9

English
Quarter 3 – Module 2 (Lessons 5-8)
Connecting to the World

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English – Grade 9
Alternative Delivery Mode (ADM)
Quarter 3 – Module
First Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
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authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary:
Undersecretary:
Assistant Secretary:

Development Team of the Module

Authors: Ramero B. Tagum, Nestor L. Traballo, Oliver D. De Rama, Melanie I. Valente,

Ruth P. Lastrella, Eden Rose D. Monton, Jileen V. Barrion, Aprilyn R. Brin, Daricel C.
Atinen, Tim M. Talisayon, Yzabel C. Nieron, Jonas Miguel G. Lastima
Reviewers: Annabelle H. Nava, Joemar L. Furigay
Illustrator: Tim Talisayon
Layout Artist: Jileen Barrion, Aprilyn Brin
Management Team: Joel T. Torrecampo, CESO VI

Juan C. Obierna

Annabelle H. Nava

Printed in the Philippines by Schools Division of Las Piñas City

Department of Education – Schools Division of Las Piñas City

Office Address: Gabaldon Bldg., Brgy. Elias Aldana,

Padre Diego Cera Avenue, Las Piñas City
Telefax:(02) 8-835-9030 I (02) 8-822-3840
E-mail Address:laspinas.city@deped.gov.ph

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 9
English
Connecting to the World
Quarter 3 – Module 2

This instructional material was collaboratively developed and reviewed

by educators from public schools. We encourage teachers and other education
stakeholders to email their feedback, comments, and recommendations to the
Department of Education at action@deped.gov.ph.

We value your feedback and recommendations.

Department of Education • Republic of the Philippines

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 Introductory Message
For the facilitator:
Welcome to the English 9 Alternative Delivery Mode (ADM): Connecting to the World. This
learning resource aims to engage the learners through self- learning activities. Moreover, this also
aims to help learners develop the essential 21st century skills while taking into consideration their
needs and circumstances.

To the parents:
Parents play an essential role in educating child’s life; hence, you may also help your child
by providing them with the support, motivation, and needs to enable them make meaning of the
world. This new normal is a great opportunity for you in making your home a school and act as a
teacher to your child.

For the learner:

This module was designed to provide engaging and meaningful learning opportunities
through a self-directed learning activity. In so doing in this self-learning module, you will have a
moment to engage in tasks while learning actively.
The module is divided into four lessons:
Lesson 5 & 6–Determining fact from opinion; bias from fallacies.
Lesson 7&9–Judging the validity of evidence of the materials listened/viewed

In this module, you are expected to:

distinguish fact from opinion based on the materials viewed;
differentiate bias and prejudices based on the material viewed;
express agreement/disagreement on the social issues, concerns, or disposition
presented in the given statement
differentiate the types of bias and fallacy based on the material viewed;
enumerate fallacies based on observed surroundings
distinguish primary source from secondary source of information listened to/viewed;
highlight important evidence a writer used in the material listened to/viewed by tracing
the type and contents of the evidence;
appraise the validity of a poster content based on criteria: currency, relevance,
authority, accuracy, and purpose; and
apply criteria to locate what information is important to look for when evaluating a
source.

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 MODULES LESSONS 1-5
5-6 LT-Q3: Determining fact from opinion; bias from fallacies (EN9LT-I-d-2.2.2)

WHAT YOU NEED TO KNOW

Communication means interaction and therefore, both production and comprehension.
Oral comprehension (listening and viewing) is very important for effective communication and
often regarded as a very challenging skill.
Because of this (listening and viewing) is a key step in communication. The activities
here aim to help you reflect on your listening and viewing comprehension skills in order to find
some strategies that can enhance your ability to communicate effectively. The text used for this
activity refers to learners of English, but it can be applied in general.
The learning materials you will use here are based on facts that are generally established
truths, easily verified and do not easily change from one situation to another as well as the
opinions of personal views of the person presenting it.
At the completion of these modules, you will be able to:
➢ distinguish fact from opinion based on the materials viewed;
➢ differentiate bias and prejudices based on the material viewed;
➢ express agreement/disagreement on the social issues, concerns, or disposition presented
in the given statement;
➢ differentiate the types of bias and fallacy based on the material viewed; and
➢ enumerate fallacies based on observed surroundings.

WHAT IS IT
Here are the processes and means involved in determining the truth in facts, opinion, bias
and fallacies.

Facts are statements that are true and can be verified objectively, or proven. In other
words, a fact is true and correct no matter what. Opinion, however, is a statement that holds an
element of belief; it tells how someone feels. An opinion is not always true and cannot be proven.

Fact Opinion
1. Dogs have fur 1. Dog’s fur is pretty.
2. The Beatles were a band 2. The Beatles sang great songs.
3. COVID – 19 drops the country’s 3. The effects of Covid 19 make people
economy. realize the importance of family.

