ENGLIS D

A
QUARTER 1 WEEK
H 7
Y
1
Sequencing Events
in
a Story
OBJECTIVES:
At the end of the lesson, the learner
should be able to :

1. Identify the beginning, middle, and

ending of a story.
2. Sequence 4–5 events from a story in
correct order.
3. Demonstrate comprehension through
a sequencing activity .
Read the story.

The Lost Chick

One sunny morning, a little chick

named Pip wandered out of the barn. He
wanted to find something fun to do. As
he walked through the farm, he saw
butterflies and chased them.
Soon, Pip realized he was far from
home. He looked around and
couldn’t see the barn anymore. Pip
felt scared and started to cry.
 A kind dog named Max heard Pip
crying. Max asked, “Are you lost?”
Pip nodded. Max smiled and said,
“Don’t worry, I’ll help you.”
 Max led Pip through the field
and back to the barn. Mother Hen
ran to Pip and gave him a big
hug. Pip said, “Thank you, Max!”
and promised never to wander off
again.
Directions: Answer the
questions below.

1. What happened first in the

story?

A. Pip cried.
B. Pip chased butterflies.
C. Max helped Pip go home.
2. What did Pip do while walking
around the farm?

A. He played with Max.

B. He chased butterflies.
C. He ate corn.
3. Why did Pip cry?

A. He lost his toy.

B. He missed his mom.
C. He was lost and couldn’t
find the barn.
4. Who helped Pip get back
home?

A. A cat
B. A dog named Max
C. A horse
5. What happened last in the
story?

A. Pip played in the barn.

B. Pip promised not to wander again.
C. Max got lost.
 “Class, today we are going to talk
about how to arrange the events in
a story in the right order. This is called
sequencing. It helps us understand
what happened first, next, then, and
last in a story.”
“Every story has events that happen one
after another, just like steps in baking a
cake or brushing your teeth!
If we mix them up, the story won’t make
sense. That’s why it’s important to put
things in the right order.”
Clue Words:

First – What happened at the

beginning?
Next – What happened after that?
Then – What happened later?
Last / Finally – How did the story
end?
Read the story.
Ben’s Rainy Day Adventure

It was a rainy morning. Ben

looked out the window and sighed. He
couldn’t play outside, and he felt bored.
 His mom gave him an idea.
“Why don’t you build something
using your blocks?” she said. Ben
smiled and ran to his room.
 He worked for hours, building a tall
tower with his colorful blocks.
Suddenly, the tower fell with a
crash!
 Ben felt sad, but his mom cheered
him up. “You can always build it again,”
she said. Ben laughed and started
building a new tower, even bigger than
the first one.
SEQUENCING EVENTS

 First: It was raining and Ben felt bored

because he couldn’t play outside.
 Next: His mom told him to build
something using his blocks.
 Then: Ben built a tall tower, but it fell
down and he felt sad.
 Finally: His mom encouraged him, and
he started building a new and bigger tower.
What did Ben do when he felt
bored?”
 “What idea did his mom give
him?”
 “What happened to the tower?”
 “How did Ben feel at the end?”
 Read the story.

Anna’s Flower Planting Day

One sunny afternoon, Anna decided to

plant flowers in her garden.
 First, she picked a nice spot and
started digging a small hole in the
ground using her shovel.

Next, Anna gently placed a flower plant

into the hole she had dug.
 Anna smiled proudly at her work and
looked forward to seeing her flowers
bloom.
Arrange the pictures based on how they
happened in the story.
Direction: Arrange the pictures based
on how they happened in the story.
Number them from 1-4.
 Put these pictures in the right order to
make a story. Write 1, 2, 3 or 4 in the
boxes.
 “What happens when we don’t do
things in the right order, like brushing
teeth or making food?”

