Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
BAUAN TECHNICAL INTEGRATED HIGH SCHOOL

ENGLISH GRADE 9
(Third Quarter) Lifted from LEAP for Week 1

A. Background Information for Learners

In various occasions, you are asked to express your views or opinions on particular matters. When you do this,
your statements may contain factual information or subjective content defined below:
 Factual information are statements that can be verified or proven to be true.
 Subjective content involves judgment, feeling, opinion, intuition, or emotion rather than factual information.

Look at the following examples:

The statements on the first column contain
established facts, figures, and
proven evidence to claim that the statements are
true. On the other hand,
the statements on the second column are about
one’s impressions,
suggestions, and personal judgment on situations,
respectively.

B. Learning Competency with Code

EN9LC-IIIg-2.10: Sharing personal opinions on the ideas listened to.

C. Directions: Read the video transcript of America’s President Barack Obama which you can also find on pages
528-529 if you have your English 9 LM. If you have internet
access and gadget at home, you may watch the video on this link:
http://www.huffingtonpost.com.

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D. Activities/Exercises (Written Work)
Statements below are taken from President Obama’s address. Identify which among the statements contain factual
information or subjective content. Write F for factual and S for subjective. Write your answers on pad paper.
1. There were no winners in this government shutdown.
2. At a time when our economy needs more growth and more jobs, the
manufactured crises of these last few weeks actually harmed jobs and growth.
3. The Senate has already passed a bill with strong bipartisan support.
4. First, we should sit down and pursue a balanced approach to a responsible budget, one that grows our economy
faster and shrinks our long-term deficits further.
5. Second, we should finish the job of fixing our broken immigration system. There’s
already a broad coalition across America that’s behind this effort, from business leaders to faith leaders to law
enforcement. It would grow our economy.

E. Guide Questions: Answer the questions that follow. (PERFORMANCE TASK)

1.How will you distinguish the difference between factual information and subjective content?
2. What is the importance of knowing how to distinguish factual information from subjective content when listening to a
speaker or reading an article when gathering information?
_______________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
_______________________________________________________________________________________
Above
Meets Expectations Approaching Expectations Below Expectations
Expectations
4 3 2 1
The reflection explains the The reflection attempts to The reflection does
The reflection explains the student’s own
Reflective student’s thinking about demonstrate thinking about learning not address the
thinking and learning processes, as well
Thinking his/her own learning but is vague and/or unclear about student’s thinking
as implications for future learning.
processes. the personal learning process. and/or learning.
The reflection is an in-depth analysis of
The reflection is an analysis The reflection attempts to analyze The reflection does
the learning experience, the value of the
of the learning experience the learning experience but the not move beyond a
Analysis derived learning to self or others, and the
and the value of the derived value of the learning to the students description of the
enhancement of the student’s
learning to self or others. or others is vague and/or unclear. learning experience.
appreciation for the discipline.
The reflection articulates The reflection attempts to articulate
The reflection articulates multiple The reflection does
connections between this connections between this learning
connections between this learning not articulate any
Making learning experience and experience and content from other
experience and content from other connection to other
Connections content from other courses, courses, past learning experiences,
courses, past learning, life experiences, learning or
past learning experiences, and/or personal goals, but the
and/or future goal. experiences.
and/or future goals. connection is vague and/or unclear.
The reflection represents creativity using The reflection design suits The reflection design is not relevant
Creativity No design at all.
colors and designs relative to learnings. the theme of learning. to learning.
F. References for Learners: http://www.huffingtonpost.com.

