A Detailed Lesson Plan in English 9

I. Objectives
At the end of the 60 minute discussion, the grade 9 students are expected to:
 Define modals;
 Differentiate modals of obligation, permission and prohibition;
 Express obligation, permission and prohibition in oral and written form; and
 Develop the positive traits of the students in the proper use of modals.

II. Task
Topic: Modals (Obligation, Permission, and Prohibition)

Textbook: A Journey Through Anglo-American Literature (pages 497, 515-516)

English Time Journal

Materials:
 Visual Aids  Speakers
 Power point  Blackboard
presentation  Chalk
 Laptop
 Projector

III. Strategies

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

A. Preliminary activities

“(Student’s name), please lead the (One of the students will lead the prayer)
prayer.”

“Good morning class.” “Good morning sir!”

“Monitor, kindly check the attendance. (Monitor responds)

Are there any absentees?”

How’s your Valentine’s day? (Students respond)

B. Motivation

“Since we are still in the month of

February, the love month, I want you
to listen to some songs that you surely
know.”

“You need to take note of the lyrics

and you may sing if you want.”

“Let’s begin class” “Yes Sir!”

(Teacher will flash the lyrics and play

the songs)

“Now, let’s take a look at the lyrics

from the songs that we have played a
 while ago. Try to notice the words that
will be encircled”

“Read the lyrics (student’s name)” “Song Lines #1

She may be the face I can’t forget.
She may be the song that summer sings.
Song Lines #2
Can I lay by your side? “

“Let’s have the remaining lyrics, “Song Lines #3

Read the lyrics (student’s name)” You should go and love yourself.

Song Lines #4
I must forgive you and you must forgive
me too.
If you want to try to put things back the
way they used to be.”

C. Presentation

“Now what have you noticed with the

encircled words? What do you think (The students will raise their hand)
are these words?
“Yes (student’s name)” “The encircled words are modals Sir”

“Do you agree with him/her?” “Yes, I agree with him/her Sir.”

“Correct these words are modals.”

“Our lesson for today is all about

modals, specifically modals of
permission, prohibition and obligation”

D. Intellectual Discussion

“Modals or modal auxiliaries are

special verb forms in English. They do
not change forms; they do not add –s
or –ed. They change meaning and
each modal has several functions.”

“Let’s have the first example of

modals, modals of obligation”

(The teacher will post the visual on the

board.)

“Kindly read the first modal of (The students will raise their hand)
obligation?”

“Yes(student’s name)” “Must or have to- firm obligation or

necessity.”
“Modal must or have to expresses firm
obligation or necessity.
When we say obligation or necessity,
you must do it whether you like it or
not.”

“Who wants to recall the lyrics which (The students will raise their hand)
have modal ‘must’ and write it on the
board?”
 “Yes (student’s name)?” “I must forgive you and you must forgive
me too.”

“Now, let’s identify the parts of the (The students will raise their hands to
sentence. What is the subject? answer”

“Yes (student’s name)” “The subjects are ‘I’ and ‘you’ Sir.”

“The verbs are? (The students will raise their hands to

answer)

“Yes (student’s name)” “The verbs are ‘forgive’ and ‘forgive’ Sir.”

“Modals give meaning to the main

verb.
“In the example, the speaker wants to
convey that he must forgive the other
and the other must forgive him too.
When ‘must or have to ‘is used, you
are obliged to do the action. Also,
must and have to can be used
interchangeably.”
“Yes, the example is clear Sir.”
“Is the example clear?
“You must listen when the teacher is
“Kindly read the next example talking.”
(student’s name).”

“In the example, the speaker wants to

convey that it is the students’
obligation to listen to the teacher when
he/she is talking. Students are obliged
to listen when the teacher is talking. ”
“Yes, the example is clear Sir.”
“Is the example clear?
(The students will raise their hands to
“Who can give their own sentence with answer.)
the modal ‘must/have to?”

“Yes (students’ name)” (The students will answer)

“Let’s proceed to the next modal of

obligation.”

(The teacher will post the visual on the

board.)

“Kindly read the second modal of “should or ought to- moral obligation or
obligation (student’s name)” advice”

“Modal ‘should/ought to’ is use in

moral obligation or giving advice.
Should and ought to can be used
interchangeably.”
(The students will raise their hand)
“Who wants to recall the lyrics which
have modal ‘must’ and write it on the
board?”
“You should go and love yourself.”
“Yes (student’s name)?”
“In the example, the speaker wants to
convey that you should go and love
yourself. He is advising someone to
go and love himself or herself”
“Yes, the example is clear Sir.”
“Are the example clear?
“You should help those who are in need.”
“Kindly read the next
example(student’s name)”

“In the example, the speaker wants to

convey that it is a moral obligation to
help those who need help. There is a
saying that says ‘no man is an island’
that is why, as a human, we should
help each other because it’s a moral
obligation”
“Yes, the example is clear Sir.”
“Is the example clear?”
(The students will raise their hands to
“Who can give their own sentence with answer.)
the modal ‘must/have to?”

