Binabalian National Grade Level & 8-Narra and

School: High School Section: Molave

Practice
Teacher
: Cristine Jane R. Caasi Learning Area: ENGLISH

Quarter: 3
DETAILED LESSON Teachin March 19, 2024
PLAN g Dates 8:45-9:45
and Joan T. Celzo
Time:
10:00-11:00 Checked by: Cooperating
Teacher

I. OBJECTIVES TUESDAY

A. Content Standards 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.
B. Performance The learner transfers learning by composing and delivering a persuasive
Standards 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.
C. Learning Use parallel structures (EN8G-Ia-7)
Competencies/ a) Define parallel structures;
Objectives b) Familiarize the rules on parallel structures;
(Write the LC code c) Identify errors in parallel structures;
for each) d) Share thoughts using parallel structures; and
e) Use parallel structures in sentences correctly.

A. GAD  Cooperation
Integration/Values  Collaboration
Integration/Compreh  Equality/Sameness
ensive Sexuality
Education
Integration

II. CONTENT PARALLEL STRUCTURES

(Subject Matter)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide N/A
pages
2. Learner’s Material English Curriculum Guide
pages Most Essential Learning Competencies (MELCS)
English 8 (Quarter 3 – Module 6 Using Parallel Structures) – Caraga Region
English 8 (Quarter 3 – Module 6: Use Parallel Structures) – Pangasinan
Division

https://webapps.towson.edu/ows/moduleparallel.htm?fbclid=IwAR2Js-
muo5TpmEfHga2t-DuYJoXRVP1qepV1fFXT4PVYH4mh2dVhhEP4__c
3. Textbook pages N/A

Laptop, Television, PowerPoint Presentation, Box, piece of colored paper,

B. Other Learning lyric video of a song
Resources

IV. PROCEDURE Teacher’s Activity

Preliminaries (Daily 1. Prayer
Routine) 2. Greetings!
3. Checking of attendance.

A. Reviewing previous The teacher plays a song entitled Truly Madly Deeply by Savage Garden.
The song goes like this:
Lesson or
presenting I’ll be your dream
new lesson I’ll be your wish
I’ll be your fantasy
I’ll be hope
I’ll be your love
Be everything that you need
I love you more with every breath
Truly Madly Deeply do
I will be strong
I will be faithful
Cause I’m counting on
A new beginning
A reason for living
A deeper meaning
I wanna stand with you on a mountain
I wanna bathe with you on a sea
I wanna lay like this forever
Until the sky falls down on me

B. Establishing a The teacher presents the new lesson through the highlighted lyrics of the
purpose song, which is about PARALLEL STRUCTURES.
for the lesson
C. Presenting The teacher presents this quotation and discusses the hidden meaning of it:
examples/ “GIVE A MAN A FISH AND YOU FEED HIM FOR A DAY
instances of the TEACH A MAN TO FISH AND YOU FEED HIM FOR A LIFETIME”
new The teacher further elaborates on the definition of Parallel Structures.
lesson.
(Objective 1)

D. Discussing new The teacher presents the rules for considering Parallel Structures in writing:
concepts and 1. Parallel Structure should be used when elements are joined by
practicing new coordinating conjunctions:
skills. #1 Incorrect: I am allergic to the dog’s hair and how it smells.
Correct: I am allergic to the dog’s hair and smell.

Incorrect: My uncle likes to eat in expensive restaurants and visiting

museums.
Correct: My uncle like to eat in expensive restaurant and to visit
museums. / My uncle likes eating in expensive restaurants and
visiting museums.

2. Parallel Structure should be used when writing elements in the form of a

list or a series:
Incorrect: The class valued respect, honesty, and being on time in a
teacher.
Correct: The class valued respect, honesty, and promptness in a
teacher.

Series of words:
She wanted three things: money, power, and security.

Series of prepositional phrases:

He found cleaning supplies in the closet, under the sink, but not in the
garage.

3. Parallel Structure should be used when comparing or contrasting elements

(A is better than B or X is less than Y):
 Incorrect: James enjoys reading more than to write.
Correct: James enjoys reading more than writing.

Incorrect: I like swimming better that to drive.

Correct: I like swimming better than driving. / I like to swim better
than to drive.

Note: If the sentence includes time signals that indicate the action
happening at a different time or will happen in the future, disregard this rule.
Example:
Edna is an industrious student, an obedient daughter, and a loyal
friend.

(Objective 2)

The teacher tests learners if they understand the discussion using this oral
activity:
CHALLENGE YOURSELF
I. Complete each of the sentences by writing parallel structures. Use the
correct form of the verbs enclosed in parentheses. Take note of the
underlined words.

