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ENGLISH 10
Quarter 2 – Module 4:
Formulating Claims of Fact,
Policy and Value

Introductory Message
For the Facilitator:

Welcome to the English 10 Alternative Delivery Mode (ADM) Module 4 on

Formulating Claims of Fact, Value and Policy!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher
or facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic
constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:

“Most people don’t really want the truth.

They just want constant reassurance that
what they believe is the truth.”
As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the
module.

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For the Learner:

Welcome to the English 10 Alternative Delivery Mode (ADM) Module 4 on

Formulating Claims of Fact, Policy and Value!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning resource
while being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or
competencies you are expected to learn in
What I Need to the module.
Know

This part includes an activity that aims to

check what you already know about the
What I Know
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

This is a brief drill or review to help you link

What’s In the current lesson with the previous one.
 In this portion, the new lesson will be
introduced to you in various ways; a story, a
What’s New
song, a poem, a problem opener, an activity
or a situation.

This section provides a brief discussion of

the lesson. This aims to help you discover
What Is It
and understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding and
What’s More
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have This includes questions or blank

Learned sentence/paragraph to be filled into
process what you learned from the lesson.

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This section provides an activity which will

What I Can help you transfer your new knowledge or
Do skill into real life situations or concerns.

This is a task which aims to evaluate your

Assessment level of mastery in achieving the learning
competency.

In this portion, another activity will be given

Additional
to you to enrich your knowledge or skill of
Activities the lesson learned.

This contains answers to all activities in the

module.
Answer Key

At the end of this module you will also find:

References This a list of all sources used in developing this module.

The following are some reminders in using this module:

 1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use your notebook in answering the exercises.
2. Don’t forget to answer Try this before moving on to the other activities
included in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind
that you are not alone.
We hope that through this material, you will experience meaningful
learning and gain deep understanding of the relevant competencies. You
can do it!

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TABLE OF CONTENTS

CONTENT PAGES

TITLE PAGE ---------------------------------------------------------------- i

INTRODUCTORY MESSAGE --------------------------------------------- ii

For the Facilitator -------------------------------------------------- ii
For the Learner ------------------------------------------------------ iii
WHAT I NEED TO KNOW ------------------------------------------------- 1
Learning Competency ---------------------------------------------- 1
Learning Objectives ------------------------------------------ 2
WHAT I KNOW -------------------------------------------------------------- 2
Task 1 ---------------------------------------------------------- 2
WHAT’S IN ------------------------------------------------------------------ 3
Task 2 ---------------------------------------------------------- 3
Task 3 ---------------------------------------------------------- 3
WHAT’S NEW ---------------------------------------------------------------- 4
Task 4 ----------------------------------------------------------- 4
WHAT IS IT ------------------------------------------------------------------ 5

WHAT’S MORE ----------------------------------------------------------- 8

Task 5 ----------------------------------------------------------- 8
Task 6 ----------------------------------------------------------- 9

What I HAVE LEARNED ---------------------------------------------------- 9

WHAT I CAN DO ----------------------------------------------------------- 10

Task 7 ----------------------------------------------------------- 10

ASSESSMENT ---------------------------------------------------- 11

ADDITIONAL ACTIVITY ----------------------------------------------- 12

GLOSSARY ----------------------------------------------------- 13

ANSWER KEY ------------------------------------------ 14

REFERENCE LIST ------------------------------------------ 15

WHAT I NEED TO KNOW

You are amazing. You are important. You are special. You are unique.
You are precious. You are loved. It is with that and with the great vision of
this module, specifically this competency, to help you develop and enhance
your communication and reasoning for you to be ready in engaging in
meaningful conversations. Welcome!
Be prepared as we will be traversing the path of Formulating Claims of
Fact, Policy and Value. The topic maybe unfamiliar, not to all, perhaps, to
many but for sure the terms fact, value and policy already gave a ring on
your ear.
When we talk with other people, we use different statements of different
forms for different purposes. We declare, we listen, we claim, we ask, we
defend, and we insist and sometimes argue. This is because we are gifted
with the mind to think critically, capable of evaluating, analysing and
formulating ideas. These then, are organized as concepts and serve as our
responses to the statements that we hear.
In this lesson, by formulating different claims, critical thinking skills will be
developed. This will lead you to be more open and receptive to all ideas and
arguments even those with which you may disagree. You will be reserving
your judgments on a message until you have examined the claims and
evidences used. You will get to be more fair-minded and understand that a
message is not inherently wrong or flawed if it differs from your own
thoughts. Moreover, you will be learning to contribute relevant and
appropriate statements in your conversations through formulating claims
of your own. You will not be left out in your dialogues.
Begin by reading and understanding the Most Essential Learning
Competency and Learning Objectives. These will tell you what you should
know and be able to do at the end of the lesson.
May this module give you all the motivation and encouragement to make
every moment meaningful, rewarding, memorable and exciting.
Happy learning!

