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ENGLISH
QUARTER 2
WEEK 6

Capsulized Self-Learning Empowerment Toolkit

Schools Division Office of Zamboanga City

Region IX, Zamboanga Peninsula
Zamboanga City

“Unido, Junto avanza con el EduKalidad Cree, junto junto puede!”

Written by: DARWISA D. MOHAMAD (T-I) Manalipa Integrated School (Lesson 1)

Written by: ANGELICA P. BARQUIO (T-I) Mampang NHS (Lesson 2)
 1

CapSLET
Capsulized Self-Learning Empowerment Toolkit

SUBJECT &
ENGLISH 9 QUARTER 2 WEEK 6 DAY ______________
GRADE/LEVEL
dd/mm/yyyy
TOPICARGUMENTATIVE TEXT
Listen to get important information from
argumentative/persuasive texts
LEARNING Code: Objectives:
COMPETENCY EN9LC-IIb-11.1 * Define argumentative text;
* State the purpose of an argumentative essay; and
* Identify the elements of argumentative writing.

UNDERSTAND
ARGUMENTATIVE TEXT

An argumentative text is a piece of writing in which the author presents a claim about a controversial topic
and provides evidence to support it and, at the same time, to refute a counterclaim. In other words, the author
provides the reader with evidence such as statistics in order to present a counterargument as ineffective.
Moreover, an argumentative essay is structured with an introduction, body paragraphs and a conclusion.
Argumentative essays convince the reader that the author’s viewpoint is true or correct. This kind of essay is similar
to the persuasive essay because both essays present a viewpoint on an issue. However, the persuasive essay can use
opinions and appeal to the reader's emotions. While writing an argumentative essay, the writer only uses facts and
logic.

Elements of argumentative writing

There are big ideas to remember when writing an argumentative essay: claim, reasons, evidence,
counterclaim and rebuttal.

1.CLAIM – This is the main argument of the essay. It might also be called a thesis or thesis
statement.When writers or speakers want to make a point, they support that point with arguments
called claims.

Examples of Claim:
A teenager who wants a new cellular phone makes the following claims:
✓ Every other girl in her school has a cellphone.
✓ She will be safer with a cellphone because she can call someone in case of emergency.
✓ A cellphone with Internet access will help her do homework

A charity applying for grant funds to increase its work makes the following claims:
✓ The additional funding will allow the charity to help an additional 100 people per year.
✓ They already have an action plan for how to use the funding, and a method to evaluate the effectiveness of
their programming.
✓ A recent survey shows an additional need for the work of this charity in the community.

2. REASONS – These are the ideas that support the claim. Reasons are statements of support for claims,
making those claims something more than mere assertions.
Reasons can be linked to claims with the word because:
✓ Liberal arts is best [claim] because it teaches students independent thinking [reason];
✓ That was Newman's best [claim] because it presented the most difficult role [reason];
✓ Global warming is real [claim] because the most reputable science points in that direction
[reason].
Written by: DARWISA D. MOHAMAD (T-I) Manalipa Integrated School (Lesson 1)
Written by: ANGELICA P. BARQUIO (T-I) Mampang NHS (Lesson 2)
 2

✓ Everyone should stop wearing seat belts [claim] because it would save lives [reason].

3. EVIDENCE – This serves as support for the reasons offered and helps compel audiences to
accept claims. With it, the writer attempts to win the reader over to his/her view of the topic, or, at
the very least, to show the reader a new perspective about the subject discussed. If the writer is
going to make some headway with an argument, however, he/she must be able to give evidence to
support the claims the paper will make. There are three main categories of evidence that are
essential to gain the audience's confidence in the writer's assertions. These categories are Fact,
Judgment, and Testimony.

Example:
✓ Someone arguing against seat belt use might say "Last year, my cousin crashed her car off a bridge
and would have drowned if she were wearing her seatbelt" as evidence (the answer to "Why do you
believe that?" question.) An opponent might challenge whether this example was a representative
one: surely there are many more car crashes that do not end in water, so this one instance is not a
fair gauge of the relative safety of not wearing seat belts.

4. COUNTERCLAIM – the argument (or one of the arguments) opposing your thesis statement. In
your thesis paragraph, you make it clear to the reader exactly what you plan on proving and how
you plan to go about proving it. This paragraph is where you show the reader that you have
considered the opposing side's viewpoint and find it to be weak or invalid. A counterclaim and
rebuttal paragraph, if done well, gives you a chance to respond to the reader's potential arguments
before they are done reading. It also shows that you have considered both sides of the debate, which
strengthens your position.

