Fajardo - TTL Lesson Plan

Republic of the Philippines
University of Southeastern Philippines

COLLEGE OF EDUCATION
Iñigo St., Obrero Davao City
“Center of Excellence in Teacher Education”
Subject: English 9
FAJARDO, Date May 18, 2024

John Axcel Class Duration: 1 hour
Year & Section: 9 – Virgo
I. STANDARDS
Content Standard The learner demonstrates understanding of how

Anglo-American literature and other text types serve
as means of enhancing the self; also how to use
processing, assessing, summarizing information,
word derivation and formation strategies, appropriate
word order, punctuation marks and interjections to
enable him/her to participate actively in a speech
choir.
Performance Standard The learner actively participates in a speech choir through

using effective verbal and non-verbal strategies based on
the following criteria: Focus, Voice, Delivery, Facial
Expressions, Body Movements/ Gestures and Audience
Contact.
Learning Competencies Use modals:

(EN10G-If-3.6)
II. SUBJECT-MATTER
A. Topic
Use modals
B. Objectives At the end of the lesson, the students are expected to:
a. Identify the different functions of each modal verb.
b. Construct sentences using modals appropriately in
order to express probability, ability, permission, request or
suggestion in a given situation; and
c. Reflect on the importance of adverbs in making
sentences more meaningful.
WE BUILD DREAMS WITHOUT LIMITS

Address: University of Southeastern Philippines Iñigo St., Telephone: (082) 227-8192 local 255 or 256
Bo. Obrero, Davao City Philippines 8000 Website: www.usep.edu.ph.
E-mail: ced@usep.edu.ph
C. References ADUAN, V. (2020). English 9 Quarter 1 – Module 1A:

Express Permission, Obligation, and Prohibition
Using Modal Verbs (1st ed.). Department of
Education.
https://www.studocu.com/ph/document/davao-
oriental-state-university/english/english-9-q1-m1a-
modals/32310745
Magcanam, A. (n.d.). English 9_Module1_Modals.pdf.
Scribd.
https://www.scribd.com/document/480513616/Eng
lish-9-Module1-Modals-pdf
RUBRIC_-Group-Presentation
(www.depedtambayanph.org).doc. (2023). [Slide
show]. SlideShare.
https://www.slideshare.net/MaryAnnRaneses/rubric
grouppresentation-wwwdepedtambayanphorgdoc
D. Materials Blackboard/Whiteboard, TV, Laptop, Smartphone, and

Colored paper
III. LEARNING EXPERIENCES
A. Introduction Routinary Matters

a) Prayer Let's pray. Would someone please offer to lead the class
in prayer?
b) Greetings Good afternoon/morning, students! Let's continue our

productive learning today. Please arrange your chairs
before we start, and never forget that "Kindness is
elegance, and elegance is grace."
c) Attendance To start out class, let us be present in both mind and

body. The president of the class, the class officials, kindly
say “absent” if a student is absent. If your name is
mentioned, please raise your hand and say "Present."

A kind reminder to all of us to be? Tidy, considerate,

d) Classroom Management punctual, and eager to learn! Every class, I will call on five
students in the order they appear on the attendance list,
asking them to kindly provide one particular example of
each of our four classroom rules.
Example, “I will listen when someone is talking in front”
or “I will be respectful and compassionate.”
e) Review of Previous Lessons Activity: 4 Pic 1 Modal!
Let's review the last lesson using a PowerPoint

presentation before moving on to today's lesson. It
involves using the 4 Pic 1 Word game to identify the ten
(4) modal auxiliary verbs (can, could, may, might).
Please answer it collectively, volumes up and start!
f) Presentation of the Lesson To provide everyone a heads up of our lesson for this
day, please read loudly the four (4) sentences aligning
with these modal auxiliary verbs (e.g., can, could,
might, & may) , as presented in the PowerPoint
presentation.

1. Motivation Before we go on with the main lesson, let us start with a

game!
Activity: Sense the Possibility
Directions: The class will be divided into groups of 1 to 5

students, seated in two horizontal rows. Each group will
select a rolled piece of colored paper (yellow, black,
orange, or blue), which will reveal their assigned
Possibility Image (Can, Could, May, and Might).

