Division Of City Schools

BATASAN HILLS NATIONAL HIGH SCHOOL

IBP Road, Batasan Hills, Quezon City
S.Y. 2019-2020

DAILY LESSON LOG IN ENGLISH 8

QUARTER 1: The Quest for Knowledge LESSON: Parallel Structure

Grade: 8 Learning Area: Afro-Asian Literature
Week: _________ DAY 1: _________________________

I.OBJECTIVES
A. Content Standard
. The learners demonstrate understanding of: African literature as a means of exploring forces that human
beings contend with; 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.

B. Performance Standard
The learner transfers learning by composing and delivering an informative speech based on a specific
topic of interest keeping in mind the proper and effective use of parallel structures and cohesive devices and
appropriate prosodic features, stance, and behavior.

C. Learning Competencies:
 Use parallel structures in writing sentences (EN8G-Ia-7)

II. CONTENT (Subject Matter) Parallel Structure

With an integration of Mathematics
III. LEARNING RESOURCES
A. References
English of the New Generation (pp.308-310)
By: Carol Mina C. Catacutan, et.al
Grammar Composition 2 (pages 172-177)
By: Gary Forlini

IV. PROCEDURES

A. Review previous lesson or presenting the new lesson

What do you see on the board? How do you call them?

B. Establish a purpose for the lesson

The students are expected to use parallel structures in writing sentences .

C. Presenting Examples/instances of the new lesson

D. Discussing new concepts and practicing new skills

What is Parallelism?

E. Developing Mastery
Complete the following sentences using parallel structures like the underlined words.

1. She loves_to sing ,_______

2.
3.
 4.
5.
6.
7.
8.
9.
10.

F. Practical applications of concepts and skills in daily living

How do you show your love to your parents?

G. Making generalizations and abstraction about the lesson

Why is parallelism important in writing sentences?

H. Evaluating learning

Write C if the sentence has correct parallel structure, write X if it is incorrect.

1.
2.
3.
4.
5.

I. Additional activities for application or remediation

V. REMARKS

VI. REFLECTION

A. No. Of learners who 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 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?
__________________________________________________________________________________

Modified by:
Robella P. Gonzales
 Division Of City Schools
BATASAN HILLS NATIONAL HIGH SCHOOL
IBP Road, Batasan Hills, Quezon City
S.Y. 2019-2020

DAILY LESSON LOG IN ENGLISH 8

QUARTER 1: The Quest for Knowledge LESSON: Parallel Structure

Grade:8 Learning Area: Afro-Asian Literature
Week: ________ DAY 3: _______________________

I. OBJECTIVES
A. Content Standard
. The learners demonstrate understanding of: African literature as a means of exploring forces that human
beings contend with; 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.

B. Performance Standard
The learner transfers learning by composing and delivering an informative speech based on a specific
topic of interest keeping in mind the proper and effective use of parallel structures and cohesive devices and
appropriate prosodic features, stance, and behavior.

C. Learning Competencies:
 Use parallel structures. (EN8G-Ia-7)

II. CONTENT (Subject Matter) Recognizing correct and faulty use of Parallel Structure (Parallelism)

III. LEARNING RESOURCES

A. References

Grammar Composition 2 (pages 172-177)

By: Gary Forlini
Website

IV. PROCEDURES

A. Review previous lesson or presenting the new lesson

Define parallelism and give its importance.

B. Establish a purpose for the lesson

Learners are expected to recognize correct from faulty use of parallelism through error recognition in the
sentence.

C. Presenting Examples/instances of the new lesson

Task 1: Check the blank of the sentence that use correct parallelism.
___ Ellen likes hiking, the rodeo, and to take afternoon naps.
_/__Ellen likes hiking, attending the rodeo, and taking afternoon naps.
_/__Ellen likes to hike, attend the rodeo, and take afternoon naps.

D. Discussing new concepts and practicing new skills

Teacher will discuss the correct and faulty use of parallelism. (see attachment #3)

E. Developing Mastery
 Task 2: Write each sentence, correcting the faulty parallelism. (see attachment #4)

F. Practical applications of concepts and skills in daily living

How should parents address their children’ mistakes or wrongdoings?

G. Making Generalizations and abstraction about the lesson

What is the importance of correcting mistakes?

H. Evaluating learning

Task 3: (see Attachment #5)

A. Circle the correct word or phrase that gives the sentence correct parallel structure.
B. In the sentences below, write a word or phrase in the blank that gives the sentence Parallel
structure.