✓ For example, if your thesis says, “Everyone should eat chocolate ice cream,” then your
counterclaim might be, “Some people are allergic to chocolate.”

✓ Many people argue that bullying is a natural part of our humanity and that preventative measures
are ineffective against this element of the human condition; however, they fail to understand that
bullying is a cycle that has been perpetuated for centuries and that all cycles can be broken.

Addressing Counterclaims
Students can address counterclaims a number of ways in argument writing. Here are some common
approaches:
While it may be true that ____________; nevertheless, it turns out that ____________.
A common argument against this is ________, but _____________.

And here’s an even simpler set of questions students can ask themselves to help remember each
component:
Claim: What do I think?
Reason: Why do I think it?
Evidence: How do I know (proof)?
Counterclaim: What is the other side?
Rebuttal: My response to the other side?
The claim is typically stated in the introduction, and restated again in the conclusion. The information in the
body paragraphs is organized as a series of reasons supported by evidence. For arguments that include a
counter-claim and rebuttal (a requirement for students in grade seven and beyond), there will be additional
paragraphs that represent the counter-claim and rebuttal.

REBUTTAL-The rebuttal directly addresses the opposing view and states why your claims are
valid. Essentially, in a rebuttal, you acknowledge the opposition but continue to argue why you’re still right.

Keep the following points in mind while composing an argumentative essay:

1.The essay should use logic and reason to present your position on a particular topic or issue.
2. Research the topic thoroughly and identify statistical evidence and facts to support your claim.
3. Acknowledge the counterclaims i.e. the statements that may oppose the claim you are making.
4. Use facts and evidence to show why the counterclaims are wrongs

Written by: DARWISA D. MOHAMAD (T-I) Manalipa Integrated School (Lesson 1)

Written by: ANGELICA P. BARQUIO (T-I) Mampang NHS (Lesson 2)
 3

Sample Argumentative Essay

As online learning becomes more common and more and more resources are converted to digital form, some
people have suggested that public libraries should be shut down and, in their place, everyone should be given
an iPad with an e-reader subscription.

Proponents of this idea state that it will save local cities and towns money because libraries are expensive
to maintain. They also believe it will encourage more people to read because they won’t have to travel to a
library to get a book; they can simply click on what they want to read and read it from wherever they are.
They could also access more materials because libraries won’t have to buy physical copies of books; they
can simply rent out as many digital copies as they need.

However, it would be a serious mistake to replace libraries with tablets. First, digital books and resources
are associated with less learning and more problems than print resources. A study done on tablet vs book
reading found that people read 20-30% slower on tablets, retain 20% less information, and understand 10%
less of what they read compared to people who read the same information in print. Additionally, staring too
long at a screen has been shown to cause numerous health problems, including blurred vision, dizziness, dry
eyes, headaches, and eye strain, at much higher instances than reading print does. People who use tablets
and mobile devices excessively also have a higher incidence of more serious health issues such as
fibromyalgia, shoulder and back pain, carpal tunnel syndrome, and muscle strain. I know that whenever I
read from my e-reader for too long, my eyes begin to feel tired and my neck hurts. We should not add to
these problems by giving people, especially young people, more reasons to look at screens.

Second, it is incredibly narrow-minded to assume that the only service libraries offer is book lending.
Libraries have a multitude of benefits, and many are only available if the library has a physical location.
Some of these benefits include acting as a quiet study space, giving people a way to converse with their
neighbors, holding classes on a variety of topics, providing jobs, and keeping the community connected.
One neighborhood found that, after a local library instituted community events such as play times for
toddlers and parents, job fairs for teenagers, and meeting spaces for senior citizens, over a third of residents
reported feeling more connected to their community. Similarly, a Pew survey conducted in 2015 found that
nearly two-thirds of American adults feel that closing their local library would have a major impact on their
community. People see libraries as a way to connect with others and get their questions answered, benefits
tablets can’t offer nearly as well or as easily .

While replacing libraries with tablets may seem like a simple solution, it would encourage people to spend
even more time looking at digital screens, despite the myriad issues surrounding them. It would also end
access to many of the benefits of libraries that people have come to rely on. In many areas, libraries are such
an important part of the community network that they could never be replaced by a simple object.

