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English

Department of Education

National Capital Region

SCHOOLS DIVISION OFFICE - MARIKINA CITY

First Quarter – Module 1

City of Good Character

DISCIPLINE • GOOD TASTE • EXCELLENCE

Writer: Mary Grace T. Frondozo

Modals of Permission, Obligation and Prohibition

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identify what modals are;
distinguish the modals of permission, obligation and prohibition;
determine the appropriate modals to complete sentences;
use modals in writing.

You can say that you have understood the lesson in this module if you can already:

Hello Grade 9 learners! In this first module for the 1st grading period, you will learn how to:

Express permission, obligation, and prohibition using modals (EN9G-IVc-23)

City of Good Character

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What I Need to Know

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A. order	C. must
B. positive	D. develop

Read the given statements and answer the questions that follow. Select your answers from the options provided after each item. Write only the letter of the correct answer on the space before the number.

_____ 1. In the statement above, which is the main verb?

“In order to carry a positive action, we must develop here a positive vision.” – Dalai Lama

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What I Know

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A. suggestion	C. ability
B. permission	D. certainty

_____ 4. Aside from obligation, the modal in the statement also expresses ______.

A. order	C. must
B. positive	D. develop

_____ 2. Which of the following word expresses obligation?

A. might	C. should
B. can	D. may

_____ 3. Which word may replace the modal must without changing the meaning and tone of the statement?

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A. might	C. should
B. can	D. may

_____ 2. Which modal will complete the statement above?

A. contracted	C. Limited
B. negative	D. affirmative

____ 1. In the statement above, which of the following form of modals does the word “cannot” be classified?

“Instead of worrying about what you cannot control, shift your energy to what you _____ create.” ― Roy T. Bennett

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________________
________________

A. contracted	C. Limited
B. negative	D. affirmative

____ 3. In the statement above, which of the following form of modals does the word “cannot” be classified?

a. could	b. may	c. might	d. must
e. should	f. have to	g. ought to

Which 2 words from the pool of modals (listed words above) express permission?

Write the letter of your answer.

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A. It is a word used to describe an action, state, or occurrence
B. It is a word used to identify any of a class of people, places, or things.
C. It is a word that describes or modifies noun/s and pronoun/s in a sentence.
D. It is a word which is used with a main verb to express ideas such as possibility, intention, or necessity

Based on your answers to the items above, which of the following statements best defines a modal?

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Lesson 1	Modals of Permission, Obligation, and Prohibition

What’s In

The previous task may have hopefully given you a bit of an idea about modal verbs and how they are used in a sentence. Can you easily spot them? Exit the maze below by choosing the right modals.

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What’s New

Before Reading Activity

How do you conversate to someone who is older than you? Or to someone who is just the same age like you?

________________________________________________________

How about if you were ask for a formal interview, how will you respond?

________________________________________________________

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Read the excerpt of an interview below. After reading, answer the questions that follow

An Interview with an Environmental Activist (Excerpt

During Reading Activity

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Andrea: Good morning. Welcome to another edition of Ordinary People, Extraordinary Deeds. With us today is the recent recipient of the Mukha ng Kabataan award. She is the country’s top environmental activist. Jillian Dela Cruz, everyone! Jill, welcome to the show

Jillian: Thank you, Ms. Andrea. It's so great to be here

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Andrea: You could choose the usual young adult life, you know. If I may ask, do you enjoy this path? Don’t you ever get tired?

Andrea: Jill, you’ve been really busy for the past years with your advocacy campaigns, interviews and travels. You are also in your senior year in college. How do you deal with it?

Jillian: This year has been really challenging for me. But I think managing my time wisely and setting my priority really helped.

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Jillian: As every woman ought to be. Thank you, Ms. Andrea

Jillian: Well, it’s been 3 years now. I guess, you won’t ever get tired if you really love what you are doing. It’s all worth it. If I must miss all the juvenile fun, it’s still fulfilling that I do it for our planet.

Andrea: Clearly, we can’t really change your mind if we try to. You are too eager and determined. For a 21-year-old woman? Wow. I should say you’re rather empowered.

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Do you have an advocacy too? What is it? If none yet, what issue do you feel strongly about?_____________ _______________________________________________________

______________________________________________________

An advocacy is an act of support for a particular cause. What is Jillian’s advocacy? ____________________________

______________________________________________________

C. After Reading Activity

Let us analyze the conversation between Andrea and Jillian by answering the following questions.