Lifted from LEAP (Week 2, Third Quarter)

ENGLISH 9
Bias and Prejudices

A. Background Information for Learners

Bias and Prejudice are very similar in most respects and can often be freely interchanged, although as I see it
there are two differences:
 Prejudice is an unjustified or incorrect attitude (usually negative) towards an individual based solely
on the individual's membership of a social group.
 Bias is the inclination or prejudice for (or against) one person or group or concept, especially in a
way considered to be unfair.
Detecting an author’s bias and prejudice is considered an important skill in critical reading. Having the skill to
determine biases and prejudices will help you validate or invalidate an author's claim. Moreover, distinguishing the two
from one another may help you critically analyze situations and make a stand in pressing concerns at present. Look at
the definitions of bias and prejudice below.
BIAS
- a tendency to present or possess a partial viewpoint
- being in favor of or against a thing, person, group, or stand compared to another, usually in a way not considered fair
- one-sided perspective in the absence of neutral viewpoint

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- to lean in a certain direction, either in favor of or against something
- leaning favorably toward something or thinking positively of it when used with the preposition “TOWARD” (biased
toward)
- leaning negatively against something or thinking poorly of it when used with the preposition “AGAINST” (biased
against)
PREJUDICE
- an opinion formed before getting to know relevant facts of a case or situation
- a favorable or usually unfavorable feeling or claim toward a person, thing, or situation without an actual experience
as a basis
- a preconceived notion or assumption made about someone or something prior to obtaining enough knowledge to
guarantee accuracy

B. Learning Competency with Code

EN9LC-IIId-6.5: Recognize faulty logic, unsupported facts, and emotional appeal.
EN9LC-IIIi-8.6: Form decisions based on the ideas mentioned.

C. Activities/Exercises
Learning Task 2 (Written Work)
Tell whether the statement is true or false. Write YES if it is true and NO if false.
_____1. Prejudice behavior can be a result of bias.
_____2. A biased person considers all sides of an issue.
_____3. You might not get all the needed information if you read a biased source.
_____4. A video telling you to vote for someone is an example of unbiased source.
_____5. Prejudice indicates the preference that something is better than another.
_____6. Bias is when someone has a one-sided opinion about something.
_____7. Prejudice is a preconceived opinion of another person based on reason or experience.
_____8. Judging a person’s character through his/her physical appearance is a form of prejudice.
_____9. When a person has a neutral viewpoint, s/he is unbiased.
_____10. If you are biased toward something, you are in favor of it.

D. Guide Questions: Determine whether the line, statement, or situation is considered a form of BIAS
or PREJUDICE. Write B for bias and P for prejudice. (Performance Task)
____ 1. Negative comments in social media about economic status of a family are being posted.
____ 2. Some people are not served in a restaurant or retail store because of their color of skin or race.
____ 3. Digna won the contest because one of the judges is her father.
____ 4. A company hires only women because they feel that they make better employees.
____ 5. Ana doesn’t like Jose because he has red hair.
____ 6. “I took one look at him and knew that we’d never be friends.”
____ 7. She passed the audition because a member of the screening committee is her cousin.
____ 8. Young people are physically and mentally superior to older people.
____ 9. “That boy is a spoiled brat. Look at the way he talks.”
____ 10. KPop is better than OPM.

E. References for Learners:

Prejudice vs. Bias - What's the difference? | Ask Difference

Lifted from LEAP (Week 3, Third Quarter)

ENGLISH 9 (Viewing)

A. Background Information for Learners

Most of the time, you are asked to read, write, speak, and listen in various lessons in the classroom. But what about the
fifth skill?
Viewing is defined as an active process of attending and comprehending visual media, such as television, advertising
images, films, diagrams, symbols, photographs, videos, drama, drawings, sculpture, and paintings. It is necessary to
remember that the viewing process is just as crucial as the listening and reading processes. You should be aware that
effective, engaged viewers go through the following steps:
1. Pre-viewing - You prepare to view by activating your schema (the prior knowledge you bring to the study of a topic
or theme), anticipating a message, predicting, speculating, asking questions, and setting a purpose for viewing.
2. During viewing - You view the visual text to understand the message by seeking and checking understanding,
making connections, making and confirming predictions and inferences, interpreting and summarizing, pausing and
reviewing, and analyzing and evaluating. Your understanding should be monitored by connecting to your schema,
questioning, and reflecting.
3. After viewing - You are given opportunities to respond to visual texts in an intimate, critical, and creative way. You
respond by reflecting, analyzing, evaluating, and creating.

