University of Makati

J.P. Rizal Ext. West Rembo, Makati City, 1215

College of Innovative Teacher Education

Babatio, Lalaine PE-TASC & EL120

Olarve, Crystal Jane March 05, 2024
Oloy, Rica Mae
Papa, Avegail Lovely
Verzosa, Jake

● LEARNING PLAN FORMAT FROM SCREENSHOT SAMPLE

ENGLISH 8 LEARNING PLAN

(EN8G-IIIA-3.6)

QUARTER NO. 3 TOPIC: Modal Adverbs TIME FRAME: 5 days

STAGE 1

● CONTENT STANDARD: ● PERFORMANCE STANDARD:

The learner will cover proficiency in understanding and The learner actively participates in the storytelling using
using modal adverbs through relevant examples to the proper modal adverbs in creating their own story
convey a message or context. This provides the student while incorporating various strategies such as oral,
to be skillful in making a statement of efficient and writing, singing, and acting in storytelling activities based
effective communicators; either written or spoken. on the following criteria; content, usage of modal
adverbs according to function and form, delivery,
strategies, technology use in expressing their story.
● ESSENTIAL UNDERSTANDING: ● ESSENTIAL QUESTION:

The students shall discover the appropriate use of modal How can modal adverbs be effectively learned, used,
adverbs, their types, and specific purposes. As well as to and applied in their writing and communication?
understand how to use it properly in a sentence.

● The learners will know: ● The learners will be able to:

1. Recognize the use of common modal adverbs and other 1. Practice with the use of modal adverbs in various
types of adverbs in conveying a message or context contexts to make improvement of the usage of language
such as fluency and comprehension in expressing
2. Identify how modal adverbs modify verb, adjectives and opinions and statements.
other adverbs to convey the meaning of the context
2. Develop strategies with the use of modal adverbs
3. Analyze the modal adverbs used in the sentence. effectively in speaking and writing an argumentative or
Identify which functions of the modal adverbs are persuasive statement.
mentioned in the sentence.
3. Adapt their language and communication style to suit
different situations and audiences, enhancing their
overall effectiveness as communicators.
 STAGE 2

● PRODUCT OR PERFORMANCE TASK:

1. GOAL - Construct sentences, poems, and songs, making use of Modal Adverbs and its types and/or specific
purposes appropriately. Integrating various ed-tech tools in showcasing their performance tasks.

2. ROLE - A dreamer, writer and composer of their work.

3. AUDIENCE - Readers

4. SITUATION - Students are being asked to write/compose about their dream professions, dialogues, and resolutions
using the proper usage of Modal Adverbs and its specific purposes.

5. PRODUCT - Sentences, Songs, Poems, and Digital Arts, Audio-video Presentations/Performance

6. STANDARDS AND CRITERIA: The learner shall be graded according to the following rubrics:

CATEGORY Excellent Good Developing

- The sentence was written in an - The sentence was written in an - The sentences have little to no style
extraordinary form. interesting style. of writing.
Quality of Writing - Somewhat integrate the modal - A few modal adverbs are used in
- Contains modal adverbs that are used adverbs in the sentence. the sentence.
appropriately in the sentence.

Organization and - Clearly presented the ideas with - Somewhat presented the ideas with - Little to no presentation of details
Relevancy relevant details. relevant details. asked.

- Ideas are exceptionally presented. - Ideas are minimally developed and can - Ideas do not follow a logical
Creativity of Integration of technology is observed. hardly be understood. Technology is not sequence; No integration of
Presentation appropriately used. technology.

Originality - The composed work is uniquely - The composed/ constructed work was - Plagiarism detected. Made by AI.
presented. inspired by other references.

STAGE 3

LESSON 1: Modal Adverbs, Possibility, and Certainty (DAY 1)

Made by: Papa, Avegail Lovely M.

Introduction:
The learner shall:
● Identify the Modal Adverbs and verbs they modify in sentences.