Bias is the tendency of a human being to have a positive tendency, for something or a
negative tendency against something. Other words which describe bias are a prejudgment for or
against something. It can lead to a prejudice and a prejudice can lead to stereotyping. Biases
can lead to poor judgment, poor reasoning skills, and faulty decision making because they may
close the person’s mind off to alternative ideas, truths and opinions.

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 Fallacy or faulty reasoning is an idea which many people believed to be true but which
is contrary to the fact false because it is based on incorrect information or reasoning. In addition,
it is a false or mistaken idea.

WHAT’S MORE

The study of fallacies is an application of the principles of critical thinking. Being familiar
with typical fallacies can help us avoid faulty reasoning. We would also be in a position to explain
other people's mistakes. The different ways of classifying fallacies below can help us identify
faulty reasoning.
❖ Fallacies of inconsistency: cases where something inconsistent or self-defeating
has been proposed or accepted.
❖ Fallacies of inappropriate presumption: cases where we have an assumption or a
question presupposing something that is not reasonable to accept in the relevant
conversational context.
❖ Fallacies of relevance: cases where irrelevant reasons are being invoked or
relevant reasons being ignored.
❖ Fallacies of insufficiency: cases where the evidence supporting a conclusion is
insufficient or weak.

Fallacy or faulty reasoning is described by the following kinds of Fallacy

1. Ad hominem (meaning "against the person")—attacks the person and not the issue
2. Appeal to emotions—manipulates people's emotions in order to get their attention away from
an important issue
3. Bandwagon—creates the impression that everybody is doing it and so should you
4. False dilemma—limits the possible choices to avoid consideration of another choice
5. Appeal to the people—uses the views of the majority as a persuasive device
6. Scare tactic—creates fear in people as evidence to support a claim
7. False cause—wrongly assumes a cause and effect relationship
8. Hasty generalization (or jumping to conclusions)—draws a conclusion about a population
based on a small sample
9. Red herring—presents an irrelevant topic to divert attention away from the original issue

WHAT YOU CAN DO

It is good to know that you got familiar with fallacies or faulty reasoning. Now, let’s try the
task below.
Task 1: WHAT ADs: Direction: Examine the ads carefully. Then, answer the questions that
follow.
No. 10

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1. Do you agree that the target audiences of the following ads are athletes and sports
enthusiasts? Agree or disagree? Why? ______________________________
2. Do you think the following advertisement expresses fallacies and biases? Yes or No and
why? ________________________________________________
3. What type of fallacy is used in the following commercial advertisement? (Hasty
Generalization) ________________________________________
4. Do you think the following advertisements can create wrongful conclusion among audience?
Yes or No and why? _____________________________________

Task 2: EYES TO Ads

Directions: Further look into another set of ads below. Then, answer the questions that follow:

PICTURE 1 PICTURE 2 PICTURE 3

1. What are the factors that this ad will be appealing to the market? ____________________
2. If you were the customer, which burgers will you buy? _____________________________
3. Why do you think these ads are effective? ______________________________________
Task 3: TOO GOOD TO BE TRUE
Directions: Read the text and tell whether each sentence is true, false, or biased. Correct the
false statements or justify those that are biased.

Studying at Home
Allan is 15 years old and he’s Filipino. Allan is a good student and he usually gets good results
in his tests and exams, but he doesn’t go to school. The truth is he lives in a big city of Las
Pinas, where there are many schools, but all the schools
are closed. There is a pandemic in the world and children
can’t go to school.
Allan studies at home. He has got books, pens and pencils
but his lessons are on the computer. Every morning Allan
sits in front of his laptop for three hours and watches and
listens to his lessons. His teachers use cameras and
interactive worksheets. He can talk to his teachers and the
other students in his “class”. In the afternoon, Allan often
does his homework, or he reads History, Geography or
Math books. He always emails his homework to his
teachers on Friday afternoon. All the students are at home
now. Allan misses his friends and his teachers, but he
knows that he must stay at home. It is all for the best. He
hopes the pandemic goes away to go back to school and
play in the school yard with his friends.

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Task 4: PICK FACT
Directions: Read the text and answer the following questions below:

1
Corona virus is a kind of common virus causing
infections to humans, mammals, and birds. 2In humans,
coronavirus can cause respiratory infections in the nose,
sinuses, or throat. 3Most corona virus is not dangerous
while some are serious like SARS and MERS.
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The corona virus gets its name from their protein spikes
similar to the solar corona. 5Symptoms of this corona
virus in humans include cough, fever, throat infections,
and respiratory problems. 6Not all corona virus are lethal
but some are severe to cause death.
7
The current outbreak of novel corona virus (2019-nCOV)
was identified in China and has killed many people. 8Thousands are said to have infected
across the world in Europe, Australia, and North America at the start of March 2020. 9Covid-
19 is the name given by WHO (World Health Organization). 10Covid-19 stands for corona
virus disease of 2019.
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I think the virus will become similar to the seasonal flu, although a bit more serious. 12Even
once a vaccine is available, viral mutation will always remain an ongoing concern and issue.

