Reading and Writing Module 5 and 6

Formulating Assertions and Determining Textual Evidence

7
11
GRADE

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Reading and Writing Module 5 and 6
Formulating Assertions and Determining Textual Evidence

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Reading and Writing Module 5 and 6
Formulating Assertions and Determining Textual Evidence

READING AND
WRITING
Quarter 3 – Modules 5
and 6
Formulating Assertions and
Determining Textual
Evidence

(Student’s Full Name)

_______________________
___
(Strand and Section)

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Reading and Writing Module 5 and 6
Formulating Assertions and Determining Textual Evidence

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Reading and Writing Module 5 and 6
Formulating Assertions and Determining Textual Evidence

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Reading and Writing Module 5 and 6
Formulating Assertions and Determining Textual Evidence

MODULES
AND 6 5
Formulating Assertions
and
Determining Textual
Evidence

📖
- Evaluate a written text based onMOST
its properties (organization, coherence and
cohesion, language use and mechanics).
- Identify claims explicitly or implicitly made in a written text
A. Claim of fact B. Claim of policy C. Claim of value
- Identify the context in which a text was developed
a. Hypertext b. Intertext

ESSENTIAL LEARNING COMPETENCY

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Reading and Writing Module 5 and 6
Formulating Assertions and Determining Textual Evidence

In this quarter, we aim that you, in the long run, will be able to apprehend
the different properties and organization of a written texts. Using this knowledge
on the different properties and organization of a written text, you will be able to
create correct assertions about the different textual materials and statements that
will be presented to you. Thus, this ability on assertion making will pave the way for
you to proudly speak up the news of salvation that our Lord has offered to us.

LEARNING OBJECTIVES
At the end of the module, you are expected to attain the following objectives:
📌define what are assertions;
📌determine what are textual evidences;
📌identify the different types of textual evidences; and
📌create different assertions supported by textual evidences about some texts in specific disciplines.

When you are formulating your opinion on a

matter, it is vital that you have all the
knowledge to hand before you make a
decision. This means researching the topic
in detail and being able to adjust any
thoughts of any preconceived ideas that
you may have. If you go into research with
prejudice or an already formed opinion,
then it will be harder to change your mind
and present your findings in a just and
fairway. Research is key to ensure that you
gain an in-depth knowledge of a topic. It is
also vital to understand the difference
between fact and opinion when you are
conducting researching. Understand that a
writer’s phrases way affects your view, so
understand the content of what 7you | Page
are
http://www.youngfabians.org.uk/the_act_of_debate
Reading and Writing Module 5 and 6
Formulating Assertions and Determining Textual Evidence

🔑UNLOCKING OF DIFFICULTIES
Assertion – a way of presenting your final judgment on an idea or issue, whether it is positive or
negative, right or wrong, moral or immoral, supported by research or valid reasons.
Textual Evidence – A statement essentially arguable, but used as a primary point to support or
prove an argument.

👨 ACTIVATING PRIOR KNOWLEDGE

Know Want to Know
What do you know about What do you want to know about
Assertions and Textual Evidences? Assertions and Textual Evidences?

1.

2.

3.

4.

5.

“Your assumptions are your windows on the

world. Scrub them off every once in a while,
or the light won't come in.”
- Isaac Asimov

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Reading and Writing Module 5 and 6
Formulating Assertions and Determining Textual Evidence

🔌INITIAL TASK
Instruction: Answer the following question or task provided below.

