SOUTHERN BAPTIST COLLEGE INCORPORATED

HIGH SCHOOL
M’LANG, NORTH COTABATO 9402
064-572-6321; sbcmlanghs@gmail.com

Quarter: 4 Week: 5 Date: April 22-23, 2024

Grade: 9 Subject: English Section: Esther
Teacher/s: Sandi Faith R. Sargento

LEARNING PLAN

I. CONTENT

A. Competency (-ies): Revise sentences with errors in pronoun-reference

EN6G-lf-4.4.1

 Know Goal (Cognitive): Define pronoun reference and identify the

antecedent of a pronoun.
 Understand Goal (Affective): Explain why clear pronoun reference is
important for effective communication.
 Do Goal (Psychomotor): Revise sentences with unclear pronoun
reference.
B. Lesson: Pronoun-Reference

C. Resources: Integrated English for Effective Communication (Phoenix)

Grade 9 page 187

D. Biblical Integration: Proverbs 15:23 (NIV): "A timely word is worth more
than gold apples."

This verse highlights the value of clear and well-timed communication.

Just like a ripe and delicious apple is more valuable than unripe ones,
clear and concise words are more beneficial than those that are
confusing or unclear.

II. PROCESS

A. Pre-Assessment
Instructions: On a ¼ sheet of paper. Choose the letter of the answer that
best completes the sentence.

1. The teacher reminded the students to bring their textbooks to class.

____ would be needed for the lesson.
a) It
b) They
c) The textbooks
d) Their supplies

2. Maria loves to bake cookies. She often shares ____ with her friends.
a) it
b) them
c) the cookies
d) the baking
 3. The movie was very suspenseful. ____ kept me on the edge of my seat
throughout the entire time.

a) The suspense
b) It
c) The movie theater
d) The experience

4. When John finished reading the book, ____ passed it on to his sister.
a) he
b) it
c) the book
d) John's reading

5. If you study hard, ____ will be successful on the exam.

a) you
b) they
c) success
d) your effort

B. Acquisition
“Pronoun - is used to replace a noun in the sentence.”

“Antecedent - the noun the pronoun refers to. Pronoun should refer
clearly to one, clear, unmistakable noun coming before the pronoun.”

“Faulty pronoun reference - the common error in the use of pronouns

and their antecedents.”

“In writing sentences pronouns should clearly and directly refer to their
antecedents to avoid vague and confusing ideas.”

General rules in using pronouns.

a. Position the pronouns next to or close to their antecedents.”

b. Make exact or direct pronoun references.
c. As much as possible, write or mention the noun (antecedent) first
before the pronoun.

“It applies all the rules of using pronouns to avoid confusion.”

Common Errors in Pronoun Reference

1. There are two or more possible antecedents for a single pronoun.

“When Mr. Bumble introduced Oliver to the gentlemen, he trembled

and cried helplessly.”

(“It is unclear whether the pronoun he refers to Mr. Bumble or to

Oliver.”)

Possible Correction: When Mr. Bumble introduced him to the

gentlemen, Oliver trembled and cried helplessly.
2. The pronoun and its antecedent are remote from each other.

“The workhouses were built for the poor. The paupers, mostly children,
were required to do strenuous labor while being fed meagerly and treated
inhumanely. They were intentionally designed to torture the poor
through starvation.”

("The pronoun they refers to the workhouses. However, the words

children or paupers might be mistaken as the antecedent of the
pronoun.”)

Possible Correction: The workhouses were built for the poor. They were
intentionally designed to torture the poor through starvation. The
paupers, mostly children, were required to do strenuous labor while
being fed meagerly and treated inhumanely.

3. Pronouns like "that" "this" or "which" to refer to the general idea of the
preceding clause or sentence instead of a specific noun.

“Oliver asked for one more bowl of gruel, which angered the master of the
workhouse.”

(“The pronoun which has no clear or direct reference in the sentence. It

somehow captures the general idea of the preceding clause but does not
directly point to a specific antecedent.”)

