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English
(Quarter 3-Module 5/Week 5)

Department of Education
SDO- City of San Fernando (LU)
Region 1
 7
English
(Quarter 3-Module 5/
Week 5)
TEXTUAL EVIDENCES

Most Essential Learning Competency

 Cite evidence to support a general statement
(EN7RC-IV-g-10.4)

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For the parents:

1. Please guide your child while he is studying and answering the tasks provided in
this module.
2. Remind your child about his study time and schedule so he can finish the module.
3. Let your child answer the module activities independently however, assist him only
when necessary.
4. I will call on a certain time based on the schedule to explain the lessons in the
module.
5. Kindly return the whole module and answer sheets on _________ during Fridays at
____________________.
For the learners:
1. Read carefully the directions so that you will know what to do.
2. If there are directions or topics in the module that are difficult for you to
understand, feel free to ask from your parents or companions at home. However, if
you still could not understand, you can call me at this number, _____________so I
could explain it to you clearly.
3. Answer the activities in the module on the specific day for the subject. Use a
separate sheet of paper for your answers. Avoid writing or tearing the pages of this
module because this will be used by other pupils/students like you.
4. Write important concepts in your notebook regarding your lesson. This will help
you in your review later.
5. You need to finish the activities in this module so that you can give this to your
parents on ___________________________.
Always remember these health tips:

1. Remember to wear your face mask properly and regularly.

2. Always wash your hands with clean water and soap.
3. Cover your mouth and nose with handkerchief whenever you cough or sneeze.
4. Follow the one-meter distance so that you will prevent the spread of the virus.

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 What I Need to This will give you an idea of the skills or
Know competencies you are expected to learn in the
module.

This part includes an activity that aims to check

What I Know what you already know about the lesson to take.
If you get all the answers correct (100%), you
may decide to skip this module.
What’s In This is a brief drill or review to help you link the
current lesson with the previous one.

In this portion, the new lesson will be introduced

What’s New to you in various ways; a story, a song, a poem, a
problem opener, an activity or a situation.
This section provides a brief discussion of the
What is it lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent
What’s More practice to solidify your understanding and skills
of the topic. You may check the answers to the
exercises using the Answer Key at the end of the
module.
This includes questions or blank
What I Have sentence/paragraph to be filled in to process
Learned
what you learned from the lesson.

This section provides an activity which will help

What I Can Do you transfer your new knowledge or skill into
real life situations or concerns.
This is a task which aims to evaluate your level
Assessment of mastery in achieving the learning competency.

In this portion, another activity will be given to

Additional you to enrich your knowledge or skill of the
Activities
lesson learned.

This module has the following parts and corresponding icons:

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 What I Need to Know

Reading is the complex cognitive process of decoding symbols to derive meaning. It

is a form of language processing. As you go through this module, you will learn and how to

gather evidence like information, form quotations and paraphrase.

This module consists of one lesson:

 Textual Evidence

By the end of the lesson, you are expected to:

a. Cite textual evidence to support text analysis.

b. Fluently incorporate textual evidence into their writing.
c. Describe methods of supporting analysis with text evidence

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 What I Know

Directions: Identify what is decribed in each statement.

_____________1. It deals with facts in writing and the strategies used to figure out whether
or not the information is factual.
_____________2. To deduce or conclude information from evidence and reasoning rather
than from explicit statements.
_____________3. To express the meaning of the writer or speaker or something written or
spoken using different words, especially to achieve greater clarity.
_____________4. To give a brief statement of the main points of something.
_____________5. To repeat or copy out a group of words from a text or speech
typically with an indication that one is not the original author or speaker.

What’s In

Directions: Read the passage. Then, answer the questions below.

Amburayan River
Amburayan River is a river in the
northeastern portion of island of Luzon in
the Philippines. It originates from
the Cordillera Mountains and traverses
the provinces of Benguet, La Union,
and Ilocos Sur. With a total length of
96 km (60 mi) where it empties into
the South China Sea, the river serves as
the boundary between the provinces of
Ilocos Sur and La Union.
The river's headwaters are a Source: https://rusa4.wordpress.com/2015/01/21/
confluence of smaller creeks along the protecting-and-preserving-amburayan-river/
south of barangay Lubo, in Kibungan.
Several other tributary creeks merge with the river as it flows along Atok and Kapangan. It
then flows along the Sugpon–San Gabriel boundary, the Sugpon–Santol boundary, the
Sugpon–Sudipen boundary, the Sudipen–Alilem boundary, the Sudipen–Tagudin boundary,
and finally at the Tagudin–Bangar boundary, where its river mouth is located.
In the Ilocano epic, Biag ni Lam-ang, the hero Lam-ang came to bathe in the
Amburayan, as he was soaked in dirt and blood after a battle with headhunters. Assisted by

