9

English
Quarter 4 – Module 1:
Judge the Validity of the
Evidence from the Text
English – Grade 9
Quarter 4 – Module 1: Judge the Validity of the Evidence from the Text
First Edition, 2020

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been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education – Region XI

Development Team of the Module

Writer: Jojane N. Gelbolingo

Editors: Judith A. Mosquete, Ramil R. Cubelo
Reviewer: Shiela C. Alemania
Illustrator: Karl Jay V. Blaquera
Layout Artist: Wedzmer B. Munjilul
Template Developer: Neil Edward D. Diaz
Management Team: Reynaldo M. Guillena
Jinky B. Firman
Marilyn V. Deduyo
Alma C. Cifra
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May Ann M. Jumuad

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Department of Education –Davao City

Office Address: DepEd Davao City Division, Elpidio Quirino Ave.,Davao City
Telefax : 224- 3274
E-mail Address: [email protected]
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English
Quarter 4 – Module 1:
Judge the Validity of the
Evidence from the Text
Introductory Message

For the facilitator:

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning at home. Furthermore, you are expected to encourage
and assist the learners as they do the tasks included in the module.

For the learner:

As a learner, you must learn to become responsible of your own learning. Take
time to read, understand, and perform the different activities in the module.
As you go through the different activities of this module be reminded of the
following:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer Let Us Try before moving on to the other activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are done.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone. We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 Let Us Learn

This module is all about evaluating the validity of the evidence listened to.
After going through this module, you are expected to:

1. define what evidence is;

2. get evidence/s from the text;
3. supply evidence/s to support the claim;
4. analyze the evidences using a set of criteria; and
5. judge the validity of the evidence from the listening/reading text.

Let Us Try!
PRE-TEST: Module 3

Hello learners! How are you? Welcome to another module that will
develop your skills in evaluating the validity of evidence from the text. Before
you proceed to the exciting activities in this module, we will first assess your
background knowledge on this topic. Good luck! and Have fun!

Directions: Read each article. Choose the letter of the answer in each
question.
1. Which of the following best explains the word evidence?
a. Evidence is a sign which shows that something exists.
b. Evidence is someone else’s belief in a thing that happened.
c. Evidence is a reason to believe that something happens for a
cause.
d. Evidence is a set of facts, data or information used to support a
point / claim.
2. Which of the following defines the meaning of relevance?
a. It is something useful to prove an opinion.
b. It is an opinion that supports the main idea of a text.
c. It is the most important piece of evidence for a certain point.
d. It is the information that matches an argument and its condition to
the topic
3. Which of the following best describes accuracy in evidence?
a. The data and information are not precise.
b. The details are false, improper, inaccurate and inexact.
c. The details and information are exact but do not support the claim.

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 d. The evidence is real, acceptable, reliable, and truthful that
supports the claim.
4. When can we say that evidence is valid?
a. The evidence is valid when it depicts the central idea of a text.
b. The valid evidence is a supporting detail that does not exactly
support the opinion/claim of the writer.
c. The valid evidence requires truthful information and details which
support the claim/opinion of the writer.
d. The evidence is valid if the details and information are relevant and
accurate and it supports the claim/opinion of the writer.
5. What is the first thing a reader must do in order to find the valid
evidence in a text?
a. Identify the problem presented in the text.
b. Identify the point the author is trying to prove.
c. Identify the most important piece of evidence in a point.
d. Identify specific facts, data, statistics, examples, or other
information that supports that point.
For Questions 6-10
Right to Privacy
By: Tabitha Moses

At school, students are not required to disclose details about their

personal lives to their peers, but some of this privacy is lost in video-based
classrooms. To turn on video means allowing others into their home. Many
of these online platforms are not secure -- as evidenced by the
"Zoombombers" who have infiltrated classes, often disrupting instruction
and sharing participants' personal information. The information provided
by students could be accessed by others and the content of the video could
expose the location of the student's home and with whom they live. This
concern is about more than just discomfort at others learning personal
details. For some students, exposing this information can endanger their
lives or their families. For example, 1 in 15 children are exposed to
intimate partner violence each year and some may be fleeing abusive
situations.

Additionally, there are an estimated 3.2 million undocumented

children and young adults in the US, and many more children who live
with undocumented relatives. Online video risks exposing this information
to authorities.

With the development of sophisticated facial recognition software,

these concerns are amplified, especially when branches of law

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enforcement may have access to this technology.

