Lesson Plan in English 8
Subject Teacher: MICHAEL V. VILLANUEVA Date: APRIL 9, 2025
I. Learning Competency: Using Parallel Structure
Learning Objective:
At the end of the lesson, the students will be able to:
Use Parallel Structure in a sentence.
II. Subject Matter
A. Topic: Using Parallel Structure
B. Reference:https://depedtambayan.net/wp-content/uploads/2022/01/ENG8-Q3-
MODULE6.pdf
C. Materials: Laptop, LED TV, printed reading materials,
D. Procedure/Learning Activity
A. PRE ACTIVITY
1. Preliminaries -Prayer
-Checking of attendance
-Classroom rules
2. Motivation CATEGORY IS.. CHOOSE OR BE AN ARTIST
Directions: Read and understand the sentences then,
choose the appropriate conjunctions to fill and complete the
blank space of the sentence. If you choose the incorrect
answer, He/she will act on the sentence.
1. I wanted to go outside, ______it was too cold.
(but, yet, or)
2.The store sells shoes, clothes, ____ accessories.
(and, but, or)
3. She was tired, ______she finished her homework.
(yet, and, but)
4. He walked quickly, confidently, ______purposefully.
(so, and, yet)
5. Would you prefer to watch a movie_____go for a
walk?
(yet, so, or)
Guide Questions:
1. How was the activity?
2. Give all the correct conjunctions based on the sentences.
3. Presentation From the activity, what do you think is our topic for today?
Learning Objective: At the end of the lesson, the
students will be able to: use parallel structure in a
sentence.
B. LESSON PROPER
1. Activity Group Activity
GROUP 1 ACTIVITY
Directions: Complete the following sentences using
parallel structure. Choose words from the word bank.
WORD BANK
quickly quietly carefully
ran jumped laughed,
ate savored enjoyed
1. The children _______, _______, and _______.
2. She _______, _______, and _______ her dessert.
3. He moved _______, _______, and _______.
GUIDE QUESTIONS:
1. How was the activity?
2. Why do you think it's important to use the same
form for words in a list?
3.Why did you pick the words you did for each blank?
4. What does "parallel structure" mean to you?
GROUP 2 ACTIVITY
DIRECTIONS: Read and understand the sentences then,
Rewrite the following sentences to improve them using
parallel structure.
1. He is kind, generous, and he helps others.
2. She sings beautifully and dances with grace.
3. The dog barked loudly, and it ran around the yard.
POSSIBLE ANSWERS:
1. He is kind, generous, and helpful.
2. She sings beautifully and dances gracefully.
3. The dog barked loudly and ran around the yard.
GUIDE QUESTIONS:
1. How was the activity?
2. What did you notice about the original sentences
before you rewrote them?
3. How do the new words change the meaning or flow
of the sentences?
4. How does using parallel structure help make your
writing clearer?
2. Analysis a. How did using words from the word bank help
you create parallel structure in your sentences?
b. Did you find any particular sentence easier or
harder to rewrite? Why do you think that is?
c. How do you feel about your understanding of
parallel structure after completing this activity?
3. Abstraction Parallel Structure means using the same construction for
sentence elements that are the same in function.
Three rules to consider when checking for Parallel Structure
in your writing:
1. Parallel Structure should be used when elements
are joined by coordinating conjunctions:
Incorrect: I am allergic to the dog’s hair and how it
smells. Correct: I am allergic to the dog’s hair and smell.
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
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.
Correlative Conjunctions and Parallel Structure
Correlative Conjunctions – either/or neither/nor not/but
not only/but(also) both/and
To use parallel structure in a sentence, words/phrases
joined together by correlative conjunctions should be of the
same grammatical level or structure.
Wrong: The mall requires not only wearing face masks but
also face shields.
Right: The mall requires wearing not only face masks but
also face shields.
Neither - Nor Mistakes – The elements joined together
by correlative conjunctions should be equal to achieve
parallel structure.
An example:
Wrong: For the talent contest, she neither wanted to sing
nor to dance.
Right: For the talent contest, she wanted neither to sing
nor to dance.
Either - Or Mistakes
Some examples:
Wrong: Either you answer your modules or attending
online classes.
Right: Either you answer your modules or attend online
classes.
4. Application Directions: Make a sentence out of the following pairs of
words or phrases using the parallel structure. Write your
answers on a separate sheet of paper.
Example: laughed and cried Possible Answer:
She laughed at her jokes and cried at her misfortunes.
1. cooked and cleaned
2. cleaning, cooking, and washing
3. studying but playing
4. to study, to work, and to marry
5. not only sings but also plays
III. ASSESSMENT Directions: Read and understand the sentences then,
correct the errors using the parallel structure.
1. She enjoys to read, writing, and to paint.
2. The car is fast, expensive, and looks new.
3. He is tall, handsome, and he has a great
personality.
4. The presentation was informative, well-organized,
and it was engaging.
5. They are known for their honesty, integrity, and
because they are reliable.
POSSIBLE ANSWERS:
1. She enjoys reading, writing, and painting.
2. The car is fast, expensive, and new.
3. He is tall, handsome, and personable. (or charming,
charismatic)
4. The presentation was informative, well-organized,
and engaging.
5. They are known for their honesty, integrity, and
reliability.
IV. ASSIGNMENT Directions: Write five (5) original sentences using
parallel structure. And be guided by the rubrics when
creating sentences.
Prepared by: Checked by:
MICHAEL V. VILLANUEVA VENUS T. BARON
Subject Teacher Instructor
