Lesson Plan:

Adventures with Adverbs

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October 12, 2015
by Yolanda Swain

Learning Objectives

Students will be able to identify and write adverbs.


Introduction (5 minutes)

  • Walk around a student's desk slowly.
  • Write on the board: "The teacher walked."
  • Have students tell you when, where, or how you walked.
  • Record students' responses on the board.
  • Underline and identify the words that tell more about the verb as adverbs.

Explicit Instruction/Teacher Modeling (10 minutes)

  • Explain to students that an adverb tells more about a verb. Adverbs usually tell where, when, or how.
  • Write the following sentence on the board: "The school bus left early."
  • Ask students when the bus left.
  • Discuss with students how asking yourself when, where, or how after reading a sentence can help with identifying adverbs.
  • Write the following sentences on the board, leaving a blank for adverbs:
    1. I run _____________.
    2. They look _________.
    3. A woman screams __________.
    4. We talk ___________.
  • Ask students to complete the sentences using words that tell more about the verbs.
  • Have students describe each adverb using how, when, or where.

Guided Practice/Interactive Modeling (15 minutes)

  • Divide students into groups of 3 or 4.
  • Distribute a copy of Describe It: How, When, and Where to each group.
  • Give each group three cards or blank sheets to write on.
  • Ask students to write the words HOW, WHEN, and WHERE on the cards or blank sheets.
  • Inform students to make sure the words are big enough for others to see from across the room.
    • Read aloud the directions on the sheet.
    • Instruct each group to work together to decide which card should be held up when we read the sentences.
  • Read aloud the first sentence in the example at the top of the page for practice: Judy talks loudly.
  • Ask students to identify the adverb (loudly). Then, ask students to hold up the card that goes with the adverb (how).
  • Read aloud the first sentence: Tammy and Stacy never sing.
  • Ask students to name the adverb in the sentence and then hold up the appropriate card to describe the adverb.
  • Repeat steps for sentences 2-5.

Independent Working Time (10 minutes)

  • Distribute copies of the Quickly! worksheet.
  • Ask students to circle the adverb in each sentence and then write "how," "when," or "where" at the end.



  • Enrichment: Let advanced students create their own sentences using adverbs.
  • Support: Students who need support can work with a peer.


Assessment (5 minutes)

  • List these adverbs and have students identify them as adverbs that tell how, when, or where: tomorrow, outside, softly.

Review and Closing (5 minutes)

  • Ask a volunteer to tell what an adverb is.
  • Ask another volunteer to give an example of an adverb.

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