Masbate National Comprehensive Grade

MODIFIED School 11
High School (MNCHS) Level
LESSON PLAN/
DLL
Learnin
Teacher MARRAH FE M. TENORIO Reading and Writing
g Area
Duration: 1 HOUR AND 15 MINS.

Total No. of No. of students: Date and February 29, 2024 3rd Quarter
Students: Quarter
Time 9:30-10:30 AM (2nd Semester)

I. OBJECTIVES
A. Content Standards The learners understands the relationship of a written text and the context in
which it was developed.

B. Performance Standards
C. Learning
Competency/Objectives
Write the LC Code for each.
The learners shall be able to write a 1000-word critique of a selected text on the
basis of its claim/s, context, and properties as a written material.
The learner identifies claims explicitly or implicitly made in a written text.
EN11/12RWS-IIIij-6
a. Claim of fact EN11/12RWS-IIIij-6.1
b. Claim of policy EN11/12RWS-IIIij-6.2
c. Claim of value EN11/12RWS-IIIij-6.3

Specific Objectives:
 Identify the importance of claims in communication.
 Compare and contrast the three types of claims.
 Construct meaningful claims about a relevant issue.

Integration/s:
Nagagamit ang cohesive device sa pagsulat ng sariling halimbawang teksto.
F11WG – IIIc – 90

Demonstrates ethical use of information MIL11/12IL-IIIc-9

II. CONTENT TYPES OF CLAIMS

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
Pages
3. Textbook pages Creative Writing Quexbook

4. Additional Materials
from Learning
Resource (LR) Portal
B. Other learning Laptop, projector, PPT as visual aid, internet, speaker, audio file, teacher-made
resources. visual, marker and whiteboard
IV. PROCEDURES
A. Reviewing the Greetings
previous lesson or Prayer (Interfaith/Optional)
Checking of attendance
presenting new lesson
Other instructions

Activity: FACT OR BLUFF

Instruction/s: The class will be divided to four groups. Statements shall be
presented to the class and the group will identify if it is fact or truthful, and bluff
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 if it's not factual.
1. The Philippines is the number one producer of coconut. Fact
2. The third largest English speaking country in the world is the Philippines.
Fact
3. The largest lake in the Philippines is Taal Lake. Bluff
4. Lebanon is the only country in the Middle East in which there is no
dessert. Fact
5. Red pepper is the most popular spice in the world. Bluff

B. Establishing a
purpose for the Anna and Jane are good friends. Ana join the TVL Club, and she also wanted Jane
to join. She tried to persuade Jane by giving the different advantages of joining the
lesson
said club.

 Have you ever experience to be persuaded by someone?

 What are the things you consider before believing them?
 What do you call a statement that persuades, and convinces readers?

In other words, claim persuades, argues, convinces, proves or provocatively

suggests something to a reader who may or may not initially agree with you.

3 Types of Claim, these are called propositions of fact, value and policy in your
text.
1. Claim of FACT – asserts that the condition has existed, exists or will
exist. These are statements that report, describe, predict or make casual
claims.
e.g..

The ozone
layer is
becoming
depleted.

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 Increasing
population
threatens the
environment.

Men need
women to
civilize them
a. The ozone layer is becoming depleted
b. Increasing population threatens the environment.
c. Men need women to civilize them.
d. Students grades are definite measure of their achievement.
e. Lie-detector tests are always accurate.

*Note that all these claims are statements of fact, but not everyone would
agree with them. They are all controversial. The facts in these claims need
to be proved as either absolutely or probably true in order to be acceptable
to an audience.

Questions to remember in the claim of fact.

Did it happen? Does it exist? Is it true? Is it a fact?

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 A claim of fact is basically a claim which can be proven by figures and
facts. Claims of fact must recognize the difference between facts and
inferences. They must rely upon reliable authorities or they are worthless.
To be valid, claims of facts must include sufficient and appropriate data.

Defending a claim of fact

Be sure that the claim is clearly stated.
Define terms that may be controversial or ambiguous.
Make sure that your evidence is sufficient, accurate, recent, typical,
and comes from reliable authorities.
Make clear when conclusions are inferences or interpretations, not
facts.
Arrange your evidence in order to emphasize what is most
important.

2. Claim of VALUE – Makes a judgment; expresses approval or disapproval

about something; attempts to show that something is wrong or right,
moral/immoral, beautiful or ugly. These are statements that advance
judgments about morality, beauty, merit or wisdom.
e.g.
a. Viewing television is a wasteful activity.
b. Computers are valuable addition to modern society.
c. Science fiction novels are more interesting to read than romance novels.

