School SAN FERNANDO Grade Level

NATIONAL Grade 8
HIGHSCHOOL
Teacher Jerico F. Rañada Learning Area ENGLISH
Date and Time March 15, 2022 Quarter Three

I. OBJECTIVES
The learner demonstrates understanding of: Southeast Asian literature as mirror to
a shared heritage ; coping strategies in processing textual information; strategies in
A. Content Standard examining features of a listening and viewing material; structural analysis of words
and propaganda techniques; and grammatical signals for opinion- making,
persuasion, and emphasis.
The learner transfers learning by composing and delivering a persuasive speech
based on an informative essay featuring use of properly acknowledged information
B. Performance Standard
sources, grammatical signals for opinion-making , persuasion, and emphasis, and
appropriate prosodic features, stance,and behavior.
C. Learning 1. Identify parallel structure used in the sentence/statement;
Competency/Objectives 2. Use parallel structures to complete a sentence.
(Write the LC code for each.)
II. CONTENT Use of parallel structures(EN8G-Ia-7)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials LEARNING ACTIVITY SHEET IN ENGLISH 8
pages Worksheet No. 6 Quarter 3
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resources POWER POINT PRESENTATION
IV. PROCEDURES LEARNERS
 The teacher ask the students what are the topic they’ve discussed
yesterday.
 Coordinating and correlative conjunctions
 What is a coordinating conjunction?
 What is a correlative conjunction?
A. Reviewing previous  How do we use coordinating and correlative
lesson or presenting the conjunction?
new lesson. Coordinating Conjunctions. When you connect two or more
clauses or phrases that are independent or equal (for, and, nor, but,
or, yet, or so),
Correlative Conjunctions. Used in pairs (not only…but also,
either…or, neither…nor, if…then, etc.)

B. Establishing a purpose  Before the beginning of the activity the teacher ask the students with
for the lesson. visual impairment to sit at the front row and ask other students to fix
their chairs, pick the trash and fix their face mask.
 The teacher give the students a short game that shows a small detail
about the topic. A Jumbled letter game.
1. Phrase – RHAESP
2. Essays – EYSASS
3. Researches – AEEREHCRS
4. Articles – TICAESLR
 5. Parallel - AARLLLEP

 The teacher explains the key words that was created by the students
through the game they performed.
 The teacher presents the objective of the lessons.

The teacher let the students read the following phrases/sentences

EXAMPLE

Parallel
 Ellen likes hiking, attending the rodeo, and taking afternoon naps.
 What have you noticed in the sentence?
 Which is the subject?
 Which are the verbs?
 How many verbs can you identify in this sentence?
 Did the sentence use a conjunction?
 What conjunction does it use?
C. Presenting examples/  My friends never judge me by my words or my actions.
instances of the new  My uncle likes to eat in expensive restaurant and to visit the
lesson museums.

Unparallel
 Ellen likes hiking, the rodeo, and to take afternoon naps.
 My friends never judge me by my words or what I did.
 My uncle likes to eat in expensive restaurant and visiting the
museums.

 What is the difference of this sentence from the other

sentence?
 From these two sentences which do you think is the
parallel and the unparalleled sentence?

D. Discussing new The teacher present the lesson.

concepts and practicing  The teacher gives the definition of parallel sentence and presents
new skills # 1 more example

Parallel
 My friends never judge me by my words or my actions.
 My uncle likes to eat in expensive restaurant and to visit the
museums.

 The teacher ask the students what is the definition of PARALLEL in

Mathematics and Science and how it is achieve.
Geometry: parallel lines are straight lines that do not intersect at any
point.
Biology: when two species are similar in a particular character,
evolution is defined as parallel if the ancestors shared the similarity.
 In English Parallel structure means using the same pattern of words
to show that two or more ideas have the same level of importance.
This can happen at the word phrase, or clause level. The usual way
to show parallel structures is with the use of coordinating
conjunctions, correlative conjunctions, with phrases or clauses of
comparison and lists.
 Act.1
Tell whether the following sentences are PARALLEL or NOT
PARALLEL
1. What I said or my actions upset everyone in the room.
2. We put the pictures and what our itinerary was into the album.
3. Good sense and thoughtfulness are two valuable assets.

ANSWER
1. NOT PARALLEL- WHAT I SAID OR WHAT I DID UPSET
EVERYONE IN THE ROOM
2. NOT PARALLEL- WE PUT THE PICTURES AND OUR
ITINERARY INTO THE ALBUM.
3. PARALLEL
E. Discussing new Parallel structure adds both clout and clarity to your writing. When you use
concepts and practicing parallel structure, you increase the readability of your writing by creating
new skills # 2 word patterns readers can follow easily.

Understanding Parallel Structure (also called parallelism) is the

repetition of a chosen grammatical form within a sentence. By making
each compared item or idea in your sentence follow the same
grammatical pattern, you create a parallel construction.

The teacher add more details on PARALLEL structure.

Sentence elements that are alike in function should also

be alike in construction. These elements should be in the
same grammatical form so that they are parallel.