● Differentiate the first two types and specific purpose of Modal Adverbs (Possibly and Certainly).

Body:

● Present an introduction about the Modal Adverbs. Starting with defining Adverbs using a concept map with the help of an
edtech tool — Classroom Screen wherein students will write their ideas of what Adverbs are.

● Lead the students to the discussion of Adverbs by providing the correct definition and ask the students to provide examples
of adverbs.

● Introduce Modal Adverbs and discuss the definition and purpose of it in a sentence using a multimedia presentation. Ask
the class to identify the verb that is being modified and/or emphasized by the modal adverb.
 ● Proceed to the first two categories/types/ purposes of Modal Adverbs — Possibly and Certainly. Discuss the Modal Adverb
of Possibly by presenting the purpose, definition, and example of words and sentences through web mapping. Ask the class
to identify which words/ideas are emphasized by the Modal Adverbs of Possibly, as well as how they impact the message of
the sentence it is trying to convey.

● Proceed to discuss the Modal Adverb of Certainty by presenting the definition, purpose, and example of words and
sentences through web mapping. Ask the class to identify which words/ideas are emphasized by Modal Adverbs of
Certainty, as well as how they impact the message of the sentence it is trying to convey.

● Assess the students by requiring them to categorize the modal adverbs they have learned in this lesson. Review the
student’s answers then correct them through providing feedback.

● After the activity, ask the students to construct five sentences about their dream profession with the use of modal verbs,
specifically — Modal Verbs of Possibility and Certainty.

Conclusion:
The learner shall:
● Recognize the use of the first two types and the specific purpose of Modal Adverbs (Possibly and Certainly).

● Construct sentences about their dream profession using modal adverbs of Possibility and Certainty.
LESSON 2: Modal Adverbs: "Obligately" and "Necessary" (Day 2)
Made by: Oloy, Rica Mae R.

Introduction:
The learner shall:
● Identify the modal adverbs used in the sentence.

● Differentiate the usage of the modal adverbs "necessarily" and "obligately”.

Body:
● Guide the students to review the definition of the modal adverbs specifically certainty and possibly.

● Guide the students to explore other functions of modal adverbs particularly "necessary" and "obligately". Ask students if
they are familiar with the terms mentioned. Show a Mentimeter presentation and ask students to input their idea of what is
Necessary and Obligately in one word only. Monitor their answers on the screen.

● Discuss the purpose and uses of the model adverbs "necessary" and "obligately" through a multimedia presentation. Ask
the class to give specific examples of modal adverbs in a sentence emphasizing the usage of Necessary and Obligately.
Review students' responses to practice exercises in understanding the lesson.

● Divide the class into groups and ask them to compare and contrast the modal adverbs Necessary and Obligately by
creating a Venn Diagram in their chosen Edtech Tools. (e.g. Canva, docs, jam board, etc.). Provide feedback and
clarification as needed.

● Ask students to construct their sentences using the modal adverbs discussed. Encourage accuracy and creativity in their
sentence by creating a presentation and identifying the modal adverbs necessary and obligately. There should be no
repetition of modal adverbs.

Conclusion:
The learner shall:
● Properly use the modal adverbs in sentence construction, as well as to distinguish the modal Obligately and Necessarily.

● Compare and contrast the functions of the modal adverbs Obligately and Necessarily.

● Construct a sentence using the modal adverbs "Obligately" and "Necessarily".

LESSON 3: Modal Adverbs "Able" and "Requisite" (Day 3)

Made by: Verzosa, Jake A.

Introduction:
The learner shall:
● Analyze the modal adverbs used in the sentence. Identify which functions of the modal adverbs are mentioned in the
sentence.

● Assess the specific function of the Able and Requisite in the sentence, and when you should use these modal adverbs.

Body:
● Introduce them to new functions of modal adverbs with the use of an ed-tech tool — MiroBoard defines what an is usage of
the modal adverbs “Able” and “Requisite” wherein students are required to write on a piece of sticky notes to share their
ideas with the class.

