Republic of the Philippines

Department of Education
Region II
Schools Division of Isabela
NAGUILIAN NATIONAL HIGH SCHOOL
Magsaysay, Naguilian

Demonstration Plan
In
English 8
April 3, 2023

I. OBJECTIVES
At the end of the lesson, the learners will be able to:
a. Define parallel structures;
b. Familiarize the rules on parallel structures;
c. Write sentences using parallel structures correctly.

A. Content Standard
The learner demonstrates understanding of: Southeast Asian literature as mirror
to a shared heritage ; coping strategies in processing textual information;
strategies in examining features of a listening and viewing material; structural
analysis of words and propaganda techniques; and grammatical signals for
opinion- making, persuasion, and emphasis.

B. Performance Standard
The learner transfers learning by composing and delivering a persuasive
speech based on an informative essay featuring use of properly acknowledged
information sources, grammatical signals for opinion-making , persuasion, and
emphasis, and appropriate prosodic features, stance, and behavior.

C. Learning Competency
Write sentences using parallel structures correctly.

II. CONTENT
Topic: Parallel Structures
Strategy: Learner-Centered Approach, Task-Based Approach

III. LEARNING RESOURCES

Materials: PowerPoint Presentation, Visual Aids, Worksheets
Reference: English – Grade 8 Quarter 3– Module 6: Using Parallel
Structures
Web resources:
IV. PROCEDURE
Teacher’s Activity Students’ Activity
A. PREPARATORY ACTIVITIES
1. Prayer

May I request everyone (The students pray.)

to please stand for a Amen!
short prayer.

2. Greetings

Good morning, class!

Good morning, Ma’am!

Please be seated.
Thank you, Ma’am!

3. Checking of attendance

Is there anyone absent

None, Ma’am!
today?

That’s good! Class

secretary, please check
the attendance every
time we meet.

B. Review of the Previous

Lesson

Last meeting, we Cohesive devices are words and phrases

discussed Cohesive that connect ideas. Some people call them
devices in various types transition signals
of speech. So what is a or discourse markers
cohesive device? Cohesive devices are words and phrases
that connect ideas. Some people call them
transition signals
Yes, correct! During our or discourse markers
discussion, we also Cohesive devices are words and
discussed the three main phrases that connect ideas. Some
types of cohesive devices people call them transition signals or
which are? discourse markers.

Yes, that’s right! 1. Pronouns that refer to a previously

mentioned noun.
Do you still have any 2. Substitution of a synonym for a
 question regarding our previously mentioned noun.
previous discussions that 3. Transition words and inter-clausal
needs clarification before connectors such as so or because.
we proceed to another
lesson?

If none, then we shall

proceed to our new
lesson.

None, Ma’am.
C. MOTIVATION

I want everybody to take a look (The students look at the photos.)

at the two photos.

Can you tell me what have you

noticed from each of the
pictures?

Do they show similarities in

idea, characteristics, etc.?

(The teacher present the

photos.)

Ma’am, the first image shows two

identical structures, perfectly aligned
side-by-side.

https://www.google.com/
imgres?imgurl=https%3A%2F
%2Fwww.elephango.com
%2F_userimages%2Fbuildings-
11793.jpg&tbnid=5hErlj0ubXSc3
Ma’am the second image shows
M&vet=12ahUKEwiWo-fMg4b-
unlike structures, slightly offset by
AhVGNd4KHaUuACEQMygBeg
form, light, material, and structure.
QIARBU..i&imgrefurl=https%3A
They do not mirror each other and
%2F%2Fwww.elephango.com
are less pleasing to the eye because
%2Findex.cfm%2Fpg
of the lack of balance.
%2Fk12learning%2Flcid
%2F11793%2FParallel_Senten
ce_Structure&docid=Afawpd4lfC
 sSXM&w=713&h=426&q=parall
el%20sentence%20structure
%20elephango.com&ved=2ahU
KEwiWo-fMg4b-
AhVGNd4KHaUuACEQMygBeg
QIARBU

You’re correct! They represent a

sort of balance.

How about the second photo?

Very good! Thank you for that

insightful answer.

Some of the terms we used to

describe the images are
parallel, balance, structure, and
symmetry. So in crafting a well-
written sentence is not different
from creating a well-balanced
architectural structure or
displaying symmetry in a piece
of art.

As we go on in our discussion, I
encourage everyone to
participate actively.
D. PRESENTATION OF THE
LESSON

Read the following words out

loud.

