STELLA MATUTINA ACADEMY OF BUKIDNON, INC.

West Kibawe, Kibawe, Bukidnon

S.Y. 2024 – 2025

READING AND WRITING

Grade 11
Second Semester

MET No.: 2
Most Essential Topic: Text and Context Connections (Critical Reading)
Lesson No. 4: Critical Reading as Looking for Ways of Critical Thinking: Explicit and
Implicit Claims in a Text

Prerequisite Content Knowledge Identifies claims explicitly or implicitly made in a written

text
Prerequisite Skill Creative and Critical Thinking

Prerequisite Assessment
Review on between and among patterns of development in writing across disciplines through a
multiple-choice test
Content Knowledge
Instructions: Read each item carefully. Choose the right letter that corresponds to your
answer.

1. What pattern of development is being used when a writer explains the step-by-step
process of how to bake a cake?
A. Process Analysis
B. Classification
C. Description
D. Narration
2. What pattern of development is primarily used in the passage about Barbara
Ehrenreich's coworkers?
A. Comparison and Contrast
B. Description
C. Definition
D. Classification
3. When organizing information by explaining why something happened and what resulted
from it, which pattern is being used?
A. Definition
B. Process Analysis
C. Cause and Effect
D. Classification
4. Which pattern did the passage comparing Hanover, New Hampshire to Crownpoint, New
Mexico primarily uses?
A. Narration
B. Comparison and Contrast
C. Description
D. Exemplification
5. When Amy Tan discusses the different types of English she uses, what pattern is she
primarily employing?
A. Process Analysis
B. Definition
C. Classification
D. Narration
6. What pattern is used when a writer attempts to convince readers to adopt a particular
viewpoint?
A. Description
B. Persuasion
C. Definition
D. Classification
7. Which pattern focuses on creating vivid mental images using sensory details?
A. Process Analysis
B. Classification
C. Description
D. Narration
8. When discussing family rituals, the passage primarily uses which pattern?
A. Definition
 B. Narration
C. Process Analysis
D. Cause and Effect
9. Which pattern primarily demonstrates the passage about reading great novels?
A. Cause and Effect
B. Description
C. Classification
D. Definition
10. When dividing books into categories of "to be tasted," "to be swallowed," and "to be
chewed and digested," what pattern is being used?
A. Process Analysis
B. Classification
C. Description
D. Narration

The learners’ pre-assessment results will be determined. The score range below is used to identify the level of their
acquired prerequisite knowledge. Those whose score range belongs to ‘fairly sufficient’ and ‘insufficient’ levels will
be given the mentioned remediation activity below.

Pre-lesson Remediation
For students with Insufficient Level on For students with Fairly Sufficient Level on
Prerequisite Content Knowledge Prerequisite Content Knowledge and/or
and/or Skill(s) Skill(s)
The teacher will let learners familiarize Review on common literary themes on literature
Philippine and World literary texts and through a discussion or provide supplementary
authors and Review on common literary reading materials and video links for review.
themes on literature through a short
discussion or provide supplementary
reading materials and video links for Patterns of Development in Writing:
learners’ review. https://www.youtube.com/watch?
v=_OCT7RwpDw0
Reading Material
Patterns of Development:
https://go.bfwpub.com/rs/122-CFG-317/
images/Handout_AP%20Language_Patterns
%20of%20Development.pdf

The Writing Process: Patterns of

Development
https://www.hunter.cuny.edu/rwc/
repository/files/the-writing-process/
Rhetorical-Strategies/patterns-of-
development.pdf

Video Link
Patterns of Development:
https://www.youtube.com/watch?
v=9CPagILra7k
 Introduction
Time Allotment: Four Sessions
Consultation:
Elgin B. Aballe
Facebook: Gin Aballe

Knowledge (RUA):
At the end of the lesson, the learners will:
1. identify the explicit and implicit claims within a given text;
2. appreciate the role of implicit and explicit claims in creating depth and nuance in a
text by integrating the important core values; and
3. create a brief written or oral argument demonstrating the use of both explicit and
implicit claims effectively.