1. What can you say about the actions of the government relating with the dominating force of China in
west Philippine Sea?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What is your opinion about the possible danger that the COVID-19 vaccine brings to the
people?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. How do you view the alarming case continual elevation of the number of COVID-19 positive
cases?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. What are your thought about the current status of gender stereotyping here in the Philippines?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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Reading and Writing Module 5 and 6
Formulating Assertions and Determining Textual Evidence

LESSON 1:

Assertions
Formulating

What is an Assertion?
● An assertion is a statement used to make a declaration or to express strong belief on a
particular topic, often without evidence. An assertion can be formulated after reading a story or a
poem, and even after watching a play. The purpose of writing an assertion is for the writer to
convey directly an idea or feeling and to convince the reader to accept the writer’s interpretation of
a particular literary work.
● Assertion is a stylistic approach or technique involving a strong declaration, a forceful or confident
and positive statement regarding a belief or a fact. Often, it is without proof or any support. Its
purpose is to express ideas or feelings directly, for instance, “I have put my every effort to complete
this task today.”
● Before writing an assertion in literature, the author must comprehensively read or watch the literary
work. He must take down the part he is for, or he is opposed to, followed by his explanation of it. It
is also best to collect evidence from the same or other literary authors that have the same
assertion as with the writer.

Types of Assertion:
● Different types of assertion can be used in formal or informal writing. This includes Basic
Assertion, Emphatic Assertion and I - Language Assertion.
o Basic Assertion
▪ is a statement used to express the writer's feelings, beliefs, and opinions directly.
▪ this type of assertion is usually used in writing formal papers like thesis and
dissertation.
Example:
The Philippines has an advanced civilization before the colonization of Spain. Form and
branches of government, social structure and the existence of ancient writing are some of the
evidence that proves the advancement of the precolonial period.

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Reading and Writing Module 5 and 6
Formulating Assertions and Determining Textual Evidence

Explanation:
This first sentence is considered as the basic assertion. The second sentence contains
evidence that support the assertion.

o Emphatic Assertion
▪ is a statement used to express empathy or on how a person understands the
feelings and emotions of the literary author.
▪ This can be used on writing a formal or informal paper.
▪ It is usually composed of two parts:
▪ 1 The first part is the statement that recognizes the situation or even the
feelings of the characters on the text being read followed by
▪ 2. The second statement where the writer states his stand about the
situation.

Example:
I know that the Philippines, before pre-Spaniard colonization, has their system of writing
called the ‘baybayin’. This alone proves that the Filipinos are literate as opposed to the Spaniards
claim

Explanation:
The first part recognizes the situation based on the text being read. The second part contains the
writer’s stand on the situation presented.

I – Language Assertion

▪ is a statement used to express the feeling and preference of the writer.

▪ it is called I-Language because it focuses on the writer and is using the pronoun ‘I’.
▪ this type of assertion is recommended if the author wants to express negative feelings and opinion.
▪ this is best used in writing a review or reflection paper.
▪ It is composed of three parts.
o The first part contains the accurate information from literary work, especially the topic the
writer disagrees with (When you. . .).
o The second part includes the effect or feeling of the writer towards the topic (It affects/I
feel...).
o The last part includes the preference or recommendation of the writer (Therefore, I prefer/I
want...).
Example:
Upon reading that the ancient Filipino civilization is divided into three social classes namely the
‘maharlika’, ‘timawa’ and ‘alipin’, I feel proud because of the civilization social advancement and at the
same time sad because of the promulgation of social differentiation. With this finding, I want to do further
research on the existence of these social classes’ stigma.

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Reading and Writing Module 5 and 6
Formulating Assertions and Determining Textual Evidence

Explanation:
The example given is divided into three parts that includes the feelings and preference of the
writer.

Tips:

There are two (2) factors that must be considered before formulating assertion.
▪ First is to determine the type of paper you are going to write – and can either be formal or
informal paper.
▪ Second is to determine the type of literary work you are going to examine including novel,
poem, journal article or theatre play.

● It is best to include facts and evidence after every assertion. This is done to make a strong
stand on every claimed assertion.

