7

English
Quarter 3 – Module 1:
Sequencing and Narrating
Events in Personal or Factual
Recounts
English – Grade 7
Quarter 3 – Module 1: Narrating and Sequencing Events in Personal
or Factual Recounts
First Edition, 2020

Republic Act 8293, section 176 states that “No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.”

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education – Region XI

Regional Director: Allan G. Farnazo
Assistant Regional Director: Maria Ines C. Asuncion

Development Team of the Module

Writers: Emma Lyn S. Atucha
Reviewers: Marife Jaso-Rodriguez, Ana Lorma A. Dahiroc
Template Developer: Neil Edward D. Diaz
Management Team:
Allan G. Farnazo Dee D. Silva
Mary Jeanne B. Aldeguer Eduard C. Amoguis
Analiza C. Almazan Ernie M. Aguan / Marilyn E. Sumicad
Ma. Cielo D. Estrada Lourdes A. Navarro
Manuel Vallejo Allen T. Guilaran

Printed in the Philippines by ________________________

Department of Education – Davao del Norte

Office Address: DepEd Building, Provincial Government Center,
Mankilam, Tagum City
Davao del Norte, Region XI 8100
Telefax: (084) 216-0188
E-mail Address: depeddavnor.lms@deped.gov.ph
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English
Quarter 3 – Module 1:
Sequencing and Narrating Events
in Personal or Factual Recounts
Introductory Message
For the facilitator:
As a facilitator, you are expected to orient the learners on how to
use this module. You also need to keep track of the learners' progress
while allowing them to manage their own learning at home.
Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

For the learner:

As a learner, you must learn to become responsible for your own
learning. Take time to read, understand, and perform the different
activities in the module.
As you go through the different activities of this module be
reminded of the following:
1. Use the module with care. Do not put unnecessary mark/s on
any part of the module. Use a separate sheet of paper in
answering the exercises.
2. Don’t forget to answer Let Us Try before moving on to the other
activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking
your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are
done.
If you encounter any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator. Always
bear in mind that you are not alone. We hope that through this
material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

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 Let Us Learn

Hey there! In the previous chapter, you were able to learn a lot of
information that could enhance your language skills and communicative
competence. Also, as a young adult you are able to successfully thrive in
this ever-changing society by learning how to understand, accept, and value
diverse backgrounds.

In this module you will be learning another important skill. It will

encourage you to use appropriate multi-media resources when orally giving
information, instructions, making explanations and narrating events in
personal or factual recounts (EN7OL-IV-e-3.10).

In this activity sheet, you will be accomplishing series of exercises to

help you strengthen your knowledge in using multi-media resources in
narrating and sequencing events.

After going through this, you are expected to:

1. narrate events in personal or factual recounts; and

2. arrange the events in the text read using multi-media resources.

Let Us Try

Are you excited to get moving? To begin with your learning

journey, let us do the following activities. These activities will check
how much you know about multi-media resources and sequencing
events.

Activity 1

Directions: Write the letter of the correct answer on a separate sheet

of paper.

1. It refers to the resources that combined multiple media format like

text, still images, audio, animation and video interactively.
a. multi-media resources
b. internet resources
c. primary resources
d. secondary resources

2. Which of the following is a benefit of using multi-media resources?

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 a. It provides a deeper understanding.
b. It gives access to a wide array of information.
c. It increases positive emotion.
d. all of the above

3. Which of the following is not true about multi-media resources?

a. Multi-media resources do not allow world exploration.
b. Multi-media resources have a direct effect on learning.
c. Multi-media resources can impact the students’ mood
during the learning process.
d. Multi-media resources stimulate the brain.

4. Which component of multi-media resources is considered as the

oldest form of media?
a. text materials
b. photographs and other still images
c. audio files
d. video presentation

5. Which component of multi-media resources refers to moving

pictures and typically combineing images and sound for compelling
multimedia experience?
a. text materials
b. photographs and other still images
c. audio files
d. video presentation

Activity 2
Directions: Arrange the steps in preparing a presentation. Write your
answers on the diagram given below. Do not worry. These steps are
quite familiar to you. Hurry and give it a try.

