This document provides a learning package on parallelism in English for high school students. It outlines three objectives for students: 1) Identify correct parallel sentences, 2) Value balancing their work, and 3) Participate in a cooperative activity called "Pass the Cube". The package then discusses the concept of parallelism through examples and an activity where students fix sentences that lack parallel structure by rewriting them with parallel elements. Maintaining parallel structure is important for preventing awkwardness, promoting clarity, and creating concise writing.

1. LEARNING PACKAGE IN ENGLISH III
HIGH SCHOOL
OBJECTIVES:
At the end of the lesson, the students are expected to:
A. identify the correct form of parallel sentences;
B. manifest the value balancing everything they do; and
C. work cooperatively in class through an activity entitled “Pass the Cube”.
Sub-Topic: Parallelism
Learning Experiences REMARKS
(Routine Activities)
-prayer
-checking of attendance
-housekeeping
-review of the past lesson
A.EXPLORE
1. Do you also balance things? What are these that you balance?
(ex. Academics and extra-curricular activities) Why do you think
you should balance them?
2. What if, for instance you weren’t able to balance those things
that you have given? What do you think will happen? What are
the things that will be affected?
B.FIRM-UP
1. Today, we shall discuss Parallelism. Any idea what do we mean
with parallelism?
Principal Rule
*For parallel structure, balance nouns with nouns,
prepositional phrases with prepositional phrases,
participles with participles, infinitives with infinitives,
clauses with clauses.
2. But for today, we shall only discuss the rules concerning words
(noun to noun, verb to verb, adjective to adjective, and the like)
and the rules concerning phrases and clauses. Let’s analyze the
following sentences.
a. Tom is known for his honesty and original ideas.
What did you notice in the sentence? Does it have a parallel
structure? Why or why not?
What rule can you derive from this?
b. My previous company has moved and is selling their office

2. space.
What did you notice in the sentence? Does it have a parallel
structure? Why or why not?
What rule can you derive from this?
c. She is charming, courteous and a beauty.
What did you notice in the sentence? Does it have a parallel
structure? Why or why not?
What rule can you derive from this?
d. Sam does his work neatly and with care.
What did you notice in the sentence? Does it have a parallel
structure? Why or why not?
What rule can you derive from this?
e. Our report covers the details of the plan and how much it
costs.
What did you notice in the sentence? Does it have a parallel
structure? Why or why not?
What rule can you derive from this?
f. The coach told the players that they should get a lot of
sleep, that they should not eat too much, and to do some warm-
up exercises before the game.
What did you notice in the sentence? Does it have a parallel
structure? Why or why not?
What rule can you derive from this?
C.DEEPEN
Activity:
While the music is playing, a cube will be passed around. When
the music stops, the person holding the cube will be the one to
pick what particular number and color of the cube will he/she get.
Then on the particular number and color that the student picked
is an assigned faulty parallelism. The student will write on the
board the faulty sentence and he/she will make it parallel.
Example sentences:
1. Our goals were to collect information, analyzing the
significance of the facts, and appropriate recommendations would
be made.
2. He enjoys reading, writing, and to edit articles.
3. She played basketball, had a shower and gone to school.
What now is the importance of parallelism in writing? Why do we
need to make sure that the sentences are parallel?

3. *Parallel construction prevents awkwardness and promotes clarity.
Balanced or symmetrical elements also tend to be more concise.
Writers who face the challenge of stating several ideas in one
sentence can often achieve this goal with remarkable clarity if they
arrange these ideas in a balanced series. This series might
comprise parallel nouns or phrases, or it might comprise a more
sophisticated sequence of parallel clauses. The result is not only
easier for the reader to follow but also more pleasing aesthetically.
Mina, Lorna Cammille
BSEd-4