“Why is it important to know what

happened first, next, and last in a story?”
 Activity: Arrange the Story in
Order

Direction: Read the story parts

below. They are jumbled. Write
1–4 to show the correct order of
what Anna did.
 ___ Anna placed the flower plant gently
into the hole.
___ Anna watered the plant so it
would grow healthy.
___ Anna dug a small hole in the ground
using a shovel.
___ Anna looked at her garden and
smiled proudly.
 Read the short story below.

First, fill up the bath tub with

water. Then get in the tub.
Wash yourself with soap. Get
out of the tub. Dry off with a
towel. Now get dressed.
Now write the steps to taking a bath in
order.
ENGLISH D
A
QUARTER 1 WEEK
7
Y
2
Identifying the Problem
and Solution in a Story
OBJECTIVES:
At the end of the lesson, learners should be
able to:

1. Identify the who/what and what are

they doing in simple sentences.
2. Recognize when, where, or how
actions happen in a sentence.
3. Construct a simple sentence by
identifying its parts correctly.
Read the following sentences.

 Anna couldn’t find her pencil before the

test.
 It started to rain, and they had no
umbrella.
 Tom’s toy broke while he was playing.

 “What are the problem in these

situations?”
 “How do you think it can be
solved?”
 “In every story, something usually goes
wrong or makes the characters feel
worried or upset. That is called the
problem. The characters then try to fix it
or make things better. That is called the
solution.
 “Today, we are going to read a short
story and find out the problem the
characters face and how they solve it.”
 A problem is something that is wrong
or difficult, and it needs to be fixed. It's
like a challenge that you have to figure
out how to solve.

A solution is the way you fix a

problem or make something right. It's the
answer to the problem!
 Examples:

Problem: I can't reach the cookie jar on

the top shelf.

Solution: I ask my dad to help me get a

small stool to stand on.
 Examples:

Problem: Leo’s toy car is broken, and it

won't roll.

Solution: He tried to glue the broken

piece back on.
 Examples:

Problem: Mia forgot her lunch at home.

Solution: I called my mom to bring my

lunch.
 Examples:

Problem: The puzzle pieces don't fit

together.

Solution: Try turning the pieces around,

or you could look at the picture on the
box to help you.
 Read the story.

Ben’s Rainy Day Adventure

One Saturday morning, Ben was

excited to go to the park and fly his new
kite. He packed his kite, snacks, and
water and rushed outside. But as soon as
he stepped out, dark clouds filled the sky.
A few
minutes later, it started to rain
heavily.
 Ben was sad. He couldn’t fly his kite
anymore. He sat by the window and
watched the rain fall.

After a while, Ben had an idea. He took

out some colored paper, string, and glue.
With the help of his older sister, he made
a small kite and flew it inside their living
room with an electric fan.
 Even though he didn’t get to go to
the park, Ben still had fun flying his kite
at home.
Answer the following:

1. What was Ben excited to do at the

beginning of the story?
2. What was the problem in the story?
3. How did Ben feel when it started to
rain?
4. What was the solution to Ben’s
problem?
5. What did Ben learn in the end?
Read the story then fill out the graphic
organizer with problem and solution.
 The Lost Shoe

Liza was getting ready for school

when she noticed that one of her shoes
was missing. She looked under the bed,
behind the door, and even in the closet—
but it wasn’t there!
 Liza started to worry. “I might be late!”
she said.

Then, she remembered that she played

dress-up with her little brother the day
before. She went to his toy box—and
there was her shoe, right next to a teddy
bear wearing a hat!
 Liza laughed, quickly put on her
shoes, and made it to school just in time.
Group Activity: Read the story. Identify the
problem and solution. Write it on the graphic
organizer.
Lily's Lost Kite

Lily loved sunny days, especially when

she could fly her bright red kite. One blustery
afternoon, she ran to the park, her kite string
held tight. Up, up, up went the kite, dancing
in the wind. Lily giggled as it soared higher

than the tallest trees.