● Discuss the lesson with an interactive communication (CLT method) like guiding questions and giving some relevant
examples to familiarize the students with the appropriate use of the modal adverbs discussed.

● Group the students to make digital art be a poster or cartoon scenario using the modal adverbs “Able” and "Requisite” with
their preferred Ed-tech tool that they can easily access. (e.g. Canva, Google image, whiteboard, and PicsArt). Give clear
feedback such as improvement, and corrections as needed.

● Provide a scenario wherein students need to fill out specific modal adverbs, they have to choose between “able” and
“requisite” emphasizing its functions as the modal adverbs in the story. The assessment will integrate a Google Form
wherein students will select the best possible answer to the question.

Conclusion:
The learner shall:
● Use the modal adverbs in sentence construction, as well as distinguish the modal verbs of Able and Requisite,
appropriately.

● Illustrate the function of the modal adverbs by creating a digital artwork that shows your dream profession highlighting the
 specific modal adverbs such as Able.

LESSON 4: Modal Adverbs "Promise" and "Decision" (Day 4)

Made by: Olarve, Crystal Jane

Introduction:
The learner shall:
● Differentiate between modal adverbs of promise and decision in terms of their meaning and usage.

● Apply modal adverbs of promise and decision in their writing to convey different levels of certainty or commitment.

Body:
● Guide the students to listen to the music, then instruct them to familiarize themselves with the lyrics. Present a multimedia
presentation using the YouTube platform.

● Learners are tasked to put down their primary ideas about what a Promise and Decision is. (Using the Mentimeter teacher will
give the code where they will input ideas about the given modals.)

● The teacher will present and introduce the concepts of "Promise" and "Decision" and their significance through a
multimedia presentation. After guiding the students, construct a sentence following what they learned about the modal
adverbs of Promise and Decision

● Instruct the Students to use modal adverbs of decisions to express their commitments and give reasons for their needs.
Make a creative presentation for their output, it may be a form of text or video. (e.g. Canva, Jam board, CapCut, TikTok)

Students use modal adverbs of promise to express their goals.

In this activity, students ask and answer questions about what changes they think will take place in their life next 5 years
and what they want in life.

Conclusion:
The learner shall:
● Use the modal adverbs properly in the sentence construction, as well as distinguish the modal Promise and Decision.
 ● Apply "the modal adverbs “Promise" and "Decision" in sentences and real-life situations.

LESSON 5: Modal Adverbs "Permissively" and “Responsibly" (Day 5)

Made by: Babatio, Lalaine T.

Introduction:
The learner shall:
● Identify the concept of permissive modal verbs and use them in sentences.

● Illustrate the use of modal adverbs by creating a poem or song.

Body:
● Guide the students to review the lesson with a brief discussion on modal adverbs permissively and responsibly, their
function, and examples using a PPT presentation.

● Instruct students to engage in an interactive online quiz using the provided code where students will be able to practice the
modal adverbs permissively and responsibly in different scenarios.

● Divide the class into 4 groups and instruct them to compose a poem/song using modal verbs of permissively or
responsibly. They may use Google Docs for collaborative brainstorming and speaking their ideas in a video.

Conclusion:
The learner shall:
● Use properly the modal adverbs in sentence construction, as well as distinguish the modal Responsibly and Permissively.

● Use the modal adverbs responsibly in both written and spoken communication, effectively conveying degrees of permission
and responsibility.

