TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES

938 Aurora Blvd., Cubao, Quezon City

COLLEGE OF EDUCATION

Lesson Plan in English 10

Learning Competency:
Grammar: EN8G-IIIi-3.6: Use modals appropriately
Receptive: EN9RC-IVd-2.18: Relate text content to particular social issues, concerns, or dispositions in real
life (Reading)
Productive: EN10WC-IIIg14: Compose an independent critique of a chosen scenario or selection (Writing)

I. Intended Learning Outcomes

At the end of the lesson, students are expected to:
A. identify various modal verbs and their appropriate usage in sentences to convey
meaning effectively in written texts;
B. compose an independent critique that effectively incorporates appropriate modal verbs
in response to dimensional question to convey meaning and enhance clarity about real-life
issues; and
C. display interest in the lesson by actively participating in the class discussion and group
activities.

II. Subject Matter

A. General Topic: Auxiliary Verb
B. Specific Topic: Modal Verb
C. References: Back to English Basics (pp.31-32) www.englishclub.com
D. Materials: PowerPoint Presentation, Laptop, Projector, Random name picker online

III. Procedure
A. Preliminary Activities
1. Prayer
2. Greeting
3. Checking of Attendance
4. Checking of Classroom Condition
5. Review
IV. Instructions
B. Developmental Activity (3 minutes)
Motivation: “Word Quest Challenge: Unraveling the Configuration Clues”
● The teacher will choose three representatives to participate in the motivational
activity. The selection will be done through the use of a random name picker
online. These three students will then randomly choose their preferred opponent to
play with.
● Explain to the students that they will be playing a game to test their knowledge of
the configuration clues of the words: Ability, Permission, Request, Obligation, and
Possibility.
● The teacher will give a cue, such as saying "Ready, Set, Go!", and the
representatives will quickly turn around to face the board. The teacher will then
display a configuration clue on the board related to one of the words.
● The representatives will have to quickly read the clue and write their answer on the
board. The first representative to answer correctly earns a point for themselves. At
the end of the game, the representative with the most points will receive a prize.
● At the end of the game, all participants will receive recognition and appreciation for
their efforts. This activity allows the students to engage in the activity without the
pressure of competition. It creates a more relaxed and enjoyable environment
where they can focus on learning and having fun.

C. Lesson Presentation
Introduction “Inductive Method” (10 minutes)
● The teacher will present the words that the students have answered in the
motivational activity and ask what they have noticed in the words so that the
teacher can introduce the Modal Verb.
● After that, ask the students to analyze some examples and identify any patterns or
similarities they notice. Encourage them to focus on the form and function of the
modal verbs. Here are the types of modal verbs to be discussed:
- TYPE 1 Can/Could
- TYPE 2 Shall/Should
- TYPE 3 Ought to
● The teacher will begin by having the students analyze the sentence by letting them
read the sentences aloud and determine the most suitable expression for it. Once
the chosen student has given his/her answer, the teacher will provide feedback
and engage in a discussion to further explore the chosen expression.
● The students are encouraged to read the definitions to have active participation in
the class discussion. After discussing the definition of the specific expression, the
teacher will ask the students to write their own examples on the board.
 ● The sample sentences provided by the teacher offer real-life examples of modal
verbs in different contexts.
● This helps students understand how modal verbs are used to express ability,
permission, request, possibility, and obligation in real-life situations. It enhances
their understanding of sentence structure and meaning.

D. Lesson Development (3 minutes)

● The teacher will use a random name picker tool or method to select a student from
the class. This ensures fairness and equal participation among students. The
selected student will be called upon to answer a sentence with the specific modal
verb shown in the presentation.
● The presentation will display a sentence with a modal verb, such as "Can I go to
the overnight beach staycation, Mom?"
● The student will have multiple answer options displayed on the board, each
representing a different modal expression (e.g., Request, Obligation).
● The student's task is to encircle the correct answer that completes the sentence
using the appropriate modal verb. Once the student has made their selection, they
will explain their reasoning briefly, showcasing their understanding of the modal
verb and its usage in the given context.
● The teacher and other students can provide feedback and clarification if needed.

