ADAPTIVE TEACHING GUIDE Template
MET # 3 Lesson # 4 ( Textual Evidence to validate to validate assertions and counterclaims made about
a text read)
Prerequisite Content-knowledge:
Facts and Opinion
Prerequisite Skill:
Distinguishing Facts from an Opinion
Prerequisites Assessment: (Describe the type and content of the Prerequisite Assessment and Use a
separate sheet for the copy of a full-blown assessment.)
Five sentences will be given to the students to identify whether the statement is a fact or opinion
through a game called “UP and DOWN”. If it is a fact, the students will stand up, and otherwise an
opinion, they will sit down.
1. The fastest land-dwelling creature is Cheetah. -Fact
2. Michael Jordan is the greatest basketball player of all times. -Opinion
3. Prison is one of the worst places on the planet. -Opinion
4. Oranges contain both calcium and vitamin C. -Fact
5. George Washington was the first President of the United States under the constitution. -Fact
Pre-lesson Remediation Activity:
For Students with an Insufficient Level of Prerequisite Content-knowledge and/or Skill(s):
1. The students will use a graphic organizer specifically Venn Diagram in comparing and
contrasting facts and opinion, and will give five examples each.
For Students with a Fairly Sufficient Level of Prerequisite Content-knowledge and/or Skill(s):
1. The students will provide three examples of Fact and Opinion.
Introduction: Must include the following parts:
1. The student is expected to finish lesson 4 in 3 days or 3 hours and may extend depending on the
needs that may arise. The student may contact the teacher through face-to-face, and via email.
2. The knowledge (RUA): The student is expected to gain from learning the topic/lesson:
Remember: Explain critical reading as a form of reasoning.
Understand: Determine textual evidence to validate assertions and counterclaims made about
a text read.
Apply: Formulate evaluative statements about a text read:
a. assertions about the content and properties of a text read; and
b. counterclaims in response to claims made in a text read.
3. Context where the student is going to apply their learning (In what PAA/EFAA and personal use?)
a. Independent Reading
b. Situational Analysis
c. Active Discussion
4. Overview of the Lesson
This lesson focuses on understanding and determining textual evidence to validate assertions and
counterclaims made about a text. This also includes discussion about the four common types of assertions,
how to analyze the counterclaims and evidence provided by the text and identify the characteristics of a
good evidence.
Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson
relative to the General Enabling Teaching Strategy. Number of chunking of topics will be dependent on the
teacher’s plan.)
Chunk 1
Topic: Identifying the four common types of Assertion
ANSWERS:
1. FACT
2. PREFERENCE
3. OPINION
4. CONVENTION
The teacher will ask the following questions:
1. Did you enjoy the activity?
2. Was it easy to form words out of those pictures?
Formative question
1. What makes a statement an assertion?
2. Is assertion and argument the same?
3. How can you use assertion in your daily life?
Chunk 2
Topic: Counterclaims
Here is a set of jumbled letters that I want you to arrange to come up with a sensible word.
O U N C M A T E C R L I
Clue: It is the opposite of an opposing argument. Did you get the answer?
The answer: _ _ _ _ _ _ _ _ _ _ _ _
Formative question
1. How do you formulate counterclaims?
2. Why is it important to consider counterclaims when you are making an argument?
Chunk 3
Topic: Different ways on how to present Textual Evidence in writing
I. Try to guess “Who am I” using the given details.
1. People come and ask for my prescription. I use a stethoscope to hear heart beats and abnormal
sounds inside the body. -Doctor
2. People call whenever their tires flattened. I check the radiator and engine to make sure they travel
safe. -Mechanic
3. I use a harrow and tiller to cultivate the land. Many depend on me to live a healthy life. -Farmer
4. I love to read books and teach children. I teach them how to read and write inside the school. -
Teacher
5. I make houses, buildings, and bridges. I use different protractors and compass sets and I calculate
things. -Engineer
II. Read the paragraph and answer the following questions. You may write the answer on separate
sheet.
Wooosh! The rain poured and the thunder struck. Luis stepped inside the house with a smile on his face.
He dropped his ball and waltzed his feet towards his room and silently closed the door. His mother followed
him in the room and said, “You really love rainy days huh?” He grinned wider and excitedly grabbed his
gadget.
1. Why is Luis happy?
A. Because it was raining.
B. Because he didn’t really like to play ball outside.
C. Because he loved the crackling sound of thunder.
D. Because he had the chance to use and play with his gadget.
2. What phrase in the text gives you hint that Luis is happy that it is raining?
A. thunder struck
B. silently closed the door
C. waltzed his feet towards his room
D. mother followed him in the room
3. What do you think he is supposedly planning to do if it didn’t rain?
A. He wants to go to school.
B. He wants to play basketball.
C. He wants to have picnic with his mother.
D. He wants to go to the mall with his friends.
4. What line from the text support the idea that he responded to his mother?
A. He grinned wider.
B. He dropped his ball.
C. He silently closed the door.
D. Luis step inside the house with a smile on his face.
5. What kind of boy was Luis?
A. He is patient.
B. He loves playing basketball.
C. He loves playing with his gadgets.
D. He wants to be alone most of the time.
Synthesis
Read the text below. Identify the assertion made by the author and the textual evidence used to
strengthen his argument. Write your answers on the diagram provided.
It is commonplace to say that nationalism is one of the most potent factors in the cultural development
of a people. Love of one’s own is essential in the equipment of all truly civilized human beings; it is the
only safe and sensible basis for the appreciation of things that pertain to others. Only those who truly
love their country and people – their tradition, history. and destiny – can develop sincere interest in, and
admiration for, the tradition, history and destiny of other countries peoples. Only they can genuine
cosmopolites, or “citizens of the world”.
-S.P. Lopez, “Return to the Primitive
Formative question
1. What are the most important details a critical reader must consider to validate claims and
counterclaims?
2. Is studying textual evidence applicable to real life scenarios? Why?
RUA of a Student’s Learning: The students will be able to explain critical reading as a form of reasoning,
determine textual evidence to validate assertions and counterclaims made about a text read, and formulate
evaluative statements about a text read.
Post-lesson Remediation Activity: (Describe the activity and use a separate sheet for the copy of a full-
blown activity.)
The students will be group into two and create a video expressing an argument about the following
topics. They will start an argument with a claim or counterclaim followed by assertions and evidences.
Topics:
1. Territorial Disputes on the West Philippine Sea.
2. Artificial Intelligences
