9

English
Activity Sheet
Quarter 4 – MELC 1 – Lesson 1

Judging the Relevance and Worth of the

Author’s Reasoning

REGION VI – WESTERN VISAYAS

i
English 9
Activity Sheet No. 7
First Edition, 2021

Published in the Philippines

By the Department of Education
Region 6 – Western Visayas

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalties.

This Learning Activity Sheet is developed by DepEd Region 6 – Western

Visayas.

ALL RIGHTS RESERVED. No part of this learning resource may be

reproduced or transmitted in any form or by any means electronic or mechanical
without written permission from the DepEd Regional Office 6 – Western Visayas.

Development Team of English 9 Activity Sheet

Writer: Jessa P. Go

Illustrator: Jerome Jordan Z. Ponsica

Layout Artist/s: Eldiardo E. de la Peña

Schools Division Quality Assurance Team:

Roju M. Dumdum, PhD

Division of Escalante City Management Team:

Clarissa G. Zamora, CESO VI
Atty. Fevi S. Fanco, EdD
Ivy Joy A. Torres, PhD
Jason R. Alpay
Ma. Theresa L. Tabotabo, PhD

Regional Management Team

Ramir B. Uytico, EdD, CESO IV
Pedro T. Escobarte, Jr., PhD
Elena P. Gonzaga, PhD
Donald T. Genine
Nestor Paul M. Pingil, PhD

ii
Introductory Message
Welcome to English 9!

The Learning Activity Sheet is a product of the collaborative efforts of the

Schools Division of Escalante City and DepEd Regional Office VI - Western Visayas
through the Curriculum and Learning Management Division (CLMD). This is
developed to guide the learning facilitators (teachers, parents and responsible adults)
in helping the learners meet the standards set by the K to 12 Basic Education
Curriculum.

The Learning Activity Sheet is self-directed instructional materials aimed to

guide the learners in accomplishing activities at their own pace and time using the
contextualized resources in the community. This will also assist the learners in
acquiring the lifelong learning skills, knowledge and attitudes for productivity and
employment.

For learning facilitator:

The English Activity Sheet will help you facilitate the leaching-learning
activities specified in each Most Essential Learning Competency (MELC) with minimal
or no face-to-face encounter between you and learner. This will be made available to
the learners with the references/links to ease the independent learning.

For the learner:

The English Activity Sheet is developed to help you continue learning even if
you are not in school. This learning material provides you with meaningful and
engaging activities for independent learning. Being an active learner, carefully read
and understand the instructions then perform the activities and answer the
assessments. This will be returned to your facilitator on the agreed schedule.

iii
 Quarter 4, Week 1

Learning Activity Sheets (LAS) No.1

Name of Learner: ________________________ Grade and Section: ______________

Date: ___________________

ENGLISH ACTIVITY SHEET

Judging the Relevance and Worth of the Author’s Reasoning

I. Learning Competency with Code

Judge the relevance and worth of ideas, soundness of author’s reasoning,

and the effectiveness of the presentation (EN9RC-IVf-2.22)

Judge the relevance and worth of ideas of the author’s reasoning.

II. Background Information for Learners

Reasoning is the core structure of an argument. When one makes a

statement investing his strong belief in it, this makes it an argument or
statement of assertion. Authors like experts and professionals share their ideas
often with proof or any support. These ideas can be printed in books, journals,
tabloids and newspapers, magazines, and other reading materials.

An author’s claim must always be supported by sound judgment and

reasoning. If the author aims to translate what he thinks is right to the readers, a
whole pack of reasons must be ready and able to defend his claims.

In this lesson, you will be introduced to the capability skills that you need
in judging an author’s reason: whether they are enough, relevant, and worthy to
be included in the text or not. This skill is necessary in reading across
expository texts such as editorials, columns, and feature articles.

Take a look at this example of an excerpt from Patrick Henry’s famous

“Give me Liberty or Give me Death” speech to persuade others to join the
American colonists’ fight for freedom from England.

No man thinks more highly than I do of the patriotism, as well as abilities,

of the very worthy gentlemen who have just addressed the House. But different
men often see the same subject in different lights; and, therefore, I hope it will not
be thought disrespectful to those gentlemen if, entertaining as I do, opinions of a
character very opposite to theirs, I shall speak forth my sentiments freely, and
without reserve. This is no time for ceremony. The question before the House is
one awful moment to this country. For my own part, I consider it as nothing less

1
 than a question of freedom or slavery; and in proportion to the magnitude of the
subject ought to be the freedom of the debate.

Our brethren are already in the field! Why stand we here idle? What is it that
gentlemen wish? What would they have? Is life so dear, or peace so sweet, as to
be purchased at the price of chains and slavery? Forbid it, Almighty God! I know
not what course others may take; but as for me, give me liberty or give me death!