 Select a topic.
 Analyze your audience.
 Prepare the body of the presentation.
 Define the objectives of the presentation.
 Prepare the introduction and conclusion.
 Practice delivering the presentation.

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 Step 1

Step 2

Step 3

Step 4

Step 5

Step 6

Let Us Study

Now that you have already gained familiarity with some

terminologies which are related to multi-media resources and have
tried to arrange simple steps in preparing a presentation, I will now
ask you to read the story My Father Goes to Court. Reading this story
will acquaint you with a good example of a narrative story. Note how
this story illustrates narrative sequences.
Before proceeding, please accomplish the activity below. This will
help unlock difficult and unfamiliar words. Match court room

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personnel in column A with the synonyms in column B and with the
dictionary meaning in column C.

Source: https://docs.google.com/document/preview?hgd=1&id=1-Tn4yTYxYhIixFilddsmf-
sh2XSKZJBXZvE6gsmqRnk#

A B C
1. Judge A. Accuser I. An official in an organization who
is responsible for writing notes
_____ _______ about what happens at meetings
and sending officials.
2. Secretary B. transcriber II. A person in court of law who is
accused of having done something
_____ _______ wrong.
3. Complainant C. mediator III. A person who does shorthand
(system of fast writing) in an office
_____ _______ or record speech using a special
machine in a court.
4. Defendant D. clerk IV. A person who makes a formal
complaint in a law court that they
_____ _______ have been harmed by someone
else.
5. Stenographer E. offender V.A person who is in charge of a
court of law.
_____ _______

My Father Goes To Court

Carlos Bulusan

When I was four, I lived with my mother and brothers and sisters
in a small town on the island of Luzon. Father’s farm had been
destroyed in 1918 by one of our sudden Philippine floods, so several
years afterwards we all lived in the town though he preferred living in
the country. We had as a next door neighbor a very rich man, whose
sons and daughters seldom came out of the house. While we boys and
girls played and sang in the sun, his children stayed inside and kept
the windows closed. His house was so tall that his children could look
in the window of our house and watched us played, or slept, or ate,
when there was any food in the house to eat.

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 Now, this rich man’s servants were always frying and cooking
something good, and the aroma of the food was wafted down to us
form the windows of the big house. We hung about and took all the
wonderful smells of the food into our beings. Sometimes, in the
morning, our whole family stood outside the windows of the rich man’s
house and listened to the musical sizzling of thick strips of bacon or
ham. I can remember one afternoon when our neighbor’s servants
roasted three chickens. The chickens were young and tender and the
fat that dripped into the burning coals gave off an enchanting odor.
We watched the servants turn the beautiful birds and inhaled the
heavenly spirit that drifted out to us.

Some days the rich man appeared at a window and glowered

down at us. He looked at us one by one, as though he were
condemning us. We were all healthy because we went out in the sun
and bathed in the cool water of the river that flowed from the
mountains into the sea. Sometimes we wrestled with one another in
the house before we went to play. We were always in the best of spirits
and our laughter was contagious. Other neighbours who passed by
our house often stopped in our yard and joined us in laughter.

As time went on, the rich man’s children became thin and
anaemic, while we grew even more robust and full of life. Our faces
were bright and rosy, but theirs were pale and sad. The rich man
started to cough at night; then he coughed day and night. His wife
began coughing too. Then the children started to cough, one after the
other. At night their coughing sounded like the barking of a herd of
seals. We hung outside their windows and listened to them. We
wondered what happened. We knew that they were not sick from the
lack of nourishment because they were still always frying something
delicious to eat.

One day the rich man appeared at a window and stood there a
long time. He looked at my sisters, who had grown fat in laughing,
then at my brothers, whose arms and legs were like the molave, which
is the sturdiest tree in the Philippines. He banged down the window
and ran through his house, shutting all the windows.

