A Lesson Plan in Language 8

ANNABELLE R. GAKO JANUARY 28, 2020

TEACHER DATE OF TEACHING

LESSON: Moods of Verb: Indicative and Imperative Mood

Learning Competencies:
 Demonstrate command of the conventions of Standard English grammar and
usage when writing or speaking.
 Form and use verbs in the indicative, imperative, interrogative, conditional, and
subjunctive mood.

Learning Objectives:
Through varied activities and discussion, the Grade 8 students will be able to:
a) Identify a sentence mood by determining the verb to be indicative,
imperative, interrogative, conditional and subjunctive mood;
b) Interpret the mood of a sentence through the mood of the verb; and
c) Constructs sentences using the different verb moods.

Instructional Materials: printed emoji pictures, cartolina, markers, scotch tape,

projector/TV, laptop, speakers, worksheets

References:

 J Galvez, N. M., Malicsi, M. A.E., & Ribo, L.M., Language in Literature Afro –
Asian Literature, Vibal Group, Inc.
 https://www.dailywritingtips.com/english-grammar-101-verb-mood/
 https://www.slideshare.net/canongkatrina/moods-of-the-verb-3611165

Teaching Strategy: SAFE Method

III. Learning Experiences:

A. Activation
a. Stimulating Activity
 The class will be divided into three groups for the activity called
“Moodymoji”.
 Each team will receive five emojis.
  In this activity, the teacher will tell them to say a certain line and will
raise a certain emoji and a certain number that corresponds their
group number.

For example, the teacher will tell the students the following:
Say “Did you eat already?” in a happy mood.
Say “I love you” like you are mad.
Say “I really like you” in a sad way.
Say “Give me back the time I invested in you” while you are crying.
Say “I lost my phone” while you are laughing.
(The teacher will raise the emoji assigned for each line together with a
certain number of the group, so that certain group will be the one to perform
and say the line in accordance to its assigned emoji.)

 The group who can perform well will be given incentives.

 After announcing the group who really did express their emotions well,
the teacher will ask:
1. How did you find the activity?
2. What does the activity imply in real life?
3. What do you call the different feelings and the ever changing
emotions of a person?
4. What are moods?

o The teacher will tell the class that if humans have moods, verbs too.
B. Building-Up
b. Actual Activity
o (Students will stay within their group.)
o The teacher will then present different sentences on the board and
will let the students read each sentences and have a comparison,
whether through the structure of the sentence, the thought or the
message of the sentences.

1) They say that Carcar is the heritage city of the south.

2) Please tell me more about Carcar.
3) I knew Carcar because of its crispy ‘chicharon’.
4) Stop talking about foods!

o After letting the students read the sentences, the teacher will have
the follow-up on the comparison.

Guide Questions:

1. How does sentence number 1 differ from the sentence

number 2?
2. How about sentence number 2 and sentence number 3?
3. Is there a similarity between sentence number 2 and
sentence number 4?

o Students’ answers will then be processed through discussion.

Guide for Discussion:

VERB MOODS
EXAMPLE
MOOD EXPLANATION
SENTENCE
Expresses an assertion, Last year, I ate a
Indicative facts, or opinions; the sandwich for lunch
“normal” verb form. almost every day.
Expresses command, Take your seat and
Imperative prohibition, entreaty or stop talking.
advice.
 c. Follow- Up Activity

o The teacher will conduct a quick written quiz with the students,
wherein, on a ¼ sheet of paper, they will write IM if the verb in a
sentence is in IMPERATIVE mood and IN if the verb in a sentence is
in INDICATIVE mood.
o The teacher will be reading the following sentences.

1. The teacher called attention to the example.

2. He was running for the bus in the rain.
3. Don’t run in the halls!
4. Take out the garbage before you leave.
5. You must return the book to the library now.
6. Clair will be singing in the choir concert on Thursday.
7. They often see flocks of geese over the lake.
8. Tell me the truth.
9. Don’t tell me what to do.
10. Ian saw the train on the bridge

o Checking and feed backing will be done afterwards.

C. Culmination
d. Evaluation

The teacher will give a pen and paper test. (Worksheets will be
distributed.)

o The students are going to use the “Your Turn” ticket prepared by the
teacher for them. In this activity, students are to write their own
made sentences with the stated mood on their tickets.

Ticket Sample given on the next page.

D. Assignment

o Read in advance about the other moods of verb, namely: interrogative

mood, conditional mood and subjunctive mood.