Detailed Lesson Plan

In Reading and Writing Skills in Grade 11

MELC: Identify claims explicitly or implicitly made in a written text

a. Claim of fact
b. Claim of policy
c. Claim of value
(EN11/12OC-IIcj-26; EN11/12OC-IIcj-26.1-26.5)

I. Objectives

At the end of the lesson, the students should be able to:

a. identify claims explicitly or implicitly made in a written text;

b. differentiate claim of fact, claim of policy and claim of value from each
other; and
c. identify claims of fact, policy and value presented in written texts.

II. Subject Matter

a. Topic: Explicit and Implicit Claims in a text

b. Reference:
Reading and Writing Skills Department of Education – Region IV –A
CALABARZON

c. Instructional Materials: LED TV, Laptop, PowerPoint Presentation and Pictures

d. Values Integration: Lay appropriate interpretation to the text.

III. Procedure

Teacher’s Activity Students’ Activity

A. Preliminary Activities

Greetings

Good morning class! Good morning, ma’am.

How is your day so far? We are fine ma’am.

That’s good to hear! So can I expect a full blast of

energy and active participation from you? Yes, Ma’am.

Prayer

Alright, before anything else, let us first ask the

guidance of our Almighty God. Ms. Precious,
would you please lead us a prayer? (The student will lead the prayer.)
Before you take your seats, I would like to request
everyone to arrange your chairs properly and
make sure there are no trashes around you. (Students will arrange their chairs
and will pick up the trashes.)

Who is absent or excused for today? None, ma’am.

Very good! I’m so glad that everyone understands

the importance of coming to school regularly.

Now, let’s start our class with a simple recall.

What have you learned from our previous lesson?
Yes, Alfred. Ma’am, I have learned about the
different Properties of a well-
written text.

Very good!

So, who can enumerate the Properties of a well-

written text?
Yes, Aira. Ma’am, Organization, Coherence
and Cohesion, Appropriate
language use and Proper
Mechanics.
Very well!
It is good that you can still remember our previous
lesson. And it seems like you are all ready for our
next lesson.
Motivation

Now, let’s begin our class with an activity called,

Fact or Bluff.

Directions: Identify the statements whether it is

FACT or BLUFF. The first group to raise their
flashcard with correct answer will be given 5
points and the rest with the correct answer will
receive 3 points.

Is the directions clear class? Yes, ma’am!

Alright, let’s begin!

Eating junk food is good for the health.

(Bluff) (The students will raise their
flashcards.)
Batanes is the smallest province in the
Philippines. (The students will raise their
(Fact) flashcards.)
Mayon Volcano is considered the world’s most (The students will raise their
perfect cone-shaped volcano. (Fact) flashcards.)

Teeth are considered part of the of the skeletal (The students will raise their
system and counted as bones. (Bluff) flashcards.)

Cauayan City in Isabela is known to be the Ideal (The students will raise their
City of the North. (Fact) flashcards.)

The group who earned the highest point is group

1. Congratulations! Congratulations also to the
other groups, you still have the chance to make it
up with our activities later on.
B. Lesson Proper

Did you have confusions on which statements

were fact or bluff? Why?
Yes, Romeo. (The student will explain.)

Alright!
Based from our activity, you can notice that the
statements have their own claims and some are
based on facts. Therefore, our topic for today is all
about Explicit and implicit claims.

Who has an idea about the word claim?

Yes, Venus. (The student will share her idea)

Very good! Claims are synonymous to belief,

argument, assertion, or stand. Claims in a text are
significant in supporting propositions or
arguments.
Take note that claims are arguable and can be
proven by evidence and it is not just a personal
opinion.

Now let’s unlock the meaning of explicit.

Timothy, please read. (The student will read.)

Kindly give your insights about explicit based

from what you have read. (The student will explain briefly.)

Very good!
Explicit means something that is clear, obvious,
and directly stated without any ambiguity or
hidden meaning. It refers to information or
communication that is straightforward, leaving no
room for interpretation or misunderstanding.
When something is explicit, it is apparent and
easily understood by anyone without requiring
further explanation or clarification.

How about the word implicit?

Stanley, please read. (The student will read.)

Kindly explain briefly. (The student will explain briefly.)

Implicit refers to something that is not expressed

clearly or directly, but rather suggested or hinted
at indirectly. It may require interpretation or
understanding of context to grasp its meaning
fully. Implicit information is not explicitly stated
and may require careful analysis or inference to
uncover its intended message.

To further understand, let us recognize the explicit

and process the implicit.

Altogether, please read the text.

All living things are made up of cells. Since

humans are alive, we are also made of cells. Cells
make our body tissue. Tissue makes our body
organs. Organs make our body systems. Cells are
the building blocks of our bodies. (The students will read in chorus.)

Thank you! Based from the text, what are made of

cells?
Yes, Shayne. Ma’am, all living things are made
up of cells.