“Yes (students’ name)” (The students will answer)

“Are we clear with the modals of “Yes, the modals of obligations are clear to
obligation? us Sir.”

“Let’s proceed to the next example of

modals, modals of permission.”

(The teacher will post the visual on the

board.)

“Kindly read the first modal of (The students will raise their hand)
permission?”

“Yes(student’s name)” “can- to ask/give permission or ability”

“Who wants to recall the lyrics which (The students will raise their hand
have modal ‘can’ and write it on the
board?”

“Yes (student’s name)” “Can I lay by your side?”

“In the example modal can is used to

ask for permission because he is
asking for permission. The speaker
wants to know if he can lay down on
the side of that someone.”

“Is that clear? “Yes, it’s clear Sir.”

“How about in giving permission?

Again, ‘Can I lay by your side?’ What
do you think is the response of the
receiver?”
“It’s either ‘Yes, you can lay by my
side’ or ‘No, you can’t lay by my side.”
“With the response, the permission is
already given. Are we clear with the
giving permission?
 “Is the example clear?” “Yes, it’s clear Sir.”

“Another example, kindly “Can I use your phone, please?”

read the sentence (student’s name)”

“In this example, the speaker is asking (The students will raise their hands to
for permission to use the phone, what answer)
do you think will be the response of
the receiver?”
“Yes (student’s name)?”
“Yes, you can use my phone or no, you can’t
use my phone”
“Is the example clear?
“Yes, it’s clear Sir!”
“Modal can is also use in ability, let’s
have an example.” (The students will raise their hands to answer)
“Kindly read the example (student’s
name)” “I can run fast.”

“Now in the sentence, the speaker

wants to convey that he/she has the
ability to run.”

“Are we clear with the modal of

permission ‘can’?” “Yes, the modal ‘can’ is clear to us Sir.”

“Who can give their own sentence with

the modal ‘can’ to ask permission?”

“Yes (student’s name)?”

(Student will give his/her own sentence)
“Now what can be the possible answer
to give permission?” (The students will raise their hands to answer)

“Yes (student’s name)?”

(Student will give his/her own sentence)
“Now who can give their own sentence
with the modal ‘can’ as an ability? (The students will raise their hands to answer)

“Yes(Students’ name)”
(Student will give his/her own sentence)
“Let’s proceed to the next modal of
permission.”

(The teacher will post the visual on the

board.)

“Kindly, read the second modal of

permission (student’s name)” (The students will raise their hand)

“Yes, (student’s name)”

“May- expresses permission, probability or
wish.”
“Who wants to recall the lyrics which
have modal ‘may’ and write it on the (The students will raise their hand)
board?”

“Yes (student’s name)?”

“She may be the face I can’t forget.”
 “Modal ‘may’ expresses permission,
probability or wish. In the example,
‘may’ is used as what?

“The speaker wants to convey that

there is a possibility that he can’t “Yes, it’s clear Sir.”
forget the face of the girl. Is that
clear?” “May I go out?”

“Kindly read the next

example(student’s name)”

“In the example, the speaker wants to

get permission if he can go out.” “Yes, it’s clear Sir.”

“Is the example clear?” “May the couple live happily ever after.”

“Kindly read the example(student’s

name)”

“In the example, may is used as as

wish.”

“The speaker is wishing the couple to

live happily ever after. “ “Yes, it’s clear Sir.”

“Is the example clear? “Yes, it’s clear Sir.”

“Are we clear with the modal ‘may’?” (The students will raise their hands to answer)

“Who can give their own sentence with

the modal ‘may’?” (Student will give his/her own sentence)

“Yes (students’ name)” “Yes, the modals of permission are clear Sir.”

“Are we clear to the modals of

permission?

“Let’s proceed to the next example of

modals, modals of prohibition.”

(The teacher will post the visual on the

board.) (The students will raise their hand)

“Who wants to read the first modal of

prohibition?” “Cannot- something against the rules”

Yes(student’s name)”

“Modal can’t, the contraction of ‘can +

not’, is used when something is
against the rules.” “You can’t text while driving.”

“Kindly read the example (student’s

name)”

“Okay, in the example, It is against the

rules to text while driving. What do you
think will happen if you will text while “It is dangerous sir.”
driving?
Yes (student’s name?)”
“It’s dangerous. The reason why you
can’t text while driving is because we
have the dangerous driving act that
you can’t break.” “Yes, it’s clear Sir.”

“Is the example clear?” “You cannot smoke in that area.”

“Kindly read the next example

(student’s name)”

“In the example, the speaker wants to

convey that you can’t smoke in that
area because it’s against the rule.” “Yes, it’s clear Sir.”

“Is the example clear?” (The students will raise their hands to
answer.)
“Who can give their own sentence with
the modal ‘can’t’?
(The students will answer)
“Yes (students’ name)
“Yes, the modal ‘can’t’ is clear to us Sir.”
“Are we clear with the modal ‘can’t’?”

“Let’s proceed to the next modal of

prohibition.”

