READING & WRITING

SKILLS
(Core-Grade11)
QUARTER 4: MODULE 3
“Determining Textual Evidence”

LEARNING ACTIVITY SHEET

Dominica Recoy Pontica-Diolola

Diolola2020@gmail.com

09305228643

Lesson
Determining Textual Evidence
3
Learning Competency 7: Determine textual evidence to validate assertions and counterclaims
made about a text read.

S2 Q4 EN11/12RWS-IVac-10

EXPLORE

Reading as a critical element of literacy is very essential for individuals’

success. It is one of the ways that we use language in our daily life to gather
information, communicate with others and for enjoyment. Hence, reading
always occurs in context. Thus, when you read and evaluate the text you are
reading, it is important to validate your assertions and counterclaims with valid
evidences to produce meaningful evaluative statements.

ACTIVITY
Direction: Read each item carefully. Choose the correct answer by writing the
letter on the space before each number.
_______ 1. It is information gathered from the text that supports your evaluative
statements.

A. Assertion C. Textual Evidence

B. Evaluative Statement D. Counterclaim

_______ 2. It is a statement used to make a declaration or to express strong

belief on a particular topic, often without evidence.
A. Assertion C. Textual Evidence
B. Evaluative Statement D. Counterclaim

_______ 3. It is a statement that you can make to reflect your judgment and
generalization about a text that you have read.
A. Assertion C. Textual Evidence
B. Evaluative Statement D. Counterclaim

_______ 4. These are statements that oppose the claims of the writer in the text.
 A. Assertion C. Textual Evidence
B. Evaluative Statement D. Counterclaim

_______ 5. In formulating assertions and counterclaims about a text, it is

important to support one’s statement with __________.
A. Assertion C. Textual Evidence
B. Evaluative Statement D. Counterclaim

_______ 6. It is the act of mentioning a specific section of the text like an event
or action.
A. Referencing C. Summarizing
B. Paraphrasing D. Quoting

_______ 7. It is stating a part of a text in the exact way it was written.

A. Referencing C. Summarizing
B. Paraphrasing D. Quoting

_______ 8. It is restating the text in your own words.

A. Referencing C. Summarizing
B. Paraphrasing D. Quoting

_______ 9. It is restating the text in a shorter way using your own words.
A. Referencing C. Summarizing
B. Paraphrasing D. Quoting

_______ 10. Textual evidence weakens the assertion or counterclaims about a

text.
A. True C. Maybe
B. False D. It depends

LEARN

In formulating assertions and counterclaims about a text, it is important that you

support your statements with textual evidence.
What is textual evidence?
Textual evidence is information gathered from the text that supports your
assertion or counterclaim about the text. It refers to any proof of an argument, a
claim, a counterclaim, an assertion cited in the text leading to a conclusion.
In expressing your judgment about the text,

1. First, state your idea about the text.

2. To determine evidence from the text, look for clues and keywords that
support your idea about the text.
3. Quote or paraphrase the part of the text that helped you come up with
your idea.
4. Use quotation marks to quote a part of the text. If it is from a book,
indicate the page number at the end of your sentence.
5. Lastly, express how the quote supports your idea.

In citing textual evidence, you need to quote, paraphrase or refer to the very
specific part of the text where you can use to support your own thoughts and
ideas.

Below are types of textual evidence:

Referencing
This is the act of mentioning a specific section of the text like an event or
action.
Examples:
 According to Fussell, ‘The Oxford Book of English Verse presides
over the Great War in a way that has never been fully appreciated’
(159).
 Strickland tells the story of Minty Nelson, a 27-year-old Seattle
University employee and student, whose encounter with a census
worker epitomizes the identity battle faced constantly by multiracial
people.
Paraphrasing
This is restating an author’s or someone else’s work using your own words
without losing the original idea of the text.