Context where the student is going to apply his/learning (In what PAA/EFAA and personal use?)
Drawing Attention to Meaning
Identify the different patterns of written texts across disciplines

Overview of the lesson: Prompting Connections to the Prior Knowledge

This lesson focuses on understanding and differentiating implicit and explicit claims, as well as
identifying the three main types of claims used in arguments: fact, value, and policy. Explicit
claims are clearly stated and directly expressed, making them easy to identify, while implicit
claims are implied or suggested, requiring interpretation. Claims of fact assert whether
something is true or false, such as "Regular exercise improves mental health." Claims of value
evaluate the worth, morality, or importance of something, like "Freedom of speech is essential
to democracy." Lastly, claims of policy advocate for specific actions or changes, such as
"Schools should implement mental health programs." Through examples and activities,
students will practice recognizing these claims and their functions in arguments.
Students’ Experiential Learning
Formative Questions Activities
Chunk 1. Sentence Explicit vs. Implicit Showdown
Completion Introduction:
Prompting The goal is to find explicit claims (clearly stated) and implicit claims
Connections to Prior (ideas you infer).
Knowledge Instructions:
1. Divide the class into small groups.
1. How does identifying 2. Distribute the text excerpts and worksheets.
explicit and implicit 3. Each group reads and excerpt, identifies explicit claims (what is
claims helps us directly stated), and infers implicit claims (what the text
develop the skills for suggests or implies).
critical reading and Example: For Excerpt 1, learners might highlight the explicit
deeper claim and write implicit claim in the worksheet.
comprehension? 4. Group share one explicit and one implicit claim with the class.
5. Briefly discuss how they identified the implicit claims.

Text Excerpts for Activity:

Excerpt 1 (Informational Text):
"Many people are choosing plant-based diets for health reasons.
Recent studies show that reducing meat consumption can lower the
risk of heart disease."

Explicit Claim: "Reducing meat consumption can lower the risk of

heart disease."
Implicit Claim: "Eating meat regularly may increase the risk of heart
disease."
Excerpt 2 (Speech):
"Our community has taken significant steps to reduce plastic waste.
Stores now charge for plastic bags, and many people bring reusable
containers to reduce trash."

Explicit Claim: "Stores now charge for plastic bags."

Implicit Claim: "Plastic waste was a problem that needed
addressing."
Excerpt 3 (Literary Text):
"The old house groaned under the weight of time. Its broken
windows and crumbling walls hinted at stories long forgotten."
 Explicit Claim: "The house had broken windows and crumbling
walls."
Implicit Claim: "The house is abandoned and neglected."
Chunk 2. Instructions:
Understanding Part 1: Identifying Explicit and Implicit Claims
Explicit and Implicit Introduction (10 minutes)
Claims Begin by reviewing the definitions of explicit and implicit claims with
Drawing Attention to the students. Provide examples for each:
Meaning and
Prompting to Explicit claim: "This phone has the best camera on the market."
Effortful Thinking Implicit claim: "This phone has a camera used by professional
photographers."
2. Why might Group Exercise (10 minutes)
advertisers or Show students 3-4 short advertisements, news headlines, or social
communicators use media posts (they can be printed or displayed digitally). Each
implicit claims rather example should contain both explicit and implicit claims.
than explicit ones? In
what situations might Examples could be:
each type be more Advertisement: "Our toothpaste whitens teeth 3x faster than other
effective?" brands."
News Headline: "Leading experts agree that this new energy drink
boosts performance."
Social Media Post: "Look at the results from our latest workout
program — my energy levels have never been higher!"
Ask students to work in pairs or small groups to identify which parts
of each text are explicit claims (directly stated) and which parts are
implicit (suggested or implied).

Guiding Questions for Learners:

Which statements are directly saying something?

Which statements are hinting at something without saying it
outright?
How does the language used affect the message?

Part 2: Create Your Own Examples (15 minutes)

Student Task:
Now, ask each student to create two separate claims about a
product, service, or opinion:

One explicit claim: This should be a clear, direct statement.

One implicit claim: This should suggest something without directly
saying it.
Examples:

Explicit: "This backpack is waterproof."