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 Therefore, viewing is important because as you are dealing with mainly multimodal texts, you need to
understand them and to become more effective, active, and critical viewers to be able to participate fully in society.

B. Learning Competency with Code

Enabling Competencies:
- Interpreting the message conveyed in the material viewed
- Analyzing the information contained in the material viewed.

C. Directions: Analyze the illustration the using the viewing strategies presented above then do as instructed
in the task.

D. Activities/Exercises. Write your answer on a sheet of paper. (Written Work)

E. Guide Questions. Write down the dialogue in a whole sheet of paper. Take note of the criteria/rubrics.
(Performance Task)

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F. References for Learners: http://www.huffingtonpost.com.

Lifted from LEAP (Week 4, Third Quarter)

ENGLISH 9

A. Background Information for Learners

In your previous discussion you learned about the fifth macro skill, viewing, as well its importance and different
stages. Whether the text is a piece of writing, an advertisement, a painting, a performance, or a film, it can convey
information. Viewing is not only observed through the use of videos or slide shares. It could also be achieved through a
photo gallery. Photos convey stories to which we can connect to what they are trying to impart to us. For now, let us
recall the three stages of viewing.
STAGE 1: PRE-VIEWING
In this stage, you activate your prior knowledge about the topic or theme called schema. You do this by
anticipating a message, predicting, speculating or making guesses, asking questions, and setting a purpose for viewing.
STAGE 2: DURING VIEWING
This is the stage where you actually view the material to understand the message through making connections,
confirming predictions and inferences you had in the previous stage, interpreting and summarizing, pausing and
reviewing, and analyzing and evaluating.
STAGE 3: AFTER VIEWING
In this stage, you are given opportunities to respond personally, critically, and creatively to the visual text or
material. You do this by making reflections, analyzing after processing what you viewed, evaluating, and creating.

B. Learning Competency with Code

Enabling Competencies:
- Interpreting the message conveyed in the materials viewed
- Analyzing the information contained in the material viewed

C. Directions: Read the lyrics from the advertisement of Department of Tourism, “Choose Philippines”. You
may also
access the video online at https://www.youtube.com/watch?v=ADNgEHFDYzo.

D. Activities/Exercises. Write your answer on a sheet of paper. (Written Work)

LEARNING TASK 1: (Written Work) Our country, Philippines, is rich in various cultures and mesmerizing destinations.
Filipinos are even known for our traits and physiognomies. As a Grade 9 student, how well do you know our country?
Then, write at least five (5) information about our country. Write your answer on a separate sheet of paper.

IT`S MORE FUN IN THE PHILIPPINES

Kating kati na ba ang iyong mga paa Handa nang umalis mag-liwaliw at
lumarga Buti nalang taga-dito ka
'sing dami ng happening ang dami ng isla!

It's more fun in the Philippines! (More Fun in the Philippines!) Bakit pa lalayo?
Sobrang swerte kaya ng tsinelas mo! Nakatapak ka sa paraiso!
It's more fun in the Philippines! (More Fun in the Philippines!) Bakit pa lalayo?
Mula Batanes hanggang Jolo Iba ang saya ng Pilipino! It's more fun in the Philippines!

Nandito nang lahat, san 'pa pupunta? Malalim ang dagat at mababaw ang
ligaya! Halatang-halatang Pilipino ka! (Pilipino) Abot-langit ang 'yong ngiti, lahi ng masasaya!
It's more fun in the Philippines! (More Fun in the Philippines!) Bakit pa lalayo?
Sobrang swerte kaya ng tsinelas mo! Nakatapak ka sa paraiso!

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It's more fun in the Philippines! (More Fun in the Philippines!) Bakit pa lalayo?
Mula Batanes hanggang Jolo Iba ang saya ng Pilipino! It's more fun in the Philippines!
'sing dami ng happening ang dami ng isla!

It's more fun in the Philippines! (More Fun in the

Philippines!) Bakit pa lalayo?
Sobrang swerte kaya ng tsinelas mo! Nakatapak ka sa
paraiso!
It's more fun in the Philippines! (More Fun in the
Philippines!) Bakit pa lalayo?
Mula Batanes hanggang Jolo Iba ang saya ng Pilipino!
It's more fun in the Philippines!