Questions to remember in the claim of value.

Is it good or bad? How bad/good? Of what worth is it? Is it moral or
immoral? Who thinks so? What do those people value? What values or
criteria should I use to determine its goodness or badness.

Sororities and fraternities are the best extracurricular organizations for

college students to join.

Claims of value, as their name implies, aim at establishing whether the

item being discussed is either good or bad, valuable or not valuable,
desirable or not desirable. It is often necessary to establish criteria for
goodness or badness in these arguments and then to apply them to the
subject to show why something should be regarded as either good or bad.

*Note that the claim of value assert a writer’s sense of values, sense of
right and wrong, good and bad, just and unjust, the beautiful and ugly.
Value claims make judgments, and like all claims, readers need to
evaluate the evidence and assumptions supporting such claims. Value
claims try to prove that some idea, action or condition is good or bad,
right or wrong, worthwhile or worthless.

3. Claim of POLICY – argues that something should or should not be done,

believed, banned; argues for a course of action. These are statements that
urge that an action be taken or discounted. Note that a claim of policy
often describes a problem and then suggests ways to solve it.
e.g.
a. Every person in our country should have access to health care.
b. The death penalty should be implemented again.
c The age at which people can get a driver’s license must be raised to 18.

Questions to remember in the claim of policy.

What should we do about it? How should we act? What should our future
policy be? How can we solve this problem? What concrete course of action
should we pursue to solve the problem?

All new students should attend orientation.

All students who graduate should participate in graduation ceremonies.
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C. Presenting So, now that we've explored the various types of claims and their significance in
examples/instances our discussion, let's delve into how we can seamlessly connect these ideas
together. This is where transitional devices come into play. They act as the glue
of the new lesson
that binds our arguments and thoughts, guiding our audience smoothly from one
point to the next. Think of them as the bridges between our claims, helping us
maintain coherence and clarity throughout our discourse.

Transitional devices are words or phrases that help carry a thought from one
sentence to another, from one idea to another, or from one paragraph to another.
And finally, transitional devices link sentences and paragraphs together smoothly
so that there are no abrupt jumps or breaks between ideas.
To Add: To Compare:
and, again, and then, besides, equally whereas, but, yet, on the other hand,
important, finally, further, however, nevertheless, on the
furthermore, nor, too, next, lastly, contrary, by comparison, where,
what's more, moreover, in addition, compared to, up against, balanced
first (second, etc.) against, vis a vis, but, although,
conversely, meanwhile, after all, in
contrast, although this may be true
To Prove: To Show Exception:
because, for, since, for the same yet, still, however, nevertheless, in
reason, obviously, evidently, spite of, despite, of course, once in a
furthermore, moreover, besides, while, sometimes
indeed, in fact, in addition, in any
case, that is
To Show Time: To Repeat:
immediately, thereafter, soon, after a in brief, as I have said, as I have
few hours, finally, then, later, noted, as has been noted
previously, formerly, first (second,
etc.), next, and then
To Emphasize: To Show Sequence:
definitely, extremely, obviously, in first, second, third, and so forth. A, B,
fact, indeed, in any case, absolutely, C, and so forth. next, then, following
positively, naturally, surprisingly, this, at this time, now, at this point,
always, forever, perennially, eternally, after, afterward, subsequently, finally,
never, emphatically, unquestionably, consequently, previously, before this,
without a doubt, certainly, simultaneously, concurrently, thus,
undeniably, without reservation therefore, hence, next, and then, soon

To Give an Example: To Summarize or Conclude:

for example, for instance, in this case,
in another case, on this occasion, in
this situation, take the case of, to
demonstrate, to illustrate, as an
illustration, to illustrate
in brief, on the whole, summing up, to
conclude, in conclusion, as I have
shown, as I have said, hence,
therefore, accordingly, thus, as a
result, consequently, on the whole

