DETAILED LESSON PLAN

IN

ENGLISH 8

Grade 8 - Quarter I

By

CHERRY MAE E. DINGAL

Cherry Mae E. Dingal | 1

 DETAILED LESSON PLAN IN ENGLISH 8

School SNHS Grade Level 8

Teacher Cherry Mae E. Dingal Quarter I
Learning Area English 8 Teaching Date & Duration March 24, 2021
(1:00-2:00)
60 minutes
I. LEARNING OBJECTIVES
A. Content Standard The learner demonstrates understanding of: African literature as
a means of exploring forces that human beings contend with;
various reading styles vis – à-vis purposes of reading; prosodic
features that serve as carriers of meaning; ways by which
information may be organized, related, and delivered orally; and
parallel structures and cohesive devices in presenting information.
B. Performance Standard The learner transfers learning by composing and delivering an
informative speech based on a specific topic of interest keeping in
mind the proper and effective use of parallel structures and
cohesive devices and appropriate prosodic features, stance, and
behavior.
C. Learning Competencies/Code Use modal verbs appropriately.
D. Objectives
 Knowledge Identify modal verbs in sentences and paragraphs
 Skills Appropriately use modal verbs in sentence and paragraph
writing
 Attitude/Values Recognize the importance of modal verbs by using them in a
paragraph
II. CONTENT THE USE OF MODAL VERBS
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages

2. Learner’s Materials pages English 8 Alternative Delivery Mode (ADM) Module

Quarter 1 – Module 3
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Internet, slide presentation
C. Supplies, Equipment, Tools, etc. Laptop, LED TV
IV. PROCEDURES
A. Introductory Activity  Prayer
( 5 minutes)  Greetings
 Checking of attendance
 Review of previous lesson
B. Activity Directions: Identify the modal verb in each sentence below.
( 2 minutes)
1. I might not be able to attend classes today. I’m sick.
2. People ought to obey protocols set by the
government.
3. May I sit beside you?
4. The sky is gloomy. It might rain today.
5. Students must always do their homework.

Congratulate the learners for doing a great job in answering

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 the activity. (Process the activity)
C. Analysis Let’s study the illustration below and answer the questions
( 3 minutes) that follow.

Source: adhaspat.worldpress.com
1. What solutions are shown in the illustration?
2. Do you think the character will be able to do all the
actions presented in the illustration? Why do you think so?
D. Abstraction Modal verbs, or simply modals, are a special type of
(20 minutes) auxiliary/helping verb that change or complete the meaning
of the main verb. They express different ideas, such as
certainty, ability, permission, probability, necessity, request,
or desire. They are also used to indicate the level of
formality in a conversation. Commonly used modal verbs
include can, could, may, might, shall, should, will, would,
must, and ought to.

Source: http://www.hunter.cuny.edu/rwc/repository/files/grammar-
and-mechanics/verbsystem/Using-Modal-Auxiliary-Verbs.pdf

Note that when using modal verbs in sentences, any verb

that follows the modal should be in the base form. This is so
because modals do not change form to show tense or take
an “-s” ending. Therefore, it is incorrect to say, “can sings” or
“cans sings.”

All modal verbs can be used in the present (i.e., can, may,
shall, will, must, ought to), but only could, would, should,
and might can be used in the past.

Let us look at the functions of the following modal verbs:

Can
- usually expresses potential or ability. It is also used to
indicate permission.

For example:
• Ramon can bake a cake. (ability)
• Can you break this door? (ability)
• The doctor said, “You can play basketball again.”
(permission)

Could
- is used as the past tense of can in indirect speech. It is used
to indicate ability in the past. Could is also used to suggest a
weak possibility in the future.

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For example:
• Rob said that he could solve the problem. (ability in
indirect speech)
• He could drive a car when he was young. (ability in
the past)
• She could leave on Friday. (weak possibility)

May
- is usually used when we ask for permission. It is also used
to express a wish or to indicate a strong possibility.

For example:
• May I borrow your copy of Julius Caesar?
(permission)
• May you always prosper! (wish)
• There may be a strike today. Pedicabs are nowhere
to be seen.
(strong possibility)

Might
- is used as the past equivalent of may. It suggests a weak
possibility.

For example:
• We might leave town next week. (weak possibility)

Shall/Should
- is used in the second and third person to express a promise
or even a threat. Should is also used to seek advice.

