Republic of the Philippines

Department of Education
Region 4-A CALABARSON

SCHOOL DIVISION OF RIZAL

SILANGAN NATIONAL HIGH SCHOOL
ARMY RD. BRGY. SILANGAN, SAN MATEO, RIZAL

Enclosure 1
WEEKLY LEARNING PLAN
September 12 – 16, 2022
Quarter: First Quarter Grade Level: Grade-9
Week: 4 Learning Area: English
MELCs: Compose clear and coherent sentence using modals
Express permission, obligation and prohibition using modals E
Review the four kinds of sentences
Day Objectives Topics Classroom-Based Activities Home-Based Activities
1 Compose clear and Classroom Activity: Present Activity No. 1 Correct Usage
coherent sentence using Lesson Content: Modals – is human situation, and they of Modals
considered as a type of
modals must be guided by the ff. Exercise: Fill in the blanks
auxiliary (helping) verb that is
used to express: ability, questions. The teacher must with the correct form of the
Express permission, solicit their answer, and he following modals:
possibility, permission,
obligation and obligation and prohibition. needs to write it on the can, could, be able to, may,
prohibition using modals Modal phrases (or semi- blackboard for sentence might, shall, should, must,
E analysis.
modals) are used to express Situation Number 1: have to, don’t have to, need
Review the four kinds of the same things as modals, but to
sentences are a combination of auxiliary – You may have to make the
verbs and the preposition to. modals negative according to
the context of the sentence.
1. Permission- in this use of
modals, MAY, CAN, and – There may be more than
COULD are used as polite
expression that request Q1. What would people do one possibility.
permission. It is also used in seeing a situation like this?
expressing ability or lack of
ability. e.g 1. He has to take his
Situation No. 2 car to be serviced. The brakes
a. Could- as a polite expression are squeaking.
may have a present or future
meaning, not past. Usually, we 2. Would you please
understood is if it is used in the save me a seat at the dinner
past tense. event.

can, could, and be able 1. If you are sick, you

a. Present and Future: Q2. What do you think the

________ go to work You’ll.
man would do? infect everyone there.
can/can’t +
Situation No. 3
base form of the verb 2. Drivers _______ stop at red
lights.
Samples:
 1. Tom can write poetry very
well.
2. I can help you with that next
week.
3. Lisa can’t speak French.
b. Can/Could - it is used in the
informal discussion. CAN is
used to express ability or
capability while MAY and
COULD expresses possibility.
e.g I can swim in the river.
May I borrow the pencil?
When I was a child, I
could climb a tree.
2 2. Obligation - Have to' and
'must' are both used to
express obligation. There is a
slight difference in the way
that they are both used.
a. Have to' - It shows that the
Q3. What would you think
5. ______ I order us a bottle of
your parents would feel when
wine?
you graduate?
My parents would be very
happy.
My parents would be very
happy.
Personal- Engagement: As
the learners understood the
lesson -content, it is also
good to let them realize the
personal-relevance of the
text itself or the lesson to
3. You _______ finish the
proposal today. You can finish
it tomorrow.
4. She ______ hear much
better with her new hearing
aids.
6. Sam ______ pick his
daughter up from school. She’s
taking the bus home.
7. You _____________ smoke
here. It’s a smoke-free
building.
8. You ________ eat so many
sweets. They are bad for you.
9. _________ you mind
walking a little faster? We’re
going to be late.
10. I’m sorry. I _______ help
you. I don’t know how to do it.
Activity 1. Textual-
Experiential Analysis:
Through the text of the song,
let us pick a text that utilized
the used of modals, then let us

