LESSON PLAN FOR CLASSROOM OBSERVATION 2
Teacher
Teaching Date
Teaching Time
JEN
May 25, 2023
2:00-3:00 PM
Content Standard:
The learner demonstrates understanding of how Anglo-American literature and other text
types serve as means of preserving unchanging values in a changing world; also how to use the
features of a full-length play, tense consistency, modals, active and passive constructions plus
direct and indirect speech to enable him/her competently performs in a full-length play.
The learner competently performs in a full- length play through applying effective verbal and
non-verbal strategies and ICT resources based on the following criteria: Focus, Voice, Delivery
and Dramatic Conventions.
Performance Standard:
Grade & Section:
Learning Area:
Quarter:
GRADE 9-MOLAVE
ENGLISH 9
4th
ANNOTATIONS
(PPST INDICATORS/KRA
OBJETIVES/RUBRIC INDICATORS TO BE
OBSERVED DURING THE
DEMONSTRATION)
I. LEARNING
COMPETENCY:
LEARNING COMPETENCIES:

EN9G-IVd-23: Express permission, obligation, and prohibition
LEARNING OBJECTIVES:



II. SUBJECT
MATTER:
III. PROCEDURE:
Use appropriate modals to express permission
Communicate more clearly and effectively through proper use of
modals in the various situations
Showcase the value of respect to others regardless of age and
status in life

A. Topic: MODALS OF PERMISSION
B. Learning Resources:
1. Reference: K to 12 Curriculum Guide (May 2016) p. 206, 208
A Journey through Anglo-American Literature pp. 517
2. Online Resources :
 https://www.youtube.com/watch?v=OKyFNR-DVa0
 https://keydifferences.com/difference-between-should-ought-toand must.html
 https://www.youtube.com/watch?v=avMCZt0PIt8
3. Learning Materials: visual aid, hand-outs, LM and laptop, pictures,
video clip, projector
A. Preliminaries:
1. Greetings
2. Prayer
3. Energizer
4. Checking of Attendance: Have the group leader facilitate this.
5. Classroom Management: Instruct the learners to:
▪ Arrange their chairs properly.
▪ Clean the top of their desk.
▪ Pick up trashes on the floor.
▪ Prepare their things and be comfortable.
▪ Ask permission when needed
COT Indicator 7
Planned, managed and
implemented
developmentally
sequenced teaching and
learning processes to meet
curriculum requirements
and
varied
teaching
contexts
6. Class Rules:
• Respect others: Speak politely, listen attentively, and avoid
putting others down.
• Be responsible: Complete work on time, take care of classroom
materials, and own up to mistakes.
• Work together: Collaborate with others, share ideas, and be
supportive of your classmates.
• Be honest: Tell the truth and admit when you don't understand
something.
• Stay safe: Follow classroom rules, sit quietly during class, and use
materials safely
B. REVIEW OF THE PREVIOUS LESSON
MODAL QUIZ SHOW:


Have a review of the previous topic by dividing the class into two
teams.
Ask the teams to compete in completing the following sentences
which are going to be flashed on the screen. Let the learners
justify their answers.
COT Indicator 1:
Applied knowledge of
content within and
across curriculum
teaching areas.
Code:
EN8G-IIIa-3.6: Use
modals appropriately
Directions: Use must, have to, should, and ought to correctly in the
following sentences.
1. Children ________ obey their parents.
2. Parents ________ respect their children, too.
3. Challenges ________ not keep us from achieving our dreams.
4. Parents __________ send their children to school.
5. Before, one talks about an issue, he/she __________ read about
COT Indicator 9:
it first.
Designed, selected,
organized and used
Answers key:
diagnostic, formative
1. Must
and summative
2. Have to
assessment strategies
3. Should
consistent with
4. Ought to
curriculum
5. Must
Source: Test Item Bank in English 9 p. 150 requirements.
C. MOTIVATION

Flash the following pictures on the screen. Let the learners study
them.
COT Indicator 1:
Applied knowledge of
content within and
across curriculum
teaching areas.
Edukasyon sa
Pagpapakatao
Code:
EsP1P-IIa-b-1
Nakapagpapakita ng
pagmamahal at
paggalang sa mga
magulang
COT Indicator 1:
Applied knowledge of
content within and
across curriculum
teaching areas.
Edukasyon sa
Pagpapakatao
Code:
EsP4PD-Iva-c-10
Napapahalagahan ang
lahat ng mga likha:
paggalang sa kapwa-tao
COT Indicator 1:
Applied knowledge of
content within and
across curriculum
teaching areas.