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maidens from a nearby village, he shed the dirt and blood which polluted the river and killed
the fish and other animals in the water.
Source: https://en.wikipedia.org/wiki/Amburayan_River

1. What is the name of the well-known river located in La Union?

a. Pasig River c. Pagdalagan River
b. Amburayan River d. Ilocanos River
2. According to the passage, where is Amburayan River located?
a. Northeastern portion of island of Luzon
b. Northwestern portion of island of Luzon
c. Northeastern portion of island of Mindanao
d. Nothwestern portion of Mindanao
3. Based on paragraph 3, in what Ilocano epic did the hero bathe in the Amburayan
River?
a. Biag ni Lam-ang c. Ti Langit ti Inanamatayo
b. Castora Benigna d. Dagiti Balud
4. Based on the paragraph 3, what polluted the water and killed the fish and other
animals in the water?
a. Garbage c. dirt and blood
b. Bio-hazard materials d. oil

What’s New

Directions: Read each paragraph and answer the questions.

Paragraph 1
Avery watched as her new next-door neighbors moved in. She observed a tall man
carrying a bicycle and a kayak into the garage. She also saw a young woman carrying a
surfboard through the front door.

1. Avery can infer that...

a. her new neighbors are elderly.
b. her new neighbors have several children.
c. her new neighbors like to spend time outdoors.
d. her new neighbors are kind and generous.

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Paragraph 2

When Joseph walked into the kitchen, he saw muddy paw prints on the floor. His
mother's wet coat was hanging on a chair. Below the coat he spotted his mother's rubber
shoes. Joseph looked for his dog, Riley. He found Riley, who was soaking wet, lying on the
couch panting.

2. Joseph can infer that...

a. his mother gave Riley a bath.
b. Riley played in the yard during a rainstorm.
c. Riley dragged the coat outside.
d. his mother took Riley for a walk in the rain.

Paragraph 3

Kayla made a steak dinner for her family. Her mom and dad each ate two full steaks
and had large helpings of mashed potatoes. When the meal was over, everyone's plate was
empty.

3. Kayla can infer that...

a. her family enjoyed the meal.
b. the steak was too well done.
c. a steak dinner is an easy meal to make.
d. there will be lots of leftovers.

Paragraph 4

Alexander arrived at his grandmother's house at ten o'clock at night. He saw her car in
the driveway and the front door was open. The window was lit with a blue-flickering light.

4. Alexander can infer that...

a. his grandmother was reading a book.
b. his grandmother was not home.
c. his grandmother was watching television.
d. his grandmother was sleeping.

Source: www.superteacherworksheets.com

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 Lesson
Textual Evidences
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Textual evidence deals with facts in writing and the strategies used to figure out
whether or not the information is factual. Textual evidence comes into play when an author
presents a position or thesis and uses evidence to support the claims. That evidence can come
in a number of different forms. We’ll explain textual evidence and the best way to analyze it.
So, let’s start here — what is textual evidence?

INFERENCE refers to the process of using observation and background knowledge

to determine a conclusion that makes sense. Basic inference examples can help you better
understand this concept.

Example:

1. Sally arrives at home at 4:30 and knows that her mother does not get off of work until
Sally also sees that the lights are off in their house.
- Sally can infer that her mother is not yet home.
2. Sherry's toddler is in bed upstairs. She hears a bang and crying.
- Sherry can infer that her toddler is hurt or scared.

PARAPHRASING: involves taking a passage — either spoken or written — and

rewording it.

Example:

Original: Her life spanned years of incredible change for women as they gained more

rights than ever before.

Paraphrase: She lived through the exciting era of women's liberation.

Original: Giraffes like Acacia leaves and hay, and they can consume 75 pounds of

food a day.

Paraphrase: A giraffe can eat up to 75 pounds of Acacia leaves and hay daily.

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 Citing Textual Evidence to support text analysis

 Textual evidence is evidence, gathered from the original source or other texts, that
supports an argument or thesis. Such evidence can be found in the form of a quotation,
paraphrased material, and descriptions of the text.

Steps to follow
1. Explain the meaning of text evidence.

Text is written work.

Evidence is proof.
Text + Evidence is citing proof in the reading.

2. Read through the text thoroughly.

- It is helpful to read through the text independently and then together. That
way, struggling readers will be able to hear words that they may not have
understood or read correctly.

3. Introduce ACE: ANSWER, CITE, EXPLAIN

A- Answer the question using prior knowledge and inferences.

Restate the question in your answer.

Example: Why did Paul Revere ride through the towns?

Answer: Paul Revere rode through the towns because….