The main purpose of this article or speech is to persuade the readers,

more specifically the American citizens in fighting back at their English
conquerors during the time.

The author’s argument is established – stating that the country had been
far too long a slave to another ruler in their own land. The question of argument
is that whether the participants at the time would join in his battle cry, whether
they also share the same belief. Using these strong persuading points, the
author established the message accurately, and tracing history, also succeeded
in doing so.

Here is another example:

The painter has included a white, weather-worn farm house at the end of
a dirt drive. Young children, carrying a picnic basket and fishing poles, are walking
down the drive. They wave to an elderly man who is standing on the porch steps
wearing a checked shirt and overalls. The painting, titled "Home," evokes feelings
of nostalgia.

This is an excerpt from an essay about a piece of art that was written for
the purpose of describing a piece of art to analyze its theme.

The flow of adjectives in this excerpt signify its purpose: to describe.

These descriptions stand as the author’s reasons in laying out his argument or
opinion about the painting entitled “Home”.

III. Accompanying DepEd Textbook and Educational Sites

English 9 Anglo-American Literature Learner’s Material s. 2015, pp. 495-496

IV. Activity Proper

Hello, Grade 9 learner! Today, you will be reading some excerpts from
expository texts wherein the author expresses his or her arguments. The topics
used in the texts play along societal issues, educational issues, personality
development issues, and many others. Your task is to be a keen observer of
details that you will meet in the text.

2
 But before that, answer the following vocabulary exercise to get you
ready for the reading selections and excerpts later. Do this on your notebook.

VOCABULARY BUILDING

According to the English writer Evelyn Waugh, “One forgets words as one forgets
names. One’s vocabulary needs constant fertilizing or it will die.” In understanding texts
and the purpose of text, one must continuously enrich his vocabulary.

This activity will help you ready your mind in judging the relevance of the author’s
reasoning in the texts that you will read later.

Directions: Read each statement carefully and analyze the question that follows.
Choose the correct answer.

1. In families, cohesion would be defined as the feeling of being loved, of belonging

to the group and being nurtured by it.

Which of the following words could be associated with the word cohesion?

a. closeness
b. respect
c. honesty

2. While the family works to avoid stressful situations they work together to solve
problems, without blaming, criticizing, and finding fault with each other.

Which of the following words can be associated with the underlined word?

a. approving
b. judging
c. assessing

3. A lack of communication can rip a family apart and destroy them.

Which of the following is the meaning of the underlined phrase?

a. reconcile
b. restore
c. destroy

4. A happy marriage seems to set the tone in the house.

3
 Which of the following words can be associated with the underlined word?

a. sound
b. color
c. atmosphere

5. A person must be able to develop individuality, while being supported and

confident within the family.

Which of the following is the meaning of the underlined word?

a. the quality that distinguishes someone from others

b. the quality that makes you stand out from others
c. the quality that makes you similar to others

1. READING ACTIVITY PROPER

Directions: The following is an article that talks about how to make a family strong and
possess good values. Read and understand the selection. Then, answer the questions
that follow.

What should make up a strong family that possesses good family values? It is the family
that sustains its members, that supports and nourishes each other throughout the span
of that family. A strong family unit has to create a safe, positive, and supportive place for
all members to thrive. They are able to utilize resources and to live together in a fairly
healthy manner.

The adults in a strong family set the tone. They are good role models that lead by
example. They reach out to friends and community and teach their children the
importance of doing the same – and that becomes part of who the children are. They
work together to solve problems, and they pass their skills on to the next generation.
Some important elements of a strong family system are family cohesion, family
flexibility, and family communication.

In families, cohesion would be defined as the feeling of being loved, of belonging to the
group and being nurtured by it. Although closeness is good in a family unit, there must
be a balance between being together and being separate. A person must be able to
develop their individuality, while being supported and confident within the family. A few
things that bring a family together are the commitment of other family members, and the
spending of time together.

There must be a structure in a family or it will become chaotic and will not be a peaceful
setting for a family. Conversely, there must be flexibility or the family becomes rigid and
the authority figures are resented. We could compare a successful family to a
democracy. There are leaders, but the whole group is involved in the decision making
process. Although the leaders are in charge all family members develop the ability to

4
cope with stress, and at times lead. While the family works to avoid stressful situations
they work together to solve problems, without blaming, without criticizing, and finding
fault with each other. Families that tend to have a strong spiritual base seem to have a
sense of well-being that facilitates this working together in times of stress.

Ever hear the saying, “What we have here is a failure to communicate”? A lack of
communication can rip a family apart and destroy them. Things that facilitate
communication are the things mentioned so far – family closeness, flexibility, time spent
together, spirituality. All members must feel a freedom within the group to express
themselves freely.