Ask them the following questions:
1. What do you see in the pictures?
2. What message does each picture convey?
3. What do they have in common?
4. What do you think is our lesson objective for today?
D. ACTIVITY:
Task 1: PLUS-MINUS MYSTERY
 Group learners into five. With their group, let them use their
addition and subtraction skills in solving the puzzle to form the
mystery word PERMISSION. Each letter has an equivalent number
that will help them solve the mystery word.
Mathematics
Demonstrates
understanding of the
basic concepts of
trigonometry
COT Indicator 2:
Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
Task 2: COMPLETE ME!



With their group, instruct learners to choose the synonym of the
word permission from the box.
After that, let them use the words in complete and meaningful
sentences.
Have a group representative present their answers to the class.
consent
approval
agreement
grant
denial
COT Indicator 2:
Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
prohibition
Task 2: WATCH AND LIST!



Show the learners a video for a scenario about Using Appropriate
Modals
in
Asking
Permission
(https://www.youtube.com/watch?v=avMCZt0PIt8).
With the same groupings, let them list down the statements that
show permission.
Let the group representative present their answers to the class.
COT Indicator 8:
Selected, developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to address
learning goals.
E. ANALYSIS:
COT Indicator 3:
Applied a range of
teaching strategies to
What are the different modals used in the video to express develop critical and
permission?
creative thinking, as
How do these modals differ in terms of their level of formality or well as other higherpoliteness?
order thinking skills.
Can you identify any potential errors or inconsistencies in the use
of modals to seek permission in the video?
How might these errors impact the effectiveness of the
communication?
Critical Thinking Questions:




Creative Thinking Questions:



Imagine if the characters in the video used different modals or
expressions to ask for permission.
How would that change the dynamics of the interaction?
Can you rewrite a scene from the video with alternative modal
choices to convey a different tone or meaning?
Other Higher-Order Thinking
 Reflecting on the video, how might the use of incorrect or
inappropriate modals when seeking permission lead to
miscommunication or misunderstandings?
 Can you think of any real-life examples where this might occur?
F. ABSTRACTION:
COT Indicator 1:
Applied knowledge of
 Group learners into three.
content within and
 Assign each group with a different set of sentences.
across curriculum
 Instruct the learners to carefully examine the provided set of teaching areas.
sentences or questions and analyze their formation. Let them pay
close attention to the usage of modal verbs and consider the English 6
placement and arrangement of modals within the sentence.
Code:
EN6G-Id-3.3
Compose clear and
SET A
Formula
coherent sentences
Can I use your computer?
using appropriate
Might I know your name please?
grammatical structures:
May I post your photo on Facebook?
aspects of verbs
Could you please tell us more?
SET B
You may post my photo on Facebook.
You can use my computer.
When I was your age, we could swim in a clear
river.
SET C
You may not post my photo on Facebook.
You cannot use my computer.
Now, we could not swim in a clear river.

Have a discussion of the following formula in using modals.
Question form: modal + base form of the verb
Statement form: subject + modal + base form of the verb
Negative (Statement): subject + modal + not + base form of the
verb
 Encourage learners to ask questions.
G. APPLICATION:
Pair Work:

