Detailed Lesson Plan in English

(Grade 9)

I. Objectives: Throughout the discussion, the students are expected to;

a. identify the modals expressing obligation;

b. use the modals expressing obligation; and

c. display open-mindedness in the given tasks

II. Subject Matter: “The Story of the Aged Mother: A Japanese Folktale (An
excerpt) By Matsuo Basho”

Language Focus: Modals Expressing Obligation

Reference: www.lingoda.com,

www.autoenglish.com

http://linguapress.com/grammar/modal-obligation.htm

Materials: Laptop, projector

Value Focus: The Love of Family

III. Procedure

Teacher’s Activity Students’ Activity

A. Preparatory Activities

Good morning, class!

Good morning, teacher!

I will be your teacher for this morning,

I am Teacher Chris. How are you this morning?

We’re good teacher!

Great! Who are the absentees for today?

None, teacher!

1. Drill
 2. Review

Class, what was your topic

last meeting?

Voice of Verbs, teacher!

What are the two voices of verbs?

Active and passive

voice, teacher!

Very good! Can you identify the

voices of the verb in these sentences?

Mark jumped to the ladder. Sarah sang the song.

The ladder was jumped by Mark. Richard ate the banana.

The song was sung by Sarah. The banana was eaten by Richard.

Very good!

B. Developmental Activities

1. Motivation

Class, before we proceed to our lesson

this morning, we will be having an activity

called “Guess me.” You will be grouped into

two. The first group will be the “Group A”

and the second group will be the “Group B”

In this game, all you have to do is choose

five representatives for each group. The representatives

will act out the words that I will give to them and

the task of the rest of the group will guess what

the representatives are acting out. Each

group will be given 3 minutes to guess the words.

You may say “pass” if you do not know and

proceed to another word. The group who gets the

highest scores will be the winner.

Did you get me?

Yes, teacher!

Group A and Group B, are you ready?

Yes, teacher!

Mother Farmer Love

Old Home Mountain
2. Presentation

Class, did you enjoy our activity?

Yes, teacher!

Class, the words that you have guessed

has something to do with the story that we are

going to read. The title of the story is “Story of the

Aged Mother”. It is a Japanese folktale written

by Matsuo Basho.
 Now let’s read the story together.

Yes, teacher!

A. Setting of Standards

Are you ready to read the story?

Yes, teacher!

What will you do when the other group

is reading the story?

Listen carefully,
teacher!

We will not talk

with our
classmate,
teacher!

We will behave,
teacher!

Very good, class! Can I expect

those things from you?

Yes, teacher!

The group who will violate the rules will receive

demerits from their points. On the other hand,

if the group who read the poem well, will receive

merits from their points.

Am I understood, class?

Yes, teacher!

3. Lesson Proper

A. Unlocking of Difficulties

Before we read the story, let us first be

familiar with this words that we might encounter

while reading the story.

Dread

- to fear something that will or might happen

Twigs

- a small shoot or branch usually without its leaves

Tremble

- to shake slightly out of fear or nervousness

Anxious

- causing or showing fear or nervousness

Straw

- the stems of wheat and other grain plants.

B. Short Story

The Story of the Aged Mother: A Japanese Folktale

(An excerpt) By Matsuo Basho

Long ago, in a tiny village in Japan, there lived a young farmer and his
old mother. They lived well but simply until the cruel governor declared a
wicked law. He said, “I have no desire for old people in my village. They are
weak and cannot do work!” The law was to put the people aging 75 years and
above to be abandoned in the mountain. The cruel governor also added, “All
who will disobey the law must be put to death together with their old relatives.”
This law made the young farmer very sad for his mother was very old. Though
he loved his mother, he must obey the governor. The young farmer carried his
mother to the mountain with a heavy heart. On their way to the mountain, the
mother dropped small twigs as markers to help her son get back. When the
farmer bade farewell, she advised him to return home with the aid of the twigs.
This made the son make up his mind to take his mother back home.

Filled with dread, he hid his mother in his home. Their kitchen, where he
keeps their food, became his mother’s new place to live. Time passed, and the
farmer was beginning to feel safe when the governor had announced a demand
to all of his people that he wanted a rope of ash. Nobody in the village could
make one, it was impossible. The farmer became anxious with the governor’s
demand, so he asked his mother if she knew how to make one. His old mother,
filled with the wisdom she gained from her years of living, had smiled to show
her son that the governor’s demand is not impossible. She said, “Son, make a
rope from a twisted straw.” Then she added, “Stretch it on a flat stone and
burn it there on a windless night.”

The farmer did what his mother told him, and amazingly it worked. He
told the other villagers that he could make the governor’s demand.
Immediately, the farmer was sent to the governor’s place to show him the rope
of ashes. The governor became happy to see how smart his people are from
accomplishing a difficult task. To his joy, he asked the farmer where he got his
wisdom. This made the farmer tremble in fear and immediately bowed down to
the governor, begging for forgiveness. The farmer had told him about his
mother and how he was able to create the rope of ashes.

