School SAN ROQUE NATIONAL HIGH SCHOOL Grade Level 8

DAILY Teacher Leovina U. Dela Torre Learning Area ENGLIS

LESSON H
PLAN Teaching Date and March 08,2024 3RD Quarter
Time HOMEROOM 12:40-1:40PM
EMERALD 1:40-2:40PM CATCH-UP
QUARTZ 4:00-5:00PM WEEK 5

DAY: FRIDAY
I. OBJECTIVES

The learner demonstrates understanding of: Southeast Asian literature as mirror to

Content Standards 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.
The learner transfers learning by composing and delivering a persuasive speech
Performance Standards 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.
After going through this module, you are expected to:
C. Learning 1. Define parallelism;
Competencies/Objectives 2. recognize parallel structure; and
2. apply parallel structures in presenting information

II. CONTENT PARALLEL STRUCTURES_CATCH-UP

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages SLEM Module 3RD qtr.

2. Learner’s Material pages SLEM Module 3RD qtr.
3. Textbook pages N/A
4. Additional Materials N/A
from Learning Resource
(LR) portal
Use Parallel Structures | Parallelism | English 8 | Quarter 3 | Weeks 7-8 |MELC-
B. Other Learning Resources Based Lesson - YouTube

Using Parallel Structures || GRADE 8 || MELC-based VIDEO LESSON | QUARTER 3

| MODULE 6 - YouTube

IV. PROCEDURES

Routinary Activities
● Prayer, DepEd Vision, Mission, Core Values

● Checking of Attendance

● Classroom rules

A. Reviewing Previous Lesson or Preliminary Activity: (Socio-Emotional Learning)

Presenting the New Lesson
Objective 1. Apply knowledge of
● The teacher will ask the students’ feelings towards the new lessons/their
content within and across
curriculum teaching areas feelings for the day
● The students will choose from the given GIF/EMOJI that will represent
Objective 4. Use effective verbal
and nonverbal classroom their feelings and explain the emotion they feel.
communication strategies to
support learner understanding,
participation, engagement, and
achievement

Objective 6. Maintain learning

environments that promote
fairness, respect, and care to
encourage learning

Objective 7. Maintain learning

environments that nurture and
inspire learners to participate,
cooperate and collaborate in
continued learning

Objective 8. Apply a range of

successful strategies that maintain
learning environments that motivate
learners to work productively by
assuming responsibility for their
own learning

Objective 9. Design, adapt, and

implement teaching strategies that
are responsive to learners with
disabilities, giftedness, and talents

CATCH-UP FRIDAY (10-15MINS)

READING MATERIAL: “Holy Week: A Time of Reflection and Devotion”

1.Pre-Reading
Motive question:
a. What is Holy Week?
b. What are the Christians traditions in celebrating the holy week?
c. Why do Christians celebrate holy week?

2. Reading proper
a. The teacher will distribute the reading material to the
learners.
b. The students will read the material silently.
3. Post Reading
a. Students will answer the 5 items comprehension questions?
b. Students will be given tasks to do during asynchronous class
based on their identified reading levels.
c. Students’ result will be recorded for monitoring purposes.
(see the attached file)

EMERGING LEVEL: IDEA WEB

Pick out words from the reading text that can be associated to the word “Holy
Week” . Use the graphic organizer below.
PROGRESSING LEVEL: THREE-COLUMN NOTES
Use the graphic organizer to record important topics/ideas from the
reading text, what you have learned about the topic and your personal thoughts,
ideas, and opinions.

Topic/idea from the What did you learn Record your ideas,
text from the text? thoughts, and opinions.

ADVANCING LEVEL: QUESTIONING THE AUTHOR

Respond to the following questions and respond in the same way that
you think that the author would. Use the graphic organizer.
REVIEW: PASTE ME
The teacher will ask the students to choose the cohesive device from the
choices and paste it on its corresponding function.

To introduce contrast
To display sequence
To express a result
To reinforce and add ideas
To conclude
To summarize
To introduce alternatives
To state cause

ANSWER KEY:
To introduce contrast- However
To display sequence- Finally
To express a result- Therefore
To reinforce or add ideas- In addition
To conclude- In conclusion
To summarize- All in all
To introduce alternatives- Otherwise
To state cause- Due to

Motivation: Play a Game: #CANCELLED

Students are tasked to identify the icon that does not belong to the group. They
have to think of another icon that will match to the other icons. After the three
slides, the teacher will ask what they have observed in the activity.

“Which of the following does not belong to the group?”

*Essential questions that will lead to the idea of a “same or similar concept” will be

B. Lesson Proper/Presentation
Objective 1. Apply knowledge of
content within and across
curriculum teaching areas
raised.
After the short activity, the teacher will ask which of the pair of sentences is
correct:
The correct answers in these two pairs of sentences are those with parallel
structures.
The teacher will present the lesson about parallelism
1. Discussion
2. Giving of examples
What is Parallel?
It is an adjective that means being everywhere equidistant.
The teacher will ask the students which word among the following has a different
grammatical form
Dig, cook, dance, singing
*The correct answer is “singing” because this is the only word that ends with -ing
(gerund) and the rest are in the base form of a verb. To make it parallel, the word
“singing” needs to be changed to “sing”
Locked, ate, took, looked, waits, ran
The correct answer is “waits” because the words locked, ate, took, looked, and ran
are in the past tense. The word “waits” is in the present tense. To make it parallel,
the word “waits” needs to be changed to “waited”
The teacher will present the parallel structures:
1. Gerund – is a form of a verb that ends in -ing that is used as a noun
Example: Claire likes shopping, attending parties, and taking a nap in the
afternoon
* This sentence has a parallel structure because the words shopping, attending, and
taking have the same grammatical structure that ends with ing.
2. Infinitive - An infinitive is a verbal consisting of the word to plus a verb. In
short, “to + verb”

Example: There was no opportunity to explain my situation, to settle

things, and to ask for forgiveness.

3. Adverbs – An adverb is a word that typically describes a verb.

Example: Students were asked to do their assignments quickly,

accurately, and thoroughly.

This sentence is parallel because the words quickly, accurately, and thoroughly are
all adverbs being connected by “and”.

4.Clauses – A clause is a group of related words which has a subject and a verb. A
parallel structure that begins with clauses, must keep on with clauses.

.
Example: The salesman expected that he would present his product at the
meeting, that he would have time to show slides on his presentation, and that
prospective buyers would ask him questions.

*In its context, the clauses have to be in the same tense and appropriate modal.

After presenting all the parallel structure, the teacher will explain which among the
pair of sentences are correct and why.

The teacher will discuss these two columns and will ask how the sentences did not
become parallel and vice versa.
C. Practical Application: The teacher will divide the students into four groups. The groups will answer a
different set of questions with a corresponding point. They have to raise their
illustration board to show their answers.
They will be given 20 seconds to answer.

I. TRUE OR FALSE (1 point)

1. Parallel structure allows DIFFERENT grammatical forms within a sentence.

2. If the sentence follows the same grammatical pattern, you create a parallel
construction.

3. It is important to remember that in parallelism, repetition is unnecessary.

II. Parallel or Not? (2 points each)

The groups have to identify if the sentence is parallel or not

1. He started the engine, released the hand brake, and checked the mirror.
2. Some people think that being successful is the same thing as to have money.
3. I would describe her as intelligent, caring, and thoughtful.

III. Multiple Choice (3 points each)

1. One needs nothing else other than books, ______, and food.

a. having a friend
b. having friends
c. friends

2. Students must conduct their laboratory experiments accurately and ______.

a. in a safe manner
b. safely
c. with safety

3. The library offers not only books to read but also _____.

D. Making Generalizations and
Abstractions about the Lesson
Objective 6. Maintain learning
environments that promote
fairness, respect, and care to
encourage learning
E. Evaluating Learning
a. computers to use
b. computers
c. using computers
4. When I wake up, I like either walking the dog or _______ for a jog.
a. to going
b. going
5. To get ready for demo teaching, Ma’am Dela Torre ______a lesson plan, drafted
the content, and planned for teaching activities
a. writes
b. written
c. wrote
Answer Key:
A. True or False
1. False, it has to be the “SAME” grammatical structure
2. True
3. False, repetition in parallelism in necessary.
B. Parallel or Not?
1. Parallel
2. Not Parallel
3. Parallel
C. Multiple Choice
1. C
2. B
3. A
4. C
Socio-emotional learning:
 The teacher will ask process questions about the lesson in Parallel
Structure of Words
1. What is the significance of parallelism in sentences?
2. What do you feel after the lesson?
3. What part of the lesson do you like best?
4. Which part is difficult to understand? Why?
EVALUATION:
Directions: Read each
statement carefully. Answer
the following questions
 Answer Key:

What’s More

1. B
2. C
3. B
4. B
5. D
6. D
7. B
8. C
9. A
10. C
11. C
12. A
13. A
14. D
15. C

F. Assignment Socio-emotional Learning:

The students will write a short reflection about their experiences and feelings
Objective 4. Use effective verbal towards the lesson and the activities through reflection slip.
and nonverbal classroom
communication strategies to Direction: Write a short reflection about your experience and feelings towards the
support learner understanding, lesson and the activities.
participation, engagement, and
achievement

V. REMARK This lesson will be taught to sections Quartz and Ruby. Other sections would on
Wednesday.
Unfinished Task will be continued in Modular Task.

VI. REFLECTION

A. No. of learners who earned Section Attendance Mastery Near Low Mastery
percentage
80% on the formative Mastery Mastery
assessment Quartz
Ruby

 This shows no. of learners who earned 80% of the formative assessment
 and mastery of the lesson.

Section Attendance Mastery Near Low Mastery

B. No of learners who require Mastery Mastery percentage
additional activities for Quartz
remediation Ruby

This shows no. of learners with low mastery and requires

additional activities for remediation

C. Did the remedial lessons

work? No. of learners who
caught up with the lesson
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:

Leovina U. Dela Torre

Grade 8 English Teacher