Republic of the Philippines

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

RAGAY, CAMARINES SUR
Lower Sta. Cruz, Ragay, Camarines Sur

BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH (BSED) PROGRAM

DETAILED LESSON PLAN IN ENGLISH 8

I. OBJECTIVES
A. Content Standard: Demonstrate basic understanding in discussing the parallel structure.
B. Performance Demonstrate basic skills in constructing sentences using parallel structure.
Standard:
C. Learning Competencies/Objectives (SMARTER): Use parallel structure - EN8G-Ia-7
Knowledge: Clearly explain the rules of parallel structure.
Skill: Write sentences using parallel structure
Attitude/ Values: Practice time management in writing sentences to make it parallel
II. CONTENT
Topic/ Lesson Use parallel structure
III. LEARNING RESOURCES
A. References
• Teacher’s Guide Pages: Pages 23-29
• Learner’s Guide Pages: Pages 5-22
• Textbooks Self-Learning 1 Module 1 (Using Parallel Structure
Alternative Delivery Mode (Q3-M6-Using Parallel Structure) First Edition
2020
• Additional Materials for Learning Resource (LR) Portal
https://lemongrad.com/exercises-on-parallelism-in-sentences/
https://owl.purdue.edu/owl/general_writing/mechanics/parallel_structure.ht
ml
https://youtu.be/FRimPnXCBlw?si=1GehrPCVWvZf78Wu

B. Other Learning Resources FOR:

• Laptop, box, piece of colored paper For motivation/establishing a purpose for the lesson
• Cards with names For discussion
• 1 whole sheet of paper For evaluation
• Manila Paper, Coloring materials, Marker, Piece of paper For application
IV. PRROCEDURE (DepEd INSTRUCTIONAL MODEL)
Teacher’s Activities Learner’s Activities
Preliminary Activities
• Greetings “Good morning, ma'am!”
“Good morning class!”
• Prayer
“Please stand up, everyone, and let us pray first. Babylyn led the prayer.” “Okay ma'am!”

“Thank you for leading us in a beautiful morning prayer.” “Father God…Amen.”

“Before you take your seats, let us make sure our workspace is tidy.
Please take a moment to pick up any papers or trash around your desks
and put in the trash can.”

“Thank you. Once you have finished, arrange your chairs properly and
feel free to take your seat.” “Okay ma’am!”

Let me check your attendance. Who’s the secretary of this class? may I
know who are the absentees today?” “Yes, ma’am Vicky!”

“It’s great that no one is absent today, give yourselves a five clap with “Ma’am, I am the secretary of this class, and there’s no one absent today.”
aha three times at the end, are you ready? In one, two, three go!”

“Yes ma’am!”
“Good morning once again!” “Clap, clap, clap, clap, clap Aha, Aha, Aha!”

“I hope you all had a wonderful and refreshing vacation. I am sure each “Good morning, ma’am.”
of you has some interesting stories to share. Let us start the class today
with a short recall of your vacations. Who would like to share their
experiences? Yes, Emilyn.”

“I went on a road trip with my family to the mountains. It was amazing!”

 Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
RAGAY, CAMARINES SUR
Lower Sta. Cruz, Ragay, Camarines Sur

“That sounds fantastic! Did you discover any new places or try any new
activities?”
“Yeah, we explored some hiking trails and went camping. It was my first
time, and I loved it.”
“Great to hear! Anyone else want to share their vacation stories? How
about you, Babylyn?”
“I visited my grandparents in another city. It was nice to spend time with
them and hear their stories.”
“Wonderful! It's always enriching to connect with family. Now, let us hear
from a few more students. Jesriel, what about you?”
“I spent my vacation volunteering at an animal shelter. It was a rewarding
experience.”
“That is a fantastic way to give back to the community! Thank you for
sharing. Now, Stephanie, what about your vacation?”
“I stayed at home and caught up on reading. I finished a few books I have
been wanting to read for a while.”
“That is excellent! Exploring your creative side is always a good use of
time. And finally, Jessan, how was your vacation?”
“I took an art class and learned to paint. It was challenging but fun.”
“That is a relaxing way to spend your time! It is great to see such diverse
experiences among you all. Now I encourage everyone to be active
participants in our class. Share your thoughts, ask questions, and
engage with the material. This will not only enhance your learning but
also help you develop essential skills. Let us make this school year a
journey of growth and discovery together!”

“Before we formally start our lesson for today, always observe the
following classroom rules as we go through our proper discussion.”
• Do not be late. Always come on time.
• Always listen attentively.
• Raise your hand if you want to speak or have
something to say regarding our lessons.
• Always participate in any kind of activity.
• Respect everyone’s answers.
• Keep your cellphones, or anything that is not
needed in the discussion.

“Is it clear about our classroom rules? Any questions or clarification?”

“None, ma’am. It is clear!”
“That’s good to hear, so now we will dive into today's exciting activity.”
“Are you ready class?
“Yes ma’am, we are ready!”
“If you are ready say Aha Aha Aha!”
“Once again, are you ready?”
“Aha Aha Aha!”

A. Reviewing previous lesson or presenting the new lesson.

“We're going to try a fun and interactive activity called "Rolling

Snowball”. Here's how it works: I'll ask a question, and the student who
answers will then give a number. We'll continue based on our class list,
with each student in that numbered order answering the next question.
Let's get started!”

“Let's revisit our discussion about the story "Dead Men's Path.”

“Can anyone share what they remember from the story?”

“Okay Emilyn, you may proceed!”

“Ma’am, can I?”

“The story was about a young headmaster, Michael Obi, who was eager to
modernize a traditional path used by the villagers. It led to clashes
between the old beliefs of the villagers and Obi's modern ideas.”
 Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
RAGAY, CAMARINES SUR
Lower Sta. Cruz, Ragay, Camarines Sur

“Excellent summary! Now, considering the clash of ideologies between “Number 6 ma’am.”
old and modern times portrayed in the story, what lessons have we
learned? How can we avoid conflicts between different perspectives?
Emilyn, give me a number!” “I think communication plays a crucial role. Obi failed to understand the
“Number 6 is Jessan.” significance of the path for the villagers. If he had communicated better
and considered their beliefs, conflicts could have been avoided.”

“Number 4, Ma’am!”
“Great point on the importance of communication. Very insightful! Now,
let's explore possible solutions. How can we bridge the gap between old
and modern ideologies to prevent conflicts? Jessan, give me a number.”
“Number 4 is Jonalyn.” “I think embracing correct grammar is essential. Recognizing the value in
both old and modern ways, finding common ground, and integrating them
to coexist peacefully can be a solution.”

“That's a thoughtful perspective. Integrating old and modern practices in

correct grammar can indeed foster harmony. Thank you all for sharing
your insights and solutions. Let's continue exploring such themes in our
future readings.”

B. Establishing a purpose for the lesson.

“Spot the Outlier”

"Alright, class! Today's activity is group-based. I have a box containing

various colored objects; please gather around. Inside are pieces of
colored paper in blue, green, black, pink, and red. Make sure each of you
gets your own-colored paper. Once you've chosen an object, group
yourselves with classmates who have the same color. By the end, there
should be groups representing each color. Is that clear, everyone?"
“Yes ma’am”
“So, we have an interesting activity called "Spot the Outlier." I have
prepared four pictures, a printed materials for each of you, and your task
is to carefully observe them and identify the one that does not belong to
the group. This activity will help develop your observational skills and
critical thinking.”
“Sounds intriguing!”
“In count of 5, the group with the fastest get the correct answers will earn
points, and the group has highest point will be the winner and who will
receive the price.”
“Did you understand it class?”
“Yes ma’am”
“Where are we going to write our answers ma’am?”
“Nice question, I have here a bond paper that you may use in this
activity, and I will give it to each group before we start.”
“Noted ma’am”
“Before we start in our activity, any questions or clarification about my
instruction?”
“None, ma’am”
“Okay class, are you ready?”
“Aha Aha Aha!”
“For the first set of pictures, take a look at this!”

“In count of five, 5,4,3,2,1. Raise your answers!” Blue group: “turtle”
Red group: “turtle’
Green group: “turtle”
Black group: “rabbit”
Pink group: “rabbit”
 Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
RAGAY, CAMARINES SUR
Lower Sta. Cruz, Ragay, Camarines Sur

“The group got correct answer are, blue, red, and green group!
Congratulations!” “Yeheyyyy!!!”

“Observe carefully class, next set of pictures.”

“In count of five, 5,4,3,2,1. Raise your answers!”