Source: https://edition.cnn.com/2020/09/16/health/online-class-kids
mental-health-wellness-partner/index.html

6. Which of the following is the opinion of the writer?

a. Many online platforms are not secure.
b. Students privacy is lost in video – based classrooms.
c. Online classes can endanger the lives of the learners.
d. Students should not disclose details about their personal lives to
their peers.
7. Which among these evidences is relevant to the writer’s opinion?
a. Many online platforms are not secure.
b. The information provided by students are safe and cannot be
accessed by others.
c. The students should not disclose details about their personal
lives to their peers.
d. The students’ information and the content in the video could
expose the location of the student's home and with whom they
live.
8. Which of the following is an accurate evidence that supports
the author’s opinion?
a. When a student turns on the video, he/she is allowing
others into their homes.
b. This concern is about more than just discomfort at others
learning personal details.
c. One fifteen children are exposed to intimate partner
violence each year and some may be fleeing abusive
situations.
d. They are abused, and their abuser limits their access to
outsiders or to technology that helps them connect to the
outside.
9. Which statement could be an evidence to support that “Many
of these online platforms are not secure.”?
a. Exposing students’ information can endanger their lives or
their families.
b. Students are not required to disclose details about their
personal lives to their peers.
c. Internet access is essential to each learner to be able to
use any of the online platforms.
d. “Zoombombers" have infiltrated classes, often disrupting
instruction and sharing participants' personal
information.

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 10. Which of the following does not support the opinion or claim of the
author?
a. Exposing students’ information can endanger their lives or
their families.
b. Most of the students choose a modular learning modality
because they lack internet access.
c. Students are not required to disclose details about their
personal lives to their peers to protect their privacy.
d. 1 in 15 children are exposed to intimate partner violence
each year and some may be fleeing abusive situations.
For questions 11-12
Zoom fatigue
"Zoom fatigue" may sound no different than regular fatigue, science
suggests that it is different and that constant video engagement may
exacerbate or worsen the problem.
Most of us learn much from nonverbal cues. The face-only format of
online video still results in missing many nonverbal cues such as hand
gestures, and requires people to work harder to interpret the ones they can
see.
The face-only format also leads people to focus more on verbal cues,
which can be tiring. When there are many faces on the screen, most people
try to pay attention to all of them -- a type of multitasking called continuous
partial attention.
The face-only format also leads people to focus more on verbal cues,
which can be tiring. Switching quickly between tasks can impair memory
and decrease the ability to perform tasks. The multitasking required for
engaging in a class with multiple active video chats is no different. These
problems result in participants being less engaged and feeling drained.

Source: https://edition.cnn.com/2020/09/16/health/online-
class-kids mental-health-wellness-partner/index.html

11. Which of the following is the author’s claim/opinion?

a. Most people try to pay attention to all the faces on
screen.
b. Zoom fatigue results in participants being less
engaged and feeling drained.
c. Switching quickly between tasks can impair memory
and decrease the ability to perform tasks.
d. Zoom fatigue is a result of constant video engagement
and is not the same with regular fatigue.

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 12. Which of the following evidences does not support the
opinion/claim of the writer?
a. People learn much from nonverbal cues.
b. These problems result in participants being less engaged and
feeling drained.
c. The face-only format also leads people to focus more on verbal
cues, which can be tiring.
d. Switching quickly between tasks can impair memory and
decrease the ability to perform tasks.

For Questions 13-15

Financial means and other kinds of access
By: Tabitha Moses ‘

Requiring students to use video during class makes assumptions

about the ability of students or their families to pay for the requisite
technology. Approximately 1 in 5 students live below the federal poverty line
and lack access to the technology needed for online classes -- from
computers or tablets to Wi-Fi.

While some public school districts have made efforts to distribute

tablets and laptops to students, there are other financial burdens that
need to be considered. At the start of the pandemic, about 14% of
students did not have internet access.

Although internet service providers made efforts to increase access,

many households may not have the bandwidth required for video
streaming.

Furthermore, more than 1.5 million students attending public

schools or going to college experience homelessness in a given year.
Students may not want to share information about their living situation
with their classmates, but a requirement to use video may force them to do
so since their peers might realize what's going on when students have to
connect to class from their cars or local establishments.

