LEARNING PLAN IN ENGLISH 7

DATE OF EXECUTION: March 20-24, 2023

TOPIC: React to what is asserted to or expressed in a text

Essential Question: What are the different types of assertions?

MELCS:
 React to what is asserted and expressed in a text (EN8RC-IIIe-2.1.7)

Learning Objectives:
At the end of the discussion, the students should be able to:
 develop skills in critical reading;
 identify the types of assertions into a given text; and
 react to what is asserted or expressed in a text through writing a reading response

EXPLORE

Activity 1. Let Us Try

*This activity will provide significant feedback on the teacher as to the awareness of learners in the topic.

Direction: Your learning from your previous grades and the lesson taught by your parents somehow gave you all the
needed guidance especially in giving and receiving information from other people. Now, I want you to recall those
learning you have acquired and answer this pretest. Use a separate ½ sheet of paper.

Part 1. Multiple Choice

1. A belief is worth accepting if ______

a. we have good reasons to accept it.
b. it is consistent with our needs.
c. it has not been proven wrong.
d. it is accepted by our peers.

2. SQ3R is a comprehension strategy that helps students think about the text they are reading while they are
reading. SQ3R stands for _____
a. Survey, Read, Recall, Review, Question
b. Survey, Question, Recall, Review, Read
c. Survey, Question, Read, Recall, Review
d. Survey, Question, Read, Review, Recall

3. What actions might critical reading involve?

a. Questioning the material.
b. Deciding if you agree with a piece of reading material.
c. Evaluating how the material supports its thesis with examples.
d. All of the above

4. Why do we use SQ3R?

a. To help us read.
b. To help us comprehend poems.
c. To help us comprehend fictional stories.
d. To help us comprehend readings from textbooks.

5. A statement that is backed up by good reasons is _______

a. never false.
b. beyond all possible doubt.
c. to be believed with certainty.
 d. worthy of strong acceptance.

6. Who writes the question during the Q step of SQ3R?

a. Me
b. My teacher
c. My friends
d. My homework buddy

7. The word critical in critical thinking refers to ______

a. a fault-finding attitude
b. attempts to win an argument
c. lack of respect for other people
d. using careful judgement or evaluation

8. When do we use SQ3R?

a. when reading a fantasy novel
b. when skimming through a textbook
c. whenever we need to write a summary
d. when reading information from a textbook

9. What would be a good topic to focus on for a reading response?

a. This was a great book
b. A summary of the text
c. Why did the author write this story?
d. The character was relatable because of the experiences.

10. Your teacher did not give a topic. What should you look for in your reading?
a. Feelings you have as you read the text
b. Any connection the text might have to your life
c. What you think your teacher wants you to look for
d. All of the above

Part 2. TRUE or FALSE. Write True if the statement is correct and False if otherwise

_______11. Survey relates to speed reading, scanning, and skimming.

_______12. Critical reading is an active way of reading.
_______13. Being critical means, something has an error or flawed.
_______14. To start reading, you need to know what you are looking for.
_______15. When you speed read, you are aiming for a full understanding of the text

Report on Score:
If your score is a perfect score - this means you are ready for a more complex lesson.
If your score is between 14-12, that’s not bad at all! Keep reading and do all the activities in this module.
If your score is between 11-10, it’s ok, I will help you go through with this module.
If your score is 9 or lower, that still ok. Please read truthfully all the lessons here for you to be guided

Activity 2. Share your insights

This activity will provide learners an avenue to debate about their each other’s opinion and possibly assertions.

Direction: Two conflicting statements are presented. Share your insights as to what statement you really think it is
really true and give possible reasons for believing in it.

There is no gravity in the outer space. Gravity is everywhere, even in outer space.

Activity 3. Group Learning Time

This activity will provide an avenue for learners to acquire information through social groups.

