A Lesson Plan in Language 8

ANNABELLE R. GAKO JANUARY 28, 2020

TEACHER DATE OF TEACHING

LESSON: Moods of Verb

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 a series of discussion and activity, the Grade 8 students are expected
to do the following:
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. Valenzuela,L. P. Salamat,A. Clave, et.al, 21st Century Mathematics,Phoenix

Publishing House Inc., 1999, pages 434 – 439
 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 and 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?
 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 sentence and have a comparison,
whether through the structure of the sentence, the thought or the
message of the sentences.

a) Carcar is the heritage city of the south.

b) Please tell me more about Carcar.
c) Carcar is known for its delicious crispy ‘chicharon’ and sweet
‘ampao’.
d) Stop talking about foods!

o The teacher will then listen to the differentiations that the students will
share in class. Teacher will process the students’ shared ideas.
o Then, a video will be shown to the students. Students should listen
carefully and as the video plays, they should write down notes.

Video Taken from: https://www.youtube.com/watch?v=rwbhx7U-

yL4

o After showing the video, the teacher will ask:

 So, what are the different verb moods or moods of verb
based on the video that you have watched?

o The teacher will then process each students answer while also
giving inputs and discussion.

Guide for Discussion:

VERB MOODS
EXAMPLE
MOOD EXPLANATION
SENTENCE
Expresses an assertion, This book is three
Indicative facts, or opinions; the hundred pages long.
“normal” verb form.
Expresses command, Take your seat and
Imperative prohibition, entreaty or stop talking.
advice.
Expresses a state of Did you hear a
Interrogative
questioning. noise?
Indicates a conditional If I study hard, I will
Conditional state that will cause do well on the test.
something else to happen.
Mood can express wishes, If I were taller, I
Subjunctive doubt, or contradictions would play
basketball.

o The students are to be involved in this discussion, for they will be

asked by the teacher what they have seen in the video and will
also be tasked to give their own example.

c. Follow- Up Activity

o With the same group, the students are going to listen to a song
with lyrics to be played on screen. Each member should list
down 5 or more verbs out from the lyrics. Afterwards, they are
going to compare all their list to eliminate the verbs that have
been chosen more than once. Then, they will have to determine
the mood of those verbs.
 o The song is “Happier” by Ed Sheeran.

Video taken from:

https://www.youtube.com/watch?v=zWQN7u6g62c

C. Culmination
d. Evaluation

I. With the same groupings, the students will have a 2-3 minute role
play. As an adolescent, these students most likely to experience
mood shifting, in their role play, they must show their ways on
dealing with it. Students’ dialogue and lines must show the different
verb moods.

RUBRIC FOR THE ROLE PLAY

weight

Criteria Exceptional Admirable Acceptable Attempted

Factua  Factual
  Factual  Information
l information information is inaccurate
information is mostly is somewhat  Presentatio
Understandi is accurate accurate accurate n is off topic
40%
ng of Topic  Indicat  Good  Fair
es a clear understand understandi
understand ing of topic ng of topic
ing of topic
  Accepts  Accepts  Unwilling to  Group does
ideas of most ideas compromise not work
others; without  Few together
Participatio able to negative members  One person
n and compromis comments; contribute does all the
30% e able to work
Cooperatio
n  All compromis
members e
contribute  Some
members
contribute
 Shows  Shows  Unsure of  Portrayal
confidence some responsibilit stalls
 Informative confidence y  Lacks
 Entertainin  Presents  Somewhat information
Effectivene g; engages some informative  Audience
ss of audience information  Engages bored
30%  Speaks  Engages audience  Mumbles
Presentatio
loudly and audience intermittently  Body
n
clearly  Can be  Hard to language is
 Appropriat heard hear lacking;
e use of  Some use  Some inappropriat
body of body movement e
language language

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

Test II. Decide whether the verbs used in the sentences are Indicative,
Imperative, Interrogative, Conditional or Subjunctive. Place your answer
on the space provided before each number.
_________ 1. Won’t you come home now?
_________ 2. Call me when you get there.
_________ 3. If I was the teacher, I would let the class out early
_________ 4. If I had been there, I would have stopped the fight.
_________ 5. You must return the book to the library now.
_________ 6. Look where you are going.
_________ 7. She would go if you asked.
_________ 8. He might be the next president of the class.
_________ 9. Have you found the correct bus?
_________ 10. I hope you will come to my party.
_________ 11. If she were a dog, she’d be a spaniel.
_________ 12. Don’t run in the halls!
_________ 13. I could use a hug right now.
_________ 14. He wished that all the children could have a present.
_________ 15. They might be interested in the story about the cat.