Green Valley College Foundation, Inc.

Km.2, Bo.2, GenSan Drive, Koronadal City

SCHOOL OF EDUCATION

4As DETAILED LESSON PLAN

Name GENESIS C. LUMANGTAD Grade Level GRADE 8

Contact Number 0930-772-9403 Subject ENGLISH
Email Address [email protected] Quarter 3rd

I. Objectives At the end of the lesson, the students should be able to:
a) identify accurately the parallel words or phrases in the sentences through analyzing
sentences with faulty parallel structures;
b) write sentences correctly, observing the parallel structures through writing a 3-sentence
paragraph about the celebrity that one adores; and
c) participate actively in using parallel structures of words through varied activities.
II. Subject Matter Topic: Parallel Structures (Verbs & Adjectives)

Content Standard: The learner demonstrates understanding of: African literature as a means of
exploring forces that human beings contend with; various reading styles vis – à-vis purposes of
reading; prosodic features that serve as carriers of meaning; ways by which information may be
organized, related, and delivered orally; and parallel structures and cohesive devices in presenting
information.
Performance Standard: The learner transfers learning by composing and delivering an
informative speech based on a specific topic of interest keeping in mind the proper and effective
use of parallel structures and cohesive devices and appropriate prosodic features, stance, and
behavior.
Learning Competency: Using Parallel Structures (EN8G-la-7)
References: DepEd Quarter 3 – Module 6: Using Parallel Structures
https://depedtambayan.net/grade-8-english-module-using-parallel-structures/
Materials: Visual Aids & PowerPoint Presentation
Literacy and Numeracy: Reading of objectives and definition of terms, counting, writing
answers
Integration Across Curriculum: ESP Values integration, MAPEH motor skills, Personal
Development Self-care
Positive Discipline: Encourage and appreciate the learner to answer and participate actively.
Values Integration: Teamwork, Cooperation, and Strategy
III. Procedure Teacher’s Activity Students’ Activity
a. Opening Prayer

Say: Let us first seek God’s guidance as

we go through our lesson for today
through prayer. Might I request everyone
to please rise and put ourselves in the
presence of God.

(the teacher prays...)

b. Greetings

Say: Good morning, class. All: Good morning, sir.

Say: Please take your seats. All: Thank you, sir.

Say: How are you feeling today? All: We are feeling wonderful today, sir.

Say: Before anything else, allow me to

introduce myself first. I am Sir Genesis C.
Lumangtad. You may call me sir Gen. I
will be your English teacher for today.
Say: Are you all ready to learn new things
today? All: Yes, sir.

Say: Wonderful!

c. Checking of Attendance

Say: Be sure that you are in your own

proper seats as I will now check the
attendance using the seat plan.

(the teacher checks the attendance using

the seat plan)

Say: All right. Everybody is present.

That is excellent! Clap your hands (everyone claps)

Say: Now, as we go through our lesson,

here are the classroom rules that we all
have to observe.

1. Keep silent as the teacher

discusses the lesson.
2. Raise your hand if you wish to
answer or want to share
something.
3. Stand when asked to answer.
4. Listen very carefully to the
discussion for effective learning.
5. Participate actively to gain points.

Say: How many rules do we have? All: Five, Sir.

Say: Do you want to add more to our All: No, Sir.

classroom rules?

Say: If no, then can I expect you to follow

all these five rules, class? All: Yes, sir.

d. Motivation

Say: To energize you and awaken

your spirits, let's first have an All: Yes, Sir! We are ready!
energizer. Give it your all, and simply
follow what the person in the video
does. Are you ready?

(The teacher plays the energizer, (The students dance to the energizer)
“Follow the Leader Dance.”)

e. Review

Say: Wow, I can see that everyone is

really energized now. Thank you for
giving you all, class.

