Beacon Lesson Plan Library

Subjunctive Rules

Joanna Lowe
Orange County Schools

Description

Students will create a list of rules, suggestions and recommendations in the target language on -How to be successful in class.- Students will appropriately use the present subjunctive forms of a variety of verbs.

Objectives

The student interacts in the target language in a number of true-life situations chosen from a variety of contexts (e.g., asking for information).

Materials

-Markers (variety of colors)
-Large construction paper (12 X 18, variety of colors)

Preparations

1. Secure permission from faculty members across the curriculum (or media center and cafeteria) allowing you to hang signs (in your target language) in their classrooms that reflect suggestions for success in their class.
2. Gather markers and construction paper
3. Divide class into groups (or allow them to choose groups)

Procedures

Students should have prior knowledge of the present subjunctive and its uses.

1. Review with the class the different ways that a sentence in the subjunctive must begin. I suggest, I recommend, I hope, it's important, it's necessary, etc.

2. Brainstorm with the class some rules for success in a real-life foreign language class. Secondly, brainstorm some of the rules that their other teachers have established for success in other classes across the curriculum. Some topics to cover may include: classroom behavior, study habits, attendance, working in groups, supplies required, etc.

3. Divide the class into groups of 3-4. Give each group a sheet of construction paper and some markers. Each group creates a list of 10 suggestions/recommendations on how to be successful in a foreign language, ESOL, or another class (decided on by each group) and writes them on the large construction paper. Students should use 10 different beginnings with 10 different verbs in the subjunctive.

4. Give 2-3 examples from the list below (or ask students for examples), thus giving the students a format to follow.

EXAMPLES: I suggest you come to class every day. / I recommend that you have a neat and organized notebook. / It is necessary that you speak Spanish (French, German, etc) in class. / I hope that you arrive on time to class. / The teacher doesn't want us to chew gum or eat in class. / It is important that you wear goggles during labs (know the math formula for___). / Perhaps you should buy a Spanish/English dictionary (calculator, slide rule, thesaurus, etc.). / It is possible that you'll need to review on a daily basis. / It's good that you try your best!

5. As the students are working in groups, circulate to provide assistance and feedback if and when needed.

6. Each group should check spelling and grammar with you prior to making their final poster. Since you will want to laminate them and post them in your class or other classes, students should have a neat, legible and decorative poster.

Assessments

Each group will turn in a list of recommendations to the teacher for suggestions and/or corrections before creating their final poster. The criteria might include the following items:
-Title
-10 sentences containing appropriate suggestions for success in class (regardless of grammar, spelling and structure)
-10 different beginnings
-10 different verbs correctly written in the subjunctive
-Neat, legible and colorful

(Please note that the posters should be corrected grammatically before laminating and posting.)

Extensions

1. This activity may be done individually where each student creates his or her own list (possibly as a homework assignment). Then, students form groups and can choose the best 10 suggestions from each member's list.
2. For lower level students who have not learned the subjunctive, use basic commands instead of sentences in the subjunctive.
3. Students in any language class, including ESOL, could do the activity in the appropriate target language.
4. Some groups may want to write rules for the cafeteria or media center.
5. If you have too many lists to use in your class, share with other language teachers!
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