The problems listed here are not comprehensive and do not begin to
address the additional concerns for students who require classroom
accommodations. This discussion has also not touched on the situations
that teachers face. Many educators struggle without a way to see and
engage with their students regularly and have tried to use video for this
purpose.

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 These concerns about required video in online classes are not aimed
to prevent teachers connecting with students. The goal is to ensure that
students feel comfortable and safe while learning online. There are many
ways to engage with students through distance learning and it may take
time to find a system that works best for everyone. But, based on my
research, I believe that required video should not be part of it.

Source: https://edition.cnn.com/2020/09/16/health/online-class-kids-mental-health-wellness-partner/index.html

13. What is the writer’s claim?

a. The goal is to ensure that students feel comfortable and safe while
learning online.
b. Requiring students to use video during class makes assumptions
about the ability of students or their families to pay for the
requisite technology.
c. The problems listed are not comprehensive and do not begin to
address the additional concerns for students who require
classroom accommodations.
d. Some public school districts have made efforts to distribute tablets
and laptops to students, however there are other financial
burdens that need to be considered.
14. Which of the following is an accurate evidence that supports the
writer’s claim?
a. Students may not want to share information about their living
situation with their classmates.
b. Many educators struggle without a way to see and engage with
their students regularly and have tried to use video for this
purpose.
c. Internet service providers made efforts to increase access, many
households may not have the bandwidth required for video
streaming.
d. Approximately 1 in 5 students live below the federal poverty line
and lack access to the technology needed for online classes -- from
computers or tablets to Wi-Fi.
15. Which of the following is a relevant evidence to the author’s claim?
a. The different teaching modalities are implemented to continue
students’ learning despite the pandemic.
b. The decision to conduct online classes has also not touched on the
situations that teachers face.
c. More than 1.5 million students attending public schools or going
to college have experienced homelessness in a given year.
d. Some local government units have made efforts to distribute
tablets and laptops to students, however there are other financial
burdens that need to be considered.

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 Let Us Study
ACTIVITY 1: MEANING MAKING
Direction: Read the dialogue below. Complete the graphic
organizer and answer the questions that follow.

Women can lead

By: Jojane N. Gelbolingo

Hey, Sasha! Have you seen the sexist remark of President

Duterte in his televised speech last night? I got annoyed that he
belittled the capability of women.``

What made you say that? What are your pieces of evidence?
He was just telling that he does not want his daughter to run
for presidency in the next election. As a father, he does not
want his daughter to go through the hardship he experienced.

True! He’s just being protective as a father. However, using

women as an excuse to discourage her daughter from
running as president is unfair. In fact, there are notable
leaders who have led their respective nations successfully.

According to a Forbes article, those countries with successful

corona virus responses were led by feisty and committed
women such as Tsai Ing-wen of Taiwan, Angela Merkel of
Germany, Erna Solberg of Norway, Jacinda Ardern of New
Zealand and Sanna Marin of Finland. In our country, former
president Cory Aquino became the beacon of hope among
asdaddmany Filipinos when she brought back the democracy
asdadasfrom the hands of a dictator.

I see. Maybe the president was just carried away by his

emotions. At least, now I know that there are many leaders
around the world who are women.

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 Evidence

1. What is the opinion of Len-len on the sexist remark of

President Duterte?
______________________________________________________________
______________________________________________________________
2. Did Sasha agree with the opinion of Len-Len? Why do you
think so?
______________________________________________________________
______________________________________________________________
3. What facts are mentioned by Len-Len that support her
opinion?
______________________________________________________________
______________________________________________________________
4. Do you consider those statements as evidence that support
her opinion? Why or Why not?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_____________________________________________________________

5. From your own opinion, are those facts valid pieces of

evidence? Why do you say so?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

What is evidence?

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 Evidence is a fact, datum, information, examples—any form of
information that a writer uses to support the point/claim she or
he is trying to make.

In assessing evidence, the first step is to find it or identify it. One

of the best ways to do this is to start with the point the author
wants to make. Then look for specific details—facts, data,
examples, etc.—she or he provides to support that point. That is
the evidence for that point.