Learning Competency:

Formulate claims of fact, policy and value - EN10WC-llb-13.2

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At the end of the module, you should be able to:
1. Describe each type of claim; (Cognitive)
2. Classify different claims; (Psychomotor)
3. Formulate different types of claims; (Psychomotor)
4. Appreciate the use of different claims in everyday conversations; and (Affective)
5. Express ideas politely. (Attitude)

Please take note that all answers shall be written in your activity
notebooks, and that there should never be any marks placed in this module.

WHAT I KNOW!
Task 1. Read each of the following statements and identify whether it is a claim of
fact, value or policy. Write CF if it is a claim of fact; CV if it is a claim of value and
CP if it is a claim of policy.

1. Excessive consumption of alcohol can

lead to many illnesses.
2. Honesty is the best policy.
3. Social distancing is important during the coronavirus
pandemic.
4. There should be criminal charges brought against
people who use social media to bully others.
5. Science fiction novels are more interesting to read than
romance novels.

Are you finished classifying the claims above? Good job! Now, you are to
assess your answers and be guided with the following questions. Write your
answer in your Activity notebook.

1. What is/are your basis/bases in classifying the claims above?

2. Did the statements give hints which led you to classifying them
correctly?
3. What is each type of claim about?

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 WHAT’S IN

TASK2

Directions:Read the followingassertionsbelow and observe how each statement

differs from each other
, although they talk about the same thing.

1. Burritos are awesom

e. 3. Burritos served in the canteen should
be made by canteen personnel only.

2. I made burrito
s this morning
.

• Burritos areflour tortillafolded around a

filling (as of meat, beans, and cheese)

TASK 3

Directions: Accomplish the activity below. It is entitled “Give Me High

Five.” There will be five questions (some of which have follow up ones)
whose answers must be based above. Read and give what are asked and the
answers should be written in your Activity Notebook.

“Give Me High Five”

1.

What does it mean when boy no. 1 tells

you that burritos are awesome?
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 2. Is statement no. 2 verifiable or
checkable If yes, how?
3. Are claims of fact necessarily true,
like statement no. 2?
4. What makes statement no. 3 a little bit
different from the other two?
5. How do you know that statement
express policy? Are there words that
give hint? Give one policy that you can
remember as student.

WHAT’S NEW
Oh well, you have just accomplished the tasks above. Your accomplishments of the
said tasks now brought you here, the next level of the journey. We hope they made
you more interested to know the foremost and the sub topics of our lesson -
formulating claims of fact, policy and value. Claim comes from the Latin word
“clamare” which means “to cry out shout”

Eyes here because we all make claims on a nearly daily basis, if not
daily. Accomplish the activity below entitled “A Roller Coaster Ride” by
answering the questions after the illustration. Write your answers in your
notebook. It will welcome you to the world of claims. Explore and have in
fun riding!

When you engage in conversations,

it’s just like riding on a roller
coaster. How can we say that it’s
like a Roller Coaster ride? Observe
the picture on the other side or
search how a roller coaster operates
and let’s try to answer the
questions that follow.

Task 4
1. If you are riding a Roller Coaster, what would be your emotion? Do
you think you also feel the same with your companions?
2. When you talk to people about certain issues, do you think you have
the same stand or perception on those issues? Why?
3. Imagine again riding the Roller Coaster, how will you adapt to
mechanism of the ride so you might not fall?

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 4. While you are in a group discussing about something, what will you
do so that you will not be left out?
5. When you contribute something to the conversation, how do you call
your statement?
6. Give a tip so that you will achieve a smooth ride as well as a good
conversation with others considering that you have different
knowledge and perceptions on an issue.

What we are comparing to riding on a Roller Coaster is formulating claims which will be
included in a conversation. Claims are the statements we organize used to respond to
other’s statements based on prior knowledge, known data and personal
judgments.

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 WHAT
What
IS IT
A claim is a statement essentially arguable, but used as a primary point to prove an
argument.

Claim of Fact

Declares that Debates whether Can be verified

something has the statement using some
existed, does is true or false actual evidence
exist or will exist

Frequently Not all are true;

Statement that verifiable they must be
reports, predict
s, proven to be true
describe s or
makes causal
claims

Examples:

1. Vaping can
leadto 2. Zimbabwe is in 3. Theozone layer
highblood Africa. is becoming
pressure and lung depleted.
disease.

