GRADES 1 TO 12 School Congressman Ramon A.

Arnaldo High School Grade Level 10

DAILY
Teacher Mrs. Faith C. Morales Learning Area English
LESSON LOG
Date and Time July 10, 2019; 3:00 – 4:00 PM Quarter 1

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing
content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support
the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
C. Content Standards The learner demonstrates understanding of how world literature and other text types 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.
B. Performance Standard The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
C. Learning EN10G-Ii-3.6: Use modals
Competencies/Objectives Write
A. Differentiate the modals can, could and be able to
the LC code for each
B. Formulate a sentence using modals
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content
can be tackled in a week or two.
Modals of Ability
III. LEARNING These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be
guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
RESOURCES systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate
the time allotment for each step.
A. References
1. Teacher’s Guide pages 47; 76; 94 - 95
2. Learner’s Material pages 61-62; 87; 100 - 102
3. Textbook pages 61-62; 87; 100 - 102
4. Additional Materials from https://www.youtube.com/watch?v=VzhdFblcJMU&list=RDVzhdFblcJMU&start_radio=1&t=0
Learning
Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be
guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate
the time allotment for each step.
A. Reviewing previous lesson or The teacher will ask the students to listen attentively to a song that will be projected on the TV and to
presenting the new lesson
ponder on its lyrics. (The teacher will play the song “I Can” with lyrics. https://www.youtube.com/watch?
COT # 1 Integration of v=VzhdFblcJMU&list=RDVzhdFblcJMU&start_radio=1&t=0)
MAPEH
COT # 6
COT #8

1. What is the message of the song?

2. What word is dominant in the song?
3. In relation to question #3, what do you think does the worddenote?

B. Establishing a purpose for the The teacher will then present the objective of the lesson:
lesson
Use modals wherein they are going to differentiate the 3 modals of ability and formulate a sentence
using modals

C. Presenting examples/instances The teacher will show different pictures of famous personalities/heroes and the student will specify the
for the new lesson
ability/characteristic of each persons.
COT #5

D. Discussing new concepts and The teacher will discuss the meaning of Modals.
practicing new skills #1

Modalsarehelpingverbs,whichexpressthe‘mode’or‘manner’oftheactions indicated by the main verbs.

COT #8
Furthermore, they provide additional and specific meaning to the main verb of the sentence.
Examples of modals are: can, could, shall, should, will, would, may, might, need to, be able to and
must.

Structure of a modal in a sentence

A Modal verb is followed by another verb in the base form (the infinitive without the 'To') and they are not
conjugated (we don't add an 'S' in third person).

 I can speak English (NOT: I can to speak English)

 He can speak Spanish (NOT: He can speaks Spanish)
 She can speak Spanish (NOT: She cans speak Spanish)

See the following structure:

Subject + Modal Verb + Verb

These are the kinds of modals:

Modals expressing ability
Modals expressing permission
Modals expressing obligation
Modals expressing recommendation
Modals expressing possibility
These are the kinds of modals:
Modals expressing ability
Modals expressing permission
Modals expressing obligation
Modals expressing recommendation
Modals expressing possibility
These are the kinds of modals:
Modals expressing ability
Modals expressing permission
Modals expressing obligation
Modals expressing recommendation
Modals expressing possibility
These are the kinds of modals:
Modals expressing ability
Modals expressing permission
Modals expressing obligation
Modals expressing recommendation
Modals expressing possibility
There are five main expressions of modals: Ability, permission, obligation, recommendation and
possibility. In today’s discussion, the teacher will focus on Modals of Ability.

E. Discussing new concepts and The teacher will present the different modals expressing ability.
practicing new skills #2

COT #2 The modal verbs of ability show just that -- ability. Ability can be expressed in the past, present, or
COT #5 future.It can be an ability that was used over and over again, or something that was done just once, on a
special, or rare, occasion.
COT #8
The modal verbs of ability are can, could, and be able to.

   Can is used to talk about ability in the present.

He can read well.
I can drive the motorcycle.
She can play the piano very well.
Dianne canoperate a sewing machine.
My mother can do things simultaneously.
The teacher will show a set of verbs and the students will make a sentence out of it using the word
 “CAN”.

Bake Dance Play Draw Build

Could is used to talk about ability in the past.

When he was a child, he could play the guitar.

Claire could dance very well before the accident.
I could swim 5 laps before my asthma attacked.
They could bike by the shore before it was closed to the public.
Our dog could do a trick when he was just a puppy.

