SHS – Reading and Writing Skills LP No. 3.

2 (Q1/3)
Student Name: _______________________ Grade and Section: ________________________
Teacher: ____________________________ Date Submitted: ___________________________

I. LEARNING SKILLS

A. Most Essential Learning Competency: Identify claims explicitly or implicitly made in a

written text (Part 2)
B. Objectives
1. Distinguish explicit from implicit statements of claim
2. Point out explicit and implicit statements of claim in a text

II. INTRODUCTORY CONCEPT

Have you ever had anyone tell you to “read between the lines”? It
is an idiom: an expression meant to encourage you to think critically and
figure out what’s going on when things are not obvious, it’s being implicit.
When something is obvious or stated directly in a text, it’s being explicit.

Explicit vs. Implicit

When something is stated explicitly, this means the exact meaning of something is
clearly stated. The meaning should be clear and obvious to anyone reading the statement.
Stating things explicitly is often important in professional settings, such as in the workplace, in
the hospital, or in the classroom.

For example

If at the end of a meeting, your boss says

“someone takes care of this,” she’s not being very explicit.
Depending on the nature of the meeting, you may not be
sure exactly what she means. However, if your boss
states her wishes explicitly, saying “make sure your team
finishes the report and passes it to me by close of
business” then you know exactly what she wants. Stating
things explicitly can help clear up confusion.

RO_English_Grade 11_Reading_and_Writing_Q1/3_LP 3.2

 The opposite of this, of course, is when something is stated implicitly, meaning the
actual, explicit meaning isn’t directly stated, it’s implied. To help us illustrate just what we
mean, let’s look at a real-life example. Well, sort of a real-life example: a movie.

Do you remember the last time you’ve been to a movie that

included romance? There’s a good chance that during that movie
there was a scene where the two actors went out on a date,
perhaps o dinner at a nice restaurant followed by a walk or
another activity. The movie showed them having a good time,
laughing, enjoying themselves, and even sharing a few kisses.
After the dating scene, the movie cuts to the two lovers waking up
in bed together the next morning.

In this movie, whatever amorous activity happened in between that time period is
implied. If that activity had been shown explicitly in the movie, well, it would have been a
completely different type of movie altogether.

Things get stated both explicit and implicitly in the text

all the time. When the meaning is obvious and stated
clearly, it is explicit. If you’re not exactly sure what the
text is saying, or have to think a bit about it before
realizing what it means, it is implicit.

III. ACTIVITIES

Practice Task 1: Explicit vs. Implicit

Direction: Identify each statement if explicit or implicit. Write E if explicit and I if implicit.

1. Tom felt sad. He could not go on the picnic because it was raining. ______
2. Opera is not as entertaining as a musical comedy. ______
3. Even in 2012, some people are under the assumption that it is a woman’s role in life
to clean and take care of the household. ______
4. While it’s true that some women are still-at-home mothers, where it is their job to take
care of the house and children, today, more than ever before, mothers and women are
staying in workforce, even while they’re raising families. ______
5. Neil Armstrong was the first man to step foot on the moon. ______

Practice Task 2: Expressing the explicit meaningDirection: In your own

words, state the explicit meaning of the following passages.
1. “Don’t let people mark you down,” the old man said. “If you allow them, they’ll sallow you,
and in the end, you’ll lose even the smallest ounce of dignity.”

RO_English_Grade 11_Reading_and_Writing_Q1/3_LP 3.2

 __________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
______________________________________.

2. It was like his birthday celebrated in advance.

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
______________________________________

3. “Tell your father to come home quick.”

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
______________________________________

4. His lungs failed him. Or did he give up trying?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
______________________________________

5. …” his soul remains in us, still pulsing, still resonating.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
__________________________________________________________

Practice Task 3: Point out the implicit stated claim

Direction: In your own words, reveal what is being implied by the following sentences.
Number 1 is already done for you.
1. Informal discussions and sharing of ideas between staff (teachers and teaching assistants)
were useful but insufficient to promote consistency of approach and better progression.

Answer There is value in informal discussions but these needed to take

place more often if they are to help to properly maintain
consistency of approach and progression among the pupils.

2. From a report on PE teaching

In primary schools, some teachers lack the specialist knowledge needed to teach PE well,
and outcomes for pupils are not as good as they could be.

RO_English_Grade 11_Reading_and_Writing_Q1/3_LP 3.2

 Answer

3. More able pupils do not have enough time to practice and achieve their very best. Only a
minority of schools play competitive sport to a very high level.

Answer

4. From a report on geography teaching

Fieldwork encouraged a higher than average take-up of examination courses at a time

when examination entries for geography were falling nationally.