From that day on, the windows of our neighbour’s house were
always closed. The children did not come out anymore. We could still
hear the servants cooking in the kitchen, and no matter how tight the

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windows were shut, the aroma of the food came to us in the wind and
drifted gratuitously into our house.

One morning a policeman from the presidencia came to our

house with a sealed paper. The rich man had filed a complaint against
us. Father took me with him when he went to the town clerk and
asked him what it was about. He told Father the man claimed that for
years we had been stealing the spirit of his wealth and food.

When the day came for us to appear in court, father brushed his
old Army uniform and borrowed a pair of shoes from one of my
brothers. We were the first to arrive. Father sat on a chair in the
centre of the courtroom. Mother occupied a chair by the door. We
children sat on a long bench by the wall. Father kept jumping up from
his chair and stabbing the air with his arms, as though we were
defending himself before an imaginary jury.

The rich man arrived. He had grown old and feeble; his face was
scarred with deep lines. With him was his young lawyer. Spectators
came in and almost filled the chairs. The judge entered the room and
sat on a high chair. We stood in a hurry and then sat down again.

After the courtroom preliminaries, the judge looked at the

Father. “Do you have a lawyer?” he asked.

“I don’t need any lawyer, Judge,” he said.

“Proceed,” said the judge.

The rich man’s lawyer jumped up and pointed his finger at

Father. “Do you or you do not agree that you have been stealing the
spirit of the complaint’s wealth and food?”

“I do not!” Father said.

“Do you or do you not agree that while the complaint’s servants
cooked and fried fat legs of lamb or young chicken breast you and
your family hung outside his windows and inhaled the heavenly spirit
of the food?”

“I agree.” Father said.

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 “Do you or do you not agree that while the complaint and his
children grew sickly and tubercular you and your family became
strong of limb and fair in complexion?”

“I agree.” Father said.

“How do you account for that?”

Father got up and paced around, scratching his head

thoughtfully. Then he said, “I would like to see the children of
complaint, Judge.”

“Bring in the children of the complaint.”

They came in shyly. The spectators covered their mouths with

their hands, they were so amazed to see the children so thin and pale.
The children walked silently to a bench and sat down without looking
up. They stared at the floor and moved their hands uneasily.

Father could not say anything at first. He just stood by his chair
and looked at them. Finally he said, “I should like to cross – examine
the complaint.”

“Proceed.”

“Do you claim that we stole the spirit of your wealth and became
a laughing family while yours became morose and sad?” Father said.

“Yes.”

“Do you claim that we stole the spirit of your food by hanging
outside your windows when your servants cooked it?” Father said.

“Yes.”

“Then we are going to pay you right now,” Father said. He walked
over to where we children were sitting on the bench and took my straw
hat off my lap and began filling it up with centavo pieces that he took
out of his pockets. He went to Mother, who added a fistful of silver
coins. My brothers threw in their small change.

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 “May I walk to the room across the hall and stay there for a few
minutes, Judge?” Father said.

“As you wish.”

“Thank you,” father said. He strode into the other room with the
hat in his hands. It was almost full of coins. The doors of both rooms
were wide open.

“Are you ready?” Father called.

“Proceed.” The judge said.

The sweet tinkle of the coins carried beautifully in the

courtroom. The spectators turned their faces toward the sound with
wonder. Father came back and stood before the complaint.

“Did you hear it?” he asked.

“Hear what?” the man asked.

“The spirit of the money when I shook this hat?” he asked.

“Yes.”
“Then you are paid,” Father said.

The rich man opened his mouth to speak and fell to the floor
without a sound. The lawyer rushed to his aid. The judge pounded his
gravel.

“Case dismissed.” He said.

Father strutted around the courtroom the judge even came down
from his high chair to shake hands with him. “By the way,” he
whispered, “I had an uncle who died laughing.”
“You like to hear my family laugh, Judge?” Father asked?

“Why not?”
“Did you hear that children?” father said.

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 My sisters started it. The rest of us followed them soon the
spectators were laughing with us, holding their bellies and bending
over the chairs. And the laughter of the judge was the loudest of all.