I. Additional activities for application or remediation

V. REMARKS

VI. REFLECTION

A. No. Of learners who 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 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:

Sharon C. Fernandez
 Division Of City Schools
BATASAN HILLS NATIONAL HIGH SCHOOL
IBP Road, Batasan Hills, Quezon City
S.Y. 2019-2020

DAILY LESSON LOG IN ENGLISH 8

QUARTER 1: The Quest for Knowledge LESSON 3: Parallel Structure

Grade: 8 Learning Area: Afro-Asian Literature
Week: ________ DAY 2: ______________________

I.OBJECTIVES
A. Content Standard
. The learners demonstrate understanding of: African literature as a means of exploring forces that human
beings contend with; 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.

B. Performance Standard
The learner transfers learning by composing and delivering an informative speech based on a specific
topic of interest keeping in mind the proper and effective use of parallel structures and cohesive devices and
appropriate prosodic features, stance, and behavior.

C. Learning Competencies:
 Use parallel structures. (EN8G-Ia-7)

II. CONTENT (Subject Matter) Ways of Using Parallel Structure

With an integration of Mathematics
III. LEARNING RESOURCES
A. References
https://webapps.towson.edu/ows/modulePARALLEL.aspx

IV. PROCEDURES

A. Review previous lesson or presenting the new lesson

The teacher will ask, “Who can recall the lesson discussed yesterday?”

B. Establish a purpose for the lesson

The learners are expected to use parallelism techniques through words, phrases and clauses in
constructing sentences

C. Presenting examples / instances of the new lesson

Using parallel structure in our writing will help with economy, clarity, equality and delight.

D. Discussing new concepts and practicing new skills

Task 1: Writers generally use parallelism as a technique in the following five ways:
a.) With elements joined by coordinating conjunctions, especially and, but, and or
Example of parallel words
Parallel elements

Thinking and running often accompany one another as I exercise.

Coordinating conjunction

Examples of parallel phrases

 Parallel infinitive phrases

She likes to look but not to listen

Coordinate conjunction
Coordinate conjunction

You will find the light bulbs in the closet or under the kitchen counter.

Parallel prepositional phrases

Examples of parallel clauses
Parallel clauses

Please bring the bill after we have had some coffee or when your shift is over.

Coordinate conjunction

We wondered who he was and what he was doing here.

Parallel clauses

b.) Use parallel structure with elements in lists or in a series.

A series is a group of three or more elements in a row. The last element in the series is connected
to the others with one of these coordinating conjunctions: and, or, but (not), or yet (not).
Commas should be placed between each element in the series and before the coordinating
conjunction.
Series of words
She wanted three things money, power, and security.
Series of infinitives
There was no opportunity to do my taxes, to request an extension, or to explain my situation.
Series of prepositional phrases
He found cleaning supplies in the closet, under the sink, but not in the garage.
Series of clauses
The company doesn’t care about who you are, how you got here, or why you have come.

c.) Use parallel structure with elements being compared. (X is more than / better than Y)
When we compare things, we often use words such as more, less, better, and worse. We
connect the items being compared with words like as and than. Note the examples below.

Driving to New York can actually take less time than flying there.
Meriams ability to come up with projects far exceeded her resolve to work on them.
How you live your life is just as important as how much money you make.

d.) Use parallel structure with elements joined by a linking verb or a verb of being.
Joining elements with linking verbs or verbs of being suggests a completing of the first item by the
second one. Often, in fact an equality between the two is being set up, as the example below illustrate.

What you see is what you get.

Being Jim’s friend means being constantly alert.

To know her is to love her.

e.) Use parallel structure with elements joined by correlative conjunction.

These are the major correlative conjunctions.
 either / or neither / nor both / and not only / but also
Correlative conjunctions work in pairs.

Examples with either / or and neither / nor

We were told to either reduce the staff or find new customers
Agnes was neither going to classes nor doing her assignments.

Examples with both / and

I would like both to buy a new house and to purchase a new car.
I would like to buy both a new house and a new car.

Examples with not only / but also

As young recruits, we were told not only what to do but also what to think.
Same hoped not only to go to France for the summer but also to live there later on.

E. Developing Mastery
Task 2: Underline the words, phrases, or clauses the show parallelism.
1. My uncle likes to eat in expensive restaurants and to visit museums.
2. My friends never judged me by what I said or (by) what I did.
3. The tribes emphasized collective survival, mutual aid, and responsibility for one another.
4. The frustrated customer wanted to exchange the item, obtain a refund, or speak to the manager.
5. I like swimming better than diving.

F. Practical applications of concepts and skills in daily living

Learning some techniques make our life easier.

G. Making Generalizations and abstraction about the lesson

Enumerate the techniques/ways in writing parallelism.

