10

English
Learning Activity Sheets
Quarter 2, Week 1 - 4

SCHOOLS DIVISION OF BAYUGAN CITY

ii
English 10
Quaretr 2 - Weekly Learning Activity Sheets
First Set
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
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wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
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been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over them.

Published by Schools Division of Bayugan City Division

Development Team of the Learning Activity Sheets

Authors: Joan M. Pasayon, Roxanne Cabilin and Melody M. Carlos

Editors: Geraldine F. Vergas and Rowena C. Balacuit

Reviewers: Geraldine F. Vergas and Rowena C. Balacuit

Illustrator:

Layout Artist: Roxanne Cabilin and Ruflyn L. Madria

Management Team:

Schools Division Superintendent MINERVA T. ALBIS, PhD

OIC, Assistant Schools Division Superintendent RITA S. REYES,EdD, CESE
Chief Education Supervisor, CID IMEE R. VICARIATO
Education Program Supervisor, English GERALDINE F. VERGAS
Education Program Supervisor, LRMS GENEVIEVE S. VERCELES, PhDM
Project Development Officer II ELJUN A. CALIMPUSAN
SDO Librarian II JOCEL P. PURGANAN

Printed in the Philippines by ______________________________

Department of Education – Learning Resource Management Section

Office Address: Lanzones Street, Poblacion, Bayugan City
E-mail Address: deped.bayugan@gmail.com,
lrms.bayugan.caraga@deped.gov.ph
Telephone no.: (085) 3030-664, 3030-407, 231-1924

ii
 10

English
Learning Activity Sheets
Quarter 2, Weeks 1-4

This instructional material was collaboratively developed

and reviewed by teachers and program supervisors of the Schools
Division of Bayugan City. We encourage teachers and other
education stakeholders to email their feedback, comments, and
recommendations to deped.bayugan@gmail.com.
We value your feedback and recommendations.

SCHOOLS DIVISION OF BAYUGAN CITY

ii
Introductory Message
For the teacher

This Learning Activity Sheets (LAS) was collaboratively designed, developed and
reviewed by teachers and program supervisor to assist the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
As a facilitator you are expected to orient the learners on how to use this learning
activity sheets. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks contained herein.

For the learner:

These learning activity sheets have been designed to provide you with fun and
meaningful opportunities for guided and independent learning at your own pace and
time. You will be able to process the contents of the learning resource while being an
active learner.
These learning activity sheets have the following parts and corresponding icons:

This gives you an idea of the skills or

competencies you are expected to learn
Let’s Learn and the discussion of the lesson in each
activity.

This comprises activities for

independent practice to solidify your
Let’s Do It understanding and skills of the topic.
You may check the answers to the
exercises using the Answer Key at the
end of the LAS.

This contains answers to all activities in

Answer Key the module.

If you find it difficult to answer the tasks in each activity, do not hesitate to
consult your teacher or facilitator. You can also seek help from your parents, your
older sibling or any of your housemates who are older than you. Always have in mind
that you are not alone. We hope, through these learning activity sheets will give you
an experience of meaningful learning and gain a deeper understanding of relevant
competencies. You can do it!

ii
 Week
Language of research,
1 campaigns and advocacies

Let’s Learn
• Observe the language of research, campaigns, and advocacies

Objectives:
1. switch from one listening strategy to another to extract meaning from
the listening text;
2. assess the effectiveness of the ideas presented in the material viewed;
3. develop a research topic that is interesting, beneficial, and manageable;
and
4. create advocacy campaign related to the selected research topic.

Content Background:
With content offered, the learner demonstrates understanding of: world
literature as an instrument to express and resolve social conflicts; various
information sources necessary in composing a research report and in
delivering speeches of advocacy; and features of the language of research,
campaigns, and advocacies.

1
 Let’s Do It

Learning Activity 1: Predict and Expect

Guide Questions:

1. What does the composer want to convey in his song?

2. What have you understood with these following lines?

“People will tell you

What you want to hear
But the people who know you well
Can make it all clear. “

Task 1. Predict Me

Directions: Write your predictions upon hearing the title, “Common

Ground.” Write your answer in your notebook.

