ENGLISH

Quarter 1 – Week 4
9
 LESSON 1:
Sequence Signals or Connectors
Learning Objectives

At the end of this lesson the students will be able to;

a.define Sequence Signals or Connectors,
b. show appreciation for the role of the sequence role of the sequence signals in understanding
text structure/s and,
c. provide appropriate sequence signals or connectors to fill in the blanks.

What I Need to Know

This module was designed and written to provide you with fun and meaningful opportunities for
a guided and independent learning experience. You will be enabled to process the contents of
the learning material while being an active learner.

●​ In this lesson, you will explore how sequence signals or connectors work in organizing
events.
●​ Through various activities, examples, and exercises, you will learn how to identify,
analyze, and use these connectors effectively in both reading and writing tasks.

Essential Questions

●​ What are the sequence signals (connectors), and how can they be used in a
text?
●​ Why are sequence signals important in creating coherence and quality in a
narrative?
●​ How do these connectors(e.g. First, Next, Finally) signal various relationships
between happenings?
●​ How can sequence signals/connectors be effectively applied to organize writing
so that readers will easily understand the flow of ideas?

After going through this lesson, you are expected to:

●​ Identify various sequence signals/ connectors in a given text. (EN9RC‑Ic‑13.2:)

●​ Explain how each connector contributes to the coherence and clarity in order of events.
 ●​ Apply appropriate sequence connectors to reorganize scrambled words into sequence
and logical.
●​ Compose a one paragraph (3-5 sentences) that effectively uses at least four different
sequence connectors. ( EN9WC‑Ia‑8: )

What I Know
Directions: Fill in the blanks with the most suitable sequence signals or connectors from
the parentheses. Write the answer on the blank provided.

1)I bumped into my old friend during my vacation in Dumaguete. A few weeks __________, I
met him again. (so, then, later)

2)The volleyball coach announced, “Today, we will begin the training for the coming
tournament.” __________, he added, “Let’s do our best while training.” (then, after, eventually)

3)__________, heat the oil in the frying pan. Then put in all the marinated chicken
pieces. (before, after, first)
4)Many costumers bought the delicious lasagna. __________, all of it were sold out.
(eventually, after, next)

5)Many people wanted to see the movie. __________, a while, the queue was quite long.
(before, after, finally)

What’s In
You have learned that an effective narrative text should always be in
chronological order, thus this makes the whole text coherent. To achieve the proper placing of
ideas or events, you should use sequence signals or connectors. Using the appropriate
sequence signals or connectors helps you in creating a coherent text and in determining
the patterns of idea development in a passage.
Knowing how to use them is an important skill in the reading and writing process. When
traveling, it’s important to be mindful of the signposts or sign boards along the way as they
guide you in the right direction. The same goes for reading a story. Be mindful with the signposts
as they help you in comprehending the development of ideas in a story. In English
grammar, they are called sequence signals or connectors.

What’s New

What Is It All About

There are different types of connectors but for today’s lesson, we will talk about sequence
signals or sequence connectors.

Sequence Signals or Connectors are used to link situations from one sentence to the next to
give paragraphs coherence. They also signal how to interpret the relationship between
sentences. Coherence means passage is understandable, clear in thoughts, and logically
ordered. You often misunderstand a story because of the complexity of the ideas but
with the help of sequence signals or connectors, you can easily track the development of
ideas in a story.

Some of the most commonly used sequence signals or connectors are:

Sequence signals or connectors aid in understanding a passage and also contribute to writing
one that is coherent. Besides acting as signposts in English grammar, sequence signals or
connectors serve as organizers of events. The ideas laid out in a text must be thoroughly
planned and organized, similar to an event. This is why there is an event organizer responsible
for every detail from start to finish. Sequence connectors function in the same way; they assist
readers in grasping the sequence of events in a narrative. They help identify when an event or
story begins, when a new event occurs, and when the story concludes. They organize
narratives to prevent confusion.