E. Guide Questions. LEARNING TASK 2: Analyze and

arrange the pictures carefully and create a story out of
them. Write your answer on your pad paper.
(Performance Task)

H. References for Learners:

Celebrating Diversity through World Literature p. 408
English 9: A Journey through Anglo- American Literature
p. 305

Lifted from LEAP (Week 5, Third Quarter)

ENGLISH 9
Fact and Opinion

A. Background Information for Learners

In today’s society, we are often bombarded with a lot of information. Most of these are helpful, but there are
some which may seem to be misleading or even utterly false. You should take into consideration the correct ways of
analyzing or interpreting ideas presented in any material, either viewed or read. So, what are the considerations you
need to remember and understand?
A fact should be based on observation or research and it is not debatable since the information is true.
Example: COVID-19 is an infectious disease caused by a newly discovered coronavirus.
An opinion is actually your assumption or personal view and it is debatable because an opinion is not always true.
Example: For me, COVID-19 is enough to make anyone paranoid when in public places.
Facts and opinions help us determine how true a statement is. Thus, in any kind of article, facts and opinions can be
used in developing the paragraph to add details on the main point. Another way of understanding an article is through
identifying its main idea and important details about it. It shows the relationship of the ideas to the theme or main point
of an article. Main idea is the most important thought about the topic. The topic is the person, place, thing, or idea being
written about. Supporting details can be defined as additional information that explain, define, or prove an idea.
The main idea may be stated or implied. When the main idea of a paragraph is stated, it is most often found in the
first sentence of the paragraph. However, the main idea may be found in any sentence of the paragraph. When the
main idea is implied, you need to read the paragraph and explain the main idea in your own words.
The supporting details are in bold. There are THREE points supporting the main idea.
If there is a strong relationship between your main point and details, then facts and opinions injected are relevant in
developing the paragraph.

B. Learning Competency with Code

Determining the relevance and truthfulness of the ideas in the material viewed

C. Activities/Exercises
Learning Task 1 (Written Work)
Put a check mark (✓) if the statement is a fact and a cross mark (✗) if it is not.
______1. In terms of deaths per million, we are at number 118 out of 219 countries with only 113 deaths per 1-million
population.
______2. I think we are doing great, despite negative/alarmist news.
______3. Our country is still in a far better situation than others in this planet.

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______4. According to the latest worldometer.com info website, we are number 129 out of 219 countries worldwide
with only 5,376 total cases per our 1-million population.
______5. Malaysia has 36 deaths, Sri Lanka with 23 deaths, and Singapore at 5 deaths per 1 million.

D. Guide Questions: Learning Task 3 (Performance Task)

Read the excerpt below from an inspirational speech delivered by a successful person to students on the topic:
“Knowledge is wisdom and wisdom is wealth.” Then, answer the questions that follow. Write the letter of the correct
answer.
(1) I think that you probably never met a know-it-all who really knows it all. (2) One person can’t know or notice
everything. (3) Sometimes, it takes another person to help you improve your knowledge of yourself and the world. (4)
Equally, you also put your best foot forward for others to attain knowledge. (5) I believe that the most important thing is
sharing ideas with others--as enriched knowledge. (6) Remember to keep an open mind in the process. (7) Think about
what others know and say before you help by putting across what you know. (8) This shows that their knowledge is as
important to you as your own. (9) This is, exactly, shared wisdom. (10) Eventually, it grows, develops, and bears fruits
like that of a tree. (11) Hence, knowledge gives wealth.
______1. Which sentence best expresses the main point of the speaker?
A. 3 B. 5 C. 9 D. 11
______2. Which sentence best supports the main point?
A. 5 B. 8 C. 9 D. 10
______3. What is the most important thing according to the speaker?
A. Improving your knowledge of yourself
B. Knowing everything
C. Sharing ideas with others
D. Sharing wealth
______4. Which sentence is more of a statement of fact rather than an opinion?
A. 2 B. 4 C. 5 D. 7
______5. What expression signals opinion?
A. equally B. eventually C. I believe D. the fact that