Direction: Group yourselves into five. Then, browse your social media (Facebook, TikTok) for 30 minutes to identify
five (5) personalities with their famous lines or hot/topical statements that catch the attention of viewers/reactors.
Then, also write five (5) hot/interesting statements/news you have heard from your classmate, teacher, mother,
father, auntie.

For example:

PERSONALITY LINES
Buto, sa Pinas marami ang nagbibigay ng advice na
hindi tama.

“Buto, in the Philippines, there are plenty of

individuals who give wrong advices.”

DOC ADAM

Bawal bang maligo sa gabi or pagpuyat ka? Or

pawis na pawis ka? Pwede. Ang hindi pwede ay ang
maging kayo, Char! Hindi mahalaga kung kailan ka
maliligo, ang mahalaga ay kung gaano kalamig,
kainit, at kung gaano ka katagal nakababad sa tubig.

DR. KILIMANGURU/IG

AGREEMENT 1: Each group shall bring manila paper and a marker for tomorrow.

FIRM UP (ACQUISITION)

Activity 1. Connect the Activity_1.0 (Group E-learning Time)

*This activity will provide opportunity for the students to share their reactions about their gathered information and
explain their stand about the different collated statements.

Direction: For 15 minutes, transfer your consolidated “personalities with their famous lines or hot/topical
statements” in the manila paper. Then, include a reaction side where you can your reaction.

For example:
PERSONALITY LINES REACTION
Buto, sa Pinas marami ang nagbibigay
ng advice na hindi tama.

“Buto, in the Philippines, there

are plenty of individuals who
give wrong advices.”
DOC ADAM
 Bawal bang maligo sa gabi or pagpuyat
ka? Or pawis na pawis ka? Pwede. Ang
hindi pwede ay ang maging kayo, Char!
Hindi mahalaga kung kailan ka
maliligo, ang mahalaga ay kung gaano
kalamig, kainit, at kung gaano ka
katagal nakababad sa tubig.
DR. KILIMANGURU/IG

Activity 2. Pass the hat. Unlocking the difficulty

*This activity will be individualized and will give opportunity to learners to prepare about the different possible terms
that they can encounter in the selection.

Direction: I will call one person in the group the, read the 1 st statement and use it in a sentence. After using it in a
sentence, pass the tasks to another person in the group whom you think is not listening/participating.

Terms to read:
1. Critical - making or expressing judgement about things
2. argument - the process of giving reason or discussion
3. judgement - the process of forming an opinion or evaluation face
4. value - importance, significance
5. slants - to interpret dishonestly
6. omission - something neglected, left undone
7. inconsistencies - something does not agree with other information
8. oversight - looking after and making decision about something
9. detract - to take away the effectiveness of something
10. assimilate - to truly understand

Activity 3. Listening Activity

*This activity will be teacher-centered.

Reading critically does not, necessarily, mean being critical of what you read. Both reading and thinking critically
don’t mean being ‘critical’ about some idea, argument, or piece of writing - claiming that it is somehow faulty or
flawed.

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?’ Critical reading involves presenting a reasoned argument
that evaluates and analyzes what you have read. Being critical, therefore - in an academic sense - means advancing
your understanding, not dismissing and therefore closing off learning.

To read critically is to exercise your judgement about what you are reading – that is, not taking anything you read
at face value. When reading academic material, you will be faced with the author’s interpretation and opinion.
Different authors will, naturally, have different slants. You should always examine what you are reading critically
and look for limitations, omissions, inconsistencies, oversights and arguments against what you are reading.

Phases in Critical Reading

What the text says:
(In this step, as a critical reader,
you shall take notes of the text,
look for key points and write
those in your own words.)
In this phase, you get acquainted with the text through scanning or skimming
and thoroughly reading the material. As you read, highlight and take note of
relevant key points. After critically reading the text, you should be able to
paraphrase and restate the original text in your own words.

