LEARNING ACTIVITY SHEETS 12-LESSON 3.docx
- 1. Name:______________________________ Date:________________ Lesson title: Stating the Thesis Statement and Textual Evidence 2. Determine the textual evidence/s that support/s the thesis statement. CONCEPT NOTES: Thesis statements – It is a sentence or two that tell/s the reader your topic and what you say about it e.g. Biological need, social environment, and psychological satisfaction are three reasons why people take risks. Textual evidence – It is an evidence from a text that you can use to illustrate your ideas and support your arguments. All textual evidence should: Support a specific point Be cited with a page number at the end of the sentence Be followed by an “connection” that explains the relationship of the evidence to your main point. Types of thesis statement Type Definition Example Direct (stated) Thesis Statement Outline the main idea and the organization of the essay for the reader The main problems facing South American countries are a lack of job opportunities Indirect (Implied) Thesis Statement Introduce the topic, but they do not outline the supporting ideas The important problems facing South American countries today require immediate attention. Components of Thesis Statement Term Definition Example Topic The general subject of the essay Teenage Smokers Controlling idea Your opinion/belief/view/feeling about the topic Public health departments need aggressive promotional campaigns Sub-topics The areas you will focus on to support your idea Damages the lungs, increases the risk of cancer, raises the chance of heart disease Thesis statement – Public health departments need to target teenage smokers with aggressive promotional campaigns in order to combat lung damage, cancer, and heart disease among this Group. Example: Topic: Lifespan Controlling idea: Women generally live longer than men Sub-topics (Optional): Women are concerned about their health, and their better resistance to stress. Thesis Statement: Women generally live longer than men as a result of their better overall concern about their health, and their better resistance to stress. Lesson Objectives: At the end of the lesson, I can: 1. Identify the thesis statement in an academic text;
- 2. B. This time, I want you to identify which textual evidence supports this thesis statement: *Women generally live longer than men as a result of their better overall concern about their health, and their better resistance to stress. As noted on page 30, taller people have more cells in their bodies, meaning they are more likely to develop harmful mutations. For instance, Russian men are likely to die 13 years earlier than Russian women, for instance, partly because they drink and smoke more heavily. Check for Understanding a. Read each passage and identify its thesis statement. Encircle the letter of your answer. Passage 1 Passing fears are common in early childhood. Many 2- to 4-year-olds are afraid of animals, especially dogs. By 6 years, children are more likely to be afraid of the dark. Other common fears are of thunderstorms, doctors, and imaginary creatures. A. Passing fears are common in early childhood. B. Many 2- to 4-year old are afraid of animals, especially dogs. C. By 6 years, children are more likely to be afraid of the dark. D. Other common fears are of thunderstorms, doctors, and imaginary creatures. Passage 2 There are gender differences in adolescents' satisfaction with their bodies. Compared with boys, girls are usually less happy with their bodies and have more negative body images. Also, as puberty proceeds, girls often become even more dissatisfied with their bodies. This is probably because their body fat increases. In contrast, boys become more satisfied as they move through puberty, probably because their muscle mass increases. A. There are gender differences in adolescents' satisfaction with their bodies. B. Compared with boys, girls are usually less happy with their bodies and have more negative body images. C. Also, as puberty proceeds, girls often become even more dissatisfied with their bodies. D. In contrast, boys become more satisfied as they move through puberty, probably because their muscle mass increases. Passage 3 One of the big programming surprises of the 2002 summer TV series was a show on the Fox Network called American Idol, a talent search that highlighted several aspiring performers. The final episode of the show garnered the biggest audience share among 18- to 49-year olds that the network has ever had. Based on a British series called Pop Idol, American Idol is another in a long list of shows that the United States has imported. In fact, many popular U.S. TV shows originated overseas. These include the quiz shows Who Wants to Be A Millionaire and The Weakest Link, both also from Britain . Other examples include Survivor, imported from Sweden; Big Brother, based on a Dutch series of the same name; and TLC's Trading Spaces, based on the British series, Changing Rooms. A. One of the big programming surprises of the 2002 summer TV series was a show on the Fox Network called American Idol, a talent search that highlighted several aspiring performers. B. Based on a British series called Pop Idol, American Idol is another in a long list of shows that the United States has imported. C. In fact, many U.S. TV shows have first originated overseas. D. These include the quiz shows Who Wants to Be A Millionaire and The Weakest Link, both also from Britain.
