DETAILED LESSON PLAN

School: ALAMADA HIGH SCHOOL

Developed by: LOUIGRACE V. FONTANILLA
Subject: English – Grade 8 Quarter 3
Teaching Date & Time:
Section/s: ________________________

Most Essential Learning Examine Sample English for Grade 8 Quarter

Competency: 3
Code: (EN8G-la-7)

I. OBJECTIVES
A. Content Standards: The learner understands the role parallel
structure in the context of writing.

B. Performance Standards: The learner is able to effectively use parallel

structures in crafting sentences.

C. Learning Cognitive:
Competencies/Specific  Identify sentences with and without parallel
Objectives: structures.
 Define parallel structures.
 Familiarize rules on parallel structures.
 Identify errors in parallel structure
 Craft sentences using parallel structures
correctly.

Affective:
 Value the significance of parallel structure
in writing.

II. CONTENT/SUBJECT Parallelism

MATTER
III. LEARNING RESOURCES References:

IV. PRELIMINARIES Opening Prayer

V. PROCEDURES
A. Reviewing previous lesson The teacher will administer a short test as a quick
or presenting the new lesson review on the previous discussion on verbs.

Direction: Identify the underlined word if it is in

GERUND or INFINITIVE FORM.
 1. The ballerina taught us dancing.
2. Reading is my favorite hobby.
3. To teach is my passion.

B. Establishing a purpose for Before unravelling the new topic, the teacher will
the lesson. present images to the class. Each picture will be
shown separately and the students will be asked
to share their perceptions.

The students will be grouped into 5.

The teacher will assign a question to each group
and allow them to identify which sentence is
parallel or not parallel.

PARALLEL NOT PARALLEL

He likes to play He likes to play
basketball and to basketball and watch
watch television. television.

Mary likes hiking, Mary likes hiking,

swimming, and riding swimming, and to ride
a bicycle. a bicycle.

Of all the sports I’ve Of all the sports I’ve

played, I prefer tennis, played, I prefer tennis,
volleyball, and soccer. volleyball, and playing
soccer.
C. Presenting Yesterday, I was Yesterday, I was
examples/instances of the new exhausted, hungry, exhausted, hungry,
lesson and sick. and I felt sick.

My English My English
conversations class is conversations class is
made up of Mexicans, made up of Mexicans,
Saudis, and Bosnians. Saudis, and some
people are from
Bosnia.

After the questions are answered, the teacher will

test the comprehension of the students based on
their answers and allow them to define
Parallel Structure.

The teacher will conduct a lecture on the rules of

Parallel Structure.

Parallel Structure
 Refers to using two or more words,
phrases, or clauses that have similar parts
of speech or patterns
 Provides a phrase with balance and clarity
 Serves to give a pattern and rhythm
 The repetition of two grammatical form or
more parts of a sentence.
 The use of coordinating conjunctions such
as “and”, “but”, or “or” is the usual way to
join parallel structures with the same level
of importance.

For example:

1. Nash and his friend are coming to dinner.

D. Discussing new concepts and  noun +¿ and +¿ noun
practicing new skills #1
2. Susan raised her hand and snapped her
fingers.
 verb +¿ and +¿ verb

3. These shoes are old but comfortable

 adjective +¿ but +¿ adjective

4. I searched under the table and on top of the

refrigerator for my wallet.
 prepositional phrase +¿ and +¿
 prepositional phrase

5. My boss likes people who come to work on

time and who take little vacation time.
 noun clause +¿ noun clause

Below are a few rules to be familiarized when

checking parallel structures in a sentence.

1. When a sentence is composed of a series

of verbs, do not mix forms.

Example:

a. I like to jog, bake, paint, and watching movies.

(without a parallel structure)

b. I like jogging, baking, painting and watching

movies.
(With parallel structure, all are in a gerund form)

Or
I like to jog, bake, paint, and watch movies.
(all are in infinitive form preceded by to)

2. On the word level, a noun should be grouped

with other nouns, and adjective with other
adjectives, and so on.

