School: STO.
TOMAS NATIONAL HIGH SCHOOL
GRADES 1 to 12 Teacher:
DAILY LESSON LOG Teaching Dates and
MELC BASED Time:
MONDAY
Pamantayang The learner demonstrates how to use strategies in linking textual information, repairing, enhancing communication, public speaking, different forms of modals.
Pangnilalaman
(Content Standards)
Pamantayan sa Pagganap The learner participates actively and collaboratively in the given tasks by integrating across learning areas:
(Perfomance Standards)  Mathematics
 Science
 Values Education
Pamantayan sa Pagkatuto Compose clear and coherent sentence using modals.
(Learning Competencies)
Layunin
Lesson Objective
1. Express permission,
obligation and prohibition
using modals
2. Use modal verbs in daily
conversations and
3. Give the significance of
using modals properly
Paksang Aralin Definition and functions of
(Subject Matter) modals.
Different types of modals
and their meanings (e.g.,
ability, possibility,
permission, necessity).
Construction of clear and
coherent sentences using
modals.
Kagamitang Panturo https://znnhs.zdnorte.net/
(Learning Resources) wp-content/uploads/
2020/10/Eng9_Q1_W1.pdf
Grade Level: 9
MA. CRISTINA B. TOLENTINO
SEPTEMBER 11-15, 2023
TUESDAY
1. Define and give examples of
modals
2. Identify the different types of
modals
3. Construct sentences using
modals
4. Give the significance of
studying modals
Introduction to modals and their
functions.
Modal verbs: can, could, may,
might, must, shall, should, will,
would.
Usage and rules of modals.
Expressing possibility,
necessity, permission, and
ability with modals.
https://
learnenglish.britishcouncil.org/
en/english-grammar/certain-
probable-or-possible
WEDNESDAY
1. Express permission, obligation
and prohibition using modals
2. Use modal verbs in daily
conversations and
3. Give the significance of using
modals properly
Introduction to modals for
expressing permission, obligation,
and prohibition.
Modal verbs: can, could, may,
might, must, have to, should,
shouldn't.
Usage and rules of modals for
permission, obligation, and
prohibition.
https://
learnenglish.britishcouncil.org/en/
english-grammar/certain-probable-
or-possible
Learning Area: ENGLISH
Quarter: Q1 WEEK 3
THURSDAY FRIDAY
1. Express permission,
obligation and prohibition
using modals
2. Use modal verbs in daily
conversations and
3. Give the significance of
using modals properly
Introduction to modals for
expressing permission,
obligation, and prohibition.
Modal verbs: can, could, may,
might, must, should, ought to,
have to, need to.
Rules and patterns for using
modals to convey permission,
obligation, and prohibition.
https://znnhs.zdnorte.net/wp-
content/uploads/2020/10/
Eng9_Q1_W1.pdf
Pamamaraan
(Procedure)
a. Reviewing Previous Begin the lesson by
Lesson or Presenting reviewing the concept of
the New Lesson sentence construction and
the role of verbs in
expressing different
meanings.
b. Establishing purpose Explain to the students that
for the lesson the objective of the lesson
is to understand and
practice using modals to
compose clear and coherent
sentences with various
meanings.
c. Presenting Provide examples of
example/instances of sentences that use different
the new lesson modals to express ability,
possibility, permission,
necessity, and other modal
meanings. Discuss the
specific modal verbs used
and their corresponding
meanings.
d. Discussing new Introduce the concept of
concepts modals and their functions
in sentence construction.
Explain the different modal
verbs, such as "can,"
"could," "may," "might,"
"must," "shall," "should,"
"will," "would," etc.
Discuss the meanings and
usage patterns of each
modal verb.
e. Continuation of the Provide practice exercises
discussion of new where students need to use
concepts modals to complete
sentences. Start with simple
exercises focusing on a
Begin the lesson by reviewing
the concept of sentence
construction and the role of
verbs in expressing different
meanings.
Explain to the students that the
objective of the lesson is to
understand and practice using
modals to compose clear and
coherent sentences with various
meanings.
Provide examples of sentences
that use different modals to
express ability, possibility,
permission, necessity, and other
modal meanings. Discuss the
specific modal verbs used and
their corresponding meanings.
Introduce the concept of modals
and their functions in sentence
construction. Explain the
different modal verbs, such as
"can," "could," "may," "might,"
"must," "shall," "should," "will,"
"would," etc. Discuss the
meanings and usage patterns of
each modal verb.
Provide practice exercises where
students need to use modals to
complete sentences. Start with
simple exercises focusing on a
single modal verb and gradually
Begin the lesson by
reviewing the concept of
sentence construction and
the role of verbs in
expressing different
meanings.
Explain to the students that the
objective of the lesson is to
understand and practice using
modals to compose clear and
coherent sentences with various
meanings.
Provide examples of sentences that
use different modals to express
ability, possibility, permission,
necessity, and other modal
meanings. Discuss the specific
modal verbs used and their
corresponding meanings.
Introduce the concept of modals
and their functions in sentence
construction. Explain the different
modal verbs, such as "can,"
"could," "may," "might," "must,"
"shall," "should," "will," "would,"
etc. Discuss the meanings and
usage patterns of each modal verb.
Provide practice exercises where
students need to use modals to
complete sentences. Start with
simple exercises focusing on a
single modal verb and gradually
Begin the lesson by reviewing
the concept of sentence
construction and the role of
verbs in expressing different
meanings.
Explain to the students that the
objective of the lesson is to
understand and practice using
modals to compose clear and
coherent sentences with
various meanings.
Provide examples of sentences
that use different modals to
express ability, possibility,
permission, necessity, and
other modal meanings.
Discuss the specific modal
verbs used and their
corresponding meanings.
Introduce the concept of
modals and their functions in
sentence construction. Explain
the different modal verbs, such
as "can," "could," "may,"
"might," "must," "shall,"
"should," "will," "would," etc.
Discuss the meanings and
usage patterns of each modal
verb.
Provide practice exercises
where students need to use
modals to complete sentences.
Start with simple exercises
focusing on a single modal
 single modal verb and
gradually progress to more
complex exercises
involving multiple modals
or different meanings.
Encourage students to
explain their choices and
the reasons behind them.
