GRADES 8 TACUYONG SUR NATIONAL HIGH

DAILY LESSON School: SCHOOL Grade Level: 8

PLAN Learning
Teacher: CHERYL C. CAMIT Area: ENGLISH
JANUARY 27-28 2025 8:30-9:30
Teaching Dates and PEACOCK , 9:50-10:50 -DOVE
Time: Quarter: THIRD
MONDAY and TUESDAY
1. OBJECTIVES
A. Content
Standards: The learner demonstrates communicative competence through his/her
understanding of Afro/African literature and other texts types for a
deeper appreciation of Philippine Culture and those of other countries
B. Performance
Standards:
C. Learning Parallel Structure
Competencies/ OBJECTIVES:
Objective:
Write the LC 1. define parallel structures;
Code for each 2. familiarize the rules on parallel structures;
3. express appreciation on the rules of parallel structure
4. make a sentence out of the following pairs of words and phrases.

I. CONTENT
Parallel Structures
III- LEARNING
RESOURCES
a. References
b. Teacher’s
Guide Pages
c. Learner’s English Learning Kit Grade 8
Materials
Pages
d. Textbook
Pages
e. Additional
Materials from
Learning
Resource (LR)
portal
f. Other
Learning youtube
Resources
IV. Teachers Activity Students Activity
PROCEDURES
A. Reviewing Preliminaries: Good morning Maám
Previous Good Morning class! Yes ma'am (Prayer)
Lesson or (Student align their chairs
Presenting the Let us pray first, may I request somebody to lead our prayer this and pick up all the pieces of
New Lesson morning? paper}

Now kindly align your chairs and everybody pick up the pieces of paper Thank you maám
under it after that you take your seat.

Checking of Attendance (The class monitor will tell

who’s absent for the day)
Greetings:
“So how are you today? Is it good so far? “It was great Maám!”

“That’s good to know. “Yes ma’am”

Now, I’m going to set our Classroom Rules:

1. respect or listen to your teacher or classmates. “Yes ma’am”
2. Be quiet when the teacher. classmates are talking.
3. Raise your hand when you want to speak.
4. Use positive language “No ma’am”
5. Do not answer in group

Do you have any questions regarding our classroom rules?

Now let us see if you have an idea about our lesson for today. “Students listen to the
instruction given”.
B. Establishing Review of the Past Lesson
a Purpose for Ok class, let us review our past lesson Students 1 will volunteer
the Lesson Who can give us the gist of what you have learned from your to answer the question.
previous lesson? Our last topic regarding
Ok very good now let us proceed to our objectives of the day the four text types

C. Presenting Objectives:
Examples/Insta 1. define parallel structures;
nces of the 2. familiarize the rules on parallel structures;
Lesson 3. Express appreciation on the rules of parallel structure
4. make a sentence out of the following pairs of words and phrase

D. Discussing What is parallel structure?

New Concepts Parallel structure refers to the use of grammatical elements or patterns
and Practicing that have the same function and express similar and balanced ideas.
New Skills #1 For example, if the first word in a group or series of words is a noun, then
the following items should also be nouns; if it is a verb, then all the other
items should also be verbs.
- means using the same construction for sentence elements that are the
same in function.

The following are some examples:

1. The hotel was owned by Mr. S, his wife, and sons. (nouns)
2. The health officer inspected the kitchen, observed the operation and
explained some health protocols. (verbs)
3. The teacher is kind, friendly, and understanding. (adjective)
4. She folded the clothes neatly, nicely, and orderly. (adverbs)

IV.
PROCEDURE
S
E. Discussing .
New
Concepts Incorrect: I am allergic to the dog’s hair and how it smells.
and Correct: I am allergic to the dog’s hair and smell.
Practicing
New Skills 2. Parallel Structure should be used when writing elements in the form of
a list or a series:
#2 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.

In the use of parallel structure, grammatical balance should be

observed. If parallel structure is not observed there will be a
disruption of rhythm, thus there will be grammatical unbalance .

