DAILY School: Tahud NHS Grade/ Section: Grade 8- Garnet

LESSON Teacher: Nikki Joy B. Dumandan Learning Area: English 8

LOG IN
ENGLISH Date and Time: 03/12/2024 9:45-10:45 Quarter/ Week: Q3- Week 5

I. Objectives
A. Content Standards
B. Performance Standards
C. Learning Competencies
(Write the LC code for each)
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.
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.
Using Parallel Structure (EN8G-Ia-7)

D. Unpacked Learning Competencies Uses Parallel Structures (Parallel Markers and Examples)

II. CONTENT
A. Curriculum Guide N/A
B. Topic or Subject Matter or Content Using Parallel Structures (Parallel Markers and Examples)
KBI “Speak/ answer clearly and cheerfully”
C. Learning Materials
a. Learners’ Material (LM) English 8 Module 6- SDO Pasig
b. Teacher’s Guide N/A
c. Other Resources N/A
d. Other Materials TV, laptop, Instructional Materials
III. PROCEDURE
A. Preliminaries 1. Opening Prayer
a. Prayer The teacher will lead the prayer.
2. Checking of Attendance
b. Checking The teacher will ask who is absent for the checking of attendance.
3. Classroom Rules
c. Short Announcement
Be reminded of our class rules.
a.) One mouth rule
b.) Raise your right hand if you want to speak for you to recognize.
c.) Respect one another

The teacher will let the students to read the tongue twister.
B. Before the lesson
a. Drill
If you notice this notice, you will notice
that this notice is not worth noticing.
b. Review
Ask the students on the previous lesson.
C. During the lesson
a. Unlocking of unfamiliar words
Parallel- is something very similar to something else, or a similarity between two things
Structures- is something of many parts that is put together.

b. Motivation 1. You can have either tea or coffee with your breakfast.
2. Not only did they win the championship, but they also broke several records along the way.
3. Rather than going out for dinner, they opted to cook a meal together at home.

The teacher will present the topic through instructional material.

c. Presentation of the topic/subject
matter

What are the parallel elements?

d. Giving of the motive question

“Speak/ answer clearly and cheerfully”

e. Presentation of the KBI

D. Presentation of Activities The teacher will group the students into 3 groups
a. Activity 1 (By group)
Direction: Match the following sentences into its structures.
 b. Activity 2

(By pair)
Direction: Identify the Parallel Markers in the sentence.

1. I can either go for a walk in the park or stay at home and read a book.
2. He is not only intelligent but also incredibly kind-hearted.
3. We can choose to take the bus from the city center to the beach, or we can walk there instead.
4. She enjoys both playing the piano and painting in her free time.
5. Rather than going out to eat, we could cook dinner together at home.

(Individual)
Direction: Tell the Parallel Markers used in the sentence.
c. Activity 3 1. The conference will run from Monday to Friday, and attendees are expected to participate in
all sessions.
2. She is fluent in both English and French languages.
3. You can have either tea or coffee with your breakfast.
4. Not only did they win the championship, but they also broke several records along the way.
5. Rather than going out for dinner, they opted to cook a meal together at home.

E. Abstraction The teacher will discuss the following:

 Parallel Structures
 Parallel Markers and Examples

F. Making of genera;ization or What are the Parallel Markers?

Formulation of Formulation of
Concept
Why is it important to know the use of parallel markers?
G. Developing mastery or fixing of stills

H. Finding practical application or simply

Application. How important is the use of parallel markers in our daily lives?

I.Value Intergradition “Speak/ answer clearly and cheerfully”

QUIZ 7
IV. Formative Test or Direction: Create two sentences that uses parallel markers. Write it in a ¼ sheet of paper.
Evaluation Compute the MRS
V. HOMEWORK OR Homework
ASSIGNMENT Direction: Answer the question and write your answer in assignment notebook.

Why do we need to use parallel markers when making a sentence?

____The lesson was successfully delivered, proceed to the next lesson.

____ The lesson was not carried out successfully due to time constraints.
____The lesson was not carried out successfully due to daily life integration.
VI. REMARKS ____The lesson was not carried out successfully due to learner’s surging ideas connected to the lesson.
____The lesson was not carried out successfully due to class suspension brought about by school activities/
calamities/ absence of the teacher.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week.
VII. REFLECTION What works? What elses needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you need them, you can ask them relevant questions.
A. No. of learners earned 80%in the
evaluation.
B. No. of learners who required
additional activities for remediation who
scored below 80%
C. Did the remedial lesson work? No. of
learners who have caught up with the
lesson.
D. No. of learner 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 used/discover which I wish
to share with other teachers?

Prepared by: Reviewed by:

Nikki Joy B. Dumandan Majel B. Suarez
English Pre-service Teacher Resource Teacher