Implicit: "This backpack is perfect for rainy days."
Sharing and Discussion (10 minutes)
After students have written their own examples, ask a few
volunteers to share their explicit and implicit claims with the class.
Discuss as a group:
Why is one claim explicit and the other implicit?
How could the implicit claim be made more explicit?
What effect might each type of claim have on the audience?

Concept Notes:
Explicit claims and implicit claims refer to the ways in which
information is presented and communicated, especially in
arguments, advertisements, or any form of persuasive messaging.

Explicit Claims an explicit claim is a statement or assertion that is

directly and clearly made. It is overtly stated and leaves little room
for misinterpretation.

Characteristics:
 The meaning is immediately clear.
There is no ambiguity about the message.
It is openly presented.

Example: "Our product is the best on the market."

In this case, the claim is direct and leaves no question as to the

intent — the speaker is saying their product is the best.

Implicit Claims:
Definition: An implicit claim is one that is suggested or implied
rather than directly stated. It relies on the audience to read
between the lines or interpret the underlying message.

Characteristics:

The meaning is not stated outright but is instead hinted at or

inferred.
It often depends on context, previous knowledge, or assumptions.
It may be less obvious, but still persuasive.
Example: "Our product is chosen by top professionals in the
industry."

This suggests that the product is of high quality (since professionals

choose it), but it doesn’t directly state that it is the best. The claim
is implied by the association with "top professionals."

Key Differences:
Explicit claims are direct and clear.
Implicit claims require inference and rely on context or indirect
hints to convey their message.
In communication, both explicit and implicit claims can be used
strategically to persuade or influence the audience. Explicit claims
tend to be more straightforward, while implicit claims can have a
more subtle, persuasive effect.
Chunk 3. Discussion  Socratic Dialogue
Using Examples and Concept Notes
Non- Examples + The Three Basic Types of Claims
Prompting Effortful 1. Claim of Fact
Thinking Definition: A claim that asserts something is true or false, based on
evidence or reality. Fact claims are verifiable and can be proven or
3. Given the claim disproven through objective evidence or data.
"Social media usage
leads to depression Examples:
in teenagers," how "The Earth revolves around the Sun."
would you evaluate "The capital of France is Paris."
the validity of this "Water boils at 100°C at sea level."
fact claim? What
evidence would you Purpose: To present information that can be confirmed or disproven
need to support or through observation, measurement, or research.
refute this claim?
2. Claim of Value
4. Consider the claim of Definition: A claim that expresses a judgment about the worth,
value "Privacy is importance, or morality of something. These claims are subjective
more important than and are based on personal or societal values. They cannot be
security." In your proven true or false in the same way fact claims can, as they
opinion, what are the depend on individual beliefs or cultural standards.
ethical implications Examples:
of prioritizing one "Honesty is the most important quality in a leader."
over the other? Can "Reading fiction is more beneficial than watching TV."
you think of an "Animal testing is cruel and unethical."
example from "Freedom of speech is one of the most important human rights."
current events that
supports your Purpose: To evaluate something as good, bad, right, wrong,
position? important, or unimportant, based on personal or societal standards.
5. If you were tasked 3. Claim of Policy
with creating a policy Definition: A claim that advocates for or against a specific course of
to reduce carbon action or policy. These claims propose solutions to problems, often
emissions in your urging for the adoption of new practices, laws, or actions.
country, how would Examples:
you use the claim of "The government should provide free college education for all."
policy "The "Schools should implement later start times to improve student
government must health."
implement stricter "The city council must pass laws to reduce plastic waste."
regulations on "The government should ban single-use plastic bags."
industrial pollution"
to convince Purpose: To persuade the audience to adopt a particular action or
policymakers to policy, often aimed at solving a problem or addressing an issue.
adopt your proposal?
What counterclaims Summary:
might you need to Claim of Fact: State something that can be verified as true or false
address? through evidence.
Example: "The Earth revolves around the Sun."

Claim of Value: Express judgments based on personal or societal

beliefs about what is good, bad, or important.
Example: "Honesty is the most important quality in a leader."