What the text describes:
(You should be confident that
you have understood the text
sufficiently to be able to use
your own examples and
compare and contrast with
By this time, you should be confident that you have understood the text
appropriately to be able to use your own examples and compare and contrast
with other writing on the subject in hand. When we compare and contrast, we
show the similarities and differences of two things which are somehow related.
Take a look on the key points you have noted, and discuss further by integrating
what you already know about the text. Showing a clear elaboration or
explanation about what you have understood on the material. This echoes what
 other writing on the subject in the text describes
hand)
Interpretation of the text: Now that you have fully understood the text, you are now able to state the
meaning of the text as a whole. This means you may now share the gist of the
(This means that you should be material. With the noted key points, restatement of the text, examples and
able to fully analyze the text comparison, you could heighten level of understanding and construct your own
and state a meaning for the interpretation of the text. With this, you may stitch up everything you have
text as a whole. reflected on to construct an analysis of the text as a whole.
 Critical reading
means being able to
reflect on what a text
says, what it describes
and what it means by
scrutinizing the style
and structure of the
writing, the language
used as well as the
content.

 Analysis and
inference as tools of
critical reading
involves: what to look
for (recognizing those
aspects of a discussion
that control the
meaning) and how to
think about what you
find (the processes of
inference, the
interpretation of data
from within the text).

DEEPEN (MAKE MEANING)

Activity 1. Sharing is Caring

*This activity will provide an avenue for learners to differentiate the claims versus assertions through example.

DIRECTION: Read each statement and choose which of the two statements do you like the better? Then, explain why
did you choose this statement.

EXAMPLE 1: Which statement do you like better?

Statement 1 I recognize you are busy with multiple projects, but I still need a response
to my email by Thursday
Statement 2 I know you are busy but I hope we can still meet half way especially at your
most convenient time.

EXAMPLE 2: Which statement do you like better?

Statement 1 If I do not hear back from you by Thursday, I will have to hire someone else
to work on this project.
Statement 2 I hope I can hear some inputs from you this coming Thursday.

EXAMPLE 3: Which statement do you like better?

Statement 1 I know you've really been busy, but I want to feel that our relationship is
important to you. I want you to make time for me and for us
Statement 2 I know you are busy so please make time for the both of us.
Activity 2. Unlock the Difficulty by Juggling the Words
*This activity will give the learners’ birds eye view about assertions

DIRECTION: Read the different descriptions and jumble the different letters to form the right word.

WORDS TO ARRANGE DESCRIPTIONS

ASSTIONSRE It is an emphatic declaration by a speaker or writer. It’s not
necessarily factually correct, but the person making the assertion
forcefully states their belief as if it were true.
LAICMS These are statements that are to be arguable and can be
presented with greater nuance and support.
SICAB It is an assertion that is simple expression of standing up for
personal rights, beliefs, feelings or opinions.
EMPHACIT It is an assertion that is recognizing of other person's situation or
feelings followed by another statement standing up for speaker's
rights.
ESCALAGNIT It is an assertion that start with a "minimal" assertive response...
Other fails to respond... Gradually escalate the assertion--
increasingly firm without being aggressive.
CONFRNIVTE It is an assertion that describes what was to be done... describe
what actually occurred... and express what you want.
I–LANGUAGE It is an assertion that is frequently used during interpersonal
conflict to defuse the situation. As the term’s name indicates,
these statements rely on the first-person pronoun I
REPEATDE Sometimes called "Broken Record." Opposite of escalation.
Simple, calm, repetition--saying what you want over and over
again, rote repetition.
GINGGOF It is an assertion that acknowledges the possibility of truth to
what another person is saying--agreeing in concept but not
necessarily in
fact
TIVEOPSI It is an assertion that is expressing positive feelings about yourself
or someone else.

Activity 2. Listening Activity

*This activity will be teacher-centered.

Types of Assertions
Basic Assertion
Simple expression of standing up for personal rights, beliefs, feelings or opinions.
Example: When being interrupted, "Excuse me, I'd like to finish what I'm saying."

