7E’s LESSON PLAN IN ENGLISH 8

I. OBJECTIVES
A. Content Standards The learner demonstrates communicative competence through
his/ her understanding of Afro-Asian Literature and other texts
types for a deeper appreciation of Philippine Culture and those of
other countries.
B. Performance Standards The learner will be adept in improving their writings to a more
consistent one and thus, gives justice to the structure and context
of the writing.
C. Learning Competencies Using parallel structures.
II. CONTENT /TOPIC Using Parallel Structures
( Subject Matter)

Code N8G-Ia-7
Specific Learning Objectives: 1. define parallel structures;
(unpacked from learning 2. familiarize the rules on parallel structures;
competency) 3. express appreciation on the rules of parallel structures;
4. differentiate coordinating conjunction from correlating
conjunction;
5. identify errors in parallel structures; and
6. write sentences using parallel structures correctly.

Skills targeted: Identifying and Demonstrating, Observing, Inferring

III. LEARNING RESOURCES
References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials Quarter 3, Module 6 : Parallel Structures
from Learning Resource
from the LR portal / Writer: Zyx Raxie R. Cuartero, Edna H. La Torre, Mhera Q. Talisic,
Tablet Based Learning Rosalinda A. Awa, Rodel O. Ramos

Reviewers: Gemma B. Espadero, Pinky Rosarie E. Laurente,

Marvelous B. Estal Gladys S. Asis, Rowena A. Ga, Generosa A.
Tolentino, Rhoda M. de los Santos, Ricky L. Pedralba Fe Lagumbay,
Tammy C. Catubig, Vanessa R. Natulla
5. Materials Television, Laptop, Pictures, Worksheets, PPT
6. Other Learning
Resources
IV. Procedure The teacher will show students with different
1. Elicit pictures. He will ask the them to identify which is
(The activities in this section will evoke or draw not included in each item.
out prior concepts or prior experiences from the 1.
students)
2.

The teacher will ask the students which of animal

shown in each number doesn’t belong to the group.

2. Engage: A. The teacher will show the students with different

(The activities in this section will stimulate their set of words from each number.
thinking and help them access and connect prior
knowledge as a jumpstart to the present lesson) 1. Dance Man Sing Walk
2. Beautiful Handsome Sleep Tall
3. to dance singing to play to jump
 4. China Japan Brazil Korea
5. Oxygen Nitrogen Carbon Dioxide
Hydrogen

B. Asks the students which word doesn’t belong

from each number.
C. Explain to them why those words doesn’t belong.
3. Explore: Identifying the error.
(In this section students will be given time to The teacher will show a sentence to the students;
think, plan, investigate, and organize collected
information; or the performance of the planned/ In an earthquake, residents are advised to duck,
prepared activities from the students’ manual covering, and to hold.
with data gathering with Guide Questions*).
Structured inquiry* Ask the students with the following questions;
1. Is the sentence grammatically correct?
2. If yes, what makes it wrong?
3. Can you identify the word or phrase that makes
the sentence wrong?
4. Explain: The teacher will connect the prior activity to the
(In this section, students will be involved in an main topic.
analysis of their exploration. Their Parallel Structure means using the same
understanding is clarified and modified because construction for sentence elements that are the
of reflective activities)/ Analysis of the gathered same in function. Below are three rules to consider
data and results and be able to answer the Guide when checking for Parallel Structure in your writing:
questions leading to the focus concept or topic 1. Parallel Structure should be used when elements
for the day*. are joined by coordinating conjunctions:

Incorrect: I am allergic to the dog’s hair and how it

smells.
Correct: I am allergic to the dog’s hair and smell.

2. Parallel Structure should be used when writing

elements in the form of a list or a series:

Incorrect: The class valued respect, honesty, and

being on time in a teacher.
Correct: The class valued respect, honesty, and
promptness in a teacher.

3. Parallel Structure should be used when

comparing or contrasting elements (A is better than
B or X is less than Y):

Incorrect: James enjoys reading more than to write.

Correct: James enjoys reading more than writing.

Correlative Conjunctions and Parallel Structure

Correlative Conjunctions either/or neither/nor

not/but not only/but(also) both/and To use parallel
structure in a sentence, words/phrases joined
together by correlative conjunctions should be of
the same grammatical level or structure.

Wrong: The mall requires not only wearing face

masks but also face shields.
Right: The mall requires wearing not only face
masks but also face shields.

In the example above the first part of the sentence,

 not only, joins the verb wanted. While the second
part, but also, joins the direct object face masks. To
achieve parallel structure, you must join two
elements of the same grammatical level.

Neither - Nor Mistakes The elements joined

together by correlative conjunctions should be
equal to achieve parallel structure.
An example:

Wrong: For the talent contest, she neither wanted

to sing nor to dance.
Right: For the talent contest, she wanted neither to
sing nor to dance.

Either - Or Mistakes Some examples:

Wrong: Either you answer your modules or

attending online classes.
Right: Either you answer your modules or attend
online classes.
5. Elaborate: Group the students into 4.
(This section will give students the opportunity The teacher will use kahoot online for this group
to expand and solidify/concretize their activity.
understanding of the concept and/or apply it to a Directions: Read the sentences below. Write P if the
real-world situation) sentence is parallel and write NP if not parallel.
Write your answers on a separate sheet of paper.
1. These mangoes are ripe, juicy and sweet.
2. A lot of tourists are expected to visit the beach
and the museum.
3. Voters should not only be wise but also vigilant.
4. Organic vegetables are being sold in the market
like eggplant, potato, carrots and a lot of cabbage.
5. The beach is famous for its fine and white sand.
6. Evaluation: Direction: Select the word or phrase that needs to
(This section will provide opportunities for be changed to make the sentence correct. Some
concept check test items and answer key which sentences contain no error at all. Encircle the letter
are aligned to the learning objectives – content of the correct answer.
and performance standards and address 1. After class hours, the students went to the plaza,
misconceptions –if any) to the mall, and home.
A. After class C. the plaza E. No
error B. the students went D. and home
2. Public places require not only face masks but also
wearing face shields.
A. Public places C. face masks E. No error
B. not only D. wearing face shields
3. 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
4. Both the children and their mother love going to
the park to see birds. A. the children
C. going to the park E. No error
B. their mother D. to see birds
5. Raymond spends his summer fishing, camping,
and a swim. A. Raymond spends C. fishing E.
No error
B. his summer D. a swim
 7. Extend: Make a sentence out of the following pairs of words
(This section gives situation that explains the or phrases. Write your answers on a separate sheet
topic in a new context, or integrate it to another of paper.
discipline/societal concern) Example: laughed and cried

Possible Answer: She laughed at her jokes and cried

at her misfortunes.

1. cooked and cleaned

__________________________________________
_____________________
2. cleaning, cooking, and washing
__________________________________________
_____________________
3. studying but playing
__________________________________________
_____________________
4. to study, to work, and to marry
__________________________________________
_____________________
5. not only sings but also plays
__________________________________________
___________________________

IV. REMARKS

V. REFLECTION
A .No. of learners earned 80%in the evaluation.
B . No. of learners who required additional
activities for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who have caught up with the lesson.
D. No. of learner 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
used/discover which I wish to share with other
teachers?

Prepared by: Checked by:

RYAN D. OLIDIANA LEONARDO L. MALAIT
Teacher 1 School Head