TRAINING MODULE

Name: _______________________ Group/ Grade Level: 9 & 10

Date: September 22, 2023 Facilitators: Banquil, Jelena/Camia,
Michelle Marie/Gomez, Ma. Elizabeth Gwen

I. Objectives
Within the four-hour session and through the use of poem and various learning
activities, with 85% accuracy, the learners are expected to:
A. identify the order of events through story sequence;
B. utilize transitional words in sequencing events;
C. create a poem that reflects the value of order.
II. Subject Matter
Reading Skill Focus: Reading Comprehension
Language Structure Integration: Sequencing Events
Value Integration: Order
Values Statement: “Plan your work and work your plan.” –Napoleon Hill
Materials: William Shakespeare’s Poem “The Seven Ages of Man”
III. Process/Activities
A. LET’S PREPARE TO READ! (Pre- Reading)

Lesson Warm-Up:

1. Island Survival: Encourage the students to use their imagination and critical
thinking skills to figure out how to survive and determine their top priority in
challenging situations by asking this question: “IF YOU WOULD BE
ISOLATED ON AN ISLAND AND COULD CHOOSE ONLY ONE THING TO
BRING, WHAT WOULD IT BE? WHY?

2. Priority Pyramid: Divide the class into two groups and distribute strips of
paper, each containing different priorities in life. Instruct them to arrange the
priorities in the pyramid by placing the most important priority at the top and
arranging the others below in order of importance. Afterwards, have each
 group explain their reason behind their chosen sequence. Remember to
assign a leader within each group to facilitate the activity.

List of Priorities:

Health Relationships Family Education Finances Passions Travel and Spirituality

and Exploration
Hobbies

Have you identified your life priorities? How do you plan to manage
them?
Remember that attaining your top priorities necessitates practicing the
importance of order to ensure things are properly aligned.

3. Now, let’s explore William Shakespeare’s poem “The Seven Ages of Man.”
The following words are connected to what Shakespeare’s poem is about, try
to examine these words in the figure below.

Infant

Old man Schoolboy

Pantaloon Lover

Justice Soldier

What observations can you make from the given figure? Do they follow
a specific order or cycle? Based on your own interpretation, what do you think
the poem is all about?
B. IT’S READING TIME! (The While- Reading)
In this phase, we will read the poem twice. During the initial reading, try to
analyze what the poem means as you read it. In the second reading, pay close
attention to the order/sequence of events in the poem. This will help us better
understand the poem as a whole.

“The Seven Ages of Man”

William Shakespeare

All the world’s a stage,

And all the men and women merely players;
They have their exits and their entrances,
And one man in his time plays many parts,
His acts being seven ages. At first the infant,
Mewling and puking in the nurse’s arms;
And then the whining schoolboy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school. And then the lover,
Sighing like furnace, with a woeful ballad
Made to his mistress’ eyebrow. Then a soldier,
Full of strange oaths, and bearded like the pard,
Jealous in honor, sudden and quick in quarrel,
Seeking the bubble reputation
Even in the cannon’s mouth. And then the justice,
In fair round belly with good capon lined,
With eyes severe and beard of formal cut,
Full of wise saws and modern instances;
And so he plays his part. The sixth age shifts
Into the lean and slipper’d pantaloon,
With spectacles on nose and pouch on side;
His youthful hose, well saved, a world too wide
For his shrunk shank; and his big manly voice,
Turning again toward childish treble, pipes
And whistles in his sound. Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.
C. LET’S DEVELOP READING AND LANGUAGE SKILLS

1. Do the words provided prior to reading the story makes sense? Does the
sequence/order aid in understanding the stages of man? What concept does
the poem convey through each stage?
2. Answer the following questions to deepen your understanding:
a. What are the seven stages of life that Shakespeare describes in the
poem?
b. How are the specific order in which Shakespeare presents the seven
stages of life contribute to the overall message of the poem?
c. In what ways does Shakespeare’s exploration of the human life cycle
in the poem challenge traditional views of aging and human
development?
d. How can the concept of the seven ages of man, as depicted in
Shakespeare’s poem be utilized in your life to promote personal
development and provide a self-reflection in understanding your own
life journey?
3. Value to live by:

“Plan your work and work your plan.”

–Napoleon Hill

4. Read each sentence below and arrange the specific events from the poem
orderly. Number your answers from 1-7./arrange the events specific order.

