Republic of the Philippines

DEPARTMENT OF EDUCATION
Region XI
DIVISION OF DAVAO CITY
DAVAO CITY NATIONAL HIGH SCHOOL
Building a Future on a Foundation of Excellence FO-PO-1.5-DLL-4
Rev.1 06/19/19

LESSON PLAN School DAVAO CITY NATIONAL HIGH SCHOOL Grade Level 8
FOR OBSERVATION Teacher GINA HIMAYA S. MARTINEZ Learning Area English
GRADE 8-PAKWAN Teaching Dates and Time August 02, 2019 ; 9:45-10:45 A.M. Quarter 1st (1st Sem)
BL-12

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PPST INDICATORS /RUBRIC INDICATORS
TO BE OBSERVED DURING THE
CLASSROOM OBSERVATION

Teacher I-III RUBRIC, INDICATOR 7

Plans, manages and implements
At the end of the class the students are expected to be able to:
developmentally sequenced teaching
and learning processes to meet
a. determine faulty parallel structures in sentences;
I. OBJECTIVES curriculum requirements through
b. use parallel structures in sentences and;
various contexts.
c. share the importance of using parallel structures through a dyad activity.
MOV--- Knowledge, skill and attitude
or KSA is applied in lesson planning
objectives.
The learner demonstrates understanding of: African literature as a means of exploring forces that human beings content with;
A. Content Standards 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.
The learner transfers learning by composing and delivering an informative speech based on a specific topic of interest keeping in
B. Performance Standards mind the proper and effective use of parallel structures and cohesive devices and appropriate prosodic features, stance, and
behavior.
C. Learning Competencies w/ LC EN8G-If-7: Use parallel structures
Code

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages .
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3. Textbook Pages
4. Additional Materials from LR
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
Teacher I-III RUBRIC, INDICATOR 8
-Selects, develops, organizes and
uses appropriate teaching and
Projector, laptop, powerpoint presentation, lapel, chalk, chalkboard, and video clip (2019 Alveo IRONMAN 70.3
learning resources, including ICT, to
Davao)
address learning goals.
https://www.youtube.com/watch?v=m8-SaHn96zs
MOV---.A video clip is shown clearly
https://owl.purdue.edu/owl/general_writing/mechanics/parallel_structure.html
through a powerpoint presentation.
Additional reliable sources from the
internet is used to reinforce the
learning of the students.
Preliminaries:
 Greetings Teacher I-III RUBRIC, INDICATOR 5
 Prayer -Manages learner behaviour
 Classroom Management constructively by applying positive
 Remind the students of the 5 Ps: and non-violent discipline to ensure
1. Be Positive learning-focused environment.
2. Be Productive MOV---To avoid and prevent
3. Be Polite misbehaviour, house rules/
4. Be Prepared standards/guidelines are set before
5. Be ResPectful the class starts or before doing an
Review: activity.
Ask: What was the lesson topic we discussed yesterday?

Show a video clip (2019 Alveo IRONMAN 70.3 Davao)

https://www.youtube.com/watch?v=m8-SaHn96zs Teacher I-III RUBRIC, INDICATOR 1
-Applies knowledge of content
B. Establishing a purpose for The students are asked with the following questions: within and across curriculum
the 1. What is the most iconic event shown in the video? teaching areas.
lesson/Motivation/Motive IRONMAN 7.0 MOV--- Contextualization,
Questions 2. What is IRONMAN 7.0? localization, and integrations across
An Ironman 70.3, also known as a Half Ironman, is one of a series of long-distance triathlon races learning areas like MAPEH and
organized by the World Triathlon Corporation (WTC). The "70.3" refers to the total distance in Araling Panlipunan .
miles (113.0 km) covered in the race, consisting of a 1.2-mile (1.9 km) swim, a 56-mile (90 km)
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bike ride, and a 13.1-mile (21.1 km) run. Each distance of the swim, bike, and run segments is half
the distance of that segment in an Ironman Triathlon.
(https://en.wikipedia.org/wiki/Ironman_70.3)
3. What is a Triathlon?
Triathlon is an activity that combines swimming, cycling, and running in one event. The Olympic,
or “standard” distance in triathlon is a 1500 meter swim, 40 kilometer bike, and 10 kilometer
run. Triathlons can be completed as an individual event, or a team event. ... Triathlon truly is a
proud sport for all.
(http://www.triathlon.org.au/State_Associations/NSW/Getting_Started/What_is_Triathlon_.htm)

Teacher I-III RUBRIC, INDICATOR 4

Manages classroom structure to engage
learners, individually or in groups, in
ACTIVITY: The students are asked to find a pair. Each pair is asked to answer the question in a complete sentence. meaningful exploration, discovery and
C. Presenting
What are the three (3) physical activities of a Triathlon? They will write their answer in a 1/2 sheet of hands-on activities within a range of
examples/instances of the physical learning environments
paper.
new lesson MOV---Dyad activity is provided to
engage the learners and ensure active
participation.