Say: Now that you are all ready, let's Student: Our previous lesson, sir, was all about the
first have a review of the previous use of appropriate cohesive devices in various types
lesson you had. What was your lesson
of speech
last meeting? Anyone? Students
dance to the energizer.
 Say: Fantastic! Now, who can give me
some examples of cohesive devices that Student: Sir, some examples of cohesive devices
you know? include: also, similarly, likewise, compared with,
and, also, furthermore, moreover, too.
Say: Great job! Thank you. Now, what
are the functions of cohesive devices? Student: Cohesive devices are words and phrases
Anyone? that we use to connect ideas, Sir.
Say: Amazing! It seems to me that you
really mastered your previous lesson.
Very good, class.

f. Presentation of Objectives

Say: Today, we will learn another

interesting topic and here are the tasks that At the end of the lesson, I can:
you are expected to accomplish after our
discussion. Please read. a) identify accurately the parallel words or
phrases in the sentences through analyzing
sentences with faulty parallel structures;
b) write sentences correctly, observing the
parallel structures through writing a 3-
sentence paragraph about the celebrity that
one adores; and
c) participate actively in using parallel
structures of words through varied activities.

Say: Very good. Thank you. I hope and

pray that you will listen carefully to our
discussion today, because at the end of
this discussion, you are to write a 3-
sentence paragraph about the celebrity
you adore.
A. ACTIVITY Say: It is a well-known fact that when
writing English sentences, we must
observe grammatical rules. However, as
we focus on that, we should also take into
account the parallelism in our sentences.
The words/phrases we use should be
organized systematically to convey clear
and concise thoughts. This is referred to as
"Parallel Structures."

Say: With this being said, let us have an

activity to make ourselves familiar with it
and/or to review your prior knowledge of
it.
Activity 1: “Fill Me In”

Directions: Fill in the blank spaces in the

sentences with the
appropriate words in the
box. Choose which of the
words or phrases inside the
box best suits the
sentences. Paste your
answers in the blank
spaces provided.
 loved lovely lover
play playing to play
eat eating to eat
leave left leaves
competence competent competency

1. Vanesa is a beautiful, kind, sweet, and

__________woman.

2. Kyla’s hobbies include reading,

jogging, swimming, and __________.

3. There is nothing more glorious in life

than to laugh, to sleep, and __________.

4. The girl went to the grocery store,

picked up the first food that she saw, and
__________.

5. Teacher Ann is a knowledgeable,

affective, and __________ teacher.

B. ANALYSIS Say: Great! How did you feel answering All: The activity was fun, sir.
the activity? Did it ring a bell?

Say: How were you able to find the Student: I was able to find the appropriate words to
appropriate words that suited the be used, Sir, based on the way they look and
function. I made sure that the words have the same
sentences in our activity?
function.

Say: Excellent job! Now what have you Student: I noticed, sir, that the construction of the
noticed on the words in bold form in the sentences become smooth. It’s as though the words
sentences? How do they look? have the same format and function.

Say: Very good observation. Last Student: The word that I can think of right now, sir,
question, how would you call the words to use to refer to words that look the same or may
that have the same function or format? have the same function or format is parallel or
parallelism.
C. ABSTRACTION Say: Wow! exactly! Today, we’ll learn
more about parallelism or parallel
structures. We’ll discuss it using the
activity we had earlier. Let’s check
whether your answers are correct or not by
discussing them.

Say: In the activity you have just done,

observe that in the sentences the words
used to express the ideas are alike in
function and construction.

Say: Now, let us discuss each sentence

that you have just answered. Please listen
very carefully to the explanations for you
to further understand what it really means
when we say parallel structures/
parallelism.
1. Vanesa is a beautiful, kind, sweet, and
lovely woman.

Say: In this sentence, beautiful, kind,

sweet, and lovely are parallel with one
another since they are all adjectives.

2. Kyla’s hobbies include reading,

jogging, swimming, and eating.

Say: This sentence is parallel. Notice

that all the words end with the same
pattern. They are all gerunds; verbs that
end with ing. Hence, they are parallel.