Inferring: It is an educated guess or reading facts and evidence to reach a logical

conclusion or opinion. Making inferences while reading is a strategy that will help you
understand the text at a deeper level. It is best to draw a conclusion or form an opinion
by finding two or more supporting details in the reading passage. It also helps to look
for words or phrases that may express a positive or negative tone. Learn how to infer
HERE.

C- Cite evidence in the text to support your thoughts or opinions.

When answering questions about a reading assignment, look back at the text and find
proof for the answers within the text. Highlighting the text is an effective approach to
mark the evidence! Do you want your students engaged in this activity? Provide
magnifying glasses. The cheap plastic ones are all you need! Students will get excited to
dig deeper in the text to search for the evidence!

E- Explain your answer with evidence by paraphrasing or directly quoting.

Paraphrasing: The author explains… The text shows… Use RAP: Read, Ask
yourself questions, and put the information in your own words.

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 Summarizing: is taking a lot of information and creating a condensed version that
covers the main points.

Quoting: The author says, “…” The text states, “…..” Quoting is copying exactly
what the author is saying in your answer. Make sure to use quotation marks!
Source: https://study.com/academy/lesson/citing-
textual-evidence-to-support-analysis

What’s More

Activity 2
Directions: Read each passage below. Write where you think the passage is happening
and explain your answer.

1. As I walked in the door, I was amazed at the beautiful colors and smells. I knew it would
be hard to decide what I would buy with my $3. The chocolate truffles looked delicious,
but they were expensive. The jelly beans were not only cheaper, but so colorful! With so
much to choose from, I knew I would be here a long time.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. The water felt so good on such a hot day. I heard the other children laughing and yelling
across the way. The concrete was wet from a group of teenagers splashing each other in
the corner. The lifeguard watched closely to keep children from running.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3. I was allowed to push the cart. The front left wheel was broken, so the cart wobbled down
each aisle. Mother put various packages and boxes in the cart, but I didn’t notice. I was
trying to keep the cart going straight as it got heavier and heavier.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
____________________________________________________________________________

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4. As we entered, a large blast of water hit the windshield. Huge flopping sponges began to
slap at the hood as we slowly moved forward. Soon, there were suds spilling over the
sides. I was glad the windows were rolled up!
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

5. It felt wonderful to be outside, even if only for a little while! All the swings were already
taken, and a group was playing softball on the diamond. Casey and I decided use the
monkey bars until the teacher called us.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Source: www.k12reader.com

What I Can Do

Activity 3
Quotes as Evidence #1
When we answer questions or make statements in response to a text, we can support
our ideas by using quotes as evidence, or proof. It is important to choose a quote from the text
that directly relates to our statement.
Remember, when you copy something from a text, you should use quotation marks
around the part that is copied. You can quote part of a sentence or a whole sentence.
Example: The author says that “lions are fierce predators.”
When you think of chocolate, you probably imagine your favorite candy bar. But,
when chocolate was first discovered over 4,000 years ago, it was actually consumed as a
bitter-tasting drink mixed with honey, vanilla, and chili peppers. Chocolate is made from a
bean called cacao, which is grown on trees that are native to Central and South America.
After the beans are picked, they are allowed to ferment and dry for several weeks before
being made into chocolate.

In the 14th century, the Aztec and Mayan people living in Mexico and Central
America believed that chocolate had mystical properties. They used chocolate at sacred

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ceremonies and reserved chocolate for rulers and priests. In fact, chocolate was so desirable
that cacao beans were used as currency. For example, in 1545, one cacao bean could buy a
large tomato and 100 cacao beans could be traded for a whole turkey.

Directions: Choose the quote that best supports each statement below.

1. Instead of eating chocolate, people used it the way we would use nickels and dimes.
a. “It was actually consumed as a bitter-tasting drink”
b. ”They used chocolate at sacred ceremonies”
c. “Cacao beans were used as currency.”
2. It takes a long time to turn cacao beans into chocolate.
a. “Chocolate was discovered over 4,000 years ago”
b. “After the beans are picked, they are allowed to ferment and dry for several weeks”
c. “Chocolate is made from a bean called cacao”
3. Chocolate does not come from the United States.
a. “People living in Mexico and Central America believed that chocolate had mystical
properties.”
b. “In 1545, one cacao bean could buy a large tomato”
c. “[It] is grown on trees that are native to Central and South America.”
4. Chocolate has been popular for thousands of years.
a. “Chocolate was rst discovered over 4,000 years ago.”
b. “In 1545, one cacao bean could buy a large tomato.”
c. “They used chocolate at sacred ceremonies.”

Assessment

Directions: Read each passage and then respond to the questions. Each question will ask
you to make a logical inference based on textual details. Explain your answer by
referencing the text.

