Modals

I. Explanation

FORMAL DEFINITION

Modals can either signal that a main verb is coming, or act as a substitute for the verb phrase, by changing the form of the main verb and alternating its meaning in systematic ways. Modals also play an important role in the grammatical patterning of the main verb phrase.

INFORMAL DEFINITION:

Modals combine with infinitives to form finite verb phrases. For example: "can", "do", "may" and "will" are modals.

LIST OF MODALS

Future tense: shall, will, can, may, must
Present tense: is, has
Past tense: was, had, has, have
Present progressive: being, having, making
Modal forms of "have": have, had, has, having
Modal forms of "be": am, is, are, was, were, be, being, been
Modal forms of "do": do, does, did, doing
Some modals are also considered helping verbs: can, could, will, would, shall, should, may, might and must.

EXAMPLES OF MODALS IN SENTENCES

Addison and Jayson may arrive tonight.
I should leave in an hour.
We will start the drive soon.
Karri is having a party tomorrow.
Mike has to go to the store.

II. Content Area      

FOURTH GRADE SOCIAL STUDIES

Goal 3: The learner will locate major physical features and suggest the influence of location on life in North Carolina.
Describe the absolute and relative location of the state, and places within the state.
Locate, in absolute and relative terms, major landforms, bodies of water, and natural resources in North Carolina.
Suggest some influences that location has on life in North Carolina.

III. Core Activities

None included

IV. Lesson Plan   OBJECTIVE:      

Students will be able to use given modals with at least 80% accuracy in an inventive story about living at either the coast or the mountains of North Carolina.

FOCUS AND REVIEW:

First we will check each child's hearing aid to make sure they are working properly. Next, we will review what we have learned about the three distinct regions of North Carolina by having the students list the different characteristics of each region as the teacher writes their answers under the appropriate headings on the board (mountains, piedmont, coast). Then, we will discuss the modals that we have learned in language class that are on the bulletin board.

STATEMENT OF OBJECTIVES:

"Today, we are going to use the modals that we learned in language class and apply them to social studies. You will be writing a story about what it is like to live either in the mountains or on the coast. You will use modals in your stories."

TEACHER INPUT:

The teacher will reiterate how and when to use modals by completing several sentences on the board about living on the coast of North Carolina.

Example: Because I live in Wilmington, NC, I can go to the beach during the summer.

The teacher will then check to see if the sentence is correct in terms of modals as well as location.

GUIDED PRACTICE:

Each student will be given paper on which to develop their individual stories. The teacher will circulate to provide feedback and suggestions. Students may refer to the list of modals and the bulletin board displays about each region.

CLOSURE:

"In this activity you used modals in sentences about what it would be like to live either in the mountains or on the coast of North Carolina. Tell me one sentence in your story that has a modal in it."

V. Resources/References

None included

 
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