E. References for Learners:

Source: Inquirer.net
https://opinion.inquirer.net/138350/covid-19-and-dengvaxia-vaccinations-compared
https://lrmds.deped.gov.ph/detail/1924

Lifted from LEAP (Week 6, Third Quarter)

ENGLISH 9

A. Background Information for Learners

This lesson will help you interpret the information in a material you listened to. Listening is very important in
our everyday living since it is when we listen that we are able to give feedback or respond accordingly. There are two
types of listening: passive and active. Passive listening is when you hear someone or something without paying full
attention while active listening is when you fully focus and understand the message of what is being said or listened
to.
Read the two conversations below. Which dialogue will you most likely believe?
A. Conversation between a doctor and a patient’s mother
Mother: Doctor, what is wrong with my daughter?
Doctor: No need to worry. It is just diarrhea.
Mother: What should I do, then?
Doctor: Make sure she drinks lots of water and takes a rest. Do not give her coffee and dairy products for the
meantime.
Mother: I will. Thank you, doctor.
B. Conversation between an “albularyo” and a child’s mother
Mother: Mang Pedro, why is my daughter in pain?
Mang Pedro: A supernatural being likes her.
Mother: Please heal her.
Mang Pedro: I need to do some rituals for her to get well soon.
Mother: Okay. Thank you.

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 In order to interpret, you must know first what it means and familiarize yourself on how you can do it. When you
interpret, you should be able to explain or convey the message of a certain topic to show that you understand it. You
must be an active/attentive listener to do it. This means that you listen not merely to hear what someone says, but to
understand what he or she is talking about. You can do so if you have enough vocabulary, if you have the memory to
recall your experiences and relate it to the idea/concept that you are listening to, and if you concentrate on the material
you are listening to. In the two conversations above, you will probably believe in conversation A more than B since in
your vocabulary, a doctor is someone who is an expert in his/her field. On the other hand, you may believe in
conversation B if you recall an experience in your life that you were once healed by an “albularyo.” But when it comes
to validity, what you listened to from the doctor is more reliable than the other one since he/she can explain to the mother
what the situation of her daughter is and what to do to make her feel better. Nevertheless, it all depends on the three
variables previously discussed on how you will interpret information, so you better be an active listener to not miss any
point from someone or any material you are listening to.
Listening is an integral part of communication. It is important that you are an active listener in order to interpret
the information you listened to. Having enough vocabulary, memory, and concentration will really help you to
comprehend what is being said by the speaker or what is being conveyed in the material you are listening to.

B. Learning Competency with Code

Enabling Competency: Interpret the information listened to

C. Activities/Exercises. Learning Task 1 (Written Work)

Here is a transcript of a radio play entitled “Sorry, Wrong Number” by Lucille Fletche that can be found on pp. 240-
241 of your LM. If you have a gadget and internet connection, you may find its audio file online and listen to it from
1:07 to 3:27. Figure out words in the play by arranging the underlined jumbled letters in the text. Write your answers
on pad paper.

(Sound: Number being dialed on phone; busy signal.)