obligation comes from
someone else, not the speaker.
This is usually referring to a
rule or law.
e.g We have to be at the
airport at least two hours
before the flight.
I have to work on
Saturday.
They have to wear their
uniforms at school.
b. Must' - It shows us that the
obligation comes from the
speaker.
e.g I must hand in my thesis
by tomorrow.
I really must call my
parents.
b.1 Here is an example of the
difference between 'have to'
and 'must':
e.g 1. My doctor said
that I have to stop smoking, or
I'll risk serious problems. (I
have no choice)
their own personal
try to reflect the relevance of
experience as a person who
the text to our personal life as a
has encountered existential child.
questions in life. e.g Text No. 1
1. Listening Activity: The
teacher will play the song, 1. If I could steal one final
entitled as “DANCE WITH MY glance, one final step, one
FATHER. “Then, the teacher final dance with him, I'd play a
will present the guide song that would never, ever
questions for the reflective- end.
sharing.
1. How did you feel while 2. Uses of Modals: If I could...
you were listening to the it signifies that there is
song? uncertainty of the actions that
happened in the past. There is
2. What unforgettable
a regret on the part of the
experiences did the speaker
speaker, stating that if there is
have with his father?
still a chance for him to dance
3. Were there regrets on the with his father, he could still
part of the speaker? play a song that would never
end.
4. To whom does the speaker
long for? 3. Experiential-Relationship -
there is still regrets on the side
5. What statements show of the speaker or performer.
that the speaker is longing
for his father?
6. Why is he longing for his
father?
 2. I must stop smoking.
It’s costing me too much
money. (it’s my decision)
b.2 We use 'don't have to' to
show that there is no
obligation. You can do
something if you want but it is
not an obligation.
e.g
1. You don't have to wear a tie
to go to that restaurant, but it
would be nice.
2. You didn't have to call for
me. I could have got a taxi.
3. Students don't have to wear
uniforms to school.
7. Have you tried expressing
love to your father? If yes, in
what way?
8. Before it is too late to
show your love for your
father, are you willing to
manifest it personally?
Listening Activity: Playing
of the song entitled as
“Dance with My Father.”
• This listening activity
is integrated to the
lesson of the modals
for the purpose to
show among the
learners the concepts
of the different
human situations,
such as the concepts
of possibility,
impossibility, and
certainty.
• In this strategy in
discussing the lesson
on modals, the
teacher is really
hoping that he can
touch their real
situation, for he
believes the modern
issues that triggered
 the Filipino family is
the issue of family
relationship.
• The writer is really
asking this question
for himself, if there
could still be the
possibility for him to
dance with his father.

Sharing: Before doing our

learning task, let us first
share our findings on how
we could relate our
personal life as a child to
the text by answering the
Activity No. 1 of the
Textual-Experiential
Analysis.

PERSONAL-REFLECTION
ON OUR RELATIONSHIP
WITH THE FAMILY,
FATHER

3 3. Prohibition- 'Can't' and Teacher's Reflection Paper: After

'mustn't' (must not) are used listening to the teacher's
to show that something is Reflection: sharing of the main points of
prohibited (not allowed) I don’t know if there is a the song, it is really good for
more heart-rending song the learners to assimilate or
than “Dance with My imbibe themselves the

e.g 1. You can't go into
that restaurant without a tie.
2. You can't drive in this
country unless you are over
eighteen.
3. You mustn't use your
phone in class.
Reminder: Can't' usually gives
the idea of something that is
against the rules. Mustn’t
usually means that it is the
speaker who is setting the rule.
Father” by Luther Vandross.
To write a great song, you
need to be able to look into
your soul. You need to reflect
on deep personal
experiences. You need to be
able to connect with other
people who want to share
your story. Great song
writers do this every day.
Most of the great records
you can sing in your head
have been written like this.
But every once in a while, a
songwriter goes deeper than
they ever have before…
indeed deeper than nearly
every other songwriter has
gone before…and creates
something so intense, so
personal and so heartfelt
that their song transcends
anything else they’ve
written up to that point.
“Dance With My Father” is
one such song. It was co-
written by Luther Vandross
and Richard Marx (a
successful songwriter and
performer in his own right,
with hits like “Hazard”) and
messages of the song. That
there is no other unconditional
love of the father that could
replace the real love for us as
his child. It is really good to
remember those memories that
we shared with him.
Before, we have to do the
Learning Task NO. 5, it is really
good if we could reflect the
message of the song to our
personal life with our father. It
could be done by just selecting
the phrases that touch our
personal relationship with
your father.
e.g 1. Another dance with
him
I'd play a song that
would never ever end
Personal Reflection: The
main issue is to re-visit or to
make a reconciliation with my
father. I need to be humble
enough and thank God for he
has given me existence and I
am successful for this life.
That's why if I would be given
another dance, I prefer to
another dance with my father
 and I would select a music that
would really give us happiness
tells the story of Luther
for we are able to renew that
Vandross’s childhood.
Luther’s father passed away love between us.
when he was just seven
years old. I can’t imagine
what he went through at the Rubric: The learners'
time. Those sorts of scars reflection paper will be
never heal, I guess. However, graded by the following
as children often do, a criteria.
particular incident stuck in
Luther Vandross’s mind over
Rubric
the years. He remembered 1. Used of the Thesis
seeing his parents dancing Statement…… ….25%
together in the living room in
their home and how happy 2. Structures: Supporting
that made them. Although it Details, Concluding Sentence,
was his mum, rather than and the used Cohesive
himself, who was dancing Devices,or transitory devices
with his father, by switching 25%
the characters around a 3. Messages/ Themes
little, Luther Vandross ………….25%
created a lovely metaphor
for spending time with his
4. Grammar………..5%
dad as a kid, whether or not
they were actually dancing
together. Because Luther

