Sequencing Events-Grade 1

REPUBLIC OF THE PHILIPPINES
DEPARTMENT OF EDUCATION
LEARNING GUIDE
ENGLISH GRADE 1
SEQUENCING EVENTS
MODULE 9
All Learning Guides are available online at http://acumen.ph
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Written, edited and produced with the assistance of the Australian Government, October 2009
ENGLISH GRADE 1
SEQUENCING EVENTS
MODULE 9
Mind Map
The Mind Map displays the organization and relationship between the concepts and activities in
this Learning Guide in a visual form. It is included to provide visual clues on the structure of the
guide and to provide an opportunity for you, the teacher, to reorganize the guide to suit your
particular context.
Stages of Learning
The following stages have been identified as optimal in this unit. It should be noted that the
stages do not represent individual lessons. Rather, they are a series of stages over one or more
lessons and indicate the suggested steps in the development of the targeted competencies and in
the achievement of the stated objectives.
Assessment
All six Stages of Learning in this Learning Guide may include some advice on possible formative
assessment ideas to assist you in determining the effectiveness of that stage on student learning.
It can also provide information about whether the learning goals set for that stage have been
achieved. Where possible, and if needed, you can use the formative assessment tasks for
summative assessment purposes i.e as measures of student performance. It is important that
your students know what they will be assessed on.
Republic of the Philippines Department of Education

Learning Guide, October 2009
ENGLISH GRADE 1
SEQUENCING EVENTS
MODULE 9
1. Activating Prior Learning

This stage aims to engage or focus the learners by asking them to call to mind what they know
about the topic and connect it with their past learning. Activities could involve making personal
connections.
Background or purpose
Sequencing is a challenging skill but it is certainly a skill that can be learned. It is a very
systematic skill and does not require creativity. The idea is to identify the order in which things
occurred, that is to remember specific details about the reading.
In this stage, the pupils will recall the 26 letters of the alphabet that they have learned in
preschool. Then, they will sequence them by writing the missing letters in the blanks.
Strategy
Cooperative Triads is a strategy that involves three pupils working together to do and finish
assigned tasks confidently and successfully.
Materials
Student Activity Sheet 1 Starter on page 13
pencils
Activity 1 Starter
1. Form triads.
2. Distribute Student Activity Sheet 1 Starter on page 13.
3. Explain directions to the groups.
4. Give enough time for them to do the activity.
5. Check answers objectively using the Answer key found in the Formative Assessment below.
6. Process the activity by asking the pupils to recite the alphabets in order.
Formative Assessment
Answer Key: B, E, F, H, O, P, R, T, U, X, Y, Z
c, f, I, k, l, n, p, r, t, u, x, z
Very Good------------------24 correct answers
Good-------------------------18-23 correct answer
Fair--------------------------9-17 correct answers
Poor-------------------------8 below
Roundup
The pupils should have been able to sequence letters in the alphabet by supplying the missing
letters in the blanks.
2.
Setting of Context
This stage introduces the students to what will happen in the lessons. The teacher sets the
objectives/expectations for the learning experience and an overview how the learning experience
will fit into the larger scheme.

ENGLISH GRADE 1
SEQUENCING EVENTS
MODULE 9
Sequencing is a skill that can be incorporated in any subject area, but it is often associated with
teaching early readers. It refers to putting events or actions in order. Being able to perceive the
order of events not only helps pupils in reading comprehension but also aids in breaking large
tasks into smaller, more manageable tasks.
In this stage, the pupils will tell the sequence of natural events such as plant growth and other
life stages.
Strategy
Pictures is a visual prompt in the classroom. It can be used as a stimulation for discussion and to
increase children's understanding of a concept.
Materials
Student Activity Sheet 2 Order of Events on page 14
pencils
Assessment 1, Group Performance Checklist for Order of Events on page 15
Activity 2 Order of Events

1. Form groups of five.
2. Ask them to choose a leader and a reporter.
3. Distribute to each group Student Activity Sheet 2 Order of Events on page 14.
5. Give them enough time to do the activity.
6. Call reporters to report their outputs.
7. Process the activity by asking: What helped you in arranging the pictures in sequence?
Assessment 1 Group Performance Checklist for Order of Events n page15
Roundup
The pupils should have arranged pictures in sequence.
3. Learning Activity Sequence

This stage provides the information about the topic and the activities for the students. Students
should be encouraged to discover their own information.
Sequencing is one of the many skills that contribute to student's ability to comprehend what they
read. It refers to the identification of the components of the story, such as the beginning, middle
an end. It also show pupils ability to retell order of events as they occur.
In this stage , the pupils will sequence events from the story heard using different graphic
organizers and later, they will act out their favorite part of the story.