Analysis

The author begins by giving an overview of the counter-argument, then the thesis appears as the first sentence
in the third paragraph. The essay then spends the rest of the paper dismantling the counter argument and
showing why readers should believe the other side.

What this essay does well:

o This essay includes numerous facts and cites studies to support its case. By having specific
data to rely on, the author’s argument is stronger and readers will be more inclined to agree
with it.

o For every argument the other side makes, the author makes sure to refute it and follow up with
why her opinion is the stronger one. In order to make a strong argument, it’s important to
dismantle the other side, which this essay does this by making the author's view appear
stronger.

Written by: DARWISA D. MOHAMAD (T-I) Manalipa Integrated School (Lesson 1)

Written by: ANGELICA P. BARQUIO (T-I) Mampang NHS (Lesson 2)
 4

SAQ-1: What is an argumentative text?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
SAQ-2: How is it important to support your claims with facts, especially in writing
argumentative essays?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Let’s Practice!

Directions: Identify the elements of argumentative writing in the following statements

1. Jane includes this statement in her essay: “I believe that college students should control all of their
own finances because they possess the intellectual capability and emotional maturity to do so”.

Jane’s statement is an example of _________

a. claim b. Evidence c. Reason d. Counter claim

2. Jared believes that the minimum wage should be higher. In his argumentative essay, he addresses the
view of opponents who claim that a higher wage will cause companies to hire fewer workers with this
statement: “Though some think that a higher minimum wage will cut down on company hiring, a 2016
study of retail stores in Canada has shown otherwise, demonstrating hiring levels that remained the
same in the wake of rising wages.”

In this instance, Jared is using what is known as a/an _____.

a. Claim b. Evidence c. Reason d. Counter claim

3. What’s the first thing to consider before working on an argumentative essay?

a. Topic b. Audience c. Age of reader d. Evidence

4. Which of these BEST supports the writers claim?

a. Explanation b. Evidence c. Reasoning d. Claim

5. This refers to facts, documentation or testimony used to strengthen a claim, support an argument or
reach a conclusion.
a. Explanation b. Evidence c. Reasoning d. Claim

REMEMBER
Key Points

When you make an argument, you are making a claim that you believe is true. To make an effective argument
and convince your reader you are right, you will need to provide examples or evidence that support your claim.
A counter-argument is a statement that opposes your claim. Addressing a counter-argument in your writing will
make your claim stronger!
How to write an argument:
1. Make a claim.
2. Provide evidence to support your claim.
3. State the counter-argument. (ex. some people think...)
4. Give a rebuttal. (ex. ...but evidence shows...)
5. Restate your claim in a powerful way.
When you write an argument, you are trying to convince your reader that your opinion is correct. A strong
argument has key parts.
• Claims
• Reasons
• Evidence
• Counterclaims
• Rebuttal
Written by: DARWISA D. MOHAMAD (T-I) Manalipa Integrated School (Lesson 1)
Written by: ANGELICA P. BARQUIO (T-I) Mampang NHS (Lesson 2)
 5

TRY
Let’s see how much have you learned today!

Directions: Identify the elements of argumentative writing in the following selections. Then underline each key
part and label it using the listed parts of a strong argument below.

When you write an argument, you are trying to convince

your reader that your opinion is correct. A strong argument
has key parts.
Claims
Reasons
Evidence
Counterclaims
Rebuttal
1.
Dear Mom,
I think we should get a pet dog. Dogs make great pets
because they are loyal. They help deter criminals, like
thieves. They also help boost people’s moods because
they are friendly and playful. Doctors have even found
that owning a dog can improve a person’s health. They
reduce the risk of cardiovascular disease and they help
prevent allergies, asthma, and eczema in children! You
might think that I am not responsible enough to have a
pet dog. But, I have demonstrated responsibility by
making my bed every morning and doing my homework
every afternoon. I know that I would be responsible for
walking our pet dog and cleaning up after it. Getting a
pet dog would be good for our whole family!
2.
Hey Kenny! We should play basketball instead
of baseball after school today. Basketball is
better because we can play no matter how
many people show up. If we’re the only ones
playing, we can play one-on-one or we can
play “Horse.” When we play baseball, we need
at least six people to play with us. A lot of
people, like Jake and Penelope, think that
baseball is more fun because they like hitting
the ball over the fence and stealing bases. But
the truth is that we always end up having more
fun when we play basketball because we don’t
have to wait for people to go get the ball from
the street. So, let’s meet at the basketball courts
at 4:00 pm.