(Lourna V. Tagay and Ma. Luisa Z. Brutas, 2009)

The story My Father Goes to Court is an example of a narrative

story. It pertains to a particular account of events, experiences and
details. It is also told in first person as most of narrative stories are told
from the point of view of the main character. As a reader, it is
important for you to identify the sequence of the story. The sequence of
events is the order of events as they occur in a story. The sequence of
events in the story occurs in a precise order so that it makes sense to
the person reading it.
So how are we going to identify the sequence of events? You can
organize the story into three sections and ask yourself the following
questions:
1. What happens at the beginning of the story?
2. What happens in the middle of the story?
3. What happens at the end of the story?
The beginning of the story usually introduces the main
characters, setting, and problem faced by or purpose of the characters.
The middle part of the story usually focuses on the characters as they
try and solve the problems. The end of the story focuses on how the
problem is resolved, or the end of the characters’ journey (Jenkins,
2018)

Source: https//study.com/academy/lesson/sequence-of-events-in-a-
narrative-lesson-for-kids.html.

How to narrate or sequence more creatively?

One way is to use appropriate multimedia resources. Multi-media

resources are characterized by the presence of text, pictures, sound,
animation and video; some or all of which are organized into some coherent
program (Phillips, 1997).

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 According to several researches, the use of multimedia resources in
learning offers a lot of benefits. Such benefits are:
(1) it helps learners gain deeper understanding of the lesson;
(2) it enhanced problem solving skills;
(3) it nurtures positivity in learning;
(4) it serves as an avenue to gain various information and
(5) it allows world exploration. (Chioran, 2016)

In using multimedia resources in narrating events, the presentation of

your narratives should consist of at least two, and perhaps all, of the
following types of communication (Sarokin, 2019).

1. Text Materials – It refers to the original words of something written,

printed or spoken. It serves as a primary way to transmit
information (Nordquist, 2019)
2. Photographs and other still images – These are illustrations which
are perhaps the oldest form of media. It is as a strong visual
element which is often used as an entry point to more detailed
information.
3. Audio Files – It pertains to any digital information with speech or
music stored on and played through a computer (Hope, 2020).
Your narrative presentation can add sound from a musical
background to a spoken explanation.
4. Video Presentations – It is a form of multimedia presentation which
contains graphic images or moving images, concise text, and
sound. Video files are the most memory-intensive multimedia
component which provide a compelling experience for the learners.
5. GIFs and Other Forms of Animation – GIF stands for Graphics
Interchange Format. It is a short, animated picture without a
sound (Shillinburg, 2014).

Let Us Practice

How are you doing so far? Are you learning from your
exercises? This time, go back to the story above and understand
what the author is trying to say (kindly take some time to do this).

Below are important events of the story. Arrange them

chronologically in a PowerPoint presentation. Be creative with your
slides by combining texts with illustrations and animations.

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11
 Let Us Practice More

How was your previous learning exercise? Was it helpful?

Which part or parts confuse you? Do not worry; this next activity
might help you gain better understanding.

Below is an example of sequence of events chart. Summarize the

story My Father Goes to Court by accomplishing the chart below.
This time, combine texts and drawings in summarizing the story.

BEGINNING MIDDLE END

Let Us Remember

Narrating and sequencing events is one of the many skills that

contribute to your ability to comprehend what you have read. Also,
narrating and sequencing are important components of problem solving
across subject areas. Through this lesson, you will be able to use
multimedia resources in expressing your stories/narratives creatively which
give you more freedom to voice out or recount your experiences.

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 Important Points to Consider in Using Multimedia in Sequencing/Narrating
Events

1.

2.

3.

Let Us Assess

Oops! We are not done yet. Please do the activity below to check how
far you have understood the lesson.
Are you ready? Good luck! Draw the sequence of events in planting
ornamental plants.

Event 1

Event 2

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 Event 3

Event 4 4
Event

Let Us Enhance

Now that you have practiced how to narrate/sequence events of the

story, you should be ready to use appropriate multi-media resources
in narrating events in personal or factual recounts. Let us try to see
how you can apply your understanding of the lesson to more complex
situations.