The answer is “being a

host”, it is the error in
the sentence.
You are correct!

Explanation:
In the list of talents that Toni Gonzaga has, two items are gerunds, or
verbs being used as nouns ("singing" and "acting"), whereas "being a
host" is a phrase. Thus, "being a host" does not fit with the parallel
structure, and should be changed to "hosting.”

The answer is “boss”, it

is the error in the
Explanation: sentence
 Only like things can be compared. "My apartment" can be compared to
"that of my boss" or my "boss”
Correct: I live in a condominium on a higher floor than my boss’
apartment.
F. Developing Directions: Choose the letter that contains the phrases/ words that make
Mastery it parallel. Write your answers on a separate sheet of paper. 1.B
(L leads to 1. During the lockdown, people were either baking, dancing, or 2.C
Formative ____________. 3.A
Assessment 3) A. garden C. planted 4.B
B. gardening D. planting 5. A

2. In my free time, I enjoy reading books more than ____________________.

A. watch movies C. watching movies
B. watched movies D. will watch movies

3. The mangoes that my mother bought from the market are fresh and
__________.
A. sweet C. sweetest
B. sweeter D. getting sweet

4. Learning a new language is not only inspiring but also _____________.

A. challenge C. challenged
B. challenging D. will challenge

5. There are a lot of activities you can do on the beach. You can build a
sandcastle, swim in the sea or _________________.
A. chill in the cottage C. chilled in the cottage
B. chilling in the cottage D. will chill in the cottage

G. Finding .
Practical
Applications
of Concepts
and Skills in
Daily Living
V.
PROCEDURES
H. Making What is parallel structure? - refers to the use of
Generalization What are the three rules in parallel structure? grammatical elements
s and or patterns that have
Abstractions the same function and
about the express similar and
Lesson balanced ideas.

-Parallel Structure
should be used when
elements are joined by
coordinating
conjunctions
-should be used when
writing elements in the
form of a list or a series:
- should be used when
comparing or
contrasting elements

I. Evaluating Make a sentence out of the following pairs of words or phrases. Write Answers may vary
Learning your answers on a separate sheet of paper. depending on their
sentences
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

J. Additional Answer more exercises in your module

Activities for
Application
or
Remediation

Prepared by:
CHERYL C. CAMIT
Subject Teacher

Checked By:
 GRADES 8 TACUYONG SUR NATIONAL HIGH
DAILY School: SCHOOL Grade Level: 8
LESSON PLAN Teacher: CHERYL C. CAMIT Learning Area: ENGLISH
JANUARY 29-30 2025 8:30-9:30
Teaching Dates and PEACOCK , 9:50-10:50 -DOVE
Time: Quarter: THIRD
RONALD C. CAGALITAN
TEACHER III/OIC

WEDNESDAY and THURSDAY

1. OBJECTIVES
A. Content
Standards: The learner demonstrates communicative competence through his/her
understanding of Afro/African literature and other texts types for a
deeper appreciation of Philippine Culture and those of other countries
B.Performan
ce
Standards:
C. Learning Parallel Structure
Competencie OBJECTIVES:
s/Objective: At the end of the lesson, the learners should be able to
1. identify the use of conjunctions
Write the LC
2. Express appreciation for the rules of parallel structure;
Code for
3. differentiate coordinating conjunction from correlating conjunction;
each 4. write sentences using parallel structures correctly.

I. CONTENT
Parallel structure
III-
LEARNING
RESOURCES
a.
References
b. Teacher’s
Guide Pages
c. Learner’s English Learning Kit Grade 8
Materials
Pages
d. Textbook
Pages
e. Additional
Materials
from
Learning
Resource
(LR) portal
f. Other
Learning youtube
Resources
IV. Teachers Activity Students Activity
PROCEDURE
S
A. Reviewing Preliminaries: Good morning Maám
Previous Good Morning class! Yes ma'am (Prayer)
Lesson or (Student align their chairs
Let us pray first, may I request somebody to lead our prayer this and pick up all the pieces of
Presenting
morning? paper}
the New
Lesson Now kindly align your chairs and everybody pick up the pieces of paper Thank you maám
under it after that you take your seat.