Blue group: “dog”
Red group: “dog”
Green group: “dog”
Black group: “dog”
Pink group: “dog”
“Wow! All of you have same answer!”
“Yes ma’am. Unexpectedly!”
“The correct answer is Dog! All of you got correct answer, fantastic!”
“Yeheyyy!”
“Let’s proceed for the next set of pictures.”

“In count of five, 5,4,3,2,1. Raise your answers!” Blue group: “snake”
Red group: “snake”
Green group: “snake”
Black group: “snake”
Pink group: “snake”
“Wow! All of you have same answer again!”
“All group got correct answer, congratulations to all groups!”
“Yeheyyy”
“Next set of pictures”

Look at this picture, in count of 5, 4, 3, 2, 1. Show your answers!”

Blue group: “lion”
Red group: “tiger”
Green group: “leopard”
Black group: “penguin”
Pink group: tiger”
“Goodluck everyone! What do you think, which group will get the correct
“I think the group will get the correct answer are the red group and the Pink
answer?"
group!”
“Yes ma’am, because they have same answer!”
“Okay, let us see! The correct answer is penguin!”
Black group: “yes!!’
“Only the Black group get the correct answer!”

“Moving on, this quite simple, I hope all group get the correct answer,
this is the last set of pictures. Look at this picture carefully.”
 Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
RAGAY, CAMARINES SUR
Lower Sta. Cruz, Ragay, Camarines Sur

“In count of five, 5,4,3,2,1. Raise your answers!”

Blue group: “square”
Red group: “rectangle’
Green group: “hexagon”
Black group: “hexagon”
Pink group: “hexagon”
“The group get the correct answer are green, black, and pink group.
Congratulations!”
“Yeheyy!”
“What groups got the highest points? Blue group, how many points you
gained?”
Blue group: “3 points ma'am”
“Nice, class give the blue group a very good clap! Repeat after me! 1, 2,
3 clap your hands, 1, 2, 3 stamp your feet and say very good 3 times.
Get it? In 3, 2, 1 go!” “1, 2, 3 clap clap clap
1, 2, 3 stamp stamp stamp
Very good! Very good! Very good!”

“How about the Red group?” Red group: “we got 3 points ma'am!”

“Wow! let’s give them an angel clap, did you know angel clap is?”
“No ma'am”
“Like this, ako'y mabait, put your hands on your chest, ako'y magalang,
put your right hand on your forehead, ako'y makakapunta sa langit put
your hands up slowly. Go!”
“ako'y mabait
ako'y magalang
ako ay makakapunta sa langit!”
HAHAHAHA!
“Next is Green group, how many points you have?”
Green group: “we are proud to be group 3 and proudly present to you that
we got 4 points! Yeheeyyy!!”
“Wow, fantastic you have a good performance green group, class let's
give them a MAGALING clap, you say magaling 4x and for the fifth time
you say, magaling hottt hottt!”
"magaling!
Magaling
Magaling
Magaling
Magaling hottt hotttt!!"
‘How about the Black group!”
Black group: " we got 4 points also ma'am!"
“It is great! Let us give them a “who’s care, kami lang to clap.”
you are shouted who is care, and the group 4 will say kami lang to
then clap your hands. Go!”
Class: “who’s care?
Black group: “KAMI LANG TO!”
Class: “clap, clap, clap!”
“And the last group, the pink group. how many points you have?”
Pink group: “We have 3 points ma’am.”
“Okay class, we have a winner, we have a tie! The black group and
green group win this activity, after our class I will give you the rewards!”
Black group: “yes ma’am.”
Green group: “Thank you ma’am.”
 Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
RAGAY, CAMARINES SUR
Lower Sta. Cruz, Ragay, Camarines Sur

B. Presenting examples/instances of the lesson

“Respond Expressway”

“Today, we will have unique activity called “Respond Expressway.”

I'll present statements, and you tell me if they have the same structure
by saying "yes" or "no"; this helps us understand parallel structure, which
is important in writing for keeping a consistent grammatical pattern when
expressing ideas.”

“Okay ma’am.
“Ready?”

“Aha! Aha! Aha!

“Here are the statements.”

