Expressing Permissions

Curriculum Area

English Language Arts (ELA), Grade 9 (High School)

Lesson Duration

50 Minutes

Objective

Students will learn to accurately use modals to express permission, obligation, and prohibition, improving their ability to communicate rules, guidelines, and social norms.

Standards

• CCSS.ELA-LITERACY.L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• CCSS.ELA-LITERACY.L.9-10.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Materials Needed

• Whiteboard and markers
• Projector
• Worksheets (including a mix of exercises)
• Chart papers and markers
• Sticky notes
• Handouts with scenarios for role-play

Lesson Plan Breakdown

Introduction (5 minutes)

1. Greeting: Greet the students and ensure they are settled.
2. Objective Overview: Briefly introduce the day's topic: "Today, we're going to learn about how to express permission, obligation, and prohibition using modals. This will help you communicate rules and guidelines effectively."

Warm-Up Activity (10 minutes)

1. Modal Brainstorming: Divide students into small groups. Give them 3 minutes to brainstorm as many modal verbs as they can.
2. Sharing: Have each group share their list. Write the modals on the whiteboard (e.g., can, could, may, might, must, should, ought to).

Guided Instruction (15 minutes)

1. Explanation with Examples:

   • Permission: Explain that modals like "can," "may," and "could" are used to express permission. Provide examples: "You can leave early today."
   • Obligation: Discuss modals like "must" and "have to" for obligations. Provide examples: "You must complete your homework."
   • Prohibition: Highlight modals like "must not" and "cannot" used to express prohibition. Provide examples: "You must not use your phone during class."

2. Interactive Whiteboard Activity:

   • Write sentences with blanks and ask students to fill them in with the appropriate modal.
   • Example: "You _____ bring your book to class." (Expected response: must)

Practice Activities (15 minutes)

1. Worksheet Exercises:

   • Distribute worksheets with exercises requiring students to choose the correct modal.
   • Provide sentences where students should rewrite them using modals to express permission, obligation, or prohibition.

2. Role-Play:

   • Hand out scenario cards to each group. Scenarios might include situations like a school field trip, classroom rules, or family rules at home.
   • Groups will perform short role-plays, demonstrating use of modals for permission, obligation, and prohibition.
   • Example Scenario: A student asking a teacher for extra time to complete an assignment (role-plays should use modals like may, can, must).

Review and Assessment (5 minutes)

1. Quick Quiz:

   • Conduct a quick 5-question quiz where students must choose the correct modal to complete sentences. Example questions:
     • "You _____ not be late for the meeting." (must)
     • "Students _____ use the computer lab until 5 PM." (can)

2. Class Discussion:

   • Briefly discuss the quiz answers and clarify any misconceptions.
   • Allow students to ask any questions they might have about using modals.

Closing (5 minutes)

1. Recap: Summarize the key points discussed:

   • How to use modals to express permission, obligation, and prohibition.
   • Importance of modals in effective communication.

2. Homework Assignment:

   • Ask students to write a paragraph about a scenario at home or school, using at least three different modals to express permission, obligation, and prohibition.

3. Goodbye and Reminder: Remind students to complete their homework and bring any questions to the next class.

Additional Notes

• Ensure to walk around the classroom during group activities to provide individual support as needed.
• Encourage students to use their creativity and think of real-life applications of modals.
• Tailor examples and scenarios to be relatable to 9th-grade students to maintain their engagement.