3. Application: (5 minutes)
● The teacher will distribute the summary of Jose Rizal’s essay “The Indolence of
the Filipino” where various modal verbs are evident, they will read and analyze
the text by writing their answers below the paper to be distributed by the teacher.

“The Indolence of the Filipino" by Jose Rizal explores the issue of indolence among Filipinos and
its impact on progress. Rizal emphasizes the potential of the Filipino people, stating that they can
achieve great things if they overcome their indolence. He stresses the necessity for understanding
the root causes of indolence, as it is a problem that must be addressed effectively. Rizal
recommends that Filipinos should cultivate a strong work ethic to overcome indolence and
promote progress. He suggests that education may be the key to combating indolence and
unlocking the potential for progress. Rizal highlights the need for self-reflection and action to
overcome indolence and emphasizes that if indolence is overcome, Filipinos will unlock their
potential for progress.

● The students will write the sentences that they think modal verbs are evident and
they will identify what type of expression is used. The teacher will then check if
their answers are all correct and will provide positive feedback to the students for
actively participating.
 ● And the teacher will then ask a student to share his/her insight regarding the
summarized essay that they have read.

4. Generalization (1 minute)
Question: How can an understanding of modal verbs in everyday situations improve your
ability to communicate and express your thoughts more effectively?

IV. Assessment (8 minutes)

Direction: Using modal verbs, you will answer the questions with one sentence each. Respond to
the dimensional questions based on the scenario:
NOTE: (You are required to read your answers in class, it is also graded. Embrace this opportunity
to share your truth and let your voice be heard.)

Scenario: You are eager to join your friends on an overnight beach staycation, but you know that
your parents are hesitant and unlikely to give their permission. You need to come up with a
compelling argument to convince them to change their minds and allow you to go on this trip.

1. Literal Question:
What are the different reasons and benefits of going on an overnight beach staycation with your
friends? Use modal verbs to express the possibilities and potential positive outcomes.

2. Inferential Question:
Based on the information provided, how do you anticipate your parents will react to your request?
Use modal verbs to express the potential concerns or objections they may have.

3. Critical Evaluation Question:

What is your opinion on how you can address your parents' concerns and assure them of your
safety and responsibility during the beach staycation? Use modal verbs to justify your proposed
solutions and demonstrate your commitment.

4. Integration Question:
How would you suggest involving your parents in the planning and decision-making process for the
beach staycation? Use modal verbs to propose ways to engage them and make them feel more
comfortable with the idea.

Sample guide answers: Dimensional Questions Sample

Analytic Rubric:

Criteria Modal Verb Usage Reading Delivery and Engagement

Exceeds Expectations Demonstrates exceptional use Read answers with exceptional

(23-25 pts) of modal verbs, accurately
expressing possibilities,
potential positive outcomes,
concerns, objections, proposed
solutions, and commitment.
delivery, captivating the audience
through clear articulation, expression,
and engagement.

Meets Expectations Displays proficient use of modal
(20-22 pts) verbs, mostly accurately
expressing possibilities,
potential positive outcomes,
concerns, objections, proposed
solutions, and commitment.
Read answers with proficient delivery,
maintaining audience interest through
clear articulation, expression, and
engagement.

Needs Improvement Exhibits basic use of modal
(17-19 pts) verbs, with some inaccuracies in
expressing possibilities,
potential positive outcomes,
concerns, objections, proposed
solutions, or commitment.
Reads answers with acceptable
delivery, but with minor
inconsistencies in articulation,
expression, or engagement.

Unsatisfactory (14-16 Shows limited use of modal Reads answers with weak delivery,
pts) verbs, resulting in significant lacking clarity in articulation,
inaccuracies in expressing expression, or engagement, resulting
possibilities, potential positive in limited audience interest.
outcomes, concerns, objections,
proposed solutions, or
commitment.