H. Evaluating learning
Task 3: Underline the parallel structure and tell whether it is a series of words, phrases or clauses.
_______ 1. The students have dissected frogs, cats, and human torsos.
_______ 2. At the store, my duties are to keep the shelves stocks, works registers, and assists customers.
_______ 3.Original, imaginative, and almost fantastic describe the techniques of Dali’s painting.
_______ 4. My brother enjoys three activities: playing checkers, welding, collecting baseball cards.
_______ 5. The teacher told them that they need to study and that they should practice their words every
night.

I. Additional activities for application or remediation

V. REMARKS

VI. REFLECTION

A. No. Of learners who 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 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:
Sharon C. Fernandez
 Division Of City Schools
BATASAN HILLS NATIONAL HIGH SCHOOL
IBP Road, Batasan Hills, Quezon City
S.Y. 2019-2020

DAILY LESSON LOG IN ENGLISH 8

QUARTER 1: The Quest for Knowledge LESSON: Parallel Structure

Grade: 8 Learning Area: Afro-Asian Literature
Week: ___________ DAY 4 : _________________________

I. OBJECTIVES

A. Content Standard
The learners demonstrate understanding of: African literature as a means of exploring forces that human
beings contend with; 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.

B. Performance Standard
The learner transfers learning by composing and delivering an informative speech based on a specific
topic of interest keeping in mind the proper and effective use of parallel structures and cohesive devices and
appropriate prosodic features, stance, and behavior.

C. Learning Competencies
 Use parallel structures. (EN8G-Ia-7)

II. CONTENT (Subject Matter) Using Parallel Structure in Writing

ARALING PANLIPUNAN Integration

III. LEARNING RESOURCES

A. References
Website

IV. PROCEDURES

A. Review previous lesson or presenting the new lesson

What insights have you learned from the lesson yesterday?

B. Establish a purpose for the lesson

The students should be able to use parallelism in writing activity using informative articles

C. Presenting Examples/instances of the new lesson

Task 1: Ask students to bring in an editorial, article, or other example of writing from a newspaper,
magazine, or web page. (Inform students prior to the day of discussion)
Direct them to highlight or underline examples of parallel structure in the text.

D. Discussing new concepts and practicing new skills

Ask the students to discuss the parallelism they found in the text. Let them identify the grammatical
elements that show the use of parallel structure.

E. Developing Mastery
 In the paragraph below, underline each example of parallel construction.

Archaeologists, historians, artists, and ordinary people can learn a lot by viewing the terra-cotta
statues. The discovery of the army has helped us better understand Emperor Qin, his military strategy,
and his subjects. The complex arrangement of the statues offers clues not only about the strength of
Qin’s empire on Earth, but also about his views of the afterlife. The detail of each unique statue is
painstakingly realistic. Such detail offers observers information about the warriors’ uniforms, their
weapons, and even their physical features. In addition, the artistry of the statues reveals the
techniques of the sculptors, bronze-workers, and painters of the period.

F. Practical applications of concepts and skills in daily living

Why do we need to write a sentence with a series of clauses?
G. Making Generalizations and abstraction about the lesson
Do you think parallel structure is important to our daily communication? Explain.

H. Evaluating learning
Task 4: With your knowledge about African and Egyptian people, write a short paragraph using parallel
structure.

I. Additional activities for application or remediation.

V. REMARKS

VI. REFLECTION

A. No. Of learners who 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 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:
Sharon C. Fernandez
Attachment #1
Box the ideas which are in the same form in each sentence.

1. The Creator is powerful, mighty, and glorious.

2. Nica aims to dance, to sing, and to act in the contest this month.
3. Being very wise, the junior student knew where he is to go, what he is supposed to do, and what he is
expected to bring in the contest.
4. The kids can find the Easter eggs hidden under the drawers, beneath the tables, and beside the books.
5. The customers of the restaurant were satisfied with the sumptuous, nutritious and appetizing cuisine.

Attachment #2
Parallelism also known parallel structures, can add fluidity and power to your writing. It is the placement of
equal ideas in words, phrases, or clauses of similar type.
a. Parallelism in a series of words
Examples: The man is honest, kind, and sincere. ( All words in italics are adjectives.)
The junior students will plan, organize, and evaluate the events for this month. (All words in
italics are verbs.)
b. Parallelism in a series of phrases
Examples: The groom promises his fiancée to love, to hold, and to cherish her for the rest of their lives.
(All words in italics are phrases.)
c. Parallelism in a series of clauses
Examples: The debonair intended to reach for the sky, swim across the ocean, and climb the highest
mountain for the love of his life. (All words in italics are clauses.)

