Republic of the Philippines

Department of Education
Region VI – Western Visayas
Schools Division of Roxas City
President Manuel Roxas Memorial Integrated School- South

DAILY LESSON PLAN IN ENGLISH 9

Teacher VIA JANE B. LLEGUE

Learning Area ENGLISH

Grade Level GRADE 9

Date and Time of MAY 26,2023 (4:00 PM)

Teaching

Quarter QUARTER 1

I. OBJECTIVES

A. Content The learner demonstrates communicative competence through

Standards his/ her understanding of British-American Literature, including
Philippine Literature and other texts types for a deeper
appreciation of Philippine Culture and those of other countries.

B. Performance The learner actively participates in a speech choir through

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

C. Learning Express permission, obligation, and prohibition using modals

Competencies/
Objectives

D. Learning Outcome After going through this module, you are expected to:
1. use appropriate modal verbs in different situations;
2. express permission, obligation and prohibition using
appropriate modals; and
3. give the importance of using modals properly.

II. CONTENT EXPRESSING PROHIBITION, OBLIGATION AND

PERMISSION USING MODALS

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide Curriculum Guide K-12 MELCS Grade 9 1st Quarter

pages

2. Learner’s Material English – 9 Self-Learning Module (SLM) Quarter 1 Module 1:

pages Expressing Prohibition, Obligation and Permission using Modals

3. Textbook pages

4. Additional Materials
from Learning Resource
(LR) portal

B. Other Learning Day-Light Projector, Laptop, SLMs, Most Essential Learning

Resources Competencies (MELC), PowerPoint presentation, Visual Aids

IV. PROCEDURE Teacher’s Activity

A. Reviewing previous Say:

lesson or presenting
the new lesson Who would like to lead the prayer?
Good afternoon Class! I see that you are perfectly well and
lively today. Class secretary please take note who are absent
today. Thank you very much!
Alright! Are you excited for today?
Excellent!
The teacher will start the class.
Say:
I have here pictures that shows something, what will you do is
to guess it alright?
The teacher will show pictures showing actions related to
vacation.

Ask:
1. What do you call a word that describes an action?
 2. Can you give other examples of verb?

B. Establishing a purpose The teacher will show pictures of tourist spots in the
for the lesson Philippines.

Ask:
1. Are you excited for your summer vacation?
2. Do you want to go to boracay in Aklan? What about Mayon
Volcano in Albay?
3. Are you familiar with the dos and don’ts during trips?
4. Can you give examples of dos and don’ts?
5. Are you following the rules and regulations of the places?

C. Presenting The teacher will conduct an activity entitled “Be Careful!” The
examples/instances of teacher will divide the class into two groups, then the teacher
the new lesson will present random signage that is often seen during trips on
roads and tourist spot. The students then will raise the banners
“allowed, not allowed and required” depending on the sign
presented.
Say:
Before we start our discussion, let’s play a game. I have here
placards, it says “allowed, not allowed and required.” What you
need to do is to raise these cards if you think the projected
image corresponds to what it says and now I will divide you into
two groups.
Are you ready?

I can’t hear you

D. Discussing new Say:
concepts and practicing
new skills #1 Since you are perfectly ready, this time we are going on an
adventure. Fasten your seatbelts class as I your teacher Via will
take you on an exciting journey in the world of English.
At this moment, I have here set of incomplete sentences.
Choose an appropriate modal verb to complete each.

Must can have to mustn’t can’t

1. When you are a driver, you ___________ stop on red

lights.
2. Children __________ stay in their rooms during playtime.
3. We _________ be there before the contest starts or will
be disqualified.
4. I can’t get connection in my phone. _______ I borrow
yours?
5. The rules state that you _________ invite only one guest
 Ask:
1. What do you call the words you used to fill in the sentence?

E. Discussing new The teacher will ask:

concepts and practicing
new skills #2 Are you now ready for our new learning engagement?

Say:
If that’s so, let’s begin!
Today we will focus on Expressing Prohibition, Obligation and
Permission using Modals. Fasten your seatbelts and enjoy the
trip.
Discussion proper:
When a person needs to express prohibition, obligation and,
permission, modal verbs are used. Modal verbs are auxiliary
verbs or helping verb alongside the main verb of the sentence.

Our first destination is the Island of Prohibition

A. Modal of Prohibition – This is a type of modal which

indicates that something should not be done or that
someone must not do something. (can’t, mustn’t)

Can't usually give the idea of something that is against the

rules.
Mustn’t usually means that it is the speaker who is setting the
rule.

