Ionell Jay R. Terogo & Irene Claire S.

Tarongoy Ed-PT 2 (Principles of Teaching 2)

BSEd-Engl. 3 March 15, 2010

Lesson Plan
in
Communication Arts – English III

I. OBJECTIVES
The third year students are expected to:
Cognitive:
 describe the emotional appeal of the given text;
 identify parallel structures in given sentences;
Affective:
 empathize with the blind through reflections; Psychomotor:
 write personal reflection based on the literary text;
 produce a paragraph with the correct use of parallelism.

II. CONTENT
Subject Matter: Parallelism
Text: “Three Days to See” by Helen Keller
Values: Empathy and compassion to persons with disabilities
Skills: predicting writing parallel-structured paragraphs
imagining answering grids
analyzing sentences
Textbook: Gabriel, Josefina, et al. English IV (BEC).English IV (BEC). Quezon City: Saint
Bernadette Publishing, Inc., 2006.

III. MATERIALS/ RESOURCES

 Copy of the selection “Three Days to See” by Helen Keller
 Grid containing phrases
 Notes on Parallelism
 instrumental music for suggestopedia
 audio player

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IV. PROCEDURE

A. Motivation

1. Suggestopedia
The teacher asks the students to close their eyes and imagine if they were blind.
Background music is played to create a more imaginative feeling to students. Questions
and instructions will be raised to further let the students feel the situation. These may
include:
a) What are the sceneries or beautiful spots you like to see?
b) Imagine you are present in your favorite scenery, enjoying and being happy.
c) But what if you will turn blind one day?
d) Can you imagine how dark would it be?
e) Can you still see your favorite sceneries? Your loved ones? The things and
people around you?
f) Do you feel now how to be blind? What do you think are those blind people
thinking and feeling when they can’t see at all?
g) What do you think they will wish to see if ever they are given a chance?

2. After three to five minutes, the students open their eyes. The teacher inquires from the
students how they feel about the activity. They are asked about their reflections on being blind.

3. Journal Writing
With this, a journal writing task is given to the students. In their notebooks they need to
write how they feel about being blind. Guide questions for the writing task will be:
3.1) What could these blind people think or feel when they cannot see what they
need and want to see?
3.2) If you were blind, how will you be able to go about your daily tasks? Cite
concrete situations.
3.3) What could these blind people think or feel when they cannot see what they
need and want to see?

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B. Presentation

4. After the writing task, the teacher presents the selection, “Three Days to See” by deaf-
blind-mute Helen Keller.

5. But before the selection is tackled, the students have to be acquainted with new
vocabulary used in the selection. Phrases of beautiful images from the selection are given to
the class. The students are explained to look for the sentence/s that contain(s) the phrases to
give accurate descriptions. They need to take special note of the underlined words to be able
to explain after reading what each phrase means by answering a table by pair in a sheet of
paper.

Phrases What do they mean?

 shaggy branch of a pine
 quiver of a muscle

 flutter of a hand

 intoxicate my eyes

 sleeping earth

 haunts of men

 grace in motion

 seething kaleidoscope

C. Input
6. Now, the students are to read the selection which is found in their book. They are asked
to read it silently and to take note on the phrases that they need to unlock.

7. Afterwards, they are now to fill up the table with their meanings that define the images.

8. To summarize what Helen would like to see in three days, a grid is given to be
answered with the same pair. They can write their answers in a sheet of paper.

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 Morning Afternoon
Day 1

Day 2

Day 3

D. Comprehension Check

9. Then, the class confirms their answers to the grid. Also, the teacher asks questions for
students to answer in order to assess students' in-depth understanding of the selection.
Questions may be:
 How will you describe Helen Keller?
 What message does Helen want to convey to everyone?

10. Then, students’ answers are elicited.

11. Students are then tasked to answer the grid which specifies what the students want to
see when s/he will be blind. The students need to compare with Helen Keller’s wishes through
a grid.
Helen Me

Day 1

Day 2

Day 3

12. The students are told to keep their grid first for they are to use this in a writing activity
later.

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13. A set of sentences from the text are shown by the teacher. The teacher tells the class
that the sentences have “parallel” structures in it. (See “parallel sentences from Three Days to
See.”)

14. Transparencies on parallelism are shown to further lecture about it. Sample sentences
with parallelism are given to further illustrate parallelism.

