Republic of the Philippines

Region VI-Western Visayas

Department of Education
Division of Roxas City
Lawa-an Integrated School
Lawa-an, Roxas City, Capiz
S.Y 2022-2023

DAILY School LAWA-AN INTEGRATED SCHOOL Grade Level 8

LESSON Teacher BERNARD B. ONASIN JR. Learning Area ENGLISH
PLAN Teaching Dates May 20, 2025 Quarter 4
and Time 12:30PM – 1:30PM

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of: African Literature as a means of exploring
forces that human beings contend with; various reading styles vis – à-vis purposes of
reading; prosodic features that serve as carriers of meaning; ways by which information
may be organized, related, and delivered orally; and parallel structures and cohesive
devices in presenting information.

B. Performance Standard The learner transfers learning by composing and delivering an informative speech based
on a specific topic of interest keeping in mind the proper and effective use of parallel
structures and cohesive devices and appropriate prosodic features, stance, and behavior.

C. Learning Competencies EN8G-Ia-7: Use Parallel Structures

D. Learning Outcome At the end of the lesson, students should be able to:
1. define parallel structures;
2. identify the parallel structures with words; and
3. write sentences using parallel structures
II. CONTENT PARALLEL STRUCTURES
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Page
2. Learner’s Materials Page English 8 Learning Activity Sheet: Using Parallel Structures. Quarter 4
3. Textbook Pages English Communication Arts and Skills through Afro-Asian Literature 8
4. Additional Reference from Learning https://examples.yourdictionary.com/parallel-structure-examples.html
Resources
B. Other Learning Resources LED TV, laptop, and visual aids
IV. PROCEDURES

A. Reviewing Previous Lesson or The teacher will recall the previous lesson and ask questions to the students.
Presenting the New Lesson
1. What is Cohesive Device?
2. What are the examples of Cohesive Devices?

B. Establishing a Purpose for the Activity Title: Jumbled Letters!

Lesson
Direction: The class will be divided into two groups. Each group will be given an
envelope with a set of letters inside it. Arrange the set of letters to form a words related to
our topic. Use the clue provided to answer this activity.
Set of Letters Clue
1. - The way something
T S R U E R T C U is built or arranged,
-structure like a sentence.
2. - A verb ending in -
D N R G U E ing that acts as a noun.
-gerund

3. - The "to + verb"

I F N I N V T I E I form, like "to run" or
-infinitives "to write."
4. - A word that describes a
D E C T A J V I E person, place, or thing
-adjective (e.g., happy, tall).

5. - A word that tells

E B A V R D how, when, or where
-adverb an action happens
(e.g., quickly, softly).
6. - A name of a person,
N N U O place, thing, or idea
-noun (e.g., book, teacher,
happiness).
7. - An action word (e.g.,
R V B E run, dance, write).
-verb

8. - Two lines that never

L E A P R A L L meet, just like words
-parallel in a balanced
sentence.

C. Presenting Examples/Instances of The teacher will present a picture of parallel lines and ask questions.
the New Lesson

1. What can you say about these lines?

2. What do you call these lines?

D. Discussing New Concepts and The teacher will present the definition of Parallel Structure.
Practicing New Skills #1
PARALLEL STRUCTURE

Parallel Structure (also called Parallelism) is the repetition of a chosen grammatical

form within a sentence. By making each compared item or idea in the sentence follow the
same grammatical pattern, to create a parallel construction.

Means that coordinate parts of a sentence, such as items in a series or list, have the same
grammatical form. Items in a series must be all gerunds, all verbs, or all participles, and
so on.

E. Discussing New Concepts and PARALLEL STRUCTURE WITH WORDS

Practicing New Skills #2
GERUND - a verb form in –ing but functions as a noun.
Examples: Writing, Eating, Dancing
Not Parallel: Fonz likes traveling, camping and to hike.
Parallel: Fonz likes traveling, camping and hiking.
Not Parallel: The students are learning by listening, speaking, and to write
Parallel: The students are learning by listening, speaking, and writing.
INFINITIVE - a verbal consisting of to +verb and acts like a subject, direct object,
subject compliment, adjective, or adverb in a sentence.
Examples: To walk, To jump, To talk
Not Parallel: Esnyr wants to study, to write and solving.
Parallel: Esnyr wants to study, to write and to solve.
Not Parallel: She plans to clean the house, washing the dishes, and to cook dinner.
Parallel: She plans to clean the house, to wash the dishes, and to cook dinner.

ADJECTIVE - is a word used to describe or modify a noun or pronoun.

Examples: Old, Happy, Intelligent
Not Parallel: Chloe is young, beautiful and thinks actively.
Parallel: Chloe is young, beautiful and active.
Not Parallel: The dog is playful, friendly, and barks loudly.
Parallel: The dog is playful, friendly, and loud.

ADVERB - is a word that modifies a verb, adjective or another adverb.