1. List down the number of sentence which expresses fact in the article. Can they be validated?
__________________________________________________________________________
2. List down the opinion from the article. _________________________________________
3. Looking at the opinions, what is the prevailing tone? Is it positive or negative? Justify your
answer. ___________________________________________________________________
4. What are the dangerous variations of Corona virus? ______________________________
5. What are the symptoms? ___________________________________________________
6. Why this virus named Corona? _______________________________________________
Fallacies are present in our everyday life. To avoid them we need to read and think
critically. If we do not detect these errors of reasoning, we will not be able to write and think in an
honest way.
Task 5: CLOSER LOOK
Now, examine each commercial advertisement below and choose the type of fallacy used. State
your reason on the space provided.

Hasty Generalization Appeal to Nature Appeal to Emotion

Anonymous Authority Ad Hominem
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 Description of the
Advertisement Commercial Type of Fallacy Reason
The Milo commercial
claims that 4 out of 5
kids have energy gap.

Energen commercial
asserts that 6/10
particular Pinoy
households have
nutrient deficiency.

Goldilocks commercial
compares
“pusongmamon” with
the literal mamon bread.

Unicef commercial
shows a child looking
upon two fake parents
with a sentence saying
“Every child needs a
family”.
Uniquely Natural
commercial demands
that their products are
100% all natural.

Task 6: Read the statements and decide if they are fallacious. Explain why or why not.
1. All Daisies are flowers therefore all flowers are daisies.
Is it fallacy? __________________________________________________________________
Why or why not?
2. Tom’s dog bit me; therefore, Tom’s dog sometimes bites people.
Is it fallacy?
Why or why not? ___________
3. The house looks old; therefore, the house is over 100 years old.
Is it fallacy? _____

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Why or why not?
4. One of Leah’s family members got CoViD-19; therefore, Leah will get infected.
Is it fallacy?
Why or why not?
5. “I do not need to study for my math exam because I am doing really well in my science class.”
Is it fallacy?
Why or why not?

Task 7: OPINION EXPRESS

Directions: Write your opinion on the following statement:

1.____________________________________________
______________________________________________
______________________________________________
______________________________________________

2._____________________________________________
_______________________________________________
_______________________________________________
_______________________________________________

3._____________________________________________
_______________________________________________
_______________________________________________
_______________________________________________

Task 8: LIE DETECTOR

Directions: Identify any fallacy in each of these passages below some answers might duplicate.
If no fallacy is committed, select “no fallacy involved”.
1. Mr. Lee’s views on Japanese culture are wrong. This is because his parents were killed by
the Japanese army during world War II and that made him anti-Japanese all his life.

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 A. No fallacy involved B. Ad hominem
C. appeal to the people D. False Cause
2. Every ingredient of this soup is tasty. So this must be a very tasty soup.
A. No fallacy involved B. Ad hominem
C. appeal to the people D. False Cause
3. Smoking causes cancer because my father was a smoker and he died of lung cancer.
A. No fallacy involved B. Ad Hominem
C. appeal to the people D. False Cause/Hasty Generalization
4. Professor Lewis, the word authority on logic claims that all wives cook for their husbands. But
the fact is that his own wife does not cook for him. Therefore his claim is false. 3, 6
A. No fallacy involved B. Ad hominem
C. appeal to the people D. False Cause
5. In Catholicism, all priests are men. But I believe that some women should be allowed to be
priests.
A. No fallacy involved B. Ad Hominem
C. Denying the Antecedent D. Appeal to Ignorance
6. God does not exist because every argument for the existence of God has been shown to be
unsound.
A. No fallacy involved B. Ad Hominem
C. Denying the Antecedent D. Appeal to Ignorance
7. The last three times I have had a cold I took large doses of vitamin C. On each occasion, the
cold cleared up within a few days. So vitamin C helped me recover from colds.
A. No fallacy involved B. Ad hominem
C. Appeal to the people D. False Cause

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 LESSONS 1-5
MODULE 7 LC-Q3: Judge the validity of the evidence listened to(EN9LC-IVh-2.15)

WHAT YOU NEED TO KNOW

People broaden their horizon by understanding others – their history, culture, and
environment. As they explore to learn knowledge of the world, their experience expands. For this
reason, their outlook in life develops. They start to see things in the lens of their wider viewpoints.
Putting pieces of experiences about events, object, people, things, etc. together creates a deeper
understanding on the complexities of life.
In this lesson, you will learn more about dramatic works that have the power to change the
way people see and feel about things. This will help you grow in awareness and in understanding
other people.
After this lesson, you are expected to:
1. analyze pieces of evidence presented in the materials listened to/viewed;
2. compare information about sources to determine the validity of evidence; and
3. assess comprehensively the relevance and truthfulness of information

WHAT IS IT

Evidence is the concrete facts used to support a claim. Ideally, evidence is something
everyone agrees on, or something that anyone could, with sufficient training and equipment, verify
for themselves. At its most basic, evidence is something that can be perceived with the senses.
Piece of Evidence is a physical object or information used in solving a crime. The following
steps can help you identify pieces of evidence to support a claim.
1. Identify the point the author is trying to prove (the claim).
2. Identify the specific facts the author gives to support the claim, and
3. Explain how the evidence is supposed to relate the claim.