Claim of Policy: Argue for or against a specific course of action or

solution to a problem.
Example: "The government should provide free college education
for all."
These three types of claims form the foundation of persuasive
argumentation and are often used together in discussions, essays,
and debates.

Synthesis
The following are the key points of the lesson:
 As we learn to communicate effectively, it's important to understand how claims (or
statements) are made, especially when we are trying to persuade others or express our
ideas clearly. Claims come in many forms, and understanding the difference between
them can help you argue more effectively, analyze messages you hear, and even spot
hidden meanings in things like advertisements, speeches, or social media posts.
 Explicit Claims vs. Implicit Claims
Before we dive into the three basic types of claims, let’s first understand the difference
between explicit and implicit claims, because these are ways in which claims can be
communicated.
Explicit Claims: These are clear, direct statements. When something is stated explicitly,
it leaves no room for confusion or misunderstanding. You know exactly what is being
said because the message is fully stated.

 Implicit Claims: These are indirect or suggested messages. The claim is not directly
stated but rather implied. You often need to infer what is being suggested based on
context or additional information.Writers often use multiple patterns of development
within a single piece to address complex topics or strengthen their arguments. A well-
structured essay might begin with a definition to clarify terms, use cause and effect to
explore underlying reasons or consequences, and close with a problem and solution
approach to propose a resolution. This flexibility allows writers to adapt their style and
approach to suit the subject matter and create a seamless flow of ideas, reinforcing the
central message and guiding the reader through the argument or narrative with ease.
 In short, explicit claims say exactly what they mean, while implicit claims require you to
think a little more and figure out the hidden message. Advertisements and persuasive
speeches often use both to get their point across.
 As learners, it’s important to understand how claims are made because you’ll be
analyzing arguments and making your own throughout your life. By recognizing explicit
claims, you can understand exactly what someone is trying to say. By identifying implicit
claims, you can uncover the hidden messages or underlying assumptions behind an
argument. And by knowing the three basic types of claims (fact, value, and policy),
you’ll be better equipped to make clear, effective arguments yourself and evaluate
others' arguments.
 RUA of Students’ Learning
Prompting Connections to Prior Knowledge

Activity: The Art of Argument

Students will write or deliver a brief argument that demonstrates their ability to:
 Distinguish between explicit and implicit claims.
 Effectively incorporate the three types of claims: fact, value, and policy.
Instructions:
1. Topic Selection:
Choose a topic of interest from the following list or propose your own (teacher-approved):
 Should social media platforms regulate misinformation?
 The role of AI in education.
 Climate change and individual responsibility.
 The necessity of arts education in schools.
2. Written or Oral Argument:
Format Options:
 Write a 250–300-word essay.
 Deliver a 2–3-minute speech.
Structure:
 Introduction: Clearly state your position and main argument.
 Body:
- Include one explicit claim of fact, value, or policy.
- Include one implicit claim that requires the audience to infer meaning.
- Ensure you demonstrate all three types of claims (fact, value, and policy) in your
argument.
- Conclusion: Summarize your stance and reinforce your claims.
3. Requirements:
 Use logical reasoning and evidence to support your claims.
 Effectively distinguish between explicit (directly stated) and implicit (inferred) claims.
 Demonstrate understanding of the three types of claims:
- Fact: What is true or not true.
- Value: What is good, bad, or important.
- Policy: What should or should not be done.
4. Presentation (for oral option):
 Maintain eye contact, use appropriate gestures, and modulate your voice.
 Use note cards or outlines if necessary but avoid reading verbatim.

