DEMONSTRATION TEACHING

DETAILED LESSON PLAN

PANGASINAN STATE UNIVERSITY
STA. MARIA CAMPUS

Feliciano, James Katriel S. Grade Level

Teacher Maala, Harlene B. Grade 8
Oballes, Bernadette L.
Teaching Dates & Learning Area English
Time February 4-6, 2025
Quarter 3rd Quarter
I. Learning Objective
At the end of the lesson the students should be able to:
a. Define parallel structures;
b. Express appreciation on the rules of parallel structures through emphasizing its importance; and,
c. Formulate meaningful sentences with parallel structures.
II. Learning Content
A. Topic Using Parallel Structures
B. Reference [Link]
C. Material Digital and traditional instructional materials
III. Learning Procedures
Teachers Activity Students Response
A. Preliminary “Good morning, class. How are you today? Have
Activities you had your breakfast?”
“Yes, ma’am. I had pandesal for breakfast.”
“That’s good. You need to have your breakfast so
you will be energized and ready to learn a new
topic for today.”

1. Prayer
“Before we proceed to our discussion,
may I ask Chacel to lead us to a prayer.”
(The student will lead the prayer.)
2. Checking of Attendance
“Who is our class secretary?”

“Okay. Princess, kindly, hand me the list “Ma’am, Princess is our class secretary.”
of all absentees today after our class.”

3. Review
“As we move onto a new topic for today,
let us first review the past lesson that we
had.”

“Who among you can recall the title of the

topic that we had last time?”
“Ma’am, we talked about literature. In our
discussion, you said that literature is any form
“Indeed, literature are any form of written of written works.”
works like poems, stories, your books and
so on. How about the others what were
your takeaways from our discussion last
time?”
“We also learned about tangible and intangible
“So, if we talk about beliefs? Is it tangible forms of heritage.”
or intangible?”
“It’s intangible, ma’am.”
“Indeed, it is intangible because it cannot
be touched nor seen. How about structures

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 and monuments?” “It is tangible, ma’am.”

“That’s right. I can see that you have

learned a lot from our previous topic. Are
you ready to learn more today?” “Yes, ma’am.”
B. Motivation “I prepared an activity entitled Arrange Me.”

“So, in this activity, I will divide the class into

three groups. Then, your task will be to arrange
the pieces of a puzzle to create the picture it
intends to show.”

“Each group will form a circle and will help each

other in arranging the pieces. You will begin when
I say START. When your group is done, shout the
word VICTORY. ”

“Did you get mechanics of our game?” “Yes, ma’am.”

“I will put this pieces in your respective desks.”

“You may START.” “VICTORY”

“Let’s see if the Group 2 is done? Alright, the

Group 2 wins the game.”
C. Presentation “What have you observed from the activity that
of the Lesson we had?” “Ma’am, we arrange some puzzle and form a
picture.”
“Indeed. So, at first, the pieces of the puzzle
seems to have no sense but when we put it
together, what happens?” “It becomes a beautiful picture.”

“That’s correct. It becomes a beautiful picture.

With the activity that we had, what do you think “I think, ma’am, we will arrange something for
will be our topic for today?” it to have a sense just like the picture.”

“You quite get it. Yes, we are going to delve in a

topic about arranging the sentence to make it more
coherent or understandable.”

“So, our topic for today is Using Parallel

Structures.”
D. Activity “I will give you a five- item activity to test your (The students will answer the activity quietly.)
prior knowledge to our discussion for today.”

Directions: Select the word or phrase that needs to

be changed to make the sentences correct. Some
sentences contain no error at all. Write the letter
of your choice on a separate sheet of paper.

1. After class hours, the students went to the

plaza, to the mall, and home.
A. After class C. the plaza
B. the students D. and home

2. Public places require not only face masks but

also wearing face shields.
A. Public places C. face masks
B. not only D. wearing face shields

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 3. In an earthquake, residents are advised to duck,
cover, and to hold.
A. an earthquake C. cover
B. to duck D. to hold

4. The farmers not only export rice but also coffee

to certain parts of country.
A. The farmers C. but also coffee
B. not only export D. to certain parts

5. Raymond spends his summer fishing, camping,

and a swim.
A. Raymond spends C. fishing
B. his summer D. a swim
E. Analysis “What have you noticed in the activity that you
have answered?” “Ma’am, we identified the words that make the
sentences incorrect.”
“Did you find the words or phrases that need to be
changed?” “Yes ma’am.”

“Very good!”