- 3. . Read the short text below and identify the textual evidence that answers the questions that follow. Tales of Chupacabras Cynthia Burnham Legend tells of the chupacabra, a monster that sucks the blood of livestock. Chupacabra means “goat sucker” in Spanish. For many in the southwestern United States and Mexico, these tales are more than just stories: they have been accepted as facts. In Puerto Rico in 1995, hundreds of livestock fatalities were blamed on the chupacabra. Some describe chupacabras as two-legged, lizard-like creatures with claws, spikes, and piercing red eyes. Others insist they are hairless, four-legged creatures that are part kangaroo, part dog, and part rat. Many similar beasts have been brought to labs for DNA testing, but most have been coyotes with mange, a condition that strips animals of fur. Why do we want these mythical beasts to be real? Surely not because we want livestock to fall prey to vampires! Perhaps it is because of our natural desire to shed light on the unknown. Scientists constantly identify new life forms. According to the World Wildlife Federation, more than 1,200 new species of plants and vertebrates were discovered in the Amazon rain forest between 1999 and 2009. Given this fact, the idea that undiscovered species could exist empowers our imaginations and gives us hope. Although we have explored much of this planet, there are still creatures that lurk in the underbrush, evading recognition. That is a thrilling concept. So even as evidence mounts against chupacabras, a part of us hopes that one will creep from the shadows and prove to be mind- boggling. Based on the passage you have just read, answer the following items. Write the letter of your choice to the space provided in the assessment tool. A student makes the following claim about the author of “Tales of Chupacabras.” The author believes that chupacabras are imaginary even though she would like to think they exist. Which sentence from the text best supports this claim? “Chupacabra actually means ‘goat scuker’ in Spanish.” “Some describe chupacabras as two-legged, lizard-like creatures with claws, spikes, and piercing red eyes.” “Why do we want these mythical beasts to be real?” “Scientists constantly identify new life forms.” 2. Which sentence from the text explains why the author thinks people want to believe in chupacabras? “For many in the southwestern Unites States and Mexico, these tales are more than just stories; they have been accepted as fact.” “Legend tells of the chupacabra, a monster that sucks the blood of livestock.” “Others insists they are hairless four-legged creatures that appear to be part kangaroo, part dog, and part rat.” “Perhaps it is because of our natural desires to shed light on the unknown.” 3. Which actual scientific discoveries can be used to support the idea that chupacabras may one day be found? “More than 1,200 new species of plants and vertebrates were discovered in the Amazon rain forest between 1999 and 2009” “In Puerto Rico in 1995, hundreds of livestock fatalities were blamed on the chupacabra.” “Chupacabra means “goat sucker” in Spanish.” “Some describe chupacabras as two-legged”
- 4. C. LESSON WRAP-UP Summary/Frequently Asked Questions 1. What is the importance of thesis statement in academic writing? 2. What is a characteristic of a solid thesis statement? Thinking about Learning Which part of today’s lesson seems confusing to you?