2. Lesson Proper ➙ Modal Verbs
We use modals to show if we believe something is certain,

possible or impossible:
 My keys must be in my room.
 It might rain tomorrow.
 That can't be Joshua's coat. It's too small.
We can use them to talk about ability, ask permission,
and make requests and offers:
 I can't drive.
 May I ask a question?
 Could I have some coffee, please?
 Would you like some pancake?
1. Probability
A. Possibility
We use may, might and could to say that something is

possible, but not certain:
 They may come by tricycle. (Maybe they will come by

tricycle.)
 They might be at home. (Maybe they are at home.)
 If we don't hurry, we could be late. (Maybe we will be
late.)
We use can to make general statements about what is

possible:
 It can be very cold here in December. (It is sometimes

very cold here in December).
 You can easily get lost in this Barangay. (People often
get lost in this Barangay.)
We do not use can to talk about specific events:
A: Where's John?
B: I'm not sure. He may/might/could be (NOT) in his office.

Notice the difference in meaning between can and

may/might/could:
 That dog can be dangerous. (Sometimes that dog is

dangerous. I know.)
 That dog may/might/could be dangerous. (Perhaps that
dog is dangerous. I don't know.)
B. Impossibility
We use can't or cannot to say that something is

impossible:
 That can't be true.

 You cannot be serious.
We use can't have or couldn't have to say that a past

event was impossible:
 They know the way here. They can't have got lost!
 If Joshua was at work until six, he couldn't have done
the murder.
C. Certainty
We use must to show we are sure something is true and

we have reasons for our belief:
 It's getting dark. It must be quite late.

 You haven’t eaten all day. You must be hungry.
We use should to suggest something is true and we have

reasons for our suggestion:
 Ask Cristina. She should know.

 It's nearly six o'clock. They should arrive soon.
We use must have and should have for the past:
 They hadn't eaten all day. They must have been

hungry.
 You look happy. You must have heard the good news.
 It's nearly eleven o'clock. They should have arrived by
now.
3. Application Do you want to go out of Earth and enjoy something

that’s worth more than spectacular? Let’s join our crew in
this adventure!
Activity: What is What?
Directions: The class will be divided into four (4) groups.

One (1) of each will have a representative who will say
the answer of their group. Each correct answer will allow
you to go further into the space, and achieve rewards.
Note: Smartphones and other Gadgets that can access

the internet are not allowed for the entirety of the activity.
Act 1: What CAN you do?

Act 2: What MAY happen?
Activity 1: What CAN you do?

Time Allotment: 10 minutes
Directions: Each group must come in line where the

representative will be the first one in the line. The
teacher will give four (4) situations that each group will
provide answers to after a while of discussion; coming
from the backline to the first one.
Situations: Round 1

Situations: Round 2
Activity 2: What MAY happen?

Directions: Each group must come in line where the

representative will be the first one in the line. The
teacher will give four (4) situations that each group will
provide answers to after a while of discussion; coming
from the backline to the first one.
Situations: Round 1
Situations: Round 2

Teacher Evaluation: DepEd Tambayan (Group

Presentation Rubric)
Peer Evaluation: DepEd Tambayan (Group

Presentation Rubric)

Self-Evaluation: DepEd Tambayan (Group Presentation

Rubric)

4. Generalization To prepare for a short quiz, let's play a quick game!
Activity: MODEL YOUR VERBS

Directions: Each student will look under their chair to

identify their verbs that they will show to the entire class.
There are five (5) similar verbs that six (6) different
students have which they will attach to their chosen
Modal Verbs (e.g., can, could, might, & may). To
showcase understanding of the lesson, the students will
Model their verbs according to the modal verbs they
attached it with (e.g., I can fly, I might sleep more, I could
not).
5. Evaluation Now, let's test ourselves and see what we've learned—it's
quiz time!
You have two options for answering the quiz: (1) using
Messenger Application and send the answers to the
teacher where the teacher will scan those answers and
show it directly to the learners or (2) using pen and paper
with a PowerPoint presentation.
Directions: Within 20 min, encircle/choose the letter of

the best answer. Erasures are allowed only if the teacher

is informed of it and have signed it.
1. I didn’t feel very well yesterday. I _____ eat anything.

a. cannot b. couldn’t c. mustn’t
2. You _____ look at me when I am talking to you.

a. could b. should c. would
3. I was using my pencil a minute ago. It _____ be

somewhere!
a. can b. could c. must
4. I _____ be able to help you, but I’m not sure yet.

a. might b. would c. must
5. You _____ leave if you’re finished.

