Moods and Mandates Teacher Guide Moods and Mandates
Teacher Facilitation Guide
LESSON 1: WILL & INFLUENCE
Learning Objectives
Differentiate between the indicative (facts) and subjunctive (desires) moods.
Identify the three requirements for the subjunctive: Two subjects, Two verbs, and "Que".
Form the present subjunctive for regular -ar, -er, and -ir verbs.
The Hook: Translation Trap
"Translate: 'I want to go to the party.' (Quiero ir a la fiesta). Now translate: 'My mom wants me to go to the party.' (Mi mamá quiere que yo vaya a la fiesta)."
Students often try to say "quiere me ir." Point out the shift: in the second sentence, the mother is influencing someone else's action. This "desire for someone else" triggers the mood shift.
Key Triggers (W)
Querer que...
To want that...
Esperar que...
To hope that...
Sugerir que...
To suggest that...
Pedir que...
To ask that...
Instructional Steps
1
Introduction to Mood
Explain that "Mood" reflects the speaker's attitude toward the action. Indicative is the "Real World" (facts), while Subjunctive is the "Possible/Desired World."
2
The Formula (The "Subjunctive Sandwich")
S1 + V1 (Influence) + QUE + S2 + V2 (Subjunctive)
Example: Yo quiero que tú comas. (I want you to eat.)
3
Conjugation: The "Opposite" Ending
Teach the 3-step conjugation process:
Start with the YO form (Indicative Present).
Drop the -O .
Add the Opposite ending (-ar gets -e, -er/-ir get -a).
Common Misconception
Students will forget the second subject. Remind them: if there is no "S2," we just use the infinitive.tú vayas" OR "Yo quiero ir."
Moods and Mandates Slides Moods & Mandates
Intro to the Subjunctive Mood (Influence)
Español Intermedio
Lección 1
The Challenge
Sentence A
"I want to go to the party."
Quiero ir a la fiesta.
Sentence B
"My mom wants me to go to the party."
Mi mamá quiere que yo vaya...
Why did the verb change from ir to vaya?
Mood vs. Tense
What is Tense?
Tense tells us WHEN something happens (Past, Present, Future).
What is Mood?
Mood reflects the speaker's ATTITUDE toward the action.
Indicative
The "Real World": Facts, certainty, and standard descriptions.
Subjunctive
The "Possible World": Desires, doubts, emotions, and influence.
The Subjunctive Formula
S1
V1
que
S2
V2
Requirement 1
Two Different Subjects (S1 ≠ S2)
Requirement 2
A Trigger Verb (Influence, Will)
Requirement 3
The connector word: que
How to Conjugate
1
Yo Form
Go to the PRESENT
Hablo / Como
2
Drop the -O
Remove the ending to find your STEM.
Habl- / Com-
3
Opposite Endings
-AR becomes -E
Hable / Coma
The Influence Lab Worksheet The Influence Lab
S1 + V1 + que + S2 + V2 (Subj)
Nombre:
Fecha:
Part 1: The Chemistry of Conjugation
Convert the following verbs into their present subjunctive forms based on the pronoun provided. Remember the "YO - O + OPPOSITE" rule.
1. Hablar (tú)
2. Comer (nosotros)
3. Escribir (él)
4. Vivir (ustedes)
5. Tener (yo)
6. Hacer (tú)
Part 2: Syntactic Synthesis
Complete the following requests by conjugating the second verb in the subjunctive. Pay attention to the change in subject.
1. Mi profesor quiere que nosotros (estudiar) para el examen.
2. Yo espero que tú (llegar) a tiempo a la clase.
3. Los padres sugieren que sus hijos (limpiar) sus dormitorios.
Part 3: Translation Challenge
REMEMBER: If there is no second subject, use the INFINITIVE!
Translate to Spanish:
"I want to eat pizza."
Translate to Spanish:
"I want you to eat pizza."