Example:

The original passage: The paraphrase:

Students frequently overuse In research papers students
direct quotation in taking notes; as a often quote excessively, failing to
result they overuse quotations in the keep quoted material down to a
final (research) paper. Probably only desirable level. Since the problem
about 10% of your final manuscript usually originates during note taking.
should appear as directly quoted It is essential to minimize the material
matter. Therefore, you should strive recorded verbatim (Lester, 1976 p.
to limit the amount of exact 46 – 47)
transcribing of source materials while
Summarizing
This is stating the essential ideas together of the text in a shorter way.
Example:

The original passage: The summary:

Students frequently overuse Students should take just a
direct quotation in taking notes; as a few notes in direct quotation from
result they overuse quotations in the sources to help minimize the amount
final (research) paper. Probably only of quoted material in a research
about 10% of your final manuscript paper (Lester, 1976 p. 46 – 47)
should appear as directly quoted
matter. Therefore, you should strive
to limit the amount of exact
transcribing of source materials while
taking notes (Lester, 1976 p. 46 – 47)
Quoting
Source: https://www.youtube.com/watch?v=Fbb4Ch7nDJc
Source: https://www.youtube.com/watch?v=Fbb4Ch7nDJc

This is stating a part of a text in the exact way it was written.

Example:
 Samantha King, a forensic specialist, stated that “DNA evidence is
usually indisputable.
 According to Confucius, “You can’t open a book without learning
something.”

Support your statements with textual evidence to come up with strong or solid
arguments, and make your ideas more credible. You can come up with good
textual evidence by selecting the most relevant section of the text that strongly
supports your statement about the text.
Why do you need to determine textual evidence?
The need to answer questions after reading a text and or to share our ideas
enables us to go back to what we have read and give evidence from it to prove
that you are not just manufacturing your thoughts. Oftentimes, when we you are
asked about how nice a movie was, you need to cite part or parts of the movie
which could support your thoughts that it was indeed a very nice movie worthy
to be watched. What you are doing is using textual evidence.
Example:
Eric often gets wet on Saturdays. He wakes up at 6 o’clock in the morning and
goes straight to the faucet. He prepares a basin, soap, shampoo and a stool.
One by one, he calls out his fur friends for the Saturday mornings “ritual”.
Question: Based on the text, what is Eric’s work on Saturday mornings?
a. Washes clothes
b. Cooks for breakfast
c. Baths his pets
d. Preparing for work
Textual Evidence: One by one, he calls out his fur friends for the Saturday
mornings “ritual”

ENGAGE

Activity 1: Practice choosing the strongest piece of textual evidence to support

the claim. Write the letter of the correct answer on the space provided before the
number.
_____ Claim #1: Simple changes can cut your carbon emissions greatly!
A. I think that we need to do something quickly to help save the
environment.
B. If you hang your clothes outside on the clothesline instead of using
the electric dryer, you can cut your carbon emissions by 351
lbs./year.
C. Kids can help parents by doing some household chores.
_____ Claim # 2: Exercise is important for the growth and development of
children.
A. Children watch too much television.
B. All children love to ride their bikes outside and on trails through the forest.
C. Children who are active will have stronger muscles and bones.
_____ Claim # 3: A diet rich in fruits and vegetables has many benefits.
A. Fruits and vegetables taste good.
B. Eating lots of fruits and vegetables lowers your risk of heart disease.
C. There are many colorful fruits and vegetables for you to try.
_____ Claim # 4: Smoking cigarettes is harmful to your health.
A. The mixture of nicotine and carbon monoxide in cigarettes temporarily
increases your heart rate and blood pressure, causing strain on your heart
and blood vessels.
B. Cigarette smoke smells really bad and that smell sticks to your hair and
clothes.
C. Secondhand smoke is bad for the people around you
_____ Claim # 5: Bullying is a common problem in schools across the province.
A. Children who are bullied experience suffering that can interfere with their
emotional and social development.
B. Surveys indicate that as many as half of all children are bullied at some
time during their school years.
C. Action needs to be taken to stop bullying now!
Activity 2: Practice more. Read the passage and answer the questions below.
Cite the strongest piece of textual evidence to support your answer.
Passage # 1
Welcome! The tour is about to begin. First stop is the cornfield. It
must be time to pick the corn crop. The cow pasture is near the cornfield. The
cows eat grass and drink water. This helps them produce milk. A flock of sheep
grazes in their pasture. The sheep have coats of soft wool. At the barn, the pigs
are squealing at a dog that’s bothering them. The henhouse is the last stop on the
tour. The farmer is collecting the eggs. It’s time to say goodbye.

