DETAILED LESSON PLAN IN ENGLISH 8
School Luis Palad Integrated High School Grade Level 8
Teacher Ma. Queen C. Ayap Learning Area English
Teaching Date March 18-21, 2024 Quarter / Week Third/ 7
Time CO No.
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of: Southeast Asian
literature as mirror to a shared heritage ; coping strategies in
processing textual information; strategies in examining features
of a listening and viewing material; structural analysis of words
and propaganda techniques; and grammatical signals for
opinion- making, persuasion, and emphasis.
B. Performance Standards The learner transfers learning by composing and delivering a
persuasive speech based on an informative essay featuring use
of properly acknowledged information sources, grammatical
signals for opinion-making, persuasion, and emphasis, and
appropriate prosodic features, stance,and behavior.
C. Learning Competencies EN8G-Ia-7: Use parallel structures
(Code)/ Objectives
• Knowledge 1. Define parallel structures;
2. Familiarize the rules on parallel structures;
• Skills 3. Write sentences using parallel structures correctly;
• Attitudes 4. Express appreciation of the rules of parallel structures.
II. CONTENT Using Parallel Structures
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages English – MELCS Grade 8 (p. 191)
2. Learner’s Materials pages
3. Textbook pages
English – Grade 8
Alternative Delivery Mode
4. Additional Materials from Quarter 3– Module 6: Using Parallel Structures
Learning Resource (LR) First Edition, 2020
portal
Learners Pocket (LeaP)
Materials:
B. Other Learning Resources A. Laptop
B. Visual Aids
IV.
Review/ Introductory Preliminary Activities/ Routines/Checking of Attendance/Classroom
Activity (15 minutes) Management Etc.
A. Reviewing previous RECAPITULATION
lesson or presenting a
new lesson o Checking of Previous Activities / Review of the Previous Lesson
o Using Cohesive Devices
B. Establishing a
purpose for the
lesson
BRIDGING THE LESSON
“Odd Out”
The teacher will give a set of categories and in each category, the students
need to identify and choose one that they think does not belong to the group.
They will be grouped into two and the first who will raise the flag will answer
within 3 seconds. Unable to do so, the other group will steal the chance to
answer.
List of Categories:
A. Visuals
1. Movie Themes
A. B. C. D.
2. Drama Series
A. B. C. D.
3. Celebrity break-ups
A. B. C. D.
B. Music
1. Song Genres
A. Only Love Can Hurt Like This B. Waka – waka
C. Water D. Greedy
2. Folkdances
A. The itik-itik B. Yoyoyoyo
C. The Binasuan D. Tinikling
C. Grammar
1. Verb Tenses
A. eat B. gave C. sent D. took
2. Adjectives
A. pretty B. cute C. awesome D. Kelly
3. Gerunds
A. hiking B. swimming C. draw D. running
5. Infinitive phrases
A. jump B. to run C. to build D. to study
Activity & Analysis
(40 minutes)
Using Parallel Structures
C. Presenting Parallelism
examples/instances
of the new lesson
➢ The balance between two or more similar words, phrases, or clauses
is called parallelism in grammar. Parallelism is also called parallel
structure or parallel construction.
➢ Parallel construction prevents awkwardness, promotes clarity, and
improves writing style and readability.
➢ In grammar, parallelism, also known as parallel structure or parallel
construction, is a balance within one or more sentences of similar
phrases or clauses that have the same grammatical structure. The
application of parallelism improves writing style and readability and is
thought to make sentences easier to process.
➢ Parallel Structure means using the same construction for sentence
elements that are the same in function.
RULES
➢ Words and Phrases
With the -ing form (gerund) of words:
Parallel: Jhoanne likes writing, swimming, and reading.
With infinitive phrases:
Parallel: Jhoanne likes to hike, to swim, and to ride a bicycle. OR
Jhoanne likes to hike, swim, and ride a bicycle.
➢ (Note: You can use "to" before all the verbs in a sentence or only
before the first one.)
Do not mix forms.
Parallel: Mary likes hiking, swimming, and riding a bicycle.
Parallel: The production manager was asked to write his report
quickly, accurately, and thoroughly.
Parallel: The teacher said that he was a poor student because he
waited until the last minute to study for the exam, completed his lab
problems in a careless manner, and lacked motivation.
D. Discussing new ➢ Clauses
concepts and A parallel structure that begins with clauses must keep on with
practicing new skills clauses. Changing to another pattern or changing the voice of the
(F1) verb (from active to passive or vice versa) will break the parallelism.
Example 1
Parallel: The coach told the players that they should get a lot of sleep,
that they should not eat too much, and that they should do some
warm-up exercises before the game.