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Go over the underlined words in the text. What is the purpose of those words in the sentences? Which words suggest request? Responsibility?_______________________ ______________________________________________________________________________________________________________

What Is It

As a student, you would not notice how frequent you use these modals but you often use words like can, may, must and should. These words are called modal verbs. The underlined words in previous activity are examples of these.

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Modals are helping verbs that are used to express feelings, attitudes and opinions. Using modals, we can express that something is necessary or possible, prohibited, strong or weak preferences, or give advice or permission. In addition, we can express varying degrees of certainty with modal verbs (will, may, might, could, etc.).

In writing modals, follow this pattern: modal + main verb Example: If I may ask, do you enjoy this path?

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Permission: _____________________________________________ Obligation: _____________________________________________ Prohibition: ______________________________________________

Go over again with the excerpt given above (An Interview with an Environmental Activist), which statement expresses the following:

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City of Good Character

DISCIPLINE • GOOD TASTE • EXCELLENCE

What’s More

Activity 1

Read each statement below. Write the modal verb used and determine if it expresses permission, obligation or prohibition.

Example:

News Anchor: The Philippines’ Covid-19 cases raise to 18,000.

Listener: I must stay at home especially if it’s not important to go out.

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Answer: must-obligation

________________________________________________________________

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DISCIPLINE • GOOD TASTE • EXCELLENCE

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________________________________________________________________

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________________________________________________________________

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________________________________________________________________

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________________________________________________________________

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________________________________________________________________

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Activity 2

Read each situation below. Then, answer each question by using the appropriate modal verb/s.

You are taking your Periodic Test in Mathematics. Ms. Michelle, your Math teacher, did not give an instruction if you can use calculator. How will you ask Ms. Rose, your proctor? ____________________________________________________________________________________________________________________________________

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Ms. Rose gave the instructions but you were not able to hear because your classmate, Jake, is repeatedly asking you for a piece of paper. How will you tell Jake that you would like to hear Ms. Rose’s instructions without offending him?

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DISCIPLINE • GOOD TASTE • EXCELLENCE

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You are done with your test and the class was dismissed by Ms. Rose. On your way home, you remember what Jake did. How would you tell Jake about the things that he must refrain from doing whenever the teacher gives important instructions?___________________________

Alas, you completely missed it. Good thing your seatmate, Catherine, was listening. How would you ask Catherine for the instructions?_________________________________________________________________________________________________________________________

City of Good Character

DISCIPLINE • GOOD TASTE • EXCELLENCE

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As a teenager, I may…	As a student, I must…	As a son/daughter, I must not…
_________________ _________________ _________________	_________________ _________________ _________________	_________________ _________________ _________________

You think you didn’t do well in the exams. What could you tell yourself as an advice?_____________________________________________

__________________________________________________________________

Activity 3

Complete the graphic organizer. Follow the rubric below by writing down the things that you may, must and must not do.

Me, Myself and I

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RUBIC
Appropriate modals are used in sentences	10 pts
Ideas expressed in each of the three columns correspond to the roles the student portrays.	10 pts
TOTAL	20 pts

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DISCIPLINE • GOOD TASTE • EXCELLENCE

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What are modals?

In this lesson, we focused on modals of permission, obligation and prohibition. Tell us about what you have learned by answering the questions below

What I Have Learned

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How do modals help you in communicating to others?_____________________________________________________________________________________________________________________________

How do modals of permission, obligation and prohibition differ to each other?

______________________________________________________________________________________________________________________________________

What values should you practice when you use modals in communicating with others?

______________________________________________________________________________________________________________________________________

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DISCIPLINE • GOOD TASTE • EXCELLENCE

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Apply what you have learned in this module by doing this activity.

As a teenager, I may…	As a student, I must…	As a son/daughter, I mustn’t…
_________________ _________________ _________________	_________________ _________________ _________________	_________________ _________________ _________________
GOAL:	GOAL:	GOAL:

Following the rubric below, complete the graphic organizer by writing down your goal for every role..