ANALYSIS: The teacher will call 2 pairs to write their answers on the board.

The three physical activities of triathlon are swimming, cycling, and running.

 Analyze the elements of the sentence. Teacher I-III RUBRIC, INDICATOR 3

Applies a range of teaching strategies to
Show:
develop critical and creative thinking, as
well as other higher-order thinking skills
D. Discussing new concepts MOV---The questions presented are
and practicing new skills #1 arranged from lower level to higher level
thinking skills. Students are challenge to
think creatively.

Ask: What does the picture imply?

How would you relate the picture to constructing sentences?
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ABSTRACTION:
Show: Teacher I-III RUBRIC, INDICATOR 2
Uses a range of teaching strategies that
Ask: What does the sign mean in mathematics? enhance learner achievement in literacy
and numeracy skills
MOV---Literacy in giving and
Discussion:
understanding the definition of
Parallelism refers to matching grammatical structures in sentences. Elements in a sentence that have the same Parallelism or Parallel Structure.
function or express similar ideas should be grammatically parallel, or grammatically matched.
Parallel construction (or structure) means that a pair or series of items have the same form. Teacher I-III RUBRIC, INDICATOR 1
-Applies knowledge of content
The three physical activities of triathlon are swimming, cycling, and to run. within and across curriculum
Ask: What did you observe with the structure of the sentence? teaching areas.
E. Discussing new concepts Ask: Is there an error in the sentence? MOV--- Contextualization,
and practicing new skills #2 This sentence has faulty parallelism. localization, and integrations across
How are going to make this sentence parallel? learning areas in Mathematics.
The three physical activities of triathlon are swimming, cycling, and running.
Teacher I-III RUBRIC, INDICATOR 3
-Applies a range of teaching
strategies to develop critical and
creative thinking, as well as other
higher-order thinking skills
MOV---The topic is presented in a
concrete manner wherein the
students have a picture of what
parallelism is.

F. Developing mastery (Leads

to formative assessment 3) Elements of sentences should have the same from:
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APPLICATION:
Dyad Activity:
Students are asked to determine faulty parallel structure with their pair, and use the correct parallel structure in the
given sentences:
Teacher I-III RUBRIC, INDICATOR 6
1. Alex decided to get up early, eat a healthy breakfast and to get ready for school. Uses differentiated, developmentally
2. He is an articulate, thoughtful, and a speaker who talks meaningfully appropriate learning experiences to
G. Finding practical
3. I spend my weekend resting, relaxing and to meditate. address learners' gender, needs,
applications of concepts strengths, interests and experiences
4. The students pass the hallway slowly, quietly, and in a peaceful manner.
and skills in daily living
MOV---The learners are given
Parallel: differentiated activities according to
1. Alex decided to get up early, to eat a healthy breakfast and to get ready for school. their strengths and interests.
2. He is an articulate, thoughtful, and meaningful speaker.
3. I spend my weekend resting, relaxing, and meditating.
4. The students pass the hallway slowly, quietly, and peacefully.
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PPST INDICATORS /RUBRIC INDICATORS
TO BE OBSERVED DURING THE
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H. Making generalizations and

abstractions about the
lesson
EVALUATION:

Teacher I-III RUBRIC, INDICATOR 9

Designs, selects, organizes, and uses
diagnostic, formative and summative
assessment strategies consistent
I. Evaluating Learning with curriculum requirements
MOV--- Multiple choice questions are
used as formative assessment to
measure how far they have learned or if
the objectives of the lesson are achieved.
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PPST INDICATORS /RUBRIC INDICATORS
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Assignment:
J. Additional activities for
In a 1/2 sheet of paper, construct 5 sentences that contain parallel structure. One for each sentence elements.
application or remediation
(gerund, infinitive, adverbs, adjectives, and verbs)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
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D. No. of learners who

continue to require
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/Verified by: Noted by: Approved by:

GINA HIMAYA S. MARTINEZ AMER KASSAN C. HASIM LUZ P. VILLANUEVA WENEFREDO E. CAGAPE, ED.D., PH.D.
SST I MT I Head Teacher III School Head – Davao City NHS
Public Schools District Supervisor - Cluster 1