15. After which, a set of sentences is given for the class to answer. Some students are
called to choose which of the sentences is parallel. Then, they have to underline which phrases
are parallel in the sentence.

E. Formative Task

16. The answers are confirmed by the teacher. If needed, the teacher clarifies the topic
while eliciting students' participation.

17. Afterwards, an exercise about parallelism is given to the students to work on

individually. Their task is to underline the parallel structures in the sentences. They are to answer
it in a ½ size of paper. (See attached exercise.)

18. Another task is given regarding formulation of parallel sentences. A set of statements
which are not parallel-structured is given. The students' task is to make the sentences parallel by
rewriting it in another sheet of ½ size paper. (See attached exercise.)

V. EVALUATION

With their grids on Hellen Keller and self wishes, the students are instructed to create an essay
about it. Parallel structures should be observed in the students' essays. Their essay will be
entitled: Three More Days to See. Assessment for the essay uses the following criteria:
Parallel Sentence Structures 25 pts.
Content 25 pts.
Mechanics 10 pts.
Total 60 pts.

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Competencies:

Reading

 Express emotional reaction to what has been read

Literature

 React to the experiences or actions of characters in

relation to real life situations

 React to the worthwhile human values underlying

responses to the situations in literary pieces.

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 Three Days to See
By: Helen Keller

I have often thought it would be a blessing if each human being were stricken blind and
deaf for few days at some time during his early adult life. Darkness would make him more
appreciative of sight; silence would teach him the joys of sound.
Now and then I tested my seeing friends to discover what they see. Recently I asked a
friend, who had just returned from a long walk in the woods, what she had observed. “Nothing in
particular,” she replied.
How was it possible, I asked myself, to walk for an hour through the woods and see nothing
worthy of note? I, who cannot see, find hundreds of things to interest me through mere touch. I
feel the delicate symmetry of a leaf. I pass my hands lovingly about the smooth skin of a silver
bitch, or the tough, shaggy bark of a pine. In spring I touch the branches of trees hopefully in
search of a bud, the first sign of Nature awakening after her winter’s sleep. Occasionally, if I am
very fortunate, I place my hand gently on a small tree and feel the happy quiver of a bird in full
song.
At times my heart cries out with longing to see all these things. If I can get so much
pleasure from mere touch, how much more beauty must be revealed by sight. And I have
imagined what I should most like to see if I were given the use of my eyes, say, for just three
days.
I should divide the period into three parts. On the first day, I should want to see the people
whose kindness and companionship have made my life worth living. I do not know what it is to see
into the heart of a friend through that “window of the soul,” the eye. I can only “see” through my
fingertips the outline of a face. I can detect laughter, sorrow and many obvious emotions. I know
my friends from the feel of their faces.
How much easier, how much more satisfying it is for you who can see to grasp quickly the
essential qualities of another person by watching the subtleties of expression, the quiver of a
muscle, the flutter of a hand. But does it ever occur to you to use your sight to see into the inner
nature of a friend? Do most of you seeing people not grasp casually the outward features of a face
and let it go at that?

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Parallel Sentences from “Three Days to See”

1. I should want to see the people whose kindness and gentleness and compassion
have made my life worth living.
2. I pass my hands lovingly about the smooth skin of silver birch, or the rough shaggy
bark of a pine.
3. Only the deaf appreciate hearing; only the blind realize the manifold blessings that
lie in sight.
4. Just as the Museum of Natural History reveals the material aspects of the world, so
does the Metropolitan show the myriad facets of the human spirit.
5. I see smiles, and I am happy. I see serious determination, and I am proud. I see
suffering, and I am compassionate.

Activity: Parallelism
Instruction: Encircle the letter of the sentence which has a parallel construction, and underline the
parallel structures.
Example: A. Love will tear down the walls of suspicion and hating.
B. Love will tear down the walls of suspicion and hate.

Set A
1) a. To study law, to graduate with honors, and to be able to work are his goals.
b. Being able to work well, to study law, and to graduate with honors are his goals.
2) a. The laborer works fast, methodical, and laboriously. b. The laborer works fast,
methodically, and laboriously.
3) a. The speaker not only speaks loudly but also clearly.
b. The speaker speaks not only loudly but also clearly.
4) a. I came. I saw. I conquered.
b. I came. I saw. I have conquered.