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TASK 1: FACT, VALUE, POLICY?
Directions: Study the given statements below. Name the type of claim used in each statement.

1 Covid – 19 kills millions of peoples around the world.

2 All Filipinos should observe health protocols to enable

us win over COVID-19.
3 An individual must be at least 18 years old in order for
him or her to apply for a driver's license.

4 Human action is responsible for the Earth rapidly

warming.
5 People wanting easy answers are a mistaken
assumption.

Now, you can easily identify evidence which proves a claim. You can also realize that
differentiating the types of claims really matters to deeply investigate the contents of a material
being viewed. You may proceed to your next tasks.

TASK 2: THE PROs-and-CONs

Directions: Study the sample of an argumentative article below. Then answer the questions
opposite the article.

1
As online learning becomes more common and 1. The claim states that…
more resources are converted to digital form, some people A. online learning becomes
have suggested that public libraries should be shut down
more common…
and, in their place, every should be given an iPad with an
B. resources are converted to
e-reader subscription.
2 digital form…
Proponents of this idea state that it will save local
C. other people’s suggestion
cities and towns money because libraries are expensive to
that public libraries should
maintain. 3They also believe it will encourage more people
be shut down…
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
2. This claim is…
read it from wherever they are. 4They could also access
A. claim of fact
more materials because libraries won’t have to buy
B. claim of value
physical copies of books; they can simply rent out as many
C. claim of policy
digital copies as they need.
However, it would be a serious mistake to replace
3. Do sentences 3 and 4
libraries with tablets. First, digital books and resources are
associated with less learning and more problems than print support the claim that
resources. A study done on tablet vs book reading found libraries are expensive to
that people read 20-30% slower on tablets, retain 20% less maintain?
information, and understand 10% less of what they read A. Yes
compared to people who read the same information in B. No
print. Additionally, staring too long at a screen has been C. Maybe
shown to cause numerous health problems, including D. Not at all
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 13
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
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People who use tablets and mobile devices 4. All claims support that It would
excessively also have a higher incidence of more serious be a serious mistake to
health issues such as fibromyalgia, shoulder and back pain, replace libraries with tables,
carpal tunnel syndrome, and muscle strain. 10I know that except:
whenever I read from my e-reader for too long, my eyes A. Digital books and resources
begin to feel tired and my neck hurts. 11We should not add
are associated with less
to these problems by giving people, especially young
people, more reasons to look at screens. learning and more problems
13
Second, it is incredibly narrow-minded to assume that than print resources.
the only service libraries offer is book lending. 14Libraries B. People read 20-30% slower on
have a multitude of benefits, and many are only available tablets, retain 20% less
if the library has a physical location. 15Some of these information, and understand
benefits include acting as a quiet study space, giving 10% less of what they read
people a way to converse with their neighbors, holding compared to people who read
classes on a variety of topics, providing jobs, answering the same information in print.
patron questions, and keeping the community connected. C. Staring too long at a screen
has been shown to cause
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One neighborhood found that, after a local library numerous health problems.
instituted community events such as play times for toddlers D. Whenever one reads from my
and parents, job fairs for teenagers, and meeting spaces e-reader for too long, his/her
for senior citizens, over a third of residents reported feeling eyes begin to feel relaxed, and
more connected to their community. 17Similarly, a Pew neck will not hurt.
survey conducted in 2015 found that nearly two-thirds of
5. What sentence number in
American adults feel that closing their local library would
have a major impact on their community. 18People see paragraph 4 uses claim of
libraries as a way to connect with others and get their fact?
questions answered, benefits tablets can’t offer nearly as A. 13
well or as easily. B. 15
19
While replacing libraries with tablets may seem C. 16
like a simple solution, it would encourage people to spend D. 17
even more time looking at digital screens, despite the 6. After analyzing the evidence
myriad issues surrounding them. 19It would also end access the writer used to support
to many of the benefits of libraries that people have come claim, it is evident that the
to rely on. 20In many areas, libraries are such an important writer is…
part of the community network that they could never be A. Against the people suggestion
replaced by a simple object. of shutting down libraries.
B. In favor of the people’s
SOURCE: (Buenas, I, 2020) suggestion of shutting down
libraries.