D. Discussing new Students will try to answer this through recitation.

concepts and 1. Teachers should be given an increase in their salary. Claim of Policy
2. The hunting of animals is a barbaric practice. Claim of Value
practicing new skills
3. Global warming is a threat to people living here on Earth. Claim of Fact
#1 4. It is immoral to participate in non-violent strikes in the streets. Claim of
Value
5. The age at which people can get a driver’s license must be raised to 21.
Claim of Policy
6. Increasing population threatens the environment. Claim of Fact
E. Discussing new Directions: Identify each statement below, taken from the previous text, as a
concepts and claim of fact, value, or policy.
1. National strength can only be built on character. Claim of Value
practicing new skills
2. The Filipinos of the pat became strong – willed, earnest and adventurous
#2 by necessity: they had to brave the seas, clear the forest and erect towns
and cities upon the wilderness in order to establish communities. Claim
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 of Policy
3. To insure the accomplishment of the task of national spiritual
reconstruction, we shall formulate and adopt a social code that can be
explained in the schools, preached from the pulpits, and taught in the
streets and plazas, and in the remotest corners of our land. Claim of
Value
4. Teachers are in the position to inculcate this social code in the youth
because they are in the most contact with them during their formative
years at school. Claim of Fact
5. LTFRB should be given the public an advance notice about their fare hike.
Claim of Policy
6. Donald Trump is awesome. Claim of Value
7. Hilary Clinton would have made a better president than Donald Trump.
Claim of Value
8. Instagram is own by Facebook. Claim of fact
9. Ferdinand Marcos Jr. the President of the Philippines. Claim of fact
10. I made a sandwich. Claim of Fact
F. Developing mastery 1. Which type of claim answers the questions “did it happen” or “does it
(Leads to Formative exist?” fact
2. Which type of claim is subjective? value
Assessment)
3. Which type of claim says something may or may not be true in the future?
4. Which type of claim answers the question “how could we solve this
problem?”
5. The signal words “should”, “ought to” “must” are usually associated with
which type of a claim
6. Vaping can lead to increased blood pressure, lung disease, and insulin
resistance. fact
7. The basic keys to success are perseverance and discipline. value
8. Studies have shown that exposure to violent media is a risk factor for
violent behaviors. fact
9. The Career Support Network is an excellent resource for people who are
considering a mid-life career change. value
10. In order to insure that graduates are competitive for top jobs in their
fields, the college must put additional resources into its career services
office and internship programs. policy
11. Although the International Astronomical Union announced that Pluto is
not actually a planet, experts disagree on what characteristics define a
planet. fact
12. Increased investments in solar power will benefit national security by
reducing dependence on fossil fuels. policy
13. Parents should not only be aware of how their children are using social
media, but also understand the potential positive and negative impacts of
social media use. policy
14. Advances in computer modeling have made it possible to create
completely new types of architectural structures. fact

G. Finding practical Understanding the different types of claims and their practical applications in
applications of daily life can help individuals navigate various situations effectively. Here are
some practical applications of the different types of claims:
concepts and skills
in daily living 1. Fact Claims
 Research and Information: when researching a topic online, fact-checking
news articles, or verifying product specifications before making a
purchase.
 Problem-Solving: where individuals need accurate information to identify
and address issues effectively. For example, in troubleshooting technical
problems with electronic devices, individuals rely on factual information
to diagnose and fix the issue.

2. Value Claims:
 Decision-Making: In daily life, individuals encounter value claims when
making decisions about what to prioritize, support, or invest in. For
instance, when choosing a career path, individuals may weigh different

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 values such as job satisfaction, financial stability, and work-life balance
to make informed decisions.
 Personal Relationships: Value claims also play a role in personal
relationships, where individuals express and negotiate their values,
beliefs, and priorities with others. For example, in discussions about
marriage or parenting, individuals may articulate their values regarding
commitment, trust, and family dynamics.

3. Policy Claims
 Advocacy and Activism: Policy claims involve proposals for action or
change. In daily life, individuals may engage with policy claims through
advocacy efforts, such as supporting or promoting policies to address
social, environmental, or political issues. For example, individuals may
advocate for policies to combat climate change, promote healthcare
access, or address systemic inequalities.
 Community Engagement: Policy claims also intersect with community
engagement, where individuals participate in decision-making processes
and advocate for policies that reflect their interests and values. For
instance, individuals may attend town hall meetings, join community
organizations, or participate in grassroots campaigns to influence local
policies and initiatives.

H. Making By understanding the practical applications of different types of claims,

generalizations and individuals can critically evaluate information, make informed decisions, advocate
for their values, and actively engage with their communities to effect positive
abstractions about
change in various aspects of daily life.
the lesson
I. Evaluating Learning
I. Additional activities
for application or
remediation
REMARKS

REFLECTION

Prepared by:

MARRAH FE M. TENORIO
Teacher II

Checked and Observed by:

SANDRA C. FUENTES, EdD

MT II

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