Love, Natalie

University of Glasgov.”Argumentative Essay”. October 25,2019.

https://blog.prepscholar.com/argumentative-essay

“Argumentative Writing: Parts of an Argument”, Samuel Mateo, last modified

August30,2019,
https://www.education.com/download/worksheet/171522/argument-writing-parts-of-
an-argument.pdf

“Argument: Claims, Reasons, Evidence”, University of Pittsburgh, accessed

REFERENCE/S on July 2020,https://www.comm.pitt.edu/argument-claims-reasons-evidence

For further readings and exercises you may access this link::

“Counter-argument--handout-cabrini.”Cabrini University Writing Center.

Accessed on June, 2020, https://www.cabrini.edu/globalassets/pdfs

website/ctl/counter-argument/

Written by: DARWISA D. MOHAMAD (T-I) Manalipa Integrated School (Lesson 1)

Written by: ANGELICA P. BARQUIO (T-I) Mampang NHS (Lesson 2)
 6

CapSLET
Capsulized Self-Learning Empowerment Toolkit

SUBJECT &
ENGLISH 9 QUARTER 2 WEEK 6 DAY ___________________________________
GRADE/LEVEL dd/mm/yyyy

TOPIC MAKING INFERENCES

Make inferences from what was said
LEARNING Code: EN9LC- Objectives:
COMPETENCY IIb-2.8: * Use pieces of evidence from a conversation to infer; and
* Formulate an inference from reading a passage.

UNDERSTAND
Topic Title: MAKING INFERENCES

What is Inference?
➢ An inference is a process of drawing a conclusion from supporting evidence. It's when you
go beyond the evidence and reach some further conclusion.

Making inferences is a comprehension strategy used by proficient readers to "read between the lines"
makes connections, and draw conclusions about the text's meaning and purpose. You already make
inferences all of the time.

For example: imagine you go over to a friend's house and they point at the sofa and say, "Don't sit
there, Cindy came over with her baby again." What could you logically conclude?
✓ First, you know there must be a reason not to sit where your friend is pointing.
✓ Next, the reason not to sit there is related to the fact that Cindy just visited with her baby. You
don't know what exactly happened, but you can make an inference and don't need to ask any
more questions to know that you do not want to sit there.

According to Marzano (2010), one simplified model from teaching inferences includes the following
assumptions:

1. We need to find clues to get some answers.

2. We need to add those clues to what we already know or have read.
3. There can be more than one correct answer
4. We need to be able to support inferences.

When making inferences, students must ask themselves, "what is my inference, what clues did I use to
make this inference, how good was my thinking, and do I need to modify or change my thinking?"

These are the samples of making inferences:

1. Sherry's little sister is in bed upstairs. She hears a bang and crying.
• Sherry can infer that her little sister is hurt or scared.
2. Jennifer hears her mailbox close, and her dog is barking.
• Jennifer can infer that the postal carrier has delivered her mail.

Written by: DARWISA D. MOHAMAD (T-I) Manalipa Integrated School (Lesson 1)

Written by: ANGELICA P. BARQUIO (T-I) Mampang NHS (Lesson 2)
 7

SAQ-1: Practice Making Inferences

A. Read the following conversations below and imagine you witness the following unrelated
situations. What can you infer about it?
Ana: Look at the long line! Do you think we’ll be able to get in?
Bob: I think so. Some of these people already have tickets.
Ana: How much do the tickets cost?
Bob: It is 160.00 php for the first show. Don’t worry, I’ll pay it.
Ana: Thanks! I’ll buy the snacks and drinks.

________________________________________________________________________

B. From the given conversation, spot for the following details.

1.) Let’s begin with the subjects. Who are they? ___________________________
2.) Following the answer you have written in activity A, encircle the words that show evidence
and support your answer.
3.) Where could they be? _______________________

To make inferences from reading, take two or more details from reading and see if you can draw a
conclusion. It is not just making a wild guess. You need to make a judgment that can be supported.

C. Answer the following questions based on the conversation above.

1.) Where could these people be? _________________________________
2.) What they are talking about? _________________________________
3.) What relationship do you think these people have? _______________________

Let’s Practice! (Answer on the separate sheets provided.)

Directions: Read the sentences and make logical inferences based upon that sentence.
1. Blood cholesterol used to be thought of as a problem only for adults.
a. Blood cholesterol is no longer a problem for adults.
b. Only the children have a problem with blood cholesterol.
c. Blood cholesterol affects both adults and children.

2. Even the spiders that do not build webs from silk use it for a variety of purposes, such as constructing
egg sacs nursery tents.
a. All spiders make webs.
b. Spiders that build webs don't build egg sacs and nursery tents.
c. All spiders use silk.

3. There is more quartz in the world than anyone kind of feldspar, but the feldspar as a group are five
times more common than quartz.
a. One type of quartz is five times more plentiful than feldspar.
b. Quartz is less common than feldspar.
c. The most common part of feldspar is as plentiful feldspar.

4. In all cultures, gestures are used as a form of communication, but the same gestures may have very
different meanings in different cultures.
a. No two cultures use the same gestures.
b. One gesture will never have the same meaning in the two cultures.
c. A person from one culture may misunderstand the gesture used by a person from another culture.

5. Although sheepherding is an older and more beloved occupation, shepherds never caught the
attention of American filmmakers the ways cowboys did.
a. There have been more American films about cowboys than about shepherds.
b. Films about shepherds were popular before films about cowboys.
c. Cowboys are generally younger than shepherds.

Written by: DARWISA D. MOHAMAD (T-I) Manalipa Integrated School (Lesson 1)

Written by: ANGELICA P. BARQUIO (T-I) Mampang NHS (Lesson 2)
 8

REMEMBER
Key Points

There are processes in Making Inferences

1. We need to find clues to get some answers.
2. We need to add those clues to what we already know or have read.
3. There can be more than one correct answer
4. We need to be able to support inferences.
Making inferences is a comprehension strategy used by proficient readers to "read between the lines."

TRY
Let's see how much you have learned today!

Directions: Read the passages below and choose the correct answer.
(Answer on the Learner's Activity and Assessment sheets.)

A. C.
Kate is baking a cake. She is using a mix. First, she Thalia's mom ices a cake. She puts eight
added some eggs, and finally, put it in an oven. When candles on the cake. After she sets the cake on
it is all done, she decorated it. the table, everyone sings to her. The lit candles
make her face glow. Thalia blows out the
1. Where do you think Kate is? candles and smiles.
a. Outside
b. Kitchen 1. When is Thalia's birthday?
c. Living room a. next week
b. tomorrow
2. Which would Kate not use to bake her cake? c. today
a. egg
b. sugar 2. How old was Thalia yesterday?
c. vitamins a. 8
b. 7
B. c. 6
It is dark. Jack and his mom had taken a long walk
near their house. They had gone with some friends. 3. What did Thalia's mom make?
They used a flashlight to see the path and had a lot of a. a cake
fun. They made some popcorn when they got home b. a pizza
and settled in to watch a movie. c. a pie

1. When does the story take place?

a. in the morning
b. at night
c. in the afternoon

2. What might Jack be able to see if he looked at the

sky while heading home?
a. stars
b. sun
c. tiny bird

Written by: DARWISA D. MOHAMAD (T-I) Manalipa Integrated School (Lesson 1)

Written by: ANGELICA P. BARQUIO (T-I) Mampang NHS (Lesson 2)
 9

Source: "Making Inferences Strategies for Students"

https://spedellreadingstrategies.weebly.com/making-inferences.html

Source: "Making Inferences/Developmental Reading –Lumen Learning Module 6

Critical Reading"
https://courses.lumenlearning.com/developmentalreading/chapter/making-inferences/

Source: "Marzano, R. (2010). Teaching inference. Educational Leadership, 67(7), 80-

01." https://www.readingrockets.org/strategies/inference

Source: "MAKING INFERENCES: READING BETWEEN THE LINES" CLAD

REFERENCE/S Workshop Erin Lofthouse
https://www.ccsf.edu/dam/Organizational_Assets/Department/ESL/CLAD/infer.pdf

Source: Robert J. Marzano, The Art, and Science of Teaching, Denver Colorado:
ASCD 2007, 80-81https://www.readingrockets.org/strategies/inference
https://cmapspublic3.ihmc.us/rid=1HDL2CW8M-1Y7NDVZ-
1K5/CR%20Discussion%203%20Reading%201.pdf

Source: "EasyTeacherWorksheets"

https://www.easyteacherworksheets.com/pages/pdf/languagearts/inferences/42.html

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Written by: DARWISA D. MOHAMAD (T-I) Manalipa Integrated School (Lesson 1)

Written by: ANGELICA P. BARQUIO (T-I) Mampang NHS (Lesson 2)