1. “The dictionary can be used to find these: word meanings,

pronunciations, correct spellings, and irregular verbs.”
“Yes”

“No”
2. “She likes to read books more than watching television.”
“Yes”

“Yes”
3. “The novel is not only longer but also it is more complex than
the short story is.”
“Yes”

“No”
4. “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.”
“No”

“No”

5. “The production manager was asked to write his report quickly,

accurately, and in a detailed manner.”
“Yes”

“Yes”

6. “Mary likes hiking, swimming, and bicycling.”

“No”

“No”

7. “She is neither a great dancer nor a singer.”

“Yes”

“No”

“Thank you for participating in our short activity, now, let us practice
identifying and correcting parallel structure in sentences.” “Okay, ma’am”

“We’re ready and we are excited to discuss our new lesson ma’am,”

“Excellent! Your enthusiasm makes the learning process much more

enjoyable. Let us continue exploring various examples together.”

“Okay, ma'am.”
 Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
RAGAY, CAMARINES SUR
Lower Sta. Cruz, Ragay, Camarines Sur

C. Discussing new concepts and practicing new skills #1

“Now we have here “Parallel structure”

“What is Parallel Structure? 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. Let us
first know the rules of using parallel structure, the first one is, the usual
way to join parallel structures is with the use of coordinating conjunctions
such as "and" or "or."

WORDS AND PHRASES

With the -ing form (gerund) of words:
“For example: "She is neither a great dancer nor can sing."
How can we correct it?
"She is neither a great dancer nor a singer.”

Parallel:
Mary likes hiking, swimming, and bicycling.
With infinitive phrases:
Parallel:
Mary likes to hike, to swim, and to ride a bicycle.
OR
Mary likes to hike, swim, and ride a bicycle.
"Take note class that you can use "to" before all the verbs in a sentence
or only before the first one."

DO NOT MIX FORMS.

Example 1
Not Parallel: Mary likes hiking, swimming, and to ride a bicycle.
Parallel: Mary likes hiking, swimming, and riding a bicycle.

“I have here two more examples, everyone be ready, and you will try to
answer this example. Later, I will call somebody to answer through
picking up the card with your names. You have 1 minute to do it. Get it
class?"
“Yes, ma’am.!”
“Here is the example, it is not Parallel,

“The production manager was asked to write his report quickly,

accurately, and in a detailed manner.”

“I will pick card, and I picked Jesriel share your answer!"

“My answer is the production manager was asked to write his report
quickly, accurately, and thoroughly.”
“Here is the next example, it is not 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 his motivation was low.”

“I will pick card, and I picked Jonalyn, try to make it parallel. Share your
answer!” “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.”
"Fantastic! "Thank you, Jonalyn. You got it correct.”

"We have the "CLAUSES."

"A parallel structure that begins with clauses must keep on with
clauses. Changing to another pattern or changing the voice of the
verb (from active to passive or vice versa) will break the
parallelism."

For example: Not Parallel

“The coach told the players that they should get a lot of sleep, that they
should not eat too much, and to do some warm-up exercises before the
game.”
 Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
RAGAY, CAMARINES SUR
Lower Sta. Cruz, Ragay, Camarines Sur

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.”
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.”

“Did you get it class?”

“Yes, ma’am.”
“Next Rule is the LISTS AFTER A COLON”
“Be sure to keep all the elements in a list in the same form.”
“Take a look for the example.”
Example 1
Not Parallel: “The dictionary can be used to find these: word meanings,
pronunciations, correct spellings, and looking up irregular verbs.”
“Class, if you will notice that there's an error in this example, so look at
the revised sentence.”
Parallel:
“The dictionary can be used to find these: word meanings,
pronunciations, correct spellings, and irregular verbs.”

“Like we did earlier, we will have a trial if you understand it well. Pair
up with someone sitting nearby. I will present an example, and you will
have a short amount of time to discuss and agree on the correct answer
together. Be ready to share your answer. Remember, the
goal is to work efficiently and support each other in understanding the
material. Let's get started, and make sure to actively engage with your
partner, I will call somebody to answer through picking up the card with
your names.”
“Is it clear class?”
“Yes ma’am!”
“For the first example, the conference will cover the following topics:
sustainability, implementing eco-friendly practices, and how to create
awareness.”
“I will pick a card, I picked Emilynl. Who is your partner?”

“Okay, share your answer.” “ma’am, my partner is Aizle.”

“Our answer, the conference will cover the following topics: sustainability,
implementation of eco-friendly practices, and creating awareness.”