Explanations for the examples:

1. Since vaping is an electronic cigarette, it is very obvious that too much
use of it causes illnesses in the body.

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 2. Through looking at the map or globe or searching using the Internet, we
can prove that Zimbabwe is a landlocked country in southern Africa.
3. Too much heat that we are experiencing now is the result of the thinning
of the ozone layer.

Claim of Policy

Asserts that specific Usually, has the keyword

policies, actions and “should” which implies that
changes should be some actions are ought to
undertaken to solve be taken but not that it
problems or address an must or will be taken
issue

Presents alternative Advocates a specific

solutions course of action

Called the problem- solution

technique Example:
1. A dress code must be
introduced in public high
schools.

Examples:

3. Students’ cellphones
2. We should all have should be collected by office
access to health/care. personnel when they enter school

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Explanations for the examples:

1. The speaker here suggests that a dress code could perhaps bring elegance
and show proper decorum for students as some are wearing unsuitable
attire in school especially if there are no classes.

2. The mere presence of the word “should” in the second statement asserts
that a solution to a problem in paying hospital bills is the access to
healthcare regardless of whoever you are.
3. Another course of action here is hoped to be implemented that is, the
collection of students’ cellphones by the school personnel.

Claim of Value

States opinions on Is based on preference Attempts to prove

people, events, and such as likes/dislike that some things are
things as either good right or wrong
or bad

Makesjudgement or Uses criteria of morality

, Takes a more
evaluation taste or aesthetics evaluative position

Examples:

1.
1.
1.
1.
1.
1.
Public schools 2. Fashion modeling 3. Homosexuality is
are better than private is degrading to women. immoral because it
schools. violates religious, societal
and biological standards.
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Explanations to the examples:

1. There is a personal judgment shown as public schools are seen to be better

than private schools.
2. Fashion modeling is degrading the morality of women. The speaker/writer
shows his evaluation of modeling to women. At the end, there is still
judgment.
3. It is very clear in this example that the speaker/writer regards homosexuality
as bad since according to him it is a violation to the
society’s standards. An opinion about homosexuality is being
expressed in this example.

How to formulate claims

Claim of Fact:
Find more credible sources.
Find more recent data.
Find more accurate data.

Claim of Policy:
Assess many times the feasibility and effects of your proposal.
Look at alternative solutions to problems.
Examine your claims of fact and value from which the proposal is based
on.

Claim of Value
Recheck the criteria or standards for judgement. Propose
alternative standards.

Just a Wrap Up!

A claim is a statement, not a question.

The claim is the focus of the argument.
A claim should be argumentative and debatable.
A claim should be specific and focused.
A claim should be interesting and engaging.
A claim should be logical.

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 : ?
WHAT’S MORE
Task 5. Identify the statements below as claim of fact, policy or value. Write F for claim
of fact; P for claim of policy and V for claim of value. Again, answers must be written in
your notebooks.

1. The West Coast is better than the East Coast.

2. The Golden State Warriors is the best team in NBA.
3. Capital punishment is unjust.
4. Death penalty should be legalized.
5. The price of college tuition has greatly increased in the last ten
years.
6. The Boy Scouts should discourage appointing gay scout
leaders.
7. Cell phones pull students away from learning.
8. Brad Pitt is the greatest actor ever.

9. There should be a corresponding punishment for his offense

yesterday.
10. The Philippines is an archipelago.

Task 6. Formulate one for each type of claim on the topic about bullying.

WHAT I HAVE LEARNED

“CHUNKING THE DATA”

Complete the illustration below based on what you have learned from the lesson.
Make one like this in your notebook.

Important Term s Important Concepts/ Ideas

 Important Generalizations Insights Learned

WHAT I CAN DO

Task 7. “Claims for a Cause”

In this task, imagine yourself to be a
candidate for President in your
Student Supreme Government. You will be asked to present your platform in front
of your fellow students. Now, just cite the different claims that you are going to
include in your platform about the school or about the students. Formulate two
sentences for each type of claim. An example is given below. Write this in a short
bond paper.
Example:

Name of Candidate: ___________________________________

Position running for: _______________________

Title of Platform: “Necessities Not Wants for Comfort Rooms”

Details: (these will be the elaboration of your platform through your claims)

1. There is only one existing comfort room for male and one comfort
room for female shared by four sections of the Grade 7. (Claim of
Fact)
 2. There should be at least two comfort rooms for the male and two for
the females. (Claim of policy)
3. Comfort rooms are very important to everybody in a school so, the
more comfort rooms there are, the more comfort they will bring to
everyone . (Claim of value)

Rubrics:

Category 20 pts. 15 pts. 10 pts.

Crafting of the Topic is Topic is well Good crafting of the

topic excellently crafted/ topic is topic / topic is not
crafted/ topic is less interesting. that interesting
very interesting.