Vandross was writing about

such a deeply personal
experience, the lyrics really
get to you…
Back when I was a child

Before life removed all the

innocence

My father would lift me high

And dance with my mother

and me

Then spin me round till I fell

asleep

Then up the stairs he would

carry me

And I knew for sure I was

loved
Especially if you’ve had your
own challenges in life,
knowing for sure that you
are loved is all any of us are
really looking for in our
earthy existence. If we’re
lucky, that’s something we
get from our parents.
Perhaps from a spouse,
partner, or lover. Maybe a
life-long friend. If just one
single person in the world
makes you know for sure
that you are loved, then the
world can be a magical
place. So, whilst Luther
Vandross is singing about his
personal experience as a
child, his song is so powerful
because he’s really singing it
for all of us. Reminding us

what it’s like to be loved

unconditionally. Of course,
all good things come to an
end. Usually before we’re
ready for them to draw to a
close. Maybe we get over it
after a while. Perhaps we

meet someone who helps

soothe our pain and,
gradually, we re-discover

feelings we thought had

gone forever.
Sometimes we spend the rest
of our lives wishing we could

relive those days again. We

never get over our loss.

Numbness comes to define

our lives and we go out of
our way to make sure we
 never feel a loss like that
again. We push people away
who want to help and we

retreat into a world filled

with sadness and regret.We
all deal with situations like
this very differently.I wish I
could tell you there was one
“right answer”…one fail-safe
way that takes the pain away
and helps you get on with
your life.I’m sorry to tell you,
there isn’t a magic answer
hiding somewhere just
waiting for you to find
it.Whether we’re able to
move on with our lives or
not, there will always be a
memory inside. There will
always be that feeling we’d
give anything to recapture,
even just for a moment.
I’m not sure anyone has
described that feeling better
than Luther Vandross in
“Dance With My Father”…

4. Review the four kinds of Lesson Content: Four Kinds Board Exercise: As the Read the following
sentences of Sentences teacher presents the concept sentences and mark
 about the four kinds of whether Declarative,
1. Declarative Sentence sentences, he would create a Interrogative, Imperative
A declarative or situation in which there or Exclamatory.
assertive sentence states would be an interaction
a fact, opinion or idea. between the teacher and his 1.Do you drink milk
students by analyzing the daily?
Most sentences are sample for each kind of
declarative. A sentence. 2.Stars are twinkling in
declarative sentence is the sky.
followed by a period (.). e.g My teacher is smart.
Is my teacher nice? 3.Ah! What a lovely
Examples: Eat vegetable.
rose.
He sold cakes to the Your teacher is nice!
class.
4.Let us go for a river
No, I do not like to eat
bath.
fish.
5.Let us go to the river
2. Interrogative Sentence
An interrogative to swim.
sentence asks a
question. 6.The train is not
An interrogative sentence running on time.
is followed by a
question mark (?). 7.Where has Rohan
gone?
Examples:
Have you ever seen a 8.Call in the doctor
flying fish? please.
Would you like another
piece of pie? 9.Kindly lend me your
book.
3. Exclamatory Sentence
An exclamatory 10.I like this book.
sentence expresses
 strong feeling. The
exclamatory sentence Answer Key
always ends with an
exclamation point. 1. Interrogative
2. Declarative
Examples: 3. Exclamatory
That sounds incredible! 4. Imperative
I can’t believe that you 5. Imperative
didn’t show up! 6. Declarative
4. Imperative Sentence 7. Interrogative
An imperative sentence
8. Imperative
gives a command or a
9. Imperative
request.
10.Declarative
Imperative sentences do
not have a subject as
you is the implied
subject. The imperative
sentence is usually
followed by a period (.).
Very strong commands
may be followed by an
exclamation point (!).

Examples:
Go to your room now.
Stop!

Brainstorming: Involve the

students in a classroom
brainstorming related to each
sub-topic, and encourage
 them to participate to the
5. Task 2 All for the Best related activity. Reflection: Try to write a
p. 3 short reflection about your
roles in your personal life,
Task 3 Inspiration home, in school, or even
p. 4 to your family.

Task 4 Effective? Partially …

Ineffective? P. 5

Prepared by:
__________________________
MR. JOSEPH F. ESPERIDA
Checked by:
_____________________________
MS. MELISSA ANDRADA OLILA
English Department Head
______________________________________________________________________________________________________________________
Address: Army Rd. Silangan, San Mateo, Rizal

Email Add. Silangannhs.301462@deped.gov.ph

Telephone No. 9 855-4600