Professional Documents
Culture Documents
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF QUEZON PROVINCE
CABAY NATIONAL HIGH SCHOOL
Tiaong, Quezon
I. OBJECTIVES
A. Content Standard The learner understands the principles and uses of a position paper.
B. Performance The learner presents a convincing position paper based on properly cited factual evidence.
Standard
The class will be grouped into four groups. Each group will
Indicator 1
brainstorm their thoughts on the topic and will associate any Modeled effective
word/s that will confirm your stand on the issue, write your answer applications of content
in the metacards. knowledge within and
across curriculum
Pro1 through cheering teaching areas.
Pro2 through rapping
(Integrative
Anti1 through singing Learning)
Anti2 through poem reading
(The presentation of outputs will them follow. The teacher will
facilitate the presentation of the outputs of the students. Then,
the teacher will process the answers.)
Indicator 2
MOTIVATION Developed and applied
effective teaching
Task 2: Family Feud strategies to promote
critical and creative
Students will be arranged into two groups and they need to play “Family thinking, as well as
Feud: there will be questions and they need to give answers with other higher-order
corresponding ppoints. thinking skills.
(Inquiry Based
B. DEVELOPMENT The group who got more scores will win. Learning)
Topic: What are the most common issues here in the Philippines?
Position Paper
Position paper is an essay that presents an opinion about an issue,
typically that of the author or another specified entity; such as a
political party. Position papers are published in academia, in politics, in
law and other domains. Like a debate, a position paper presents one
side of an arguable opinion about an issue. The goal of a position paper
is to convince the audience that your opinion is valid and defensible.
Ideas that you are considering need to be carefully examined in
choosing a topic, developing your argument, and organizing your paper.
It is very important to ensure that you are addressing all sides of the
issue and presenting it in a manner that is easy for your audience to
understand. Your job is to take one side of the argument and
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF QUEZON PROVINCE
CABAY NATIONAL HIGH SCHOOL
Tiaong, Quezon
INDIVIDUAL ACTIVITY
Myth 6: Women Talk Too Much In the myth, “Women Talk Too Much,” Janet
Holmes discusses the misconception that women talk more than men. Throughout
the myth she proves that this overused statement is false. She finds that the
environment, and different situations are what women’s discussions depend on,
and ironically men tend to dominate them. Holmes discusses numerous studies
that measured the amount of talking used by men and women in different
contexts. The first study, which she called the “New Zealand Study,” found that
men dominated talking time. This generally starts when children are attending
elementary school (formal contexts). They found that two-thirds of the classroom
discussion is taken by teachers and the rest is taken over by male students. The
explanation for these findings is that males are more concerned than females
about earning status and power. So they feel that by, “participating and verbally
contributing,” will help to gain more status in formal contexts. Formal contexts
meaning public situations (i.e. business meetings, seminars, committee meetings,
etc.) The study also found that men tend to dominate discussions by patronizing
women. For example, in this chapter they give a scenario of a work meeting. In
the meeting the woman discusses an issue and is interrupted by a male colleague.
He interrupts by saying, “I think what Anne is trying to say Roger is….” By
interrupting, he’s putting across a message that he knows better (a way of trying
to achieve higher status), and ends her part in the discussion. (p.43) Therefore, in
formal contexts women often don’t participate in discussions. Private contexts are
those situations that involve, “developing and reinforcing friendships and
intimate relationships.” They aren’t so much about improving status. Women feel
more comfortable talking in this context because it mainly because it’s purpose is
to develop or maintain a social relationship such as friendships, or family ties.
However, studies found that the amount of men and women talking in private
contexts wasn’t much different from other contexts. Women are more agreeable
and encourage contribution from others. Whereas men are more informative and
referential. (p.45) Holmes then went on to discuss social confidence. Social
confidence is when you have a great deal of knowledge on a subject, making you
more likely to contribute to a discussion. One of the studies took two groups,
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF QUEZON PROVINCE
CABAY NATIONAL HIGH SCHOOL
Tiaong, Quezon
both having a mix of men and women, and gave one group (the experts) extra
information on a topic that would be discussed. They found that when the topic
was discussed, the group that was given the information participated more than
the other group. Therefore, gender didn’t make a difference it was the familiarity
or expertise in the discussion that gave them confidence to talk. Lastly, another
study conducted monitored the discussion of spouses. It found that men once
again dominated the discussions. Furthermore, they found that if the women were
involved or associated with a feminist organization, the tables were turned and
the women would talk more. The chapter showed that women aren’t necessarily
the ones to take charge of discussions. Instead men are seen taking part and
overtaking discussions to gain status and power. Women are more likely to talk
when they are in the majority, and with family and friends. They also are more
inclined to participate in discussions if they are invited by others, or when they
have expertise on the topic making them socially confident. In summation,
discussions aren’t necessarily taken over by women. It all depends on where the
discussion is taking place, who it is taking place with, and to what degree the
individuals have expertise on the topic of discussion.
Write the proposition on two faces that the students must create with the foldable
figure of men and women, students should write their evidences on who talk
more men or women and right their discussions on each face creatively ceated by
the student.
Indicator 5
Exhibited effective
practices to foster
learning
environments that
promote fairness,
respect and care to
encourage learning.
(Experiential
Learning)
Indicator 3
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF QUEZON PROVINCE
CABAY NATIONAL HIGH SCHOOL
Tiaong, Quezon
a. claims c. topic
b. thesis statement d. background information
4. How many claims or arguments are necessary or ideal
in defending a stand on an issue?
a. two b. three c. four d. one
5. This is the last part of a position paper that includes
the restatement of the thesis statement, arguments and
plan of action.
a. body b. introduction c. conclusion d. claims
6. Each claim or argument of the writer should be
supported with clear facts or evidence.
a. true b. false c. never d. all of the above
7. These are the claims of the opposite side or those who
disagrees with the author’s/ person’s stand on the issue.
a. claims b. opinions c. counterclaims d. arguments
8. Before writing a position paper, is it necessary to
check if the issue is real?
a. true b. false c. never d. all of the above
9. What other term can be used to refer to a position
paper?
a. manifesto b. essay c. concept paper d. research
10. Which among the choices can be a source of
evidence to strengthen one’s claims?
a. statistics c. researches
b. journals d. all of the above
V. Reflection Ask learners about his thoughts on this financial planning quotes (Reflective
Learning)
PREPARED BY:
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF QUEZON PROVINCE
CABAY NATIONAL HIGH SCHOOL
Tiaong, Quezon
SHIRLEY S. VILLA
HEAD TEACHER I
NOTED: