フィリピン日系人会国際学校

PHILIPPINE NIKKEI JIN KAI INTERNATIONAL SCHOOL

Angliongto Avenue, Brgy. Alfonso Angliongto, Buhangin, Davao City
S.Y. 2023-2024

LEARNING PLAN IN ENGLISH 9

Date: January 16, 2024 Sections: Yuuki

Teacher: Ms. Melody A. Decena
____________________________________________________________________________________

I. Most Essential Learning Competencies (MELCs):

Make connections between texts to particular social issues, concerns, or dispositions in
real life.
II. Values for the Week: Fear of God, Contentment in Life

III. Objectives:
At the end of the lesson, the learners should be able to;
a. define parallelism;
b. correct examples of faulty parallelism; and,
c. express how to live a life having fear of God, and contentment.

IV. Subject Matter:

a. Topic: Renaissance (Ben Johnson and Thomas Lodge)
b. References: ECAS through World Literature by Milagros G. Lapid;
https://www.youtube.com/watch?v=aoiW5LWuQGA
c. Materials: Textbook, paper, pen, laptop, LCD Projector/TV
d. Teaching Strategies: Storyboarding, Collaborative Learning

V. Procedure:
A. Preparatory Activities

1. Routinary Matters:
a. Checking of the Cleanliness and Orderliness of the Classroom
b. Prayer
c. Greetings
d. Checking of Attendance
e. Reminder of Health and Safety Protocols
f. Kumustahan
g. Energizer/Spelling/Current Events

2. Review:
The teacher will give a review on the previous lesson, The Renaissance. The teacher
shall, then, ask the following questions:
a. Describe the Renaissance period in literature.
b. Who were the prominent writers in the Renaissance period?
c. What were their works that we discussed in our previous discussion?

B. Developmental Activities

1. Motivation
The teacher will ask the students to write their hobbies on a ½ sheet of paper.
Later, they shall review their sentences and see if they used a parallel structure.
 2. Lesson Proper
Parallelism is a technique writers use to convey ideas of equal importance. It can
also be helpful for creating emphasis in a text. Writers achieve parallelism by repeating
the structure of a phrase or sentence. This can occur within a sentence or across two or
more consecutive sentences. By learning to use parallel structure, writers will be able to
craft balanced, well-structured sentences that are easily understood and pleasant to read.
The teacher will discuss about parallelism. As an introduction to the lesson, the
teacher will show a video to the students of the basic rules for using parallel structure.

C. Learning Activity
Index Card Swap:
On an index card, students will write three action verbs. Some examples include walk,
jog, and talk, or scheme, erase, and connect, or run, swim, and wring.
Then, the students will exchange their cards with a partner.
They will, then, write one parallel sentence, using all three verbs.

For the next steps to practicing the parallel structure, different verb tenses will be used.
(Past tense, future tense, infinitive verb forms, present progressive).

VI. Valuing:
The teacher shall ask the following questions to the learners:
1. What difference does parallelism make in our sentences?
2. How do you show fear of God in your daily lives?
3. How do you show contentment?

VII. Closureof the Lesson:

The students will be asked to do the following through oral recitation:
1. State one thing that you have learned from our lesson today.
2. Ask one question about the lesson, for clarification.

VIII. Evaluation:
The students shall correct the sentences that have non-parallel structures and revise them to
make them parallel. The sentences they are going to correct are the following:
1. Mary likes hiking, swimming, and to ride a bicycle.
2. He explained that he is leaving early because he wants a good spot in line, he knows
traffic will be bad, and to meet Colin beforehand.
3. 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.
4. I would like to thank my parents for believing in me, my spouse for helping me
achieve my goals, and my friends who support me emotionally.
5. 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.
6. The dictionary can be used to find these: word meanings, pronunciations, correct
spellings, and looking up irregular verbs.
7. Mowing the lawn, trimming the shrubs, and to walk the dog took her two hours to
complete.
8. She had no time to be human or for being happy.
9. The reward rests not in the task, but in how you play.
10. Whether at home or while he was working, he was always busy.
IX. Assignment/Home Activity
Homeschooling Task:
Write sentences using the following sentence starters. Make sure you use parallel
grammatical structures to express related ideas.

1. When I am feeling blue, I like [list at least three parallel items].

2. When I am feeling especially happy, I like [list at least three parallel items].
3. I like to believe [list at least three parallel items].

Write your assignment on your notebook.

X. Remarks: