LEARNING PLAN in ENGLISH 3

S.Y. 2024 – 2025

Quarter: 3 Content Standard: The learner demonstrates an Performance Standard: The learner should be able to:
understanding of / that:
Week: 1

Oral Language
Oral Language
● demonstrates understanding of speech cues for clear
● uses speaking skills and strategies appropriately to communicate
expression of ideas
ideas in varied theme-based tasks

Fluency
Fluency
● demonstrates understanding of punctuation marks,
● fluently expresses ideas in various speaking tasks accurately and
rhythm, pacing, intonation and vocal patterns as guide
fluently reads aloud literary and informational texts
for fluent reading and speaking

Listening Comprehension
Listening Comprehension
● demonstrates understanding of different listening
strategies to comprehend texts ● uses information from texts viewed or listened to in preparing logs
and journals

Phonics and Word Recognition

Phonics and Word Recognition
● demonstrates understanding of processes in sight word
recognition or phonic analysis to read and understand ● uses word recognition techniques to read and understand words that
words contain complex letter combinations, affixes and contractions through

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 theme-based activities

Spelling
● demonstrates understanding of letter sequence in Spelling
words to get meaning
● hears and records sounds in words

Vocabulary
● demonstrates understanding of English vocabulary
Vocabulary
used in both oral and written language in a given
context ● proficiency uses English vocabulary in varied and creative oral and
written activities

Reading Comprehension
● demonstrates understanding of paragraph
development to identify text types Reading Comprehension
● uses information derived from texts in presenting varied oral and
written activities
Writing and Composition
● demonstrates understanding of sentences and
paragraphs in expressing ideas Writing and Composition

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 ● composes three-to-five sentence paragraph
Grammar
● demonstrates understanding of grammatical structures
of English to be able to communicate effectively in oral
Grammar
and written forms
● shows proficiency in constructing grammatically correct sentences in
varied theme-based oral and written activities
Attitude
● demonstrates understanding of narrative and
informational texts for appreciation of literacy-related
activities/tasks Attitude
● makes personal journals, diaries, portfolios and logs, etc. as
expression of enthusiasm in reading books both for pleasure and
Study Strategies
learning
demonstrates understanding of useful strategies for
purposeful literacy learning
Study Strategies
uses strategies independently in accomplishing literacy-related tasks

DAY 1: Identifying Demonstrative Pronouns in Context

Learning Classroom-based Learning Experience Assessments Wrap-Up Virtues

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 Objectives Formative Summative Integration
Use demonstrative APK: Pointing Words Around Us! One Question – Confidence -
pronouns Students will ask Students will
The teacher will begin with a quick discussion by
one question develop
(this/that,these/ asking students if they know any words we use to point
about the topic. confidence as
those) by: (EN3G- to things nearby or far away (e.g., “this” for close
they practice
IIIab-4.2.1) (T) items). Show examples using objects in the classroom,
using
like “This is a book” or “That is a chair.”
demonstrative
pronouns
correctly in
Activity 1: Highlight the Pronouns various contexts,
a. Identifying
demonstrative The students will read through a short passage or a allowing them to
pronouns (this, series of sentences and highlight all instances of FOR1: Verbal communicate
that, these, those) demonstrative pronouns (this, that, these, those), response, checking more clearly and
in sentences. (A) helping them recognize and identify these pronouns in of understanding accurately. This
context. growing
confidence in
their language
Analysis: skills will
encourage them
 How does identifying demonstrative pronouns to participate
help us understand what a sentence is more actively in
describing? class discussions
 Why might it be important to recognize pronouns and other
that point to different objects or people? learning
activities.

Subject: N/A

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 DAY 2: Recognizing Demonstrative Pronouns through Challenge

Learning Assessments Virtues

Classroom-based Learning Experience Wrap-Up
Objectives Formative Summative Integration
Use demonstrative APK: Spot the Pronouns! One Question – Confidence -
pronouns Students will ask Students will
The teacher will begin by reviewing common action
one question develop
(this/that,these/ words (verbs) like "walk," "run," and "play." Then, using
about the topic. confidence as
those) by: (EN3G- a simple timeline on the board, the teacher will mark
they practice
IIIab-4.2.1) (T) one side as “Present” and the other as “Past.” Students
using
will be asked to share examples of sentences in the
demonstrative
present tense (e.g., “I run to school”) and the past
pronouns
tense (e.g., “I ran to school”). The teacher will place
correctly in
each example on the correct side of the timeline,
various contexts,
helping students visualize the difference between
allowing them to
present and past tense verbs.
communicate
more clearly and
accurately. This
Activity 1: Find the Pronoun Challenge growing
The students will go through a list of sentences, some confidence in
with demonstrative pronouns and some without. They their language
a. Identifying will read each sentence carefully, circle the skills will
demonstrative

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pronouns (this, demonstrative pronouns, count how many they found, FOR1: Verbal encourage them
that, these, those) and then share their findings with the class. This response, to participate
in sentences. (A) activity promotes careful reading and accurate feedbacking more actively in
identification. class discussions
and other
learning
Analysis: activities.