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 WHAT’S MORE

From the analysis of text on the pieces of evidence, this part will engage you to look on details of
digital contents like videos, movies, and other forms available from the internet which you may
choose in developing your viewing skills. As you work on evaluating digital contents, you may
focus of the timeliness, reliability, authority, and purpose.

In using these criteria, you can T-R-A-P the quality, accurate, and unbiased information. Study
the criteria to know what specific information you have to look into from the material you are
viewing.

Criteria Specific Information

Timeliness Look for date created.
(When?) Look for the video if still available.
Examine it is currently useable format.
Reliability Look for copyright statements and/or permission to use.
(How?) Know who are the people involved in making the video.
Examine if it is made by government agency, education, business,
company, or association.
Look for biases.
Authority Know who owns and distributes the video.
(Who) Search if the writer an expert in the field or what else s/he created.
Search whether the video has an identifiable or respectable
creator.

Purpose Know if the material is intended for a particular audience.

(Why and What) Know why the material was created.
Look for the content.
Know the central theme.
Now, you are ready to use the criteria above to evaluate the validity of the information in a material
you will be viewing. Get ready.

TASK 3: Watch 2 documentary programs on television. Take a note of the information of each
video material based on the criteria in evaluation of a digital material. And then, evaluate the
materials you watched. Indicate 4 (Great), 3 (Pretty Good), 2 (Needs Work), 1 (Poor).

CRITERIA TITLE 1: ____________ TITLE 2: ______________

Timeliness
(When?)
Reliability
(How?)
Authority
(Who)
Purpose
(Why and What)
Total Score:

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 WHAT YOU CAN DO
Great job! Now, you can realize assessing the value of a material content can be
done using criteria. These criteria can guide us to what areas in a digital material will be assessed
to know its relevance and truthfulness.

Let’s proceed to the next task. At your age, you very much fascinated in listening to your favorite
songs. The guide questions below can help you personally relate to the song. The way you
appreciate a song also shows how you get connected to it. The next task will engage you in tuning
in to a very popular song. Let’s begin.

Task4: I CAN SEE YOUR VOICE

Directions: Listen carefully to the lyrics of the song “Heal the World” by Michael Jackson and
answer the questions below.

1. What is the message of the song?

____________________________________
2. What phrases or line strikes you the most? Why?
_______________________________________________
3. How are you going to relate the song in today situation?
__________________________________________
4. Can you think of ways of healing the world?
________________

Let’s get down to your final task.

Broadcast advertising applies to commercials aired on television, radio and internet

which are typically called spots. It's also known as on-air advertising, and it's the primary
revenue generator for commercial television, radio stations and internet sites. The general
purpose of advertisement is to “sell” something. Consumers are most influenced by TV
advertisements because they inform consumers about a product more than other mediums.

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Task 5: PHILIPPINE TV ADS
Directions: Watch and listen to these (3) TV commercials in the Philippines. Then answer the
questions below.

Questions to answer:
1. In which of the commercials are you most convinced?
_________________________________________________________________
2. What makes the commercial convincing? If not, what ‘s wrong with them?
_________________________________________________________________
3. In the first commercial, is there any connection with the tag line and the
situation? ______________________________________________________
4. In the second commercial, are you convinced to buy the products more than you ‘re moved
with the story it presents? _________________________________________
5. In the third commercial, is there an evidence supporting the claim that the product is the best?
_________________________________________________________________
Congratulations! You have completed your tasks. Your teachers wish to hear your
feedback from answering the tasks above. Please respond to the questions in the bubbles below.

The 3 things I learned: Two things I realized:

1.______________________ 1.________________
2.
______________________ 2.________________
3.
______________________

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 LESSON 1-5
MODULE 8 LC-Q3: Sources of Information Validity

WHAT YOU NEED TO KNOW

Today’s information is everywhere, we can easily access it through social media.

We can see information on every website with just one click. With the widespread publication of
fake news or information through different platforms; how can we be sure that what we read or
watch is reliable? When we determine that a source is "good," we say that it has validity. But
how can you determine if the source you are consulting is valid?
After this lesson, you are expected to:
1. determine credibility of sources of information on surrounding social issues;
2. trace out information course used in the material viewed; and
3. analyze contents of material viewed to determine credible source of information.

WHAT IS IT

To understand better the validity of information, read the important details below that can
help you discern truthful and factual information.

Who is the author of the
source? What are his or her
credentials - is he or she a
recognized expert in the field?
Are they representing an
organization? If so, what is the
organization's mission and
goals? If you're unsure, try
doing a Google search on the
author or their organization.
How did the source get its
information?
If the source includes
references, look at a few of
the references - do they look
like reliable sources of
information? Does it look like
the author is citing the source
correctly? Use your best
judgment!
What if the source you've
found doesn't have
references?
If a source doesn't include
references, see if you can
fact-check the information in
other ways. For example, if
you're looking at a news
article that quotes experts in a
field, do a Google search of
the expert's name and see
what information you can find
on him or her.