ENGLISH GRADE 1
SEQUENCING EVENTS
MODULE 9
Strategies
Read Aloud is a listening strategy that offers opportunities for teachers to model fluency, build
students' comprehension and develop students' vocabularies.
Role Play is a method of portraying human interaction in imaginary situations in such a manner
that realistic behavior is elicited.
Graphic Organizer is a visual presentation or a diagram for major concepts and additional terms.
It is an organizer which conveys information to the students before and after they read.
Materials
Teacher Resource Material 1, Pictures for the Unlocking of Difficulties on page 16
Teacher Resource Material 2, Cover Page of the Text on page 17
Teacher Resource Material 3 ,Read Aloud Text The Hummingbird Who Chewed Bubblegum on
page 18
Teacher Resource Material 4, Pictures for the Story on page 20
Student Activity Sheet 3C-a Sequence Me on page 22
Student Activity Sheet 3C-b Sequence Me on page 23
Crayons
Assessment 2, Rubric for Role Play on page 24
Activity 3A See Me
Pre- Reading:
This is a whole class activity.
1. Present the difficult words in a pocket chart. Please refer to Teacher Resource Material 1,
Pictures for the Unlocking of Difficulties on page 16.
2. Ask the pupils to match the words and the pictures.
3. Ask the pupils to copy the words in their English Notebook.
4. Process the activity by asking the pupils to read all the new words learned.
Activity 3BBubblegum
During Reading:
This is a listening activity.
1. Set the standard for the Listening activity.
2. Present cover page and introduce the title and the author of the story on page 17. Let them
guess what the story is all about.
3. Read the story The Hummingbird Who Chewed Bubblegum. Please refer to Teacher Resource
Materia1 on page18.
4. Show pictures as the story is told using Teacher Resource Material 4 on page 20..
5. Ask the following comprehension questions:
Where did the hummingbird usually rest?
What happened after the storm?

ENGLISH GRADE 1
SEQUENCING EVENTS
MODULE 9
How did she feel about the hummingbird after she had not seen it for days?
What was the hummingbird's problem?
What favor did she ask?
How did the little girl feel when she asked for bubblegum?
Do you think you will not also be surprised if a bird will ask for a bubblegum? Why?
What did the bird do with the bubblegum?
Who called for the little girl?
What did the little girl see on the branch of the tree?
What did the bird do with the bubblegum?
How many eggs where in the nest?
What did the hummingbird say to the little girl?
How did the little girl feel?
6. Process the activity by asking these questions:
In your own little way, How can you be of help to a bird? How? (Let them cite ways which
they can be of help: don't shoot them with slingshot, not destroying their nest etc.)
Activity 3C Sequence Me
Post Reading:
1. Form triads.
2. Assign a number to each triad. (Numbers 1 and 2)
3. Distribute to each triad Student Activity Sheet 3C-A Sequence Me on page 22 to all Number
1's, and Student Activity Sheet 3C-B on page 23 to all Number 2's.
4. Give directions for the activity.
5. Give enough time for the triads to do their tasks.
6. Ask representatives from the triads to report their outputs.
7. Process the activity by asking: What helped you sequence the events?
Activity 3E Perform
1. Form pairs.
2. Ask them to role play one of the following scenes:
The hummingbird reappeared on the windowsill one sunny morning and the little child asked
her as to where she had been?

The hummingbird on the window sill asking for a favor to give her a bubble gum. Show how
surprised the child was when he/she saw the bird chewing it.
The hummingbird called the name of the child and showed him/her little nest.
The hummingbird thanks the child for the helped extended to her.
3. Give time for the pairs to prepare for their presentations.