“For the last example, the workshop provides insights into: effective
communication, collaboration, problem-solving, and networking.”
“I picked Babylyn. Who is your partner?” “I’m with ma’am.”

“You may proceed.” “Our answer is, the workshop provides insights into: effective
communication, collaboration, problem-solving, and network building.”

D. Discussing new concepts and practicing new skills #2

“Now let us proceed to the Rule number three: when making

comparisons, ensure that the elements being compared are in the same
grammatical form.”
“Just for example, "This book is more interesting than watching a movie
is." The correct is, "This book is more interesting than watching a movie.”
“Spot on! Can someone give me a sentence to work with?”
“She runs faster than her brother does.”
“Teacher: Good attempt! How can we make it parallel?”
“She runs faster than her brother.”
“Ivone gives me another example of this also how to make it parallel.”
“Here is my example, incorrect: Running a marathon is better for your
health than sitting on the couch is. To make it parallel. Running a marathon
is better for your health than sitting on the couch.”
“Exactly! By removing the unnecessary words, we maintain parallel
structure. Keep these rules in mind as we practice more examples.”

“Another example, Renalyn.”

 Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
RAGAY, CAMARINES SUR
Lower Sta. Cruz, Ragay, Camarines Sur

“Learning a new language is as challenging as to master a musical

instrument is. It is incorrect!”
Learning a new language is as challenging as mastering a musical
instrument.
“Excellent work on the second example! Your ability to ensure
consistency in the comparisons showcases a keen understanding of the
language. Keep it up!

“Last one example, can you give an example Alliah?”

“For example, incorrect: The novel is not only longer but also it is more
complex than the short story is.”
The correct is, the novel is not only longer but also more complex than the
short story.”

“Fantastic job once again! You have excelled in correcting the third
example with parallel structure. Your skill in mastering such details will
undoubtedly enhance your writing, Okay class?”
“Yes, ma’am.”
“Well done!”

“Your attention to detail in maintaining parallel structure is truly

commendable. Remember these rules, and your writing will become
more polished and clearer.”
“Let us continue practicing reinforcing these concepts further.”
“Thank you, ma’am!”

E. Developing mastery

“I'd like to clarify our discussion about the rules of using parallel
structure. Remember, it's crucial for maintaining a balanced and clear
expression in writing. Any questions before we proceed?”
Could you please go over the rule about using parallelism in lists again?”

“Of course! When creating a list, ensure that the items are expressed in
a parallel form. This means using the same grammatical structure for
each element. For example, "I like hiking, swimming, and reading"
maintains parallelism by using gerunds (-ing form).” “What about when we have conjunctions like "and" or "but"? How do we
ensure parallelism?”

“Great question! When using conjunctions, make sure that the elements
on either side of the conjunction match in structure. For instance, “She
enjoys both playing the piano and composing music.” Here, we have
parallel infinitive verbs after “both”.” “What about comparisons? How do we maintain parallelism in those?”

“Another excellent point! When making comparisons, ensure that the

elements being compared are in the same grammatical form. For
instance, “She is not only smarter but also more diligent than her peers.”

Remember, parallel structure enhances the clarity and flow of your

writing. If you have more questions, feel free to ask!
We'll do a formative assessment to gauge your confidence in applying
the rules we've discussed. Can anyone share a sentence they've crafted
using parallel structure? Jonalyn, you are raising your hand."
“I enjoy playing soccer, reading books, and to paint.”
"Good attempt! How can we make it parallel? Yes, Stephaine."
“I enjoy playing soccer, reading books, and painting. “I used gerunds for
consistency in the list.”

"Perfect! Now, let's move on to a more complex scenario. Create a

sentence with correlative conjunctions. Babylyn?”
“He can either go to the beach or visiting the museum.”
"Nice effort! How can we make it parallel? Try to make it Emilyn."

“He can either go to the beach or visit the museum." I maintained parallel
“Nice attempt!” structure with correlative conjunctions for clarity.”
 Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
RAGAY, CAMARINES SUR
Lower Sta. Cruz, Ragay, Camarines Sur

“To maintain parallel structure with correlative conjunctions, it should be:

“He can either go to the beach or visit the museum.”

“Well done on catching that!” is it clear class?” “Yes, ma’am.”

“Now, for comparisons, provide a sentence.” Give me an example

Alliah.” “This movie is more interesting than reading a book.”