Prepared by:
Nicole Lyn Calagos
3rd Year Student

Presented to:
Mr. Carl Christopher P. Alvarado
EDSP-E 014 Professor
 A. Teaching and Assessment of Grammar
Teaching Demonstration Guidelines
Intended Learning Outcomes:
This activity aims to
● conduct a teaching demonstration using innovative teaching approaches and tasks that are
responsive to the students’ linguistic needs;
● craft a learning plan that promotes literacy among students by incorporating the rules of grammar
teaching and principles of assessment of grammar.
Guidelines
● Perform a teaching demonstration about any grammar-related lesson.
● The presentation should not generally exceed 30 minutes.
● In the last part of thepresentation, demo teachers shall explain their presentation focusing on key
terms or concepts in managing and implementing standards-based grammar teaching, feedback,
rules of teaching grammar, assessments, and its possible issues and problems in the actual field
(this may not be part of the 30-minute presentation).
● Lesson plan must be submitted before the teaching demonstration.
● Be sure to study the rubric as you prepare your presentation.

B. Teaching and Assessment of Macroskills

Teaching Demonstration Guidelines
Intended Learning Outcomes:
Students shall be able to:
● craft an effective lesson plan supported by various teaching strategies/ activities for pre-lesson,
during lesson, and post lesson that aim to develop the macro skills, and based on the principles in
teaching and assessment of the macro skills while using differentiated teaching to suit learners’
gender, needs, strengths, interest, and experiences.
● conduct a teaching demonstration by applying the principles of teaching and assessment of the
macro skills and by employing various teaching strategies/ activities to aid in achieving the
assigned learning competencies.
Guidelines
● Perform a teaching demonstration by applying the principles of teaching and assessment of macro
skills and by employing various teaching strategies/ activities to aid in achieving the assigned
learning competencies.
 ● After the teaching demonstration, explain the performance based on the intended learning
outcomes, effectiveness of the teaching strategies/ activities and assessment of the assigned
macro skill/s.
● Though your main goal is to teach and assess one macro skill only, incorporate the principle of
integration of the other receptive and productive skills (implicit and/or explicit) through the
employment of some activities/ strategies/ assessment tasks.
● Lesson plan shall be submitted before the performance.
● Be sure to study the rubric/s as you prepare your presentation.

C. Integrative Demonstration Teaching

Teaching Demonstration Guidelines
Intended Learning Outcomes:
Students shall be able to:
● craft a learning plan that promotes literacy among students by incorporating the rules of grammar
teaching and principles of assessment of grammar and supported by various teaching strategies/
activities for pre-lesson, during lesson, and post lesson that aim to develop the macro skills based
on the principles in teaching and assessment of the macro skills.
● conduct a teaching demonstration integrating the principles, approaches, and strategies of the
teaching and assessment of grammar and macroskills to achieve the learning competencies.
Guidelines:
● Choose learning competencies from the K to 12 English curriculum under grammar and macroskills
domains.
● Formulate intended learning outcomes based on the chosen competencies from different domains.
● Perform a teaching demonstration about any grammar-related topic supported by various teaching
strategies/ activities for pre-lesson, during lesson, and post lesson that aim to develop receptive
and productive macro skills.
● Integrate the principles, approaches, methodologies, and/or strategies of the teaching and
assessment of grammar and macroskills for the demonstration of the learning competencies.
● Demo teachers shall explain their presentation focusing on any topics or concepts from the two
courses. The list of topics is provided below that may serve as your guide. Note that you do not
need to incorporate all the topics in the lesson plan and in the teaching demonstration.
Teaching and Assessment of Grammar Teaching Assessment of Macroskills

Key Terms and Concepts in Managing and
Implementing Standards-Based Grammar
Teaching
Methods of Teaching Grammar
Rules of Teaching Grammar
Assessing Grammar Effectively
From Listening as Comprehension to Listening
as Acquisition
The Concept and Importance of Listening
Strategies in Teaching Listening
Assessment in Teaching Listening
Issues of Grammar Teaching and Teaching and Assessing Speaking
Assessment Understanding Speaking
Teaching Speaking
Assessing Speaking

The Teaching and Assessment in Reading

The Value of Reading
Onboarding to Reading Instruction
The Assessment of Reading Performance

Writing as a Process and as a Product: How to

Teach and Assess Writing in the Second
Language
The Nature and Process of Writing
Lesson Design and Strategies in Writing
Assessment in Teaching Writing