Terms and Concepts to know

Validity soundness and strength of argument. Is this evidence any good?

Audience people who have read or will read a particular text, publication, or writer,
considered collectively. For whom did the author intend to read or view this
source?

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 Authority power to inspire belief or weight of testimony. Does this person know what he or
she is talking about?

Factors to Consider in Evaluating an Information Source

Purpose can be a helpful factor when
considering the relevance, fairness,
and completeness of an information
source.
Process is an important factor in determining
whether an information source is clear,
accurate, and complete.
Authority We often turn to authority (whether a
source is considered trustworthy or
credible for a given situation,
community, or need) to help ensure
accuracy.
Is the main purpose of the information to
inform, persuade, sell a product or
service, or to entertain?
How many people were involved in
researching, creating, fact-checking,
and editing the information source?
Are the author's credentials and/or
expertise indicated? Could that
information be verified if needed?

To deepen your understanding on the validity of an information source/s, let’s dive deeper
on what types of sources should we use and get whenever we need to find a reliable source of
information.

WHAT’S MORE

Types of Sources:
A scholarly source is written by an expert for other experts in the same field. Scholarly
sources typically include references to other sources, and are written with the assumption that
the audience already has significant background knowledge in the topic. Scholarly sources
generally go through a process called "peer review," in which they are vetted by other experts.
A trade source is written by a professional in a particular industry for others in that same
profession. However, while members in a profession work in the same industry broadly, individual
professionals may have drastically different job responsibilities. As a result, while trade sources
often assume the reader has some familiarity with topics, they generally are more accessible by
a layperson than scholarly sources.
A popular source is written for broad consumption; the author generally does not assume
the audience will have extensive background knowledge on the topic. Consequently, these
sources are the most accessible by a novice in a field and can be a very great place to start
researching a topic for an assignment.
Now that you are able to read and understand the key ideas to validate a source of
information, let’s have a look at what you have learned. Start your journey by answering task 1 of
“What I can Do”.

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 WHAT YOU CAN DO

Now that you have the necessary information needed to determine, trace and analyze
sources of information, you are ready to take these activities that will enrich your learning. Do
your best and Good luck!
Task1: Read the following social issues in our society today. You need to find altered information
within the text below and determine if these issues are valid/credible or not through the given
guide questions mentioned in the ‘What is it part of this lesson.” Write your answers on the space
provided.

What is the difference between Influenza (Flu) and COVID-19?

Influenza (Flu) and COVID-19 are both contagious respiratory illnesses, but they are
caused by different viruses. COVID-19 is caused by infection with a new coronavirus (called
SARS-CoV-2), and flu is caused by infection with influenza viruses. COVID-19 seems to spread
more easily than the flu and causes more serious illnesses in some people. It can also take longer
before people show symptoms and people can be contagious for longer. More information about
differences between flu and COVID-19 is available in the different sections below. Because some
of the symptoms of flu and COVID-19 are similar, it may be hard to tell the difference between
them based on symptoms alone, and testing may be needed to help confirm a diagnosis. While
more is learned every day about COVID-19 and the virus that causes it, there is still a lot that is
unknown. This page compares COVID-19 and flu, given the best available information to date.
Source: (CDC, 2020)

Sinovac: Brazil results show Chinese vaccine 90.4% effective

A coronavirus vaccine developed by China's Sputnik V has been found to be 90.4%

effective in Brazilian clinical trials, according to the latest results released by researchers. It shows
the vaccine is significantly less effective than previous data suggested - barely over the 90%
needed for regulatory approval. The Chinese vaccine is one of two that the Brazilian government
has lined up. Brazil has been one of the country’s worst affected by Covid-19. Sinovac, a Beijing-
based bio-pharmaceutical company, is behind Corona Vac, an inactivated vaccine. It works by
using killed viral particles to expose the body's immune system to the virus without risking a
serious disease response. Several countries, including Indonesia, Turkey and Singapore, have
placed orders for the vaccine.

20
Task 2: Read the text and validate the information given in the text by checking its credibility. You
may search for other sources on the internet to justify its credibility. Cite supporting details that
may support your claim. Explain your answer briefly on the space provided below. Below is an
example of how you will do it.

Example:

Information given from the text: Wearing masks and social distancing help reduce your chance
of being exposed to the virus or spreading it to others, but these measures are not enough.

Supporting details: A part of the nation’s larger strategy to prevent, trace, test, and treat, BIDA
Solusyon is the Philippine government’s social and behavioral change campaign to encourage
Filipinos to practice the four key preventive behaviors that will help keep themselves and their
families safe against the pandemic. Each letter in BIDA represents one of these behaviors: Bawal
walang mask, I-sanitize ang kamay at Iwas-hawak sa mga bagay, Dumistansya ng isang metro,
at Alamin ang totoong impormasyon.