For example:
• You should receive your wages tomorrow. (promise)
• He shall not remain the captain anymore. (threat)
• Which pen should I buy? (seeking advice)

NOTE: Shall is used in the first person to express the future

tense. For example: I shall be happy to see you.

Will
- is used in the second and third person to express simple
future time. It is also used in the first person to express
willingness, determination, promise, habit, intention or even
a threat.

For example:
• He will come here tomorrow. (simple future time)
• I will do the work. (willingness)
• I will achieve my goal. (determination)

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• We will help you. (promise)
• He will watch TV for hours. (habit)
• I will go to meet her today. (intention)
• We will sue him. (threat)

NOTE: The expression “will you…?” suggests an invitation.

For example: Will you have dinner with us?

Would
- is used to make polite requests.

For example:
• Would you like to have a cup of tea? (polite request)

Must
- expresses necessity or obligation. It can also express a fixed
determination.

For example:
• We must reach on time. (necessity)
• The team must finish the tasks assigned to them.
(obligation)
• I must be allowed to express my wish. (fixed
determination)

Ought to
- expresses moral obligation and desirability.

For example:
• We ought to put in our best effort to help the
government. (moral obligation)
• We ought to win. (desirability)
• I ought to apologize to him. (desirability)

Source:
https://wps.pearsoned.com/wps/media/objects/10705/10961975/Corner
stone_6Modals.pdf

Modal auxiliary verbs are also used to distinguish realistic or

possible conditions from the unrealistic, imaginary, or
impossible. In this case, modals are used with conditional
clauses, which are introduced by “if” or “unless” and express
conditions of fact, prediction, or speculation. All modal
auxiliary verbs may be used to express realistic or possible
conditions. To express unrealistic or imaginary situations or
conditions contrary to fact in the present, use would, could,
should, or might. To express conditions in the past that did
not occur, special modal forms are used:
would/could/should/might have plus the participle.

Source: http://www.hunter.cuny.edu/rwc/repository/files/grammar-

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 and-mechanics/verbsystem/Using-Modal-Auxiliary-Verbs.pdf
E. Application Directions: Complete the sentences by supplying each item
( 15 minutes) with the appropriate modal. Write the letter of the correct
answer on your activity notebook.
1. Juan and Maria ________ be good players. They have won
several trophies already.
a. must b. can c. shall d. will
2. Fred _________ be working today. He never works on
Sundays.
a. might not c. ought to not
b. cannot d. may not
3. You look tired. I think you _____________ go to bed early
tonight.
a. should c. would
b. could d. might
4. Let me look. I _____________ be able to help you.
a. can c. must
b. shall d. might
5. I _______________ stop laughing. The joke was too funny.
a. must not c. could not
b. should not d. shall not
6. We ______________ obey the school policy. It is
mandatory.
a. ought to c. could
b. may d. will
7. “________ I leave the room for a second? I need to take
this call,” said Jose.
a. May c. Will
b. Can d. Mus
8. He said he _________ call me later.
a. could c. will
b. may d. can
9. You _________________ sit near the TV. It’s bad for your
eyes.
a. might not c. could not
b. should not d. need not
10. You don’t have to shout. I _______ hear you very well.
a. will c. could
b. shall d. can

F. Assessment A. Directions: Use the following modals in a sentence. Be

( 10 minutes) sure to provide sentences that follow the function asked for
in each item.
1. can (ability)
2. could (ability in the past)
3. may (permission)
4. might (weak possibility)
5. shall (simple future time)
6. should (seek/give advice)
7. will (intention)
8. would (polite request)

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 9. must (necessity)
10. ought to (moral obligation)
A. Assignment Writing prompt:
( 2 minutes) It’s time to test your creativity. Make your own story
narrating:
• how the sloth became very slow.
• how the giraffe got its long neck.
• where the shark got its fin.
• why cats purr.
• why dogs love bones.
Choose only one topic from the abovementioned. Be sure to
incorporate the use of modal verbs in your sentences and
underline them. Provide your own title. You got this. Enjoy!
B. Concluding Activity Present a quote that is relevant to the topic.
( 3 minutes) “All is connected… no one thing can change by itself.”
V. REMARKS

VI. REFLECTIONS
A. No. of learners who earned 80% on the formative
assessment

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 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: Noted by:

CHERRY MAE E. DINGAL JOSEPHINE N. JAMANDRON

Teacher - I Principal - I

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