Another very important factor is the relationship between the “head” couple. In a family
that is parented by a happily married couple, people are able to express themselves
more freely. What they might say isn’t filtered through the problem of the “guardians”. A
happy marriage seems to set the tone in the house. It spills over from the family to the
community and a healthy family will be reaching out to help others. They do not tend to
isolate themselves from the rest of the world.

A very important thing for families to teach their children is how to make good decisions.
If they have watched their parents making well thought out decisions over the years,
they will tend to be good decision makers themselves.

A healthy, happy family benefits our whole society. Among the children of strong
families there is less crime, less divorce, and less emotional problems. They tend to go
on and have strong, healthy families of their own, having learned from their folk’s
example.

Comprehension Questions:

1. Which of the following is the main argument of the text?

a. For a family to be strong and united, each member must learn on their own.
b. Cohesion, flexibility, and communication are needed for a family to be strong
and possess good values.
c. The most important factor in strengthening a family lies in the couple.

2. Which of the following states the reason for the argument “cohesion is needed to
make a family strong”?

a. A few things that bring a family together are the commitment of other family
members, and the spending of time together.
b. A happy marriage seems to set the tone in the house.
c. A lack of communication can rip a family apart and destroy them.

5
3. Which of the following reasons stated by the author is the most relevant to the
topic on proper communication among families?

a. Families that tend to have a strong spiritual base seem to have a sense of
well-being that facilitates this working together in times of stress.
b. All members must feel a freedom within the group to express themselves
freely.
c. The adults in a strong family set the tone. They are good role models that
lead by example.

4. What can you conclude from the following lines?

“Among the children of strong families there is less crime, less divorce, and less
emotional problems.”

“A strong family unit has to create a safe, positive, and supportive place for all
members to thrive.”

“Some important elements of a strong family system are family cohesion, family
flexibility, and family communication.”

a. It takes effort, time, and proper management in making a family strong.

b. Having a strong family entails positive environment and cooperation among
its members.
c. Both A and B are correct.

5. In a family that is parented by a happily married couple, people are able to

express themselves more freely.

Which of the following is a relevant reason to support this statement?

a. Family members are restricted to speak in this type of setting.

b. Family members are free to express themselves when the head couple is
supportive.
c. Family members lack confidence to speak when there is no harmony.

6
 2. EXERCISES/ACTIVITIES

In judging an idea’s worth and relevance to an argument, one must know where to
look and what to look for. In this exercise, you will be asked to use your own evaluating
skills by using the criteria below in judging the relevance and worth of the author’s
reasoning.

Directions: Read the following selection. Then, describe the value of the idea using the
given criteria.

In the United States, breast, prostate, lung, and colorectal cancer are the most prevalent,
and chemotherapy, radiotherapy, surgery, and/or hormone therapy are the usual
treatments. Yet, more than half of the patients with cancer opt for “complementary
medicine” to improve, as they believe, their quality of life and survival. But, do herbs and
botanicals, vitamin and mineral supplements, probiotics, traditional medicines,
homeopathy, naturopathy, acupuncture, chiropractic or osteopathic manipulation,
massage, prayer, reflexology, energy medicine, or special diets have an actual impact on
prolonging cancer patients’ lives? The short answer seems to be no.

Physicians from the Yale School of Medicine have just published the study
“Complementary Medicine, Refusal of Conventional Cancer Therapy, and Survival
Among Patients with Curable Cancers” in the journal of the American Medical Association
(JAMA). In essence, the Yale study concluded that if patients went for unconventional
cures to fight cancer, rather than scientific medicine, they had higher risk to die and do it
earlier. Complementary medicine did not help.

Belief is powerful, as research on people’s attitude toward science suggests, it disrupts,

distorts, delays or stops the comprehension and acceptance of scientific evidence.
Scientists call this phenomenon the “3Ds + S” cognitive effects of illusory thinking.

“Complementary Medicine is not helping cancer patients”

Guillermo Paz y Miño, 2018

7
Evaluation Checklist

Indicator Put a check if indicator applies

1. The topic is clearly expressed.

2. The question of argument is established.

3. Both sides of the argument are presented.
4. Reasons for both arguments are presented.
5. Reasons are aligned with and support the
topic.
6. Reasons contain factual evidences.
7. Reasons are arranged logically in the text.

3. GUIDE QUESTIONS

Please ponder upon the following questions and answer them afterwards.

1. What is the purpose of a reasoning in an argumentative text?

__________________________________________________________

__________________________________________________________

2. What are the things to consider in judging an idea as relevant and worthy?
__________________________________________________________

__________________________________________________________

3. Should evidences be always present in any type of text? Why or why not?

___________________________________________________________

V. Reflection

How would this knowledge help the development of your reading and writing
skills?

8
 9
Answers
may vary.
Exercises
Vocabulary Building
Comprehension Check 1. A
2. B
1. B 3. C
2. A 4. C
3. B 5. A
4. C
5. B
Activity Proper
Answer Key VI.