 Suddenly, a very strong gust of wind
pulled hard. The string slipped right out
of Lily's fingers! "Oh no!" she cried as her
beautiful red kite tumbled and twisted in
the air. It flew over the playground, over
the swings, and finally, it got caught
way, way up high in the branches of the
giant oak tree at the edge of the park.
 Lily tried jumping and stretching, but
the branches were too high. She felt a
tear roll down her cheek. She didn't want
to leave her favorite kite stuck there!

Just then, her older brother, Tom,

walked by. He saw Lily looking sad and
pointing up at the tree. "What's wrong,
Lily?" he asked.
 Lily explained about her lost kite.
Tom thought for a moment. He was
taller than Lily, but even he couldn't
reach the branches. "Hmm," he said,
"I have an idea!"
 Tom went to a nearby picnic table and
picked up a long, sturdy stick that
someone had left behind. He carefully
held the stick up towards the branches
where the kite was tangled. He wiggled
and poked, trying to snag the string. It
took a few tries, but finally, the stick
nudged the kite. The red kite wobbled,
then slowly, slowly, it floated down to the
grass below.
 Lily cheered! "Thank you, Tom!
You're the best brother ever!" She
hugged her kite tightly, so happy to
have it back.

Now, she knew that even big

problems can have a solution if you
think them through or ask for help.
“Have you had a problem like Ben? What
did you do to solve it?”
 “In a story, the problem is what
goes wrong or needs to be fixed. The
solution is how the characters fix the
problem.”
 Direction: Choose the letter
of the correct answer.
 1. Maria was ready to go to
school, but it started raining hard
and she didn’t have an umbrella.
She waited until her older sister
gave her a ride.
What was the problem in the story?

A. She forgot her schoolbag

B. It was raining and she had no umbrella
C. She missed the school bus
D. Her shoes got wet
 2. What was the solution in the
story above?

A. Maria stayed home

B. She walked in the rain
C. Her older sister gave her a ride
D. She bought a new umbrella
 3. Leo’s pencil broke during an
exam. He didn’t have a sharpener.
Luckily, his seatmate let him borrow
one.
What was the solution?

A. Leo cried
B. The teacher gave him another test
C. Leo sharpened his pencil using a knife
D. His seatmate let him borrow a
sharpener
 4. Anna wanted to read her favorite
book, but she couldn’t find it. She
searched her whole room and finally
found it under her bed.
What is the problem?

A. Anna lost her toy

B. Anna’s room was mess.
C. Anna couldn’t find her favorite book
D. Anna wanted to clean her room
 5. What is the solution to Anna’s
problem?

A. She cleaned her bed

B. She found the book under her bed
C. She bought a new book
D. She stopped reading books
ASSIGNMENT:

Read a short story at home and

draw the problem and solution in a 2-
panel comic strip.
ENGLIS D
A
H
QUARTER 1 WEEK
7
Y
3
 Inferring the
Character’s Feelings
and Traits
OBJECTIVES:
At the end of the lesson, learners should
be able to:

1. Identify words or clues in the story

that show the character’s feelings.
2. Describe the character’s traits based
on their actions or dialogue.
3. Infer how the character feels and what
kind of person they are.
Match the emojis in column A
with the feelings on column
B.
 A. B

1. 4. a. angry

2. 5. b. scared

c. sad
d. surprise

3. e. happy
“Today, we’ll read a short story
and find out how a character
feels and what kind of person
they are by looking at what they
do and say.”
Read the story.

Mina’s Lost Cat

Mina loved her cat, Mimi. Every

morning, she fed her and played with her
before going to school.
 One afternoon, Mina came home and
noticed the front door was open. “Mimi?”
she called, looking around. But Mimi was
nowhere to be found.

Mina’s eyes filled with tears. “Oh no!

Where are you, Mimi?” she cried.
 She searched under the table, behind
the curtains, and even outside in the
garden. She asked her neighbors if they
saw a small white cat.

“It’s okay, Mimi. I won’t stop looking

until I find you,” Mina whispered.
 After a while, she heard a soft meow
from the tree near the fence. There was
Mimi, stuck on a low branch!

