Lesson Plan In English 9

Class Description: Grade 9 Orchid/ Rose

Time Frame: 1 day
Content Standard
The learner demonstrate understanding of how Anglo- American Literature and other text types as means
of preserving and unchanging values in an unchanging world; also how to use full-length play,
tense consistency, modals, active and passive construction plus direct and indirect speech to
enable him/her competently performs in a full-length play.
Performance Standard
The learner competently performs in a full- length play through applying effective verbal
and non-verbal strategies and ICT resources based on the following criteria: Focus, Voice,
Delivery and Dramatic Conventions.
Learning Competency
EN9G-IVc-23:
I. Objectives:
At the end of the lesson, students must be able to:
a. Identify modals and its functions
b. analyze the proper usage of modals expressing ability
c. compose sentences using modals
d. appreciate their abilities and talents
e. valuing one’s abilities

II. Content
Subject Matter: Modals expressing Ability

III. Learning Resources

Materials: Laptop, Cut-outs, PowerPoint Presentation, Marker, speaker
References: Grade 9 Learners Material (LM), Teachers Guide(TG), The New
Modern English in Action. Volume 26(issue no.4) pp. 3-5.

IV. Teaching Procedure

A. Before the lesson
- Prayer
- Attendance
- Review of past lesson
(the teacher will call a student to recap the past lesson)

Motivation
In order to set the mood of the learners, the teacher will:
-introduce the game called ABILITY BINGO in this amusing modal verbs of
ability game, students play bingo by finding classmates who have certain abilities. Each
student is given a copy of the bingo card. Students go around the classroom asking 'Can
you...?' questions in order to find classmates who have the abilities shown on the bingo card,
e.g. 'Can you wiggle your ears?' When a student finds someone who answers 'Yes, I can', the
student asks the person to demonstrate their ability by performing the task. If the person can
demonstrate the ability, the student writes their name in the square on the bingo card and
moves on to talk to another person. The first student to get five names in a row, either
horizontally, vertically or diagonally shouts 'bingo' and everyone stops. The answers are then
checked by asking the five students to perform their abilities to the class. If they do this
successfully, the student wins. If not, the game continues. Afterwards, the students continue
the game by trying to complete the entire bingo card with names

ABILITY BINGO CARD

 can wiggle
their ears can roll their can snap their can bark like can cross their
tongue finger dog eyes

can hold their can name ten can do 20 can hop can dance
breath in 20 colors push-ups backwards in
seconds one foot

can say the can say hello in can raise one

alphabet five languages eyebrow can sing can count
backwards backwards
from 30

Can sing the can write a word can whistle the Can do the
song I can by with their left Can do a beat happy birthday “splits”
Janella hand box song
Salvador

Can draw a bird Can do a K-POP Can wink with Can draw a Can name three
dance their eyes flower barangays in
right and left Tagum City

B. During the Lesson

A. Activity
(Values Integration)
The teacher let the students watch a music video entitled “I can” by Janella
Salvador https://www.youtube.com/watch?v=m8geC3VGg9A
The teacher will ask the following questions:
1. What did you feel after you listened to the song?
2. What did you realize?
3. What is the message of the song?
The teacher will process students’ answer.

B. Analysis
The teacher will post the lyrics of the song “I can”
 “I can” by Janella Salvador

I can live, I can love

I can reach the heavens above
I can right what is wrong
I can sing just any song
I can dance, I can fly
And touch the rainbow in the sky
I can be your good friend
I can love you until the end

What took you so long to make me see

How lucky I am cause I am free
Free to do the things I wanna do
What took you so long to make me feel
How could it be look so real
What took you so long to let me know

That I can live, I can love

I can reach the heavens above
I can right what is wrong
I can sing just any song
I can dance, I can fly
And touch the rainbow in the sky
I can be your good friend
I can love you until the end

What took you so long to make me cry

So I'll know the reasons why
I'm so lucky I could smile
I didn't know this for a while

I can live, I can love

I can reach the heavens above
I can right what is wrong
I can sing just any song
I can dance, I can fly
And touch the rainbow in the sky
I can be your good friend
I can love you until the end

I can dance, I can fly

And touch the rainbow in the sky
I can be your good friend
I can love you until the end

The teacher will ask the following:

1. What word is dominant in the song?
2. What does it denote?
The teacher will process students’ answer
Discussion of the lesson.
Ask clarifications to the students.

C. Abstraction
(The teacher will give or ask students to give the summary of the discussion.)
1. What do you understand about modals expressing ability?
 2. What is its usage?

D. Application
(The students will be grouped according to their talents and abilities)
The teacher will post a picture of an object that is related to their talents and
abilities, the students will proceed to the object they think they belong.
1. 1st 1. first group will

present a role play depicts the message of the song.

2. The second group will create an interpretative dance depicting the
message of the song.
3. The third group will sing the song “I can” in a chorale form
4. The fourth group will create a slogan that will promote each one’s ability
and talents.
All groups will be given 3 minutes to prepare and 2 minutes to present.
They will be rated with the following criteria:

Content 40%
Teamwork 20%
Creativity 20%
Stage Performance 20%

TOTAL 100%

C. After the Lesson

V. Evaluation
Supply the correct modals that express ability in the sentence to make it
complete. Write your answers on the space provided

1. ______ you swim when you were 10?

1. We_______ get to the meeting on time yesterday, because the

train was delayed by one hour.
2. He______ arrive at the party on time, even after missing the
train, so he was very pleased.
3. He's amazing, he_______ speak five languages, including
Chinese.
4. I______ drive a car until I was 34. Then I moved to the
countryside, so I had to learn.
5. I looked everywhere for my glasses but I______ find them
anywhere.
6. I searched for your house for ages. luckily I_____ find it in the
end.

7. She's seven years old, but she______ read yet. Her parents are
getting her extra lessons.
8. I read the book three times, but I______ understand it.
9. James _____ speak Japanese when he lived in Japan, but he's
 forgotten most of it now.in Japan
10. James _____speak Japanese when he lived in Japan, but he’s
forgotten most of it now.

VI. Assignment:

Essay

a. What is your greatest dreams in life?

Rubrics in Essay

Content 50%
Context 30%
Creativity of the 20%
output
Total 100%

VII. REMARKS
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VIII. REFLECTION

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 work well?

Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?

G. What innovations or localized materials did I

used/discover which I wish to share with other
teachers?

Prepared by:

MIRAFLOR M. CANDEL
Teacher I
Checked by:

DIONSIO B. SIGLOS
Principal II