For a better understanding of these sequence signals or connectors, let us label them
depending on where they are in the story. Examples are also given for deeper
understanding

These are the sequence These are the sequence These are sequence signals
signals or connectors that signals or connectors that or connectors that mark the
might be found at the might be found in the middle end of a story.
beginning of a story. These of a story. They signal that a
words are signals that tell you new event is being described.
a story is starting

First Second In conclusion

Before Third In short
In the first Then All in all
First of all Next A final point
To start with/off During To summarize
To begin After Eventually
For a start As soon as In the end
Initially Later At last
Meanwhile To conclude
While Subsequently At the end
Fourth
At this point
Furthermore
Further
Suddenly
Another
In addition

1. First of all, I want to say 1. After that, we decided to 1. Finally, I decided to stay at
thank you for visiting the move to another place the hotel to take a rest
United Kingdom. because the London was too because we needed to see
crowded. other tourist attraction on the
 2. To begin with, I had stayed 2. Next, we went to another next day.
in Wales before I moved to place to look for a famous
London. restaurant in Manchester. 2. In the end, the tour was
posponed because of the
3. Initially, I thought it was a 3. As soon as we arrived, we sudden bad weather.
bad idea but spending my decided to take a look at the
weekend in Wales was worth Manchester Museum where 3.Eventually, we became
the hassle. we will take pictures. tired and returned to the
hotel.

What’s More!

Let’s try to identify the ideas presented by scanning the sequence signals or connectors

The sequence signals or connectors identified in the text include: to start, next, as soon as,
during, after, and finally. These connectors help us comprehend the chronological sequence of
the narrative. They indicate the order of events from first to last, allowing us to follow the
progression of the situations described.

What I Can Do?

I. Directions: Provide appropriate sequence signals or connectors to fill in the blanks.

Choose from the given words inside the box. Write the answer on the blank provided.

After During As soon as To start off In addition

 While Then Suddenly After That Finally

My cousin and I visited England last summer. (1)______, we visited our grandparents in their
hometown in Bath, England. It was fantastic! (2) ________, when we arrived in London, we
immediately went into the hotel and took a long nap. (3)______, we went out to find a great
restaurant for our late dinner. (4) ______, a bike appeared out of nowhere and almost hit me!
The rest of the trip had no surprises. (5) ________, we began to explore London. (6) _______,
we visited the very famous Buckingham Palace."

II. Make a narrative about your daily tasks and use the sequence signals or connectors you’ve
learned from the lesson. Give the details of your routine in a day; you can add your
insights/reflections to make your narrative more interesting.

What I Can Show

How will you use sequence signals to improve your skills in communication in speaking and
writing?

8. Resources / References
APA 7th Edition format
Using Normal and Inverted Word Order in Creative Writing
9. Answer Key
For all objective-wise activities.

Week4 Tuesday
1. Topic Title and Learning Objectives​
Topic Title: Using Normal and Inverted Word Order in Creative Writing​

At the end of this lesson, the students will be able to:​

a)​ identify sentences in normal or inverted order;

b)​ rearrange words in proper order; and
c)​ rewrite sentences from normal to inverted order or vice versa.

2. Overview of the Lesson (What I Need to Know)

This module was designed to provide you with fun and meaningful opportunities for guided and
independent learning at your own pace and time. You will be able to process the contents of the
learning resource while being an active learner.​
​
Overview of the Lesson

●​ Learn the difference between normal and inverted word order.

●​ Identify sentences written in normal or inverted order.
●​ Practice rearranging words to form sentences in both normal and inverted orders.
●​ Develop skills to rewrite sentences from normal to inverted order or vice versa for
creative writing.

Essential Questions
●​ How does changing word order affect the meaning or emphasis in a sentence?
●​ When might you need to use inverted word order in creative writing?
●​ What are the differences between normal and inverted word order, and why are they
important in communication?