— or —
Parallel: The coach told the players that they should get a lot of sleep,
not eat too much, and do some warm-up exercises before the game.
Example 2
Parallel: The salesman expected that he would present his product at
the meeting, that he would have time to show his slide presentation,
and that prospective buyers would ask him
questions.
➢ Lists After a Colon
Be sure to keep all the elements in a list in the same form.
Example 1
Parallel: The dictionary can be used to find these: word meanings,
E. Discussing new pronunciations, correct spellings, and irregular verbs.
concepts and
practicing new skills
(F2)
Application Activity 1
(1 hour) A. Directions: Read the sentences below. Write P in the sentences. Write P
if the sentence is parallel and write NP if not parallel. Write your answer on a
F. Developing mastery separate sheet of paper.
(F3)
1.These mangoes are ripe, juicy and sweet.
2. A lot of tourists are expected to visit the beach and the museum.
G. Finding Practical 3. Voters should not only be wise but also vigilant.
Applications of
Concepts and Skills in 4. Organic vegetables are being sold in the market like eggplant, potato,
Daily Living carrots and a lot of cabbage.
5. The beach is famous for its fine and white sand.
B. Directions: Select the word or phrase that needs to be changed to make
the sentence correct. Some sentences contain no errors at all. Write the letter
of your choice on a separate sheet of paper.
6. After class hours, the students went to the plaza, to the mall, and home.
A. After class C. the plaza E. No error
B. the students went D. and home
7.In an earthquake, residents are advised to duck, to cover, and to hold.
A. In an earthquake C. to cover E. No error
B. to duck D. to hold
8. Raymond spends his summer fishing, camping, and a swim.
A. Raymond spends C. fishing E. No error
B. his summer D. a swim
9. Being a prolific artist, he was able to compose a song, writing a poem, and
paint portraits.
A. a prolific artist C. compose a song E. No error
B. he was able D. writing a poem
10. The mangoes from Guimaras are fresh, sweet, and juicy.
A. mangoes C. sweet E. No error
B. fresh D. juicy
Activity: Let’s Create Scenario together!
Pair work: “Comic Strip”
Directions: The students will be grouped into pairs and each pair need to
apply their learning in parallelism through making a comic strip. The students
will choose one scenario from the list below to be used in their comic strip.
a. You asked your new classmate about the things the he/she
likes to do during weekend.
b. You are telling your friends how amazing your mother is.
c. You are having a conversation with someone about your
dreams in life.
d. You are telling to someone about your plans on vacation.
Below are the examples of a comic strip:
The comic strip will be graded through the following criteria:
Content (40) – It must show the chosen scenario and must show the usage
of parallelism.
Spelling, Grammar, and Punctuation (15) – It should be free from errors.
Creativity (15) - It must be colored and designed
Clarity and Neatness (10) – It must be readable and easy to understand.
Timeliness (10) – It should be passed on time.
Originality – York work should not copy from the internet.
Students will use the template below:
Abstraction
(5 minutes)
The teacher will ask the following questions:
H. Making generalization
and abstraction 1. What are parallel structures?
2. What are the rules to consider when using parallel structure in your
writing?
3. Are using parallel structure in writing or in giving speeches important?
Why?
Assessment Activity:
(15 minutes)
Directions: Rewrite the sentences that lack parallel structure. If the sentence
I. Evaluating learning is already parallel, label it with C.
1. This diet emphasizes fresh vegetables, whole- grain bread, and meat that
is broiled.
2. The children need to put away their toys, and they should brush their teeth
before
they go to bed.
3. This course is designed to teach you to write a good essay and avoiding
grammatical
errors.
4. She wore a diamond ring, a pearl necklace, and a bracelet made if jade.
5. The goals of the French revolution were liberty, equality, and fraternity.
6. He is overweight because he loves to eat, but hates exercising.
7. The witness appeared quiet, calm, and had confidence.
8. We are looking for a house with three bedrooms, two baths, and that has a
large
bathroom.
9. The dessert was light, creamy and delicious.
10. She likes to dance, to eat, and having a good time.
J. Additional activities Directions: Make a sentence out of the following words or phrases.
for application or
remediation Example: laugh and cried
Possible answer:
She laughed at her jokes and cried at her misfortune.
1.cooked and clean
2. cleaning, cooking, and washing
3. studying but playing
4. to study, to work, and to marry
5. not only sings but also play
V. REMARKS
VI. REFLECTIONS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson.
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
Prepared by:
Ma, Queen C. Ayap
Pre-service Teacher
Checked by:
CATRHINA D. JAMILANO
Cooperating Teacher