REFERENCES:

Guest. (n.d.). Unpacked-Grade-8-Learning-Competencies.docx - PDFCOFFEE.COM. pdfcoffee.com.

https://pdfcoffee.com/unpacked-grade-8-learning-competenciesdocx-pdf-free.html
 BOOK TEMPLATE FORMAT:

COURSE OUTLINE AND TIMEFRAME

Course Content/Subject Matter

ENGLISH 8 LEARNING PLAN (EN8G-IIIA-3.6)

Desired Learning Course Content/ Textbook/ Teaching and Assessment Task Resource Materials Time Table:
Outcomes (DLO) Subject Matter References Learning Activities (ATs) 5 days
(TLAs)

DAY 1: LESSON 1
Course Outcome:
● The proper use of modal adverbs in sentence construction, as well as distinguishing the modal verb of Possibly and Certainly.
● Construct sentences about their dream profession using modal adverbs of Possibility and Certainty.

Unit Topic: Quarter 3 - Modal Adverbs (Certainty and Possibility)

- Identify the - Modal Adverbs, (EN8G-IIIA-3.6) A. TLA1. Present 1. Concept (EN8G-IIIA-3.6) Day 1
Modal Adverbs Possibly and an introduction Mapping:
and verbs they Certainly about the Modal Inputting of
modify in Adverbs. Starting words/concepts
sentences. with defining connected to
Adverbs using a Adverbs.
- Distinguish the concept map with
first two types the help of an
and specific edtech tool —
purpose of Modal Classroom Screen
Adverbs (Possibly wherein students
and Certainly). will write their
ideas of what
Adverbs are.

B. TLA2. Lead the 2. Recitation:

students to the Provide
discussion of examples of
Adverbs by Adverbs to
providing the assess the
correct definition student’s
and ask the familiarity of the
students to provide lesson.
examples of
adverbs.

C. TLA3.
Introduce Modal
Adverbs and
discuss the
definition and
purpose of it in a
sentence using a
multimedia
presentation. Ask
the class to
identify the verb
that is being was
was modified
and/or
emphasized by the
modal adverb.

D. TLA4. Proceed
to the first two
categories/types/
purposes of Modal
Adverbs —
Possibly and
Certainly. Discuss
the Modal Adverb
of Possibly by
presenting the
purpose, definition,
and example of
words and
sentences through
web mapping. Ask
the class to
identify which
words/ideas are
emphasized by the
Modal Adverbs of
Possibly, as well
as how they
impact the
message of the
sentence it is
trying to convey.

E. TLA5. Proceed
to discuss the
Modal Adverb of
Certainty by
presenting the
definition, purpose,
and example of
words and
sentences through
web mapping. Ask
the class to
identify which
words/ideas are
emphasized by
Modal Adverbs of
Certainty, as well
as how they
impact the
message of the
sentence it is
trying to convey.
 F. TLA6. Assess Assessment 1:
the students by Harvest Modal
requiring them to Adverbs —
categorize the From the tree,
modal adverbs harvest the
they have learned modal adverbs
in this lesson. and put them
Review the into their
student’s answers respective
then correct them basket. Utilize
through providing Google
feedback. Jamboard for
this activity.

G. TLA7. After the

activity, ask the Use a
students to multimedia
construct five presentation
sentences about (Canva, Capcut,
their dream etc.) for their
profession with the performance
use of modal tasks in creating
verbs, specifically and presenting
— Modal Verbs of their outputs.
Possibility and
Certainty.

DAY 2: LESSON 2
Course Outcome:
● The proper use of modal adverbs in sentence construction, as well as distinguishing the modal Obligately and Necessarily.
● Compare and contrast the functions of the modal adverbs Obligately and Necessarily.
● Construct a sentence using the modal adverbs "Obligately" and "Necessarily".