Let learners choose from the following real-life problems and let
them create a dialogue and present it to the class.
Scenario 1: Your younger sibling wants to go to a friend's house to play
video games.
Scenario 2: Your friend wants to use your Netflix account to watch a new
series.
Scenario 3: Your classmate wants to borrow your textbook for a few days
to study for an upcoming exam.
IV. EVALUATION:
Fill in the blank with the appropriate modal verb (can, could, may, might)
to complete each sentence. Choose the modal verb that best fits the
context and conveys the intended meaning. Select your answer for each
question and write it down.
COT Indicator 9:
Designed, selected,
organized and used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
COT Indicator 9:
Designed, selected,
organized and used
diagnostic, formative
and summative
1. You ____ leave if you've finished.
assessment strategies
2. We ____ not get into the concert without tickets, so we went consistent with
curriculum
home.
requirements.
3. ____ I open the window?
4. ____ you turn the heating up a bit, please?
5. You ____ use my dictionary if you want.
V. ASSIGNMENT:
Choose one of the following activities to showcase your understanding of
modals of permission. Be guided by the scoring rubrics provided.
COT Indicator 9:
Designed, selected,
organized and used
1. Write a song incorporating modals of permission: Compose lyrics diagnostic, formative
for a song that creatively and effectively uses modals such as can, and summative
could, may, or might to express permission. Focus on crafting assessment strategies
meaningful and engaging verses while demonstrating your consistent with
understanding of modals in a musical context.
curriculum
requirements.
2. Create a poem highlighting modals of permission: Write a poem
that explores the theme of permission and incorporates
appropriate modals. Use vivid imagery, poetic devices, and
creative expressions to convey your thoughts and emotions
effectively.
3. Craft a descriptive paragraph utilizing modals of permission: Write
a paragraph that vividly describes a situation or scenario where
permission is sought or granted. Skillfully incorporate modals to
express permission, focusing on clarity, coherence, and detailed
description to engage the reader.
4. Develop a dialogue showcasing modals of permission: Create a
dialogue between two characters, where one character seeks
permission from the other. Use modals of permission to accurately
represent the conversation, demonstrating proper usage and an
understanding of appropriate contexts for each modal.
Prepared by:
Checked by:
TEACHER JEN
Teacher
_____________________
School Head
RUBRIC FOR SONG WRITING
Criteria
Score 5
(Description)
Score 4
(Description)
Creativity and
Originality
Exceptional
creativity and
original ideas.
High level of
creativity and
originality.
Moderate level of
creativity and
originality.
Limited creativity and
lack of originality.
Little or no creativity
and lack of
originality.
Effective Use of
Modals
Accurate and
consistent use of
modals of
permission.
Mostly accurate
use of modals with
minor errors.
Adequate use of
modals with
occasional
inconsistencies.
Limited use or
inconsistent
application of
modals.
Little or no use of
modals or incorrect
usage.
Musicality and
Flow
Exceptional flow,
rhythm, and
musicality.
Strong flow,
rhythm, and
musicality.
Adequate flow,
rhythm, and
musicality.
Inconsistent flow,
rhythm, or lack of
musicality.
Weak flow, rhythm,
or lack of musicality.
Meaningful and
Engaging Verses
Highly meaningful
and engaging
verses.
Meaningful and
engaging verses
with impact.
Moderately
meaningful and
engaging verses.
Limited
meaningfulness or
engagement in
verses.
Little or no
meaningfulness or
engagement in
verses.
Demonstrates a
Understanding of deep understanding
Shows a good
Modals in
of modals in
understanding of
Context
context.
modals in context.
Displays a basic
understanding of
modals in context.
Demonstrates limited
understanding of
modals in context.
Shows little or no
understanding of
modals in context.
Excellent writing
skills, with clear
structure and
coherence.
Adequate writing
skills, with some
structure and
coherence.
Overall Writing
Skills
Strong writing
skills, with effective
structure and
coherence.
Score 3 (Description) Score 2 (Description) Score 1 (Description)
Inconsistent writing
skills, with weak
Weak writing skills,
structure and
with lack of structure
coherence.
and coherence.
RUBRIC FOR POEM WRITING
Criteria
Imagery and
Figurative
Language
Score 5
(Description)
Score 4 (Description) Score 3 (Description) Score 2 (Description) Score 1 (Description)
Limited use or lack
Exceptional vivid
Strong use of
Adequate use of
of effective imagery Little or no use of
imagery and
imagery and
imagery and figurative
and figurative
imagery and
figurative language. figurative language.
language.
language.
figurative language.
Use of Modals
Accurate and skillful
use of modals of
permission.
Mostly accurate use
of modals with
minor
inconsistencies.
Coherence and
Flow
Excellent flow and
coherence, with
smooth transitions.
Strong flow and
coherence,
maintaining the
structure.
Adequate flow and Inconsistent flow or
coherence, with some lack of coherence,
