Teacher: KASSELLE D.

MALAZARTE Grade Level: 8

Teaching Date: June 3, 2019 Learning Area: ENGLISH 8
Teaching Time:

I. Objectives

A. CONTENT STANDARD The learner demonstrates understanding

of; African literature as a means of
exploring forces that human beings
conntend with; various reading, purposes
of reading; prosodic features that serve as
carries of meaning; ways by which
information may be organized, related and
delivered orally; and parallel strucrures
and cohesive devices in presenting
information.
B. PERFORMANCE STANDARD The learners transfers the learning by
composing and delivering an informative
speech based on a specific topic of
interest keeping in mind the parpoer and
effective use of parallel structures and
cohesive devices and appropriate
prosodic, features stance and behavior.
C. LEARNING COMPETENCIES Use parallel structures (EN8G-Ia-7)
D. OBJECTIVE At the end of the lesson the students are able
to:
a. Identify the parallel structure in the
sentence.
b. Compose a dialog using parallel
structures.
II. Content
A. Reference
1. Teachers Guide
2. Learners Material Page
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources
E. PROCEDURES
A. ELICIT Activity(Powerpoint)
The teacher will show series of pictures and
the sudents will make a sentence to describe
it.
a. Have you been in this kind of places
during your vacation?
b. Can you describe through making
sentences and write it on the board?
c. What do you notice about the
ITALIZED words?
d. Do they have similar pattern?
e. Does the words you use are match of
one another?
B. Establishing a purpose for the Reading of the Objectives
lesson
C. ENGAGE Group Activity “Supply Me”
 The learners will able to supply word
to complete the sentence.
 Each group will write their answer on
 the board and read it in the class.
 The class will observe the type of
words that they have use.
Example
The doctor is _____, _______ and _____.

Answer
The doctor is kind, caring and intelligent.

1. What do you call that matching the

senetnce parts to show how one idea
relates to other?
2. What does parallel mean?
3. If in Math parallel is two lines that are
exactly the same what about parallel
in grammar?
4. What is parallelism?
5. Does the type of word must be the
same in parallel structure? Why?
6. Can we use coordinate conjunction in
parallel construction? How?
7. Can we use paired conjunctions in
parallel structure? How?
8. If the sentence don’t use corrrect
parallel structure what will happen?
9. Base on the example given how
parallel structure play an important
role in sentence construction?

D. EXPLORE Activity: By Pair

Sometimes you read a bochure about tourist
place which encourage you to visit. Do you
readily believe it or do you disagree with it?
What do you think about the brochure?
How do you feel about what is written in it?

The advertisement shows _______,

________ and ________.
We believe the advertisement is so _______,
_________, and ________.
We think ___________, ___________ and
_________
Our opinion, that type of advertisement is
_________, __________ and ___________.

E. EXPLAIN 1. What are the benefits of using

parallel structure in your writing
skills as a student?

2. ELABORATE 1. What are the rules of parallel

structure?
2. What phrase breaks the rule of
parallel structure?
3. How to use parallel structure
correctly?
4. EVALUATE By pair: In a 1 whole paper compose a simple
dialog in your vacation with the use of parallel
structure.
 5. EXTEND Answer the activity sheet.

1. REMARKS

2. REFLECTION
a. Number of learners who earned 80% in
the evaluation.
b. Number of learners who required
additional activities for remediation who
scored below 80%
c. Did the remedial lesson work? Number
of learners who have caught up with the
lesson
d. Number of learners to require
remediation
e. Which of my teaching strategies worked
well?
f. Which difficulties did I encounter which any
principal or my supervisor can help me
solve?
g. What innovations or localized materials did I
used/discover which I wish to share with
other teachers.

Prepared By: Checked By:

Ms. KASSELLE D. MALAZARTE KRISTINE PINEDA
Senior High School – Teacher Subject Coordinator