Mina gently carried her down and

hugged her tightly. “I was so worried
about you,” she said, smiling with relief.
Comprehension Questions

1. How did Mina feel when she could

not find Mimi?
2. What did Mina do when she
couldn’t find her cat?
3. What character trait does Mina
show when she keeps looking for
Mimi?
4. What do Mina’s actions tell you
about what kind of person she is?

5. Why do you think Mina whispered,

“I won’t stop looking until I find

you”?
Read the dialogue.

“Oh no! Where are you, Mimi?” said

Mina while crying.

“How do you think Mina feels here?”

Let’s look closely at what Mina says and
does. She says, “Oh no! Where are you,
Mimi?” and she is crying.

👉 When people cry, it usually means they

are feeling sad, scared, or worried.
👉 Her words also show that she really
cares about her cat, Mimi, and is afraid
something bad happened.
 So, we can infer or make a smart
guess that Mina is feeling very worried
and sad because she loves her cat and
doesn’t know where it is.
We don’t need her to say, “I am sad and
worried,” because we can tell by:

1. What she says 2. What she does

This is called inferring – using clues in
the story to figure out feelings.

Now let’s think about what kind of

person Mina is — her character trait.
We know she:

1. Looked everywhere for Mimi

2. Asked neighbors for help
3. Didn’t give up, even when she was
sad
Whispered, “I won’t stop looking until I
find you”
4. Hugged her cat when she found her
👉 These actions show that Mina is a
caring person. She didn’t ignore her
missing cat. She searched and cried
because she loved her pet.
👉 She is also responsible. She took
time and effort to look for Mimi
instead of doing something else.

👉 We can also say Mina is loving and

determined because she didn’t
stop until she found Mimi.
We call these kinds of words —
caring, responsible, loving,
determined — character traits.

We infer or guess these traits by

looking at what a character does
and says.
“What does this tell us about Mina’s
personality?”

Feelings = how a character feels at the

moment.

Traits = what kind of person they are

most of the time.
 Complete the chart below by writing
what Mina said or did, how she felt, and
what kind of person she is.
What did How did What kind
Mina say or Mina feel? of person is
do? Mina?
(Trait)
“When someone in your family loses
something, how do you help?”

“How can we know how a character

feels?”

“What does it mean when we say a

character is kind, brave, etc.?”
Direction: Read each scenario. Infer the
character’s feelings and traits.

1. Liza saw a lost puppy on the street.

She picked it up, gave it water, and
stayed with it until help arrived.

· How do you think Liza felt?

 What kind of person is she?
2. After dropping his lunch, Ben smiled
and said, “It’s okay, I’ll just eat when I
get home.”

 How do you think Ben felt?

 What does this tell you about Ben?
3. Anna saw her classmate crying
because of a broken pencil. She gave her
own pencil to her classmate.

How do you think Anna felt?

What kind of person is Anna?
Direction: Read the scenario. Draw a face
showing a character’s emotion and write
one sentence describing a character
trait.

1. Ella saw her younger brother

struggling to tie his shoes. Even though
she was in a hurry to play, she stopped
to help him.
ENGLIS D
A
H
QUARTER 1 WEEK
7 Y
4
Relating Story Events
to One’s Own
Experience
OBJECTIVES:

At the end of the lesson, learners should be

able to:
1. Identify the events in the story.
2. Relate events in the story to their
own life experiences.
3. Share their thoughts and feelings
about similar events they’ve
experienced.
 “Have you ever lost
something important? What
did you do?”
 “Today we will read a story
and try to remember if
something like that has
happened in our lives.”
Read the story.

Kelly’s Lost Bag

One sunny morning, Kelly was

excited to go to school. She had packed
her bag the night before with all her
books, her favorite pencil case, and her
lunch.
 As she walked to school with
her friend Ara, they chatted happily.
When they reached the school gate,
Kelly looked around. Her face turned
pale.

“My bag! Where’s my bag?” she cried.