1. The ants are carrying bits of leaves and the termites are ___________
tunnels and building their mounds. (dig)
2. In my dream, I was strolling across the meadow and __________ the puffy
white clouds. (enjoy)
3. Fred laughed when he saw a baby elephant __________ onto its mother’s
tail, running along behind her. (hold)
4. Stop __________ the chair, and doing that. (rock)
5. I like to scroll and __________ with friends. (chat)

E. Discussing new The teacher instructs another activity:

concepts and Spot the error: Identify the error in each statement and be able to correctly
practicing new write the statement applying parallelism.
skills #2. 1. Father drove to the stove, buys a bottle of milk, picked up the paper, and
cashed a check.
2. She is a mother, doctor and a famous painter.
3. Marissa is a gifted woman – an actress, does writing and she can cook.
4. Tom has a beautiful wife, a big house and he has lovely children.
5. Neri keeps on telling me to obey my parents, be studious and prioritize my
goals.

(Objective 3)

F. Developing Mastery The teacher groups the learners into two. Each group needs to share
(Lead to Formative thoughts and ideas in a Charade game.
Assessment A charade is a game or form of entertainment where one participant acts out
3)
a word or phrase without speaking, typically using gestures or other non-
verbal cues, while other participants try to guess the word or phrase.

Directions: In 3 minutes, they should gain many guesses and the group that
will gain the highest points will have price/excepted from punishment.

(Objective 4)

G. Finding practical The teacher asks the learners to write sentences with parallel structures
application of using the scenarios in daily life:
concepts Directions: Make a sentence out of the following pairs of words or phrases.
and skills in daily 1. cooked and cleaned
living _______________________________________________________________
2. cleaning, cooking, and washing
_______________________________________________________________
3. studying but playing
_______________________________________________________________
 4. to study, to work, and to marry
_______________________________________________________________
5. not only sings but also plays
(Objective 5)

H. Making The teacher asks the learners what they have learned in the discussion and
Generalizations activity.
and Abstraction
about
the Lesson.
The teacher presents an image:
I. Evaluating Learning

https:// www.shutterstock.com/
image-photo/happy- family-jumping-together-
on-260nw-286469927.jpg

Directions: Write a short essay about the photo using parallel structures in
one whole sheet of paper. Highlight the parallel structures in your essay.
J. Additional Activities The teacher gives their assignment:
for
Application or Directions: Read the following essay and answer the questions that follow.
Remediation Write
your answers on a separate sheet of paper.
Grow and Be Like the Molave
Manuel L. Quezon
Manuel L. Quezon was the first President of the Philippines. He was a
member of the Philippine Assembly in 1907 to 1909, resident commissioner to the US
Congress in 1909-1916, and president of the Philippine Senate in 1916-1935. He was
elected president on September 17, 1935.
As president of the land, Quezon worked hard for the independence of our
country, the development of the people, and for a national language. National
strength can only be built on character. A nation is nothing more or less than its
citizenry. It is the people that make up a nation and, therefore a nation cannot be
stronger than its component parts. Their weakness is its failings, their strength its
power. Show me a people composed of vigorous, sturdy individuals of men and
women healthy in mind and body, courteous, brave, industrious, self-reliant, and
purposeful in thoughts as well as in actions, imbued with sound patriotism and a
profound sense of righteousness, with high social ideals and strong moral fibers-and I
will show you a great nation that will not be submerged. A nation that will emerge
victorious from trials and bitter strife of a destructed world. A nation that will live
forever, sharing the common task and advancing the welfare, and promoting the
happiness of mankind.
The upward climb of mankind has been universal. In the human landscape,
there are peaks and valleys, and deep chasms. Generally, there is a need for potent
social upheavals, volcanic in proportions, to raise the lower levels to grow at heights.
The battle for existence and the survival of the fittest has ever the rule of life,
in nature and among men.
It is a heroic task to awaken and apply these faculties so that our people
should become what rightly they should be: morally virile, refined, persevering,
public-spirited.
I want our people to grow and be like the molave, strong and resilient,
unafraid of the raging flood, the lightning or the storm, confident of its own strength.
We are Orientals. Orientals are known for their passivity and placidity. In the
world of humanity, we look upon a quiet lake from which adventures and enterprising
may reap enjoyment and gain. I refuse to allow Filipinos to be so regarded.
We shall be a flowing stream, a rippling brook, a deep and roaring torrent full of
life, of hope, of faith and of strength. Through self-discipline, we shall harness all our
energies so that our power spreading over the length and breadth of this land will
develop its resources, advance its culture, promote social justice and secure
happiness and contentment to all the people under the aegis of liberty and peace.
 Think
1. What is the basis of national strength, according to the essay? Do you
agree? Explain your answer.
2. What are the peaks, valleys and deep chasms which could hinder the
upward climb of mankind?
3. What does the author want the Filipino to be? Can this goal be achieved?
4. What values must we possess to be able to achieve the author’s perceived
goal for us?
5. Does paragraph number five (5) have parallel structures? Why?

V. REMARKS

VI. REFLECTION
(Think about the lesson and
write
briefly, the parts that went well

and the parts that were weak

and could be adjusted in the
future)

Prepared by: Checked by:

CRISTINE JANE R. CAASI MRS. JOAN T. CELZO

Practice Teacher Cooperating Teacher