A. Define Words
Match the words with their definitions. Use a dictionary if you need help.
_____ 1. pasture a. textile fiber obtained from sheep and
other animals
_____ 2. graze b. high-pitched cry or noise
_____ 3. wool
c. land covered with grass and other
_____ 4. barn low plants suitable for grazing
animals
_____ 5. squealing
d. a large farm building for storing
 crops, or for keeping animals in

e. to feed on land covered by grass

B. Analysis

✦ Where is this tour taking place?

________________________________________________________________
________________________________________________________________
______________________________________________________________
✦ Cite the strongest piece of textual evidence to support your answer.
________________________________________________________________
________________________________________________________________
________________________________________________________________
Passage # 2

Smoking cigarettes is a bad habit. People begin to smoke for

the fun of it. They think that it’s easy to stop all of a sudden. The truth is
that it is very difficult to quit smoking. My uncle began smoking one
cigarette a day. He now smokes more than thirty cigarettes a day. Some
people get addicted to smoking and needs to smoke cigarettes
continuously. It is called chain smoking. When we sit beside a smoker,
we unknowingly breathe in smoke. This is called passive smoking which
is equally bad for our health. If a pregnant woman smokes it is harmful for
her child. Smoking is bad for our skin and cause cancer. Smokers have
A.dark
Context Clues
lips and bad breath. Constant smoking destroys our lungs. It causes
mouth and lung cancer and slowly leads to loss of appetite. When we
smoke the tobacco in the cigarette burns and we inhale the smoke.
Smoking gradually destroys our body part and so it is a silent killer.
Source: https://exploreabc.com/2014/07/29/smoking-is-injurious-to-health/

Circle the meaning of the underlined word used in the sentence.

1. Having lost nearly all of his savings, he finally realized he was
addicted to gambling.
A. apathetic B. clearheaded C. dependent D. sober
2. She returned to her room to clean herself up, cursing peanut butter for
ruining her appetite as she went.
A. craving B. satisfaction C. fullness D. satiety
3. When we sit beside a smoker, we unknowingly breathe in smoke. This
is called passive smoking.
A. protesting B. involuntary C. resistant D. willful

B. Analysis
Assertion: Smoking cigarette is a bad habit.
✦ Cite the strongest piece of textual evidence to support the assertion.

Use paraphrasing.
________________________________________________________________
________________________________________________________________
________________________________________________________________
____________________________________________________

Passage # 3

The slave owners justified their inhuman cruelty by blaming the Africans
themselves for their enslavement. For example, Captain Snelgrave argued that
slaves “had forfeited their Freedom before I bought them, either by Crimes or by
being taken in War, according to the Custom of their Country; and they being
now my Property, I was resolved to let them feel my Resentment, if they abused
my kindness.” By saying they were rightfully slaves because of their “Crimes” in
Africa, Snelgrave blamed the slaves rather than himself for the loss of their
freedom. His promise that disobedient slaves would “feel” his anger shows that
physical punishment would result from this supposed legality of slavery. It’s true
that the Captain emphasizes his acts of “kindness” in comparison with other
slavers. But Snelgrave’s professions of humanity should be taken with a grain of
salt. For example, when says the mutineer slaves begged him to “forgive them,
and promising for the future to be obedient . . . if I would not punish them this
A.time,”
Writing Sentences
it’s clear that he has punished them before. Their child-like request for
“forgiveness” comes from their complete and violent deprivation of liberty—not
from the slave captain’s humane treatment.

Source: http://explorehistory.ou.edu/wp-content/uploads/2016/02/Assert-Cite-Explain.pdf

Use the given words in a sentence based on the given definition.

Observe proper capitalization and correct punctuation.
1. justified – (adj.) done for, or marked by a good or legitimate reason
______________________________________________________
2. enslavement – (n.) the action of making someone a slave; subjugation.
______________________________________________________
3. mutineer – (n.) a person, especially a soldier or sailor, who rebels or
refuses to obey the orders of a person in authority
 __________________________________________________________
4. deprivation – (n.) the state of being kept from enjoying or using
something; the state of being deprived
__________________________________________________________
5. liberty – (n.) the state of being free within society from oppressive
restrictions imposed by authority
________________________________________________________

B. Analysis

Assertion: The slave owners believed their inhuman cruelty was completely
justified.

