Group: 2

Subject: English Literature

Grade level: 1

I. OBJECTIVES
A. Content Standard: The learner demonstrates understanding of paragraph
developing to identify the text types.
B. Performance Standard: The learners identify correctly how paragraph/text is
developed.
C. Learning Competencies: Sequence a series of events in a literary selection.
EN3RC- lii-J-2. 10
II. CONTENT: Sequencing a series of events in a literary selection
III. LEARNING RESOURCES
A. References
B. Other Learning resources. Stories: Aesop’s Fables, Cardboard with illustration and
text.
IV. PROCEDURE

Teacher’s Activity Students’ response

A. Pre reading Activity
Unlocking Difficulties
Before the lesson starts, the teacher The student will read the examples.
will present five words.
Remember
Energetic
Healthy
Exercise
Entire
The teacher will give the meaning of
each word with an example from
his/her visual aid or written on the
board.
Motivational Activity Students will participate
The teacher will place a picture or 1. Pineapple basket
drawing of fruits. 2. Basket of Mangoes
1. An image of ten apple. 3. Basket of Apples
2. An image of three mangoes.
3. An image of one pineapple.
Then, the teacher will ask the
students to arrange the fruits
according in numbers from lowest to
highest.
 Children today we will learn how to
sequence series of event in a story
just like how we sequenced the fruits
our recent activity. Before we start
you must first listen to our story for The students’ answer may vary depending on
today their pet.
Motive Question
The teacher will ask a question.
 Do you have a pet in your home.
 What kind of pet do you have?
 Will you take care of them If they
are sick?
Very good, we should help our pets in
times of their need especially if they
have a sickness. We should take care
like how we take care of ourselves. The student will listen
B. During Reading
The teacher will read a story titled
“Helping Hally.”
Children I have story to tell about a
sick and weak dog, and how she was
help and improved by his owner Sam
and her mother. Would you like to
listen.

Helping Hally

Sam was sitting on the couch,

watching television. His mom walked
in the door with Hally, their dog. Hally
walked right over to Sam and licked
him hello.
“Hi Hally! How was your checkup?”
Sam asked. Hally just looked at Sam.
“We have to help Hally,” said Mom.
“Help her how?” asked Sam.
“Do you remember when we went to
pick up Hally from her litter? We
picked her because she looked like
her mom. She i s brown with spots,
with long ears, and she was
energetic, so we thought she’d be
strong, like her mom. But how does
she look now?” Mom asked.
“Well,” thought Sam, “She’s still brown
with spots and long ears, but she’s
not very energetic or strong anymore.”
“That’s what the vet said, too. We
haven’t been letting her exercise as
much, and we’ve been feeding her a
 lot. She would probably look just like
her mom now if we had walked her
more. We have to start walking her
more often, so that she’ll stay healthy
for a long time. Will you help?”
“Sure!” said Sam. He decided that he
could play fetch with her every day in
the yard, because then she could run
and run and run until she was tired.
The first day, they only played fetch
for about 10 minutes before Hally was
tired. But Sam kept playing with her
every day. Soon, they could play for
an entire half an hour! Hally looked
stronger every day, just like her mom.
Sam felt great about helping Hally get
strong again.
C. POST READING
Questions
The teacher will ask a few questions 1. It is about taking care of pet.
about the story that had read. 2. Hally got sick.
1. What is the story is about? 3. Yes
2. What happened to Hally?
3. Did Hally changed/become better?
4. Who helped Hally to become
better?
5. What did Sam do to make Hally
better?
Very Good Children
Discussion
The teacher will start the lesson
proper.
There are two ways of sequencing a
series of event in a story first we need
to be familiar with the sequencing The students will participate and arrange the
expressions. They are first, second, text in front of the white board.
next, then, and lasty.
On the story that I read can you
sequence these sentences.
According to the Sequencing
expression.
1. Hally was sick
1. Sam played with Hally 2. Mother took Hally to vet
2. Sam’s mother took Hally to the vet. 3. Mother ask Sam to help her take care of
3. Sam agreed the help her mother to Hally
make Hally better. 4. Sam took care of Hally.
4. Mother tells Sam that Hally is sick 5. Hally become better.
5. Hally becomes better.
Of course, you can also number a
sequence a series of events. The students will participate to arrange the
image and place the right sequence in the
 You can also use a sequence chart to sequence chart.
sequence a story.

For example, again, according to the

that I read sequence these images
into the story chart.

Sequencing Chart.

Generalization
The teacher will test what they have
learned by dividing them into three
groups.
Each group will be given specific story
from Aesops fables.
The teacher will give the students an
image with a text at the back (the help
them infer the sequences of the
images.)