Example:
Homemade oatmeal cookies are not only a better snack option than a
candy bar or pack of crackers, they are actually good for you. While processed
foods strip the nutrients out during processing, homemade treats keep the
nutrients in. One one‐ounce, homemade oatmeal cookie will give you up to 27
mg of folate―6% of your daily recommended allowance (RDA)―a B vitamin that
your body uses to make energy. It will also give you small amounts of vitamin A
and vitamin K. Oatmeal cookies are also a good source of iron. A one‐ounce,
homemade oatmeal cookie contains .70 mg of iron―9% of the RDA for men and
4% of the RDA for women. It also contains small amounts of potassium and zinc.
Finally, oatmeal cookies are a great source of fiber. A one‐ounce, homemade
oatmeal cookie will give you a whole gram of soluble fiber, which reduces “bad”
cholesterol and lowers your risk of heart disease. Soluble fiber also helps regulate
your blood sugar. So, the next time you have a sweet tooth, don’t try to talk
yourself out of it. Simply make the smart choice, and have an oatmeal cookie!
Source: https://www.englishworksheetsland.com/grade7/readinginfo/7/2buyorlease.pdf

Claim: Homemade oatmeal cookies are not only a better snack option
than a candy bar or pack of crackers are actually good for you.
Evidence:
· One one‐ounce, homemade oatmeal cookie will give you up to 27 mg of
folate―6% of your daily recommended allowance (RDA)―a B vitamin that
your body uses to make energy.
· Oatmeal cookies are also a good source of iron. A one‐ounce, homemade
oatmeal cookie contains .70 mg of iron―9% of the RDA for men and 4%
of the RDA for women.
· Oatmeal cookies are a great source of fiber. A one‐ounce, homemade
oatmeal cookie will give you a whole gram of soluble fiber, which
reduces “bad” cholesterol and lowers your risk of heart disease.

These are the specific facts used as evidences that support the
claim/opinion.

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How do you evaluate its validity?
There are many ways to evaluate the validity of evidence/s, but there is
a set of criteria (standards) that is almost always used which is as
follows:
1. Relevance - In choosing the evidence for your claim, it should
match the argument. Its condition should be connected with the
matter at hand.
2. Accuracy – To support the claim, the evidence should be
authentic (real), acceptable or reliable, and truthful that
represents the whole topic.
Steps to analyze and evaluate the validity of the evidence:
Analyze
1. Identify the point the author is trying to prove.
2. Identify the evidence—specific facts, data, statistics, examples,
or other information that supports that point.
3. Identify the most important pieces of evidence for that point.

Evaluate
4. For each piece of evidence, ask the following questions:
a. Is it relevant?
b. Is it accurate?

The more questions you answer “Yes”, the more valid the evidence is.
You have to use your best judgment based on whatever information you
have and on your overall sense of the author’s credibility. Part of the
process of learning is developing your skill at spotting reliable and
unreliable evidence, even if without all the information that you need.

Tips on analyzing and evaluating the validity of the evidence:

Here’s a helpful method in evaluating things objectively; it may sound a

bit laborious, but it actually helps the process of evaluation and it goes pretty
quick. It’s a good way to keep your thinking organized.

Make a paragraph outline, a table for example showing each of the

major points of the article. Label them for easy reference.

· Under each point, list some of the key pieces of evidence—just a

word or phrase to recall the most important ones. Label these as
well (A, B, C, etc.). Mark which paragraph they came from, so it
can be found easily.
· Underline the most important pieces of evidence from the list. In
other words, select even fewer pieces.

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 Let Us Practice
ACTIVITY 2: PROVE IT

Directions: Read the text and supply the evidence by filling out the table
below to prove the claim or opinion of the author.
Terror of Wounded Knee

The Indian activists who have taken hostages and staged a violent
replay of the “battle” of Wounded Knee are engaged in a dangerous game.
If the first battle was a massacre, the second is also a crime. Certainly, it
will not help the Indians’ cause with the great majority of Americans.
We have had too much experience in this country with those who
fantasize with high-powered rifles and who dramatize themselves with
violence against others.
After a decade of riots, mass murders, and assassinations,
Americans no longer are moved to sympathy by twisted souls who believe
that they can win votes with gun-powder and extortion
The activists in this case have made the usual demands and already
some politicians are talking of acceding to those demands. Let us hope that
this line of official acquiescence to blackmail will not be followed.
The first priority must be to get the hostages back to safety; then
there must be no official move later to reward the kidnappers or excuse
their crime on the grounds that it was politically inspired. We should have
learned by now that the casualty of a politically motivated crime is just as
dead as the victim of any other crime. Political terrorism has no place in
this country. Those who engage in it must be dealt with as terrorists, not
as a new brand of political promoters.
From: http://www.newsinhistory.com/blog/editorials-about-native
americans%E2%80%99-wounded-knee-occupation

Claim Evidence/s

If the first battle was a 1.

massacre, the second is

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 also a crime. Certainly, 2.
it will not help the
Indians’ cause with the
great
majority of Americans. 3.