SHORT ASSESSMENT ON FORMULATING ASSERTION

To strengthen your understanding the topic about formulating assertions, take this 6-question self-
test. See if you can create assertions in connection with the topics. Write your answers on the space
provided.
1. Create an I-Language assertion about the topic “MOBILE LEGENDS”
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

2. Create a Basic assertion about the topic “DISTANCE LEARNING”

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
3. Create an emphatic assertion about the topic “FACEBOOK”
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
4. Create an I – Language assertion about the topic “MODERN TECHNOLOGY”
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
5. Create a basic assertion about the topic “INDUSTRIALIZATION”
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

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Reading and Writing Module 5 and 6
Formulating Assertions and Determining Textual Evidence

6. Create an emphatic assertion about the topic “K-12 EDUCATION PROGRAM”

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

7. Create an I-Language assertion about “DUTERTE ADMINISTRATION”

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

8. Create a basic assertion about the topic “GENDER EQUALITY”

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

9. Create an emphatic assertion about the topic “COVID-19 PANDEMIC”

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

10. Create a basic assertion about the topic “LEARNING ENGLISH LANGUAGE”

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

LESSON 2:
Determining Evidences
Textual

Whenever you are asked to express your ideas about a text that you have read, there might be claims in
the text that you agree with, and there might be some claims in the text that you disagree with.

The writer’s claims in the text try to persuade you to think the way he or she thinks about a topic or issue. A
claim is an arguable statement in a text, and its purpose is to persuade you to believe the writer’s position
about an issue.

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Reading and Writing Module 5 and 6
Formulating Assertions and Determining Textual Evidence

Stating your judgment and generalization about claims of the writer in a text is called formulating evaluative
statements.

When you make evaluative statements that show how you agree with claims in a text, you are actually
formulating assertions. Assertions are positive statements about a text read. When you make evaluative
statements that express how you oppose with claims in a text, you are formulating counterclaims.
Counterclaims are statements that oppose the claims of the writer in the text.

Example:
A lot of people waste time driving around when they are lost, and this can be avoided by asking other
people for directions. The trick is to find a person who you think would point you to the right direction.
Explanation:
The claim about the text above: People should ask directions from strangers when they are lost so that
they do not waste time driving around.

The assertion about the text above: I agree with the claim of the writer that people should ask directions
from strangers to save time by asking someone reliable such as a gas station attendant.

The counterclaim about the text above: I disagree with the claim of the writer that people should ask
directions from strangers. People should not ask strangers for directions because they might end up getting
lost longer if a stranger give them wrong directions.

Textual Evidence
In formulating assertions and counterclaims about a text, it is important that you support your statements
with textual evidence. Textual evidence is information gathered from the text that supports your assertion
or counterclaim about the text.

In expressing your judgment about the text,

1. First, state your idea about the text.

2. To determine evidence from the text, look for clues and keywords that support your idea about the
text.
3. Quote or paraphrase the part of the text that helped you come up with your idea.
4. Use quotation marks to quote a part of the text. If it is from a book, indicate the page number at the
end of your sentence.
5. Lastly, express how the quote supports your idea.

Below are types of textual evidence:

▪ Paraphrasing is restating the text in your own words.

▪ Summarizing is restating the text in a shorter way using your own words.
▪ Referencing is mentioning a specific section of the text.
▪ Quoting is stating a part of a text in the exact way it was written.

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Reading and Writing Module 5 and 6
Formulating Assertions and Determining Textual Evidence

Support your statements with textual evidence to come up with strong or solid arguments, and make your
ideas more credible. You can come up with good textual evidence by selecting the most relevant section of
the text that strongly supports your statement about the text.

Example:
An excerpt of Meat Culture

By Steve Pavlina

When I see a piece of flesh on someone’s plate, I also see the processes that brought it to their plate.
Some people argue that plants may be harmed by being eaten. I happen to agree. If we care about
minimizing harm to plants, then we’ll do much less harm by eating them directly as opposed to grinding
them up, feeding them to animals, and then grinding up and eating the animals. If we stopped growing
crops to feed to animals and fed those crops to people directly, it’s estimated that we’d have enough food
to feed the whole planet five times over. So if you do actually care about plants, then you can greatly
reduce your plant harm by eating plants directly. Another way to reduce harm to plants is to favor fruits that
can be eaten without killing the plants. You can eat a wide variety of fruits, both sweet and non-sweet,
without seriously hurting the plant that spawned it. And that same plant will often continue to bear even
more fruit. I think a more sensible and realistic approach is to keep leaning towards a more conscious,
compassionate, and ecologically sound way of eating.