Example:

a. The company is looking for an applicant who is

friendly, organized, meticulous, and is going to
arrive to work on time.
(without parallel structure)

b. The company is looking for an applicant who is

friendly, organized, meticulous, and punctual.
(with parallel structure)

3. Commas are required to separate three or

more items in a list or parts of a parallel
sentence.
 No comma to separate two items in a list.

a. Steve, and Joe are in class. (incorrect)

b. Steve, Joe, and Andy are in class.
(To be done individually)

A. Choose the letter that contains the

phrases/words that make it parallel. Write
your answers on a separate sheet of
paper.

1. During the lockdown, people were either

singing, baking, or __________.

a. garden c. dance
b. gardening d. planted

2. There are a lot of activities you can do on

the beach. You can build a sandcastle,
swim in the sea, or __________.

a. chill in the cottage

b. chilling in the cottage
c. chilled in the cottage
d. will chill in the cottage

3. The mangoes that my mother bought from

the market are fresh and _______.

a. sweeter c. sweet
b. sweetest d. getting sweet

B. Identify which sentence uses comma

correctly. Write the letter of your choice on a
sheet of paper.

1.
a. Jack was calm, peaceful and quiet.
b. Jack was calm peaceful, and quiet.
c. Jack was calm, peaceful and, quiet.
d. Jack was calm peaceful and quiet.

2.
a. The football players practiced kicking, and
running.
b. The football players practiced kicking;
throwing, and running.
c. The football players practiced kicking,
throwing, and running.
d. The football players practiced kicking;
throwing and, running.

3.
a. All plants need sunlight, water, and
 minerals from the soil.
b. All plants need sunlight, water and
minerals, from the soil.
c. All plants need sunlight, water and,
minerals from the soil.
d. All plants need sunlight water and minerals
from the soil.
E. Discussing new concepts and
practicing new skills #2

The students are requested to craft a short story

F. Developing Mastery (Leads to with a minimum of 200 words about their
Formative Assessment 3) experience during the first day of face-to-face
class while observing parallel structure. They will
be given 5 minutes to finish the task.

The teacher will let the students answer the

following questions:

1. From the activity, were you able to

efficiently use parallel structure in your
story?
2. Have you observed any difficulty in
applying parallel structure in your writing?

Discuss the importance of parallel structure

A. Write P if the sentence is parallel and write

NP if not parallel. Write your answer on a
separate sheet of paper.

1. A lot of tourists are expected to visit the

beach and the museum.
2. Organic vegetables are being sold in the
 market like eggplant, potato, carrots and a
lot of cabbage.
3. The shampoo advertisement promises
long, shiny, and fragnance hair.

B. Select the word or phrase that needs to be

changed to make the sentence correct.
Some sentences contain no error at all.
Write only the letter of your best choice.

1. After class hours, the students went to the

plaza, to the mall, and home.
a. After class
b. The students went
c. The plaza
d. And home
e. No error

2. In an earthquake, residents are advised to

duck, to cover, and to hold.
a. In an earthquake
G. Finding practical applications b. to duck
of concepts and skills in daily c. to cover
living d. to hold
e. No error

3. Public places require not only face masks

but also wearing face shields.
a. Public places
H. Making generalization and b. not only
abstractions c. face masks
d. wearing face shields
e. No error

4. Being a prolific artist, he was able to

compose a song, writing a poem, and
paint portraits.
a. a prolific artist
b. he was able
c. compose a song
d. writing a poem
e. No error

5. Raymond spends his summer fishing,

camping, and a swim.
a. Raymond spends
b. his summer
c. fishing
d. a swim
e. No error
 C. Make a sentence out of the following pairs
of words or phrases.
Example: laughed and cried
V. Evaluative Learning Possible Answer: She laughed at her jokes and
cried at her misfortunes.

1. cooked and cleaned

2. to study, to work, and to marry
3. travelling, eating, and watching
VI. Additional Activities

Remarks:

Reflection:

A. Number of learners who

earned 80% in the evaluation.

B. Number 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?