- 5. Name:______________________________ Date:________________ Lesson title: Forming Opinions Based on Facts Lesson Objectives: At the end of the lesson, I can: 1. Formulate/compose opinions based on facts; 2. Differentiate facts from opinions. CONCEPT NOTES: A fact is a statement that can be proven true or false. An opinion is an expression of a person’s feelings that cannot be proven. Opinions can be based on facts or emotions and sometimes they are meant to deliberately mislead others. Therefore, it is important to be aware of the author’s purpose and choice of language. Sometimes, the author lets the facts speak for themselves. Opinions, for most of the time, contain descriptive words. Descriptive words are subjective. It can become unclear how to separate fact and opinion when many people hold the same opinion. This is when it becomes important to understand what the word bias means. A bias is an opinion or an attitude we have for or against something. A bias usually stems from our feelings rather than from rational thought. What is very important to realize is that ALL of us are biased. We are biased for or against certain people, activities, and ideas. We become biased because certain people, activities, or ideas do not appeal to us at some level. Of equal importance to realize is that we have "good biases" as well, that is we favor certain people, activities, or ideas. In these cases, our biases are still irrational, just like our negative ones. Most of the time, we keep our biases inside and use them to decide who to vote for, what to study in school, and how we want to appear in public. Other times, however, people can let their bias or opinions guide them to do dangerous acts. Issues such as racism, gun control, abortion, and patriotism provoke many people to act on their biases and do things that harm others. As long as biases are peacefully shared, there is little harm. But, when they are uncontrolled, strong biases can bring out anger and create hatred toward those who disagree. That is when facts and opinions become very challenging to separate. Many of our biases are not based on fact or reasoned judgement, but on opinions handed down to us by parents, teachers, and friends. Unfortunately, we don't always take the time to examine the source of our biases, and many of us carry unhealthy opinions and prejudices because of it. Skill-building Activities Read the text below and answer the exercise. Three examples of facts that are concrete and that could be documented include: 1.The house was painted on November 18, 1999. 2.Today is Saturday. 3.My son had a temperature of one hundred and two degrees this morning. Whereas an opinion is defined as "indicating a belief, view, sentiment, conception." Obvious indicators of opinion are when sentences include words such as: "Generally, it is thought", "I believe that", "It is a sad day when." For example, how the three facts above can be changed to opinions would be to add a belief or view. For example: ● The house was painted recently on November 18, 1999, so it looks as good as new. ● Today is Saturday and Mark always sleeps in on Saturdays, so that is why he is late for the game. ● There was no way for me to go to school because my son had a temperature of one hundred and two degrees this morning. Sometimes it is challenging to tell the facts and opinions apart.
- 6. Now, I want you to decide which of the following statements are Opinions or Facts. Write O for opinion and F for fact. The first three have been done for you as examples. ____ 1. People who steal identities do a lot of damage before their victims become aware of it. ____ 2. Punishment for identity thieves is not severe enough. ____ 3. Last year, the losses of car accident totaled more than $7 billion. ____ 4. Identity theft is more serious than any other type of theft. ____ 5. Identity theft is increasing at a rapid pace. ____ 6. The Earth is divided into seven continents. ____ 7. Marriage should be for everyone. ____ 8. Government is in the best position to solve many problems. ____ 9. Identity theft happens to ordinary people, not just to the wealthy. _____10. As grocery clerk Sue Jamison reported, "My wallet was stolen, and within a week, the thieves had ordered an expensive cell phone package, applied for a VISA credit card, and received a PIN from the Department of Motor Vehicles to change my driving record online. ____ 11. Everyone should do the work that they can do based on their abilities. ____ 12. Women should have the freedom to choose whether to abort a child or not. ____ 13. Most victims of identity theft are young adults. Check for Understanding a. You have already identified statements of fact and opinion based from the previous activity, now I want you to provide your own five statements of fact and opinion. An example is given for your reference. Example: Jose Rizal is the National Hero of the Philippines I believe that Jose Rizal is the best Hero of the Philippines. Facts: 1. ___________________________________________________ 2. ___________________________________________________ 3. ___________________________________________________ 4. ___________________________________________________ 5. ___________________________________________________ Opinions: 6. ___________________________________________________ 7. ___________________________________________________ 8. ___________________________________________________ 9. ___________________________________________________ 10. ___________________________________________________ B. Read the biography of one of the Filipino heroes, General Antonio Luna. From the biography, write two opinions that you can be inferred from the text and support it with at least two facts that can also be found in the text. Filipinos remember General Antonio Luna as a brilliant, brave soldier and tactician of the second phase of the Revolution and the proverbial hot head but never as the excellent scientist. This is largely due to how historians over the years told the story of the hero. The historian and chair of the National Historical Institute Ambeth Ocampo notes that Luna was a dandy based on his personal possessions and the contents of his traveling bags. But Ocampo also takes note of the fact that Luna took copious notes when he was a student and when he was what we would call today a postdoctoral researcher. Antonio Luna is alone among the heroes of the Propaganda and revolutionary movement who was a trained professional scientist. Luna was born on Oct. 29, 1866 in Binondo, Manila’s commercial district then and as it is now. At an early age, he showed aptitude in science,