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 Set B
In Celebration of Love

1) a. I love the good and the bad in my beloved.

b. I love the goodness and the bad in my beloved.
2) a. I cherish the beauty and the ugly in him.
b. I cherish the beautiful and the ugly in him.
3) a. I love his warmth for it drives the chill in my bones; yet I also love his coldness for
it cleanses my spirit.
b. I love his warmth for it drives the chill in my bones; yet I also love him when he is
cold for it cleanses my spirit.
4) a. My love for my beloved will make adversity and discouragement gentle as rain.
b. My love for my beloved will make adversity and the discouraged gentle as rain.
5) a. My love is the weapon to open his heart and to repulse the arrows of hate.
b. My love is the weapon to open his heart and to repulse hate by arrows.
6) a. My love will uplift him in moments of despair and will calm him in time of
exultation.
b. My love will uplift him in moments of despair and he will be calmed in time of
exultation.
7) a. My love will echo in my voice and his heart will be opened.
b. My love will echo in my voice and will open his heart.
8) a. His love for me will unwrinkle my brow and bring a smile to my lips.
b. His love for me will unwrinkled by brow and I will smile.
9) a. Our love will protect us from hate and anger.
b. Our love will protect us from hate and the anger.
10) a. From this day on we will have no time to hate but only time to love.
b. From this day on we will have no time to hate but time only to love.

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Formative Task: Parallelism

Test I. Instruction: Underline the parallel structures in each sentence.

1) Work can be a source of growth, an opportunity to learn more about ourselves and to

develop positive and healthy relationships.

2) Working is the natural human response to being alive – our way of participating in the

universe, our way of giving and creating.

3) We persist in our efforts, not in a forced way but with pleasure and true enjoyment.

4) Each day becomes fresh, new and exciting.

5) We can learn, however, to soothe our pressured minds and bodies and to release the

tensions that obstruct the natural flow of our energy.

Test II. Instruction: Recast the following sentences to obtain effective parallelism.

1) The article you wrote was concise, thought-provoking and appeals to hundred of readers.
2) He showed much energy at first but which soon vanished.
3) People constantly long to return to the land and fleeing back to a simpler way of life.
4) Nenita likes to read, playing the piano and going on long walks.
5) It is her fondest dream to study medicine or be a lawyer.
6) When man learned to use fire, he assured himself of protection against predators and
having more and better food.
7) They learned better ways of making fire, to heat dwelling places and to handle smoke.
8) The story is a dramatic narrative and which concerns the lives of sugar workers.
9) Ana Marie is a lovely girl and whom everyone likes.
10) The orphan had no shoes and dressed in thin ragged clothes when I saw her.

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Notes on Parallelism
Pitfalls in Parallelism
In striving for matching word structure remember the following:
1. Sentence elements that are coordinate in rank should be parallel in structure. An
infinitive should be followed by an infinitive of similar form. A gerund by a gerund, a phrase by a
phrase, etc.
Faulty:Jose likes to walk and biking.
Improved:Jose likes walking and biking.
2. Avoid misleading parallelism. Do not use the same structural form for sentence elements
which are not of equal value. Avoid also a series of elements which appear to modify the same
element but do not.
Faulty:They left immediately and they had a good car.
Improved:They left immediately on a good car.
Weak:Being your friend, paying the fifty pesos I will help you.
Improved:Being your friend, I will help you pay the fifty pesos.
3. Avoid ineffective partial parallelism.
Undesirable: The story is vivid, interesting and has a simple plot.
Improved: The story is vivid, interesting and simple in plot.
4. A sentence element following a correlative should be parallel in form.
Weak:The maid is either lazy or she doesn’t feel well.
Improved:The maid is either lazy or ill.
5. Do not join a relative clause to its principal clause by and, but, or or. And, but, or and
other coordinating conjunctions connect only elements of equal rank. Avoid using and which, but
which, and who, but who unless there is a preceding “which-clause” or “who-clause”.
Faulty:Roy is a man of intelligence and who is an industrious worker.
Better:Roy is a man who is intelligent and who is an industrious worker.
Improved: Roy is intelligent and industrious.
Remember, however, that absolute parallelism is not always required. Sometimes,
although the form is not parallel, it would still be effective as long as the function is.
I saw Grace, Beau and a boy whom I have met.
He talked slowly and with a stammer.

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