' said the Camel; and the Dog went away and told the
Man.
Presently the Ox came to him, with the yoke on his neck and
said, 'Camel, O Camel, come and plough like the rest of us.'
'Humph!' said the Camel; and the Ox went away and told the
Man.
At the end of the day the Man called the Horse and the Dog
and the Ox together, and said, 'Three, O Three, I'm very sorry
for you (with the world so new-and-all); but that Humph-thing
in the Desert can't work, or he would have been here by now,
so I am going to leave him alone, and you must work double-
time to make up for it.'
That made the Three very angry (with the world so new-and-
all), and they held a palaver, and an indaba, and a punchayet,
and a pow-wow on the edge of the Desert; and the Camel
came chewing on milkweed most 'scruciating idle, and
laughed at them. Then he said 'Humph!' and went away again.
Presently there came along the Djinn in charge of All Deserts,
rolling in a cloud of dust (Djinns always travel that way
because it is Magic), and he stopped to palaver and pow-pow
with the Three.
'Djinn of All Deserts,' said the Horse, 'is it right for any one to
be idle, with the world so new-and-all?'
'Certainly not,' said the Djinn.
'Well,' said the Horse, 'there's a thing in the middle of your
Howling Desert (and he's a Howler himself) with a long neck
and long legs, and he hasn't done a stroke of work since
Monday morning. He won't trot.'
'Whew!' said the Djinn, whistling, 'that's my Camel, for all the
gold in Arabia! What does he say about it?'
'He says "Humph!"' said the Dog; 'and he won't fetch and
carry.'
'Does he say anything else?'
'Only "Humph!"; and he won't plough,' said the Ox.
'Very good,' said the Djinn. 'I'll humph him if you will kindly
wait a minute.'
The Djinn rolled himself up in his dust-cloak, and took a
bearing across the desert, and found the Camel most
'scruciatingly idle, looking at his own reflection in a pool of
water.
'My long and bubbling friend,' said the Djinn, 'what's this I
hear of your doing no work, with the world so new-and-all?'
'Humph!' said the Camel.
Cameelious hump--
The hump that is black and blue!
We climb out of bed with a frouzly head
And a snarly-yarly voice.
We shiver and scowl and we grunt and we growl
At our bath and our boots and our toys;
And there ought to be a corner for me
(And I know there is one for you)
When we get the hump--
Cameelious hump--
The hump that is black and blue!
The cure for this ill is not to sit still,
Or frowst with a book by the fire;
But to take a large hoe and a shovel also,
And dig till you gently perspire;
And then you will find that the sun and the wind.
And the Djinn of the Garden too,
Have lifted the hump--
The horrible hump--
The hump that is black and blue!
I get it as well as you-oo-oo--
If I haven't enough to do-oo-oo--
We all get hump--
Cameelious hump--
Kiddies and grown-ups too!
Guide Questions:
1. What is/are the claim/s presented in the
story?_____________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
_________________________________________
2. How do you know that those are
claims?____________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
______________________________
3. Why do you think they are considered
claims?____________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
_______________________________

THE Camel's hump is an ugly lump

Which well you may see at the Zoo;
But uglier yet is the hump we get
From having too little to do.

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  Behavioral component of an attitude, such as an
ACTIVITY SHEETS in READING AND WRITING intention to behave in a certain way toward someone
SKILLS or something.
Weeks 3-4, Days 1-8
According to Rama, attitudes are evaluative statements either
favorable or unfavorable concerning objects, people or events.
LECTURE: Formulating Evaluative Statements They reflect how an individual feels about something.