Criteria 5 4 3 2 1

Factual Four or Three facts Two facts One fact is No facts

Information more are included are included in are
facts are included in the article. included
in
the article.

included in in the the article

the article article.

Accuracy All facts Three facts Two facts One fact is All facts
are are are accurate. are
accurate. accurate. accurate. inaccurat
e.

Total Score 10 8 6 4 2

ACTIVITY 3: THE VERDICT

Directions: Judge the validity of the evidences listed above using the criteria
shown in the table below. Write “YES’ in the column if the evidence meets
each criterion.
`
Evidence Is it Relevant? What makes it relevant?

Evidence Is it accurate? Why do you say so?

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 3

Let Us Practice More

ACTIVITY 4: APPRAISAL

Directions: Determine the claim in the text and supply at least two (2) valid
evidences that support the point. Then, explain the validity of the evidences
using the provided criteria. Write your answer in the graphic organizers
below.
To Buy or to Lease?

Unless you claim your car or truck as a business expense, then

leasing a car is probably not going to be advantageous for you. Though
some people like the idea of leasing because they want to drive a new car
every couple of years, there are some good reasons why purchasing a car
makes more financial sense. When you lease a car, you are limited in how
many miles you can drive each year. Limits usually range between twelve
and fifteen thousand miles. If you go over you have to pay a penalty,
sometimes as much as twenty‐five cents per mile. Leasing also means that
you have to return the car in pretty much the same condition it was in
when you picked it up. If you have pets or small children that will be in
the car with you, then you may end up paying exorbitant “wear and tear”
fees when your lease is up. If you’re not sure where your paycheck may
be coming from in the next few years, then leasing probably isn’t a good
idea either. Car leases are legally binding for the entire length of the lease,
and it is virtually impossible to get out of one without paying a huge
amount of money. So before going for the glamour of a leased car, make
sure you consider your lifestyle, your financial situation, and your
stability. Read the fine print and do your research; you may find that
you’re better off just buying your car.
Source: https://www.englishworksheetsland.com/grade7/readinginfo/7/2buyorlease.pdf

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 16

Write your explanation here:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Criteria 5 4 3 2 1

Factual Four or Three facts Two facts One fact is No facts are
Information more are are included included in
facts are included included in the the article.
included in the in the article.
in the article. article
article

Accuracy All facts Three facts Two facts One fact is All facts are
are are are accurate. inaccurate.
accurate. accurate. accurate.

Total Score 10 8 6 4 2

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 Let Us Remember
ACTIVITY 5: MEMORY ON

Directions: Complete the organizer with what you have learned in acquiring
the skills of judging the validity of the pieces of evidence.
Evidence is
___________________________________________________
___________________________________________________

Valid evidence means

____________________________________________________

____________________________________________________

Let Us Assess

Direction: Read the text and analyze the claim and the supporting evidence
presented. Then, judge the validity of the evidence.
The Digital Divide
By: Kim Czaccei Dacanay

The digital divide exists in the Philippine education system for the
longest time, but the Pandemic exposed just how bad it is. The digital
divide is the barrier between those who have access to computers and the
internet and those who don’t.
Educational attainment is heavily affected by the digital divide, and
this remains true to many countries in the world. Many provinces in the
Philippines have a slim to none access to the internet connection. Students
and teachers would have to climb high places to get internet access. Also,
as reported by STAR last year, 13 million Filipino households don’t have
electricity.
Therefore, the transition to online classes will put certain Filipino
student population at a stark disadvantage. If there’s no internet

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 connection, how can the students do research work? How can they interact
with their instructors? How can they learn?
Education must not be exclusive for people who are privileged
enough to have a laptop and a stable internet connection.
Education is for everyone.
Source: https://medium.com/pluma-manila/why-academic-freeze-is-our-best-option-now-2c60da40cb58

Write your judgement here:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

CRITERIA EXCELLENT VERY GOOD AVERAGE NEEDS UNACCEPTABLE

5 points 4 points 3 points IMPROVEMET 1 point
2 points

Content The Paper (and The Sentences The writing

organization paragraphs) are organizatio nal within lacks a clear
enhances and mostly structure is paragraphs sense of
showcases the organized, in strong make sense, direction. Ideas,
central idea or order, enough to but the order details, or
theme. The and makes move the of paragraphs events seem
order, sense to the reader does not. strung together
structure of reader. through the text in a loose or
information is without too random
compelling and much fashion; there is
moves the confusion. no identifiable
reader through internal
the text. structure.