Influence Lab Answer Key The Influence Lab
Answer Key
TEACHER RESOURCE
Part 1: Conjugation Warm-up
1. Hablar (tú) hables
2. Comer (nosotros) comamos
3. Escribir (él) escriba
4. Vivir (ustedes) vivan
5. Tener (yo) tenga
6. Hacer (tú) hagas
Part 2: Syntactic Synthesis
1. Mi profesor quiere que nosotros (estudiar)...
Mi profesor quiere que nosotros estudiemos para el examen.
2. Yo espero que tú (llegar)...
Yo espero que tú llegues a tiempo a la clase.
3. Los padres sugieren que sus hijos (limpiar)...
Los padres sugieren que sus hijos limpien sus dormitorios.
Part 3: Translation Challenge
"I want to eat pizza."
Quiero comer pizza. (Indicative/Infinitive - No subject change)
"I want you to eat pizza."
Quiero que tú comas pizza. (Subjunctive - Subject change)
Emotional Reactions Slides Emotional Reactions
Using the Subjunctive to Express Feelings
Español Intermedio
Lección 2
Who is WEIRDO?
W
Will
E
Emotion
I
Impersonal
R
Request
D
Doubt
O
Ojalá
Today we focus on the "E": How you feel about what someone else does.
Emotional Triggers
Me alegro de que...
I am happy that...
Me entristece que...
It saddens me that...
Me gusta que...
I like that...
Me sorprende que...
It surprises me that...
Example: Me alegro de que tú estudies.
The Hot Take Game
¡JUEGO!
Instructions:
1 Read the controversial statement.
2 Choose an emotional trigger verb.
3 Construct a full subjunctive sentence.
Sample Take:
"Pineapple belongs on pizza."
Response:
"Me molesta que tú pongas piña en la pizza."
Hot Take Game Cards Hot Take Cards
Express your reaction using the Subjunctive Mood
Teachers: Cut these cards out. Students work in pairs. One student reads the "Hot Take," and the other must respond with a full sentence:
Hot Take #1
"Cereal should be eaten with warm milk."
React: Me sorprende que... / Me molesta que...
Hot Take #2
"Video games are better than movies."
React: Me alegra que... / No me gusta que...
Hot Take #3
"School should start at 10:00 AM."
React: Espero que... / Temo que...
Hot Take #4
"Dogs are better than cats."
React: Me encanta que... / Me enoja que...
Hot Take #5
"Instagram is dead; TikTok is king."
React: Me extraña que... / Es triste que...
Hot Take #6
"Summer is worse than Winter."
React: Me sorprende que... / Me molesta que...
The Doubt Scale Organizer The Doubt Scale
Indicative vs. Subjunctive (Certainty vs. Doubt)
Investigador:
100%
CERTAINTY
INDICATIVE
50%
UNCERTAIN
SUBJUNCTIVE
0%
TOTAL DOUBT
SUBJUNCTIVE
1 Sorting the Evidence
Write each phrase into the correct column based on whether it expresses certainty or doubt/denial.
• Es verdad que...
• Dudo que...
• No creo que...
• Es cierto que...
• No es verdad que...
• Pienso que...
• Quizás...
• Estoy seguro de que...
CERTAINTY (Indicative)
DOUBT (Subjunctive)
2 Mystery Detective Report
Case File: The Missing Cookie
Someone ate the giant chocolate chip cookie on the counter. The suspect is the dog, but there are no crumbs on the floor. The cat is sleeping peacefully.
1. State one thing you ARE CERTAIN about (Indicative):
Example: Es verdad que la galleta no está.
2. State one thing you DOUBT (Subjunctive):
Example: Dudo que el perro coma galletas sin dejar migas.
3. State what you THINK (Indicative):
4. State what you DON'T THINK (Subjunctive):
Dear Spanish Sage Letters Dear Spanish Sage
Teen Magazine Advice Column
Your Mission:
Read the dramatic letters from confused teens below. Use impersonal expressions (Es importante que..., Es necesario que...) and subjunctive recommendations to give them your best advice.