Possible Corrections:

a. Oliver asked for one more bowl of gruel. It was an action that made the
master of the workhouse angry. (The antecedent action is added; the
pronoun is replaced with that and; the clause was rearranged.)

b. Oliver asked for one more bowl of gruel. This kind of boldness angered
the master of the workhouse. (The pronoun is completely eliminated.)

4. Pronouns to refer to implied/hidden antecedents.

“Oliver had been an orphan since he was an infant. It is a misfortune for

any child.”

(“The sentence implies that the pronoun it refers to the condition of being
an orphan or orphanhood. Thus, the word orphan is not the antecedent
of the pronoun it.”)

Possible Correction: Oliver had been an orphan since he was an infant.

Orphanhood is a misfortune for any child.

5. The pronoun has no antecedent at all.

“During meals at the workhouse, they never asked for more food.”

(“The pronoun they does not have a clear reference/antecedent in the

preceding clause.”)
 Possible Corrections:

a. During meals at the workhouse, children never asked for more food.

b. When children ate their meals at the workhouse, they never asked for
more food.

C. Make-Meaning
Activity 1: Spot the Confusion!

 Divide the class into 3 groups.

 Each group will be provided with 3 sets of sentences that contain
unclear pronouns.

o Sarah left a message for Michael saying she would be late.

He didn't seem too happy about it. (Unclear: He refers to
Michael, but it could also refer to Sarah)
o The dog chased the cat up the tree, then barked at it angrily.
(Unclear: It refers to the cat, but it could also refer to the
tree)
o After reading the book, they decided to return it to the
library. (Unclear: They refers to unspecified people, but it's
unclear who "they" are
 Task the groups to identify the pronouns and their intended
antecedents.
 Encourage them to rewrite the sentences to improve clarity.
 After some time, each group share their findings and revised
sentences with the class. Discuss the importance of pronoun
reference in achieving clear communication.

Activity 2: Fix the Story

 Present the class with a short story with several instances of

unclear pronoun reference.
The Woman in Blue
Rain lashed against the dusty windowpane, mirroring the turmoil
inside the antique shop. Amelia paced, her eyes flitting between the
ornately framed portrait and the nervous man fidgeting by the door.
He kept glancing at his watch, then back at the portrait.
"Are you sure it's here?" he finally blurted. Amelia pursed her lips. "It
depends," she said, her voice cool. "What exactly did you tell your...
associate?"
The man shifted uncomfortably. "I just said it was a small portrait,
with a woman in blue. That's all they gave me." Amelia sighed. "There
are several portraits of women in blue here, sir. Perhaps you could be
more specific?"
Frustration coloured the man's face. "They didn't give me much to go
on! Just said it held the key. The woman… she looked familiar, but I
couldn't place it." He raked a hand through his hair. "Look, this is
important. I need to find it."
 Suddenly, a flash of lightning illuminated the room. In that instant,
Amelia saw something glint in the man's pocket. Her heart hammered
in her chest. It was a silver locket, its design identical to the clasp on
the portrait. "That," she said, her voice barely a whisper.
The man's eyes darted to his pocket, then back to Amelia, a flicker of
fear crossing his face. The answer was clear, but the question hung
heavy in the air: who was the associate, and what secret did the
woman in blue hold?

 Divide the class into 3 groups.

 Instruct each group to rewrite the story, correcting the pronoun
reference issues and ensuring clarity.
 Allow time for the pairs to work together and revise the story.
 Hold a class discussion where volunteers can share the revised
story and explain the changes they made.
D. Transfer
1. Application

On a ½ sheet of paper. Explain why clear pronoun reference is

important for effective communication.

2. Assessment / Evaluation
On page 189, activity 8, choose only 3 paragraphs, and then revise by
making the necessary corrections in the agreement of the pronoun
and its antecedent.

Prepared by: Sandi Faith R. Sargento Evaluated by: Mrs. Marilyn P. Tungala
Pre- Service Teacher Cooperating Teacher

Checked by: Dolly Joy V. Valenzuela MAEd

School Principal