Verb Mood Lesson Plan:
# of Days
2
Prior Knowledge
Basic parts of speech, “Mood” as a literary element
Lesson Objective(s)
SWBAT distinguish between, understand the grammatical elements of, and
produce their own sentences in the indicative, subjunctive, and imperative
verb moods.
Lesson Assessment
Whole-class formative assessment in already provided sentences and
student-generated ones, student-generated scenes based on scenarios
provided by the teacher
Standards
CCSS.ELA-Literacy.L.8.1.c
Form and use verbs in the indicative, imperative, interrogative, conditional,
and subjunctive mood.
CCSS.ELA-Literacy.L.8.1.d
Recognize and correct inappropriate shifts in verb voice and mood.*
Materials Needed
Grammar handouts and scenario handouts, projector to show grammar
handout, paper
Day 1
(50 min)
7 min
Teacher introduces the concept of verb
moods and what activities the students
will be taking part in
1.
2.
3.
Teacher announces that the students will
be taking notes on verb moods on the back
of their handouts. They will need to
synthesize what the handout says into their
own words.
Teacher calls the students’ attention to the
handout projected on the screen.
Teacher offers the definition of verb moods
along with some impromptu examples,
framing indicative and imperative moods
as taking part in reality, and the subjunctive
mood being in hypothetical terms.
6min
Explanation of indicative
1.Teacher expands upon basic definition given in
handout in order to show how it applies to real life
and academic writing.
2.Teacher diagrams/explains the example
sentences, asking for student input along the way.
3.Teacher asks for questions and concerns.
6min
Explanation of imperative
1.Teacher expands upon basic definition given in
handout in order to show how it applies to real life
and academic writing.
2.Teacher diagrams/explains the example
sentences, asking for student input along the way.
3.Teacher asks for questions and concerns.
12min
Explanation of subjunctive
1.
2.
3.
10min
Partner work on practice sentences, then
full-class explanation
1.
2.
3.
7min
Practice using student-generated
sentences
1.
2.
3.
2min
Wrap-up and explanation of following day
1.
2.
Teacher expands upon the basic definition
(including the many uses) for subjunctive,
along with clarifying that in our daily lives
we do not often talk like this, and that it is
primarily in older language and academic
language that it is used.
Teacher diagrams/explains the example
sentences, asking for student input along
the way. Making sure to emphasize the
words such as “if” that can clue the
students in to the use of subjunctive.
Teacher asks for any questions or
concerns.
Teacher explains that now they will do
some practice work with a partner of their
choosing.
Students have 5 minutes to work through
the sentences quickly.
Students provide answers to the short
assessment, and the teacher clarifies
where necessary.
Teacher turns off the projector.
Teacher asks for students to give her
examples of sentences in the three moods.
Teacher diagrams/explains/gives solutions
to the sentences one-by-one.
Teacher tells students to hold-on to the
handout/review if necessary.
Teacher announces that the following day
they will create funny scenes using the
three moods for practice.
Day 2
(50 min)
7 min
Verb mood refresher and introduction of
improvisation activity
1.
2.
Teacher provides a quick definition and
example sentence of each of the three
verb moods on the board to refresh the
students’ memories.
Teacher explains that the students will be
doing an improvisation activity in which
they create funny scenes using the three
moods (already written on other side of the
board):
a. They will get into groups of six
b. They will all receive the same
three scenes and be expected to
write a short scene in which each
c.
1.
2.
person/character has one line.
Each character has an assigned
verb mood, and in each scene
each student must choose a
character with a different
assigned verb mood, so that they
all get practice with each verb
mood.
20min
Group work on creating the scenes
Students break into groups.
Teacher circulates to each group, helping
those who are stuck and clarifying
directions.
20min
Presentation of scenes
All three groups perform one scene at a time,
performing in this order, (students/teacher can offer
comments!):
1. Avengers Scene
2. Goldilocks Scene
3. Wizard of Oz Scene
3min
Wrap-up
Teacher asks for any questions or concerns, and
whether or not they thought the activity was fun.:)
Mood and Verbs
● The mood of a verb describes the relationship of the verb with reality and intent.
● These moods include: indicative, imperative, and subjunctive.
Indicative (reality)
● The indicative mood is used to state factual information or to pose questions.
○ Katniss shoots the arrow at the boy.
○ How long had Chaya been in the concentration camp?
Imperative(reality)
● The imperative mood is used for requests and commands.
○ Don’t forget to read your novel.
○ Look at that tiger.
Subjunctive(hypothetical)
● The subjunctive mood expresses wishes, doubts, contrary facts, and requests or demands
that begin after the word “that” in a clause.
● Wish:
○ I wish that I were a cat sometimes.
● Doubt:
○ Ms. Smith talks about grammar as if she were the founder of the English
language.
● Contrary fact:
○ Though they be geniuses, we can win the spelling bee.
● Requests/demands following the word “that”(these often come after verbs like “ask, tell,
recommend, etc.”):
○ We asked that we be permitted to leave class early.
Some Practice:
1. If you _______ a millionaire, I would go on adventures with you.
2. Harry Potter ___________ Voldemort tomorrow.
3. Please ____________ carefully!
4. The teacher requests that everyone _____ quiet when others are speaking.
5. Please ___________ chocolates on Valentine’s Day.
Scene 1: The Avengers go to Starbucks. The Black Widow tries to help Thor and Captain
America understand what is going on, while Iron Man annoys the Hulk and Hawkeye.
Characters:
Thor-Indicative
Captain America-Subjunctive
Black Widow-Imperative
The Hulk-Imperative
Hawkeye-Indicative
Iron Man-Subjunctive
Scene 2: Goldilocks is caught in the act of eating Mama, Papa, and Baby Bear’s porridge.
Baby Bear wants to be Goldilocks’ friend, but Mama and Papa Bear are very angry with her.
A sassy squirrel outside wishes the group would stop all the noise, and its chipmunk friend just
wants the porridge.
Goldilocks: Indicative
Baby Bear: Subjunctive
Mama Bear: Imperative
Papa Bear: Imperative
Squirrel: Subjunctive
Chipmunk: Indicative
Scene 3: The Wicked Witch of the West is complaining to Glinda the Good Witch about how
no one understands her, while Dorothy tries to convince the Tin Man, the Cowardly Lion, and
the Scarecrow to help her find to the Wizard. The Tin Man, the Lion, and the Scarecrow will
not stop talking about what they would do with a heart, courage, and a brain.
Wicked Witch of the West: Indicative
Glinda: Imperative
Dorothy: Imperative
The Tin Man: Subjunctive
The Lion: Subjunctive
The Scarecrow: Indicative