If you want to argue that we should model predators’ diets to justify meat culture, I encourage you to go
ahead and try being a truly predatory person for a while. Do it consciously. Prey on the weak. See where
that takes you.
Source:
(Pavlina, 2014)

Explanation:
Determining textual evidences in the excerpt of Meat Culture:

I agree with the writer that animals are being subjected to cruelty when they are killed to become our food.
This claim of the writer is reflected in the first part of the text wherein the writer makes the readers think of
how the meat ended up on their dinner plates. The writer deliberately chose to say that whenever he looks
at the food on his plate, he also has mental images of what had to be done to the animal for it to become
someone’s food. By using the phrase “processes that brought it to their plate,” the readers are made to
imagine what an animal goes through just to end up on our dinner plates.

In the assertion above, the reader starts by saying that he or she agrees with the claim of the writer in the
text. This dictates that the statement is an assertion. The reader used referencing, paraphrasing, and
quoting to support his or her statement. Of all the words in the text, the reader chooses “processes that
brought it to their plate.” to support his or her assertion. It is effective because the reader explains how the
quote supports his or her assertion about the text.

I disagree with the writer when he challenged some people to copy predatory behavior of animals and prey
on the weak. This is reflected in the sentence “Prey on the weak. See where that takes you.” Although he

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Reading and Writing Module 5 and 6
Formulating Assertions and Determining Textual Evidence

might have been sarcastic to prove a point when he said this, it paints an unnecessary violent mental
picture for the readers and some readers might actually take it literally.

In the counterclaim above, the reader states his or her counterclaim and identifies the statement of the
writer that he or she opposes. The reader determines the textual evidence that would support his or her
counterclaim by quoting a portion of the text and explaining how the sentences “Prey on the weak. See
where that takes you.” supports the counterclaim that the sentences are too violent. Of all the types of
textual evidence, the reader chose quoting to make his or her statement credible.

👪 LESSON REFLECTION
Gossips and chit-chats are two of the usual things which are widely used to spread news
about a certain event, a thing, and most specially for people. Most of the statements and
information generated from a gossip are only product of somebody’s false insinuation and worst,
somebody’s ill intention to ruin the image of what is in the point of discussion.
Relating to this, we often give hear these information from different people.

Assess yourself using these questions:

Do you engage in gossips? Why? Why not?
Have you received a lot of gossips from your friends or somebody? How did you
receive it?
Do you easily believe on gossips? Why or why not?
How important is it be mindful our words in everything we say?
Write your answer on the space provided.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________________________________________

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Reading and Writing Module 5 and 6
Formulating Assertions and Determining Textual Evidence

🔌FINAL TASK
ACTIVITY #1
Instruction: Read the passage given and create 6 assertions with its respective evidences. Each assertion
with its respective evidences should be written in a single paragraph only. WRITE YOUR ANSWER ON
THE ANSWER SHEET PROVIDED. Your evaluative essays will be grade using the criteria given below.
Passage:

It was 8:54 p.m. on a warm Sunday evening in mid-July. Westlake Middle Schooler Abigail Parnas was walking home from
her Nana’s house alongside her mother. Engrossed in her new iPad, they didn’t hear the speeding car. Both she and her
mother were mowed down by a 2018 Mercedes-Benz G-Class SUV. They died instantly.
A 32-year-old woman who was upset over an argument she had with her husband proceeded to drink two bottles of wine and
then get behind the wheel to buy a third. She took their lives in less time than it takes to say, “Cheers.” If alcohol was banned,
there would be a reduction in violent crimes and a diminished number of vehicular manslaughter cases. More to the point, the
ever-popular Abigail would still be alive.
Every day, nearly 30 people die, thanks to drunk-driving crashes (Wilson, 2019, p. 45). That equals one person every 48
minutes. In less time than it takes someone to watch the latest episode of Game of Thrones, someone will be killed due to
drunk driving.
If a high school student begins drinking alcohol during these formative years, they become five times more likely to drop out
of school (Perry, 2018, p. 13). Worse, since alcohol lowers one’s inhibitions, it is likely to lead to even greater disasters,
including drug abuse and unsafe sexual encounters.
People all over the world drink to celebrate happy occasions. They also drink with friends after a difficult day. Social drinkers
ingest wine or beer while preparing dinner, watching a movie, sitting out on the back patio, enjoying a picnic, dining
downtown, and more. Why is alcohol so pervasive if it is a choice? Why do so many people choose to drink it? Are more
people dependent than they realize?
Over 17 million Americans have alcohol use disorders (Legg, 2019, p. 78). Not every heavy drinker will become a full-fledged
alcoholic, but alcoholism is a progressive disease. So, the more people rely on it “in good times and in bad,” the more likely
they are to develop a dependency.
It’s easy to argue that the entire population does not have to be restricted from alcohol simply because certain people cannot
control their intake. However, what if the gateway to bad decisions was removed? After all, alcohol is an addictive substance.
Why should it be placed in anyone’s hands as a tempting invitation to death’s door? Even if someone is a moderate drinker,
alcohol serves no health purposes. With every sip, partakers are ingesting ethanol, the same thing that is pumped into the
gas tanks of cars.
That 32-year old woman went from a life of luxury to life in prison with only one hour of sunlight. She eats slosh for breakfast,
unidentifiable meat for lunch, and soggy potatoes for dinner. No one comes to visit her. She hasn’t laid eyes on her husband
or children in over a decade. Prison psychologists can’t break her of her self-imposed silence. 17 | Page
Her father died of cirrhosis of the liver. Her father’s father fell off the back of a pickup truck in a drunken stupor, cracked open
his skull, and died before his legs hit the ground. Every day, she lies in bed wondering when she’ll die, too. In a world without
alcohol, she still would have made plenty of bad decisions, but she never would have landed in a prison cell because she
took the lives of sweet Abigail and her loving mother.
Reading and Writing Module 5 and 6
Formulating Assertions and Determining Textual Evidence

50 49 -40 39-30 29 - 20 19 - 0
Criteria
(VG) (G) (S) (F) (NI)
Strength of the Evidences to Support the Evaluative Statement
- This criterion focuses on the correct usage of the
evidences presented to strengthen the evaluative
statements present on the essay. This also focuses on
the depth and impact of the evidences used.
Organization of Thoughts
- This criterion focuses on the arrangement of thoughts
and information found in the essay whether it is coherent
and cohesive.
Technical Conventions
- This criterion focuses on the correct usage of grammar
and spelling.
Total

Legends:
VG – Very Good G – Good S – Satisfactory F – Fair NI – Needs Improvement

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Reading and Writing Module 5 and 6
Formulating Assertions and Determining Textual Evidence

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Reading and Writing Module 5 and 6
Formulating Assertions and Determining Textual Evidence

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Reading and Writing Module 5 and 6
Formulating Assertions and Determining Textual Evidence

MODULES
5 and 6
Answer Sheets
_________________
________________
Name
Grade and Section

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Reading and Writing Module 5 and 6
Formulating Assertions and Determining Textual Evidence

NAME:
STRAND AND SECTION:

🔌INITIAL TASK
Instruction: Answer the following question or task provided below.