Unit Topic: Quarter 3 - Modal Adverbs (Obligately and Necessarily)

- Identify the - Modal Adverbs, (EN8G-IIIA-3.6) A. TLA1. Guide 1. Short (EN8G-IIIA-3.6) Day 2
modal adverbs Obligately and the students to review:
used in the Necessarily review the Recognize the
sentence. definition of the discussed
modal adverbs modal adverbs
specifically in the previous
- Differentiate
certainty and lesson.
the usage of the possibly.
modal adverbs
"necessarily"
and "obligately”. 2. Motivation:
B. TLA2. Guide Accomplish the
the students to posed question
explore other in the
functions of modal Mentimeter and
adverbs provide one
particularly answer that is
"necessary" and connected to
"obligately". Ask the word
students if they are presented.
familiar with the
terms mentioned.
Show a
Mentimeter
presentation and
ask students to
input their idea of
what is Necessary
and Obligately in
one word only.
Monitor their
answers appear
on the screen.
3. Practice:
an oral
C. TLA3. Discuss recitation for the
the purpose and students to
uses of the model share their
adverbs knowledge
"necessary" and about the
"obligately" discussed topic.
through a
multimedia
presentation. Ask
the class to give
specific examples
of modal adverbs
in a sentence
emphasizing the
usage of
Necessary and
Obligately. Review
students'
responses to
practice exercises
in understanding
the lesson.
4. Venn
Diagram:
Submit a Venn
D. TLA4. Divide diagram
the class into presentation of
groups and ask the differences
them to compare and similarities
and contrast the of the uses and
modal adverbs functions of
Necessary and Necessary and
Obligately through Obligately using
creating a Venn collaborative
Diagram in their tools and
chosen Edtech sharing.
Tools. (e.g. canva,
docs, jam board,
etc.). Provide
feedback and 5. Assessment
clarification as Use a
needed. multimedia
presentation for
their
 performance
E. TLA5. Ask tasks in creating
students to and presenting
construct their their sentences.
sentences using
the modal adverbs
discussed.
Encourage
accuracy and
creativity in their
sentence by
creating a
presentation and
identifying the
modal adverbs
necessary and
obligately. There
should be no
repetition of modal
adverbs.

DAY 3: LESSON 3
Course Outcome:
● The proper use of modal adverbs in sentence construction, as well as distinguishing the modal verb of Able and Requisite.
● Illustrate the function of the modal adverbs by creating a digital artwork that shows your dream profession highlighting
the specific modal adverbs such as Able.

Unit Topic: Quarter 3 - Modal Adverbs (Able and Requisite)

- Analyze the - Modal Adverbs: (EN8G-IIIA-3.6) A. TLA1. Introduce 1. Sharing of (EN8G-IIIA-3.6) DAY 3
modal adverbs Able and them to new Ideas
used in the Requisite functions of modal Students are
sentence. adverbs with the required to input
use of an ed-tech their ideas
Identify which
tool—MiroBoard about the modal
functions of the defines what is the adverbs able
modal adverbs usage of the and requisite by
are mentioned modal adverbs using an
in the sentence. “Able” and Ed-tech tool
“Requisite” presented in the
wherein students class.
are required to
- Assess the write on a piece of
specific function sticky notes to
of the "Able" share their ideas
and "Requisite" with the class.
in the sentence,
and when
should you use B. TLA2. Discuss Recitation
these modal the lesson with an Ask the
adverbs. interactive students to
communication compose their
(CLT method) like sentences
guiding questions integrating the
and giving some modal adverbs
relevant examples discussed in the
to familiarize the class.
students with the
appropriate use of
the modal adverbs
discussed.

C. TAL3. Group Collaboration

the students to Use an online
make digital art be and live
a poster or cartoon presentation for
scenario using the their
modal adverbs performance
“Able” and tasks in creating
‘Requisite” with and showing
their preferred their
Ed-tech tool that vyingartworks
they can easily emphasizing the
 access. (e.g. modal adverbs
Canva, Google used.
image, whiteboard,
and PicsArt). Give
clear feedback
such as
improvement, and
corrections as
needed.

D. TLA4. Provide a
scenario wherein Assessment
students need to Analyze and
fill out specific answer the
modal adverbs, assessment
they have to honestly and
choose between with accuracy.
“able” and
“requisite”
emphasizing its
functions as the
modal adverbs in
the story. The
assessment will
integrate a Google
Form wherein
students will select
the best possible
answer to the
question.