Empathic Assertion
Recognition of other person's situation or feelings followed by another statement standing up for speaker's rights.
Example: "I know you are feeling angry and frustrated while you wait for a response. But, the best I can do is give
you a ballpark estimate of how long It will take."

Escalating Assertion
Start with a "minimal" assertive response... Other fails to respond... Gradually escalate the assertion? --
increasingly firm without being aggressive.
Example: From the first example, "I know what you have to say is important but I really want to finish what I was
saying." "I really want to finish before you begin to speak.

Confrontive Assertion
Describe what was to be done... Describe what actually occurred... Express what you want.t.
Example: "I told you to complete the forms by November 15, and you agreed to do so. Now it is January 15 and
you are telling me that you forgot the forms but you still expect to complete our business on time. What is it that
 you want me to do?"

I-Language Assertion
Description of behavior:
"When you __________ ,"
How it affects you life: "It affects __________ ,"
Describe your feelings: "and I feel __________ ;"
Describe your desire: "Therefore, I would like __________ ."
Example: "When you shout the effect is I am unable to work with you and I feel angry. Therefore, I would like for
you to stop shouting and tell me what you want."

Positive Assertion
Expressing positive feelings about yourself or someone else.
Examples: "I'm glad you came back to see me." "I did a good job working with that upset student."

Repeated Assertion
Sometimes called "Broken Record." Opposite of escalation. Simple, calm, repetition--saying what you want over
and over again, rote repetition.
Example: "You said you would complete this form and there is missing information."...A sarcastic reply... "The form
has not been completed." ...Another comment... "I have to have this form completed."

Fogging Assertion
Acknowledging possibility of truth to what other person is saying--agreeing in concept but not necessarily in fact. t.
Example: "I know these rules may appear to make no sense, but they are the procedures I must use."

Activity 3. Sharing is Caring on these Literatures

*This activity will provide an avenue for learners to differentiate the claims versus assertions through example.

DIRECTION: Read each excerpt assertions then, explain your understanding about this matter.

1. Nikki Giovanni, “BLK History Month”

Giovanni ends her free verse poem with a concluding couplet:

You’re As Good As Anybody Else

You’ve Got A Place Here, Too
These assertions convey plainly and strongly the value of Black history and Black people, as
well as how much they belong.

2. Maggie Nelson, The Argonauts

In Nelson’s book of autotheory, she combines memoir with thoughts about the writing process, psychoanalysis,
developmental psychology, and queer and feminist theory. Early in her book, she recounts the beginning of her
relationship with her partner:

I feel I can give you everything without giving myself away, I whispered in your basement
bed. If one does one’s solitude right, this is the prize.
Nelson’s unambiguous assertion about her feelings, and the combination of intimacy and personal
boundaries that she wants the relationship to contain, allows the romance to progress.

3. William Shakespeare, Henry VI, Part 3

In Scene II of this early Shakespeare play, King Edward IV and Lady Grey have the following exchange:

KING EDWARD IV: To tell the plain, I aim to lie with thee.
LADY GREY: To tell you plain, I had rather lie in prison.
In this dialogue, Edward asserts his desire to be physically intimate with Lady Gray, and she asserts
her strong preference for going to prison rather than becoming close with him. These assertions in
such quick succession set up the relationship that will ultimately develop between these two
characters and show them both to be plainspoken and direct rather than deceitful.
 TRANSFER (February 10, 2023)

Activity: POEM DEVELOPMENT

*This activity will require students to come up with their own poem using assertive statements.

Direction: Develop a poem that observes assertive statements. The poem will be graded using the below rubric.

PREPARED BY: CHECKED BY:

AERHON JOHN A. BALAS MS. JANNAH R. GAPUZ MRS. REMEDIOS E. SABADO

SUBJECT TEACHER JHS COORDINATOR SCHOOL PRINCIPAL

SHS: Your Bright Future Starts Here!

VISION
MISSION