Using parallel structure in your writing will help you

with: 1. Economy 2. Clarity 3. Equality 4. Delight
The FIVE Parallelism rules ( the teacher explains that the
words that are highlighted with green means parallel and
correct while red are unparallel or faulty like in arts green
stands for growth, health, hope, harmony while red is for
sacrifice and danger.)
1. Use parallel structure with the elements joined by the
coordinating conjunction.
 Faulty: Your company and what its potential is

are great value to me.

 Correct: your company and its potential are of
great value to ma.
2. Use parallel structure with elements in list or in a
series.
 Faulty: The tribes emphasized collective
survival, mutual aid, and being responsible for
one another.

 Correct: The tribes emphasized collective

survival, mutual aid, and responsible for one
another.
3. Use parallel structure with elements being compared.
 Faulty: I like swimming better than to dive.
  Correct: I like swimming better than diving.
4. Use parallel structure with elements joined by a
linking verb and verb of being.
 Faulty: To succeed is opening a new
opportunity.
 Correct: To succeed is to open a new
opportunity.
5. Use parallel structure with elements joined by a
correlative conjunction.
 Faulty: Clare not only wants money but also
fame.
 Correct: Clare wants not only money but also
fame.

 Correct: Clare not only wants money but also

wants fame.

F. Developing mastery Directions: In the following popular excerpts from Indonesian poems,
one line has parallel structure and the other line lacks parallel
structure. Put check on the CORRECT line.

1. ______A. A mother holds her dying son her tears raining down
her face dark and pale.
______B. A mother holds her dying son her tears raining down
her dark and pale face.
2. ______A. She only heard hisses from his blooded and muddy
mouth before his body
become rigid.
______B. She only heard hisses from his blood and muddy
mouth before his body
become rigid.
-From The Love of a
Mother, Gus Mus

3. _____A. Even if bullets pierce my skin, I will still enraged and

attack wounds and poison.
______B. Even if bullets pierce my skin, I will still enrage and
attack wounds and poison.
- From “Me”, Chairil Anwar

4. ______A. Rain precipitates the night. Faintly comes the rustle

of kite’s wings; and the
sounds of day are hushed swimming to meet the end
sight.
______B. Rain precipitated the night. Faintly comes the rustle
of kite’s wings; and the
sounds of day are hushed swimming to meet the end
sight.
-From Dusk in the
Harbour, Chairil Anwar

5. ______A. It was no more than a reflection of twinkling stars

upon the racing waves.
 ________B. It was no more than a reflection of twinkling stars
upon the races waves.

-From The Wanderer, Rivai Apin

The teacher ask the students the importance of knowing and understanding
G. Finding practical
Parallel structure in English grammar.
application of concepts
and skills in daily living.
In applying parallel structure, figure out what parts of the sentence are
H. Making generalizations,
being compared. Decide whether they are parallel, i.e. arranged or
and abstractions about the
lesson. constructed in the same way. If they are not, make them parallel by
making the grammatical construction the same in each part.
Directions: Complete the sentence by using parallel structure.
Choose the correct word or phrase that gives the sentence correct
parallel structure.

1. Some examples of marine mammals are polar bears, seals,

and___________,

A. Otters C. Cats
B. Lion D. Dogs

I. Evaluating learning
2.Sea Otters spend their days foraging for food, sunbathing on rocks
and __________________ in kelp forest.
A. Grazed C. grazing
B. to Graze D. will graze
3. Sea otters are bigger than _________________.
A. an otters in the rive C. river swimming otter
B. river otters D. otters living in the rivers.
4. She decided to leave her job and _______________ around the
world.
A. travel C. travelled
B. travelling D. will travelling
5. Some people think that being successful is the same thing
__________________.
A. As to have money.
B. As having money.
C. As have money.
D. to have money
Assignment:
a. Students who got scores 3 below will be listing 10 sentences
that has parallel structure. Sentences that can be found on news
paper and magazines.
J. Additional activities for b. Students who scores 4-5 will creating their own 10 sentences
application or remediation that has parallel structure.
V. REMARKS
VI. REFLECTION
VII. OTHERS
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 lesson
work? No. of learners who
have caught up with lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategy worked well? Why did
this worked?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
used/discover which I wish to
share with other teachers?
Directions: Complete the sentence by using parallel structure. Choose the correct word or phrase
that gives the sentence correct parallel structure.

1. Some examples of marine mammals are polar bears, seals, and___________,

A. Otters C. Cats
B. Lion D. Dogs

2.Sea Otters spend their days foraging for food, sunbathing on rocks and __________________ in
kelp forest.
A. Grazed C. grazing
B. to Graze D. will graze

3. Sea otters are bigger than _________________.

A. an otters in the rive C. river swimming otter
B. river otters D. otters living in the rivers.

4. She decided to leave her job and _______________ around the world.
A. travel C. travelled
B. travelling D. will travelling

5. Some people think that being successful is the same thing

__________________.
A. As to have money.
B. As having money.
C. As have money.
D. to have money