(The teacher will post the visual on the

board.)
“Must not – the speaker is setting the
“Kindly read the next modal of rule.”
prohibition (student’s name)”

“Modal mustn’t, the contraction of

‘must + not’, is used when someone or
a speaker is setting the rule.”

“Kindly read the example(student’s “Students must not skip classes.”

name)”

“In the example, the speaker is

prohibiting the students not to skip
their classes, so the students must
follow the speaker. “

“Is the example clear?” “Yes, it’s clear Sir.”

“Kindly read the next “You must not drink alcohol if you will
example(student’s name)” drive.”

“In the example, the speaker is

prohibiting someone not to drink
alcohol if he/she will drive.”

“Is the example clear?” “Yes, it’s clear Sir.”

“Are we clear with the modal “Yes, the modal ‘mustn’t’ is clear to us Sir.”
‘mustn’t?”
The students will raise their hands to answer.)
“Who can give their own sentence with
the modal ‘mustn’t’?”
 (The students will answer)
“Yes (students’ name)”
“Yes, modals of prohibition are clear to us
“Are we clear to the modals of Sir.”
prohibition?

“Is our discussion about modals “Yes, modals are clear to us Sir.”
clear?”

“Now let’s have an activity. I will group

you based on your seating
arrangement.”

(Number of group will depend on the

number of columns)

“Each group will be given placards

containing the modals and you will just
complete the sentences with the
appropriate modal.
You’re only given five seconds to
answer.
We will start at the back to front.
The group who will get high score will
be given plus 5 in the quiz.”
“Yes, the instructions are clear Sir”
“Are the instructions clear?”

“Let’s begin.”

DIRECTION: COMPLETE EACH

SENTENCE WITH THE
APROPRIATE MODAL.

1. _____ you play the piano?

2. You_____ overtake the line, so wait
for your turn. -
3. Children_____their parents.
4. _____ I go with you?
5. A pregnant woman_____ eat
nutritious foods.
6. Students _____ do anything other
than to listen when the teacher is
talking.
7. Customers_____ enter the restricted
area.
8. Jeepney drivers _____ drive carefully
at all times.
9. I_____ play basketball.
10. _____ you find your true love.

E. Valuing

“If you will you use the modals of
permission ‘can’ and ‘may’, what do
you think are the good qualities that
you can develop?”
“Yes(students’ name)”
(The students will raise their hands to
answer)
“The good qualities that we can develop are
being respectful and having self confidence
Sir.”
 “If you want something, you need to
ask permission first.”

“If you will you use the modals of (The students will raise their hands to
obligation ‘must/have to’ and answer)
‘should/ought to’, what do you think
are the good qualities that you can
develop?”

“Yes(students’ name)” “The good qualities that we can develop are

“If you will you use the modals of
prohibition ‘cannot’ and ‘must not’,
what do you think are the good
qualities that you can develop?”
obedience and trust to others.”
(The students will raise their hands to
answer)

“Yes(students’ name)”
“The good quality that we can develop is
“Correct!” obedience Sir.”

F. Generalization

“As a wrap-up, we discussed about

modals of obligation, permission and
prohibition. “

“Under modals of obligation we have?”

(The students will raise their hands to
‘Yes(student’s name)” answer.)

“We have ‘should/ought to’ and ‘must/have

“Okay and under modals of to’ Sir.”
permission we have?”
(The students will raise their hands to
‘Yes(student’s name)” answer.)

“Lastly, under modals of prohibition we

have? “We have ‘can’ and ‘may’ Sir.”

‘Yes(student’s name)” (The students will raise their hands to

answer.)
“Correct!

“We have ‘can’t’ and ‘mustn’t’ Sir.”

G. Evaluation

Directions: Fill in the blank with the

appropriate modal.
1. There is an exam tomorrow. I
must/have to study tonight.
2. Tidy your desk before
reviewing. It should/ought to
be free from clutter.
3. Can students write down their
notes for review?
4. Others memorize formulas for
easy retention. But they may
forget during exams.
5. Some students can study
while watching television but
some cannot.
 6. Cheating can’t be accepted,
according to the school rules.
7. Some students who cheat
during exams mustn’t be
tolerated.
8. It may be easy review if
lessons are studied everyday.
9. Cramming must/have to be
avoided at all cost.
10. Finally, a student
should/ought to prepare for
the exams calmly if he is a
hard-working student.

IV. Assignment

Students will be group based on MILA strategy (Multiple Intelligence learning approach)

Linguistic Group Musical Group

- Compose a dialogue using - Write a song using modals.
modals. Interpersonal Group
Logic- Mathematical Group - Share the use of modals to the
- Think about the use of modals, class.
develop your own hypothesis. Intrapersonal Group
Spatial Group - Write a response about the use
- Draw a picture using the proper of modals.
use of modals. Naturalist Group
Bodily-Kinesthetic - Use modals in connection with
- Pick a song which has modals nature.
and interpret through a dance. Existentialist Group
- Write a reflection about the use
of modals.

Prepared and Submitted by:

Arvie D. Lopez
Teacher I Applicant