LEARNING ACTIVITY SHEET

(English – Grade 10 – Quarter 2 – Week 5)

Name : _______________________________ Grade & Section : ________________

School : ______________________________ District : _________________________

Formulating Claims of Fact, Value, and Policy

COMPETENCY: Formulate claims of fact, policy, and value

OBJECTIVES:
 Identify claims of fact, policy, and value
 Formulate claims of fact, policy, and value
 Manifest truthfulness in formulating the claims in an
argumentative essay

Reference/
Schedule Activities
Resource
KEY CONCEPTS/DISCUSSION
(Day / Time)
Claims of Fact, Policy, and Value

Claims are the central argument statements of the text. It is

what the writer tries to prove in the text by providing details,
explanations, and other types of evidences.

Questions of Fact are those that ask you to answer whether

or not something is true. These questions are always
answered with either “Yes” or “No” and then you must
construct paragraph to support the facts.
Example: Is the wall blue? (Yes or No, and then your
evidence)

Examine the sample below:

This is who I am not. I am not a crack addict. I am not a
welfare mother. I am not illiterate, I am not a prostitute. I
have never been in jail. My children are not in gangs. My
husband doesn't beat me. My home is not a tenement.
None of these things defines who I am, nor do they
describe the other black people I’ve known and worked
with and loved and befriended over these 40 years of my
life.

1|Page Writer: Devon M. Masaling

School/Station: HNCHS-Roxas NHS-Annex
District: Hinatuan West District
 Nor does it describe most of black America, period.
Yet in the eyes of the American news media, this is what
black America is: poor, criminal, addicted and
dysfunctional. Indeed, media coverage of black America is
so one sided, so imbalanced that the most victimized and
hurting segment of the black community—a small
segment, at best— is presented not as the exception but
as the norm. It is an insidious practice, all the uglier for
its blatancy.
In recent months, oftentimes in this very magazine, I have
observed a steady offering of media reports on crack
babies, gang warfare, violent youth, poverty and
homelessness—and in most cases, the people featured in
the photos and stories were black. At the same time,
articles that discuss other aspects of American life—from
home buying to medicine to technology to nutrition—
rarely, if ever, show blacks playing a positive role, or for
that matter, any role at all.
Day after day, week after week, this message—that black
America is dysfunctional and unwhole—gets transmitted
across the American landscape. Sadly as a result,
America never learns the truth about what is actually a
wonderful, vibrant, creative community of people.
Excerpt was originally published in a
Newsweek column entitled "A Case of Severe Bias".

Claims of Fact: In this short article, Patricia Raybon

makes claims of fact when she argues that the news
media's portrayal of black America is inaccurate, biased
and stereotyped.
Questions of Value address the relative merit (goodness
or badness) of something. Here you are usually asked to
choose between things, ideas, beliefs, or actions, and
explain why you did so.

Example: Which is more valuable, love or money? (Which

and then why?)

Nowadays, says one sociologist, you don’t have to have a

reason for going to college; it’s an institution. His
definition of an institution is an arrangement everyone
accepts without question; the burden of proof is not on
why you go, but why anyone thinks there might be a
reason for not going. The implication is that an 18-year-
old…

should listen to those who know best and go to college.

2|Page
I don’t agree. I believe that college hasWriter:
to be judged Devon M. Masaling
not on
School/Station:
what other people think is good for students, but on how HNCHS-Roxas NHS-Annex
good it feels to the students themselves.District: Hinatuan West District
(Day / Time) ACTIVITY 2

Direction: Formulate claims of fact, value, and policy out

from the argumentative excerpt that you are going to read.
Write your answers on the spaces provided below.

The Plug-in Drug: Television, children,

and the Family

Television’s contribution to family life has been an

equivocal one. For while it has, indeed, kept the members of
the family from dispersing, it has not served to bring
them together. By its domination of the time families spend
together, it destroys the special quality that depends to a
great extent on what a family does, what special rituals,
games, recurrent jokes, familiar songs, and shared activities
it accumulates.
“Like the sorcerer of old,” writes Uric Bronfenbrenner,
“the television set casts its magic spell, freezing speech and
action, turning the living into silent statues so long as the
enchantment lasts. The primary danger of the television
screen lies nor so much in the behavior it produces—
although there is danger there - as in the behavior it
prevents: the talks, the games, the family festivities and
arguments through which much of the child’s learning takes
place and through which his character is formed. Turning on
the television set can turn off the process that transforms
children into people.”
Yet, parents have accepted a television-dominated
family life so completely that they cannot see how the
medium is involved in whatever problems they might be
having.
This excerpt was taken from
The Prentice Hall Guide for College Writers,
a Custom Edition by Stephen Reid

1. Claim of Fact
________________________________________________
________________________________________________

2. Claim of Value
________________________________________________
________________________________________________

3. Claim of Policy
________________________________________________
________________________________________________

3|Page Writer: Devon M. Masaling

School/Station: HNCHS-Roxas NHS-Annex
District: Hinatuan West District
(Day / Time) ACTIVITY 3
Using the same argumentative excerpt in Activity 2, reflect
on the claims of fact, value, and policy you have made which
argue on the contribution of television to the family and
children. (Please specify what to answer here….)

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SELF-CHECK
(Day / Time)
See Answer Key
(Self-checking of all activities should be guided by parents or
learning facilitators.)
ASSESSMENT
(Day / Time)
Direction: Formulate your own claims of fact, policy, and
value based on your chosen topic from the list provided. Use
the organizer below to present your claims.

List of Topics
1. Resolving Conflicts
2. Unity in Diversity
3. Harmonizing Relationship with Others
4. Recognizing Interpersonal Convergence
5. Bridging the Gap

TOPIC:
Claim of Fact Claim of Value Claim of Policy

ANSWER KEY

Activity 1
1. Claim of fact
2. Claim of value
3. Claim of fact
4. Claim of value
4|Page 5. Claim of policy Activity
Writer: 2 Devon M. Masaling
School/Station: HNCHS-Roxas NHS-Annex
6. Claim of fact Answers may vary.
District: Hinatuan West District
7. Claim of policy
 Activity 3
Answers may vary.

REFERENCES

https://www.onestopenglish.com/general-english/compass-lesson-4-expressing-
opinions/554876.article

https://literarydevices.net/assertion/

https://osbha.org/files/Advocacy.pdf
https://www.theodysseyonline.com/the-importance-of-having-an-opinion

5|Page Writer: Devon M. Masaling

School/Station: HNCHS-Roxas NHS-Annex
District: Hinatuan West District