“How can we make it parallel?” “This movie is more interesting than a book.” I simplified the comparison to
ensure parallelism.”

“Excellent comparison!”

“To enhance parallelism, you could simplify it to: “This movie is more
interesting than a book.” Keep up the good work!” “Thank you, ma’am.”

“Well done!”

“Your understanding is evident.”

“Remember, the goal is to internalize these rules so that applying parallel “Yes, ma’am.”
structure becomes second nature in your writing.”

“I know everyone understand and know already how to make the “Yes, ma’am.”
sentences parallel, right class?”

“May I know someone who want to clarify something, or have something

that is not clear, raise your hand.” Anyone?” “None, ma’am.”

F. Finding practical application of concepts and skills in daily living

“Parallel Adventures: Crafting a Day of Clarity and Creativity"

“Now that we've explored parallel structure, let's embark on a creative

activity to bring this concept into our daily lives. I will group you into 2
groups, I want you to imagine you're planning a day of activities. I
provide a piece of paper that indicates the creative way you will apply
what you have learned in our lesson. Each activity must be described
using parallel structure. You have 10 minutes to do your task. Your
presentation will be graded by the Rubrics given.”
“For poetry”

Structure and 30%

Parallelism
Creativity 20%
Imagery and 15%
Descriptive Language
Grammar and 20%
Conventions
Overall Impact and 15%
Emotional Resonance

“For "Mindful Sharing Ideas"

Clarity and Structure 25%

parallelism
Engagement 20%
Delivery and Timing 20%
Collaboration and 20%
Teamwork

“That's good! Where are the first group?” “Ma'am we are ready to know what our task will be.”

“So, Today's creative venture involves crafting a parallel structure poem. First Group:" Ma'am we are here, the first group!"
Choose a theme, write a short poem with each line employing parallel
structure, and pay attention to the rhythmic flow. Afterward share your
 Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
RAGAY, CAMARINES SUR
Lower Sta. Cruz, Ragay, Camarines Sur

creations with the class, highlighting how parallel structure enhances the
expressiveness of your poetry. Enjoy the exploration of language in this
artistic context!”
“How many stanzas ma’am?”
“It’s up to you if how many stanzas you can.”

First group: “Yes, ma’am.”

“For the second group! Where's the group 2?”
Group 2:" yes ma'am, we are here, group 2!"
“Group 2 let’s kick off our session by brainstorming and sharing
experiences about your recent vacation days. Each member should jot
down key activities done during the break and craft sentences that
maintain a consistent grammatical structure. Once your sentences are
crafted, please write them down on the provided materials.”
“Later, as a group, present your stories to the class, highlighting how the
use of parallel structure contributes to more engaging and organized
narratives.”
“Ma’am, do we need to present our work with all my members?”
“Which do you prefer to present?
“Can we have a representative to present our work?”
“So, choose one representative will discuss your work.”
“Okay ma'am!”
“Get it group 2?”
“Yes, ma’am.”

“This activity will not only showcase your collective writing skills but also
allow the class to appreciate the power of parallelism in real life
situation.”
“It is clear class?” “Yes, ma’am.”
“Do you have other questions about the instruction?”
“None, ma’am.”
“If that so, you may go to your respective groups and you may proceed.”

“Enjoy the process!” “Noted, ma’am!”

“You still have time.”

“Yes, ma’am!”
“… you have 3 minutes left.”

“It's already time!”

“Representative of each group be ready to present your group work, let's

have first the presentation from group 1.”

Group 1 representative: “Echoes of Night”

Hey, y'all! So, we wrote this super cool poem about nature, and I tried to
make it sound neat. I used this thing called parallel structure, where each
line kind of follows the same style. You know, like a rhythm that makes it
flow smoothly. Check it out – it is all about “Echoes of Night”

Whispering winds through the night,

Gently caressing, casting their light,
Swaying trees in the moon's soft glow,
Gracefully dancing, casting shadows low.

Starry skies above, shimmering bright,

Twinkling and gleaming, painting the night,
Silent watchers of the world below,
Glistening, twinkling, a celestial show.