3. There is nothing more glorious in life

than to eat, to sleep, and to play.

Say: Do you think this sentence is

parallel?
All: Yes, sir.

Say: How do you say so?

Student: In this sentence, the parallel structure is
shown through the use of infinitives, to eat, to sleep,
and to play
Say: Very good! This is a parallel
sentence because the infinitives as
consistent.

4. The girl went to the grocery store,

picked up the first food that she saw, and
left.

Say: Do you think this sentence is All: Yes, sir.

parallel?

Say: Why do you say so? Student: The sentence is parallel, sir, because they
are all verbs used in the past form.

Say: Very good! Thank you for that.

Say: Now, let us discuss further what

All: Parallel Structure of Words
really parallel structures/parallelism is.
Please read our grammar point. Parallelism or parallel structure refers to
the use of grammatical elements or patterns that have
the same function and express similar and balanced
ideas. For example, if the first element in a group of
words is a noun, then the following items should also
be nouns; if it is a verb, then all other items should
also be verbs.
Parallelism can add fluidity and power to
your writing. This involves presenting your thoughts
in an orderly manner, so that your reader can easily
follow your thoughts.
Parallel structures appear on all forms of
writing – on tables of contents, on topic sentences of
 related paragraphs, on a series within a sentence, on
lists, etc.
Say: Thank you. When we say
parallelism, it refers to the consistency of
the words we use in our sentences. The
forms of words or phrases should match
one another. For example, when we are
using the past form of the verbs in the
sentence, all of our verbs should also be in
the past form. The same manner applies to
when we use nouns, adjectives, adverbs,
etc., but in today’s lesson, we will only
focus on parallelism in verbs and
adjectives.

Say: Let us take a look these examples.

Please read.
All: USE PARALLELISM IN SINGLE WORDS,
SUCH AS:
VERBS

All: She went to the office and presented her

project proposal.
Say: went is parallel to presented
because they are both in the past form of
the verb.
All: The lady moves elegantly and dances
gracefully.
Say: Moves is parallel to dances because
they are both in the present tense of the
verb.
All: Reading and writing are not my cup of tea.

Say: Reading and writing are parallel to

one another because they are gerunds.
When we say gerunds, they are the verbs
that end with –ING

Say: Swimming, dancing, boxing are All: Dora likes swimming, dancing, and boxing.
parallel because just like in the previous
sentence, they are gerunds.

All: The grade 1 pupils think and speak English

fluently.
Say: Think and speak are both verbs in
present form. Therefore, they are parallel.

Say: Very good! Thank you for that. All

of the sentences that you have just read
show parallelism. Now let us try whether
you understood parallelism in verbs or not
with the following drills.

Say: Let us take look at this faulty

sentence.
FAULTY SENTENCE:

 To be a cheerleader, one has to

be flexible, disciplined, and full
of energy.

Say: Notice the underlined phrase in this

sentence. It is not parallel to the other
words, flexible and disciplined, because it
is not an adjective. Therefore, it has
violated the rule of parallelism in
adjectives, which is to be consistent in the
use of adjectives.

Say: Who can tell me what is the Student: The right word to be used in the sentence
appropriate word to be used to make this in place of the wrong phrase, sir, is energetic.
sentence correct? Anyone?

Say: Correct! Energetic is the right

word to be used to make this sentence
parallel.

Say: Now, let’s have another drill.

Directions: Your class will be divided

into two (2) groups with the left group
being the group 1 and the right group
being the group 2. After that, make a small
circle. You will be given a small white
board where you will write your answers.
After a 10-second timer, each group has to
raise their small white board. The group
that gains the most points will be the
winner and will receive prizes afterward.
Simple correct the faulty word in the
sentences to make them parallel.

1. The room was a mess, dirty, and smelly.

(the students should come up with the following
answers)
2. The police men are brave, dedicated,
and make a lot of friends 1. messy

3. She is very diligent and has a lot of 2. friendly

patience when doing her homework.
3. patient
4. The sentences she has written were
4. faulty
ungrammatical and full of faults.
5. kind
5. The newly debuted artists are all
talented, hardworking, and good to
people.