Mrs. Stevenson: (a querulous, self-centered neurotic) Oh – dear! (Slams down
receiver. Dials operator.)
Operator: Your call, please?
Mrs. Stevenson: Operator? I’ve been 1.DAIILNG Murray Hill 4-0098 now for the
last three-quarters of an hour, and the line is always busy. But I don’t see how
it could be busy that long. Will you try it for me, please?
Operator: Murray Hill 4-0098? One moment, please.
Mrs. Stevenson: I don’t see how it could be busy all the time. It’s my husband’s
office. He’s working late tonight, and I’m all alone here in the house. My
health is very poor – and I’ve been feeling so 2.NEORUVS all day –
Operator: Ringing Murray Hill 4-0098.
(Sound: Phone buzz. It rings three times. Receiver is picked up at the other end.)
Man: Hello.
Mrs. Stevenson: Hello? (a little puzzled) Hello. (louder) Hello.
Man: (into phone, as though he had not heard) Hello. (louder) Hello.
Second Man: (slow, heavy quality, faintly foreign accent) Hello.
First Man: Hello. George?
George: Yes, sir.
Mrs. Stevenson: (louder and more imperious, to phone) Hello. Who’s this? What
3.NBEMUR am I calling, please?
First Man: We have heard from our 4.CEILNT. He says the coast is clear for
tonight.
George: Yes, sir.
First Man: Where are you now?
George: In a 5.PHNOE booth.
First Man: Okay. You know the 6.ADDERSS. At eleven o’clock, the private
patrolman goes around to the bar on Second Avenue for a beer. Be sure
that all the lights downstairs are out. There should be only one light visible
from the street. At eleven fifteen a subway train crosses the bridge. It makes
a noise in case her window is open and she should 7.SACERM.
Mrs. Stevenson: (shocked) Oh – hello! What number is this, please?
George: Okay, I understand.
First Man: Make it quick. As little blood as possible. Our client does not wish to
make her 8.SEFFUR long.
George: A knife okay, sir?
First Man: Yes, a knife will be okay. And remember – remove the rings and
bracelets, and the jewelry in the 9.BAERUU drawer. Our client wishes it to look like simple 10.RBBEORY.

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D. Guide Questions: (Performance Task) Read the following statements. On your pad paper, write AL if the
situation pertains to active listening and PL if it shows passive listening.
1. Listening to news on the radio
2. Listening to music on your way to school
3. Talking to your siblings about your dream
4. Watching TV while answering the module
5. Classroom meetings where you have active tasks and duties
6. When your little siblings are playing while you are in your room
7. When your loved one has a serious topic, he/she would like to talk about with you
8. Listening to the homily while you are passing by the church to go somewhere
9. Talking to your parent as you tell them about some sort of battles you are facing
10. Listening to a nice friend share with you his/her latest encounters and sharing your ideas and feelings in return

E. References for Learners:

(English 9: A Journey through Anglo-American Literature Learner’s Material, p. 236)

Lifted from LEAP (Week 7, Third Quarter)

ENGLISH 9

A. Background Information for Learners

In everything you do and say, you have to be wise. You should choose whether it is something to believe or not. In
this kind of situation, your critical thinking will really be tested as you determine the worth of every idea or argument
being said and heard.
Read the following bubble thoughts. Each presents one’s idea or argument. Answer the questions that follow.

Questions to think about:

1. In which statement or claim are you
most convinced?
2. What makes the statement
convincing? If not, what’s wrong with it?
3. Study the given concepts below then
decide which among the three
statements falls under each.
A. Faulty logic is a kind of persuasive
technique used when making
statements with imperfect reasoning or
in the absence of sound judgment.
B. Unsupported fact is not upheld by
evidence or facts making the claim
unsubstantiated or unconfirmed.
C. Emotional appeal is a method of
persuasion appealing to both the brain
and the heart, primarily tending to
obtain an emotional reaction.

Fallacy – a mistaken belief, especially one based on unsound argument

A fallacy is the use of invalid or faulty reasoning in the construction of an argument. By appearing to be better
than it really is, a fallacious argument may be misleading. Fallacies may be committed intentionally or unintentionally
to manipulate or persuade by deception.

Study the given examples for each type of fallacy.

Faulty Logic: Since you attended the Teatro at Galaw ng Tayabas dance workshop, you will be a great dancer than
your sister.
Unsupported Facts: Lucbanins are friendlier than Tayabenses.
Emotional Appeal: In a fast food commercial, the store manager is sharing her journey as an employee of the
company for the past 20 years. Then at the last part of the video, she says, “I can’t think of a job more fulfilling than
this.”

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B. Learning Competency with Code
Enabling Competency: Recognize faulty logic, unsupported facts, and emotional appeal

C. Activities/Exercises
Learning Task 1 (Written Work) Let us test your critical thinking skill in determining the worth of ideas. Read the
following statements. On the table below, check the box opposite to each statement to identify whether it is faulty
logic, unsupported facts, or emotional appeal.

