sequencing events-grade 1

7/23/2019 Sequencing Events-Grade 1

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REPUBLIC OF THE PHILIPPINESDEPARTMENT OF EDUCATION

LEARNING GUIDE


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COPYRIGHT NOTICE


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REPUBLIC OF THE PHILIPPINES DEPARTMENT OF EDUCATION

ENGLISH GRADE 1

SEQUENCING EVENTSMODULE 9

Mind Map

)he *ind *ap displays the organi+ation and relationship between the concepts and activities inthis Learning Guide in a visual form. ,t is included to provide visual clues on the structure of theguide and to provide an opportunity for you! the teacher! to reorgani+e the guide to suit your

particular conte"t.


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ENGLISH GRADE 1


!" A#ti$ating Prior LearningThis stage aims to engage or focus the learners by asking them to call to mind what they knowabout the topic and connect it with their past learning. Activities could involve making personalconnections.

Backgrou! or "ur"o#$#e2uencing is a challenging skill but it is certainly a skill that can be learned. ,t is a verysystematic skill and does not re2uire creativity. )he idea is to identify the order in which thingsoccurred! that is to remember specific details about the reading.

,n this stage! the pupils will recall the &3 letters of the alphabet that they have learned inpreschool. )hen! they will se2uence them by writing the missing letters in the blanks.

S%ra%$g&

Coo"$ra%'($ Tr'a!#is a strategy that involves three pupils working together to do and finishassigned tasks confidently and successfully.

Ma%$r'a)#

#tudent Activity #heet 4 5#tarter6 on page 41

pencils

Ac%'('%& 1 *S%ar%$r+

4 7orm triads


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ENGLISH GRADE 1


Backgrou! or "ur"o#$

#e2uencing is a skill that can be incorporated in any subect area! but it is often associated withteaching early readers. ,t refers to putting events or actions in order. @eing able to perceive theorder of events not only helps pupils in reading comprehension but also aids in breaking largetasks into smaller! more manageable tasks.

,n this stage! the pupils will tell the se2uence of natural events such as plant growth and otherlife stages.

S%ra%$g&

P'c%ur$#is a visual prompt in the classroom. ,t can be used as a stimulation for discussion and toincrease childrens understanding of a concept.

Ma%$r'a)#

#tudent Activity #heet & 5%rder of 0vents6 on page48pencils

Assessment 4! Group Performance hecklist for 5%rder of 0vents6 on page 49

Ac%'('%& 3 *Or!$r o0 E($%#+

4. 7orm groups of five.

&. Ask them to choose a leader and a reporter.

1 istribute to each group #tudent Activity #heet & 5%rder of 0vents6 on page 48


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ENGLISH GRADE 1


S%ra%$g'$#

R$a! A)ou! is a listening strategy that offers opportunities for teachers to model fluency! buildstudents comprehension and develop students vocabularies.

Ro)$ P)a& is a method of portraying human interaction in imaginary situations in such a mannerthat realistic behavior is elicited.

Gra"4'c Orga'2$ris a visual presentation or a diagram for maor concepts and additional terms.,t is an organi+er which conveys information to the students before and after they read.

Ma%$r'a)#

)eacher -esource *aterial 4! Pictures for the Cnlocking of ifficulties on page 43

)eacher -esource *aterial &! over Page of the )e"t on page 4?

)eacher -esource *aterial 1 !-ead Aloud )e"t 5)he ummingbird $ho hewed @ubblegum6 on

page4>

)eacher -esource *aterial 8! Pictures for the #tory on page &'

#tudent Activity #heet 1=a 5#e2uence *e6 on page &&

#tudent Activity #heet 1=b 5#e2uence *e6 on page &1

rayons

Assessment &! -ubric for -ole Play on page &8

A %' '% 5A *S M +


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ENGLISH GRADE 1


ow did she feel about the hummingbird after she had not seen it for daysB

$hat was the hummingbirds problemB

$hat favor did she askB

ow did the little girl feel when she asked for bubblegumB

o you think you will not also be surprised if a bird will ask for a bubblegumB $hyB

$hat did the bird do with the bubblegumB

$ho called for the little girlB

$hat did the little girl see on the branch of the treeB

$hat did the bird do with the bubblegumB

ow many eggs where in the nestB

$hat did the hummingbird say to the little girlB

ow did the little girl feelB

3. Process the activity by asking these 2uestions:

,n your own little way! ow can you be of help to a birdB owB DLet them cite ways whichthey can be of help don!t shoot them with slingshot" not destroying their nest etc.E

Ac%'('%& 5C *S$u$c$ M$+

P % R !'


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ENGLISH GRADE 1


For,a%'($ A##$##,$%

Assessment &! -ubric for -ole Play! 5Perform6 on page &8.

Rou!u"

)he pupils should have listened to the story! se2uenced the events and role play their favorite

part of the story.

+" C,e#- for Understanding of t,e Topi# or S-i..This stage is for teachers to find out how much students have understood before they apply it toother learning experiences.


,n order to reinforce the skill in se2uencing! the pupils will arrange the event in different comicstrips using 5first! ne"t and last6. )hese words are very essential as they write their stories aboutthe comic strip.

S%ra%$g&

Co,'c #%r'"is a se2uence of cartoons that tells a story! often humorous! though adventures andsoap opera=like dramas are also prevalent. )hey are written and drawn by a comics artist orcartoonist! and many are published in a recurring basis DCsually daily or weeklyE in newspaperand on the ,nternet.

M % ' )


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ENGLISH GRADE 1


Rou!u"

)he pupils should have se2uenced the series of comic strips.

/" Pra#ti#e and App.i#ation

#n this stage" students consolidate their learning through independent or guided practice andtransfer their learning to new or different situations.


)he simple past tense is one of the most common tenses in 0nglish. ,t is usually formed byadding=edto the verb.

,n this stage! the pupils will do a group work that can be a lot of fun as they learn to use thesimple past form of the verb where one pupil gives the base! the other responds with the past

tense and the other makes a sentence .

S%ra%$g&

L'g4%'g Ta)k#are short five minutes or less talks with or without visual aids.

Ma%$r'a)#

)eacher -esource *aterial 9 Csing the #imple Past 7orm of -egular


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ENGLISH GRADE 1


F)u$c& ' D$)'($r&

H$=#4$ r$c'%$! 4$r"ar% 0)u$%)&$!co0'!$c$ ' %4$!$)'($r&a##4o>a# a 4u,,'g8'r! ' ,& $'g48or4oo! %4a% u#ua))& r$#%$! o,& >'!o>#'))< I $o&$! 4$ar'g 4$r #'g- 8u% I 4a!% #$$ %4$

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ENGLISH GRADE 1

SEQUENCING EVENTS

T$ac4$r R$#ourc$ Ma%$r'a) :

P'c%ur$# 0or %4$ S%or&

D'r$c%'o#7Pr$#$% %4$ "'c%ur$# a# %4$ #%or& '# %o)!or! o %4$ 8)ak 8$0or$ %4$ "'c%ur$

sequencing events-grade 1

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