Common Ground People will tell you But the common

by Kodaline What you want to ground,
hear It’s a good place to
It's easy to win, But the people who start.
It's harder to lose know you well Sure all will be
To admit that you're Can make it all clear. forgotten,
wrong Yeah we will all be
When you've got Life isn’t easy, forgotten, fall apart.
something to prove. You got to be strong.
So get busy learning, We will all be
You said it was easy Are you already forgotten,
I tell you they are gone? But common ground,
wrong. And all will be Is a good place to
So get busy learning, forgotten start.
are you already And we all fall apart, Common ground is a
gone? Yeah all will be good place to start
forgotten

2
Task 2. Analyze Me

Directions: After listening to the song, check the words or phrases you listed.
Analyze and answer the following.

Learning Activity 2: My Family Issue, My Concern

Guide Questions:
1. Can you recall one unforgettable misunderstanding that happened in
your family?

2. How did your family cope with the tension it caused?

4 Causes of Family Conflict

by K. Lee Banks

Family harmony provides a sense of belonging and a feeling of security unlike

many other types of relationships. When conflict arises, it threatens that
security. Whether the disharmony initiates from within the family unit or from
external sources, individual family members and the family as a whole can
experience a range of negative emotions and consequences. Unresolved
conflict may irreparably damage a marriage and the entire family, if family
members do not seek help.

One major source of family conflict is within the area of finances-specifically,

the lack of enough money to pay bills, maintain the mortgage or rent, buy
sufficient food and other necessities and have any remaining money for
recreation, job or career may contribute to conflict within a family. If a
parent’s job keeps him/her away from home most of the time, the spouse at
home with the children often feels neglected or overwhelmed. Conversely, if

3
the parent becomes unemployed, this causes its own form of stress and
conflict, as finances dwindle and uncertainty sets in about the future.

Another cause of family conflict is the inevitable rivalry that occurs between
siblings. Children typically seek their parents’ attention and approval, even if
this requires tattling on, or sometimes causing harm to a sibling. Whether a
child expresses jealousy of a sibling, competes with him/her or teases
him/her non-stop, it is destined to cause conflict. Each child deserves an
equal amount of parental love and acceptance, yet sometimes a parent may
favor one child over another. This merely intensifies the conflict.

While mutual agreement on the subject of child discipline is crucial, the lack
of consensus opens up another potential area for family conflict. If one parent
acts as the “disciplinarian,” the other parent typically becomes the “consoler”
to whom the children turn - this often pits one parent against the other.
Jokes and movies abound regarding conflict with in-laws (especially mothers-
in-law); however, when you actually become involved in disagreements with
your in-laws or extended family, it is no laughing matter. While it is preferable
to respect your elders-parents and grandparents on both sides equally-this
can prove to be challenging. If relatives routinely interfere in your family’s
decisions and lifestyle, conflict frequently results.

Task. Fill Me Up

Directions: Fill in the diagram with causes of family conflicts. Write a short
description of each conflict. Answer the questions that follow.

4
 1. From the given conflicts, which of these have you experienced with
your family? Why?
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.

2. What did you do to resolve the said conflict in your family?

_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.

3. What do you think is the purpose of the author in writing the text?
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.

Learning Activity 3: Be a Researcher!

Guide Questions:

1. What is a research topic?

2. How to write a research topic?

5
Read Me!
A research topic is a subject or issue that a researcher is interested in when
conducting research. A well-defined research topic is the starting point of every
successful research project. Choosing a topic is an ongoing process by which
researchers explore, define, and refine their ideas.
When deciding on a topic, there are a few things that you will need to do:
1. Brainstorm for ideas
2. Choose a topic that will enable you to read and understand the literature
3. Ensure that the topic is manageable and that material is available
4. Make a list of key words
5. Be flexible
6. Define your topic as a focused research question
7. Research and read more about your topic
8. Formulate a thesis statement

Task. Evaluate Me

Directions: Evaluate the illustrations below. Have you observed one of this in
your community? If yes, choose only one scenario or problem to interpret by
filling-out the template.

Problem:
Research topic:

Possible causes of the Possible effects of Suggested

problem the problem solutions/prevention
1.
2.
3.