4. Process the activity by asking this question: What lesson did you get from the story?

ENGLISH GRADE 1
SEQUENCING EVENTS
MODULE 9
Assessment 2, Rubric for Role Play, Perform on page 24.
Roundup
The pupils should have listened to the story, sequenced the events and role play their favorite
part of the story.
4. Check for Understanding of the Topic or Skill

This stage is for teachers to find out how much students have understood before they apply it to
other learning experiences.
In order to reinforce the skill in sequencing, the pupils will arrange the event in different comic
strips using first, next and last. These words are very essential as they write their stories about
the comic strip.
Strategy
Comic strip is a sequence of cartoons that tells a story, often humorous, though adventures and
soap opera-like dramas are also prevalent. They are written and drawn by a comics artist or
cartoonist, and many are published in a recurring basis (Usually daily or weekly) in newspaper
and on the Internet.
Materials
Student Activity Sheet 4A Put Us In Order on page 25
Student Activity Sheet 4B Put Us In Order on page 26
Student Activity Sheet 4C Put Us In Order on page 27
Student Activity Sheet 4D Put Us In Order on page 28
Assessment 3, Group Performance Checklist on page 29
pencils
Activity 4 Put Us In Order

1. Form dyad.
2. Assign a number for each dyad. (Numbers 1, 2, 3, and 4)
3. Distribute Student Activity Sheet 4A on page 25 to the number 1's, SAS 4B on page26 to SAS 4C
on page 27 to the number 2's,and SAS 4D on page 28to the number 4's.
5. Give them enough time to do their activities.
6. Call representatives to present their outputs.
Probable Answers: 4A- 1,4,2,3
4B- 3,1,4,2
4C- 3,1,2
4D- 1,3,2
7. Process the activity by asking this question: How did you find the activity? Why?
Assessment 3, Group Performance Checklist on page 29

ENGLISH GRADE 1
SEQUENCING EVENTS
MODULE 9
Roundup
The pupils should have sequenced the series of comic strips.
5. Practice and Application

In this stage, students consolidate their learning through independent or guided practice and
transfer their learning to new or different situations.
The simple past tense is one of the most common tenses in English. It is usually formed by
adding-ed to the verb.
In this stage, the pupils will do a group work that can be a lot of fun as they learn to use the
simple past form of the verb where one pupil gives the base, the other responds with the past
tense and the other makes a sentence .
Strategy
Lightning Talks are short five minutes or less talks with or without visual aids.
Materials
Teacher Resource Material 5 Using the Simple Past Form of Regular Verbs on page 30
Activity Talk a While

To facilitate the conduct of the speaking activity pupils should be given exercises on the
use of the past tense of regular verbs found Teacher Resource Material 5 on page 30. This
activity may be done later as pupils learn more about the past form of regular verbs.
1. Form triads.
2. Assign a corresponding number to each member (1...2...3...etc...).
3. Explain the mechanics to the groups.
Tell them that one pupil will give the base form of the verb, the other will give the
past tense and the third gives a sentence using it.
Example:
Pupil 1
Pupil 2
live
lived
Pupil 3
My family lived in Manila last year.
4. Start the activity with few volunteers, then, followed by the the rest of the triads. The
process continues until another child does another role and so on.
5. Process the activity by asking: How do regular forms of the verbs end? How do you find the
regular past form of the verb ? Easy? Or difficult?
Use the rubric below to assess the activity, Talk A While

ENGLISH GRADE 1
SEQUENCING EVENTS
MODULE 9
Fluency in Delivery
He/she recited her

part fluently.
Correct Usage of the He/she presented

Verb in Focus
his/her part with
correct usage of the
verb in focus.
Confidence in the
Delivery
He/she showed
confidence in the
delivery.
He/she stammered
slightly during the
deliver.
He/she stammered all

the way during his/her
presentation.
There were few errors

in the grammar during
the delivery.
More errors were

observed during the
presentation.
Less confidence was

shown.
No confidence was
shown.
Roundup
The pupils should have given the simple past tense of regular verb and used it in a sentence.
6. Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the objectives
and summarize the learning gained. Teachers can also foreshadow the next set of learning
experiences and make the relevant links.
Bookmarks are fun and easy to make. Reading will be more pleasurable when it's marked by
beauty, which means aesthetically pleasing bookmarks
In this stage, pupils will make personal bookmarks with ideas from the story The Hummingbird
Who Chewed Bubble Gum.
Strategy
Craft is a strategy to develop the skill in doing or making something, as in art.
Gallery Walk is a strategy which provides a vehicle for sharing student or group work. Once
students prepare a project or summary of discussion perhaps on chart poster paper, they are
posted about the room. Students travel around the room and visit each of the charts. It is often
helpful for students to take notes on the charted information.
Materials
cardboard/tag board
gift wrapper/magazine clippings
glue/paste
pencils/marking pen
crayons
thin ribbon about 12-14 inches long
glitter (optional)
scissors or craft knife
small feather