Criteria 4 – Excellent 3 – Proficient 2 – Developing 1 – Needs

Improvement
Clarity of Claims Explicit and Claims are clear, Claims are Claims are
implicit claims with some present but lack unclear or
are clear and distinction clarity or missing.
well – between explicit distinction.
distinguished. and implicit.
Types of Claims Effectively Includes all Includes some Missing or weak
incorporates all three types of types of claims use of claims.
three types claims with with minimal
(fact, value, adequate evidence.
policy) with evidence.
strong evidence.
Use of Evidence Strong, relevant Evidence is Evidence is Evidence is
and well – relevant and limited or only insufficient or
integrated supports most partially irrelevant.
evidence claims. supports claims.
supports the
argument.
Organization Clear, logical Structure is Structure is Disorganized
structure logical but could unclear or lack and difficult to
enhances the be more refined. cohesion. follow.
argument.
Presentation Engaging Delivery is Delivery is Poor delivery
Skills (if oral) delivery, adequate with hesitant, with and lack of
effective use of minor noticeable engagement.
gestures, tone weaknesses in weaknesses in
and eye contact. engagement or engagement.
expression.
The learners' results will be determined. The score range below is used to identify the level of
their RUA. Those whose score range belongs to ‘insufficient’ levels will be given the post-
Score Range
remediation activity. Prerequisite Content Knowledge Level

11-20 Sufficient

6-10 Fairly Sufficient

0-5 Insufficient

Post-lesson Remediation

The teacher will provide a supplementary reading material and remediation activity to help
learners learn about the topic.

With digital Tools:

Using the links below, the teacher will allow the learners to read the following:

Types of Claims
https://courses.lumenlearning.com/suny-esc-wm-englishcomposition1/chapter/types-of-claims/
https://socialsci.libretexts.org/Bookshelves/Communication/Argument_and_Debate/
Arguing_Using_Critical_Thinking_(Marteney)/04%3A_Claims/4.04%3A_Types_of_Claims
Video:
https://youtu.be/93IiZsyCtoc
https://youtu.be/stRjti2s8TE

Explicit and Implicit Claims

https://www.merriam-webster.com/grammar/usage-of-explicit-vs-implicit#:~:text=Explicit
%20describes%20something%20that%20is,often%20using%20implication%20or
%20assumption.
https://www.studocu.com/ph/document/don-honorio-ventura-technological-state-university/
english-for-academic-and-professional-purposes/rws-4th-reviewers/30526972
Video:
https://youtu.be/WP2hUiC8qqM
https://youtu.be/z4jk3OaYl98

Without digital tools:

The teacher will ask the learners to answer the following activity.
Crafting and Critiquing Claims
Instruction:
Choose one topic from the list below (or propose your own, with teacher approval):

 The role of technology in education.

 Addressing climate change through personal responsibility.
 The influence of media on societal values.
1. Write a 250-word argumentative paragraph on your chosen topic.
2. Your paragraph must include:
- At least one explicit claim (clearly stated).
- At least one implicit claim (inferred, not directly stated).
- All three types of claims (fact, value, and policy).
Example Framework:
- Explicit Claim of Fact: State a verifiable fact.
 - Implicit Claim of Value: Suggest the importance or moral significance.
- Explicit Claim of Policy: Propose an action or solution.
Example Argument:
"The average global temperature has risen by 1.1°C since the pre-industrial era (explicit fact).
This trend threatens the future of human civilization, as rising sea levels could displace millions
of people (implicit value). To address this, governments must implement stricter carbon
emissions regulations immediately (explicit policy)."

Criteria 4 – Excellent 3 – Proficient 2 – Developing 1 – Needs

Improvement
Clarity of Claims Explicit and Claims are clear, Claims are Claims are
implicit claims and relevant but somewhat missing or
are clear and could be more unclear or lack unclear.
compelling. precise integration.
Effectiveness of Implicit claims Implicit claims Implicit claims Implicit claims
Implicit Claims are subtle, are present and are vague or are absent.
thought – meaningful but lack depth.
provoking, and need
enhance the refinement.
argument.
Use of Types of Effectively uses Uses all three Uses only one or Fails to include
Claims all three types of types of claims two types of different types
claims (fact, adequately. claims with of claims.
value, policy) limited
with strong effectiveness.
reasoning

Prepared by:

PRISCILLA R. MANALO, LPT ELGIN B. ABALLE, LPT

Subject Teacher Subject Teacher

ANNIE ROSE M. CADENAS, LPT

Subject Teacher

Reviewed by:
ANNIE ROSE M. CADENAS, LPT
Subject Area Moderator

Noted by:

GILBERT M. BAFLOR, LPT

SHS Academic Head

Approved by:
JOHN PAUL C. PERCALES, LPT, MSc
School Principal