Checking of Attendance (The class monitor will tell

who’s absent for the day)
Greetings:
“So how are you today? Is it good so far? “It was great Maám!”

“That’s good to know. “Yes ma’am”

Now, I’m going to set our Classroom Rules:

1. respect or listen to your teacher or classmates. “Yes ma’am”
2. Be quiet when the teacher. classmates are talking.
3. Raise your hand when you want to speak.
4. Use positive language “No ma’am”
5. Do not answer in group
 Do you have any questions regarding our classroom rules?

Now let us see if you have an idea about our lesson for today. “Students listen to the
instruction given”.
1. Review of the Past Lesson
Establishing Ok class, let us review our past lesson.
a Purpose What is parallel structure?
Why we should observe parallel structure when writing?
for the
Lesson

2, In school, you are expected to write a lot of things, from essays to 1.

Presenting research work. To help keep ideas freely flow, you need to use
Examples/Ins appropriate conjunctions.
Directions: Rewrite the following passages by filling the blank spaces
tances of the
with
Lesson
suitable linking words from the list given at the end of each passage.
Write your answers on a separate sheet of paper.

Conjunctions also known as linking words, connectors, or cohesive device

that help a lot in creating a parallel structure.

3. Discussing We discuss parallel structure yesterday, So

New Parallel structure refers to the use of grammatical elements or patterns
Concepts that have the same function and express similar and balanced ideas.
For example, if the first word in a group or series of words is a noun,
and
then the following items should also be nouns; if it is a verb, then all the
Practicing
other items should also be verbs.
New Skills The following are some examples:
#1 1. The hotel was owned by Mr. S, his wife, and sons. (nouns)
2. The health officer inspected the kitchen, observed the operation and
explained some health protocols. (verbs)
3. The teacher is kind, friendly, and understanding. (adjective)
4. She folded the clothes neatly, nicely, and orderly. (adverbs)
In constructing sentences having similar or parallel forms, the following
rules should be observed.

IV.
PROCEDURE
S
E. Discussing
New Below are three rules to consider when checking for Parallel Structure in
Concepts your writing
and
Practicing 1. Use parallel structure with elements joined by the coordinating
New Skills conjunctions for, and, nor, but, or, yet, and so.
#2
Examples:
a. You can use sugar or honey to
sweeten the flavor.
The parallel elements in the sentence are the nouns sugar and
honey.

b. The plants cover the earth, and

animals live on it.
The parallel patterns are also the nouns plants and animals.

c. Belinda thanked Aidan, for he

found Belinda’s cat.
The parallel patterns are the verbs thanked and found

Examples:
a. You can use sugar or honey to
sweeten the flavor.

The parallel elements in the sentence are the nouns sugar and honey.
b. The plants cover the earth, and
animals live on it.

The parallel patterns are also the nouns plants and animals.
c. Belinda thanked Aidan, for he
found Belinda’s cat.

The parallel patterns are the verbs thanked and found.

2. Use parallel structure with elements in a list of one or more items

joined by a coordinating conjunction.

Examples:
a. Meg left her former employer so
she can start her own business, travel anytime she likes, and be the boss.
(verb phrases)
b. Ely pointed out that he likes Ana,
that he wanted to forget Jane, and that he is ready to move on. (clauses)
c. Sasha moved out of her parents’
house because she wanted to be independent, to challenge herself, and
to have a fresh start. (infinitive phrases)

3. Use parallel structure with elements being compared.

Examples:
a. Beverly likes flowers better than
chocolates.
b. Amanda prefers to be early rather
than to be late.

4. Use parallel structure with elements joined by a linking verb or a verb

of being.

Examples:
a. To be a better person is to live an
honest life.
b. To be content is to be happy.