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ENGLISH GRADE 1
SEQUENCING EVENTS
MODULE 9
Activity 6 Bookmark
This is an individual activity. Note: Assign the materials for the bookmark before hand for the
pupils to be ready for the activity the next day.
1. Ask the pupils to be ready with the materials for the bookmarks.
2. Instruct them to decide how they would like to make their bookmarks getting some ideas
from the story.
3. Present the steps on how to make a bookmark.
Steps on How to Make a Bookmark:
1.Cut a piece of cardboard to your desired size 1.5 inches x 6 inches.
2.Cut your subject(e.g.: gift wrap, magazine clippings,etc.) down to the
same size as your cardboard.
3.Glue your subject to either one or both sides of the cardboard and allow to
dry, trim any shaggy edges to a neat crisp line.
4.Punch a hole in the middle of the top of the bookmark to thread your
ribbon about 12-14 inches long.
5.Loop the ribbon through the hole in the bookmark to finish.
6.Glue a small feather to the end of the ribbon or decorate it with glitter, or
draw a picture of the Hummingbird on it.
4. Start the activity. (Be sure to mill around so as help pupils cut the cardboard/tag board.
Remind them to be careful in using the scissors.)
5. Give them enough time to finish their craft.
6. Ask them to display their finish product on the bulletin board.
7. Process the activity by asking them to do a Gallery Walk for everybody to see their work.
8. Instruct them to get their own bookmark later, so they can use it.(This is to be done after the
Gallery Walk).
Assess the bookmarks using criteria below:
Criteria
Very Good
Good
Fair
Creativity
Very creative
presentation of the
bookmark.
Presentation of the
bookmark was quite
creative.
Presentation of the
bookmark was less
creative.
Neatness
There are no extra

visible mark on the
bookmark.
There are 1-2 visible

marks on the
bookmark.
There are more than 3

visible marks on the
bookmark.

11
ENGLISH GRADE 1
SEQUENCING EVENTS
MODULE 9
Roundup
The pupils should have made bookmarks using ideas from the story.
Teacher Evaluation
(To be completed by the teacher using this Teachers Guide)
The ways I will evaluate the success of my teaching this unit are:
9.
10.
11.

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ENGLISH GRADE 1
SEQUENCING EVENTS
MODULE 9
Student Activity Sheet 1

Starter
Directions: Write the missing letters following the ABC order.
1.
__
3.
__
4.
__
5.
__
6.
__
__
8.
__
9.
__
__
11.
__
12.
7.
10.
2.
__
I
__
Directions: Write the missing letters.
1.
___ d
3.
___
7.
___ q
v
2.
___ g
4.
___ ___ m
6.
8.
___
10.
__
5.
11.

9.
__
_
___ __
10.
__
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ENGLISH GRADE 1
SEQUENCING EVENTS
STUDENT ACTIVITY 2
ORDER OF EVENTS
DIRECTIONS: LOOK AT THE PICTURES FROM LEFT TO RIGHT. WRITE 1 IF THE PICTURE
COMES FIRST, 2 IF THE PICTURE COMES SECOND, AND 3 IF THE PICTURE COMES THIRD
AND 4 IF THE PICTURE COMES FOURTH.
_______
_______
_______
_______
_______
__________
_______
_______
_______

______
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ENGLISH GRADE 1
SEQUENCING EVENTS
Assessment 1
Group Performance Checklist
Order of Events
Criteria
Yes
No
1.The members were enthusiastic

in participating in the group
activity.
2.The members had their fair share
in the discussion to come up with
the group presentation.
3.The members showed
cooperative skill as they did their
task.
4.The members helped and
encouraged others in the group.
5.The members did their best in
presenting their output.

