LESSON PLAN IN ENGLISH 8
School Anibongan National High Grade 9
School Level
Teacher Recar M. Estanero Learni ENGLISH
LESSON PLAN
ng
IN ENGLISH 8
Area
Date and Quarte 4th
Time r
I. CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learner demonstrates understanding of: Southeast Asian literature as
Standards mirror to a shared heritage; coping strategies in processing textual
information; strategies in examining features of a listening and viewing
material; structural analysis of words and propaganda techniques; and
grammatical signals for opinion-making, persuasion, and emphasis.
B. Performance The learner competently presents a critical evaluation of a selection to
Standards emphasize changing other people’s perspectives.
C. Learning Determine the relevance and the truthfulness of the ideas presented in
Competencies the material viewed
Express permission, obligation, and prohibition-EN9G-IVb-22
verbals.
D. Objectives At the end of the lesson, the students are expected to:
a. differentiate the functions of modals for permission, obligation, prohibition
b. apply appropriate modal verbs of permission, obligation, prohibition in
different scenario;
and identify the correct modal verbs to complete the sentences.
c. appreciate the importance of using polite and appropriate modals in daily
communication and in classroom to show respect and cultural sensitivity.
a. Differentiate the use of modals of permission,
obligation, and prohibition
Differentiate the use of modals of permission,
obligation, and prohibition
E. Content/Topic Expressing Permission, Obligation, and Prohibition (Modals)
F. Integration Integration: Edukasyon sa Pagpapakatao (Values Education) and Civic
Awareness.
GAD Integration: Respect everyone’s preferences and answers to the
activities.
WATCH Integration: Honesty in checking their own paper and finishing the
task on the given time.
II. LEARNING RESOURCES
References: K-12 Grade 9 English Learner’s Material; DepEd Manila/Regional Self-
Learning Modules.
Materials: Laptop, TV, Visual Aids, Task Cards.
III. TEACHING AND LEARNING PROCEDURE
A. Preliminaries 1. Prayer / Greetings / Checking of Attendance
2. Classroom Rules
B. Review Before we formally proceed to our topic today let us have a recap. What was
our lesson last meeting?
C. Motivation Instructions: While the music plays, students will pass the Modal Ball to their
“The Modal classmates. When the music stops, the student holding the ball must peel off
Ball one modal verb, go to the board, and write an original, grammatically correct
Challenge” sentence using that word. Once the class confirms the sentence is correct, the
music will restart and the game continues until all the words are gone!"
D. Analysis 1. What did you observe about the sentences on the board? Did the sentence
more polite
or less polite?
2. What would happen if we don’t use these words in our daily communication?
3. What do you think is our topic today?
E. Abstraction Modal Verbs- are auxiliary verbs or helping verbs. They may be used in
expressing Permission, Obligation, and Prohibition.
Permission – is an act of giving consent or authorization.
In stating permission, modals to be used include can, could, may.
can: (Informal/Casual/Friends)
Can you give me your number?
Can you help me with this?
I can do it if you want me to.
could: (formal/MorePolite/Older Neighbor)
I could possibly ask my mom to cook for us.
Could I interview the mayor?
Could lend me your book?
may: (Most Polite/Formal/Official)
May I borrow your phone, please?
We may go to the beach this weekend if the weather stays clear.
May you have a long and happy relationship.
Prohibition – the act of forbidding or disallowing someone in performing or
doing something, especially by Law. In showing prohibition, modal verbs to be
used are can’t and mustn’t/must not.
can't: (General Rules) is used in dealing with something against rules,
laws and signs. This is used when the speaker is not the one who sets the rules.
Example:
You can’t go out during the community quarantine.
You can’t buy any alcohol beverages due to liquor ban
must not / mustn’t: (Strict/Official Laws) is used in dealing with
something that is not permitted. In this context, it is the speaker who sets the
rules.
Example:
You must not smoke in this area.
We mustn’t talk loudly in the library.