Me, Myself and I

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DISCIPLINE • GOOD TASTE • EXCELLENCE

What I Can Do

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How would you achieve these goals? What should you do?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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DISCIPLINE • GOOD TASTE • EXCELLENCE

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RUBIC
Appropriate modals are used in sentences	5 pts
Ideas expressed in each of the three columns correspond to the roles the student portrays.	5 pts
The paragraph shows clearly the goals of the student and how to achieve them. Appropriate modals are used.	15 pts
TOTAL	25 pts

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DISCIPLINE • GOOD TASTE • EXCELLENCE

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_____________________________

(Title)

Dalai Lama once said, “In order to carry a positive action, we must develop here a positive vision.” It means______________________________ _____________________________________________________________________ _____________I may use the idea as a guide in performing my roles in life.

Based on the previous activities, write an essay about yourself. The pattern below may serve as your guide but do not let it limit your ideas. Rubrics on the next page may help you in your composition.

Assessment

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As a teenager, I may____________________________________________

__________________________________________________________________________________________________________________________________________

As a student, I must ____________________________________________

__________________________________________________________________________________________________________________________________________

As a member of our family, I must n’t ____________________________

__________________________________________________________________________________________________________________________________________

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DISCIPLINE • GOOD TASTE • EXCELLENCE

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Since I am completely aware of my capabilities and responsibilities, it is easier for me to realize my goal which is_________________________________________________________________________________________________________________________________________

_____________________________________________________________________

I can only achieve that goal if___________________________________

__________________________________________________________________________________________________________________________________________

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DISCIPLINE • GOOD TASTE • EXCELLENCE

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Use the following rubrics as a guide while working on this activity.

Traits	5	4	3	2
Focus & Details	There is one clear, well focused topic. Main ideas are clear and are well supported by detailed and accurate information.	There is one clear, well focused topic. Main ideas are clear but are not well supported by detailed information..	There is one topic. Main ideas are somewhat clear	The topic and main ideas are not clear

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Oragnization	The introduction is inviting, states the main topic, and provides an overview of the paper. Approprite use of modals are evident. Information is relevant and presented in a logical order. The conclusion is strong..	The introduction states the main topic and provides an overview of the paper. Some modals are used. A conclusion is included.	The introduction states the main topic. Modals are barely used. A conclusion is included.	There is no clear introduction, structure, or conclusion. Some modals used are erroneous

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Voice	The student’s purpose of writing is very clear, and there is strong evidence of attention to audience. His/Her extensive knowledge and/or experience with the topic is/are evident..	The student’s purpose of writing is somewhat clear, and there is some evidence of attention to audience. His/Her knowledge and /or experience with the topic is/are evident..	The student’s purpose of writing is somewhat clear, and there is evidence of attention to audience. His/Her knowledge and /or experience with the topic is/are limited	The student’s purpose of writing is unclear.

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Word Choice	The student uses vivid words and phrases. The choice and placement of words seems accurate, natural, and not forced.	The student uses vivid words and phrases. The choice and placement of words is inaccurate at times and/or seems overdone.	The student uses words that communicate clearly, but the writing lacks variety	The student uses a limited vocabulary. Jargon or clichés may be present and detract from the meaning

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Sentence Structure, Grammar, Mechanics, & Spelling	All sentences are well constructed and have varied structure and length. The author makes no errors in grammar, mechanics, and/or spelling	Most sentences are well-constructed and have varied structure and length. The author makes a few errors in grammar, mechanics, and/or spelling, but they do not interfere with understanding.	Most sentences are well constructed, but they have a similar structure and/or length. The author makes several errors in grammar, mechanics, and/or spelling that interfere with understanding.	Sentences sound awkward, are distractingly repetitive, or are difficult to understand. The student makes numerous errors in grammar, mechanics, and/or spelling that interfere with understanding

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What can you say about the answers of your relative? Is it similar to yours? Why or why not?? ________________________________________________________________________________________________________________________________________________________________

What is his/her goal? In your opinion, how can the person achieve that goal?__________________________________________________________________________________________________________________________________________________________

You already know your goals and roles in life. This time, you are going to interview one member of your family about what he/she may, must and mustn’t do as a person. Ask also of his/her goal and plans in achieving that goal. Then answer the questions that follow.

City of Good Character

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Additional Activities

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1. Definition of modals from

https://spcollege.libguides.com/c.php?g=254407&p=1695497

2. Rubrics for Essay Writing

http://www.readwritethink.org/files/resources/printouts/Essay%20Rubric.pdf

References

City of Good Character

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