Every reader aims for satisfaction out of the material being

read may it be personal, social, intellectual, and spiritual. To ACTIVITY 1: COPY AND ANSWER
ascertain this, needs focus and discernment. In the process of Identify whether each given statement below is a descriptive or
reading, he or she needs to keep a watchful eye to the content, an evaluative statement. Write DS for descriptive statement or
context, semantics, syntax, and very importantly significance. ES for evaluative statement before each number.
This bears an impact to the degree of satisfaction one
experiences. In certain cases however, apart from being 1. Poor people in the society are humble
conscious about this elements, readers have the natural
tendency to evaluate the reading material in general and 2. Hard work and common sense are key elements to
statements therein in particular. success.
In account to this, it is essential that aside from evaluating
statements being read from text, it is likewise necessary to 3. You taught the children good manners and right
formulate evaluative statements about the text being read. conduct.
What is an Evaluative Statement? 4. The government leaders plan, execute and evaluate
their projects.
Evaluation refers to the making of a value judgment. The
taking of a position in a controversy involves value judgments.
To support the position, we have to make value judgments as 5. Cheating in all forms is a crime.
well. This involves the use of certain criteria against which we
determine whether something is good or bad, strong or weak,
beautiful or ugly, etc.. 6. The head of the institution has been aggressive in
eradicating corruption.
Bunnin and Yu (2004) disclosed that in philosophy of language
and ethics, some philosophers suggest that we distinguish 7. The students show cooperation in all their activities
between two kinds of meaning of expressions. from the start to the culminating activities.

Descriptive meaning contributes to a bare presentation of 8. The society with a strong leader is peaceful and united.
facts, as in a claim. “This strawberry is sweet.” Evaluative
meaning functions in a different way by offering an
assessment, as in a claim. “This strawberry is good.” The 9. Parents work hard every day to earn a living and
descriptive meaning of a statement of a statement can be support the needs of the family.
determined by its truth conditions, while the evaluative
meaning cannot. This is because the descriptive meaning is 10. Children of a well-to-do families are pampered.
constant while the evaluative meaning varies with the reaction
of those using the expression.

The following will help you formulate evaluative statements: ACTIVITY 2: WRITE TO BE RIGHT
1. Examine the entire text. Scan the part you find significant.
Jot down notes/reasons what made it significant.
2. Trace reliable evidence to support your views and feelings.
3. Have a copy of the strengths and weaknesses. Once
organized, counter check the statements.
4. Evaluate whether or not your output covers the essential
elements and is worthy for sharing with the other readers.
5. Look back and reflect on the activity you have just
Accomplished

Putting things together, you have now a clearer understanding

on how to formulate evaluative statements. In this way, ideas
and opinions of the author are neither directly or negated rather,
a good substance for a richer discussion.

*Rama Rao (2010) further expressed that evaluative
statements covers three components of the attitudes: Likewise
he noted that these concern objects, people, or events.
 Cognitive components of an attitude, such as beliefs,
opinion, knowledge, and information held by a
person
 Affective components of an attitude, such as
emotional or feeling, segment of an attitude
DIRECTIONS: Write an analysis of a selected text on the
basis of its claim/s, objectives, evidence, and methodology.
Make sure to write a comprehensive evaluation of an up-to-
date issue minimum of 150 words.
Write your answers on a short bond paper. Copy the title of
your chosen article.

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You may choose one topic from the following topics.

1. Use of E-cigarette than traditional cigars.

2. The Philippine government under Duterte
administration.
3. Teenage problems: growing up or getting mature.
4. Health benefits of gaming.
5. Future effects of global warming.
6. Laws of gravity and how they play a part in everyday
circumstances.

NOTE: Consider the criteria in the rubric below in developing

your write-up.

To Assess Student’s Output: On Composition

5 4 3
The composition The composition The composition
is clear, is clear and is clear,
comprehensive comprehensive, comprehensive
and well- well-organized but not well-
organized and free but contain organized and
from grammatical grammatical contain
errors. errors. grammatical
errors.

2 1
The composition The composition
is clear but not is not clear, not
comprehensive, comprehensive,
not well-organized not well-
and contain organized and
grammatical contain
errors. grammatical
errors.

4|P age