Modal Verbs — Year 5 Lesson Plan
National Curriculum: English Appendix 2 — Grammar: modal verbs or adverbs to indicate degrees of possibility (Year 5)
Overview
Pupils learn to identify and use modal verbs to indicate degrees of possibility, certainty, and obligation. They explore how changing the modal verb shifts the meaning of a sentence, and practise using modals effectively in persuasive and formal writing contexts.
Modal Verbs learning objectives
- Identify modal verbs in sentences and explain their function.
- Understand that modals indicate degrees of possibility or obligation.
- Select appropriate modal verbs for different levels of certainty.
- Use modal verbs effectively in persuasive and formal writing.
Success criteria
- I can find modal verbs in a sentence.
- I can explain how a modal verb changes how certain something is.
- I can choose a modal verb to make my writing more or less certain.
Key Vocabulary
Suggested Lesson Structure
Write on the board: 'You ___ do your homework.' Fill the gap with: must / should / could / might. Ask: how does each one change the meaning? Discuss the differences in tone and obligation.
Introduce the modal verb family. Create a certainty scale: might → could → should → will → must (increasing certainty/obligation). Explore modals in different contexts: scientific writing ('the ice may melt'), persuasive writing ('you should act now'), instructions ('you must wear PPE').
Pupils rewrite a set of sentences using different modal verbs and discuss how the meaning changes. Sort modals onto a certainty/obligation scale.
Pupils write a short persuasive paragraph about a topic of their choice, deliberately using at least three different modal verbs to vary the degree of certainty and obligation.
Share examples. Discuss: which modals were most effective for persuasion? Recap the certainty scale and key modals.
Support and extension for modal verbs
Support
- Use a certainty line from “will” to “might” for pupils to place modal verb cards on.
- Give sentences with two modal verbs to choose from rather than a blank.
- Pre-teach a short list: will, must, should, could, might, may, can.
Extension
- Rewrite a persuasive paragraph twice, once confident and once tentative, and explain the effect on the reader.
- Compare modal verbs with adverbs of possibility (perhaps, definitely) and use both in one paragraph.
- Find modal verbs in a real advert or letter and discuss why the writer chose them.
Check for understanding
Quick questions for the plenary or an exit ticket. Tap a question to see the answer.
1. Underline the modal verb: “You should bring a coat tomorrow.”
Answer: should
2. Which is more certain: “It will rain” or “It might rain”?
Answer: “It will rain”.
3. Change “We can win” to show obligation.
Answer: For example “We must win.”
4. Name three modal verbs.
Answer: Any three of: can, could, may, might, must, shall, should, will, would, ought to.
Resources you will need
- Modal verb cards
- A certainty line drawn on the board or on strips
- A short persuasive text to annotate
Common Misconceptions
- Pupils sometimes confuse 'can' (ability) with 'may' (permission) — both are modals but serve different functions.
- Using 'must of' or 'should of' instead of 'must have' / 'should have' — a common spoken-language error to address explicitly.
Prior Knowledge
Pupils should already be able to:
- Knowledge of verbs and auxiliary verbs.
- Familiarity with expressing certainty and possibility in speech.
- Some experience with formal writing contexts.
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