Murmuring streams, their melody flow,

Gently meandering, with a tranquil glow,
Reflecting the moon's serene face,
Flowing peacefully, in their embrace.
“that’s all, thank you!”
“Wow, incredible job, team! Your collaborative effort in crafting this poem
is truly commendable.”
 Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
RAGAY, CAMARINES SUR
Lower Sta. Cruz, Ragay, Camarines Sur

“I appreciate the way you all embraced parallel structure, creating a

rhythmic flow that added a beautiful harmony to the words. Each line
resonates with a shared style, making the poem a seamless and
engaging experience.”
“It's evident that your dedication to incorporating these techniques has
resulted in a fantastic piece. Keep up the fantastic work, and I look
forward to more creative collaborations from this talented group!” “Thank you, ma’am.”

“Let us give them a wow clap! In 3,2,1 go!”

“1,2,3 clap, clap, clap.
1,2,3, stamp, stamp, stamp
Wowwwww!!”
“Let us proceed to the next group! Present your work.”

Group 2 representative: “Good morning, everyone, I'm from group 3 and

this our work.”
“For my first groupmates share her experiences.”

“Our recent vacation days were filled with excitement, relaxation, and
exploration.”

Next is, “We enjoyed hiking through picturesque landscapes, lounging on

sun-kissed beaches, and savoring delicious local cuisine.”

“Exploring vibrant markets, meeting friendly locals, and immersing

ourselves in the rich culture added depth to our experiences.”

“Whether trekking through mountains, lounging on beaches, or sampling

diverse flavors, each day brought new and unforgettable moments.”

“In essence, our vacation was a harmonious blend of adventure, leisure,

and cultural immersion.”

"That's all thank you!"

“The group's outstanding presentation skillfully communicated individual

experiences, expertly transcribing them onto the provided materials with
a commendable adherence to parallel structure and grammatical
accuracy, enhancing the collective impact of their shared narratives.
Give “ginalingan clap” for this group!”
“You know it class?”
“No, ma’am”
“Follow after me.”
Clap, clap, clap, ahoyyy!
Clap, clap, clap, ayy ginalingan!”

“Clap, clap, clap, ahoyyy!

Clap, clap, clap, ayy ginalingan!”

G. Making generalization and abstractions about the lesson

“So now, we're done in our discussion. Let me ask you, what have you
learned from our discussion on parallel structure. Can someone explain
why it's important in writing?”
“Parallel structure involves using the same grammatical form or pattern in a
series of words, phrases, or clauses within a sentence to create balance
and clarity. Parallel structure is vital because it maintains a consistent
pattern in sentences, promoting clarity and cohesion in our writing.”

“Perfect! It is clear you have grasped the importance of parallel structure.

Keep applying these principles in your writing—it will undoubtedly
strengthen your communication skills.”

“Anyone, who has another answer? “Parallelism helps maintain a balanced and consistent flow in writing.”
“Fantastic!”

“Any other answer, class?” “Um, I think it might make the writing sound awkward or confusing.”
 Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
RAGAY, CAMARINES SUR
Lower Sta. Cruz, Ragay, Camarines Sur

“Excellent point! Now, let's explore the other side of the coin. If
sentences are not parallel, what do you think might happen to the overall
impact on the reader?”

“Absolutely! When we don't use parallel structure, it can lead to a lack of

clarity and disrupt the natural rhythm of the text.” “Yes, ma’am.”

“Remember, parallelism is like the unsung hero of effective

communication. It might not always be in the spotlight, but its presence is
crucial for a seamless and compelling reading experience.”

“Your active participation and thoughtful answers during the discussion

on parallel structure demonstrate a solid understanding of the concept.”
“Your explanations were clear, and it's evident that you grasp how
maintaining consistency contributes to the overall readability of a piece.”
“Keep up the excellent work and continue applying these skills in your
writing—it's a crucial aspect of effective communication.”

“Well done!”

“If you have any questions, let me know it. Do not be shy to ask me or do
not hesitate to ask me for your clarification, or if you have any
suggestion, you may raise your hand.” “None, ma'am”

Anyone?” “Clap their hand.”

“Fantastic students! You deserve a round of applause.!”

“We're happy ma'am to learned from you, thank you ma'am!”

“Thank you so much class.”

