Formulating Evaluative Statements || Reading and Writing Skills || SHS Quarter 2/4 Week 3

Brief Summary

This video is a reading and writing skills tutorial for senior high school students, focusing on formulating and evaluating statements, assertions, and counterclaims. The session includes a review of critical reading, an explanation of assertions (facts, conventions, opinions, preferences), and how to formulate evaluative statements and counterclaims. The tutor engages with students through live chat, answering questions, and providing examples to enhance understanding.

• Review critical reading and reasoning.
• Explain assertions, including facts, conventions, opinions, and preferences.
• Formulate evaluative statements and counterclaims.

Introduction and Greetings

The tutor welcomes students to the online tutorial for reading and writing skills, week 3, quarter four, focusing on formulating evaluative statements. Shoutouts are given to viewers from various schools, encouraging participation and support from parents and teachers. The session is broadcast live on Facebook (Depic Unit, Deped Philippines, Depayo) and YouTube (Depic Unit, Deped).

Review of Previous Lesson

The previous lesson covered critical reading as reasoning. The module for this week is divided into two lessons: assertions and counterclaims. The goal is to enhance learning and understanding of these concepts.

Review Questions

The tutor conducts a review with multiple-choice questions:

1. Facts, convention, opinion, and preference are common types of assertion used in identifying assertion.
2. Determining evidences is asserting facts to support claims.
3. Reading is not to criticize but to assess the validity of the text - True.

What I Know Activity

Students are asked to identify statements as true or false:

1. Becoming a good critical reader means that you are able to logically evaluate the claims of the writer - True.
2. An evaluation should have an evaluative statement that uses evaluative language - True.
3. Evaluative statements can be formulated in two ways such as formulating assertions and formulating meaningful counterclaims - True.
4. Counter claims are claims made to rebut previous claim.
5. To rebat means to contradict someone's statement through a formal argument.
6. Counter claims are opposite of claims.

Lesson 1: Assertions

The lesson transitions to understanding how critical reading and thinking help grasp the essence of texts and identify potential fallacies. Assertions and counterclaims are introduced, with an activity to determine if statements are factual or opinionated.

Activity: Factual vs. Opinionated Statements

Students determine if the following statements are factual (F) or opinionated (O):

1. There are five common types of assertion - Opinionated.
2. Assertion is an action of stating. What is a statement is either a fact or belief - Factual.
3. Statement we are all children of a loving father in heaven is an example of assertion - Factual.

What's New Activity: Graduation Gift Choices

Students are asked what they would choose as a graduation gift: a laptop, a check, money, or a gift from Shopee Express. The tutor discusses the reasons behind their choices, particularly the preference for laptops due to their versatility for education and other purposes.

Jumbled Letters Activity

Students unscramble letters to find the opposite of an opposing argument, which is counterclaim.

Evaluative Statements

An evaluative statement is defined as a sound judgment about something, supported by reasons and evidence, presenting strengths and weaknesses based on factual criteria. To formulate one, start with a positive, suggest improvements, and keep feedback concise and precise.

Assertions and Their Types

Assertions are declarative sentences expressing beliefs as true, often containing evaluative language (useful, significant, etc.). There are four types of assertions:

1. Facts: Proven objectively through direct experience, testimonies, or research.
   • Example: Sea water contains high amounts of minerals.
2. Convention: Similar to traditions and norms, verified by historical precedence, laws, rules, and customs.
   • Example: Sea water is classified as a heterogeneous and homogeneous mixture.
3. Opinion: Based on facts but difficult to verify objectively.
   • Example: Swimming in seawater is the best activity to refresh and relax your mind, body, and soul.
4. Preference: Personal choice with no obligation to support its truthfulness.
   • Example: I love to make frequent trips to places with seawater than those without it.

Formulating Counterclaims

Counterclaims are claims made to rebut a previous claim, contradicting it through formal argument. To locate counterclaims:

1. Show competence and familiarity with the writer's topic.
2. Examine different perspectives.
3. Consider the topic and engage with different viewpoints.

The four elements of argument are:

1. Claim: A statement asserting facts based on understanding.
   • Example: Martha asking his father to buy her a smartphone.
2. Counterclaim: An opposite statement contradicting the claim.
   • Example: Mang Tonio's negative response to Martha's claim.
3. Reason: An explanation behind the party's claim.
   • Example: Martha's offering of valid reasons to convince Mang Tonyo that she needs a smartphone.
4. Evidence: A statement proving the truth of a claim.
   • Example: Smartphone is useful in this challenging time for education.

Activity: Identifying Claims, Counterclaims, Reasons, and Evidence

Students identify whether statements are claims, counterclaims, or evidence:

1. If you want to keep people around you, continue to open the door of friendship and always accentuate the positive - Evidence.
2. I am a child of a loving God who created mo me after his own image. I am happy for what I am and I do not have to be someone I am not - Claim.
3. I don't think so. Charles Doris Theory of Evolution explains that humans evolved from monkeys - Counterclaim.

Activity: Identifying Assertions

Students identify assertions as fact, convention, opinion, or preference:

1. I would rather watch education shows than play computer games - Preference.
2. Roses grow best in soil made of 34 clay and 34 sand and loom - Facts.
3. In America, the brides family pays the majority of the wedding coasts - Convention.

Module Activities and Assessment

Students are instructed to complete activities in their module, including forming evaluative statements, analyzing a poem, and researching articles to formulate evaluative statements. The tutor reviews key concepts and provides guidance on assessments.

Assessment Questions

The tutor presents assessment questions:

1. Which of the following are declarative sentences that claim something is true about something else? - Assertion.
2. Which of the following gives a better explanation to show the strength and weaknesses of something through writing? - Evaluative statements.
3. Which of the f does not describe an evaluative statement? - Obscure.
4. Counter claims are claims made to - rebut previous claim.
5. This statement at a search facts based on - number six.
6. Letter A

Conclusion and Farewell

The tutor concludes the session, thanking participants and encouraging them to review and relearn the topics covered. Gratitude is expressed to various schools and participants, with an invitation to tune in to future episodes.