Very good!
How about the main idea of the text?
Yes, Rex. Ma’am, cells are the building
blocks of our bodies.

That’s right!
As you can see, the explicit information can be
found in the text itself so, there is no need to think
critically because it is already obvious and given.
Therefore, explicit information is any idea that is
stated. On the other hand, implicit information
requires you to think critically and analyze the
hidden meaning or the hidden information within
the text.

Now, study the picture. Afterward, read carefully

the written information that follows. Based on the
picture, which of the given information are
explicit and which are implicit?

1. The Philippine flag was sewn by

three women. (Explicit) (The student will answer)
 2. The three women are skilled
Filipina sewers. (Implicit) (The student will answer)

3. It took several days for the flag to

be made. (Implicit) (The student will answer)

4. Each sewer had a part of the flag to

work on. (Explicit) (The student will answer)

5. There is a dominant star at the

center of the triangle of the flag. (Explicit) (The student will answer)

Very good, everyone!

Now let’s try to identify it in a paragraph.

I want our people to grow and be like the molave,

strong and resilient, rising on the hillside, unafraid
of the raging flood, the lightning, or the storm,
confident of its strength. If we have the will to
survive and the will to achieve social efficiency,
we cannot delay this task of spiritual regeneration.
Let us begin to mold the typical Filipino.
- “The Policies and Achievements of the
Government and Regeneration of the Filipino “by
Manuel L. Quezon

Everyone, please read. (The students will read.)

Based on the paragraph, identify which of the

information below are explicit and implicit.

1. Manuel L. Quezon wanted the Filipino

to be strong and resilient. (Explicit) (The student will answer)

2. Molave grows strong even after a storm.

(Explicit) (The student will answer)

3.The delay of Filipino spiritual

regeneration is due to unwillingness.
(Implicit) (The student will answer)

4. Quezon urged the Filipinos to change.

(Implicit) (The student will answer)

5. To hasten social change, Filipinos have

to be confident of their strength. (Explicit) (The student will answer)

Brilliant! So, those are the explicit and implicit

claims in the text and in the picture as well.
Did you understand class?

Do you have any questions or clarifications? None, ma’am.

Alright, now let’s move forward to Claims in

bigger context.
Claims in bigger context refers to anything that is
just more than a single sentence. It can be found
in bigger contexts or in paragraphs.

Since we already knew about claims, why is it

important to evaluate and identify the claims
made by an author?
Yes, Erika. (The student will answer.)

Very well! Evaluating the claims made by an

author is one of the most important skills needed
in critical reading. Your ability to identify the
explicit and implicit information in a text will
help you recognize the writer’s arguments and
evidence so you can begin judging the writer’s
work.

Here are the characteristics of a good claim.

1. A claim should be argumentative

and debatable.
2. A claim should be specific and
focused.
3. A claim should be interesting and
engaging.
4. A claim should be logical.

Consider this example,

"Social media has a negative impact on mental
health."
Yes, ma’am!
Is it argumentative and debatable?
Why? (The student will answer.)
Yes, King.

Very good! Some may argue that social media has

positive effects, while others may agree that it has
negative impacts, leading to a discussion or
debate. Yes, ma’am!

We said that the claim is debatable, but, is it

specific?
(The student will answer.)
How do you say so?
Yes, Harry.

Very good! It is obviously specific. Yes, ma’am!

The topic is undoubtedly interesting right?

It is also logical since it follows a rational line of

thought and can be supported by evidences. Yes, ma’am!

Do you agree, class?

Alright!
(The student will give an example)
There are 3 kinds of claims and the first one is,
the Claim of fact.
(The student will read.)
Who wants to read the definition?
Yes, Sanjoie.

Thank you.
Claim of fact refers to a condition that has existed
in the past, existing at present and will exist in the
future. These are based on data, documents and
scientific observation and research.

These are some examples of claim of facts.

1.Global warming will impact future
generations and eventually ruin the
environment.
2. All men are created by God as equal
creation.
(The student will give an example)
Kindly give more examples of Claim of fact.
Yes, Jillian.

Brlliant, Jillian!

The next kind of claim is the claim of policy

which attempts to persuade you or others to take
some action or change a behavior usually to solve
a problem. You can easily identify a claim of
policy for it uses terms like "should", "ought" and
"must".

Here are some examples:

1. Smoking should be prohibited in
public places.
2. The government must devote more
funds to building schools than building
 roads.
(The student will give an example)
Who wants to give an example aside from what
was mentioned.
Yes, Alex.

Very good!

The last kind of claim is the claim of value which

asserts something that can be qualified. They
consist of arguments about moral, philosophical,
or aesthetic topics. These types of topics try to
prove that some values are more or less desirable
compared to others. They make judgments based
on certain standards, on whether something is
right or wrong, good or bad, or something similar.
This type of claim is somewhat opinionated and
subjective.

For example,
1. Watching K-Drama is the best
form of entertainment.
2. Doing videos in TikTok is more
exciting than vlogging.
3. It is better to have loved and lost
than never to have loved at all. (The student will give an example.)

Who wants to give an example?

Yes, Romeo.
Yes, ma’am.
Very good!
So, those are the different kinds of claims. Did get
it class? None ma’am.

Do you have any questions, clarifications or

violent reactions?

Alright, if that’s so, get ready for an activity.

C. Application

Directions:
You will be divided into 5 groups. Each group
will choose what kind of claim is used in the
statements that will be flashed on the screen. Each
group will be given their own flashcards. The first
group to raise their flashcard with the correct
answer will be given 5 points and the rest with the
correct answer will receive 3 points and no point
for incorrect answers.
Is the directions clear class? Yes, ma’am!

Alright, let’s begin!

 Excessive consumption of alcohol can lead

to many illnesses. (Claim of fact) (The students will raise their
flashcards.)
 Curfew must be enforced by parents to
their children. (Claim of policy) (The students will raise their
flashcards.)
 The government must devote more of its
fund to build schools than building roads.
(Claim of policy) (The students will raise their
flashcards.)
 Thorndike asserts in his theory that when
positive behavior is praised, it tends to be
repeated. (Claim of fact) (The students will raise their
flashcards.)
 Public schools are better than private
schools. (Claim of value) (The students will raise their
flashcards.)
 Mandatory jail terms should be imposed
for drunk driving violations. (Claim of (The students will raise their
policy) flashcards.)

 Viewing television is a wasteful activity. (The students will raise their

(Claim of value) flashcards.)

 We must preserve with every ounce of our

national vigor to eradicate poverty. (Claim (The students will raise their
of policy) flashcards.)

 The oldest known disease in the world is (The students will raise their
leprosy. (Claim of fact) flashcards.)

 Coronavirus is now classified as a (The students will raise their

pandemic. (Claim of fact) flashcards.)

Good job, everyone! It seems like you already

understood our lesson. Based on your scores, the
group who had the highest score is Group 1.
Congratulations! And congratulations also to all
the other groups. Job well done!
D. Generalization and Valuing

Can anyone from the group share what you have

learned today?
Yes, Chalotte. Ma’am, I’ve learned about the
explicit and implicit claims as well
 as the types of claims.
Very good! And what are the kinds of claims?
Yes, Stanley. Ma’am the kinds of claims are:

1. Claim of fact
2. Claim of policy
3. Claim of value
Excellent!
Now, why is it important to evaluate and identify
the claims made by an author? (The student will answer)

You’re right! As I have mentioned before,

evaluating the claims made by an author is one of
the most important skills needed in critical
reading. Your ability to identify the explicit and
implicit information in a text will help you
recognize the writer’s arguments and evidence so
you can begin judging the writer’s work.
Is that understood, my dear students? Yes, ma’am!
The parol of Pampanga is a mix of Filipino and
Spanish culture. The Spanish introduced us to
lanterns and their construction. The Filipinos then
made use of indigenous materials and creativity to
give it a “folk” touch. Aside from the form and
aesthetic, it is the ritual behind the parol that
Filipinos can draw from. There is a team effort in
its correction. The community comes together to
be able to fix the lights. If not, the lights will be
all tangled. A group of people helping each other
in order to reach the goal is a very beautiful thing.
It proves that there is a sense of community in the Yes, ma’am!
area.

Times up!

For activity 2, read the text carefully and identify

if the given information is explicit or implicit.
Write your answers at the back of your activity
sheet. You will be given 5 minutes to answer.

The pastilla wrappers of Bulacan are a testament

to the creativity of the Filipino people. In the most
minute of details, creativity still abounds. The
designs are meticulous and come in different
varieties from the Barasoain church to the
“Bulacan” girl. This attention to detail is
something that Filipinos should apply to
everything that they do. Many Filipinos have
adopted a “bahala na” attitude or more famous
among the youth, “bahala na si Batman” way of
 thinking. While once in a while it is good to adapt
the “yolo” (you only live once) way of thinking.

1. The creativity of Filipino people is

evident in the pastilla wrappers of
Bulacan.
2. “Bahala na si Batman” is the
popular version among the young of the
bahala na attitude.
3. Attention to small details that are
exemplified in the pastilla wrappers helps
achieve success.
4. The Barasoain Church is a design
in the pastilla wrapper.
5. “Yolo” means you only live once.

Times up! Please pass your papers forward.

IV. Assignment

Directions: Write an argumentative essay stating

your claim about the utilization of “ChatGPT” on
academic activities.

Is the directions clear class? Yes, ma’am!

Okay, if that’s so, that’s all for today, goodbye

class! Goodbye, ma’am!

Prepared by:
LOVELY DAUN C. SANCHEZ