A. can B. could C. may D. might
6. _____ I come in?

7. We _____ not get into the concert without tickets, so

we want him.
8. _____ I open the windows?

For numbers 9-15, identify the modal verbs for the

statements: can, could, may, might.
9. You ___put your shoes and coat over there.
10. ___we have something to drink? We are thirsty.
11. Students ___ register for online classes beginning

next week.
12. We ___ go to any shop in the mall we wanted to.

13. Tom ___ go with you.
14. ___ I leave early?
15. ___ I use your restroom, please?
ANSWER KEY:
1. B
2. B
3. C
4. A
5. C
6. A
7. C
8. A
9. CAN
10. MAY
11. MAY
12. CAN
13. MIGHT
14. MAY
15. CAN
6. Assignment Our learning is yet to end, for it will end once you have
submitted the assignment that I will be giving you right
now.
Assignment: Do what you CAN, and Draw what you

MAY
Directions: Create a video presentation of yourself

doing the things that is possible, and DRAW using digital
online art websites about the things that MAY happen.
Send your video output in a Google Drive, together with
the link of your Digital Drawing.
LINK:
https://drive.google.com/drive/folders/1qd8KAZjExxLDGdhJRlo
tudri_hjfnysU?usp=drive_link


Prepared:
JOHN AXCEL FAJARDO

Bachelor of Secondary Education, Major in English 1
Checked:
RODNEY JAMES G. DEL CASTILLO, MAT

Educ 123 Instructor



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Republic of the Philippines

University of Southeastern Philippines

FAJARDO, Date May 18, 2024

Content Standard The learner demonstrates understanding of how

Performance Standard The learner actively participates in a speech choir through

Learning Competencies Use modals:

WE BUILD DREAMS WITHOUT LIMITS

C. References ADUAN, V. (2020). English 9 Quarter 1 – Module 1A:

D. Materials Blackboard/Whiteboard, TV, Laptop, Smartphone, and

III. LEARNING EXPERIENCES

A. Introduction Routinary Matters

b) Greetings Good afternoon/morning, students! Let's continue our

c) Attendance To start out class, let us be present in both mind and

WE BUILD DREAMS WITHOUT LIMITS

A kind reminder to all of us to be? Tidy, considerate,

e) Review of Previous Lessons Activity: 4 Pic 1 Modal!

Let's review the last lesson using a PowerPoint

Please answer it collectively, volumes up and start!

WE BUILD DREAMS WITHOUT LIMITS

1. Motivation Before we go on with the main lesson, let us start with a

Activity: Sense the Possibility

Directions: The class will be divided into groups of 1 to 5

WE BUILD DREAMS WITHOUT LIMITS

2. Lesson Proper ➙ Modal Verbs

We use modals to show if we believe something is certain,

We use may, might and could to say that something is

 They may come by tricycle. (Maybe they will come by

We use can to make general statements about what is

 It can be very cold here in December. (It is sometimes

We do not use can to talk about specific events:

WE BUILD DREAMS WITHOUT LIMITS

Notice the difference in meaning between can and

 That dog can be dangerous. (Sometimes that dog is

We use can't or cannot to say that something is

 That can't be true.

We use can't have or couldn't have to say that a past

We use must to show we are sure something is true and

 It's getting dark. It must be quite late.

We use should to suggest something is true and we have

 Ask Cristina. She should know.

We use must have and should have for the past:

 They hadn't eaten all day. They must have been

WE BUILD DREAMS WITHOUT LIMITS

3. Application Do you want to go out of Earth and enjoy something

Activity: What is What?

Directions: The class will be divided into four (4) groups.

Note: Smartphones and other Gadgets that can access

Act 1: What CAN you do?

Activity 1: What CAN you do?

Directions: Each group must come in line where the

WE BUILD DREAMS WITHOUT LIMITS

Activity 2: What MAY happen?

Directions: Each group must come in line where the

WE BUILD DREAMS WITHOUT LIMITS

Teacher Evaluation: DepEd Tambayan (Group

Peer Evaluation: DepEd Tambayan (Group

WE BUILD DREAMS WITHOUT LIMITS

Self-Evaluation: DepEd Tambayan (Group Presentation

WE BUILD DREAMS WITHOUT LIMITS

4. Generalization To prepare for a short quiz, let's play a quick game!

Activity: MODEL YOUR VERBS

Directions: Each student will look under their chair to

Directions: Within 20 min, encircle/choose the letter of