GRADE 8 School Lecheria Integrated School Grade Level 8

DAILY Teacher Rowena B. Dela Pena Learning Area English

LESSON
Teaching Time 7:30-8:20/10:20-11:10/11:10-12:00 Quarter Third
LOG
Tuesday
Date: March 12, 2024
I. OBJECTIVES At the end of the lesson, the learners will be able to:
a. define parallel structures
b. identify word or group of words that is not parallel to the given set
The learner demonstrates understanding of: Southeast Asian literature as mirror to
a shared heritage ; coping strategies in processing textual information; strategies
A. Content Standards 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.
The learner transfers learning by composing and delivering a persuasive speech
based on an informative essay featuring use of properly acknowledged
B. Performance Standards
information sources, grammatical signals for opinion-making , persuasion, and
emphasis, and appropriate prosodic features, stance,and behavior.
C. Learning Competencies/Objectives Use parallel structures
(Write the LC Code for each.) EN8G-If-7
II. CONTENT Parallelism
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
LeaP Packet Week 7 from SDO Tayabas by Michaella R. Rada
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting Preliminary Activities
the new lesson -Prayer
-Classroom Health and Safety Practices
-Checking of Attendance
B. Establishing a purpose for the lesson Look at the illustrations below. Describe them. What is common among them?

C. Presenting examples/instances of the new
lesson
D. Discussing new concepts and practicing
new skills #1
E. Discussing new concepts and practicing
new skills #2
The three illustrations show parallel lines. In geometry, they can be defined as
two
lines in the same plane that are at equal distance from each other and never meet.
In grammar, parallelism, also known as parallel structure or parallel construction,
is a balance within one or more sentences of similar phrases or clauses that have
the same grammatical structure. The application of parallelism improves writing
style and readability, and is thought to make sentences easier to process.
-
 F. Developing Mastery
(Leads to Formative Assessment)

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and abstractions
about the lesson
I. Evaluating learning
Through learning parallelism, the learners will be adept in improving their
writings to a more consistent one and thus, gives justice to the structure and
context of the
writing.
Parallel structure not only adds balance and creates impactful words, but also
improves coherence and consistency while writing.

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the
There are __________ out of ____________ students who earned 80% in the evaluation.
formative assessment
B. No. of learners who require additional There are __________ out of ____________ students who earned below 80% in the
activities for remediation evaluation and required additional activities.
C. Did the remedial lessons work? No. of
learners who have caught up with the
________ YES (_______ students) _________ NO (_________ students)
lesson
D. No. of students who continue to require There are __________ students who continue to undergo 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 use/discover which I wish to share
with other teachers?
Prepared by: Checked by: Noted by: Approved by:

ROWENA B. DLPENA JONATHAN S. VILLANUEVA MARIA CIELO A. BATAANON CHARITO V. BERNAS

Subject Teacher Master Teacher I, English HT II/ Subject Coordinator School Principal