Writing-
Organization of Claims are very Some claims Most claims are quite
the claims clear and jive slightly jive with the far from the topic.
with the topic. topic

Writing- There are no There are few There are many

Grammar grammatical grammatical grammatical
mistakes in the mistakes in the mistakes in the
output. output. output.

ASSESSMENT
Read the instructions per task and write your answers in your notebook.
Task8:

Complete the statements below.

1. Claim comes from the word _________________________.
2. Clamare means _____________________________________.
3. ____________________ is used as a primary point to prove an argument.
4. ____________________ can be verified using actual evidence.
5. ____________________ uses criteria of morality.
 Task 9 : Write True if the statement is true/correct and False if it is not.
6. Claim of policy is otherwise called as the problem-solution technique.
7. Claim of fact takes on a more evaluative position.
8. “Neil Armstrong was the first man to step foot on the moon,” is an example of
a claim of value.
9. “The United States is the greatest nation on earth,” is a claim of value.
10. “Obesity can cause heart disease,” is a claim of value.

Task 10: Choose one from the topics below. When you have decided on your
topic, formulate three claims. One for claim of fact, another one for claim of
policy and one for the claim of value.

Coronavirus Disease
School Year 2020-2021
Body Piercing
Saving the Environment
Working Students

ADDITIONAL ACTIVITIES
Task 11. State three sentences using your own words about the three types of
claim.
Claim of Fact Claim of Policy Claim of Value

1. 1. 1.

2. 2. 2.

3. 3. 3.

GLOSSARY

The following terms used in this module are defined as follows:

Accurate
– ( dj.)free from error especially as the result of care
a
Aesthetics – (n.) a branch of philosophy dealing with the nature of beauty,
 art and taste
Argument – (n.) the act or process of arguing, reasoning or discussing
Burrito – (n) a flour tortilla rolled or folded around a filling
Credible – (adj.) offering reasonable grounds for being believed
Decorum – (n.) propriety and good taste in conduct or appearance
Excessive – (adj.) exceeding what is usual, proper, necessary, or normal
Feasibility – (n) capable of being done or carried out
Fiction – (n.) something invented by the imagination
Flawed – (adj.) having a defect or imperfection
Formulate – (v.) to put into a systematized statement or expression
Imply – (v.) to express indirectly
Inherent – (adj.) involved in the constitution or character of something
Morality – (n.) a doctrine, or system of moral conduct
Obesity – (n.) a condition characterized by the excessive accumulation and
storage of fats in the body
Proposal – ( ) something proposed
Standard – (n.) something established by authority, custom, or general
consent as a model
Traverse – (v.) to go or travel across or over; to move or pass along or
through
Verifiable – (adj.) capable of being verified
Verified – (v) to establish the truth, accuracy or reality of
 ANSWER KEY

WHAT I NEED TO KNOW

Task 1. 1. CLAIM OF FACT

2. CLAIM OF VALUE
3. CLAIM OF FACT
4. CLAIM OF POLICY
5. CLAIM OF VALUE

WHAT’S MORE
Task 5 1. Claim of Value
2. Claim of Value
3. Claim of Value
4. Claim of Policy
5. claim of Fact
6. Claim of Policy
7. Claim of Fact
8. Claim of Value
9. Claim of Policy
10. Claim of Fact

ASSESSMENT
Task 8: 1. clamare
2. to cry out shout
3. Claim
4. Claim of fact
5. Claim of value

ASSESSMENT
Task 9: 6. True
7. False
8. False
9. True
10. False

Note: The rest of the items require open-ended answers.

 https://www.nyu.edu/
classes/keefer/nature/
WW2claims.pdf
https://www.unit5.org/cms/lib03/IL01905100/Centricity/Domain/1
254/vern%20persuasive%20patterns.pdf
https://quizlet.com/394948220/claims-of-fact-value-policy-
flashcards/ https://quizlet.com/132448968/propositions-of-fact-
value-andpolicy-flash-cards/
https://theliteratesims.net/eng1bM/week03/claims.html
https://www.youtube.com/watch?v=KJW1WQxddPQ
https://philnews.ph/2020/04/16/claims-of-facts-meaning-
andexamples-of-claims-of-facts/
https://sites.google.com/view/rocqmsilbs/Claim-Of-Fact-Value-
AndPolicy-Examples
https://global.oup.com/us/companion.websites/9780199747382/st
udent/chapter14/activities/ https://literarydevices.net/claim/
http://www.literarydevices.com/claim/
https://www.softschools.com/examples/literary_terms/claim_exampl
es/276/ https://www.google.com/search?
q=colored+square&tbm=isch&hl=en
&chips=q:color

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