3. Pre-Assessment (What I Know) ​

​
WHAT I KNOW
Directions: Rearrange the word order of the following statements to make correct sentences.
Write the number that corresponds to each word on the space provided. Make sure to begin the
sentence with a capital letter and put a period at the end. Do this activity on a separate sheet of
paper.​
​
1. aware of/ during/ people/ their safety / became/ the pandemic​
1 2 3 4 5 6

​
________________________________________________________

2. ran down/ the little boy/ the

1 2 3

____________________________

3. in the first row/ smiling / sat / the student

1 2 3 4

__________________________________​
​
​
4. is/ here/ my project​
1 2 3

​
__________________

5. so many people/ face masks/ wearing/ have I seen/ never​

1 2 3 4 5​
_____________________________________​

4. Lesson Presentation

WHAT’S IN

Write your own subject, verb, or object for the blank boxes on your activity sheets to
complete each sentence. Include articles and punctuation marks as needed.

Subject Verb Object

I found

scared my brother

A woman the baby

Teachers seminars.

Father the box.

WHAT’S NEW​

The sequence of words is critical when communicating in English because it can impact the
meaning of what you’re trying to say.
The sentence “The chicken crossed the road” and “The road crossed the chicken” take on two
different meanings because the subject and object are inverted.

The same would be true if the verb was used out of order, for example: “Crossed the road the
chicken.”

​
WHAT’S IT ALL ABOUT​
​
​
When we make simple English sentences, we usually follow the Subject-VerbObject pattern.​
​
Steps:
1.​ Put the subject and the adjectives such as “fat”, “thin” etc. or any words describing the
subject at the beginning of the sentence.
2.​ Put the verb and some adverbs such as “often” “usually” etc. after the subject.
3.​ Put the object of the verb, the adjectives or other words describing the object and the
adverbs describing the verb at the end of the sentence.

Examples:

Subject Verb Object

Cristina often reads Books

The pandemic ends Soon

People stay home during the quarantine

Students use online learning

They finally discover A vaccine against Covid-19

​
 The given examples of basic sentences use normal word order. Normal word order occurs
when the subject comes before the verb. The subject is the main person or object in a sentence
and the verb is the action word in that sentence.

Example: The dog ran down the street.

Sometimes we use inverted word order to communicate the intended idea. Inverted word
order occurs when the subject comes after the verb in between verb parts or is not included at
all.
Example: Down the street ran the dog.

Moreover, a sentence has inverted word order when an adverb, a helping verb or a
prepositional phrase is located at the beginning of the sentence and modifies the verb instead of
the subject.

Most questions are in inverted order. So are sentences that begin with here is, here are,
there is, or there are. Writers sometimes use inverted order to create an effect or to change the
emphasis in a sentence.

Examine the sentences on the table and see the difference between normal and inverted
order of sentences.

Normal Word Order Inverted Word Order

I do not miss them Miss them do not

I have rarely watched anime movies. Rarely have I watched anime movies.

They are such wonderful players that no one Such wonderful players are they that no one
can beat them. can beat them.

5. Activities and Exercises (choose one or both)

WHAT’S MORE
Change the normal sentence into one with inversion. Write your sentences on a separate sheet
of paper.

For example: Normal: “We had hardly arrived when Julie burst into the house.”
Inverted: “Hardly had we arrived when Julie burst into the house.”

1.​ Normal: John had never been to such a fantastic restaurant.

Inverted: ________________________________________
2.​ Normal: They had no sooner eaten dinner than the ceiling crashed onto the dining table.
Inverted: _______________________________________________________
3.​ Normal: I seldom leave the house so early.
Inverted: _________________________
4.​ Normal: People rarely appreciate this musician’s talent.
Inverted: ___________________________________
5.​ Normal: He understood little about the situation.
Inverted: ______________________________

WHAT I CAN DO

Put a check √ if the pair of sentences is properly inverted if not write the correct inversion. Do
this activity on your answer sheet. ​
​

Normal Order Inverted Order Answer

1. Two roses are in her In her hand are two roses.

hand.

2. My old friends are here. Here my old friends are.

3. A pot of gold is at the end At the end of the rainbow

of the rainbow. is a pot of gold.

4. A beautiful river flows Beyond the meadow a

beyond the meadow. beautiful river flows.

5. Both students are in the In the line of Counter 5 are

line of Counter 5. both students.

