Name of Teacher: Aimie A.

Silva Year Level: Section: GAS (Mahogany)

XI
Learning Area: Reading and Writing Quarter: Date: May 25, 2023
rth
4
Competencies: Identifies claims explicitly or implicitly made in a written text Duration: 1-2 Hour
 Claim of fact
 Claim of value
 Claim of policy
Key Understanding Understands the relationship of a written text and the context in which it was developed.
to be Developed
Knowledge Define claim and its characteristics;
Learning Skills Differentiate the types of claim; and
Objectives Attitude Value one’s opinion on social issues by formulating a claim.
Resources Needed: Visual Materials, Book, Online References, Board
Elements of the Plan METHODOLOGY
Preparations Introductory Greetings, Opening Prayer, Checking of Attendance (through a seat plan), Recapitulation of the Previous
-How will I make
the learners Activity Lesson, and Presentation of Objectives.
ready?
-How do I prepare
the learners for Motivation The teacher will ask the students with the following questions:
the new lesson?
-How will connect
my new lesson
with the past
lesson?
Presentation Activity Instructions:
-How will I
present the
new lesson?
-What
materials will
I use?
-What
generalizatio
n/concept/ab Analysis After the activity, students will be asked with these questions:
straction
should  How did you find the activity?
learners  Is it hard to differentiate someone or something?
arrive at?
Abstraction Lesson Proper

What is a Claim?
 The word claim comes from the Latin word clamare, which means “to cry out, shout.”
 In literature, a claim is a statement that asserts something to be true and can either be a fact or a
judgment.
 A claim is the central argument/central idea of the text which can work on its own or in
conjunction with other claims to form a larger argument.
 It is what the writers trying to by providing details, explanation, and other types of evidence.
 It can be classified into three types (3); Fact, Value and Policy.
Explicit and Implicit Claims
 The definition of explicit is, “to fully and clearly express something, leaving nothing Implied.” Something is
explicit when it is clearly stated and spelled out and there is no room for confusion
 Implicit - it is implied but not directly stated.
 Explicit -it is directly stated and leaves no room for uncertainty.
Characteristics of a good claim:
 argumentative and debatable
 specific and focused
 interesting and engaging
 logical
Claim of Fact
 It is a claim that asserts some empirical truth.
 Refers to a condition has existed (Past), exists (present), or will exist (future).
 Inferences made are based on factual evidence, reliable and appropriate data, documents, scientific
observation, and research.
 Claims of facts are those we think about rightly as being true or false. The reasons we give are the
reasons we believe the statement is true or false.
 Argument usually turns on strength of evidence presented as reason for arguer’s belief in the claim.
Guide question in crafting a claim of fact:
a. Did it happen?
b. Is it true? Does it exist?
c. How do we know this? How can its truthfulness be verified?
d. Is it a fact?
Example:
a) The oldest known disease in the world is leprosy.- past
 b) Cancer is not contagious.-present
c) The climate will get warmer in the next few years because of global warming. Future fact

Claim of value
 It is a claim that asserts a judgment to some sort. This value judgment made based on morals, standards,
and norms.
 They required the used of standard evaluation, presentation of advantages or moral standard used, use of
example to concretized abstraction, and use of credible sources.
 Value claims are arguable statements concerning the relative merits of something which is measured
subjectively.
 Often, claim of value is comparative.
 It is also based on likes and dislikes, good or bad.
Example:
a. Death penalty is unjust.
b. It is better to have love and lost than never to have loved at all.
Guide question:
a) What claims endorse what is good or bad?
b) What qualities should be considered good? Why?
c) Which of these values content with others?
d) Which one are more important, and why?
e) Whose standard are used?
Claim of Policy
It is a claim that asserts that an action should be taken.
 These are specific and measurable action that needs to be done in order to address issues or concerns
presented in an argument or proposition.
 It argues that certain conditions should exist. As the name suggests, it advocates adoption of policies or
courses of action because problems have arisen that call for solution.
 As with value claim, claim of policy often requires you to build upon fact and value claim. You may need to
establish with a claim of fact that there is a problem needing a solution, for instance, and then use a claim
of value to argue the rightness of solving the problem.
 When identifying a claim of policy, look for key words “should”, “ought” and “must”. They may not always
be present, but if they are, actions are usually called for
Example:
A dress code should be introduced to all students.
President Duterte recalled order allowing kids ages 1 to 14 outside their homes.
Be guided by the following questions in formulating a claim of policy:
  What should be done?
 How can we solve this problem?
 What course of action should we pursue?
 What should not be done?
Generalization
The teacher will explain the importance of learning the 3 types of claim to help students formulate assertion
as truthful to substantiate an argument. After that, the following questions will be asked to the students.
• As a SHS student, is it a must for you to learn the 3 types of claim? Yes or No? Why?
• How does a claim help students in the field of writing?
Practice Application Directly answer the following questions on ¼ sheets of paper.
-What
practice 1.
exercises/ap
plication
activities will
I give to the
learners?
Assessment ASSESSMENT MATRIX
Level of Assessment What will I assess? How will I assess? How will I score?
 Students’ ability Instructions; Accomplish the  15 points for an excellent output.
Create a following items on a ½ crosswise.
Skill paragraph using
any of the Create a short paragraph about Rubrics:
pattern
time in your life when you
development - Focus-30%
comparison and experienced an emotion strongly.
contrast, cause Organization-25%
Try to give as much as detailed
and effect, and
problem- possible. Select 1 pattern of Integration-25%
solution
development to use from the Convention-20%
following: comparison and
100%
contrast, cause and effect, and
problem-solution.

Assignment Do an advance research about Intertext and Hypertext.