H. Evaluating learning
“If I’m Not, Change Me!” “Correct answers”

“I know everyone learn about our discussion so please get a whole sheet 1. Not parallel- Jack washed his shirts, shorts, and pants.
of paper and answer this activity. You have 7 minutes to answer and
afterwards you will submit your paper.” 2. Not parallel- I want to find a gym that is not only close to my
apartment but also affordable. (Two adjective phrases.)
“Here's the instructions: Identify whether a sentence contains parallel
structure or not. If not, try making the sentence parallel. Often, there will 3. Not parallel- You must either prove your point or accept ours.
be more than one way to make a sentence parallel, but shorter the
answer the better it is.” 4. Parallel- Without it, communication can turn into a ramble,
become repetitive, and lose direction. (Modifiers such as even do
1. Jack washed his shirts, shorts, and washed his pants. not really disturb parallelism.)

2. I want to find a gym that is not only close to my apartment but 5. Not parallel- I love most of the subjects I’ve in my class, but I
also, I want to find a cheap one. especially love math, the speed with which I complete its
exercises, which is faster than the speed of my classmates, and
3. Either you must prove your point or accept ours. mixing chemicals in the chemistry lab. [Note that the which
relative clause just adds extra information to complete the
4. Without it, communication can turn into a ramble, become meaning. Mixing, a gerund, is acting as a noun.
repetitive, and lose direction.
6. Parallel- They are living beings first and animals second.
5. I love most of the subjects I’ve in my class, but I especially love
math, the way I can finish its exercises faster than my 7. Not parallel- Though targeting and tailoring these subsidies will
classmates and mixing chemicals in the chemistry lab. be challenging, the government could consider a subsidy that is
linked to some performance, either exports or higher productivity
6. They are living beings first and animals second. growth.

7. Though targeting and tailoring these subsidies will be 8. Not parallel- Your housing costs include your mortgage
challenging, the government could consider a subsidy that is payments, property taxes, maintenance, cleaning, furniture, and
linked to some performance, either exports or on higher insurance.
productivity growth.
9. Not parallel- Numerous species of fauna have fallen prey to not
only poaching for commercial and medicinal reasons but also
 Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
RAGAY, CAMARINES SUR
Lower Sta. Cruz, Ragay, Camarines Sur

8. Your housing costs include your mortgage payments, paying deforestation. (Just a to removed. That’s it. Note that poaching, a
for property taxes and maintenance, cleaning, furniture, and gerund, is acting as a noun here.)
insurance.
10. Parallel- To remain in the race of technological advancement, it
9. Numerous species of fauna have fallen prey to not only is important for the government to provide affordable and
poaching for commercial and medicinal reasons but also to accessible internet service, provide access to electronic payment
deforestation. systems, develop human capital, and control misuse of
technology.
10. To remain in the race of technological advancement, it is
important for the government to provide affordable and
accessible internet service, provide access to electronic
payment systems, develop human capital, and control misuse
of technology.

“Yes ma’am!”
“Everyone, pass your paper. In count of 10. 10….3, 2, 1.”

I. Assignment or homework

“As your assignment, I want you to practice parallel structure. Write a

short paragraph about your favorite hobbies or activities. Ensure that
each sentence in your paragraph demonstrates the use of parallel
structure. This will help you to reinforce what we’ve learned today. Do it
in a whole sheet of paper.”
“How long the paragraph should be ma'am?”
“Aim for about 5-7 sentences, focusing on the quality and quantity.
Remember to bring your completed assignment to our next class.”
“Yes ma’am!”
“Is it clear class?”
“Yes, ma’am.”
“Any questions or clarification.?”
“None, ma'am!”
“Thank you for actively participating in our discussion, I hope everyone
gained knowledge about what we had discussed today. That's all for
today, but before we go out let's pray. Xander, led the prayer.”
“Let us pray…
” Father God… Amen!”
Have a wonderful day class!”

“Okay, goodbye class and keep safe everyone!”

“Goodbye ma'am, goodbye classmate!”

V. REMARKS

VI. REFLECTION
A. numbers of learner who earned 80% in the evaluation
B. Number of learners who require additional activities for remediation who score below 80%
C. Did the remedial lesson works? No. of learners who got caught up in lesson.
Number of learners who require additional activities for remediation who score below 80%
D. Number of learners who continue to require remediation.
E. Which of my teaching strategy worked well? Why did this work?
F. What difficulties did I encounter which my principal and supervision can help me solve?
G. What innovation or localized material did used to discover which I wish to share with the teachers?

Prepared by: Delos Reyes, Vicky M. BsedEn 3-1

Accepted by: Francis Ryan D. Año, DMN, DHUM