GRADE 9 School Grade Level Grade 9

DAILY LESSON
LOG
Teacher Learning Area English
Teaching Dates Quarter First Quarter
and Time
Course Title English

August 5,2024 August 6,2024 August 7, 2024 August 8, 2024 August 9,2024
I. OBJECTIVES
A. Grade Level Standards The learner demonstrates communicative competence through 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. Learning Competencies Express permission, obligation, and prohibition using modals EN9G-IVd-23
II. CONTENT
Subject Matter Modals that express Obligation Mastering Modals that express Model your modals
Modals that express
and prohibition permission, obligation and
Permission
prohibition
Specific Objectives a. Define modals a. Understand the meaning a. Identify and differentiate a. Apply modals (can, could, a. Explain the function of
b. Identify the structure and use of modals that between modals that express may, might, must, should) in modals in expressing
of modal verbs express obligation and permission, obligation, and various real-life scenarios. permission, obligation, and
c. differentiate the prohibition prohibition. b. Model the appropriate use prohibition within the context of
different kinds of b. Identify the structure of b. Apply modals in sentences of modals to express family dynamics.
modals used in these modals in sentences correctly. permission, obligation and b. Use appropriate modals in
expressing c. Apply these modals prohibition sentences based on scenarios
permission. appropriately in various related to family values.
contexts
Instructional Strategies Direct Instruction, group work Direct Instruction, group analysis, Direct Instruction Direct Instruction Direct instruction, Reading (pre-
brainstorming Game-based instruction Quiz reading, during reading and post-
Activity-based reading)
Instructional Materials Strips of papers, PowerPoint Internet Connection; PowerPoint PowerPoint Presentation; PowerPoint presentation, video
Presentation, whiteboard Presentation Kahoot, jam board, google meet, presentation, Google Meet
whiteboard FB messenger

A. References N/A N/A N/A N/A N/A

1. Teacher’s Guide pages N/A N/A N/A N/A N/A
2. Learners Material pages N/A N/A N/A N/A N/A
3. Textbook pages N/A N/A N/A N/A N/A
4. Additional materials from Learner’s module in English 9 Learner’s module in English 9 Learner’s module in English 9 Learner’s module “Model your Source:https://
Learning Resource (LR) portal. “Modal verbs and their “Modal verbs and their “Modal verbs and their modals” developed by: Mary www.facebook.com/
functions” Developed by Brigitt functions” Developed by Brigitt functions” Developed by Brigitt Joy P. redeveloped by: 4AfricaBeautiescom/photos/
C. C. C. Jennilyn B. a.236560126552984/2513
02721745391/?type=3
 (reading material)
5. Other Learning Resource N/A Website N/A N/A N/A
IV. PROCEDURES
ELICIT Permission Slip Challenge: To Write the words "Obligation" Board Race Launch an online poll asking Cue sets
(The activities in this section will activate prior knowledge and and "Prohibition" on the board. As a quick review of the students to select modals they  What do you think are
evoke or draw out prior concepts introduce the concept of  Ask students to concepts discussed, the know and use them in example some rules or
or experiences from the modals through familiar brainstorm and list teacher will provide questions sentences. expectations within a
learners.)
scenarios. scenarios where they and the students will race to family?
Example: A student wants to think obligations and the board and write their Display the poll results live  When might families
attend a friend's birthday party prohibitions apply answers. and discuss the most need to give
and needs to ask their parents (e.g., rules at home, commonly used modals and permission or set
for permission. school rules, societal their functions (permission, obligations?
norms). obligation, prohibition).
ENGAGE Quick Discussion: Quick Introduction with "Would You Rather?" Share a brief video that  Discuss a time when
(The activities in this section will  Ask the class: "What examples: Description: Present students explains different modals and you felt restricted by a
stimulate their thinking and help words did you use to - Explain that modals are used with a series of "Would You their uses. family rule.
them access and connect prior ask for permission in to express various degrees of Rather?" scenarios that  How did that make
knowledge as a jumpstart to the
present lesson.)
your sentences?" necessity and prohibition. require them to express their After watching, ask students to you feel, and what
 Highlight the words -Provide simple examples of preferences using modals. For type one example of each type was your response?
"can," "may," and modals for obligation and example, "Would you rather be of modal they learned about in
"could" from the prohibition: allowed to stay out late, or the chat.
whiteboard examples.  Obligation: "You must you come home early?"
must complete your
homework."
 Prohibition: "You
can’t use your phone
in class."
EXPLORE Permission Dialogues: Use that Modal: Students will "Modal Mastery Quest" Share a link to an online  Share examples of
(In this section, learners will be Students will create short assess what modals they will using a PowerPoint board with pre-set scenarios family values that
given time to think, plan, dialogues with their partners. use depending on the presentation, students engage that need modals (e.g., “You promote a strong
investigate, and organize Each dialogue should involve scenarios flashed on the PPT. in activities like matching need to follow the rules in family unit.
collected information. It may also
be the performance of the
one student asking for modals to sentences, class”).  How do these values
planned/prepared activities from permission and the other relate to the use of
the student’s manual where data granting or denying it. Students work in breakout modals in
gathering, and guide questions rooms or on the shared board communication?
are involved.) to add appropriate modals to
the sentences and discuss
their choices.