___Then, the sixth age shifts into the lean and slipper’d pantaloon, with
spectacles on nose and pouch on side.
___Third, the lover, sighing like furnace, with a woeful ballad made to his
mistress’ eyebrow.
___One man in his time plays many parts. His acts being seven ages. First,
the infant, mewling and puking in the nurse’s arms.
___Lastly, the second childishness and mere oblivion that ends this strange
eventful history.
___Next, the fourth age is a soldier, full of strange oaths and bearded like the
pard.
___Second, the whining schoolboy, with his satchel and shining morning
face, creeping like snail unwillingly to school.
 ___Fifth, the justice, in fair round belly with good capon lined and with eyes
severe and beard of formal cut.
Read and analyze the paragraph below and try to check if all of your answers
above are correct. Let’s now examine how the events are accurately ordered
to better understand the underlying concept of the poem.

One man in his time plays many parts. His acts being seven ages.
First, the infant, mewling and puking in the nurse’s arms. Second, the
whining schoolboy, with his satchel and shining morning face, creeping like
snail unwillingly to school. Third, the lover, sighing like furnace, with a
woeful ballad made to his mistress’ eyebrow. Next, the fourth age is a
soldier, full of strange oaths and bearded like the pard. Fifth, the justice, in
fair round belly with good capon lined and with eyes severe and beard of
formal cut. Then, the sixth age shifts into the lean and slipper’d pantaloon,
with spectacles on nose and pouch on side. Lastly, the second
childishness and mere oblivion that ends this strange eventful history.

Answer the following questions below:

a. How does the author use transitional words to shift between different
stages or ages of life in the passage?
b. What is the significance of the transitional words used to describe the
progression from one age to another in the passage? /How important are
transitional words in describing the progression from one age to another in
the passage
c. How do the transitional words in the passage contribute to the overall
structure and flow of the text, helping to sequence the seven ages of
man?/ How do sequencing events help in understanding the entirety of the
poem?

Important Points to Remember:

 Sequencing Events is one of many skills that contributes to students’ ability to

comprehend what they read.
 It also refers to the identification of the components of a story, the beginning,
middle and end and also to the ability to retell the events within a given text in the
order in which they occurred.
 In short, it involves maintaining a clear chronological order when describing a
series of actions or incidents from any literary works.
 Transitional Words play a crucial role in guiding the readers through the
sequence of events/incidents in a particular narrative. Common transitional words
include: Firstly, Next, Then, Before, Afterward and Finally.
 Using the right transitional words enhances clarity and ensures smooth flow of
narrative or events.
 D. LET’S APPLY WHAT WE’VE LEARN! (Post- Reading)

Seal your understanding of the poem by having a creative presentation

describing the seven stages of man through character analysis. They should
consider the emotions, experiences, personalities and characteristics of man
described at each stage of life to better comprehend the overall interpretation of
the poem. They will be graded based on the following set of criteria, assessing
their understanding of the poem:
CRITERIA
Understanding 5pts
Creativity 5pts
Logic/Sequence 5pts
Overall Performance 5pts
Total: 20pts

IV. Evaluation
Directions: Read the following selections and answer the questions that follow.

“Camping Adventure”
Firstly, we set up our tents in the clearing. Next, we gathered firewood and
built a campfire. Then, we roasted marshmallows and told ghost stories before going
to bed. Before we knew it, morning arrived, and we packed up our gear. Afterward,
we hiked back to the trailhead and headed home. Finally, we all agreed it was an
unforgettable camping adventure.

1. What did the group do after setting up their tents?

a) Roasted marshmallows
b) Went hiking
c) Gathered firewood
d) Told ghost stories

2. Which word indicates the event that happened just before morning?
a) Firstly
b) Next
c) Then
d) Before

3. What did the group do after packing up their gear?

a) Built a campfire
b) Went home
c) Told ghost stories
d) Roasted marshmallows
 4. What is the final event mentioned in the passage?
a) Setting up tents
b) Going home
c) Telling ghost stories
d) Gathering firewood

5. What is the purpose of using transitional words in this passage?

a) To provide a list of camping supplies
b) To describe the location of the camping trip
c) To show the order of events
d) To explain camping safety tips

How does your understanding of the importance of sequencing events in literary works compare to its
significance in real life? Provide examples from both literature and your personal experiences to
support your answer.
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V. Transfer
Directions: Think a particular situation in your life where you’ve had to manage
the order of events regarding a specific matter. Use transitional words to enhance your
understanding of the value of sequence. Express this in a one-stanza poem. You will be
graded based on the following set of criteria, assessing your understanding of the
lesson:
CRITERIA
Understanding 10pts
Logic/Sequence 10pts
Creativity 10pts
Choice of Words 10pts
Originality 10pts
Total: 50pts