“What makes a sentence easy to read and to

understand?” “Ma’am, when words or phrases used in a
sentence are clear.”
“Yes, that’s right. In order to make the sentences
easy to read and understand, we must make sure
that the words or phrases used in a sentence are
clear.”

“What do you think is the importance of having a

clear parallel structure in communication? “Ma’am, it makes the daily communication
better to understand.”
“Indeed, that is the reason why we need to learn
about this parallel [Link] that we could
have daily conversations that is free of confusion
and create good relationships out of it.”
F. Abstraction “Let’s now proceed to our lesson which is about
using parallel structure.” (The students will listen attentively.)

“To improve the clarity of your writing, it is

important to remember the equality of your
sentence structure.”

Parallel Structure means using the same

construction for sentence elements that are the
same in function.

Below are 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:

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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.

More Examples:
1. Toni Gonzaga is a multi-talented
celebrity. Singing, acting, and being a
host are some of her talents.

“What do you think is the error in the sentence?”

“You are correct! The answer is ‘being a host’ it is “Ma’am the phrase, ‘being a host’ is the error in
the error in the sentence.” the sentence.”

“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.”

“Let’s have another example.”

2. I live in a condominium on a higher floor

than my boss.

“What do you think is the error in the sentence?”

“Definitely! The answer is ‘boss’, it is the error in “Ma’am, the error in the sentence is the word
the sentence.” ‘boss’.”

“Remember class that only like things can be

compared. "My apartment" can be compared to
"that of my boss" or my "boss’".”

I live in a condominium on a higher floor than my

boss’ apartment.

“Now, Jhilliane can you give me an example of a

sentence that uses a parallel structure?”
“Yes, ma’am. She loves hiking, swimming, and
“Very good Jhilliane! How about Mark?” running.”

“The lady wants not only money but also

“That’s great!” happiness.”

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1. Parallelism with Nouns
A noun names a person, place, thing or idea, e.g.
Robert, Beverly Hills, brake, acceleration. Nouns
often appear with words that tell how much or
how many, whose, which one. They may also
appear with words that include articles (a, an, the).

Example of parallelism with nouns:

A memory chip is made of millions of transistors
and capacitors.

2. Parallelism with Verbs

A verb express an action, an occurrence or a state
of being, e.g. prepare (action), fell (an
occurrence), and is (state of being)

Example of parallelism with verbs:

The memory controller reads the memory and
writes it.

3. Parallelism with Adjectives

Adjectives modify nouns and pronouns, e.g. the
dedicated employee (the adjective "dedicated"
modifies the noun "employee"), or He felt happy
as the sales index rose (the adjective "happy"
modifies the pronoun "He").

Example of parallelism with adjectives:

HP Pro Curve delivers consistent and efficient
wireless connectivity in industrial work
environment.

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.
“In the example above the first part of the
sentence, not only, joins the verb wanted.
While the second part, but also, joins the direct
object face masks. To achieve parallel structure,
you must join two elements of the same
grammatical level.”

Neither - Nor Mistakes

The elements joined together by correlative
conjunctions should be equal to achieve parallel

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 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.
G. Application Are you ready for your next activity, class? Yes, ma’am!

Alright!

Activity: ‘Balance Sentence, Balance life’

Directions. In a ¼ sheet of paper write at least 2 to

3 sentences using any types of parallel structures
to reflect where you had to balance multiple
responsibilities (such as; schoolwork, family, or
hobbies.)
IV. Evaluation

Directions: Choose the letter that contains the phrases/ words that make it parallel. Write your answers on a separate sheet
of paper.

1. During the lockdown, people were either baking, dancing, or ____________.

A. garden B. planted C. gardening D. planting
2. In my free time, I enjoy reading books more than ____________________.
A. watch movies B. watching movies C. watched movies D. will watch movies
3. The mangoes that my mother bought from the market are fresh and __________.
A. sweet B. sweetest C. sweeter D. getting sweet
4. Learning a new language is not only inspiring but also _____________.
A. challenge B. challenged C. 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 B. chilled in the cottage C. chilling in the cottage D. will chill in the cottage

Direction: Write the appropriate word to complete the following sentences. Then, identify if each sentence uses parallelism
in noun, verb, or adjective.

sun-bathed videography egg

wood courteous mother

1. The furniture was made out of ______ and metal.

2. Anna is an obedient and ____________ student.
3. He walked and _________ on the beach.
4. Her hobbies include photography and _______________.
5. The ingredients for a good pancake are flour, ______ and milk.

Prepared by: Checked by:

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 Teaching Intern Supervising Instructor
Signature over printed name

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