Lesson Plan

Verbs and Their Moods

Students are learning the difference between different types of moods.
Jessica L.
Classroom teacher
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My Subjects English Language Arts, Social Studies

Students will be able to identify the different types of mood and why they are used and will be able to generate examples of sentences that use different moods. 

The lesson starts with a picture book demonstrating the different types of moods, transitions into a mini-esson on what the different moods are, and then asks students to demonstrate their understanding of moods by working with a partner first to write sentences  demonstrating different moods and then to create a Gami and identifying the different moods used in the dialogue.  The lesson finishes with a quick Kahoot formative check-in so that the teacher can see if the students have met the objective or if futher instruction is needed. Though this is stand alone-lesson, it flows well into an additional lesson about verbals or voice.

Starting in 7th grade, there is a focus in the CCSS Langugage standards on thinking about the structure of sentences. In 7th grade, the students are asked to choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas, while in 8th grade students learn about verbals, moods, and voice. This helps them as they transition into high school and the 9th/10th grade CCSS. 

English Language Arts
Grades 8
All Notes
Teacher Notes
Student Notes

1 Hook

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Students watch a version of the book Yo! Yes? (by Chris Raschka). Though the video is geared toward much younger students, my students always enjoy books and videos geared toward younger students (even if they complain at first). This book is completely written as dialogue and will be used as an example during direct instruction.

2 Direct Instruction

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The mini-lesson will include information on what are moods, what are the names of the different moods, and examples of verbs being used with different moods. The learning the objectives are that students understand what a mood is, can identify a mood, and can generate examples of sentences exhibiting different moods.

I lead the students through a minilesson on verbs and their moods, using Nearpod. Students will use their ipads to follow along with the presentation. Nearpod allows me to add in formative checkpoints so that I can see if my students understand the learning objective. The formative assessments include identifying moods and their purposes and include examples from the Yo! Yes? book.  I can tailor my minilesson to meet student needs or use the information from the checkpoints to see which students need to more instruction, which students I should check in with, and who to partner up.

3 Guided Practice

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Students, in pairs, use Padlet to generate examples of different sentences. Students should write at least two sentences for each type of mood. Advanced students will be encouraged to write more complex and compound sentences. Students will post their examples to a group Padlet wall. This will allow students who don’t feel as comfortable with the different moods to see more examples and can use those examples as additional models.

This is an additional formative check point for me—I can use the examples and the conversations between students to help struggling students and to push advanced students to produce more complex examples. This activity is completed on a computer.

4 Independent Practice

Students work in groups and use Toontastic or Tellagami to create mini-movies that illustrate different types of moods. The expectation is that the students create a script using Google Docs (and indicate type of mood for each sentence) and then create a Toon or Gami using the script. Each mood should be used at least four times. Students use their ipads for this step though they can use an ipad or computer for the script.

This activity is designed to show students the relationship between grammar and the real world (movies, writing, skits) and asks them to apply the grammar skill/objective while creating. My students enjoy creating movies, especially with silly characters and so this will allow them to be more engaged than if they had been asked to fill out worksheets. 

I am able to use their scripts as a checkpoint to see if students understand the objective (since students are using Gooogle Docs to write their scripts and will share the scripts with me). Students will post their final gami or toon to the Padlet wall so that other students can watch their creations.

5 Wrap-Up

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I use Kahoot! as a final check in on whether or not students have met the day’s objective. Kahoot allows me to create quick questions to check on understanding. Questions include identifying types of mood, identify examples of mood, and identifying when a specific mood is being used. I run my quiz off my computer while students use their iPads to submit their answers.

Students can present their Toon or Gami to the class and talk about the different moods used in the dialogue.