Say: Very good! Everybody seems to

know now what parallel structures are all
about.

Say: You may now go back to your

proper seats.
D. APPLICATION Say: You may now go back to your
proper seats as we are now going to put
your understanding to test. Kindly get ½
sheet of paper and answer the activity.

Directions: Write a 3-sentence

paragraph about the
celebrity that you like or (the students write their paragraph)
adore, following the
correct usage of
parallelism. You may
want to write about why
you like that celebrity,
facts about him/her, etc.

(after 20 minutes…)

Say: All right, you may now stop writing

as the time is already over.

IV. Evaluation Say: On the same ½ sheet of paper you

used in our previous activity, let us all
answer this activity.

Activity 2: “Analyze Me” (the students should come up with the following
answers)
Directions: Write P if the sentence is
parallel; if not, write the 1. passionate
appropriate word to be used 2. knowledgeable
to make the sentence correct. 3. P
4. Meditating
1. Andrei is an industrious and full 5. Went
of passion man. 6. P
7-10. (answers may vary)
2. To be an effective teacher, one
has to be diligent, patient, and full
of knowledge.
3. During her past time, Danny
enjoys walking, reading, and
playing in their wide backyard.
4. Praying and to meditate before
sleeping is proven to be effective
for a good-night sleep.
5. After the party, Drake left, goes
home, and slept.
6. The students read and laugh
together.

7-10.
Direction: For numbers 7 and 10, write
two parallel sentences in the
following parts of speech:

Verbs:
________________________________.

________________________________.

Adjectives:
________________________________.

________________________________.
Say: Time is up! Very good, everyone.
You seem to have really understood our
lesson for today. Please stay in your seats,
because I will be the one to collect the
papers.

 Closure
Student: We have discussed about parallelism in
Say: Who among you here can tell me
verbs and adjectives, sir.
what we have just discussed?
Student: Sir, parallelism refers to the consistency in
Say: Thank you. What about parallelism?
form of the words that we use in our sentences.
What is parallelism or parallel structures
in your own words?

Say: Very good! Now let us summarize

what we have just discussed.

 Summary of the Lesson

Say: Here is the summary of our lesson,

class. Parallelism or parallel structure
refers to the use of grammatical elements
or patterns that have the same function
and express similar and balanced ideas.

Say: Parallelism can add fluidity and

power to your writing.

Say: Parallelism should always be

observed, particularly in the two parts of
speech: verbs and adjectives.

 Values Integration

Say: Class, remember the importance of

parallelism in our lives. In life, we are
always challenged to make decisions, but
we should remember that in making
decisions, we have to always make sure
that they are in line with and similar to the
plans of God in our lives. We should do
things that will glorify God and avoid
those that will not.

 Revisiting the Objectives

Say: Before we end, let us first go back

to our objectives and see whether we
achieved our objectives or not.

Say: Have you identified accurately the All: Yes, sir!

parallel words or phrases in the sentences?

 Did you write sentences correctly,

observing the parallel structures? All: Yes, sir!

 Have you participated actively in

using parallel structures of words
in varied activities we did? All: Yes, sir!

Say: Very good! If so, I am glad that

we have achieved our goals for today.
 V. Assignment Say: For your assignment, make a short
narration of your daily routine when you
wake up in the morning. Write it on a ½ All: Yes, sir!
sheet of paper. Make sure to observe
parallelism in your writing. Am I clear?

Say: Thank you so much, class, for

participating in our lesson for today. I
hope and pray that next time you write
sentences or paragraphs in English, you
will be able to follow the parallel
structures that we have just discussed.

Say: Thank you, class, and you are now All: Thank you, sir, and may God bless you, too.
dismissed. God bless you.

Prepared by:
GENESIS C. LUMANGTAD
BSEd-English 2nd Year