Instructional Planning

Detailed Lesson Plan (DLP)

DLP No.: 01 Learning Area : English Grade Quarter: 3 Duration:
January 10, 2025 Level: 45 minutes
10
Learning Competency/ies: Distinguishing Technical Terms Used in Research Code:
(Taken from the Curriculum Guide) EN10V-IVa-30:

Key Concepts / Understandings to be  Claims of Fact

Developed  Claims of Policy
 Claims of Value
1. Objectives: At the end of this lesson, the students should be able to:
Knowledge Remembering
Understanding Identify the claims of Fact, Policy, and Value;
Skills Applying Formulate claims of fact, policy and value
Analyzing
Evaluating
Creating
Attitude Develop a critical and open-minded attitude toward evaluating claims of
fact, policy, and value to promote fairness and informed judgement in in
discussions and decision-making
Values Appreciate the importance of distinguishing between claims of fact,
policy, and value in promoting critical thinking and responsible
decision-making

2. Content FACT, POLICY, AND VALUE

3. Learning Resources https://www.deped.gov.ph/english-cg/
https://www.studocu.com/ph/document/colegio-de-sanpedro/geometria/english-10-q2-
mod5-claimsof-fact-valueand-policy-v4/21149557
https://youtu.be/bFOPMMkk-uk
https://courses.lumenlearning.com/suny-esc-wmenglishcomposition1/chapter/types-of-
claims/
https://pressone.ph/fact-check-vice-president-sara-duterte-did-not-say-she-couldspend-
p125-million-in-an-hour-or-in-a-minute/#google_vignette
4. Procedures
4.1 Introductory  Greet the students in your class.
Activity (2mins)  Start with an Opening Prayer
 Ask students to pick up the pieces of paper and arrange their chairs
 Check the Attendance (attendance checking according to their group)
4.2 Activity. Learning Activity: Fill Me Up!
(5mins) The teacher will provide an incomplete words, and for the students to provide answers to the idea they
should be able to comprehend the guide questions provided by the teacher.
Guide questions:
 This type of claim reports, describe, predicts and shows cause and effect. Often asked “can you
investigate through research or interviews?”
 This type of claim shows that something has existed (past), exist (present), or will exist (future).
Often asked “what should be done?”
 This type of claims compares and contrast a problem with a similar one in another time and/or
place. often ask “Is it good or Bad?”

1. F
__
CT
2. P
__
4.3 Analysis The teacher will ask some question to the class.
 __
(4mins)
▪ When have you encountered these words?
▪ How was the activity?
▪ What is the relevance of the activity to the topic?

4.4 Abstraction A lesson discussion on: Exploring Claims: Fact, Policy and Value: This is integrated with Politics,
( 11mins) Environment, and Social issues
What is a claim?

For a Speaker: A claim is the main topic of an argument where the speaker tries to assert on his or her
beliefs, ideas or actions. For a Writer: A claim is the central statement of a text where the writer tries to
prove in the text by providing details, explanations and other types of evidence.

Examples of claims Characteristics

1. Sara Duterte is the current Vice True, Single Statement, Present

President of the Philippines.

2. Sara Duterte is more popular in Comparison, True/False, Present

Mindanao compared to Luzon.

5. Marcos Jr. should strengthen Policy, Future, Action to Be Taken

diplomatic ties with neighboring
countries.

Other characteristics of a good claim:

▪ A claim should be argumentative and debatable.

▪ A claim should be specific and focused.
▪ A claim should be interesting and engaging.
▪ A claim should be logical.
Claims can be categorized into three main types: claims of fact, claims of value, and claims of policy. Each
type serves a distinct purpose in argumentation and discourse.

Claims of Fact. This asserts that something is true or false and can be verified with evidence. It is
important that these claims are debatable, meaning they should provoke discussion rather than state
universally accepted truths. For example, a claim like "Decreasing carbon dioxide emissions can help slow
global warming" is a claim of fact because it presents a verifiable assertion about the relationship between
emissions and climate change.

Characteristics:
▪ Debatable: Must allow for differing opinions.
▪ Evidence-based: Supported by data or factual information.
▪ Temporal: Can refer to past, present, or future states.
-A claim that reports, describes, predicts and shows cause and effect.
-A claim that something has existed (past), exists (present) or will exist (future). Question: Can
you investigate through research or interviews?
Example: “The new Vice President of the Philippines was accused of being irresponsible in
spending a huge amount of money in a short period, regardless of the confidentiality.”

Claims of Value. This evaluates something based on moral, aesthetic, or ethical grounds. It argues that
one thing is better or worse than another, often reflecting personal beliefs or societal norms. An example
would be "It is better to teach good nutritional habits at home than in schools," which assesses the
effectiveness and importance of nutrition education.

Characteristics:
▪ Judgmental. Involves assessments of worth or merit.
▪ Comparative. Often compares two or more subjects.
▪ Subjective. Reflects personal or cultural values.
-A claim that gives judgment about morality, beauty, merit or wisdom.
-A claim that compares and contrasts a problem with a similar one in another time and/or place.
-A claim that is based on preference such as likes or dislikes, good or bad.
Question: Is it good or bad?
Example: “Safety is more important than freedom.”
 Claims of Policy. This advocates for specific actions to be taken or avoided. It suggests that certain
conditions should exist to address a problem. For instance, "The government should implement stricter
regulations on carbon emissions" is a claim of policy as it proposes a course of action to mitigate
environmental issues.