6
Learning Activity 4: Youth as Catalyst of Change!

Guide Questions:

1. After realizing the issues in my community, as youth of today’s

generation, how can I use my voice to create awareness in my place?

2. What are the ways to create an advocacy campaign?

Task. Create Me

Directions: Create your own slogan encouraging other youth in voicing out
advocacy on the issues of teenage conflicts. Write it on your activity notebook.
See sample below.’

“Be careful how you treat

people. What you do to
others has a funny way of
coming back on you.”

7
Learning Activity 5: Summing Up!

FINAL TASK: Read the short discussion below and do the following activity.

Definitions are a core part of any dictionary. Writing basic definitions

requires skill, practice, and sometimes help. Learning how to make an
effective yet simple definitions is an important skill in writing your research
Definition of Terms.

8
Task. Define Me

Directions: From the article.” Four Causes of Family Conflict” look for
unfamiliar words. Then, fill-out the table below by listing the unfamiliar words
in alphabetical order. Make definitions of these unfamiliar words by following
the guidelines.

WORD DEFINITION

9
 Week

2 Argumentative Essay

Let’s Learn
• Identify parts and features of argumentative essay

Objectives:

1. read closely an example of Argumentative Essay to identify its parts

and features;
2. identify parts and features of Argumentative Essay;
3. provide essay texts to the readers arguing either or against with a
certain topic; and
4. present an argument using techniques to appeal readers’ attention.

Content Background:

With content offered, the learner demonstrates understanding of: world

literature as an instrument to express and resolve social conflicts; identify
parts and features of Argumentative Essays.

10
 Let’s Do It

Learning Activity 1: A Model Argumentative Essay

Guide Questions:

1. Have you taken a ride in in a public transportation with an aggressive

driver?

2. How did you feel? What did you do? Did you argue with the driver?

Task 1. READ TO WRITE!

Directions: Read an example of argumentative essay below. Answer the guide

questions on your paper.

READ ME!

Aggressive Driving Should be Avoided

Aggressive driving is a phenomenon, which has only recently got the

public worried. The National Highway Traffic Safety Council (NHTSC) defines
aggressive driving as “the operation of a motor vehicle in a manner that
endangers or is likely to endanger persons or property”. Actions such as
running red lights, improper passing, overtaking on the left, improper lane
change, failing to yield, improper turns, running stop signs, tailgating,
careless driving and speeding are examples of aggressive driving.. Such
actions are dangerous to other road users. Aggressive driving should be
avoided because it causes crashes, injuries and fatalities.

The first reason why aggressive driving should be avoided is it causes

crashes. According to NHTSC between 78 percent (excessive speed) and 100
percent (improper passing) of the cases of aggressive driving resulted in traffic
crashes and 96 percent of the drivers cited for “following too closely” or
tailgating caused crashes as a result of their aggressive driving. (8)Moreover,
“running red light”, “improper passing”, and “overtaking on the left” topped
other categories of aggressive driving in contributing to traffic crashes.

Another reason why aggressive driving should be avoided is it causes

injuries.NHTSC states that the percentages of the injuries caused by
aggressive driving are, in almost all categories of aggressive driving, above 100
percent. Furthermore, the Department of Highway Safety (DHS) reports that
this is due to the fact that each motor vehicle crash accounts for one or more
injuries. It was found that of the ten categories of aggressive driving, “running

11
red light”, “failing to yield”, and “running stop signs” are the most serious
factors contributing to injuries.

Yet another reason why aggressive driving should be avoided is it

causes fatalities. ”Overtaking on the left” appears to be the most important
contributing factor in traffic fatalities as it relates to aggressive driving.
“Improper lane change”, “running stop sign” and “running red light” rank
second through four in terms of their contribution to traffic fatalities (DHS,
2008).

The above evidence shows that aggressive driving causes crashes, injuries
and fatalities. Hence, aggressive driving should be avoided. Since the opening
of the North-South Highway, the number of kilometers of roads in the country
has increased by one percent while the number of vehicle miles driven has
increased by 35 percent. More cars and more drivers are also on the road,
leading to more aggressive drivers.

Task 2. REASON OUT!

Directions: In the boxes provided below, give three reasons why aggressive
driving should be avoided. Write your explanation opposite each box.