 Why is it useful to know when and where

demonstrative pronouns appear in sentences?
Subject: N/A
 What patterns did you notice about the use of
these pronouns in different sentences?

DAY 3: Differentiating Pronouns for Singular and Plural Objects

Learning Assessments Virtues

Classroom-based Learning Experience Wrap-Up
Objectives Formative Summative Integration

Use demonstrative APK: One or Many? One Question – Confidence -

pronouns Students will ask Students will
Teacher will start with a brief discussion about how we
one question develop
(this/that,these/ use words differently when talking about one item
about the topic. confidence as
those) by: (EN3G- versus multiple items. Show examples using nearby
they practice
IIIab-4.2.1) (T) objects (e.g., “this pencil” vs. “these pencils”).
using
demonstrative
pronouns
b. Differentiating Activity 1: Object Sorting with Pronouns correctly in
between "this/that" various contexts,
The students will be presented with various objects (or FOR1: Verbal
for singular objects allowing them to
pictures of objects) and will select the appropriate response, checking

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and "these/those" pronoun (this, that, these, or those) for each one. They of understanding communicate
for plural objects will then explain why they chose each pronoun, more clearly and
through examples considering whether the object is singular or plural and accurately. This
and practice near or far. growing
activities. (M) confidence in
their language
Analysis: skills will
encourage them
 How does the number of objects (singular or to participate
plural) affect the choice of pronoun? more actively in
 Why do you think it’s important to choose the class discussions
correct pronoun for singular and plural objects? and other
learning
activities.

Subject: N/A

DAY 4: Practicing Pronoun Use with Sentence Completion

Learning Assessments Virtues

Classroom-based Learning Experience Wrap-Up
Objectives Formative Summative Integration

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Use demonstrative APK: Which Pronoun Fits? One Question – Confidence -
pronouns Students will ask Students will
Review the difference between “this/that” and
one question develop
(this/that,these/ “these/those” by asking students to complete a
about the topic. confidence as
those) by: (EN3G- sentence you begin, like, “____ is my notebook”
they practice
IIIab-4.2.1) (T) (singular) or “____ are my books” (plural).
using
demonstrative
pronouns
b. Differentiating Activity 2: Sentence Completion Exercise correctly in
between "this/that" various contexts,
The students will complete sentences by choosing the FOR1: Verbal
for singular objects allowing them to
correct demonstrative pronoun. For example, they will response,
and "these/those" communicate
fill in blanks in sentences like "____ is my book" or feedbacking
for plural objects more clearly and
"____ are my toys," encouraging them to think about
through examples accurately. This
proximity and quantity in selecting the right pronoun.
and practice growing
activities. (M) confidence in
Analysis: their language
skills will
 How do you decide which pronoun to use in a encourage them
sentence? to participate
 How does thinking about distance (near or far) more actively in
help you pick the right pronoun? class discussions
and other
learning
activities.

Subject: N/A

DAY 5: Applying Pronouns in Real-Life Contexts

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 Learning Assessments Virtues
Classroom-based Learning Experience Wrap-Up
Objectives Formative Summative Integration

Use verbs in APK: Describing What We See! One Question – Confidence -

simple present Students will ask Students will
The teacher begins with a “classroom tour,” asking
and past tense by: one question develop
students to point to and describe objects they see
(EN3G-IIef- about the topic. confidence as
using demonstrative pronouns, like “This is a marker”
3.2.1.1) (M) they practice
or “Those are windows.”
using
demonstrative
c. Demonstrating pronouns
Activity 1: Classroom Tour Using Pronouns correctly in
the use of
demonstrative The students will participate in a classroom "tour" FOR1: Verbal various contexts,
pronouns by where they observe various objects. They will create response, checking allowing them to
constructing sentences using demonstrative pronouns to describe of understanding communicate
sentences that what they see, such as "This is my desk" or "Those are more clearly and
describe objects the windows," practicing the use of pronouns in a real- accurately. This
based on proximity life context. growing
and quantity (near confidence in
or far, singular or their language
plural). (T) Activity 2: Pronoun Picture Prompt skills will
encourage them
The students will look at pictures of items placed at to participate
varying distances (near or far) and quantities (singular more actively in
or plural). For each picture, they will write a sentence FOR2: Verbal
class discussions
using the correct demonstrative pronoun, such as "This response,
and other
is a pencil" for a close-up image or "Those are trees" feedbacking
learning
for a distant image of multiple trees. activities.

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 Analysis: Subject: N/A
 Why does knowing how to use demonstrative
pronouns help us describe what we see around
us?
 How does using pronouns make our sentences
more specific and clear?

Prepared by: Checked by: Approved by:

Danizelle Kaye C. Bernardo, LPT Claire Napthalie Somoso, LPT Melvie C. Nano, LPT
Subject Teacher Subject Coordinator Curriculum Development Coordinator

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