5. Use parallel structure with elements joined by correlative conjunctions

either… neither… nor, both… and, and not only… but (also).

Examples:
a. Jessica not only loves watching
foreign movies, but also animated films.
b. Either Jen will work on the new
project or she will lose her job.
c. Mike loves both his job and his
family.
d. Neither Mark nor Willy could stop
Amanda from crying.

5. Fill in the blanks with an appropriate coordinating or correlative 1. but

Developing conjunction to join parallel elements in the sentences. Select your answer 2. not only, but also
Mastery from the words inside the parenthesis. Write your answer on a separate 3. so
(L leads to sheet of paper. 4. so
5. both, and
Formative 1. Wilson thinks he’s a bad person _______________ his army of friends 6. neither, nor
Assessment proves him otherwise. (but, for) 7. both, but also
3) 2. _______________ did Jane help Martha when she moved to a new house 8. and
_______________ helped her watch over the kids when Martha gets an 9. yet
 overnight shift. (both… and, not only… but also) 10. so
3. Jasmine wanted to be a doctor _______ she went to medical school. (so,
yet) .
4. The students studied all night __________ they wanted to receive high
scores. (so, for)
5. _______________ Andy and Missy are great cooks _______________ they
won a cooking show together. (both… and, not only… but also)
6. _______________ Matthew _______________ Wallace could be voted team
captain because of their lousy play last season. (neither… nor, either…
or)
7. _______________ did they sell their house to buy a trailer truck or
_______________ gave away their stuff to start a life on the road. (both…
and, not only… but also)
8. Amy went to the mall with Cindy, Agnes _______________ Betsy. (and,
yet)
9. He was rich _______________ unhappy. (yet, for)
10. He wanted to see different places _______________ he travelled the
world. (but, so)
F. Finding .
Practical
Applications
of Concepts
and Skills in
Daily Living
V.
PROCEDURE
S
G. Making What is parallel structure? refers to the use of
Generalizati What are the examples of coordinating conjunctions? grammatical elements or
ons and How about the correlative conjunction? patterns that have the
Abstractions same function and express
similar and balanced ideas.
about the For example, if the first
Lesson word in a group or series of
words is a noun, then the
following items should also
be nouns; if it is a verb,
then all the other items
should also be verbs.

Fanboys
Either..or.. both..and
Neither..nor
H. Read the following sentences and pick out the words or phrases having
Evaluating parallel structures. Indicate whether the series of word/s are nouns,
Learning verbs, adjective, or adverbs, phrases or clauses. Write your answer on a
separate sheet of paper.

Example: Emily colored her hair, got a tattoo, and wore heavy
make-up just to despise her mother.
Answer:
Emily colored her hair, got a tattoo, and wore heavy
make-up just to despise her mother. (verbs)
1. bouquet of flowers, a
_______________1. Jamie bought her grandmother a bouquet of new perfume a box of
flowers, a new perfume, and a box of cookies. cookies. phrases
_______________2. Eleanor is pretty, smart, and sassy. 2. adjectives
_______________3. Marty delivered his report effortlessly, skillfully, 3. adverbs
and fluently. 4. nouns
_______________4. A bear, a wolf, and a lion were seen near the 5. verbs
campsite last night. 6. verbs
_______________5. Cooking for the family, cleaning the house, and 7. nouns
doing the laundry are what mothers usually do. 8. adverbs
_______________6. Marty helps JC cleaned the house, threw out the 9. adverbs
garbage, and walked the dogs. 10. noun
_______________7. Jules brought home cake, ice cream, and pasta.
_______________8. He kept a fancy, vintage, and expensive collection
of silverwares.
_______________9. The chef prepares the food meticulously,
professionally, and neatly.
_______________10. A car, a house, and a bank account are the
dream of most working professionals.