The governor became silent and had thought deeply for a while. At that
moment, he abolished his law on abandoning the old people. He would not kill
the elders anymore because they had great wisdom.
4. Comprehension Check-up

A. Values Integration

What is the story all about?

It is about the story of

the aged mother and
her son.

Very good! Who are the main characters

in the story?

Mother, the son which

is the farmer and the
governor.

What was the governor’s reason for

sending the old people away??

Because the governor

said that he has no use
of old people.

Why did the farmer take his mother to

the mountain and bring her back even

though he might be punished?

The farmer followed the

governor’s orders but he
loves his mother very
much that he can’t
abandon her.

How did the mother show his love and

care for his son even though he was

going to abandon him?

She left the small twigs

so that they will serve
 as a marker for her son
on his way home.

What caused the governor not to kill

the farmer and his mother after disobeying

his law? It is because he saw the

wisdom of the old
people, teacher!

If you were the farmer and the governor

Also ordered the same thing, what would you do?

I will also disobey him,

teacher.

Why?

Because I value and

love my mother above
all else, teacher!

Yes, it is right! Our family especially

our parents are the most precious thing we have

for they don’t only take care of us but they also

love us regardless of what we do.

5. Language Integration

Class, I want you to rearrange these letters

to form a word that fit in the sentences below

DOUCL

1. The son _________ not leave his mother alone. He felt a great responsibility to
take back his mother home. COULD

SOHULD

2. The possibility of the farmer to leave his old mother on the top of a mountain
_________ be done or else both of them will die. SHOULD

ILWL

3. The governor realized his mistake so with the ability he has as a governor he
_________ abolish the law. WILL

DOLUW

4. Long, long ago there lived a poor farmer and his aged mother in a village
where a cruel governor _________ test the capacity of his people in following his
demands. WOULD

UMST

5. The governor once again expressed his ability to use his power by
demanding that his people _________ bring him a rope of ashes. Using the
clever idea of his mother, the farmer made a rope of ashes. MUST

Class these underlined words are called

modals. Today we will learn about modals that

expresses obligation.
 Modal Verbs of Obligation:
MUST, HAVE TO, SHOULD and OUGHT TO

There are two types of modal verbs of obligation

 those that primarily express a firm obligation or necessity – must and have to
 Doctors must have a university degree.
 Mechanics have to know how to fix cars.
 those that express a recommendation or moral obligation – should and ought to
 Airlines should employ more women pilots.
 You ought to phone her.
Modal Verbs of Obligation
Have to Shows that the obligation - We have to be at the airport at least two
comes from someone else, not hours before the flight.
the speaker. This is usually - I have to work on Saturday.
referring to a rule or law. - They have to wear their uniforms at school.
Must Shows that the obligation -I must hand in my thesis by tomorrow.
comes from the speaker. -I really must call my parents.
Should Used for expressing what we -He should see a doctor.
think is the right or correct thing -You should study hard so you can pass the
to do in a particular situation. exam.
Ought to Expresses that something is the -You ought to listen carefully.
right thing to do, such as when -People ought to be a bit nicer to us.
duty, or when it morally right or
the polite thing to do.

 Is it allowed to be forbidden?
o Must not means something is forbidden. It is not your choice.
o Should not is advice or an opinion. It is your choice but it is not recommended.
o Do not have to means it is not an obligation. It is your choice.

Forbidden Not recommended Allowed

You must not smoke in the office. You should not smoke. It’s bad for You do not have to eat that if you
your health. don’t like it.
I must not drive over the speed I should not drive in the city during I do not have to drive my car. I can
limit. rush hour. take the bus instead.

*Ought to is not used in a negative.

C. Culminating Activities

1. Generalization

Class, did you learn something

from our discussion?

Yes, teacher!

What are the modals that express

obligation?

Must, have to, should

and ought to, teacher!

Yes, you are correct! Now, what modals

express firm obligation or necessity?

Must and have to,

teacher!

Yes, that is right! Then, how about modals

that express moral obligation or recommendation?

Should and ought to,

teacher!

Yes, it is correct! In negative structures of

modals what modal will you use to express that

something is forbidden and it’s not your choice?

Must not, teacher!

Yes, you are correct! Now, what modal will

you use to express as an advice or opinion but still

not recommended?

Should not, teacher!

 Lastly, what modal will you use to express

that it is allowed and you have a choice?

Do not have to, teacher!

Very good! You have really learned something

from our discussion.

2. Application

Now class, going back to the story we

witnessed how a family love and care each

other as shown by the farmer to his mother

and vice versa. With the same groupings,

create a short poem expressing the love you

have for your family.

You will only have 5 minutes to do

the task.

IV. Evaluation

Class, I have a piece of paper and all you have to do is to list down top 3
things that you will do to show your love and care for your family using the
modals of obligation.

V. Assignment

Direction: Make a short essay about how much you love your family using the
modals of obligation.