Examples:
You can't drive in this country unless you are over eighteen.
You mustn't use your phone in class.

Our next stop is the Island of Obligation

B. Modal of Obligation - This type of modal is used to

express responsibility or commitment. (have to, must)

Have to and must are both used to express obligation. There is

a slight difference in the way both are used. Have to shows that
the obligation comes from someone else, not the speaker. This
is usually referring to a rule or law.

Examples:
They have to wear their uniforms in school.
I must hand in my project by tomorrow.
 And for our last adventure, the Island of Permission

C. Modal of Permission- This is a type of modal which is

used to express consent or approval. (can, could)
Can is most often used to ask for or give permission. It is also
possible to use could but it is not often used as can.

Examples:
Can I borrow a pen?
Could you read that again?

Say:
Do you understand what modals of prohibition, obligation and
permission are?
When do we use the modal of prohibition? What about modals
of obligation? How about permission?
Can you give a sentence using modals of prohibition?
What about obligation?
Give examples of modal of permission.

F. Developing mastery Say:

(Leads to Formative
Assessment 3) Now that you are familiar with modal verbs let’s have a short
activity. All you have to do is execute the X mark if the
sentence shows prohibition, double thumbs up when it
expresses obligation and bow your head if it is permission.
Copy?
 1. Passengers mustn’t play or talk on this part of train.
2. You can’t rent a car without a credit card.
3. You have to show your ID before you can enter the
place.
4. You can sit here, the seat is free.
5. I must hand in all the requirements before Friday.
6. You mustn’t say anything about it.
7. Well, you have to buy that CD set from the greatest hits
of Queen.
8. Dog owners mustn’t to bring their pets inside the new
restaurants in town.
9. The situation there is indeed serious. We must stay
here.
G. Finding Ask:
practical/valuing 1. As a student why is it important to express clearly our
applications of thoughts when speaking?
concepts and skills in 2. Do you believe in the phrase “Think before you speak?”
daily living. 3. In real life, politeness and respect is highly appreciated and
(ESP Integration) valued when talking, how do modals help you as a person to
be polite and respectful?
H. Making generalizations The teacher will ask:
and abstractions about
the lesson 1. What is a modal verb?
2. When do we use the modal of prohibition? What about
modal of obligation and permission?
3. What is the importance of using modal verbs properly?
I. Evaluating learning Directions:
With your group, make a short skit about what will you do if
you are experiencing the situations or scenarios that are listed
below.

Group 1: You and your family are going on a trip at El Nido

Palawan for the first time.
Group 2: You and you’re friends are hanging out on a beach
and someone was drowning.
Group 3: You and some of your classmates are going on a hike
and you saw a man illegally cutting down trees.

Category Total
 Performan The actor The actor The actor
ce clearly somewhat showed no
30% showed great showed passion in
acting skills good acting acting to
to justify the skills to justify the
skit. justify the skit.
skit
Content The content The content The content
30% is clearly is not is not close
identifiable clearly or not
identifiable related to
the given
topic at all.
Use of Clearly Does not Demonstrat
Modal demonstrates clearly es no use of
Verbs the use of demonstrat modals
40% modals es use of (prohibition,
(prohibition, modals obligation
obligation (prohibition, and
and obligation permission)
permission) and at all.
permission)
J. Additional activities Directions: In a sheet of paper, write an article about your
for application or favorite sport using modal verbs that express prohibition,
remediation obligation and permission.

Catego 3 points 2 points 1 point Total

ry
Conten The The content The content
t content is not clearly is not close
is clearly identifiable or not
identifiab related to
le the given
topic at all.
Gramm Makes no Makes some Makes a
ar and errors in errors in number
Spellin grammar grammar errors in
g and and spelling grammar
spelling that distract and spelling
that readers from that distract
distract understandi readers from
readers ng the understandi
from article. ng the
understa article.
nding the
article.
Use of Clearly Does not Demonstrate
Modal demonst clearly s no use of
Verbs rates the demonstrate modals
use of s use of (prohibition,
modals modals obligation
(prohibiti (prohibition, and
on, obligation permission)
obligatio and at all.
n and permission)
permissi
 on)
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
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?

Prepared by:
VIA JANE B. LLEGUE
English Student-Intern

Checked by:

RENELIE A. URATE
English Cooperating Teacher

LOVELYN D. BERICO
English Cooperating Teacher