D. Guide Questions: Learning Task 2 (Performance Task)

Identify the type of fallacy used in the given statements below. Write FL if it is faulty logic, UF if unsupported
facts, and EA for emotional appeal. Write your answer in a piece of paper.
1. Everyone wants to get married someday. A good self-concept is important in attracting a husband or wife.
Therefore, everyone should develop a good self-concept.
2. Students who take physics instead of earth science are studious and hardworking. Susie took physics instead of
earth science. She should receive an academic distinction.
3. “I loved that movie we saw last night starring Daniel Padilla. I am going to rent all of his movies, and I am sure I‘ll
like all of them.”
4. "Science shows that the Earth is billions of years old!"
5. There must be objective rights and wrongs in the universe. If not, how can you possibly say that torturing babies for
fun could ever be right?
6. As Mayor, my top priority will be improving education. So my first act of office will be to cut funding for our public
schools.
7. I know why you failed in English in the previous quarters. You don‘t study.
8. I met a little boy with cancer who lived just 20 miles from a power line who looked into my eyes and said, in his
weak voice, “Please do whatever you can so that other kids won‘t have to go through what I am going through.”

E. References for Learners:

References: - English 9: A Journey through Anglo-American Literature Learner’s Material pp. 282-283
- Teacher’s Guide p. 154

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 Lifted from LEAP (Week 8, Third Quarter)
ENGLISH 9

A. Background Information for Learners

Digital era has given way to rapid explosion of information in different media and platforms as it travels as fast
as speed of light. As you are confronted to rely your data based on the materials that you’ve read or listened to, it is an
integral task to filter or judge the truthfulness of the material as the online world is infested with millions of fake news/data.
The following learning tasks will help you evaluate critically the validity of a certain text based on established parameters.
As technology has become commercialized and everyone can create and upload various information on the
internet, validity and reliability of those can be compromised and misleading. Here are some points that we should take
into consideration to check the validity and reliability of information:
Who is the author of the source? This question points out the credentials of the author. 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
still unsure, try browsing the internet on the author or the organization he or she belongs.
How did the source get its information? This question refers to references used in the source. 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 in validating.
What if the source you've found doesn't have references? This question pertains to further checking the validity
of the source. See if you can fact- check the information in other ways. For instance, if you're looking at a news article
that quotes experts in a field, browse the internet on the expert's name and see what other information you can find on
him or her.
Your ability to distinguish valid and reliable source is a foundational skill that is central to developing and
analyzing arguments.

B. Learning Competency with Code

Judging the validity of the evidence listened to

C. Activities/Exercises
Learning Task 1 (Written Work) Watch/Listen carefully to a news report and list down the details that you
have heard from it. After listening, answer the following questions:
1. What is the news all about?
2. Are all the information given by the reporter supported by valid sources? Support your answer.
3. Cite some statements given by the reporter which are supported by valid sources.

D. Guide Questions: Learning Task 2 (Performance Task)

Directions: Read the following statements about the validity and reliability of source. Write “T” if it is true and “F”
if otherwise.
____1. A source that is biased is always unreliable and should be avoided.
____2. A book author must cite studies or other sources to be considered valid and reliable.
____3. Reliable newspaper and magazine articles don’t have bibliographies; therefore, they don’t have to cite sources
to prove their claims.
____4. Academic journals are not particular about the credentials of the authors they publish.
____5. Information/Post that is viral is always valid and reliable.
____6. Famous social media personality is always a good source of reliable and valid information.
____7. The information is unreliable without source.
____8. A source that is good is valid.
____9. Audience is for whom the author intended the paper to be read or viewed.
____10. Counterchecking the credentials of the author/source in the internet is important to verify the reliability of the
information.

E. References for Learners:

References: - English 9: A Journey through Anglo-American Literature Learner’s Material pp. 282-283
- Teacher’s Guide p. 154

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