___________

___________

___________

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Learning Activity 2: Characteristics of an Argumentative Essay

Task 1. READ FOR GOOD ARGUMENT

Directions: Read some details about parts and features of argumentative

essay.

READ ME!

An argumentative essay tries to change the reader’s mind by convincing the

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

CHARACTERISTICS
An argumentative essay attempts to be highly persuasive and logical. It
usually assumes that the reader disagrees with the writer, but it should be
noted that the reader is no less intelligent than the writer. Hence an
argumentative essay should be written objectively, logically and respectfully.
When planning an argumentative essay, be aware that the essay should
contain the following characteristics:
The argumentative essay introduces and explains the issue or case. The
reader needs to know what the issue is going to be.
The essay offers reasons, and supports these reasons. The essay should
prove its point.
The essay, at times, refutes (proves wrong) opposing arguments.
1. Introduction
The first paragraph is the introductory paragraph. It introduces the
problem and gives the background information necessary for the argument
and the thesis statement.
2. Body
The body paragraphs contain the reasons. Each paragraph talks
about one reason. The reason is stated in the topic sentence and is
supported by supporting details or materials. These supporting materials
can be either examples, statistics, personal experiences, or quotations.
3. Conclusion
The conclusion restates the main claim and presents one or two
general statements which accurately summarize the arguments which
support the main premise.

13
Task 2. IDENTIFY AND CLASSIFY

Directions: From the model argumentative essay, identify its parts by

rewriting the essential statements in the box.

Learning Activity 3: Send an Essay

Task. KNOW RIGHTS

Directions:

1. Outline the value of animals for people’s lives.

2. Discuss the necessity of animal use.
3. Suggest how the issue should be treated in the future,
4. Give your essay a title.

There is nothing basically wrong with using animals for human

purposes such foods, clothing, entertainment and research.

14
Learning Activity 4: Developing an Argument

READ ME!

Develop Your Argument

When you develop your argument, you are confirming your own
position, building your case. Use empirical evidence—facts and statistics—to
support your claims. Appeal to your audience’s rational and logical thinking.
Argue your case from the authority of your evidence and research.

Your list of strengths and weaknesses can help you develop your
argument. Prioritize the strengths and weaknesses of each position and then
decide on the top three to five strengths and weaknesses.

Techniques for Appealing to Your Readers

The success of your argument depends on your skill in convincing your

readers—through sound reasoning, persuasion, and evidence—of the
strength of your point of view. There are three fundamental types of appeal in
presenting an argument: reason, ethics, and emotion. As a writer, your task
is to skillfully weave these three types of appeal into your argument in a
balanced and sensible way.

Task. GIVE YOUR STAND!

Directions: Write an argumentative essay in this issue.

Is global solidarity possible?

Learning Activity 5: Summing Up!

FINAL TASK: Directions: Answer the following questions.

1. What is an argumentative essay?

2. Identify important characteristics of argumentative essay.

3. How to develop an argumentative essay?

15
 Week

3 Stating opinion or assertion

Let’s Learn

• Formulate a statement of opinion or assertion

Objectives:

1. associate words related to Assertion;

2. differentiate the types of Assertion; and
3. use Assertion Statement in standing up for self.

Content Background:

With content offered, the learner demonstrates understanding of: world

literature as an instrument to express and resolve social conflicts; identify
parts and features of Argumentative Essays.

16
 Let’s Do It

Learning Activity 1: Meaning Building

Guide Questions:

1. What is assertion?

Task. WORDS OF ASSOCIATION

Directions: Write the words that pop-ups in your mind, when you read the
word assertion. Do it in your activity notebook.

ASSERTION

Learning Activity 2: Differentiate Us

Guide Questions:

1. What is an assertion?

2.What are the types of assertion?

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READ ME!

Assertion

Assertion is a stylistic approach or technique involving a strong declaration, a

forceful or confident and positive statement regarding a belief or a fact. Often, it is
without proof or any support. Its purpose is to express ideas or feelings directly, for
instance, “I have put my every effort to complete this task today.”
When someone makes a statement investing his strong belief in it, as if it is true,
though it may not be, he is making an assertion.