Kyle ran into his house, slamming the door behind him. He threw his book bag on the
floor and plopped onto the couch. After six hours of playing Grand Larceny VII, he ate some
pizza and fell asleep with a slice on his stomach and his feet on his book bag. When Kyle
came home from school the next day, he was noticeably distraught. He balled up his report
card and placed it inside a soup can in the garbage. He then flipped the soup can upside down

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in the garbage can and arranged loose pieces of trash over it. As he plopped down on the
couch, he let out a sigh and picked up his controller.

1. Why is Kyle distraught?

______________________________________________________________

How did you know this?

2. Why does Kyle put the report card in a soup can?

______________________________________________________________

How did you know this?

3. Was Kyle’s report card good or bad and why was it like that?

How did you know this?

______________________________________________________________

Anastasia sat by the fountain in the park with her head in her palms. She was weeping
mournfully and her clothing was disheveled. In between gasps and sobs, Anastasia cried out a
name: “Oh... John…” And then her cell phone beeped. Her hand ran into her purse and her
heart fluttered. The text message was from John. She opened up the message and read the few
bare words, “I need to get my jacket back from you.” Anastasia threw her head into her arms
and continued sobbing.

4. What relationship do John and Anastasia have?

_____________________________________________________________

How did you know this?

5. Why is Anastasia sad?

______________________________________________________________

Why did you know she felt sad?

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 Cassie rolled over in her bed as she felt the sunlight hit her face. The beams were
warming the back of her neck when she slowly realized that it was a Thursday, and she felt a
little too good for a Thursday. Struggling to open her eyes, she looked up at the clock. “9:48,”
she shouted, “Holy cow!” Cassie jumped out of bed, threw on the first outfit that she grabbed,
brushed her teeth in two swipes, threw her books into her backpack, and then ran out the
door.
6. What problem is Cassie having?
_____________________________________________________

How did you know this?

7. Where is Cassie going?

_____________________________________________________

How did you know this?

Kelvin was waiting in front of the corner store at 3:56. His muscles were tense and he
was sweating a bit more than usual. The other kids gathered in front of the little storefront
were much more relaxed, even playful. They joked back and forth lightly to each other but
for Kelvin, time slowed. 3:57. “Don’t worry, Kelvin. He ain’t even gonna show up.” Kelvin
hoped that he wouldn’t. A black fourdoor Camry with tinted windows pulled up and parked
across the street. Kelvin gulped. 3:58. A group of teenagers piled out of the car. James was in
the front. “Hi-ya, Kelvin. Glad you could make it,” James said. Kelvin felt smaller.

8. Why is Kelvin waiting at the corner store?

______________________________________________________________

How did you know this?

9. Are James and Kelvin friends?

______________________________________________________________

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 What in the text supports your idea?
10.

Why is Kelvin so nervous?

______________________________________________________________

What in the text supports your idea?

Source:https://www.ereadingworksheets.com/
worksheets/reading/inferences/inferences-worksheet-02/

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 References
Online Resources
http://www.princetontutoring.com/blog/2013/11/purposeful_and_specific_textual_evidence/
#:~:text=Textual%20evidence%20is%20evidence%2C%20gathered,and%20descriptions
%20of%20the%20text.
https://blog.teacherspayteachers.com/teach-text-evidence/
https://www.superteacherworksheets.com/inference/inference2_INF22.pdf
https://www.k12reader.com/worksheet/inference-practice-where-am-i/view/
https://www.education.com/download/worksheet/171687/sea-turtle-citations-paraphrasing-
and-direct-quotes.pdf
http://eslfga.weebly.com/uploads/6/3/4/4/63445555/making-inferences-2.pdf
https://www.mometrix.com/academy/textevidence/#:~:text=Textual%20evidence%20deals

%20with%20facts,a%20number%20of%20different%20forms.

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 Development Team of the Module
Writer: Laika Hiromi S. Fukabori
TI, LUNHS

Editors/Evaluators/Reviewers: Evelyn N. Pacleb

HT VI, LUNHS

Brenda A. Sabado
Principal IV, LUNHS

Dr. Sheila Marie N. Bugayong

Education Program Supervisor

Layout Artist: Rogelio C. Magsanoc

TIII, LUNHS

Management Team: Dr. Rowena C. Banzon, CESO V, SDS

Dr. Wilfredo E. Sindayen, ASDS
Dr. Agnes B. Cacap, Chief- CID
Dr. Jose Mari P. Almeida, Chief- SGOD
Genevieve B. Ugay, EPS- LRMS
Hazel B. Libatique, Librarian II
Aurelio C. Dayag, Jr. , PDO II

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 Answer Key

What I Know What’s In What I have learned

1. Textual Evidence 1. b Answer may vary
2. Inference 2. d
3. Paraphrasing 3. a
4. Summarizing 4. c
5. Quoting

What’s More What I can do Assessment

Answers may vary Answers may vary Answers may vary

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