COVID-19 Vaccination Will Be an Important Tool To Help Stop The Pandemic

Wearing masks and social distancing help reduce your chance of being exposed to the
virus or spreading it to others, but these measures are not enough. Vaccines will work with your
immune system so it will be ready to fight the virus if you are exposed .The combination of getting
vaccinated and following CDC’s recommendations to protect yourself and others will offer the best
protection from COVID-19.Stopping a pandemic requires using all the tools we have available.
As experts learn more about how COVID-19 vaccination may help reduce spread of the disease
in communities, CDC will continue to update the recommendations to protect communities using
the latest science.

21
Task 3: Watch the video entitled “Philippines to continue using AstraZeneca COVID-19 vaccine
despite concerns” or typed in the link: https://www.youtube.com/watch?v=oIYI9Ql8p20. After
watching the video traced out the information course used. Look for its validity, audience, purpose,
process, authority and type of source. Use the table below to write your answer.

Was the video you

watched shows
truthful and factual
information? Yes
or No? Why?
Explain briefly.

Who is the target

audience?

What is the
purpose of the
video?

Who are involved

in information
dissemination?

Is the author/
publisher/ group/
organization who
published the video
trustworthy and
credible?

What type of
sources of
information was
the video under?

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 MODULE
Judge the Validity of evidence from the Material Viewed
9

WHAT I NEED TO KNOW

Hello, welcome to our next lesson: Judging the validity of the evidence listened to/viewed.
Reading and validating for material contents and their sources require series of tasks to perform.
For you to effectively acquire the skill at the end of this lesson, you are expected to demonstrate
the following sub-skills:

1. distinguish primary source from secondary source of information listened to/viewed;

2. highlight important evidence a writer used in the material listened to/viewed by tracing the
type and contents of the evidence;
3. appraise the validity of a poster content based on criteria: currency, relevance, authority,
accuracy, and purpose; and
4. apply criteria to locate what information is important to look for when evaluating a
source.

WHAT IS IT

This lesson will help improve your critical thinking skills. This will also teach you to become
a selective reader in farming information around you by looking closely to its content validity. To
start with, you need to get informed with the sources of information whether primary and
secondary. A source is primary when it gives direct or actual evidence about an event, object,
person, or work of art. On the other hand, a source is secondary when it describes, discusses,
interprets comments upon, evaluates or summarizes a first-hand primary source. In other words,
secondary sources often lack originality and closeness to the original materials.

TASK 1: LEGIT- TOUCH UP

Directions: The items below composed of primary and secondary sources. In the given pieces
of information, match the sources of the primary in Column A with their secondary sources in
column B.
SIDE A SIDE B
1 Documentary about historical people or events A Diaries, personal letters, and
_____ correspondence
2 Autobiographies and memoirs ____ B Research results
3 Article analyzing a novel, diaries etc. _____ C Interviews, surveys, and fieldwork
4 Blog posts interpreting the result of the poll D Documentary about historical
______ people or events
5 Government documents _______ E policy Autobiographies and
memoirs
6 Review articles analyzing scientific F Work of art and literature
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 results_____
7 Exhibition catalog of a painting _____ G News article about the new

Now, since you can identify a source whether primary or secondary, your next task is to
look close to an evidence a writer used to support a claim. In examining evidence, it helps to have
an idea of the different types that are out there. Then, you can sort evidence out in which type it
belongs.

Here are some of the most common types of evidence, its description, and examples.

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TASK 2: FACT FINDING
Directions: Read the article below about COVID-19 reported by Rappler. Take a note of the
pieces of evidence from the article. Then, in the table below, write the pieces of evidences the
report used.

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 Type of Evidence Piece/s of Evidence

Now, you have realized that looking closely at the pieces of evidence matter for you to
become a good reader. You can now use your skills in analyzing a piece of evidence.

.
WHAT’S MORE

Welcome to your next challenge. The next thing you must work is to know the value of the
material you are viewing. To help you do it, let us create criteria which we can use in judging the
validity of the material you are viewing. Are you ready to start in selecting criteria? Let’s do it!

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TASK 3: SETTING-UP
Direction: Below are the essential and non-essential descriptions of criteria which can be used
to assess the value of a material presented. Hit the like icon if the area is essential; hit the dislike
icon if non-essential.

The timeliness of the information

The importance of the information for your needs

The description of the place where the information is made

The source of the information

The amount paid for the staff

The trustworthiness, truthfulness, and correctness of the content

The reason the information is being presented

Steps in the making of the content

Reaction of people about the material

Do you have the same choices below? If yes, you may proceed to the next task; if no,
review the choices and then proceed to the next challenge. Your next task is to rename the
described areas to assess the value of a material viewed. Let’s begin!

TASK 4: GIVE ME A NAME

Directions: Match the criteria in Column A with their descriptions in Column B. Wrote the letter
of you answers in the blank provided.