DAY 4: LESSON 4
Course Outcome:
● The proper use of modal adverbs in sentence construction, as well as distinguishing the modal Promise and Decision.
● Application of "Promise" and "Decision" in sentences and real-life situations.
Unit Topic: Quarter 3 - Modal Adverbs (Promise and Decision)

-Differentiate Modal Adverbs, (EN8G-IIIA-3.6) A. TLA 1- Guide 1. Listening (EN8G-IIIA-3.6) DAY 4

between modal Promise, and the students to Activity.
adverbs of Decision. listen to the music, Listen to the
promise and then instruct them music that a
decision in terms to familiarize teacher will
of their meaning themselves with show in the
and usage. the lyrics. Present class, engage
a multimedia themselves by
presentation using answering if the
-Apply modal
the YouTube song is familiar
adverbs of
platform. to them, and
promise and
give initial
decision in their
impressions.
own writing to
convey different
levels of certainty 2. Brain Dump
or commitment. Using the
B. TLA 2-
Learners are Mentimeter
tasked to put down teacher will give
their primary ideas the code where
about what a they will input
Promise and ideas about the
Decision is. given modals.

3. Group
C. TLA3 Teacher Activity:
will present and Brainstorming
introduce the The students
concepts of are tasked to
"Promise" and group
"Decision" and themselves into
their significance 4 members, in
through a each group they
multimedia are tasked to
presentation. After create 10
guiding the sentences
students, constructing
construct a modal adverbs
sentence following of promise and
what they learned 10 modal
about the modal adverbs of
adverbs of Decision. After
Promise and brainstorming,
Decision they will input
their data in
Word docs and
save it as pdf
then submit it to
Google Drive.

D.TLA 4 Instruct Speaking

the Students to Activity: Modal
use modal adverbs Verbs of
of decisions to Promise and
express their Decision:
commitments and
give reasons for In this activity,
their needs. Make students ask
a creative and answer
presentation for questions about
their output, it may what changes
be a form of text or they think will
video. (e.g. canva, take place in
jam board, their life next 5
CapCut, TikTok) years and what
they want in life.
Students use
modal adverbs of
promise to express
their goals.

The activity
 encourages
collaboration and
discussion within
small groups.

DAY 5: LESSON 5

Course Outcome:
● The proper use of modal adverbs in sentence construction, as well as distinguishing the modal Responsibly and Permissively.
● Apply modal adverbs responsibly in both written and spoken communication, effectively conveying degrees of
permission and responsibility.

Unit Topic: Quarter 3 - Modal Adverbs (Responsibly and Permissively)

- Modal Adverbs, (EIIIA-3.6) A. TLA1. Guide 1. Brief Review (EN8G-IIIA-3.6) DAY 5

- Identify the Responsibly and the students to of the lesson
concept of Permissive. review the lesson and motivation
permissive with a brief activity.
modal adverbs discussion on
and use them in modal adverbs
sentences. permissively and
responsibly, their
functions, and
examples using a
PPT presentation.

Create any B. TLA2. Direct 2. Auditory

artistic output students to identify Assessment:
incorporaing sentences that use Familiarize
modal adverbs modal adverbs stuallowing
permissively and learners to
permissively practice their
responsibly in a
and responsibly. listening skills in
provided audio
content/podcast various contexts
from YouTube. Let
learners give
example
sentences using
modal adverbs
permissively and
responsibly to
differentiate its
usage through oral
recitation.

Online Quiz:
Instruct students to Introduce
engage in an interactive
interactive online quizzes to
quiz using the practice
provided code students
where students will practicing using
be able to practice permissive
the modal adverbs modals in
permissively and different
responsibly in scenarios. Use
different scenarios. ed-tech tools
like Kahoot or
Quizlet to
engage
students and
make learning
fun.

C. TLA 3. Divide Collaboration

the class into 4 Activity.
groups and
instruct them to Students are
compose a given the
poem/song using freedom to
modal verbs of choose in any