Apply what you have learned by writing your own examples of five
sentences with parallel structures.
1.________________________________________
2. _________________________________________
3. _________________________________________
4. _____________________________________________
5. _____________________________________________
 I. Additional
Activities for
Application
or
Remediation

Prepared by:
CHERYL C. CAMIT
Subject Teacher

Checked By:
RONALD C. CAGALITAN
TEACHER III/OIC

GRADES 8 TACUYONG SUR NATIONAL HIGH

DAILY LESSON School: SCHOOL Grade Level: 8
PLAN Learning
Teacher: CHERYL C. CAMIT Area: ENGLISH
JANUARY 31-FEBRUARY 2, 2025
8:30-9:30 PEACOCK , 9:50-10:50 -
Teaching Dates and DOVE
Time: Quarter: THIRD
FRIDAY and MONDAY
1. OBJECTIVES
A. Content
Standards: The learner demonstrates communicative competence through his/her
understanding of Afro/African literature and other texts types for a
deeper appreciation of Philippine Culture and those of other countries
B. Performance
Standards:
C. Learning OBJECTIVES:
Competencies/O At the end of the lesson, the learners should be able to
bjective: 1. determine rules for forming parallel structure
2. Identify the functions of coordinating conjunctions from correlative conjunctions
Write the LC
2. appreciate rules in parallel structure
Code for each
3. make a parallel sentence

I. CONTENT
Parallel Structure
III- LEARNING
RESOURCES
a. References
b. Teacher’s
Guide Pages
c. Learner’s English Learning Kit Grade 8
Materials Pages

d. Textbook Pages

e. Additional
Materials from
Learning
Resource (LR)
portal
f. Other Learning
Resources youtube

Teachers Activity Students Activity

IV. PROCEDURES

A. Reviewing Preliminaries: Good morning Maám

Previous Lesson Good Morning class! Yes ma'am (Prayer)
or Presenting the (Student align their
New Lesson Let us pray first, may I request somebody to lead our prayer this chairs and pick up all the
morning? pieces of paper}

Now kindly align your chairs and everybody pick up the pieces of paper Thank you maám
 under it after that you take your seat.

Checking of Attendance (The class monitor will

tell who’s absent for the
Greetings: day)
“So how are you today? Is it good so far?
“It was great Maám!”
“That’s good to know.
“Yes ma’am”
Now, I’m going to set our Classroom Rules:
1. respect or listen to your teacher or classmates.
2. Be quiet when the teacher. classmates are talking. “Yes ma’am”
3. Raise your hand when you want to speak.
4. Use positive language
5. Do not answer in group “No ma’am”

Do you have any questions regarding our classroom rules?

Now let us see if you have an idea about our lesson for today.
“Students listen to the
instruction given”.
B. Establishing Review of the Past Lesson
a Purpose for Ok class, let us review our past lesson
the Lesson What is parallel structure?
What are some rules for forming parallel structures?

C. Presenting
Examples/Insta
nces of the
Lesson

D. Discussing Today lets’ dig more on the rules of forming parallel structures.
New Concepts
and Practicing 1. Use parallel structure with elements joined by a linking verb or a verb
New Skills #1 of being.
Examples:
a. To be a better person is to live
an honest life.
b. To be content is to be happy.

2. Use parallel structure with elements joined by correlative conjunctions

either… neither… nor, both… and, and not only… but (also).

Examples:
a. Jessica not only loves watching
foreign movies, but also animated
films.
b. Either Jen will work on the new
project or she will lose her job.
c. Mike loves both his job and his
family.
d. Neither Mark nor Willy could stop
Amanda from crying.