15
ENGLISH GRADE 1
SEQUENCING EVENTS
Teacher Resource Material 1

Pictures of the Unlocking of Difficulties
Direction:Show the following pictures with their corresponding
words on a pocket chart. Then,ask them to copy the words newly
learned in their notebook.
twigs
Hummingbird
windowsill
bubblegum
nest
Tree

storm
straw
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ENGLISH GRADE 1
SEQUENCING EVENTS

Directions: Introduce the title and author of the story they are
about to listen And let them guess what the story is about by
looking at the picture.

17
ENGLISH GRADE 1
SEQUENCING EVENTS

Read Aloud Text
The Hummingbird Who Chewed Bubblegum
Artie Knapp
There was a hummingbird in my neighborhood that usually rested on
my windowsill. I enjoyed hearing her sing, but I hadn't seen the
little hummingbird for several days.
About a week ago, a bad storm came through and blew all the
flowers away. I felt sorry for the little hummingbird. She must be
hungry and flew somewhere else to find flowers, I thought to
myself. Then one beautiful sunny morning, the little hummingbird
reappeared on my windowsill.
Where have you been? I asked the little hummingbird.
Just out flying around. replied the little hummingbird.
Did you find anything to eat? I asked.
Oh there's plenty of food, but all the twigs and straw were blown
away with last week's storm, said the little hummingbird in a sad
voice.
I am sorry to hear that. What are you going to do? I asked.
18
ENGLISH GRADE 1
SEQUENCING EVENTS
The little hummingbird shrugged her feathers and said, I'm not
sure, but I have a favor to ask of you.
Sure anything, I said.

Can you please give me some bubblegum. asked the little
hummingbird.
I was surprised that a hummingbird would ask for bubblegum, but I
was happy to share it with my friend.
The little hummingbird chewed the gumballs I gave her, and then
blew a bubble bigger than her entire body. She thanked me for the
bubblegum and then flew out of sight.
The very next morning the little hummingbird appeared on my
windowsill, and asked for a couple more pieces of bubblegum. Like
before, I was surprised that a little hummingbird would ask for
19
ENGLISH GRADE 1
SEQUENCING EVENTS
bubblegum, but I was very happy to share it with my friend. The

little hummingbird chewed the gumballs I gave her, then blew a big
bubble. She thanked me for the bubblegum and then flew out of
sight.
A couple of days passed and I hadn't seen the little hummingbird. I
wondered what she was up to. One sunny day I was outside playing
when a voice called out my name. I looked around but didn't see
anyone. The voice called out my name again, and this time I realized
it was coming from the tree in my back yard.
It was the little hummingbird who was calling out my name, and she
was sitting in a red, orange, and blue nest.
Look what you helped me build, said the little hummingbird.
What do you mean? I asked.
Well since there aren't twigs or straw left from the storm, I had to
build something where I could lay my eggs. Because of your
willingness to share your bubblegum with me, I was able to build
this nest for me and my family. Thank you, said the little
hummingbird.
I climbed up the oak tree, and sure enough there were two little
eggs the size of jelly beans laying in the nest made of bubblegum. It
felt good to share my bubblegum in the first place, and once I
realized it helped the little hummingbird build her nest it made
sharing feel even better.
http://www.dltk-teach.com/books/artie-knapp/humminbird/mstory.htm

20
ENGLISH GRADE 1
SEQUENCING EVENTS

Pictures for the Story
Directions:Present the pictures as the story is told.

21
ENGLISH GRADE 1
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Student Activity 3C-A

Arrange Me
Directions: Write the events in the story in sequence.
Title and Author:
Event 1
Event 2
Event 3
Event 4
Event 5
Event 6

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ENGLISH GRADE 1
SEQUENCING EVENTS
Student Activity Sheet 3C-B

Arrange Me
Title and Author
Beginning:
Middle:
End:

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ENGLISH GRADE 1
SEQUENCING EVENTS
Assessment 2
Rubric for Role Play
Perform
Criteria
1234-Very
Weak Average Good Good
The children showed interest

in the activity.
They were able to choose the
best liked part of the story
they portrayed.
They worked cooperatively to
come up with the desired
output.
The members shared their
ideas to come up with a good
presentation.
The respected each other's
ideas.