Dig, cook, dance, singing

Which word among the following Ma’am the word singing, because it is
has a different grammatical basic form or example of infinitive
form? form.
 You are correct!

How about these words.

Locked, ate, took, looked,

waits, ran
Ma’am the word waits because it is a
Which word among the following simple form or singular and the rest
has a different grammatical words are in the past form.
form?

Very good! You are correct.

Based on the activity we did,

what do you think is the lesson
this morning?
Any idea about the topic for
today’s discussions?
Ma’am, I think our topic today is
about sentence that have similar or
the same grammatical structure.

Yes it is related to parallelism

which defines as the repetition
of two grammatical forms in two Parallel structure
or more parts of a sentence.
Therefore, our topic today is?

You got it right

Before we proceed to our next (The students do the barangay clap.)

activity, let me just show you the
objective of our lesson this
morning.

(The teacher presents the

objectives.)

So, are you excited now about

our new lesson? If yes, then do
the barangay clap to express
that you are ready.
E. LESSON PROPER
Based on the activity and short
discussions, it is just to say that
today we will be studying the
Parallel structure.

Are you now ready to further

your understanding of the
Parallel structure? If yes, then
do the ready clap.

What is Parallel structure? Parallel Structure means using the

same construction for sentence
elements that are the same in
function.
The balance between two or
more similar words, phrases, or
clauses is called parallelism in
grammar.

What do we mean by Parallelism also called parallel

Parallelism? structure of parallel construction.

The application of parallelism

improves writing style and
readability, and is thought to
make sentences easier to
process.

There are three rules to 1. Parallel structures must be joined

consider when checking for with conjunctions.
Parallel Structure in your writing: Conjunctions: and, but, yet, so

E.g., Katy really likes singing, reading

or hiking.
She sings gracefully, clearly and
loudly.

2. A parallel structure that begins with

clauses must keep the same clauses.

A clause is a group of related words

 containing a subject and a verb.

E.g., When my friend came over to

my house, I told her that she may
play volleyball with my brother and I,
that she may make dinner with us
and that she may sleep at my house.

3. When you are listing Items, use

parallel structure.
E.g., Bruce Wayne enjoys wearing
his batman costume, answering the
Commissioner’s phone calls, and
saving Gotham City.

Yes ma’am

Do you now understand what

Parallel structure is and the 3
rules?
F. GENERALIZATION

Based on the activity and Parallel structure applies to writing

discussions we had, what can
we conclude now about parallel
structure? How does this help
us?
Very good!
and is extremely useful because it
helps add clarity to one’s writing.
Using parallel structure also Helps
increase the readability of one’s
writing.

Our discussion has enabled us

to understand the parallel
structure or parallel
construction. It helps us to
prevent awkwardness, promotes
clarity and improves writing style
and readability.
G. APPLICATION
INDIVIDUAL ACTIVITY

Make a sentence out of the (The students do the activity.)

following pairs of words or
phrases.
 1. cooked and cleaned
2. cleaning, cooking, and
washing
3. climbing, to walk, sleeping,
eat, turning
4. Phrases: Lizzie can play,
Lizzie likes to flip, Lizzie can
clap, Lizzie can smile
5. Lists: correct spelling errors,
move paragraphs around to
organize an essay,

You have 5 minutes to finish the

task. Your time starts now.

Time is up! (The students present their output.)

(The teacher calls the students

to present their output)

Okay! Very good!

I am glad to see that you now

understand how to construct
and apply the rules of parallel
structure based on what you (The students clap for themselves.)
have shown.

For that, give yourselves a

round of applause!

V. EVALUATION
INDIVIDUAL TASK

Directions: 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 baking, dancing, or __________.

A. garden C. planted
B. gardening D. planting

2. In my free time, I enjoy reading books more than ________________.

A. watch movies C. watching movies
B. watched movies D. will watch movies
 3. The mangoes that my mother bought from the market are fresh
and________.
A. sweet C. sweetest
B. sweeter D. getting sweet

4. Learning a new language is not only inspiring but also _____________.

A. challenge C. challenged
B. challenging D. will challenge

5. 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 C. chilled in the cottage
B. chilling in the cottage D. will chill in the cottage

VI. ASSIGNMENT
Construct a sentence using the three rules in parallel structure. Create at
least 5 sentences in each rule.

PREPARED BY:

MARIDEL B. DIAMSAY
Student-Teacher