f. Developing Mastery Engage students in
activities that require them
to compose their own
sentences using modals.
Provide prompts or
scenarios that require the
expression of ability,
possibility, permission,
necessity, and other modal
meanings. Encourage
students to create sentences
that are clear, coherent, and
contextually appropriate.
g. Finding practical Discuss real-life situations
applications of where the use of modals is
concepts and skills in common and necessary,
daily living such as making requests,
giving advice, expressing
preferences, or discussing
obligations. Encourage
students to apply their
knowledge of modals in
these practical contexts.
h. Making Summarize the key
generalizations and concepts discussed during
abstractions about the lesson and facilitate a
the lesson class discussion on the
general rules and patterns
for using modals to
compose clear and coherent
sentences. Encourage
students to reflect on the
flexibility and nuances of
modals in conveying
progress to more complex
exercises involving multiple
modals or different meanings.
Encourage students to explain
their choices and the reasons
behind them.
Engage students in activities that
require them to compose their
own sentences using modals.
Provide prompts or scenarios
that require the expression of
ability, possibility, permission,
necessity, and other modal
meanings. Encourage students to
create sentences that are clear,
coherent, and contextually
appropriate.
Discuss real-life situations
where the use of modals is
common and necessary, such as
making requests, giving advice,
expressing preferences, or
discussing obligations.
Encourage students to apply
their knowledge of modals in
these practical contexts.
Summarize the key concepts
discussed during the lesson and
facilitate a class discussion on
the general rules and patterns for
using modals to compose clear
and coherent sentences.
Encourage students to reflect on
the flexibility and nuances of
modals in conveying different
meanings.
progress to more complex exercises
involving multiple modals or
different meanings. Encourage
students to explain their choices
and the reasons behind them.
Engage students in
activities that require them to
compose their own sentences using
modals. Provide prompts or
scenarios that require the
expression of ability, possibility,
permission, necessity, and other
modal meanings. Encourage
students to create sentences that are
clear, coherent, and contextually
appropriate.
Discuss real-life situations where
the use of modals is common and
necessary, such as making requests,
giving advice, expressing
preferences, or discussing
obligations. Encourage students to
apply their knowledge of modals in
these practical contexts.
Summarize the key concepts
discussed during the lesson and
facilitate a class discussion on the
general rules and patterns for using
modals to compose clear and
coherent sentences. Encourage
students to reflect on the flexibility
and nuances of modals in
conveying different meanings.
verb and gradually progress to
more complex exercises
involving multiple modals or
different meanings. Encourage
students to explain their
choices and the reasons behind
them.
Engage students in activities
that require them to compose
their own sentences using
modals. Provide prompts or
scenarios that require the
expression of ability,
possibility, permission,
necessity, and other modal
meanings. Encourage students
to create sentences that are
clear, coherent, and
contextually appropriate.
Discuss real-life situations
where the use of modals is
common and necessary, such
as making requests, giving
advice, expressing
preferences, or discussing
obligations. Encourage
students to apply their
knowledge of modals in these
practical contexts.
Summarize the key concepts
discussed during the lesson
and facilitate a class
discussion on the general rules
and patterns for using modals
to compose clear and coherent
sentences. Encourage students
to reflect on the flexibility and
nuances of modals in
conveying different meanings.
 different meanings.
i. Evaluating learning Section 1: Identify the Section 1: Identify the Modal 1. Choose the correct modal verb to 1, Choose the correct modal
Modal Verb Verb complete the sentence: "Students verb to complete the sentence:
Choose the correct modal Choose the correct modal verb __________ bring their own "Students __________ bring
verb that completes each that completes each sentence. calculators to the exam." their own calculators to the
sentence. a) can exam."
1. He _____ play the guitar. b) must a) can
1. She _____ speak four a) can c) should b) must
languages fluently. b) could d) may c) should
a) can c) will d) may
b) could d) must 2. Identify the sentence that
c) will correctly expresses obligation: 2. Identify the sentence that
d) must 2. _____ I use your phone for a a) You can submit the report by correctly expresses obligation:
moment? tomorrow. a) You can finish the
2. _____ I have a piece of a) Can b) You must not forget to attend the assignment later.
cake? b) May meeting. b) You should not forget to
a) Can c) Should c) You should not come to class submit the report.
b) May d) Must tomorrow. c) You may not come to class
c) Must 3. They _____ arrive at the party d) You may finish the assignment tomorrow.
d) Should on time. later. d) You must not talk during
a) can the movie.
3. They _____ arrive at the b) may 3. Fill in the blank with the
airport on time. c) must appropriate modal verb: "Visitors 3. Fill in the blank with the
a) can d) will __________ take photographs appropriate modal verb:
b) may inside the museum." "Visitors __________ take
c) must 4. We _____ go to the beach this a) must photographs inside the
d) will weekend. b) can museum."
a) can c) should a) must
4. We _____ visit the art b) may d) may b) can
gallery this Sunday. c) must c) should
a) can d) should 4. Choose the sentence that d) may
b) may expresses permission:
c) must Section 2: Compose Sentences a) You must not use your phone 4. Choose the sentence that
d) should Compose a sentence for each of during the class. expresses permission:
the following prompts using the b) You should not eat in the a) You can't use your phone
Section 2: Compose given modal verb. classroom. during the class.
Sentences c) You may leave the classroom b) You should not eat in the
5. Possibility: Use "might" or early with the teacher's permission. classroom.
5. Compose a sentence for "could" d) You can't bring your textbook to c) You may leave the
each of the following Prompt: She _____ travel to the exam. classroom early with the
prompts using the given Europe next year. teacher's permission.
modal verb. 5. Fill in the blank with the d) You must not forget to

