The document outlines the objectives and procedures for an English lesson on identifying explicit and implicit claims in written texts. The teacher will divide students into groups to complete an activity where they must: 1) List implicit information in a given text, 2) Identify explicit information, and 3) Make their own claims of fact about the text. The lesson teaches students about different types of claims - explicit, implicit, and claims of fact - and how to critically examine claims in texts. Students will analyze a sample text to practice identifying these different types of claims.

1. COLLEGE OF EDUCATION
SCHOOL : Jose Rizal Memorial State University GRADE LEVEL : 11
TEACHER : Miss Kristine Karl V. Dagomo LEARNING AREA : English
DATE &TIME : March 6, 2023 @ 7:30 AM QUARTER : Third
I. OBJECTIVES
A. Content Standards
The learner realizes that information in a written text may be selected and organized to
achieve a particular purpose
B. Performance Standards
The learner critiques a chosen sample of each pattern of development focusing on
information, selection, organization, and development.
C. Most Essential Learning Competency
Identify claims explicitly or implicitly made in a written text. EN1/12RWS-IIIij-6
a. Claim of facts EN1/12RWS-IIIij-6.1
D. Specific Objectives
At the end of the discussion, the students shall be able to:
1. Indicate claims explicitly or implicitly made in a written text
2. Recognize statements regarding claims of fact
II. CONTENT
Explicit and Implicit Claims in a Written Text
III. LEARNING RESOURCES
A. References
1. Reading and Writing Skills Module -pages 1-9
2. Additional Materials from LR Portal -none
B. Other Learning Resources:
https://www.studocu.com/ph/document/university-of-batangas/financial-
accounting-and-reporting-fundamentals/rws11-q3-mod3-explicit-and-implicit-
claims-in-written-text-final/33936541
C. Materials: PowerPoint Presentation, letter cards, scissor, scotch tape
IV. PROCEDURES
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Preparatory Activities
 Prayer
Let us all stand and have a prayer...
(The teacher calls on one student’s
name to lead the prayer.)
Okay, you may now take your seats.
 Greetings
Good morning, my dear students!
How are you doing today?
That is good to hear.
 Class Rules
Before we begin our lesson, kindly keep all
your phones inside your bag so that you
will not get distracted and remember that
you can get your phones only if I say so.
To be fair, yes, you may turn the volume on
in case there is an emergency call.
If someone is speaking in front, what will
(The students take a stand and start the
prayer.)
(The students sit down.)
“Good morning, teacher Karl!
“We are fine, ma’am.”
“Stay silent and listen, ma’am.”
Registration No.
62Q17082
Republic of the Philippines
JOSE RIZAL MEMORIAL STATE UNIVERSITY
The Premier University in Zamboangadel Norte
Gov. GuadingAdaza St., Sta. Cruz, Dapitan City
Province of Zamboanga del Norte

2. you do?
Very well, and if you want to answer,
you may raise your hand or just call for
my attention.
How about during group activities?
Alright, thank you, class! Let us all
cooperate in maintaining these rules
throughout the time, okay?
B. Review
Let’s have a short recap about our discussion last
week. Who can share to the class what the lesson
was about?
Thank you. Another hand... how about Cohesion
and Coherence?
Very good! It seems that you are keeping up with
your lessons and are now very ready for a new
one. Are you all with me?
C. Activity
 Establishing Purpose for the
Lesson/Motivation
Now let's have an initial activity to test our
knowledge about things and at the same
time, to energize our bodies. Are you
familiar with FACT OR BLUFF?
Alright! I have here the words "fact" and
"bluff". I will give these to you after you
have your groupings finalized. So basically,
I will divide the class directly into two
groups. This part right here is group 1 and
on the left side is the group 2.
Listen attentively to my instruction class...
You are then going to identify some
statements as FACT or BLUFF. Each
group must have one representative who is
going to raise your winning word. So after I
recite the statement, I will give you 30
seconds to decide with your groupmates.
Reminder, there is no changing of answer
once you've shown your word and on my
cue, raise the word FACT if you think that
the statement is factual and BLUFF if the
statement is misleading.
Is everything clear?
Very well, team up with your group now
and prepare for the game.
Let's begin!
(The teacher will recite the statements one
by one with 30-second time in between
each statement sentence. Correct answer
will be given and further explained by the
teacher itself at the end of the round.)
First statement: Eating junk food is good
for the health. (BLUFF)
Second statement: Batanes is the smallest
province in the Philippines. (FACT)
Third statement: Mayon Volcano is
considered the world’s most perfect cone-
“Yes, ma’am.”
“Participate, ma’am.”
“As always, ma’am!”
“Last meeting, we talked about
Properties of a well-written Text.”
“Cohesion is a subset of coherence
where it focuses on grammar and style,
while coherence is the proper relations
of sentences as a whole.”
Some answers ‘yes’, some ‘no’.
“Yes, ma’am!”
The students will do as told.

