EL Support Lesson

A Script with Adverbs

Describe what's happening in the script! Use this lesson to help your ELs describe events in a drama. It can be a stand-alone lesson or used as support to the lesson Summer Drama.
This lesson can be used as a pre-lesson for the Summer Drama lesson plan.
Grade Subject View aligned standards
This lesson can be used as a pre-lesson for the Summer Drama lesson plan.

Students will be able to identify the parts of a script and write about its theme.


Students will be able to describe events in a script with adverbs using strategic partnering.

(8 minutes)
  • Distribute the Adverbs in a Script worksheet. Pair advanced and beginning ELs together (i.e., cross-ability grouping) to read the text. Allow them to alternate the roles of Mom and Daniel, or have one student read all the text and then have the other student take a turn. Note their comfort and knowledge about scripts in general.
  • Choose a student to tell the setting of the script and list the characters. Then, have a student volunteer read the student-facing language objective: "I can talk about events in a script with adverbs using partners." Ask for volunteers to define the new terms (e.g., "adverb" or "script") or provide the meanings yourself.
  • Tell students today they're going to learn about how to talk about details in a script using adverbs.
(7 minutes)
  • Tell the students what they read was a script because it was written like a play. Explain that the person who writes a script is called a playwright. Label the different parts of a script (i.e., stage directions, actors/actresses, scene descriptions).
  • Ask students to copy your teacher markings on their paper as you draw a box around all the vocabulary terms in the text (concern, supplies, section, treat). Have students read the sentences with the words to their partners, and then write guesses on the paper about the word meanings.
  • Distribute the Vocabulary Cards and Glossary. Ask pairs to read the meanings of the four vocabulary terms and confirm or deny their guesses. Allow them to add sketches to the Vocabulary Cards and additional words and meanings to their Glossary.
(10 minutes)
  • List the adverbs in the text on the board vertically so the students notice the suffix –ly at the end of each of the words (e.g., "loudly," "excitedly," "carefully," "quickly"). Allow students to turn and talk to their partners for 30 seconds about their observations. Have a student share an observation with the class if it pertains to the words being adverbs or the affix –ly.
  • Tell the students all the words you've listed are adverbs,which describe how someone does something. Add verbs they're familiar with in front of the adverbs (e.g., ran quickly). Have other students share their own verbs to add in front of the adverbs on the board.
  • Ask students to look at the text in their like-ability partnerships (ELs with the same proficiency level paired together) and circle four adverbs with –ly. Then, have them underline each associated verb. Tell them to list the four verbs and adverbs in the T-chart on the worksheet.
  • Have them act out the verbs with their partners based on the verb-adverb pairings written on the board.
(7 minutes)
  • Allow students to reread the script sections in the Adverbs in a Script worksheet while in like-ability groups. Have each partner read an actor's lines. Ask them to act out the actions as they're described in the script while they're reading.
  • Present comprehension questions 1–4 aloud to the class and model answering the first question. Then, allow them to answer the second and third question aloud in the same partnerships.
  • Choose two students to share their answers.


  • Pair ELs with sympathetic partners during the cross-ability partnerships.
  • Allow ELs to use their home language (L1) and new language (L2) as necessary. Provide Vocabulary Cards and the Glossary for all their discussions. Give them simple sentence frames when they need assistance with their L2.
  • Have ELs complete less questions and review their answers with an advanced EL or the teacher.


  • Choose advanced ELs to share their ideas first in group and class discussions.
  • Challenge ELs to find all the verb-adverb pairings in the text. Then, have ELs create new sentences with the verb and adverb pairings they find in the text. They can do this in their Like-Ability Groups.
  • Allow them to complete the whole Adverbs in a Script worksheet.
(5 minutes)
  • Have ELs write the answers to the comprehension questions in the Adverbs in a Script worksheet.
  • Allow them to read their answers aloud to their partners afterwards and correct their answers as necessary.
(3 minutes)
  • Ask students to turn and talk to their Cross-Ability partner about other verb and adverb relationships in a sentence (i.e., "The students read quickly because they needed to leave for their next class."). Listen for accurate sentences and choose those students to share their sentences.
  • Correct misuses of the verbs and adverbs during the whole-group portion.

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