6. Possibility: Use "might"
or "could"
7. Prompt: She _____ win
the competition with
practice.
8. Necessity: Use "must" or
"have to"
9. Prompt: He _____
complete his assignments
before the deadline.
10. Permission: Use "can"
or "may"
11. Prompt: _____ I use
your laptop for a moment?
12. Ability: Use "can" or
"could"
13. Prompt: They _____
play the piano beautifully.
Section 3: Complete the
Sentences
Complete each sentence
with the appropriate modal
verb.
14. They _____ attend the
seminar if they register in
advance.
15. I _____ ride a bicycle
when I was just five years
old.
16. Students _____ bring
their textbooks to class
every day.
6. Necessity: Use "must" or appropriate modal verb:
"have to" "Children __________ always
Prompt: He _____ finish his listen to their parents."
homework before going out to a) may
play. b) can
c) must
7. Permission: Use "can" or d) should
"may"
Prompt: _____ I borrow your 6. Identify the modal verb that
pen? expresses prohibition: "You
__________ enter this area without
8. Ability: Use "can" or "could" proper authorization."
Prompt: They _____ speak a) may
Spanish fluently. b) must
c) can
Section 3: Complete the d) must not
Sentences
Complete each sentence with the 7. Choose the correct modal verb to
appropriate modal verb. complete the sentence: "Employees
__________ attend the safety
9. We _____ go to the concert if training session."
we buy tickets in advance. a) can
b) should
10. She _____ swim when she c) must
was only four years old. d) may
11. Students _____ submit their 8. Which sentence expresses
projects by the deadline. prohibition?
a) You can eat in the classroom.
12. _____ you please pass me b) You may not use your phone
the salt? during the exam.
c) You should complete your
Section 4: Error Correction homework on time.
Identify and correct the errors in d) You must not forget to bring
the following sentences that use your lunch.
modal verbs.
9. Fill in the blank with the
13. I will can come to the party appropriate modal verb: "We
tonight. __________ always be respectful to
a) I will can come others."
b) I will come a) should
c) I will could come b) may
bring your textbook.
5. Fill in the blank with the
appropriate modal verb:
"Children __________ always
listen to their parents."
a) may
b) can
c) must
d) should
6. Identify the modal verb that
expresses prohibition: "You
__________ smoke in this
area."
a) may
b) must
c) can
d) must not
7. Choose the correct modal
verb to complete the sentence:
"Employees __________
attend the safety training
session."
a) can
b) should
c) must
d) may
8. Which sentence expresses
prohibition?
a) You can eat in the
classroom.
b) You may not use your
phone during the exam.
c) You should complete your
homework on time.
d) You must not forget to
bring your lunch.
9. Fill in the blank with the