Obligation – express commitment or duty. Modal verbs to be used are Have
to (has to),
and must.
have to/has to: (External Rules) is used when obligation comes not from
the speaker. The obligation is set by an authority, rule or law.
Example:
I have to e in airport before the flight departure.
She has to submit her report on time.
must: (Personal/Internal Necessity) is used when expressing obligation
comes from the speaker or from an authority. Used to expressed obligation in
which a person has no other choice but to do the obligation. We used must if we
have to expressed obligations under a rule or a law, moral or values reason, and
because it is important.
Example:
You must have a license before driving a car
You must stay away from him/her.
I must finish my project before the deadline.
F. Application Instruction: The class will be divided into three groups. Each group will be
assigned to different tasks.
To see how well you can apply our lesson on modals in real-world situations,
we will have a group activity called 'Modals in Action.' You will have 10
minutes to prepare and 2 minutes to present.
Group 1: The Policy Team (Rule-Makers)
Objective: Create a "Student Code of Conduct" for a new school club (e.g.,
Gaming Club, Art Club, or Eco-Warriors).
Step 1: Choose a name for your club.
Step 2: Write 6 clear rules using:
o Permission: What are they allowed to do? ("Members can...")
o Obligation: What is mandatory? ("You must...")
o Prohibition: What is strictly forbidden? ("You must not...")
Step 3: Assign speakers to present the list to the class.
Goal: Use at least 3 different modals correctly.
Group 2: The Drama Team (Role-Players)
Objective: Act out a "Family Negotiation" where a teenager asks to go to a
weekend concert or trip.
Step 1: Assign roles: Teenager, Parent(s), and perhaps a supportive
sibling.
Step 2: Write a short dialogue including:
o Polite Permission: Asking nicely ("Could I please...")
o Personal Obligation: Promises to keep ("I have to finish my
chores first.")
o Advice: Suggestions from the parent ("You should call me when
you arrive.")
Step 3: Rehearse your 2-minute skit. Focus on tone and body
language!
Goal: Show the difference between "asking" and "telling."
Group 3: The Media Team (Reporters)
Objective: Create 3 safety signs for a park or tourist spot and present them
as a News Report.
Step 1: Choose a location (e.g., The Beach, a Volcano Trail, or a Local
Park).
Step 2: Design 3 visual posters (use large text/drawings) that show:
o Permission: What is allowed? ("You may take photos here.")
o Prohibition: What is banned for safety? ("Visitors cannot swim
after 6 PM.")
Step 3: Prepare your "News Anchor" script: "Live from the park, here
are the new safety rules you must follow..."
Goal: Make your signs easy to read and your report engaging.
Rubrics:
Excellent (5pts) Developing Beginning (1pt)
Criteria (3pts)
Grammar Used modals Used modals Used modal correctly;
(Modals) correctly (Permission, correctly; some many errors.
Obligation, errors.
Prohibition.
Contextual The content is highly The content is The content is off-
Relevance relevant to the somewhat related to topic.
assigned scenario. the scenario.
Collaboration All members actively Some members were Only one or two
participate and passive. member did the
contributed. work.
Creativity/ Very engaging, clear, Somewhat clear; Hard to understand
Delivery and creative basic presentation. or lack effort.
presentation.
G. Assessment
QR Code quiz
Instructions: Each student will receive a printed QR code. Each Q-card has a
participant number, to make it easier to identify the participants for
evaluation. To answer using Q-cards, students have to rotate the card to
choose between options.
Mystery Box Game
Keep the Box or Give The Box
H. Assignment 1. Look around your Barangay, your home, or your favorite social media
platform.
2. Identify three (3) existing rules and rewrite them into complete
sentences using appropriate modals.
3. Write your answers in your notebook.
I. Remarks
J. Reflection A. No. of learners who earned 80% in the evaluation: _____
B. No. of learners who require additional activities for remediation: _____
C. Which of my teaching strategies worked well? Why did these work?
Prepared by: Reviewed by:
Recar M. Estanero
Teacher Applicant Master Teacher II