Attachment #3 Correcting Faulty Parallelism

CORRECTING NONPARALLEL WORDS

Nouns and Phrase Nouns
The qualities of a good scout are loyalty, honesty, and being The qualities of a good scout are loyalty, honesty and
brave. bravery.
Adverbs and Phrase Adverbs
A well-trained dog obeys willingly, completely, and with A well-trained dog obeys willingly, completely, and quickly.
speed.
Verbs and Clause Verbs
The class analyzed, discussed and we raised questions The class analyzed, discussed and questioned the new
about the new rules. rules.

CORRECTING NONPARALLEL PHRASES

Gerund and Infinitive Phrases Gerund Phrases
You should always find time for doing your chores, You should always find time for doing your chores,
enjoying leisure time, and to think of others. enjoying leisure time, and thinking of others.
Prepositional Phrases and Verb with Complement Prepositional Phrases
They traveled to Oregon, to California, and visited Mexico. They traveled to Oregon, to California, and to Mexico.
Participial Phrase and Clause Participial Phrases
Jared faced his trial, believing in his own innocence and he Jared faced his trial, believing in his own innocence and
desired the truth. desiring the truth.

CORRECTING NONPARALLEL SUBORDINATE CLAUSES

Adjective and Adverb Clauses Adjective Clauses
Our lawyer accepts cases that are worthy and if she thinks Our lawyer accepts cases that are worthy and that she
she will win. thinks she will win.

CORRECTING NONPARALLEL COMPARISONS

Phrase and Clause Prepositional Phrases
My report received a low grade more for its grammatical My report received a low grade more for its grammatical
mistakes than what was said in it. mistakes than for its content.
Gerund and Infinitive Phrases Gerund Phrases
 Giving an oral presentation can require more preparation Giving an oral presentation can require more preparation
than to write a term paper. than writing a term paper.
Noun and Gerund Phrase Gerund Phrases
I like television as much as going to movies. I like watching television as much as going to movies.
Attachment #4

Write each sentence, correcting the faulty parallelism.

1. I like swimming better than to dive. _________________________________________________
2.To succeed is opening a new opportunity. ____________________________________________
3. You are either for us or you are against us. ___________________________________________
4. Mary is neither a Democrat nor is she a Republican. ___________________________________
5. The show is both enjoyable and it is educational. ______________________________________
6. The author not only wants fame but also money. ______________________________________
7. The students have dissected frogs, cats, and how to dissect human torsos.
8. My brother enjoys three activities: checkers, welding and he collects baseball cards.__________
9. Her ideas are usually sound and of importance. _______________________________________
10. Good sense and being thoughtful are two valuable assets.______________________________

Key: 1. I like swimming better than diving. / I like to swim better than to dive.
2. To succeed is to open a new opportunity. /Succeeding is opening a new opportunity.
3. You are either for us or against us. / Either you are for us or you are against us.
4. Mary is neither a Democrat nor a Republican. / Neither is Mary a Democrat nor is she a Republican.
5. The show is both enjoyable and educational.
6. The author not only wants fame but also wants money./ The author wants not only fame but also money.
7. The students have dissected frogs, cats, and human torsos.
8. My brother enjoys three activities: playing checkers, welding, collecting baseball cards.
9. Her ideas are usually sound and important.
10. Good sense and thoughtfulness are two valuable assets. / Having good sense and being thoughtful are two
valuable assets.

Attachment #5

A. Circle the letter of the correct word or phrase that gives the sentence correct parallel structure.
1. Justin was excited about inviting friends over, eating a good meal, and _____________.
a. …a game of cards
b. …to play cards.
c. …playing a game of cards.
2. I have always enjoyed reading the book more than _____________.
a. …I watched the movie version.
b. …watching the movie.
c. …to watch the movie.
3. When the weather outside is cold and ________. I like to be indoors.
a. …starting to get windy.
b. …windy.
c. …getting windy.
4. Running, lifting, and _________ are three of Ashley’s favorite exercises.
a. …racquetball…
b. …a spinning class…
c. …bicycling…
5. I am allergic to the dog’s hair and__________.
a. …how it smells
b. …its smell.
c. …its smelling.
B. In the sentence below, write a word or phrase in the blank that gives the sentence Parallel Structure.
1. The little girl liked eating cookies better than ___________at her grandmother’s house.
2. Students like to sleep, relax and ______________ during summer vacation.
3. He went to the store to pick up a carton of milk and two ______________.
4. Food, shelter, and ___________ are all I need to survive on a deserted island.
5. ___________ is much better than a visit to the dentist.

Answers: A. 1. C, 2. B, 3. B, 4. C, 5.B
B. 1: -ing verbal, e.g. “drinking milk” 2. infinitive verb, e.g. “travel” 3. Plural noun, e.g. “dozen eggs” 4. Noun or
noun phrase, e.g. “ water” 5. Noun or noun phrase, e.g. “a trip to the zoo”.