Types of Assertion

1. Basic Assertion
It is a simple and straightforward statement for expressing feelings, opinions, and
beliefs such as:

“I wish I could have expressed this idea earlier, because now someone else has
taken the credit.”
“Excuse me, first I want to finish my work, then I shall go with you.”

2. Emphatic Assertion
It conveys sympathy to someone, and usually has two parts: the first
encompasses recognition of the feelings or situations of the other person, and the
second is a statement that shows support for the other person’s viewpoint,
feelings, or rights such as:

“I understand you are busy, and me too, but it is difficult for me to finish this
project on my own. So, I want you to help me complete this project.”
“I know this is making you angry and frustrated because you have not gotten a
response yet. But I can help you by giving you an estimate of how long it might
take.”

3. Escalating Assertion
It occurs when someone is not able to give a response to a person’s basic
assertions, and therefore that person becomes firm about him or her such as:

“If you do not finish this work by 6:00 tonight, I will engage the services of another
worker.”
“I really want to finish this point before you start yours.”

4. Language Assertion
It involves the first-person pronoun “I,” and is useful for expressing negative
feelings. Nevertheless, it constructively lays emphasis on a person’s feelings of
anger such as:

“When you speak harshly, I cannot work with you because I feel annoyed.
Therefore, I want you to speak nicely and then assign me a task.”
“When I don’t get enough sleep, it affects my nerves and I feel irritated. Therefore,
I try to go to bed earlier.”

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Task. GIVE ME YOUR OPINION

Directions: Give your opinion on the illustration given below. Use one type of
assertion in expressing your opinion. Write your opinion inside the box.

INQUIRER.net. “Editorial Cartoon, March 18, 2020.” INQUIRER.net. INQUIRER.net, March 18, 2020.
https://opinion.inquirer.net/128123/editorial-cartoon-march-18-2020.

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Learning Activity 3: I-Messages and the Assertiveness Lines

Guide Questions:

1. What to construct assertion statement?

An I-message is a way to be strong, or assertive, without being mean when

you are angry or upset or disappointed with something another person has
done. (teachablemoment.org)

Task. COMPLETE ME

Directions: Complete the statements below.

Learning Activity 4: Be Assertive!

Guide Questions:

1. What can I do to make drivers avoid aggressive driving?

2. How do I express my assertion?

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Task. COMPLETE ME

Directions: Complete the statements below by giving your assertions as a

passenger. Make sure to express your true feelings to the aggressive driver.

I wish I could
____________________________________________________________.
I understand that you’re in a hurry, but
________________________________________.
If you cannot make your driving safe,
_________________________________________.
I really want to
___________________________________________________________.
When you drive aggressively,
_______________________________________________.
When I got nervous, you should
_____________________________________________.

ACTIVITY 5: SUMMING UP!

FINAL TASK: “Go Fly a K.I.T.E.” (developed by Ron Huxley 2008)

Directions. Each letter of the acronym K.I.T.E. explains a different skill to

teach children how to be more assertive. Make an assertion about
Cyberbullying by expressing your personal point of view about the social
issue. Use K.I.T.E. as a guide. Write it in your activity notebook.

K – Know what you want

I – Use I-Message
T – Tell others what you want firmly and repeatedly
E – Expect change/Evaluate effectiveness

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 Week
Claims of fact, policy and
4 value

Let’s Learn

 Formulate claims of FACT, POLICY, and VALUE

Objective:

 Identify claims explicitly or implicitly made in a written text as to:

a. Claim of Fact
b. Claim of Policy
c. Claim of Value

Content Background:

With content offered, the learner demonstrates understanding of: world

literature as an instrument to express and resolve social conflicts; identify
parts and features of Argumentative Essays.

22
 Let’s Do It

Learning Activity 1: Distinguishing FACT, POLICY, And VALUE Claims

Directions: Read the discussion below and do the tasks that follow.

READ ME!

IDENTIFYING AND ANALYZING CLAIMS

*Determining Explicit and Implicit Information

Critical reading also means that you are able to distinguish the
information that is clearly stated (explicit) in the text from ideas that
are suggested (implicit).
This will help you make inferences about what you read.