 She looked behind her and
around the gate, but it was nowhere
to be found.

Ara said, “Maybe you left it on the

bench at the park.”
 Kelly and Ara quickly ran back to
the park. Her heart was beating
fast. She was scared and about to
cry.

When they got to the bench, her

eyes lit up. There was her bag—safe
and untouched.
 “Thank you, Ara!” Kelly said
with a big smile. “I’m glad you were
with me.”

They hurried back to school, and

Kelly promised to always double-
check before leaving.
 1. What was Kelly excited about
that morning?
2. Who was with Kelly when she
walked to school?
3. What did Kelly forget to bring
with her to school?
4. Where did Ara think Kelly left her
bag?
5. How did Kelly feel when she
found her bag?
6. What lesson did Kelly learn from
her experience?
 “Have you ever had a problem
like Lita’s—maybe you forgot or lost
something?”
Share your own similar
experiences using sentence
starters like:

“One time, I lost my ___.”

“I felt ___ when I lost it.”
“I found it when ___.”
 Read the story.

Mia’s Rainy Day”

Mia woke up early and saw dark

clouds in the sky. “It’s going to rain,” she
said. She quickly put her umbrella and
raincoat in her bag before going to
school.
 While walking, it started to rain hard.
Other children ran and got wet, but Mia
stayed dry because she was prepared.

At school, her teacher smiled and said,

“Good job, Mia! You remembered to bring
what you needed.”
 Mia felt happy and proud. She
learned that it’s good to be ready for
anything.
Comprehension Questions:

1. What did Ana see when she woke

up?

a. Sunshine
b. Snow
c. Dark clouds
d. Birds
2. What did Ana bring with her?

a. Books and snacks

b. Raincoat and umbrella
c. Toys and water
d. Hat and sunglasses
3. What happened while Ana was
walking to school?

a. She got lost

b. It rained hard
c. She saw a rainbow
d. She played in the sun
5. How did Ana feel in the end?

a. Sad
b. Proud
c. Sleepy
d. Angry
THINK-PAIR-SHARE

Turn to your seatmate and share your

experience during rainy day.

Use simple sentence starters like:

“One time, I was ready when…”
“I forgot to bring ___, and I felt ___.”
“Next time, I will…”
“Draw yourself in a rainy situation—
were you prepared like Mia or did you
get wet? What did you feel?”
 “Stories can teach us lessons and
remind us of our own lives.”
Directions: Read each question
carefully. Choose the letter of the
best answer that shows what you
would do or feel in a situation
similar to Mia's.
1. Mia brought her raincoat and
umbrella because she saw dark clouds
in the sky. What would you do if you
saw the same?

a. Play outside and ignore the clouds

b. Stay in bed all day
c. Prepare by bringing a raincoat or
umbrella
d. Wait until it rains before getting
ready
 2. Mia stayed dry because she was
prepared. If you forgot your umbrella and
it started raining, what would you feel?

a. Happy
b. Excited
c. Angry
d. Wet and unprepared
3. You saw your classmate forget their
umbrella on a rainy day. What would
you do?

a. Laugh and run ahead

b. Let them get wet
c. Offer to share your umbrella
d. Ignore them
4. If you had the same experience as
Mia, how would you feel?

a. Sad because it rained

b. Proud for being ready
c. Scared of the rain
d. Angry at your classmates
5. After reading Mia’s story, what lesson
did you learn?

a. Always bring snacks to school

b. Don’t play in the rain
c. Always be prepared for any weather
d. Stay home when it rains
Read the story.

Draw or write a short paragraph about a

time you had a similar experience as in the
story.
 Jake Spilled His Water”

Jake was drinking from his water

bottle when it accidentally slipped from
his hand and spilled all over his desk.
 His notebooks got wet, and he felt
embarrassed.
His seatmate, Lana, helped him
wipe the desk and dry the papers.

The teacher reminded the class to

always close their bottles tightly.
Jake learned to be more careful
with his things in class.