Weak flow and
transitions needing
affecting the
coherence, resulting
improvement.
structure.
in disjointed verses.
Creativity and
Expressiveness
Exceptional
creativity and
expressive writing
style.
Strong creativity
and expressive
writing style.
Adequate creativity
and expressive writing
style.
Limited creativity or
lack of
expressiveness in
writing style.
Little or no
creativity or
expressiveness in
writing style.
Displays basic
understanding of
modals in a poetic
context.
Demonstrates
limited
understanding of
modals in a poetic
context.
Shows little or no
understanding of
modals in a poetic
context.
Demonstrates deep
Shows good
Understanding of understanding of
understanding of
Modals in a
modals in a poetic modals in a poetic
Poetic Context
context.
context.
Adequate use of
modals, with
occasional errors or
inconsistencies.
Limited or
inconsistent use of
modals, leading to
confusion.
Little or no use of
modals, failing to
convey permission
effectively.
RUBRIC FOR DESCRIPTIVE PARAGRAPH
Criteria
Score 5 (Description) Score 4 (Description) Score 3 (Description) Score 2 (Description) Score 1 (Description)
Use of Modals
Skillful and accurate Mostly accurate use
Adequate use of
use of modals of of modals with minor
modals, though
permission,
inconsistencies in
occasional errors or
conveying nuances
conveying
inconsistencies may
effectively.
permission.
be present.
Creativity and
Expressiveness
Exceptional
creativity and
expressive writing
style, engaging the
reader.
Descriptive
Language
Limited or
inconsistent use of
modals, resulting in
confusion or unclear
permission.
Little or no use of
modals, failing to
convey permission
effectively.
Adequate creativity Limited creativity or Little or no creativity
Strong creativity and and expressiveness in
lack of
or expressiveness in
expressive writing writing style, keeping
expressiveness,
writing style, failing
style, captivating the
the reader
affecting the impact
to engage the
reader.
interested.
on the reader.
reader.
Exceptional use of
Strong use of
Adequate use of
Limited use or lack of Little or no use of
vivid and descriptive descriptive language, descriptive language, effective descriptive descriptive language,
language, painting a effectively creating providing some visual language, reducing resulting in a lack of
vivid picture.
visual imagery.
details.
visual impact.
visual imagery.
Excellent flow and
coherence, with
smooth transitions
between ideas.
Strong flow and
coherence,
maintaining a clear
structure.
Adequate flow and Inconsistent flow or
Weak flow and
coherence, though
lack of coherence, coherence, resulting
some transitions may affecting the overall
in disjointed ideas
be less smooth.
structure.
and lack of structure.
Understanding of Demonstrates deep
Modals in a
understanding of
Descriptive
modals in a
Context
descriptive context.
Shows good
understanding of
modals in a
descriptive context.
Displays basic
Demonstrates limited Shows little or no
understanding of
understanding of
understanding of
modals in a
modals in a
modals in a
descriptive context. descriptive context. descriptive context.
Coherence and
Flow
RUBRIC FOR DIALOGUE
Criteria
Score 5 (Description) Score 4 (Description) Score 3 (Description) Score 2 (Description)
Skillful and
appropriate use of
modals of
permission,
enhancing the
Use of Modals and dialogue's
Appropriateness effectiveness.
Score 1 (Description)
Mostly accurate use
of modals with minor
instances of
imprecision,
maintaining the
dialogue's meaning.
Adequate use of
modals, though
occasional
inconsistencies may
be present in
conveying
permission.
Limited or
inconsistent use of
modals, resulting in
confusion or
ambiguity in the
dialogue's intent.
Little or no use of
modals, failing to
convey permission
effectively in the
dialogue.
Understanding of
Modals in a
Dialogic Context
Demonstrates deep
understanding of
modals in a dialogic
context, reflecting
realistic language
use.
Shows good
understanding of
modals in a dialogic
context, portraying
natural conversation.
Displays basic
understanding of
modals in a dialogic
context, conveying
conversation
effectively.
Demonstrates limited
understanding of
modals in a dialogic
context, occasionally
sounding unnatural
or forced.
Shows little or no
understanding of
modals in a dialogic
context, resulting in
unrealistic or
ineffective dialogue.
Dialogue Clarity
and Coherence
Excellent clarity and
coherence in the
dialogue, with
smooth transitions
and logical
progression.
Adequate clarity and
coherence, though
Strong clarity and
some transitions or
coherence,
progression may
maintaining the
require
dialogue's structure. improvement.
Inconsistent clarity or
lack of coherence,
affecting the
dialogue's structure
and readability.
Weak clarity and
coherence, resulting
in disjointed or
confusing dialogue.
Realism and
Naturalness
Dialogue is highly
realistic and natural,
capturing the
nuances of natural
conversation.
Dialogue is mostly
realistic and natural,
reflecting authentic
conversation.
Dialogue is generally
realistic and natural,
capturing the
essence of
conversation.
Dialogue lacks
consistent realism or
naturalness,
occasionally sounding
stilted or artificial.
Dialogue lacks realism
and naturalness,
sounding forced or
contrived