3. shaped volcano. (FACT)
Fourth statement: Teeth are considered
part of the skeletal system and counted as
bones. (BLUFF)
Fifth statement: SM City North Edsa in
Quezon City ranks 9th among the largest
malls in the world. (FACT)
And we are done! Thank you everyone for
your participation.
D. Analysis
(The teacher will facilitate the students and provide
further explanation depending on their answers.)
How did you find the game activity, class?
How did you arrive at your answers?
Did you have confusions on which statements were
fact or bluff? Why?
Why should we be critical in what we read?
 Presentation
Now that I have learned your opinion, what
do you think is our lesson today?
Okay, so at the end of the lesson, you are
expected to:
1. indicate claims explicitly or implicitly
made in a written text; and
2. Recognize claims of fact presented in
written texts.
(The teacher will now present the topic to the class)
Today, we are going to learn about Implicit and
Explicit Claims, as well as the Claims of Fact.
E. Abstraction
Claim- logical conclusion based on information,
evidence, and reasoning that we know and have
observed.
-claims in text are significant in supporting
propositions or arguments.
-statement that is not considered accepted by all. It
may be controversial or universal to a certain
degree. Usually related to one side of an issue.
Explicit Claim- clearly and directly stated in the
text which means that you can easily point out the
information in the passage.
According to Stephanie Mitchell (2013), the word
explicit means:
 clear and fully expressed
 no question as to what it means
 no hidden connotations
 no room for misunderstanding
Implicit Claim- indirectly expressed but are being
suggested or implied to be the meaning of the text.
-information is not directly presented in the text
Examples:
1. “it was dark and gloomy night” – EXPLICIT
– leaves no room for debate; the reader
cannot assume, by any stretch of the
The students participate in the activity.
The students’ answers may vary.
“About facts, ma’am, or claims on such
statements.”
The students engage to the discussion.

4. imagination, that the story is in fact taking
place on a sunny day.
2. (Franz Kafka, The Metamorphosis) As
Gregor Samsa awoke one morning from
uneasy dreams, he found himself
transformed in his bed into a monstrous
vermin. – EXPLICIT – although shocking
and confusing, it is still stating the
information explicity.
3. (J.M. Barrie’s Peter Pan) All children,
except one, grow up. – IMPLICIT – we are
not told explicitly, “there was a boy named
Peter Pan, and he magically never grew
older”, but we are prepared for that
eventual knowledge by this implicit
sentence.
Claim of Fact- relate to the statements that can be
verified, no matter how difficult
-derived from factual information like definition,
data, history, or connections
-not dependent merely on a person’s preference,
but can be true or false
Note: a claim of fact is NOT a fact. It only claims to
be a fact. It talks about what is or what is not. They
say that certain conditions exist.
Examples:
1. The atmosphere has too much carbon
dioxide.
2. Smoking marijuana is less harmful than
smoking cigarettes.
3. Cancer is not contagious.
Examine the basis of the author’s claims by asking
the following questions:
 Are the author’s claims backed by
research findings?
 Did the author use a credible source of
information?
 Did the author accurately deliver the data
presented by the original source or was
the statement a product of his or her own
conclusion?
(The teacher stops the discussion at the first type
of claims for today.)
Did you understand the lesson, class?
If you have any question still, please do not be shy
to ask me so that we can put an end to your
confusions and with this, we learn together. I would
be very happy to answer all your questions
regarding the topic.
E. Application
Since you’ve got the lesson, we are going to have
an activity.
I will divide you into three groups. We will have the
groupings later on after my first instruction.
For Group 1, you are going to list at least three
‘implicit information’ that you can find in the text
which I will present after.
Group 2, list as many explicit information possible.
Group 3, make your own claims of fact about the
same text.
Alright, count off starting from the first row...
The students listen attentively.
The students listen to the instruction
noticeably.
The students will do as told.

5. Go to your groups now and settle down.
Now that everyone’s settled, I will distribute the
activity sheet for each group. However, you are not
allowed to write anything on it, so please provide
another 1 whole paper for your answers. You only
have 10 minutes to do your activity. After the given
time, choose 1 representative from your group to
discuss your work for 2 minutes.
You may start answering now, class.
(The teacher gives 10 minutes for all the groups to
do their work.)
Time is up, go back to your original seats now and
please prepare group representatives for the
discussion of your answers.
Group 1...
Group 2...
Group 3...
The students will do as told and
participates with their group.
The students start presenting their work
to the class and explain their answers.

6. (The teacher will provide feedback for each group
after their 2-minute discussion)
Thank you, class, for your active participation of the
activity.
 Generalization
Again, what do you mean by implicit and
explicit claims?
Is claim a fact?
How do you write claims of fact? What
basis do you have to consider?
Excellent!
F. Evaluation
This time, kindly get ½ sheet of paper, crosswise,
and answer the following for 15 minutes.
Test 1. Identifying implicit and explicit information
Directions: Write (ei) if the given text is an explicit
information and (ii) if the text displays implicit
information.
___1. I like to eat mangoes because they are
yummy and nutritious.
___2. Joseph wakes up early and sleeps late. His
phone is always connected to the charger.
___3. When I went to my friend’s birthday party, I
ate everything they served except pork.
___4. All living things are made up of cells. That
means, plants too, have cells.
___5. Mrs.Buhian is afraid of heights. It all started
when her co-worker jokingly pushed her while she
was on the railings of a mountain resort.
Test 2. Recognizing claims of fact
Direction: Write yes if the statement is true about
claims of fact, no if it is false.
___6. A claim of fact is not a fact, it only claims to
be a fact.
___7. It does not talk about what is or what is not.
___8. Claims of fact show implicit information.
___9. Derived from factual information like
definition, data, history, or causal connections.
___10. Claims of fact are not verifiable.
Alright, time is over. Kindly pass all papers to me.
Our lesson for today ends here, I’ll see you class
tomorrow.
Thank you and good bye, everyone.
Students’ answers may vary.
The students will do as told.
The students answer the quiz
individually.
“Thank you and good bye, Ma’am.”
V. REMARKS
VI. REFLECTION
________ A. No. of learners who earned 80% in the evaluation.
________ B. No. of learners who require additional activities for remediation who scored below 80%.
________ C. Did the remedial lessons work? No. of learners who have caught up with the lesson.
________ D. No. of learners who continue to require remediation.
________ E. Which of my teaching strategies worked well? Why did these work?
________ F. What difficulties did I encounter which my principal or supervisor can help me solve?
________ G. What innovation or localized materials did I use/discover which I wish to share with
other teachers?