6. Assessment / What I Have Learned

WHAT I HAVE LEARNED
Select the correct inverted word order of following normal sentences. Write the letter of the
correct answer on your answer sheet.
1.​ The stars twinkled brightly in the night sky.
A. Twinkled brightly the stars in the night sky.
B. In the night sky twinkled brightly the stars.
C. Brightly twinkled the stars in the night sky.
2.​ The teacher entered the room quietly.
A. Entered quietly the teacher the room.
B. Quietly entered the teacher the room.
C. Quietly the teacher entered the room.
3.​ The children laughed loudly at the joke.
A. Loudly laughed the children at the joke.
B. Laughed loudly at the joke the children did.
C. At the joke laughed the children loudly.
4.​ She had never seen such a beautiful painting.
A. Never had she seen such a beautiful painting.
B. Had never she seen such a beautiful painting.
C. Such a beautiful painting never had she seen.
5.​ They rarely go out during the week.
A. Rarely do they go out during the week.
B. Rarely they go out during the week.
C. Do they go out during the week rarely.
6.​ We had hardly arrived when it started to rain.
A.Hardly had we arrived when it started to rain.
B. Had hardly we arrived when it started to rain.
C. Hardly we had arrived when it started to rain.
7.​ The dog barked loudly at the stranger.
A.Barked loudly the dog at the stranger.
B. At the stranger barked the dog loudly.
C. Loudly barked the dog at the stranger.
8.​ They had never experienced such cold weather.
A.Seldom does he miss his morning run.
B. Seldom he does miss his morning run.
C. Misses seldom he his morning run.
9.​ He seldom misses his morning run.
A.Seldom does he miss his morning run.
B. Seldom he does miss his morning run.
C. Misses seldom he his morning run.
10.​We little knew the danger we were in.
A.Little we knew the danger we were in.
B. Little did we know the danger we were in.
C. Did we little know the danger we were in.
7. Reflection / What I Can Show​
​
WHAT I CAN SHOW

Write a minimum of five-sentence paragraph about the most unforgettable experience or

moment in your life on a separate sheet of paper.
Use both normal word order and inverted word order in your paragraph.

8. Resources / References
Khan Academy. (2019, July). Creative writing: Basic sentences and inverted sentences. Padlet.
https://padlet.com/theschoolfofgrammar_creativesentences/basicandinvertedsentencepatterns
Mena, A. (2016, November 28). Inversion definition. SlideShare.
https://www.slideshare.net/anamena78/inversion-def-2016
Duguran, M. E. (2016, December 28). Natural and inverted order of sentences. SlideShare.
https://www.slideshare.net/MaryjoyElynethDuguran/natural-and-inverted-order-of-sentences

9. Answer Key
​
WHAT I KNOW​
1. 3-5-1-4-2-6
2. 2-1-3
3. 2-1-3
4. 4-3-1-2
5. 5-4-1-3-2

WHAT’S MORE​
1. Never had John been to such a fantastic restaurant.
2. No sooner had they eaten dinner than the ceiling crashed onto the dining table.
3. Seldom do I leave the house so early.
4. Rarely do people appreciate this musician’s talent.
5. Little did he understand about the situation.
​
WHAT I CAN DO
1.√
2. Here are my old friends.
3.√
4.√
5.√
WHAT I HAVE LEARNED​
1. C 6. A
2 .C 7 .C
3. A 8.A
4. A 9.A
5. A 10. B

Week4 Wednesday
1. Topic Title and Learning Objectives

Lists specific learning objectives or competencies based on the curriculum guide. Observe
cognitive, affective, and psychomotor objectives.

2. Overview of the Lesson (What I Need to Know)

Provides an overview of the entire lesson topic (bullet points). Add questions or statements
related to real-world scenarios in context with the lesson (essential questions).

3. Pre-Assessment (What I Know) - optional?

Diagnostic activity to assess prior knowledge.

4. Lesson Presentation (three)

Lesson Prelude / What’s In – Reviews previous lessons relevant to the topic. [1 - 2 paragraphs]
Lesson Content / What’s New – Introduces the new concept / topic. [1 - 2 paragraphs, may add
bullets or tables or images or etc.]
Explanation / What’s It All About –detailed explanations, examples, and key points. [3+
paragraphs, may add bullets or tables or images or etc.]