✦ Cite the strongest piece of textual evidence to support the assertion.

Use quoting.
________________________________________________________________
________________________________________________________________
______________________________________________________________

APPLY

Activity 1: Cite the strongest piece of textual evidence to support your

assertion and counterclaim.

An excerpt of Meat Culture

By Steve Pavlina

When I see a piece of flesh on someone’s plate, I also see the processes
that brought it to their plate. Some people argue that plants may be harmed by
being eaten. I happen to agree. If we care about minimizing harm to plants, then
we’ll do much less harm by eating them directly as opposed to grinding them up,
feeding them to animals, and then grinding up and eating the animals. If we
stopped growing crops to feed to animals and fed those crops to people directly,
it’s estimated that we’d have enough food to feed the whole planet five times
over. So if you do actually care about plants, then you can greatly reduce your
plant harm by eating plants directly. Another way to reduce harm to plants is to
favor fruits that can be eaten without killing the plants. You can eat a wide variety
of fruits, both sweet and non-sweet, without seriously hurting the plant that
spawned it. And that same plant will often continue to bear even more fruit. I
think a more sensible and realistic approach is to keep leaning towards a more
conscious, compassionate, and ecologically sound way of eating.
Write your assertion with textual evidence.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Write your counterclaim with textual evidence.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

REFLECT

1. How did you find the lesson? Choose an emoticon that shows how you
feel.

2. Why did you choose that emoticon? Write a sentence about your
experience in learning this lesson.
__________________________________________________________
 3. Which activity or activities did you like best? Which one/s do you think
did not suit your need/s as a learner?
__________________________________________________________
4. What suggestion can you give to help us improve this Learning Activity
Sheet?
________________________________________________________________

REFERENCES

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https://link.quipper.com/en/organizations/547ffb8bd2b76d0002002618/
curriculum#curriculum
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https://department.monm.edu/cata/mcgaan/classes/cata335/O-
claims.335.html
Olivieri, P. (n.d.). How to Teach Text Evidence: A Step-by-Step Guide. [online]
Rockin
Resources. Available at: https://blog.teacherspayteachers.com/teach-text-
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Perez, R.E. (2014). Exit essay: Save the Filipino language. Retrieved from
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https://www.mesacc.edu/~paoih30491/ArgumentSampleClaimofFactDef.html
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http://ollie.dcccd.edu/Services/StudyHelp/StudySkills/sub/rdgcri.htm
https://www.slideshare.net/marykatrinebelino/critical-reading-as-reasoning-
7847430
https://www.citeman.com/9187-evaluative-statements.html

https://www.youtube.com/watch?v=YguqKdC1q8w
https://literarydevices.net/assertion/
https://dmh.mo.gov/dd/docs/chapter2.pdf
https://www.aljazeera.com/programmes/talktojazeera/2016/10/exclusive-
rodrigo-duterte-war-drugs-161015100325799.html
https://en.oxforddictionaries.com/definition/assertion
https://prezi.com/nm4ou_jglck5/the-logic-of-assertions/
 http://www.senate.gov.ph/press_release/2018/1106_prib3.asp
 "Stephen Crane" Accessed August 28, 2019.
https://link.quipper.com/en/organizations/547ffba0d2b76d000200267d/
curriculum#curriculum
https://modules.arvicbabol.com/files/ENGL112/Lesson%2010%20Formulatin
%20assertions%20and%20counterclaims.pdf
https://voetica.com/voetica.php?collection=1&poet=17&poem=549
https://scholar.google.com/scholar?
cites=15111645981185774840&as_sdt=2005&sciodt=0,5&hl=en

Prepared by:

DOMINICA R. PONTICA
Subject Teacher

Evaluated by:

ROCHEL A. ANACTA ALJON C. OPERARIO

MT-II / Content Evaluator T-II / Language Evaluator

MANUEL L. DELDA
T-I / Lay-out Artist

Noted by: