English lesson plan · 5th grade (Year 6 in England) · 30 minutes
Modal verbs and adverbs of possibility
Grammar
CCSS L.4.1.CEngland: Y5 GPS (modal verbs)England: KS2 SATs GPS
Objective and success criteria
Students will: Modal verbs and adverbs of possibility.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Subject–verb agreement
Leads to: The subjunctive mood
Materials: Sentence strips, Highlighters, Mini whiteboards, Mini whiteboards, A short model text on the board, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Subject–verb agreement). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Choose the verb that agrees with the subject. They ___ football after school. (play / plays) → playPrompt: Who or what is doing the action? That is the subject.
- Choose the verb that agrees with the subject. Neither the cat nor the dog ___ hungry. (is / are) → isPrompt: Find the main subject. Ignore words like 'of the…' or 'with the…' that come after it.
- Choose the verb that agrees with the subject. My cat ___ on the windowsill. (sleeps / sleep) → sleepsPrompt: Who or what is doing the action? That is the subject.
Hook · 3 min
- Show a sentence with the grammar point used wrongly and ask what sounds odd.
- Share the objective: Modal verbs and adverbs of possibility. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Choose the modal verb that fits best. You ___ touch the oven. It's very hot!
- Step 1: Modal verbs show how likely, possible or necessary an action is.
- Step 2: Put it back into the sentence and read it aloud: "You mustn't touch the oven. It's very hot!"
- Step 3: So the answer is: mustn't
- Answer: mustn't
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Choose the modal verb that fits best. If I had wings, I ___ fly. (must / shall / will / would) → wouldPrompt: How certain or necessary is the action?
- Read the question and choose. Which modal verb shows that something is NOT allowed? (mustn't / might / would / could) → mustn'tPrompt: Put each word into a sentence like 'It ___ rain'.
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Choose the modal verb that fits best. You ___ touch the oven. It's very hot! (should / must / might / mustn't) → mustn'tPrompt: How certain or necessary is the action?
- Read the question and choose. Which modal verb shows that something is NOT allowed? (could / would / might / mustn't) → mustn'tPrompt: Put each word into a sentence like 'It ___ rain'.
Watch out for
- Naming the feature but not using it in their own sentences.
- Thinking a sentence is right because it sounds right when spoken casually.
Support and stretch
Support
- Review first: Subject–verb agreement.
- Use concrete materials: sentence strips.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: The subjunctive mood.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-5.
Free lesson plan from eurekami.com/lesson-plan-builder