IV.
PROCEDURES
E. Discussing
New Concepts
and Practicing
New Skills #2
F. Developing
Mastery Fill in the blanks with an appropriate coordinating or correlative 1. but
(L leads to conjunction to join parallel elements in the sentences. Select your 2. not only…but also
Formative answer from the words inside the parenthesis. 3. so
Assessment 3) 4. for
Example: The stage performance was marvelous, _____________ the 5. both, and
critics thought that it didn’t discuss the issues of the modern society. 6. neither, nor
(but, for) 7. not only…but also
Answer: but 8. and
9. yet
1. Wilson thinks he’s a bad person _______________ his army of friends 10. so
proves him otherwise. (but, for) .
2. _______________ did Jane help Martha when she moved to a new house
_______________ helped her watch over the kids when Martha gets an
 overnight shift. (both… and, not only… but also)
3. Jasmine wanted to be a doctor _______ she went to medical school.
(so, yet)
4. The students studied all night __________ they wanted to receive high
scores. (so, for)
5. _______________ Andy and Missy are great cooks _______________ they
won a cooking show together. (both… and, not only… but also)
6. _______________ Matthew _______________ Wallace could be voted team
captain because of their lousy play last season. (neither… nor, either…
or)
7. _______________ did they sell their house to buy a trailer truck
_______________ gave away their stuff to start a life on the road. (both…
and, not only… but also)
8. Amy went to the mall with Cindy, Agnes _______________ Betsy. (and,
yet)
9. He was rich _______________ unhappy. (yet, for)
10. He wanted to see different places _______________ he travelled the
world. (but, so)
G. Finding Group Activity The group will present
Practical 1. compose an anecdote using a parallel structure their output
Applications of 2. compose a poem using a parallel sentence
Concepts and 3. make a song using parallel sentence
Skills in Daily
Living

V. PROCEDURES
H. Making What are the rules for forming parallel sentences? Use parallel structure with
Generalizations Why is there a need to use parallel structure when writing sentences? elements joined by a
and linking verb or a verb of
Abstractions being.
Use parallel structure with
about the elements joined by
Lesson correlative conjunctions.

To make them more

appealing and
understandable, when
organized properly.

I. Evaluating Make a 10 parallel sentences.

Learning 1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

J. Additional
Activities for
Application or
Remediation

Prepared by:
CHERYL C. CAMIT
Subject Teacher

Checked By:
RONALD C. CAGALITAN
TEACHER III/OIC
 GRADES 8 TACUYONG SUR NATIONAL HIGH
DAILY LESSON School: SCHOOL Grade Level: 8
PLAN Learning
Teacher: CHERYL C. CAMIT Area: ENGLISH
February 03-05, 2025 8:30-9:30
Teaching Dates and PEACOCK , 9:50-10:50 -DOVE
Time: Quarter: THIRD
TUESDAY ,WEDNESDAY and THURSDAY
1. OBJECTIVES
A. Content
Standards: The learner demonstrates communicative competence through his/her
understanding of Afro/African literature and other texts types for a
deeper appreciation of Philippine Culture and those of other countries
B.
Performance
Standards:
C. Learning .
Competencie OBJECTIVES:
s/Objective: 1. Answer the summative test given by the teacher
2. completing the undone output
Write the LC
3. review the lesson from module 1 to module 6 in preparing for Quarterly Exam
Code for each
I. CONTENT
III- LEARNING
RESOURCES
a. References
b. Teacher’s
Guide Pages
c. Learner’s
Materials
Pages
d. Textbook
Pages
e. Additional
Materials
from
Learning
Resource
(LR) portal
f. Other
Learning
Resources
IV. Teachers Activity Students Activity
PROCEDURES
A. Reviewing
Previous
Lesson or
Presenting the
New Lesson

B. Establishing
a Purpose for .
the Lesson

C. Presenting
Examples/Insta
nces of the
Lesson

D. Discussing
New Concepts .
and Practicing
New Skills #1

IV.
PROCEDURES
E. Discussing
New Concepts
and Practicing
New Skills #2
5. Developing
Mastery .
(L leads to
Formative
Assessment 3)
F. Finding .
Practical
Applications of
Concepts and
Skills in Daily
Living
V.
PROCEDURES
G. Making
Generalization
s and
Abstractions
about the
Lesson
H. Evaluating .
Learning

I. Additional
Activities for
Application or
Remediation

Prepared by:
CHERYL C. CAMIT
Subject Teacher

Checked By:
RONALD C. CAGALITAN
TEACHER III/OIC