Semi-Detailed LESSON PLAN

Teacher: Melchor E. Baltero Date: May 8, 2020

Grade Level: Grade 9 Time Frame: 1 hour/1 day
Learning Competency: EN9G-IVc-23

I. Objectives
At the end of the lesson, the students are expected to:
A. Express permission, obligation, and prohibition
 Differentiate the use of modals of permission, obligation, and
prohibition
 Construct sentences using modals of permission, obligation, and
prohibition
 Appreciate the use of modals in daily communication

II. Subject Matter

Topic: Modals of Permission, Obligation, and Prohibition
Reference: Anglo-American Literature (page 496-497 and 515)
Instructional Materials: visual aids, laptop, speaker
Other Related Portals: http://www.gingersoftware.com/content/grammar-
rules/verbs/modal-verbs/

III. Procedure
a. Preliminary Activities
 Prayer
 Greetings
 Checking of Attendance
 Checking of Assignment
b. Developmental Activity
Review
 What was our lesson yesterday all about?
 How can you differentiate synonyms from antonyms?
 Can someone give example of sentences with synonyms and/or
antonyms in it?
c. Activity
“No, YOU make the rules!”
The teacher will prepare cards containing events, celebrations, and
situations that are common. She will also prepare a dice with words “have
to”, “can”, “can’t, “must”, “mustn’t”, “may” and “could” written instead of
the usual numbers one to six. She will then play music and will let the
students pass the dice to his/her seatmate. Once the music stops,
whoever has the dice shall toss it, and he/she will make a rule or
statement using the word that the dice has landed. The statement he/she
will make will be based on the situation card that the teacher has shown
beforehand.
Example:
Situation: You are going to your best friend’s wedding.
Dice rolled showed, “shouldn’t”
Sentence: You shouldn’t arrive late.
d. Analyses
After completing the activity, the teacher asks the following questions:
 What have you observed form the activity that we did?
 What do you think these sentences are trying to tell us? What do
they mean?
 What do you think is our lesson for today?

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e. Abstraction
 Setting of objectives
 The teacher will discuss about the modals of obligation, permission
and prohibition
Unlocking of Difficulties
 Modal Verbs – auxiliary verbs that help the main verb express
permission, prohibition, and/or obligation
 Permission – the act of allowing someone to do something, or of
allowing something to happen
 Prohibition – the act of forbidding something, especially by law
 Obligation – the act or course of action to which a person is morally
or legally bound; a duty or commitment

Modal Verbs -
To express permission, prohibition, and obligation, we usually
use modal verbs.

Modals of Permission
Can is often used to ask for and give permission.

 Can I sit here?

 You can use my car if you like.
 Can I make a suggestion?

We can also use may and could to ask for and give permission

but can is used more often.

Modals of Prohibition
Both can’t and mustn’t are used to show that something is
prohibited – it is not allowed.

 You can’t park here, sir.

 You can wear jeans but you can’t wear trainers in that bar.
 You mustn’t speak when the teacher is speaking.

Can’t tells us that something is against the rules. Mustn’t is usually

used when the obligation comes from the person who is speaking.

Modals of Obligation
Have to and must are both used to express obligation. There is a
slight difference between the way they are used.
Have to shows us that the obligation comes from somebody else.
It’s a law or a rule and the speaker can’t change it.

 Do you have to wear a uniform at your school?

 John can’t come because he has to work tomorrow.
 In Britain you have to buy a TV licence every year.

Must shows us that the obligation comes from the speaker. It isn’t a

law or a rule. 

 I must call my dad tonight.

 You must hand in your homework on Tuesday or your mark
will be zero.
 You must come and visit us the next time you come to
London.

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  The teacher will play the music she used during the activity. She
will let the students identify how many types of modals are found in
the excerpt of the lyrics and how many modals are there. She will
also play 3 additional songs and let the students give parts of the
songs which contain modals.
Motive Question
 Who can define modals?
 How do modals of permission, prohibition, and obligation differ from
each other?
 Who can give example of sentences with modals in it?

f. Valuing (also emphasized in the giving of example sentences during

discussion and evaluation)
 What do you think is the importance of knowing and identifying
modals and using it in our daily communication?
g. Application
 The teacher will administer a 5-item pen and paper quiz. (Quiz will
be posted on the blackboard).

Direction: Fill the blanks with the correct modal verbs found in the box (1
point each). Write your answers in a ¼ sheet of paper. ANSWER ONLY.
Can Musn’t
Has to Can
Must Have to

1. He _______ speak Chinese if you want him to.

2. You _______ eat the vegetables or else you won’t get any of the
desserts.
3. You _______ make noise while the session is going on.
4. _______ you help me lift the couch?
5. Louise can’t participate on the event because she _______ babysit
her daughter.
Answer Key:
1. can
2. must
3. mustn’t
4. Can
5. has to

IV. Evaluation
“Create the Feat!”
 The teacher will group the students into three.
 The students will pick from the three locations prepared by the teacher,
along with the order of performance and the method of performing.
 The teacher will instruct the students to construct rules and regulations
based on the location they have picked.
 Each group will turn their constructed rules into a song, rap, or poem,
basing on their picked method. They must make sure that they will use
modals (minimum of 1 modal per type, maximum of 3).
 Their output will be written in a manila paper and posted on the board.

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Locations/Situations with their Order and Method of Performance:

PERFORMER NUMBER 1

Location: MALL
Method: SPEECH CHOIR (with hand gestures)

PERFORMER NUMBER 2

Location: LIBRARY
Method: RAPPING

PERFORMER NUMBER 3

Location: SCHOOL
Method: SINGING

 Teacher rates the scores of each group based from the adapted rubrics.
 Highest score is 20 points.

RUBRICS

NEEDS
CRITERIA EXCELLENT (4) GOOD (3) FAIR (2) IMPROVEMENT
(1)
Exceptional use Skillfully Sentence has Frequent and

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SENTENCE of sentence constructed with formation errors severe sentence
FORMATION variety and appropriate and has only formation errors
complexity of variety in length used 2 modals and has used
structure and has and structure for each type only 1 modal for
used 3 or more and has used 2 each type
modals for each to 3 modals of
type each type
CORRECT Exceptional Consistently Some errors in Frequent and
C.U.P.S capitalization, correct capitalization, severe errors in
C-apitalization word usage, capitalization, word usage, capitalization,
U-sage punctuation, and word usage, punctuation, and word usage,
P-unctuation precise spelling; punctuation, and spelling; has punctuation, and
S-pelling has committed no precise spelling; committed 4-5 spelling; has
grammatical error has committed 2- grammatical committed 5 or
and spelling 3 grammatical error and more
error and spelling grammatical
spelling error and spelling
Sentences that Sentences that Some general General,
show show and repetitive repetitive, and/or
exceptionally consistently words that may confusing word
WORD precise, specific, appropriate word be inappropriate choices that
CHOICE descriptive and choices that are or ineffective to often are
vivid word generally the image or inappropriate
precise, and activity being
descriptive. described.

Piece that is Piece that is Piece that is Piece that is

EASY TO consistently easy easy to follow somewhat generally difficult
FOLLOW AND to follow and and difficult to follow to follow and
UNDERSTAND understand understandable and understand understand

The message to The message to The message to The message to

the listener is the listener is the listener is the listener is
MESSAGE clear and strong clear somehow clear unclear

V. Assignment

Research about the biography of Arthur Miller, author of “Death of a Salesman”.

Write your output in a ½ sheet of paper.

Prepared By:

Melchor E. Baltero
RMMC-MI Marbel