Sentence The writing has The writing The text The text seems The reader has to
Fluency an easy flow, mostly hums along choppy and is practice quite a
rhythm, and flows, and with a not easy to bit in order to
cadence. usually steady beat, but read orally. give this paper a
Sentences are invites oral tends to be more fair
well built, with reading. businesslik e interpretive
strong and than reading.
varied musical,
structure that more
invites mechanical
expressive oral than fluid.
reading.

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Conventions The writer The write The writer The writer Errors in
demonstrates a understand s shows seems to have spelling,
good grasp of good reasonable made little punctuation,
standard writing control over a effort to use capitalization,
writing conventions limited conventions: usage, and
conventions and usually range of spelling, grammar
(e.g., spelling, uses them standard punctuation, and/or
punctuation, correctly. writing capitalization, paragraphing
capitalization, Paper is conventions . usage, repeatedly
grammar, easily read and Convention s are grammar distract the
usage, errors are rare; sometimes and/or reader and
paragraphing) minor handled paragraphing make the text
and uses touch-ups well and have multiple difficult to read.
conventions would get enhance errors.
effectively to this piece readability; at
enhance ready to other
readability. publish. times,
errors are
distracting and
impair
readability.

Total Score 15 12 9 6 3

Let Us Enhance
ACTIVITY 6: GET THE POINT

Directions: Read the text and determine its claim. Get the valid evidences
that support the claim and judge the validity of the evidences using a set of
criteria. Write your answer in the graphic organizer below.

Major Art Periods

Three major movements in the history of art are Medieval, Renaissance
and Modern. The Medieval period, which encompasses the time from around
600 A.D. into the 14th century, is predominately religious in nature. Objects are
not portrayed realistically, but as simple flat images. During the Renaissance
period, beginning in the late 14th century and continuing into the 16th
century, artists developed a more realistic style. Renaissance artists also
discovered the use of perspective, which brought a three-dimensional feeling to
two-dimensional artwork. Prominent artists of this time were Leonardo da Vinci
and Jan van Eyck. Modern art, which encompasses the Impressionist and
Cubist movements, began in the late 19th century and through the 20th
century. Rather than focusing on realism, artists explored the use of light,
movement and color. Modern artists include Pablo Picasso, Claude Monet and
Vincent van Gogh.

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 Evidence 1

Evidence 2

Evidence 3

CRITERIA EXCELLENT VERY GOOD 4 AVERAGE NEEDS UNACCEPTABLE

5 points points 3 points IMPROVEMENT 1 point
2 points

Content The organization Paper (and The Sentences within The writing lacks
enhances and paragraphs) are organization al paragraphs a clear sense of
showcases the mostly structure is make sense, but direction. Ideas,
central idea or organized, in strong the order of details, or events
theme. The order, and enough to paragraphs does seem strung
order, structure makes sense to move the not. together in a
of information is the reader loose or random
compelling and reader. through the fashion; there is
moves the text without no identifiable
reader through too much internal
the text. confusion. structure.

Sentence The writing has The writing The text The text seems The reader has to
Fluency an easy flow, mostly flows, hums along choppy and is practice quite a
rhythm, and and usually with a steady not easy to read bit in order to
cadence. invites oral beat, but orally. give this paper a
Sentences are reading. tends to be fair interpretive
well built, with more reading.
strong and businesslike
varied structure than
that invites musical,
expressive oral more
reading. mechanical
than fluid.

18
Conventions The writer The write The writer The writer seems Errors in spelling,
demonstrates a understands shows to have made punctuation,
good grasp of good writing reasonable little effort to use capitalization,
standard writing conventions control over a conventions: usage, and
conventions and usually limited spelling, grammar and/or
(e.g., spelling, uses them range of punctuation, paragraphing
punctuation, correctly. standard capitalization, repeatedly
capitalization, Paper is writing usage, grammar distract the
grammar, usage, easily read conventions. and/or reader and make
paragraphing) and errors Conventions paragraphing the text difficult
and uses are rare; are have multiple to read.
conventions minor touch ups sometimes errors.
effectively to would handled well
enhance get this piece and enhance
readability. ready to readability; at
publish. other
times, errors
are
distracting
and impair
readability.