Instruction: The student will do the activity in five minute

Children here what you need to do in and they’ll present and read it in front.
our activity.
You need to infer the sequence of the (This will be presented in photo)
images that I give to you. Given with Group 1.
the text at the back you need to infer _1. One day, a real wolf appears.
which are the first, second, next, then, The boy cries out for help, but
and lastly. I’ll give you five minutes to the villagers ignore him,
arrange it in sequence. thinking it's another trick.
(This will be presented in photo) _2. The wolf attacks the flock, and
Group 1. the boy realizes too late the
_1. One day, a real wolf appears. importance of honesty, feeling
The boy cries out for help, but regret for his lies.
 the villagers ignore him, _3. A young shepherd boy
thinking it's another trick. watches over his sheep and
_2. The wolf attacks the flock, and feels lonely and bored on the
the boy realizes too late the hillside.
importance of honesty, feeling _4. Amused by the chaos he
regret for his lies. caused; the boy repeats the
_3. A young shepherd boy lie. The villagers come again,
watches over his sheep and frustrated and disappointed.
feels lonely and bored on the _5. Seeking attention, he cries
hillside. out, "Wolf! Wolf!" The villagers
_4. Amused by the chaos he rush to help, only to find no
caused; the boy repeats the wolf, leaving them angry
lie. The villagers come again,
frustrated and disappointed. Group 2.
_5. Seeking attention, he cries _1. Frustrated and unable to
out, "Wolf! Wolf!" The villagers reach the grapes, the fox
rush to help, only to find no walks away, muttering, "Those
wolf, leaving them angry grapes are probably sour
anyway," convincing himself
Group 2. he didn’t want them after all.
_1. Frustrated and unable to _2. He sees a bunch of ripe, juicy
reach the grapes, the fox grapes hanging high on a
walks away, muttering, "Those vine. His mouth waters at the
grapes are probably sour sight.
anyway," convincing himself _3. Undeterred, he tries several
he didn’t want them after all. more times, leaping and
_2. He sees a bunch of ripe, juicy straining, but each attempt
grapes hanging high on a ends in failure.
vine. His mouth waters at the _4. A hungry fox wanders through
sight. a vineyard, searching for food.
_3. Undeterred, he tries several _5. The fox jumps to reach the
more times, leaping and grapes but falls short, landing
straining, but each attempt on the ground with a thud.
ends in failure.
_4. A hungry fox wanders through Group 3
a vineyard, searching for food. _1. The crow peeks inside the
_5. The fox jumps to reach the pitcher but discovers the water
grapes but falls short, landing is too low for him to reach with
on the ground with a thud. his beak.
_2. He spots a pitcher sitting in a
Group 3 garden. Excited, he lands next
_1. The crow peeks inside the to it, hoping to find water
pitcher but discovers the water inside.
is too low for him to reach with _3. A thirsty crow flies over a hot,
his beak. dry landscape, searching for
_2. He spots a pitcher sitting in a water to drink.
garden. Excited, he lands next _4. With each pebble, the water
to it, hoping to find water level rises until it is finally
inside. within reach. The crow drinks
_3. A thirsty crow flies over a hot, happily, quenching his thirst.
 dry landscape, searching for _5. Thinking quickly, the crow
water to drink. picks up small pebbles from
_4. With each pebble, the water the ground and drops them
level rises until it is finally into the pitcher one by one
within reach. The crow drinks
happily, quenching his thirst.
_5. Thinking quickly, the crow
picks up small pebbles from
the ground and drops them
into the pitcher one by one

V. ASSIGNMENT
Sequence the story using numbers.
The Wolf in a Sheep Clothing
By Aesop
1. The wolf walks into the flock, pretending to be just another sheep.
2. The farmer sees the sheep and thinks they are all safe, but he doesn’t know
about the wolf.
3. The wolf finds a sheep's skin and puts it on to look like a sheep.
4. A little lamb wanders near the wolf, curious about the new "sheep."
5. The other sheep see the wolf and start to run away, making a loud noise.
6. A hungry wolf sees a flock of sheep and thinks of a clever plan to catch one.
7. Just when the lamb gets close, the wolf jumps out and tries to grab it.
8. The sheep don’t notice the wolf and continue grazing happily.
9. The farmer hears the commotion and rushes to save the sheep, chasing the
wolf away.
10. The wolf runs away, realizing that his disguise didn't work as planned.

Members and Their Parts

Student Reading Framework Lesson Plan
Pre-Reading
Unlocking Difficulties: Allysa Oloteo
Motivational Activity and Motive Question: Romnick Arganda
During Reading
Story reading: John Carl Buenafe
Post Reading
Question: John Carl Buenafe
Discussion: Lando Lumbao
Application: Mark Dary Bahoy
Assessment and Assigment: Piolo James Danque