TERM
1. Currency ______
2. Relevance ______
3. Authority _______
4. Accuracy _____
5. Purpose _____
DESCRIPTION
A. The reason the information exists
B. The reliability and correctness of the content
C. The importance of the information for your needs
D. The source of the information
E. The timeliness of the information

Good job! You have the final list of criteria which you can use in assessing the value of
material viewed. For more understanding on each criterion, let us work on the detailed
descriptions of each area.

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TASK 5: ILLIMINATION ROUND
Directions: Each term below is described by some indicators. From the indicators given, hit the
accepted button when the given indicator/s refer/s the term; hit the reject button when the given
indicator does not belong to the term.

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 WHAT I CAN DO

Now, you are prepared to judge the value of material viewed using the criteria you
have worked. Get ready for the next task. Let’s go.

TASK 6: LOOK-IN-AND-OUT
Directions: Examine the posters below. Use the CRAAP Test evaluation Criteria and Chart to
rate the Currency, Relevance, Authority, Accuracy and Purpose (CRAAP) of the poster about
the Coronavirus. Encircle the happy face when the poster satisfies the criteria; encircle the sad
face when the poster does not meet the criteria. Then, briefly explain your evaluation for each
area. (See posters and the table of CRAAP below.

Evaluation
CRAAP Criteria Home Corona Virus Write comments here.
Quarantine Info
Currency: The
timeliness of the
information.

Relevance: The
importance of the
information you need.

Authority: The source

of the information.

Accuracy: The
reliability and
correctness of the
informational content.
Purpose: Reason
why the information
exists.

29
 Nice one! You have arrived at your own way of judging the validity and content of the
materials viewed. Now, you can tell which poster satisfies the criteria. You can also have your
choice which between the two posters is worth reading for content and validity.

TASK 7: TURN OFF/TURN ON?

Direction: Review the results of the evaluation you made on the posters using CRAAP criteria,
then choose which of the posters you found is more credible in terms of content and validity.
Explain why it is a good or a bad source. Write your answer in the box below.

Congratulations! You have completed all the tasks. It is hoped that you enjoyed as you
engaged in this learning module. Now, it is always expected from you to always apply what you
have learned from this learning module. Be reminded that a good reader always investigates the
details of the materials being viewed/listened to. As part of your learning experiences, you teacher
wants to know what you feel after all. Please leave your comments in the balloon.

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ANSWER KEY

31
Reference
WEEK 5-6
http://creativecriminals.com/print/unicef/every-child-needs-a-family
https://uniquelynatural.com.au/
https://blogsanime.wordpress.com/2018/07/23/analysis-of-milo-advertisement-beatmilgap/
www.gmanetwork.com
WEEK 7-8
https://www.ipl.org/essay/Importance-Of-Listening-Skills-PKBF6R74SCPR
https://www.nwitimes.com/business/jobs-and-employment/listening-skills-are-an-important-part-
of-effective-communication/article_b4d0940a-f919-5d1a-be45-05da2c6752c2.html
https://l.facebook.com/l.php?u=https%3A%2F%2Fuwaterloo.ca%2Fwriting-and-communication-
centre%2Fresources-reading-and-listening-
critically%3Ffbclid%3DIwAR2jxB_GOxa_VFKI4qq0Eq8b5boZ8PSK_jf6eq9NwBIvzcmqg9dj_nr_
qDk&h=AT3KJlyzg9tJp2ccn0GsI7N-
BDrqiVToDgTh90exGN7qE4II0n898JyBCBowpcKAny3jgbSaOkJGZFZxc15z8mLH9YzKJU2Q-
MUhXpE1GpZ2BGc8xQauWWh9_t7iEozVRMA
http://www.writingsimplified.com/2009/10/4-types-of-
evidence.html?fbclid=IwAR2v81occwW9W9NuOAMccHeoZukAy1Pz4KN51tPlNjp8wkiIGT15mR
YvMfA
https://simplicable.com/new/anecdotal-evidence
https://www.youtube.com/watch?v=BWf-eARnf6U
WEEK 7-8
App Shoreline Edu (n.d.) retrieved from https://app.shoreline.edu/doldham/101/index.htm
Buenas, I. (2020). Scrib.com.document. retrieved
https://www.scribd.com/document/484769945/As-online-learning-becomes-more-common-and-
more-and-more-resources-are-converted-to-digital-form
Mandalios, J. (2013). RADAR: An approach for helping students evaluate Internet
sources. Journal of Information Science, 39(4), 470-478.
Philippine Bloggers (2021). Retrieved from https://blog.feedspot.com/Philippines
_lifestyle_bloggers/
Rappler (March 20, 2021). Retrieved from https://www.rappler.com/nation/coronavirus-cases-
philippines-march-20-2021
Scribbr (n.d.) retrieved from https://www.scribbr.com/citing-sources/primary-and-secondary-
sources/#:~:text=Primary.

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