5. Activities and Exercises (choose one or both)

Guided Practice / What’s More – Reinforcing learning through exercises: can be
problem-solving, situational questions, or group activities.
Independent Practice / What I Can Do – Encourages application of knowledge in real-life
situations or creative tasks.

6. Assessment / What I Have Learned

Formative or summative assessment to evaluate understanding ( quizzes, reflection questions,
or short essays). Can be MCQs, Identification, Matching Type, etc.

7. Reflection / What I Can Show

Prompt or question that would make students reflect on the lesson learned and how it is
relevant to them. May include journaling, self-reflection questions, or real-life applications.

8. Resources / References
APA 7th Edition format

9. Answer Key
For all objective-wise activities.

Week4 Thursday
1. Topic Title and Learning Objectives
Topic Title: Explaining how words are derived from names of persons and places
At the end of this lesson, the students will be able to:​
a) discover words derived from names of persons and places;
b) determine the meaning of some eponyms; and
c) use eponyms in sentences correctly.

2. Overview of the Lesson (What I Need to Know)

WHAT I NEED TO KNOW

This module was designed to provide you with fun and meaningful opportunities for guided and
independent learning at your own pace and time. You will be able to process the contents of the
learning resource while being an active learner. This will assist in enhancing learners’
understanding of new vocabulary by making connections to related ideas and other words.

Overview of the lesson:

●​ Understand what eponyms are and how they are formed.
●​ Discover words that originated from the names of real people or places.
●​ Practice identifying and using eponyms correctly in spoken and written sentences.
●​ Apply critical thinking to recognize the influence of language evolution on vocabulary.

Essential Questions
●​ Why do we sometimes use names of people or places to describe objects, actions, or
ideas?
●​ How do popular names, companies, or figures in media influence the language we use
today?
3. Pre-Assessment (What I Know)

WHAT I KNOW
Read each question carefully and write your answers in your notebook.

1. What is an eponym?
A. A type of noun used to describe color
B. A word taken from a brand slogan
C. A word derived from a person’s or place’s name
D. A slang word used in texting
2. Which of the following is an example of an eponym?
A. Beautiful
B. Eiffel Tower
C. Quickly
D. Run
3. Where does the word sandwich come from?
A. A type of food invented in Asia
B. A famous chef in Europe
C. A nobleman who didn’t want to stop playing cards to eat
D. A bakery in London
4. Which of the following words is named after a scientist?
A. Braille
B. Table
C. Blanket
D. Brush
5. Which of the following words is not an eponym?
A. Google
B. Jazz
C. Diesel
D. Morse Code

4. Lesson Presentation

WHAT’S IN
Let’s have a quick review! Remember! Nouns are words/ that name things. Everything you can
see is a noun.

Instruction: Write the words you think are nouns on your notebook.

1. The girl plays soccer.

2. The sheep escaped and ran into the village.
3. The cat sat on the mat in the bedroom.
4. The book of Christianity is the bible.
5. Paris is the capital of France.
6. The book is on the bookshelf.
7. Maria went to the market.
8. A mouse ran away from the cat.
9. Ken was born in October.
10. Joe is my cousin.
​
​

WHAT’S NEW
Do you know where does the word “sandwich” come from?
Who invented the sandwich?
What do we call the words that were derived from names of persons and places?

WHAT’S IT ALL ABOUT

An eponym, according to Alphadictionary, is an ordinary common noun derived from a proper

noun, the name of a person or place. The word eponym (ep-uh-nim) was used about 1833 and
was derived from the Git word “eponymos”. Structurally, “epi” means “upon or after,” and “Onyo”
means “name”. Simply put, eponym means “named after”.

An eponym is the person, place, or thing that something else named after.

For example: Achilles is the eponym of the Achilles Tendon.