Defining CLAIMS

Knowing how to identify explicit and implicit information will help you
in one of the most important skills needed in critical reading: evaluating the
claims made by an author. This involves going back to the text to recognize
the writer’s arguments and evidence so you can begin judging the
writer’s work.Whenever you read something, you find yourself looking for the
writer’s point or position regarding the chosen topic. That point is also known
as the claim, or the central argument or thesis statement of the text. This
claim is whatthe writer tries to prove in the text by providing details,
explanations, and other types of evidence.

As such it is usually found in the introduction or in the first few

paragraphs of the text. The claim is the most important part of the text. The
quality and complexity of the reading depend on the claim, because the claim
defines the paper’s direction and scope. The claim is a sentence that
summarizes the most important thing that the writer wants to say as a result
of his/her thinking, reading, or writing.The following are the characteristics
of good claims:

1. A claim should be argumentative and debatable.

- When a writer makes a claim, he/she is making a case for a particular
perspective on the topic. Readers expect to be able to raise objections
to your claim, and they can only raise objections if the claim is
something that can be reasonably challenged. Claims that are only
factual or based on opinion, thus, are not debatable.

23
2. A claim should be specific and focused.
- If the claim is unfocused, the paper will be too broad in scope and will
lack direction and a clear connection to the support provided. It may
also lead to over generalizations and vague assertions.
3. A claim should be interesting and engaging.
- It should hook the reader, who may or may be not agree with you, to
encourage them to consider your perspective and learn something new
from you.
4. A claim should be logical.
- It should result from reasonable weighing of support provided.
Here are some questions to help you determine the writer’s claim while
you are reading a text:
a. What is the author’s main point?
b. What is the author’s position about it?

Types of Claims:

1. Claims of Fact
– it states a quantifiable assertion, or a measurable topic. They assert
something has existed,exists, or will exist based on data. They rely on
reliable sources or systematic procedures to be validated; this is what
makes them different from inferences.
Claims of fact usually answer a “what” question. When determining
whether something is a claim of fact, the following questions are useful:
a. Is this issue related to a possible cause or effect?
b. Is this statement true or false? How can its truthfulness be
verified?
c. Is this claim controversial or debatable?

2. Claims of Value
– it asserts something that can be qualified. They consist of arguments
about moral,philosophical, or aesthetic topics. These types of topics
try to prove that some values are more or less desirable compared to
others. They make judgments, based on certain standards, on whether
something is right or wrong, good or bad, or something similar.
Claims of value attempt to explain how problems, situations, or issues
ought to be valued. To discover these explanations, you may ask the
following questions:
a. Which claims endorse what is good or right?
b. What qualities should be considered good? Why?
c. Which of these values contend with others? Which ones are
more important, and why? Whose standards are used?
d. What are some concrete examples of such values?

24
3. Claims of Policy
– it posits that specific actions should be chosen as solutions to a
particular problem. You can easily identify a claim of policy because
they begin with ‘should,’ ‘ought,’ or ‘must.’
Claims of policy defend actionable plans, usually answer “how”
questions. The following questions will be useful in evaluating a claim
of policy.
a. Does the claim suggest a specific remedy to solve the problem?
b. Is the policy clearly defined?
c. Is the need for the policy established?
d. Is the policy the best one available? For whom? According to
whose standards?

Task 1. FORMULATE YOUR OWN

Directions: Formulate your own claims of fact, policy and value based on your
chosen topic from the list provided. Use the graphic organizer below to
present your claims.

List of Topics:
1. Recognizing Interpersonal Convergence
2. Bridging the Gap
3. Dealing with Cyber Bullying
4. Resolving Family Conflict

TOPIC_______________________________________________________

Claim of Fact Claim of Policy Claim of Value

25
Task 2. CLAIM ME!

Directions: Identify the following as to Claim of Fact, Claim of Policy, or Claim

of Value.