The teacher will asked:

What could you do when you were younger that you cannot do anymore?

 * We use can or could with the senses verbs; see, hear, smell, etc., to say that someone is aware of
something through their senses.
      I can smell gas downstairs.
      I could see a few stars in the sky last night.
      I couldn't hear what she said because of the noise.

   Be able to is used to talk about a certain ability, or particular situation.

In the case of ABLE TO the structure of modal differs:

Subject + Be Verb (Auxiliary verb, was/were, depends on the subject) + Able to

We were able to visit Mt. Mayon during vacation.
They were able to escape the fire.
John was able to defeat Carlo in the tennis match yesterday.
She was able to create her masterpiece.
The Marines were able to save the fishermen who were stranded in the ocean.

F. Developing mastery The student will be grouped into 3 and each group will be given a differentiated activity to work on. They
(Leads to Formative Assessment
3)
will be given 5 minutes to work on their respective groups and 2 minutes to present it in front.
COT #2
COT #1 Integration of Group 1: LISTEN UP!
MAPEH, SCIENCE and The group will listen and interpret the song entitled “I Believe I Can Fly”.
MATH They will count how many lines contain the modal CAN and interpret/explain those particular lines by
COT # 4 writing it in the Manila Paper provided and present it in class.

I Believe I Can Fly - Kelly R

I used to think that I could not go on See I was on the verge of breaking down
And life was nothing but an distrustful song Sometimes silence can seem so loud
But now I know the meaning of true love There are miracles in life I must achieve
I'm leaning on the everlasting arms But first I know it starts inside of me
If I can see it, then I can do it If I can see it, then I can be it
If I just believe it, there's nothing to it If I just believe it, there's nothing to it
I believe I can fly
I believe I can fly I believe I can touch the sky
I believe I can touch the sky I think…
I think about it every night and day
Spread my wings and fly away
I believe I can soar
I see me running through that open door
I believe I can fly
I believe I can fly
I believe I can fly

Group 2: PICTURE PROMPT

The group will be given a picture of an Elementary School. Using the word “COULD” write 5 sentences,
describing the things that they could do during their Grade School that they can’t do now as High School
students. They will write their answers in a Manila Paper and report it in class.
 Group 3: LIGHTS, CAMERA, ACTION!
The group will be given an emergency situation and using the modal “ABLE TO”, they are going to
formulate at least 5 sentences and act out how they were able to survive/overcome the given situation.
1. The students experienced earthquake while inside the school.

Group 4: NEWS FLASH!

The group will pretend that they are reporters and they will have a live coverage of a house burning with
a family trapped inside. By applying the modals of ability, they are going to make a report of what
transpired in the scene

Group 5 : WRITE-ME-A-POEM
The group will be given a picture of CRAAHS and they will use it as an inspiration to write a simple
poem using the Modals of Ability.

G. Finding practical applications The teacher will asked the following questions:
of concepts and skills in daily
living
COT #1 Integration of ESP 1. What are your abilities/talents?
COT #3 2. By using the word CAN, formulate a sentence that shows how you are going to use your ability /talent
COT #6 to help others?

H. Making generalizations and The teacher will review the lesson:

abstractions about the lesson
1. What is a modal?
COT #3
2. What are the different expressions of modals?
3. What are the modals that expressed ability?
4. Can you give a sentence with modal of ability?

I. Evaluating learning Instruction:Complete the sentence by using the correct modal of ability: can, could, was/were able to.

COT #9 1. When I was a child I _____ do handstands.

2. When the computer crashed yesterday, I ______ fix it.
3. My grandfather _____ play chess and he was the best.
4. She _____ speak French when she was a child, but now she has forgotten it.
5. She ______ pass the exam, even though she hadn't studied much.
6.  My sister____ play tennis now.
7. John ______ speak five languages.
8. I ______ drive after the flood subsided.
9. Anna _______ dance ballet well before she undergone a knee operation.
10. Their students ______ already cook without much supervision
J. Additional activities for
application for remediation

V. REMARKS

VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What
else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when
you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%.

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 worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?

G. What innovation or localized

materials did I use/discover
which I wish to share with
other teachers?

Prepared by:

FAITH C. MORALES
Teacher II – English

Checked by:

DARREN B. DELMO
MT- I – English and Filipino Coordinator

Noted by:

ANGELITA B. BECARES
HT III– Head, Related Subjects Department

Approved by:

RODRIGO D. JEREMIAS JR.

Secondary School Principal IV