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