Have a few groups share their

sentences and reasoning in
the main session.
EXPLAIN The teacher will discuss the Define and explain each Discuss scenarios where the Present slides explaining the Present the slides and video
(In this section, learners will be following: modal: learners choose the right different functions of modals presentation explaining modals
involved in an analysis of their  Definition of Modals  Obligation: "Must" modal and be prepared for for permission, obligation, and with scenarios relevant to
exploration. Their understanding  Structure of Modal (strong necessity), clarification or questions. prohibition. family communication.
is clarified and modified because
of reflective activities. Analysis of
Verbs "Have to" (external
the gathered data and results  Types of Modals for obligation), "Should" Include interactive elements Guided reading: students will
should allow the learners to Permission (advice or like clickable examples and go over the article posted on
answer the guide questions  Common recommendation) drag-and-drop exercises Google classroom.
which will lead to the focus Misconceptions  Prohibition: "Can’t" where students match modals
concept or topic of the day.) (absolute prohibition), with their functions.
"Mustn’t" (strong
prohibition)
Explain the structure: "Modal
+ base form of the verb" (e.g.,
"must do," "can’t go").
ELABORATE Students will present their "Role-Playing Rules" Sentence Creation Ask students to create short Provide sentences related to
(This section will give learners dialogues under the EXPLORE The teacher will distribute Challenge dialogues or scenarios using family scenarios and ask
the opportunity to expand and part. scenario cards with different Divide students into small modals, either in pairs or students to fill in the blanks
solidify/ concretize their rules and guidelines that groups and give them a list of individually. with appropriate modals still in
understanding of the concept
and/or apply it to real–world
involve obligation or scenarios (e.g., rules for a consonance to the article/
situations.) prohibition. school event, activities during Have students share their
In small groups, students role- a field trip). Each group must dialogues in a shared
play scenarios where they create sentences using modals document or via the chat
have to explain and enforce to express permission, function.
these rules using appropriate obligation, and prohibition
modals. based on the scenarios.

EVALUATION The teacher will administer a Presentation of the role-play. Written Work Presentation of dialogues. Learners will accomplish the
(This section provides concept- short quiz on the discussed Make sure to present the Make sure to present the written Task:
check test items which are key concepts. Rubrics beforehand. Rubrics beforehand.
aligned to the learning
objectives, content, and
performance standards.
Misconceptions, if any, are also
addressed.)
EXTEND Modal Comic strip: the Students will take three Modal Application Challenge: Exit Tickets: Students write
(This section may give situations students will create a comic pictures around the city with Post a challenge asking down one modal they learned
and/or activities that explain the strip that includes characters statements that use modals students to describe a real-life and a sentence using it related
topic in a new context or asking for and giving that express permission, situation where they would use to family.
integrate it to another discipline
and/or societal concern.)
permission using modals like obligation, and prohibition. different modals and explain
"can," "may," and "could." their choice.
V. remarks
VI. REFLECTION
Reflection as of July 29 to April 2, 2024
29 30 31 1 2
JULY to APRIL
The teacher is on maternity leave
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 lesson worked?
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 this work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
material did I use/discover which I
wish to share with other teachers?

Prepared by:
Teacher I
Checked & noted by:
Master Teacher II