17. _____ you please pass
me the salt?
Section 4: Error Correction
Identify and correct the
errors in the following
sentences that use modal
verbs.
18. I will can come to the
party tonight.
a) I will can come
b) I will come
c) I will could come
d) I will should come
19. May you can bring your
textbook to class.
a) May you can bring
b) May you bring
c) May you could bring
d) May you should bring
20. They might should
submit their project on
time.
a) They might should
submit
b) They might submit
c) They might have to
submit
d) They might could submit
Section 5: Application
Write a short paragraph
about a scenario using
modal verbs to express
possibility, necessity,
permission, and ability.
Example Scenario: A group
d) I will should come
14. May you must bring your
textbook to class.
a) May you must bring
b) May you bring
c) May you could bring
d) May you should bring
15. They might should join the
school club.
a) They might should join
b) They might join
c) They might have to join
d) They might could join
Section 5: Application
Write a short paragraph about a
scenario using modal verbs to
express possibility, necessity,
permission, and ability.
Example Scenario: A group of
friends is planning a camping
trip during a long weekend.
Remember to use at least three
different modal verbs in your
paragraph.
c) can
d) must
10. Choose the sentence that
expresses permission:
a) You must not go out without
permission.
b) You can't leave the house before
finishing your chores.
c) You may not talk during the
movie.
d) You should not eat in the library.
appropriate modal verb: "We
__________ always be
respectful to others."
a) should
b) may
c) can
d) must
10. Choose the sentence that
expresses permission:
a) You must not go out
without permission.
b) You can't leave the house
before finishing your chores.
c) You may not talk during the
movie.
d) You should not eat in the
library.
 of friends is planning a
hiking trip during the
summer vacation.

Remember to use at least

three different modal verbs
in your paragraph.

j. Additional activities
for application or
remediation
REMARKS

REFLECTION

a. Number of
learners who
earned 80% of the
evaluation
b. Number of
learners who
require additional
activities for
remediation who
scored below 80%
c. Did the remedial
lesson work?
d. Number of
learners who have
caught up with the
lesson
e. Number of
learners who
continue to
require
remediation
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:

Ma. Cristina B. Tolentino

Subject Teacher

Checked by:

Josefina R. Malit
Master Teacher I

Noted by:

Fredy S. Baltazar
Head Teacher I