Examples: Actively, Happily, Neatly
Not Parallel: Teacher Marsi speaks soft and slowly.
Parallel: Teacher Marsi speaks softly and slowly.
Not Parallel: He completed his work quickly, efficiently, and with accuracy. Parallel:
He completed his work quickly, efficiently, and accurately.

NOUN - is a name of person, place or thing.

Examples: Annie, Capiz, Book
Not Parallel: Kimberly is studying music, language and to make art.
Parallel: Kimberly is studying music, language and art.
Not Parallel: She loves flowers, chocolates, and receiving gifts.
Parallel: She loves flowers, chocolates, and gifts.

VERB - is the action or state of being in a sentence.

Examples: Walk, Eat, Write
Not Parallel: Kimrey wrote a letter and mails it to the office.
Parallel: Kimrey wrote a letter and mailed it to the office.
Not Parallel: Toretto wakes up early, drinks coffee, and is preparing for work. Parallel:
Toretto wakes up early, drinks coffee, and prepares for work.
F. Developing Mastery (Leads to The teacher will group the students into 2. Each group will be tasked to rewrite sentences
Formative Assessment to make it parallel in structure, and write sentences using Parallel Structures with words.

Activity 1

Direction: Rewrite sentences 1, 2 and 3 to make it parallel in structure.

1. Lisa is kind, wise, and she help others.

- ADJECTIVE
- Lisa is kind, wise, and helpful.
2. The athlete trained daily, efficiently, and with diligence.
- ADVERB
- The athlete trained daily, efficiently, and diligently.
3. Mr. Reyes is a doctor, a writer, and teaches at a university.
- NOUN
- Mr. Reyes is a doctor, a writer, and a teacher.

Criteria Excellent (3) Needs Improvement (2) Unsatisfactory (1)

The sentence has consistent Some elements are parallel, The sentence lacks parallel
Consistency in
and parallel elements (verbs, but there are a few structure, making it
Structure
nouns, adjectives). inconsistencies. unclear.
Proper and consistent use of No use or incorrect use of
Use of Inconsistent or incorrect use
conjunctions (and, or, but) to conjunctions, causing
Conjunctions of conjunctions.
link ideas. confusion.
The sentence is clear and The sentence is somewhat The sentence is confusing
Clarity
easy to understand. clear but could be smoother. or hard to understand.
Activity 2

Direction: For numbers 4, 5 and 6 write a sentence according to the Parallel Structures
with words assigned to each number.

4. GERUND

5. INFINITIVE

6. VERB

G. Finding Practical Applications of Question:

Concepts and Skills in Daily 1. What are the things you have learned from our discussion?
Living
H. Making Generalizations and Questions:
Abstraction about the Lesson 1. What is Parallel Structure or Parallelism?
2. What are those six (6) Parallel Structures with words?

I. Evaluating Learning Directions: Determine whether the following sentences are parallel in structure. Write
(P) if Parallel and (NP) if Not Parallel. If you answered (NP) rewrite the sentences to
make it parallel.

1. I enjoy hiking, swimming, and fishing.

2. The audience cheered, laughed and crying too.
3. I picked up my things, run out the door, got in my car and drove off.
4. She likes to dance, to swim and jumping.
5. I would describe her as intelligent, beautiful and caring.

Answer Key:
1. Parallel
2. Not Parallel
The audience cheered, laughed and cried too.
3. Not Parallel
I picked up my things, ran out the door, got in my car and drove off.
4. Not Parallel
She likes to dance, to swim and to jump.
5. Parallel
J. Additional activities for Direction: In a ½ sheet of paper, write six (6) sentences using all Parallel Structures with
application or remediation words.

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in

the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial work? No. of __ Yes__ No
learners who have caught up with
the lesson.
D. No. of learners who continue to
require remediation
E. Which of the teaching strategies Strategies used that work well:
worked well? Why did theses __ Group collaboration __Game
work? __ Think-Pair-Share (TPS) __ Diads
__ Role Playing/Drama __ Carousel
__ Solving Puzzles/Jigsaw __ Lecture Method
__ Rereading of Paragraphs/Poems/Stories __ Discovery Method
__ Answering preliminary activities/exercises __ Differentiated Instruction
Why?
__ Complete Ims __ Pupil’s eagerness to learn
__ Availability of Materials __ Group member’s cooperation in doing their
tasks
F. What difficulties did I encounter __ Bullying among pupils __ Colorful Ims
which my principal or supervisor __ Pupils’ behavior/attitude __Unavailable Technology Equipment
can help me solve? (AVR/LCD/LED)
__ Additional Clerical works __ Science/Computer/Internet Lab

G. What innovation or localized Planned innovations:

materials did I use/ discover which __ Localized Videos __ Making big books from views of the
I wish to share with other teachers? locality
__ Local poetical composition __ Recycling of plastics to be used as IMs

Prepared by:
BERNARD B. ONASIN JR.
Student-Teacher

Checked by:
CANDELARIA E. CALVEZ VICMAR B. SOLANO
Cooperating Teacher Teaching Internship Coordinator