1. I believe that men perform better in academics than women.

2. Schools should ban guitar playing in the classrooms.
3. Love is more valuable than money.
4. Senior citizens should not be allowed to go out during this
pandemic.
5. It is better to work for a living than to continue schooling.
6. Teen pregnancy can be solved by free sex education classes.
7. Regular exercise and proper diet is good for your health.
8. Bad celebrity influences like Miley Cyrus should be banned on TV.
9. Computers are a valuable addition to modern society.
10. Viewing television is a wasteful activity.
11. Global warming will impact future generations and eventually ruin
the environment.
12. People who refuse to recycle should be forced to do alternative
community service.
13. People should eat more vegetables than processed foods.
14. Prayer in private schools has created much debate in the field of
education.
15. Children in low income families should receive medical insurance
from the government.
16. The death penalty does not deter crime.
17. The “Lakers” is the best team in the NBA.
18. COVID vaccine should be given first to 4P’s beneficiaries.
19. Excessive consumption of alcohol can lead to many illnesses.
20. ABS-CBN newscasting influences the way Filipinos think about
social and political issues.

26
Task 3. WRITE YOUR CLAIM

Directions: Write three claims (fact, policy, and value) about using any
SocMed platform. Justify each claim.

ACTIVITY 2: Summing Up!

FINAL TASK: Directions: Answer the following questions.

1. What is difference between explicit and implicit information?

_____________________________________________________
_____________________________________________________
_____________________________________________________

2. How to distinguish claim of fact, claim of policy, and claim of value?

_____________________________________________________
_____________________________________________________
_____________________________________________________

3. What are the characteristics of a good CLAIM?

_____________________________________________________
_____________________________________________________
_____________________________________________________

27
 Answer Key:

Week 1 Week 2

LAS 2 LAS 1. Task 2:

Reasons:
1. Lack enough money to 1. It causes crashes.
pay bills 2. It can cause injuries.
2. Inevitable rivalry that 3. It can cause fatalities.
occurs between
siblings LAS 2. Task 2:
3. Lack of consensus Introduction: Aggressive driving is a phenomenon, which has
4. Conflict with in-laws only recently got the public worried. The National Highway
Traffic Safety Council (NHTSC) defines aggressive driving as
“the operation of a motor vehicle in a manner that endangers
Week 3 or is likely to endanger persons or property”.

Answers may vary. Body: The first reason why aggressive driving should be
avoided is it causes crashes. Another reason why aggressive
driving should be avoided is it causes injuries. The last reason
why aggressive driving should be avoided is it causes fatalities.
Week 4
Conclusion: The above evidence shows that aggressive driving
1. Claim of fact causes crashes, injuries and fatalities. Hence, aggressive
2. Claim of policy driving should be avoided
3. Claim of value
4. Claim of policy LAS 5. Final Task
5. Claim of value 1. An argumentative essay tries to change the reader’s mind by
6. Claim of fact convincing the reader to agree with the writer’s point of view.
7. Claim of fact
8. Claim of policy 2. An argumentative essay attempts to be highly persuasive
9. Claim of fact and logical. It usually assumes that the reader disagrees with
10. Claim of value the writer, but it should be noted that the reader is no less
11. Claim of fact intelligent than the writer. Hence an argumentative essay
12. Claim of policy should be written objectively, logically and respectfully.
13. Claim of value
14. Claim of fact 3.When you develop your argument, you are confirming your
15. Claim of policy own position, building your case. Use empirical evidence—
16. Claim of fact
facts and statistics—to support your claims.
17. Claim of value
18. Claim of value
19. Claim of fact
20. Claim of value

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References
file:///F:/englishlm-unit2-150821033008-lva1-app6892.pdf
https://methods.sagepub.com/reference/the-sage-encyclopedia-of-
communication-research-methods/i12345.xml
https://www.umflint.edu/library/how-select-research-topic
Retrieved Oct.13,20220,http://
learnenglishessay.blogspot.com/2011/12/argumentative-essay.html
Retrieved Oct 13,2020 http://www.keithmurphy.info/1102/questions.html
http://learnenglishessay.blogspot.com/2011/12/argumentative-essay.html
INQUIRER.net. “Editorial Cartoon, March 18, 2020.” INQUIRER.net.
INQUIRER.net, March 18, 2020.
https://opinion.inquirer.net/128123/editorial-cartoon-march-18-2020
https://studylib.net/doc/7091020/assertion-activities
https://www.scribd.com/document/337662321/Identifying-and-Analyzing-
Claims
https://www.slideshare.net/VanessaRamones/claims-of-fact-value-and-
policy?

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lrms.bayugan.caraga@deped.gov.ph
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