Total Score 15 12 9 6 3

Let Us Reflect
Activity 7: EXIT SLIP

Direction: Express the important lessons you learned from the topic by filling
up the exit slip below.

EXIT SLIP
Name three things you learned in the topic:
1.
2.
3.
---------------------------------------------------------------
List two things you want to learn more about:
1.
2.
---------------------------------------------------------------
Ask one question about the lesson:
1.

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 20
Let Us Practice | Activity 3: The Verdict
Evidence Is it Relevant? What makes it relevant?
1 YES The evidence matched the claim.
2 YES The evidence matched the claim.
3 YES The evidence matched the claim.
Evidence Is it accurate? Why do you say so?
1 YES The evidences are truthful and reliable.
2 YES The evidences are truthful and reliable.
3 YES The evidences are truthful and reliable.
Let Us Practice - Activity 2: PROVE IT
Claim Evidence/s
1. We have had too much experience in this country with
those who fantasize with high-powered rifles and who
dramatize themselves with violence against others.
If the first battle was a massacre, 2. After a decade of riots, mass murders, and
the second is also a crime. assassinations, Americans no longer are moved to
Certainly, it will not help the sympathy by twisted souls who believe that they can
Indians’ cause with the great win votes with gun-powder and extortion
majority of Americans. 3. The activists in this case have made the usual demands
and already some politicians are talking of acceding to
those demands. Let us hope that this line of official
acquiescence to blackmail will not be followed
Let Us Try
Activity 1: Meaning Making
1. The President belittled the capability of women.
2. Sasha did not agree with her. She said that the president just wanted to express his disagreement
on the idea that her daughter will run for president in the next election.
3. Len – Len mentioned the following facts:
• According to a Forbes article, those countries with successful corona virus responses were led
by feisty and committed women such as Tsai Ing-wen of Taiwan, Angela Merkel of Germany,
Erna Solberg of Norway, Jacinda Ardern of New Zealand and Sanna Marin of Finland.
• In our country, former president Cory Aquino became the beacon of hope among many
Filipinos when she brought back the democracy from the hands of a dictator.
4. Yes. I consider them as evidences because those are relevant and accurate information.
5. Yes. Those are valid evidences. An evidence become valid when facts are relevant, accurate and
support the opinion/claim of the author, those are considered valid evidences.
Let Us Try
1. d 6. a 11. d
2. d 7. d 12. a
3. d 8. c 13. b
4. d 9. d 14. d
5. d 10. b 15. d
Answer Key
 21
Let Us Remember
Activity 5: MEMORY ON
Let Us Practice More
Activity 4: APPRAISAL
 22
Let Us Reflect
Activity 7: Exit Slip
Answers may vary
Let Us Remember
Activity 6: GET THE POINT
Let Us Assess
Answers may vary
Let Us Remember
Activity 5: MEMORY ON
 References

Dacanay, Kim Czaccei. Why “academic freeze” is our best option now. August 13,
2020. Accessed February 12, 2021. https://medium.com/pluma-
manila/why-academic-freeze-is-our-best-option-now-2c60da40cb58

English Worksheets Land. To Buy or to lease? 2020. Accessed February 10, 2021.
https://www.englishworksheetsland.com/grade7/readinginfo/7/2buyorleas
e.pdf

Hudson, Myles. Terror of wounded knee. Genealogy Bank. December 22, 2020.
Accessed February 10, 2021.
http://www.newsinhistory.com/blog/editorials- about-native-
americans%E2%80%99-wounded-knee-occupation

Moses, Tabitha. Online classes: 5 reasons students benefit from 'cameras off'. CNN –
Health. September 16, 2020. Accessed February 11, 2021.
https://edition.cnn.com/2020/09/16/health/online-class-kids-mental-heal
th-wellness-partner/index.html

23
For inquiries or feedback, please write or call:

Department of Education – Davao City Division

Elpidio Quirino Ave., Poblacion District, Davao City, 8000 Davao del Sur

Telefax: (082) 224-3274, (082) 222-1672

E-mail Address: [email protected]