Characteristics:
▪ Action-oriented: Calls for specific changes or interventions.
▪ Problem-solving: Addresses existing issues and suggests solutions.
▪ Persuasive: Seeks to influence decision-making processes.
-A claim that urges that an action be taken or discontinued in specific policies.
-A claim that shows that a problem exists and it’s good to solve it in a certain way. Question:
What should be done?
Example: Safety is more important than freedom.”
4.5 Application Activity: Claim Classification Challenge (5-Minute Activity)
(5mins) To identify and classify statements as Claims of Fact, Policy, or Value. This activity
encourages quick thinking and helps students understand the distinctions between
these three types of claims.
Teacher will explain to the students the three types of claims: (1 minute)
 Claim of Fact: Verifiable statements, can be proven true or false.
 Claim of Value: Judgment-based, reflects personal beliefs or societal norms.
 Claim of Policy: Suggests a course of action or policy change.

Activity Execution (3 minutes):

 Have students work in pairs or small groups.

 They should discuss and decide whether each statement is a Claim of Fact,
Claim of Value, or Claim of Policy.
 After 3 minutes, ask the groups to share their classifications and briefly
explain their reasoning.

Example Statements for the Activity:

1. "The Earth’s atmosphere is composed of 78% nitrogen."

(Claim of Fact – It can be verified with scientific data.)
2. "Eating at least five servings of fruits and vegetables a day is better for your health than eating
processed foods."
(Claim of Value – It's a judgment about health based on personal beliefs or societal norms.)
3. "The government should increase taxes on sugary drinks to reduce obesity rates."
(Claim of Policy – It suggests a specific action to solve a problem.)
4. "The current unemployment rate is 5.6% in the country."
(Claim of Fact – It can be verified through statistical data.)
5. "Public schools should teach students more about financial literacy."
(Claim of Policy – It advocates for a specific action to improve education.)
6. "It is better to prioritize environmental protection over economic growth."
(Claim of Value – A comparison between two societal values.)
4.6 Assessment Group Activity: "Exploring Claims Through Multiple Intelligences"
(18mins) Objective:
Students will classify, create, and present claims of Fact, Value, and Policy while engaging in tasks that
cater to the 8 multiple intelligences.
Materials Needed
 Strips of pre-written claims (3 per group: one Fact, one Value, one Policy).
 Manila paper, markers, or pens.
 Task-specific materials (e.g., space for movement, art supplies).
The class divided into 8 groups. Each group will be Assigned to a task aligned with one of the multiple
intelligences.
Group Tasks
1. Linguistic Intelligence (Group 1)
Task: Classify the pre-written claims and explain the reasons behind the classifications in
complete sentences.
Output: Written explanations for each claim.
Example claims:
"The Philippines is an archipelago consisting of over 7,600 islands." Classified as Claim of
FACT
"Education is more valuable than material wealth." Classified as Claim of Value
"The government should implement stricter penalties for cyberbullying." Classified as
Claim of POLICY
2. Logical-Mathematical Intelligence (Group 2)
Task: Create one example of a Fact, Value, and Policy claim based on data or logical
 reasoning (e.g., statistics, cause-effect relationships).
Output: Written claims that are logical and evidence-based.
Examples claims:
"Countries with higher investment in renewable energy report a 40% reduction in carbon
emissions over a decade." Classified as Claim of FACT
"The government should allocate at least 30% of its annual budget to education to
improve literacy and numeracy rates nationwide." Classified as Claim of POLICY
"Implementing STEM-focused education in high schools is more effective for preparing
students for modern careers than traditional curricula." Classified as Claim of VALUE
3. Musical Intelligence (Group 3)
Task: Compose a short chant or jingle summarizing the three types of claims.
Output: A 2–3 line chant or jingle to share with the class.
4. Bodily-Kinesthetic Intelligence (Group 4)
Task: Act out one pre-written claim (Fact, Value, or Policy) through a simple skit. The
class guesses the type of claim.
Output: A brief performance.
5. Spatial Intelligence (Group 5)
Task: Illustrate one pre-written claim on paper to represent its type.
Output: A drawing that visualizes the claim.
6. Interpersonal Intelligence (Group 6)
Task: Collaboratively debate the pros and cons of one Value or Policy claim provided.
Output: A brief summary of the debate points.
7. Intrapersonal Intelligence (Group 7)
Task: Reflect on how a specific claim (Fact, Value, or Policy) affects them personally or
their community.
Output: A short written reflection.
8. Naturalist Intelligence (Group 8)
Task: Create Fact, Value, and Policy claims related to nature or environmental issues.
Output: Claims such as "Deforestation reduces biodiversity."

4.7 Assignment Assignment:

(1min)
Study in advance the patterns and techniques of developing an argumentative claim. Jot
down notes for future references.

4.8 Concluding
Activity (1 minute) “Without questions, there is no learning.”
– W. Edwards Deming
5.Remarks

6.Reflections

Prepared by:

Name: MICHAEL RAE LUMINGKIT School: Tugbongan National High School

Position/Designation: Student Teacher Division: Cebu Province
Contact Number: 09310656320 Email address: [email protected]