Narrate the things that you have done during Christmas Season ruined
by the corona virus pandemic through a video blog or vlog. Then, post it in
your favorite social media account. Be reminded of the rubrics below.

Category Poor Needs Satisfactory Good

Improvement
Grammar Student had a Student was Student was Student was
hard time able to express able to able to
communicating his/her ideas express express
his/her ideas and responses his/her ideas his/herideas
and responses adequately but and and responses
because of often displayed responses with ease in

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 grammar inconsistencies fairly well proper
mistakes. in sentence but made sentence
structure and mistakes in structure and
tenses. tenses, tenses.
however was
still able to
communicate
meaning
effectively.
Fluency Speech is very Speech is slow Speech is Speech is
slow, and often smooth but effortless and
stumbling, hesitant and with some smooth with
nervous and irregular. hesitation speed that
uncertain with and comes close to
response, unevenness that of a
except for caused native
short or primarily by speaker.
memorized rephrasing
expressions. and grouping
for words.
Content Content is not Content has Content is Content
relevant to any some relevance relevant to reflects good
of the topics. to the topics. the topic. understanding
of the topics
with no error.

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 Let Us Reflect

Directions: Write a reflection on what you have learned in

this module by completing the blank space below.

My journey through this lesson made me realized

that
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
____________________________________________________________

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 17
Let us Study Now
A B C
1. Judge A. Accuser I. An official in an organization who
is responsible for writing notes
H V about what happens at meetings
and sending officials.
2. Secretary B. transcriber II. A person in court of law who is
accused of having done
G I something wrong.
3. Complainant C. mediator III. A person who does shorthand
(system of fast writing) in an office
A IV or record speech using a special
machine in a court.
4. Defendant D. clerk IV. A person who makes a formal
E II complaint in a law court that they
have been harmed by someone
else.
5. Stenographer E. offender V. V.A person who is in charge of a
court of law.
D III
Let Us Try Let us try
1. Analyze your audience.
1. a 2. Select a topic.
2. d 3. Define the objectives of the presentation.
3. a 4. Prepare the body of the presentation.
4. a 5. Prepare the introduction and conclusion.
5. d 6. Practice delivering the presentation.
Answer Key
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 References

Chioran, A. (2016, November 23). 5 Benefits of multimedia learning. Retrieved

from nuiteq.com: https://www.nuiteq.com/company/blog/5-benefits-of-
multimedia-learning
Hope, C. (2020, April 30). Retrieved from Computerhope.com:
https://www.computerhope.com/jargon/a/audio.htm
Jenkins, H. (2018, November 16). Sequence of Events in a Narrative:Lesson for
Kids. Retrieved from study.com:
https//study.com/academy/lesson/sequence-of-events-in-a-narrative-
lesson-for-kids.html.
Lourna V. Tagay and Ma. Luisa Z. Brutas. (2009). Journeying Through Literature
and Language I. Makati City: SalesianaBooks by Don Bosco Press.
Nordquist, R. (2019, July 3). Defintion and Examples of Text in Language Studies.
Retrieved from ThoughtCo.com: https://www.thoughtco.com/text-language-
studies-1692537
Phillips, R. (1997). The Developer's Handbook of Interactive Multimedia. New York
City: Kogan Page Limited.
Sarokin, D. (2019, April 9). Small Business Technology & Customer Support
Human Resource Information Systems. Retrieved from
smallbusiness.chron.com: https://smallbusiness.chron.com/5-
components-multimedia-28279.html
Shillinburg, M. (2014, July 24). The Ultimate Guide to GIF. Retrieved from
buffer.com:
https://www.google.com/amp/s/buffer.com/library/animated-
gifs/amp/

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For inquiries or feedback, please write or call:

Department of Education – Region XI

F. Torres St., Davao City

Telefax: (082) 291-1665; (082) 221-6147

Email Address: lrms.regionxi@deped.gov.ph