Grades 7-10 School Ramon Magsaysay Integrated School Grade Level 9

DAILY LESSON PLAN Teacher Anne Learning Area English

Teaching Dates and Week 6 (September 26-30, 2022) Quarter First
Time 11:00-12:00
1:00-2:00

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over a 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
I. OBJECTIVES guides.

The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self.
A. Content Standards

The learner actively participates in reciting a poem through using effective verbal and non-verbal strategies.
B. Performance Standards

C. Learning Competencies/ . Express permission, Express permission, Use conditionals in expressing Use conditionals in expressing
Objectives obligation, and prohibition obligation, and prohibition arguments. arguments.
Write the LC code for each using modals. using modals.

II. CONTENT CLASSES SUSPENDED Modal Verbs Permission, Obligation and Conditional Sentences Type 0 Conditional Sentences Type 2
Prohibition and Type 1 and Type 3

List all materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure
III. LEARNING RESOURCES that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept
development.
A. References Self-Learning Module in English 9
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources

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
IV. PROCEDURES 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.
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (leads to
Formative Assessment 3)
The teacher will begin with a The teacher will start the The teacher will give a sentence REVIEW:
basic review of verbs. lesson with a new word for relevant to the topic. Conditional Sentences Type 0
 What are verbs? the day. and Type 1
 How are they used in
sentences?
 What are some
examples?
The teacher will introduce the When we want to express The teacher will randomly call Note: Students should have
lesson by explaining that permission, prohibition (not students and asks them to already had a lesson in
students will now be learning allowing something), make their own example based conditional tense (first
about modal verbs. obligation or no obligation, on the example given by the conditional) prior to this lesson.
we use modal verbs. teacher.
Presentation of the Video The teacher will start now Example: Teacher: “If I go out The teacher will write these
Lesson with the lesson. tomorrow, I’ll go to the beach. sentences on the board:
Prohibition – can’t, mustn’t Student 1:If I’ll go to the beach, If he works hard, he will get a
Can't and mustn't (must not) I’ll sun bathe. raise.
are used to show that If we flap our arms fast enough,
something is prohibited or we would fly.
not allowed
Once students have seen the Obligation – have to, must To start, the teacher will call one Ask students to read both
video, discuss: Have to and must are both of her students, the first lucky sentences aloud chorally with
 What are modal used to express obligation. person to start and continue the you. Have them turn to a partner
verbs? What are There is a slight difference in sentence. and talk about how the
modal verbs used to the way both are used. If I will not go to school today, I sentences are the same and how
indicate? (Answer: will miss the discussion. they are different.
necessity, capability,
willingness, or
possibility.)
 How are modal verbs
different than regular
verbs?
Show students pictures of A Change for the Better. Based on our activity and with After the students are finished
signs which represent specific
Directions: Replace the all the examples provided a discussing, ask them for their
information. Ask students to underlined phrases with the while ago, what did you ideas about the sentences.
tell you with each sign what appropriate modal verb. observe?
obligation the person is under.
Write your answer on a
separate sheet of paper.
1. You are not permitted to
say anything about it.
There is a sheet included of After students have been Through a PowerPoint If it is not mentioned, point out
possible signs to use. Could given time to read over the presentation, the teacher will that they are both conditional
 ask students to list other sentences and come up with conduct a controlled practice sentences (circle the word 'if' in
common signs. May also ask answers, the class will go activity. each sentence).
if they can think of any signs over them together as a
which offer a possibility rather whole.
than an obligation.
G. Finding practical applications of We use modals to show if we While going over answers, By asking for volunteers, a The difference is that one of
concepts and skills in daily living believe something is certain, the teacher will ask the student will have to complete them describes a situation that is
possible or impossible: students to identify the types the missing information on both possible, or real, and the other
of sentence whether it is clauses of a “First Conditional” one describes a situation is
My keys must be in the car. granting permission of sentence. impossible, or unreal.
It might rain tomorrow. something, stating an
That can't be Peter's coat. It's obligation, or prohibiting a
too small. certain action.
H. Making generalizations and Call out someone The teacher will ask students The student read the sentence When the students are ready,
abstractions about the lesson The teacher will now call if they can think of any signs aloud, applying the grammatical read each sentence and ask if it
someone from the class to they remember seeing rules covered in the lesson. is in the correct place or if it
conclude the function of around campus or back at needs to be moved.
modals. home and what they look like
and mean.
I. Evaluating learning Fill in the correct form of can, Students will be evaluated The teacher presents the writing If students disagree, discuss their
could or be able to as in the on whether or not they are activity. In groups of three, reasoning and then give them the
examples. able to identify the category students will have to create a correct answer.
1. Ben could not help each type of sentences is to short text.
his little brother with gauge how well they
his homework understand the grammar
yesterday. point.
2. Can I call you later
tonight?
J. Additional activities for application Search on the difference of Students will checked the HOMEWORK
or remediation permission, obligation and activity provided above to check Write your own examples using
prohibition. their understanding about the the different types of
lesson. conditionals.

V. REMARKS

Requires teachers to reflect on and assess their effectiveness (Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week.
VI. REFLECTION What works? What else 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
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?