December 13, 2017
|
by Caitlin Hardeman

Lesson plan

Always Use Adverbs

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Students will be able to identify adverbs and use them in sentences.

(10 minutes)
  • Ask students if they can give a definition of the word adverb.
  • Accept student answers and explain that they will discover the definition of an adverb as you read aloud a book.
  • Read aloud Dearly, Nearly, Insincerely: What is an Adverb? by Brian P. Cleary.
  • Engage students by stopping periodically to ask comprehension questions and discuss words.
  • Define adverb as a word that describes a verb or an adjective.
  • Ask the essential question for today's lesson: What are the jobs of the three main types of adverbs?
(10 minutes)
  • Explain to students that there are three types of adverbs they will be studying today:
    • Adverbs that tell how (e.g. quietly)
    • Adverbs that tell when (e.g. already)
    • Adverbs that tell where (e.g. under)
  • Display the teacher copy of the Using Adverbs worksheet.
  • Follow the instructions on the worksheet to model coming up with three adverbs for each verb. For each verb, choose one adverb of each type (how, when, and where).
    • Example: Run—speedily (how), during (when), outside (where)
  • Using another sheet of paper, choose one verb and write a sentence with each type of adverb for a total of three sentences.
    • Example: I speedily run down the soccer field. I run during track practice. I run outside on a beautiful day.
(15 minutes)
  • Divide students into three groups.
  • Give each group one marker.
  • Instruct students to rotate between the posters displayed around the classroom that are labeled with the three types of adverbs (how, when, and where).
  • Tell students that, together as a group, they will brainstorm examples of the type of adverb that is listed on the poster.
  • Direct students to add adverbs to that poster by using the marker until the timer goes off, at which point they are to rotate to the next poster. Give students about two minutes at each poster.
  • Review the lists of adverbs on each poster when all groups have rotated through each one.
  • Divide students into groups of 3–4 students.
  • Distribute an envelope and a piece of computer paper or construction paper to each group. Inside the envelope is an index card labeled with one verb (e.g. ride, say, fly, drive, laugh, discuss, move, walk).
  • Explain to groups that they will work together to create three sentences using the verb on the card, each with a different type of adverb (how, when, and where).
  • Allow groups to share out their sentences with the rest of the class, pointing out the adverb and its role in each sentence.
(10 minutes)
  • Distribute a copy of the Adverbs Practice #2 worksheet to each student.
  • Remind students of independent work time expectations.
  • Circulate while students work to complete the worksheet, stopping to check in with students and ask clarifying questions.

Support:

  • Be intentional when grouping students together so there is an academically stronger student paired with a struggling student.
  • Reduce the number of problems on the worksheet during the independent work portion of the lesson.

Enrichment:

  • Challenge advanced students to expand sentences with more than one adverb. Encourage students to use prepositions to add more detail to the sentences.
  • To challenge your advanced students, encourage them to write a boring paragraph and go back to improve it with adverbs. Have them color code the types of adverbs they use.
(2 minutes)
  • Collect the Adverb Practice #2 worksheet to serve as a check for understanding.
  • Use an exit ticket to assess students' understanding of the job of the three types of adverbs studied in today's lesson.
(3 minutes)
  • Distribute a sticky note to each student.
  • Display the exit ticket question to which students will respond:
    • What are the jobs of the three types of adverbs studied in today's lesson?

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