1. What can you say about the actions of the government relating with the dominating force of China in
west Philippine Sea?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What is your opinion about the possible danger that the COVID-19 vaccine brings to the
people?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. How do you view the alarming case continual elevation of the number of COVID-19 positive
cases?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

22 | Page
Reading and Writing Module 5 and 6
Formulating Assertions and Determining Textual Evidence

______________________________________________________________________________
______________________________________________________________________________
4. What are your thought about the current status of gender stereotyping here in the Philippines?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
NAME:
STRAND AND SECTION:
SHORT ASSESSMENT ON FORMULATING ASSERTION
To strengthen your understanding the topic about formulating assertions, take this 6-question self-
test. See if you can create assertions in connection with the topics. Write your answers on the space
provided.
1. Create an I-Language assertion about the topic “MOBILE LEGENDS”
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2. Create a Basic assertion about the topic “DISTANCE LEARNING”
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
3. Create an emphatic assertion about the topic “FACEBOOK”
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
4. Create an I – Language assertion about the topic “MODERN TECHNOLOGY”
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
5. Create a basic assertion about the topic “INDUSTRIALIZATION”
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
6. Create an emphatic assertion about the topic “K-12 EDUCATION PROGRAM”

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Reading and Writing Module 5 and 6
Formulating Assertions and Determining Textual Evidence

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

7. Create an I-Language assertion about “DUTERTE ADMINISTRATION”

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

8. Create a basic assertion about the topic “GENDER EQUALITY”

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

9. Create an emphatic assertion about the topic “COVID-19 PANDEMIC”

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

10. Create a basic assertion about the topic “LEARNING ENGLISH LANGUAGE”

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

👪 LESSON REFLECTION
Gossips and chit-chats are two of the usual things which are widely used to spread news
about a certain event, a thing, and most specially for people. Most of the statements and
information generated from a gossip are only product of somebody’s false insinuation and worst,
somebody’s ill intention to ruin the image of what is in the point of discussion.
Relating to this, we often give hear these information from different people.
Assess yourself using these questions:
Do you engage in gossips? Why? Why not?
Have you received a lot of gossips from your friends or somebody? How did you
receive it?
Do you easily believe on gossips? Why or why not?
How important is it be mindful our words in everything we say?

24 | Page
Reading and Writing Module 5 and 6
Formulating Assertions and Determining Textual Evidence

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
NAME: _________________________________________________________________________
_________________________________________________________________________
SECTION AND STRAND:

🔌FINAL TASK
ACTIVITY #1
Instruction: Read the passage given and create 6 assertions with its respective evidences. Each
assertion with its respective evidences should be written in a single paragraph only. WRITE YOUR
ANSWER ON THE ANSWER SHEET PROVIDED. Your evaluative essays will be grade using the criteria
given below.
.

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Reading and Writing Module 5 and 6
Formulating Assertions and Determining Textual Evidence

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Reading and Writing Module 5 and 6
Formulating Assertions and Determining Textual Evidence

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Reading and Writing Module 5 and 6
Formulating Assertions and Determining Textual Evidence

REFERENCES:
Book
Dayagbil, F., Abao, E., & Bacus, R. (2016). Critical reading and writing for the senior high school. Lorimar
Publishing, Inc.
Electronic Resources
https://www.slideshare.net/aliciamargaretjavelosa/properties-of-a-wellwritten- text-reading-and-writing
https://www.slideshare.net/KatrinaClaireLandich/properties-of-a-well-written- text-88147656
https://www.sjsu.edu/aanapisi/docs/patriciaalbers.pdf
http://www.free-short-stories.org.uk/very-short-stories/the-hare-and-the- tortoise.htm
http://salvadori.blogspot.com/2009/03/exercise-on-connectives.html?m=1
Obar, S., Natividad, R. & Victorio, V. (n.d.) Reading and writing skills.

Prepared by:

ARIEL S. ADOBAS, LPT, M.A.Ed.

Subject Teacher

Checked by:

RAYMOND W. DELA CUESTA, LPT, M.A.Ed.

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Reading and Writing Module 5 and 6
Formulating Assertions and Determining Textual Evidence

Senior High School Academic Coordinator

Approved by:

ELEANOR C. AGUILLON, LPT, M.A.Ed.

Senior High School Principal

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