Queen Victoria is the eponym of Lake Victoria
Amerigo Vespucci is the eponym of America

Some eponyms are capitalized like proper nouns. So, the words that are capitalized are
eponyms.
 Word Meaning Eponym

cardigan a knit sweater that buttons in James Thomas Brudnell, 7th

front Earl of Cardigan (1797-1869),
British cavalry officer

sandwich food on a slice of bread or Jogn Muntagu, 4rth Earl of

between two slices, eaten Sandwich (1718-1792), an
with the hands English aristocrat after whime
Captain James Cook also
named the Sandwich Islands

teddy short for teddy bear, a soft, Named for Teddy, the
stuffed toy in the shape of a nickname of president
bear Theodore Roosevelt

Quixotic foolishly idealistic Don Quixote, the hero of

novel Don Quixote de la
Mancha by Spanish novelist
Miquel de Cervantes
Saavedra

Eponyms show how related terms can become names for specific things. Inventors, founders,
and scientists are often eponymous people, inspiring the eponymic terms that come to describe
their inventions, products, or discoveries.

5. Activities and Exercises (choose one or both)

WHAT’S MORE
Fill in the blanks to form the correct eponymous words. These are names or brands that have
become part of our everyday language due to their influence in media or technology. Write your
answers in your notebook.
__________1. To search for something on the internet
__________2. A short video format known for spreading rapidly across the internet
__________3. A company name now commonly used as a verb for photocopying
__________4. To post or watch videos online
__________5. A messaging app brand associated with brief, self-erasing photo or video posts.
__________6. A software name used as a verb for manipulating images.
__________7. A video conferencing tool name turned into a verb during remote learning/work.
__________8. A retail platform name used as a verb for online shopping.
__________9. To post thoughts or status online
__________10. A platform where creators share digital content, now used to describe online
personalities.

WHAT I CAN DO

EPONYM OR EPO-NOT. Write E if the word is an eponym and N if it is not. Write your answers
in your notebook.

Google

Algorithm

Zoom

Bluetooth

Photoshop

Meme

Xerox

TikTok

Berners-Lee

Vlog
 a)​ Which eponym from the activity do you find most interesting or useful in your
daily life, especially when using media or technology?​

6. Assessment / What I Have Learned

WHAT I HAVE LEARNED​

Directions: Use words from the box to fill in the blanks. Write you answer in your notebook.

Related named person

established thing upon

origins name after

1.​ An eponym is the person or thing after which something else is ________________.
2.​ The name of a ________________ or ________________ can become the eponym for
a character, a person, a project, an object, a discovery, or even an activity.
3.​ Derived from the Greek word “eponymos,” which means “________________ or
________________” (epi) and “________________” (onyma), it literally means “named
after.”
4.​ Eponyms can be ________________ by the person themselves or by other people.
5.​ Eponyms show how _________________ terms can become names for specific things.

7. Reflection / What I Can Show

WHAT I CAN SHOW​

What eponym do you use most often in your daily life, especially when using social media or
digital tools? Describe how it helps you in your communication.​
​
8. Resources / References
Börjars, K. (n.d.). World languages map. The University of Manchester: Children's University.
https://www.childrensuniversity.manchester.ac.uk/learning-activities/languages/words/world-lang
uages-map-2/
The English Club. (2020). Learn English vocabulary with eponyms.
https://www.englishclub.com/efl/blog/eponyms/
Kathtolentino. (2024, February 11). EPONYM.pptx [Slide show]. SlideShare.

https://www.slideshare.net/slideshow/eponympptx/266257067

9. Answer Key
WHAT I KNOW
1. C
2. B
3. C
4. A
5. B

WHAT’S IN​
1. girl, soccer
2. sheep, village
3. cat, mat, bedroom
4. book, Christianity, bible
5. Paris, capital, France
6. book, bookshelf
7. Maria, market
8. mouse, cat
9. Ken, October
10. Joe, cousin

WHAT’S MORE​
1. Google
2. Viral
3. Xerox
4. YouTube
5. Snapchat
6. Photoshop
7. Zoom
8. Shopee
9. Facebook
10.TikTok

WHAT I CAN DO
1. E
2. N
3. E
4. E
5. E
6. N
7. E
8. N
9. E
10. N

WHAT I HAVE LEARNED

1. named
2. person, thing
3. upon, name
4. established
5. related