Letter #1
"Dear Sage, I have a big problem. My best friend is dating my crush, but she doesn't know I like him! I want to tell her, but I'm afraid she will get mad. What should I do?"
Your Advice:
Es importante que tú (hablar) con ella...
Letter #2
"Dear Sage, My parents want me to quit the soccer team so I can study more for my math class. But soccer is my life! I'm failing math, but I can't imagine leaving the team. Help!"
Your Advice:
Es necesario que tú (estudiar) más...
Letter #3
"Dear Sage, I found out that my group of friends is talking about me behind my back in a group chat. I'm so sad and angry. I don't want to go to school tomorrow."
Your Advice:
Sugiero que tú (buscar) nuevos amigos...
The Advice Columnist Slides The Spanish Sage
Advice Columnist Simulation
Español Intermedio
Lección 4
Impersonal Expressions
When giving advice, we often use general statements that trigger the subjunctive.
01
Es importante que...
It is important that...
02
Es necesario que...
It is necessary that...
03
Es mejor que...
It is better that...
04
Es urgente que...
It is urgent that...
The Structure of Advice
The Trigger (Impersonal)
Es recomendable que...
The Subjunctive Verb
tú duermas más.
Simulation Preview
Read
Choose a letter from a teen facing a social or academic dilemma.
Analyze
Determine what they need to do to solve their problem.
Write
Respond using at least 3 different subjunctive triggers.
Manifesto for Change Planner !
Manifesto for Change
Project Planner: Synthesizing the Subjunctive
Estudiante(s):
Fecha:
1. The Vision
What is one thing in your school or community that needs to change? (e.g., cell phone rules, lunch options, more sports clubs)
2. Drafting Your Demands
Your manifesto must use the subjunctive mood to express your perspective. Complete the sentence starters below to build your argument.
Trigger: WILL / INFLUENCE
"Yo quiero que la escuela (verb)..."
Trigger: EMOTION
"A los estudiantes les molesta que (verb)..."
Trigger: IMPERSONAL
"Es necesario que nosotros (verb)..."
Trigger: DOUBT / DENIAL
"No creo que las reglas actuales (verb)..."
3. Final Manifesto Draft (Spanish)
Combine your sentences above into a powerful persuasive paragraph. Be sure to use at least one "Ojalá..." to close your manifesto.
Manifesto for Change Slides MANIFESTO
For Change
Español Intermedio
Proyecto Final
The Challenge
"If you had the power to change ONE rule in this school immediately, what would it be?"
Goal:
Synthesize all we have learned to argue for a specific change using the Subjunctive Mood.
Write a persuasive proposal.
Present to your "council."
Vote on the best ideas.
Grammar Requirements
W
Will & Influence
Quiero que...
E
Emotion
Me molesta que...
I
Impersonal
Es necesario que...
D
Doubt & Denial
No creo que...
Plus: Finish with "¡OJALÁ!"
Manifesto Project Rubric Manifesto Rubric
Assessment Guide for Project Synthesis
Category Expert (4) Proficient (3) Developing (1-2) Subjunctive Triggers (WEIRDO) Includes all 4 requested triggers (W, E, I, D) plus "Ojalá" with perfect syntax. Includes 3-4 triggers. Minor errors in subject change or "que" placement. Missing multiple triggers or consistently uses indicative instead of subjunctive. Conjugation Accuracy All verbs are correctly conjugated in the present subjunctive (including irregulars). Most verbs are correct; minor errors in irregular stems or opposite endings. Frequent conjugation errors make the message difficult to understand. Persuasive Impact Argument is compelling, clearly identifying a community need and proposed solution. Argument is clear, but could benefit from more specific details or "why" statements. Topic is vague or solution is not clearly connected to the identified problem. Presentation Delivery Speaks clearly with good pronunciation and eye contact. Responds to "council" questions well. Speaks clearly but relies heavily on reading the script. General comprehension is high. Hard to understand or mostly in English. Minimal engagement with the audience.
Teacher Feedback / Notes 
