LESSON EXEMPLAR in ENGLISH 10

Prepared by:
HONEY BRYLLE B. TANDAYAG
Subject Teacher

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of how world literature and other text types
serve as vehicles of expressing and resolving conflicts among individuals or groups;
also, how to use strategies in critical reading, listening, and viewing and affirmation and
negation markers to deliver impromptu and extemporaneous speeches.
B. Performance Standard The learner proficiently delivers an argumentative speech emphasizing how to resolve
conflicts among individuals or groups.
C. Learning Competencies/ Identify Key Structural Elements, e.g.:
Objectives Modal Verbs: can, will, should, must, might, etc.
Write the LC code for A. Define Modals.
each B. Identify the functions of Modal Verbs.
C. Complete the sentences using correct modals.
D. Show politeness when communicating with others.

II. CONTENT Modal Verbs

III. LEARNING
RESOURCES
1. References
1. Teacher’s Guide pages pp. 94 – 95, 105
2. Learner’s Materials Page 101
pages
3. Textbook pages
4. Additional Materials from English 10: Quarter 2 – MELC 2
Learning Resource
(LR)portal
Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or A. Preliminary Activities
presenting the new lesson  Prayer
 Checking of Attendance
B. Motivation
Class, I have here an energizer entitled “Say the Color, Not the Word”.
I will show the shape’s color one at a time. Then, you will read aloud the Word written
beside the shape. Then, you will say the shape’s color not the word written inside the
shape.
Black Can Purple May Green Will

Red Must Orange Should

B. Establishing a purpose for This time, I will post this sentence on the board, I FORGIVE YOU.
the lesson Then, I will insert these following words: CAN, MAY, WILL, MUST, and SHOULD
between the words “I” and “FORGIVE” on the sentence posted.

I can forgive you

I may forgive you
I will forgive you
I must forgive you
I should forgive you

Then, ask the students to explain the meaning of the sentence after the word is
inserted. After this activity, the teacher will connect the students’ ideas to the next
prepared activity.

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C. Presenting Last Man Standing in the Classroom
examples/Instances of the Direction: The students will be grouped into five groups. The teacher will instruct the
new lesson students that when he/she calls the number of the group, the only student left standing
will be the one to answer one of the questions prepared by the teacher.
Here are the questions:
a. From the activity that we had, what happened to the original sentence after we
inserted those words?
b. How does the inserted word change the expression of the sentence?
c. What are the inserted words?
d. Do you know what these words are called?
e. How did you know that these words are called modals?
D. Discussing new concepts  The teacher will discuss the definition of Modals and will proceed to the
and practicing new skills # 1 discussion of the topic in the form of a group activity.
 The students will stay in the same group that they had in the previous activity
(Last Man Standing).

Directions: Complete the table given to your group by pasting the metacards prepared.
MODAL VERBS DEFINITION/FUNCTION EXAMPLES
1. CAN Denotes ability Akirra can write an
argumentative essay.
Denotes permission/request Can I borrow your book please?
Denotes possibility We can go to Boracay in June
because it is our summer break.
3. WILL Indicates futurity I will go to Blackpink’s Concert
on March.
Indicates willingness/choice I will clean the classroom after
the class.
5. WOULD Expresses past habitual My father would read me
action amazing stories every night at
bedtime.
Expresses a polite Would you mind helping me?
question/request
6. SHALL/SHOULD Expresses suggestion in a Shall I carry your bag?
Yes – No question
Indicates simple futurity or I shall return.
used in promises/action.
Often used in ceremonies The students shall adhere to the
when protocol is an rules of the school.
important factor.
9. MAY Expresses permission May I ask your number, please?
Expresses future I may need your help on this
possibilities mixed with project
doubt or uncertainty
Expresses wish May all your dreams come true.
12. MIGHT Less probability I might see you tomorrow.
13. MUST / HAVE Used to express strong You must wear your school I.D.
TO obligation or necessity You have to wear your school
I.D.
1. Discussing new  Give additional information about the function of the main verb that follows it.
concepts and practicing Characteristics of Modals
new skills # 2  They never change their form. You can’t add “s” and “ed”.
 They do not change their form (spelling).
 They are used to indicate modality which allow speakers to express ability,
necessity, willingness, obligation and so on.

Let the students watch a video from youtube for additional input.

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 https://www.youtube.com/watch?v=1UZm0EcWR3E
2. Developing mastery Let the students give or make sentences based on the given modal below.
(leads to Formative Assessment a. Will (simple futurity)
3) b. Shall (yes – no question)
c. Might
d. May (wish)
e. Would (past habitual action)
3. Finding practical The students will find a pair. Each pair should actively participate in sharing their
application of concepts answers. Students should use any of the modal verbs discussed in their answers and
and skills in daily living create 3 – 5 sentences to answer the question or explain a topic. The students will
choose only 1 topic.

Social and Health Issues

Topic 1: How can you help stop the spread of COVID – 19?
Topic 2: As a student, in what way you can be of help to other people who are suffering
from hunger?
Topic 3: Issues on the rising number of street children in urban centers.
4. Making generalizations The teacher will ask the students the following questions:
and abstractions about  What is a Modal?
the lesson  What are the examples of Modals and its function?
 How can you be able to show politeness through speaking or writing?
5. Evaluating learning Individual Task
C. Direction: Fill-out the sentences with correct modals.
1. I_____ wash the dishes. (willingness)
2. Ana _____ drive a car. (ability)
3. _____I use phone, please? (permission)
4. Alex _____ do something about it. (obligation)
5. Father _____spank me if I don’t clean the house. (possibility)

D. Direction: Choose from the pool of answers the writer’s speaker’s intention as hinted
by each underlined expression.
A. Ability B. Obligation C. Permission D. Willingness E. Less probability

6. Ken: Is this a challenge I must face?

7. Rhyz: Of course, you have to accept that as part of the bargain.
8. Ken: I don’t believe I will do it now. After all I’m not ready yet.
9. Rhyz: I believe you can do it if you try.
10. Ken: I’m just afraid that fear might swallow me in.
6. Additional activities for Directions: Conduct an interview with someone who is in the public service. Use modal
application or verbs throughout your conversation. Record (audio/written) your interview. You will be
remediation graded based on the prepared criteria.

Content (correct usage of 25

the modals)
Grammar and mechanics 15
Total 35
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?

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G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?