- 7. especially chemistry. This was not lost to his Jesuit mentors at the Ateneo Municipal de Manila. At the University of Santo Tomas, he studied chemistry and literature where he won first prize for the science essay “Dos Cuerpos Fundamentales de la Quimica.” It was during his student days at Santo Tomas where he studied marksmanship, military sciences and tactics under a Spanish Calvary officer. He also studied music. In 1886 he left for Madrid to complete a licentiate and later doctorate in Pharmacy in 1890. His doctoral thesis “El Hematozoario del Paludismo” was published in 1893 and was well received by medical scientists and physicians. He was conferred the doctorate in 1890 by the Complutense to highest praises by his examiners. Not contended with the doctorate, he proceeded to Paris to work in the Pasteur Institute where he did research in histology and bacteriology under Professor Latteaux and to Belgium where he trained in medical analysis (medical chemistry) under Professor Laffons. Luna contributed to the leading Pharmacy scientific journals of the day. Luna returned to Manila in 1894 with a commission (research grant) from the Spanish government to study the bacteriology of contagious diseases. Later that year, he took the examination for Chemist Expert of the Municipal Laboratory of Manila. He got high ratings and won the post. He did what is the first environmental science research in the Philippines which included the bacteriological studies of Pasig River water (which he found unfit for drinking), the therapeutic and chemical properties of Sibul Spring water and the first study on Philippine forensic science, where he did a study on using human blood as evidence in judicial proceedings. This was on top of routine studies on food and water chemistry as required by health authorities. Luna’s scientific and political activities in Europe and his friendship with leading personalities of the Propaganda made him a marked man at the start of the 1896 Revolution. He was linked with the Katipunan. For this he was arrested together with his famous artist-brother. Like Rizal, Luna initially did not believe that the Filipino people were prepared enough to start a revolution. Luna was imprisoned at Fort Santiago and was sent to exile and imprisonment in Spain. He was released upon condition that he remained in Spain. His career as a scientist was over and that of a brilliant military tactician began. It was during this time that he decided to join the Revolution but unlike other revolutionists, he used his scientist’s mind in studying and researching on military science, tactics, field fortifications, battalion tactics, national defense and organization in preparation for fighting in the Revolution. Before leaving Europe he wrote, “I am going not to command, but to obey. With my limited knowledge, I will struggle like the common soldier for the liberty of my Motherland.” But that was not meant to be. He had to command. In July 1898 he returned to the Philippines and saw action against the American invaders. A disciplinarian, he was not beloved by his troops. He fell victim to factionalism in the Republic and was assassinated in Cabanatuan by Filipino soldiers on June 5, 1899. He was just 32. General Antonio Luna has no epitaph but perhaps his words before leaving exile in Europe for Manila are apt: “I will fight and offer my life, my small knowledge and science for the liberation of the Motherland.” While the University of the Philippines has honored General Luna’s bravery and military exploits with a parade ground in his name, perhaps one of the buildings of the National Science Complex can be named in his honor in recognition of his internationally recognized scientific work in the pharmaceutical and environmental sciences. Vallejo, B, Jr. (2010, Agust 12) General Antonio Luna: Scientist, soldier and revolutionary. The Philippine Star. Retrieved from http://www.philstar.com/science-and-technology/601469/general- antonio-luna-scientist-soldier-and-revolutionary Opinion 1: ______________________________________________________________________________ ______________________________________________________________________________
- 8. ____________________ Supporting Fact 1 ______________________________________________________________________________ __________ ___________________________________________________________________ Supporting Fact 2 ______________________________________________________________________________ _________ Opinion 2: ______________________________________________________________________________ ______________________________________________________________________________ ____________________ Supporting Fact 1 ______________________________________________________________________________ __________ Supporting Fact 2 ______________________________________________________________________________ _______ LESSON WRAP-UP Summary/Frequently Asked Questions 1. How to identify fact or opinion? 2. Why Are Fact and Opinion So Important? Thinking about Learning 1. How would you apply what you learned today in your life as a student? ______________________________________________________________________________ __________ ______________________________________________________________________________ __________