School:
KALANGUYA NATIONAL HIGH SCHOOL
DEMO
TEACHING
LESSON PLAN
Grade Level:
Learning
Area:
10
Teacher:
SONIA D. ULLANI
English
Date of Observation: OCTOBER 16, 2023 (COT 1)
Time:
2:10-3:10 PM
Quarter:
1
The learner demonstrates understanding of how world literature and other text types
A. Content Standards:
serve as ways of expressing and resolving personal conflicts, also how to use strategies
in linking textual information, repairing, enhancing communication public speaking,
emphasis markers in persuasive texts, different forms of modals, reflexive and
intensive pronouns.
The learner composes a short but powerful persuasive text using a variety of persuasive
B. Performance Standards:
techniques and devices.
C. Objectives:
Learning Competency:
ENG10G-If-3.6: Use modals
Objectives:
1. Use modals correctly based on the context of a sentence
2. Employ modals in writing poems, songs, essays or dialogs of a role play about
Kalanguya superstitious beliefs
I. CONTENT
Modals
II. LEARNING RESOURCES
D. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
E. Other Learning Resources
III. PROCEDURES
A. Reviewing Previous Lesson
or Presenting the New Lesson
B. Establishing a Purpose for
the Lesson
C. Presenting Examples/
Instances of the Lesson
D. Discussing New Concepts
and Practicing New Skills 1
Curriculum Guide ((may 2016) pp. 221
English Learner‘s Material for Grade 10 pp. 61 - 63
From Grammar to Fluency in 30 Days pp. 74-90
Read the poem below and tell me what you notice. Previously in English 9, you
learned this lesson. What is this lesson again? (Application of knowledge of content
within curriculum)
At the end of the lesson, you are expected to use modals correctly and be able to
use modals in songs, poems, dialogs of a role play about Filipino superstitious
beliefs.
What is a modal? Modal is a type of auxiliary (helping) verb that is used to express
ability, possibility, permission or obligation.
Look at the examples below:
1. I can type 100 hundred words in one minute.
2. You may early today.
3. I must finish this project soon.
4. Shall we dance?
5. You should start studying your lessons.
6. I will try my best to succeed.
Activty1: Match the modals in Column A with their uses in Column B. (Literacy)
Column A
Column B
1. Can" and "could"
A. For ability and permission.
2. "May" and "might"
B. For possibility.
3. "Must"
C. For necessity and obligation.
4. "Shall"
D. For offers, suggestions, or future events
5. "Should"
E. for advice and recommendations.
6. "Will" and "would"
E. Discussing New Concepts
and Practicing New Skills 2
F. Developing Mastery (Leads
to Formative Assessment)
G. Finding Practical
Applications of Concepts and
Skills in Daily Living
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluation
F. For future actions and hypothetical situations.
Activity 2: Group activity: (Numeracy and application of knowledge of content across
curriculum like Mathematics and Economics.)
Scenario: Below is a shopping list. Go through the list and decide which items
you can afford, should prioritize, or must include in your shopping within the budget
of Php. 500.00. Calculate the total cost of the items you selected and compare it to
your Php.500.00 budget. Share your shopping choices and the total cost of your
selections using modal verbs. Invite some students to present their shopping choices
and budgeting strategies to the class.
SHOPPING LIST:
Notebook 20.00
Pen 10.00
Correction tape – 25.00
Headphones – 150.00
Perfume – 130.00
Folder – 8.00
Calculator – 300.00
Hair highlighters – 100.00
Cell phone load – 50.00
1. Discuss the reasons behind your choices and how you managed to stay within
budget. Why did you choose those items?
2. Do you track your spending regularly?
3. Is it necessary to be frugal? Why?
4. Why is budgeting important in managing your finances effectively?
5. As a student, what is your advice to yourself? Use modals when answering.
Activity 3: (The class shall be grouped into 5) (2 learners shall assist in the activity)
1. Players take turns rolling the dice. All sides of the dice contain instructions.
Whatever is written on the side of the dice which is on top, that’s what the players shall
do. The group with highest number of correct answers will be the winner. The corners
of the dice shall contain the following:
1. "Use 'can' to ask for permission."
2. "Create a sentence with 'may' to express possibility."
3. Give a sentence where 'must' is used to show obligation."
4. Give advice using 'should' in the context of choosing a career."
5. Use “will” to express a future action or hypothetical situations.
When a player lands on a special space, they draw a card from the stack. The player
must read the sentence or question on the card and provide a response using the
appropriate modal verb.
Other players can assess whether the response is correct.
How are modals useful in real-life situations, such as business emails, negotiations, and
everyday conversations?
1. In business emails, they are used to make requests, offers, or suggestions in a
courteous manner.
2. In negotiations, the use of modals demonstrates commitment and willingness to
work towards an agreement.
3. In everyday conversations, modals such as "can," "could," and "may" are essential for
everyday interactions, as they help individuals politely request permission and favors.
In all of these scenarios, modal verbs serve to convey not only the message
but also the tone and attitude of the speaker. They make the communication more
respectful and polite. When asking for permission, using modals shows your respect
for the other person's authority. When giving advice, they indicate your intention to
guide rather than dictate. In predicting probability, modals allow you to express
degrees of certainty or uncertainty, providing a clearer picture of your expectations.
Choose the letter of the correct answer and write it on your paper.
1. Since our bags are identical you ______ have taken mine by mistake.
(A)must
(B)will
(C)shall
(D)could
2. Parents ______ take care of their children.
(A)may
(B)could
(C)would
(D)should
3. ______ you excuse me for a moment?
(A)Would
(B)Should
(C)Must
(D)might
4. She ______ stay up late if she takes a nap now.
(A)must
(B)should
(C)shall
(D)would
J. Additional Activities for
Application or Remediation
5. She looks pretty sick. I think she ________ go to a doctor.
(A)can
(B)should
(C)will
(D)could
6. You've been driving all day. You ________ be exhausted!
(A)must
(B)should
(C)might
(D)would
7. You ________ smoke so much. It's bad for your health.
(A)can‘t
(B)shouldn‘t
(C)might not
(D)wouldn‘t
8. Hey I'm lost. ________ you help me? (talking to stranger)
(A)should
(B)can
(C)could
(D)may
9. You have such a beautiful voice. You ________ sing for us!
(A)should
(B)can
(C)might
(D)will
10. I know he speaks five languages, but ________ he speak Arabic?
(A)should
(B)can
(C)will
(D)might
Form 8 groups according to your interest like singing, acting, poem writing, and essay
writing. Each group corresponds to a superstitious belief. Agree among yourselves and
come up with a poem (2 stanzas) , a song (2 stanzas), an essay, or a dialog in a role play
using modals. Practice your activity and perform it tomorrow in class. Be guided by the
rubric below. (Indicator Number 7 – Contextualization and Localization)
G1- Marriage
G5- Burial
G2- Pregnancy
G6- First Menstrual Cycle
G3- Money
G7- New Year
G4- Taking Care of Infants
G8- Night Time
Rubric
Grammar
10
Application of modals 15
Mastery
5
TOTAL = 30
IV. REMARKS
V. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies work well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
INDEX OF MASTERY
Created by:
SONIA D. ULLANI
Teacher II/ Ratee
Noted by:
JERICO B. BANDO
School Head/Rater