Answer
Answer

5. Developing a deeper understanding of people and places, and of the need to live in balance
with an increasingly fragile environment, is more important than ever in today’s world.

Answer
Answer

B. ASSESSMENT
Read each passage and then respond to the questions.
……………………………………………………………………………………………………………
Every day after work Paul took his muddy boots off on the steps of the front porch.
Alice would have a fit if the boots made it so far as the welcome mat. He then took off his dusty
overalls and threw them into a plastic garbage bag. Alice left a new garbage bag tied to the
porch railing for him every morning. On his way into the house, he dropped the garbage bag
off at the washing machine and went straight up the stairs to the shower as he was instructed.
He would eat dinner with her after he was “presentable,” as Alice had often said.
……………………………………………………………………………………………………………
.

RO_English_Grade 11_Reading_and_Writing_Q1/3_LP 3.2

 1. What type of job does Paul do?
_________________________________________________________

How do you know this?

_________________________________________________________

2. Describe Alice:
_________________________________________________________

What is in the text that supports your description?

_________________________________________________________

3. What relationship do Paul and Alice have?

____________________________________

Why do you feel this way?

_________________________________________________________

……………………………………………………………………………………………………………
Crack! Thunder struck and rain poured. Max stared blankly out the window, trying to
contain his emotions that raged like the weather. He was beginning to lose it. Dropping the
kite from his hand, Max broke out into full sobs. His mother comforted him, “There, there Max.
We’ll just find something else to do.” She began to unpack the picnic basket that was on the
counter and offered him a sandwich, Max snapped, “I don’t wanna sand-mich!” A flash from
the sky lit up the living room. Boom! Mom sighed.
…………………………………………………………………………………………………………
4. Why is Max upset?
_____________________________________________________

How do you know this?

_____________________________________________________

5. What was Mom planning on doing today?

____________________________________

What is in the text that supports your description?

___________________________________________________________________

IV. RUBRIC FOR SCORING

For Assessment
Indicator Score (1-10)
1. The responses are written clearly and
comprehensively
2. The responses are based on the
discussion learned

RO_English_Grade 11_Reading_and_Writing_Q1/3_LP 3.2

 3. The responses have a good language
structure
4. The responses have supporting facts to
justify the point
TOTAL SCORE

V. ANSWER KEY
Practice Task 1.
1. E 2. I 3. E 4. I 5. E
Practice Task 2.
Answers may vary

Practice Task 3.
Answers may vary

Assessment
Answers may vary

VI. REFLECTION/ COMMENTS/ SUGGESTIONS

_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

VII. REFERENCES

Books
Al – Amrey, Melody Raquel et.al. (2011)Content –Based English as a Second Language: A
Multiple – Intelligence Approach for College Students. Quezon City:
C & E Publishing, Inc.
Websites

https://www.slideshare.net/reading-lesson7-explicit and-implicit-claims-in-a-text
https://www.frontiersin.org/articles/10.3389/fpsyg.2015.01861/full
http://www.enhancemywritin.com/implicit-vs-explicit

RO_English_Grade 11_Reading_and_Writing_Q1/3_LP 3.2

https:www.proprofs.com/quiz-
school/storyamp.php?title=mjm1nzuwoax62x#aoh=15936668847087&referrer=https%3A%2
F%2Fwww.google.com&amp_tf+From%20251%24s
https://www.softschools.com/examples/literary-terms/claim_examples/276/”>
https://www.csun.edu>098_PDF
https://www.slideshare.net/mobile/KatrinaClaireLandich/critical-reading-claims
https://catlintucker.com>2014/08>com
https://www.queens-english-society.com
https://www.quizizz.com
https://prezi.com/signup/basic
https://writingexplained.org/implicit-vs-explcit
https://wordinasentence.com/implicit-in-a-sentence/
https://www.slideshare.net /mobile/SonayoJeny/Identifying-explicit-implicit-claim-in-a-text

Prepared by:

KAREN H. NAÑOZ – Teacher III

Guruyan National High School
SDO – Sorsogon Province

MERCIE JOY D. ARGANA – Teacher III

Magallanes National Vocational High School
SDO – Sorsogon Province

Layout Artist:
LEMUEL F. DE RAMON – Teacher II
Bulusan National High School
SDO – Sorsogon Province

Quality Assured by:

MARICEL M. DINEROS
Education Program Supervisor
SDO – Sorsogon Province

MILANY V. CORPORAL – TII

San Agustin Stand Alone Senior HS
SDO- Iriga City

CLAUDIA MARILOU S. MARPURI

EPS in English
Iriga City Division

RO_English_Grade 11_Reading_and_Writing_Q1/3_LP 3.2

RO_English_Grade 11_Reading_and_Writing_Q1/3_LP 3.2