24
ENGLISH GRADE 1
SEQUENCING EVENTS
Student Activity 4A
Put Us In Order
Directions: Arrange the pictures as to which comes first, next, and last. Write
the word on the blank before the picture.
A.________
B.________
C.__________
D.__________

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ENGLISH GRADE 1
SEQUENCING EVENTS
Student Activity 4B
Put Us In Order
The Frog That Loves The Princess
A.____________
B.___________
C.____________
D.____________
26
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SEQUENCING EVENTS
Student Activity Sheet 4C

Put Us In Order
Snow White
A.____________
B.______________
C.______________

27
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SEQUENCING EVENTS
Student Activity 4D
Put Us In Order
Being Five
A.______________
B._____________
C.______________

28
ENGLISH GRADE 1
SEQUENCING EVENTS
Assessment 3
Group Performance Checklist
Put Us In Order
Criteria
1.All members
participated in the
group activity.
2.The members
listened to the
ideas of others in
the group.
3.Everybody had a
fair share in the
discussion.
4.The members
showed cooperative
skills as they did
their work.
5.The members
worked seriously on
their task.
6.Trust and
cooperation were
developed among
the members

29
ENGLISH GRADE 1
SEQUENCING EVENTS
Using The Simple Past Form of Regular verbs Verbs

No instructions as to when to use the task.
The simple past tense is one of the most common tenses in English. Its form is the same
with all subjects. It is usually formed by adding-ED to the verb.
1.Forming the simple past tense.
With most verbs, simple past is created simply by adding -ED. However, with some
verbs, you need to add-ES or change the ending a little.
Verb ending in......
How to make the simple

past
Examples
Add -D
Live-------lived
date-------dated
Consonant +y
One vowel + one

consonant
Change y to i, then
add-ED
try---------tried
Double the consonant,

then add -ED
Tap---------tapped
ADD - ED
boil---------boiled
cry---------cried
commit----committed
(but NOT w or y
Anything else including
w
fill ----------filled
hand---------handed
show---------showed
Many children have great difficulty pronouncing the /ed/ at the end of regular verbs in
the past.
Pronouncing ED Endings
There are three pronunciations for the regular past tense ending ED.
/t/(unvoiced)- if the base form ends in an unvoiced sound. Example: work
(/K/ is unvoiced) becomes worked pronounced work/t/.
/d/(voiced)- if the base form ends in a voiced sound. Example: name(/m/
is a voiced sound) becomes named pronouncedname/d/.
/id/(syllable)- if the base form ends in /t/ or /d/. Example: rate(/t/)
becomes rated pronounced rat/id; mend(/d/) becomes mended
pronounced mend/id/.

30
ENGLISH GRADE 1,
SEQUENCING EVENTS
For the Teacher: Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.
Stage
1. Activating Prior 2. Setting the

Learning
Context
3. Learning
Sequence
Activity
4. Check for
Understanding
5. Practice and
Application
6. Closure
Strategies
Activities from the

Learning Guide
Extra activities you

may wish to include
Materials and
planning needed
Estimated time for

this Stage
Total time for the Learning Guide

Total number of lessons needed for this Learning Guide
31

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1. Activating Prior Learning

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Activity 2 Order of Events

3. Learning Activity Sequence

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her as to where she had been?

3. Give time for the pairs to prepare for their presentations.

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4. Check for Understanding of the Topic or Skill

Activity 4 Put Us In Order

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5. Practice and Application

Activity Talk a While

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He/she recited her

Correct Usage of the He/she presented

He/she stammered all

There were few errors

More errors were

Less confidence was

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There are no extra

There are 1-2 visible

There are more than 3

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Student Activity Sheet 1

Directions: Write the missing letters.

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1.The members were enthusiastic

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Teacher Resource Material 1

Republic of the Philippines Department of Education

REPUBLIC OF THE PHILIPPINES

Teacher Resource Material 2

Republic of the Philippines Department of Education

REPUBLIC OF THE PHILIPPINES

Teacher Resource Material 3

REPUBLIC OF THE PHILIPPINES

Sure anything, I said.

REPUBLIC OF THE PHILIPPINES

bubblegum, but I was very happy to share it with my friend. The

Republic of the Philippines Department of Education

REPUBLIC OF THE PHILIPPINES