English lesson plan · 8th grade (Year 9 in England) · 45 minutes
The subjunctive: if I were, I wish it were, I suggest she be
Grammar
CCSS L.8.1.CCCSS L.8.1.DEngland: KS3 English (grammar)England: Y6 GPS (subjunctive)England: SAT/ACT English
Objective and success criteria
Students will: The subjunctive: if I were, I wish it were, I suggest she be.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: The subjunctive mood; Verb moods and shifts in voice or mood
Leads to: Mixed conditionals: past cause, present result (and vice versa); Advanced subjunctive: were it not for, lest, that she not be
Materials: Sentence strips, Highlighters, Mini whiteboards, Mini whiteboards, A short model text on the board, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (The subjunctive mood; Verb moods and shifts in voice or mood). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Choose the subjunctive form. The teacher asked that every pupil ___ on time. (is / be / are / was) → bePrompt: Is the sentence about something imagined (if…, I wish…) or a demand (insist that…, it is vital that…)?
- What is the mood of the verb in this sentence? Did anyone feed the cat? (imperative / conditional / interrogative / indicative) → interrogativePrompt: Is it a statement, a command, a question, a hypothetical, or a wish/demand?
- Read the instructions carefully, and you should then answer every question. Which revision avoids the shift in mood? (You read the instructions carefully, and answer every question! / Read the instructions carefully, and every question is answered. / Read the instructions carefully, and then answer every question. / The instructions should be read, and answer every question.) → Read the instructions carefully, and then answer every question.Prompt: Look at the first verb. Is it active or passive? A command or a statement?
Hook · 5 min
- Show a sentence with the grammar point used wrongly and ask what sounds odd.
- Share the objective: The subjunctive: if I were, I wish it were, I suggest she be. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Choose the correct verb form for formal English. We suggest that each student ___ a short summary.
- Step 1: The subjunctive uses 'were' for unreal situations and the base form after verbs of demanding or suggesting.
- Step 2: After 'suggest that', use the base form.
- Step 3: Put it back into the sentence and read it aloud: "We suggest that each student write a short summary."
- Step 4: So the answer is: write
- Answer: write
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Choose the correct verb form for formal English. I demand that the money ___ returned. (be / been / is / was) → bePrompt: Is it imaginary (if, wish, as if)? Or a demand/suggestion (insist, suggest, essential that…)?
- Which sentence uses the subjunctive correctly? • If I am in charge, I would make lunch longer. • If I be in charge, I would make lunch longer. • If I were in charge, I would make lunch longer. • If I was in charge, I will make lunch longer. (If I am in charge, I would make lunch longer. / If I be in charge, I would make lunch longer. / If I were in charge, I would make lunch longer. / If I was in charge, I will make lunch longer.) → If I were in charge, I would make lunch longer.Prompt: Look for if, wish, as if, or a verb like ask/insist/suggest + that.
You do: independent practice · 10 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Which sentence uses the subjunctive correctly? • She looked as if she were about to cry. • She looked as if she are about to cry. • She looked as if she is about to cried. • She looked as if she be about to cry. (She looked as if she were about to cry. / She looked as if she are about to cry. / She looked as if she is about to cried. / She looked as if she be about to cry.) → She looked as if she were about to cry.Prompt: Look for if, wish, as if, or a verb like ask/insist/suggest + that.
- Choose the correct verb form for formal English. I demand that the money ___ returned. (is / be / was / been) → bePrompt: Is it imaginary (if, wish, as if)? Or a demand/suggestion (insist, suggest, essential that…)?
Watch out for
- Naming the feature but not using it in their own sentences.
- Thinking a sentence is right because it sounds right when spoken casually.
Support and stretch
Support
- Review first: The subjunctive mood.
- Use concrete materials: sentence strips.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Mixed conditionals: past cause, present result (and vice versa); Advanced subjunctive: were it not for, lest, that she not be.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-8.
Free lesson plan from eurekami.com/lesson-plan-builder