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SWBAT identify and use adverbs correctly in sentences.

Big Idea

Students will play a game of musical chairs as they identify and use adverbs correctly in sentences.


1 minutes


14 minutes

I begin by telling the students, " I walked quickly down the hall."  I explain that "quickly" is an adverb. It describes how I walked down the hall.  Adverbs describe verbs and usually end in -ly.  Typically, you can add -ly to an adjective in order to make it an adverb (For example, "The slow train held up traffic." can be changed to "The train moved slowly along the track."). Adverbs tell how, when, where, or how often something is done. I display the attached Powerpoint resource and write some examples of adverbs that do not end in -ly on the board (i.e., fast, often, very, quite, so, well).  I further explain to students, adverbs can also modify or describe adjectives as in the example, "The students displayed really wonderful attitudes." (I write the sentence on the board for visual learners.) The adverb "really" modifies the adjective "wonderful," which describes the noun "attitudes." However, adjectives cannot modify or describe adverbs.  We, then, watch a short Brainpop quiz on adverbs and take the quiz afterwards.  (Teacher discusses quiz whole group and students show answers using sign language - a, b, c, d).  (Click here to watch video.)  Next, I inform my students that we will play a game of musical chairs as they learn more about adverbs today.

Musical Chairs Game

35 minutes

We, then, play a game of musical chairs with a focus on adverbs.  All students stand and we take away 1 chair from the set of chairs for students.  I, then, play upbeat music and students walk around the classroom.  When I stop the music, the last person standing has to say an adverb and use it correctly in a sentence.  If they are correct, they get to choose a classmate to ask them to say an adverb and use it correctly in a sentence.  If that person is correct, they get to ask another classmate.  This continues until a student gives a wrong answer.  That student is then out of the game.  We then remove 1 more chair and I play the music and students walk around again until the music stops.  We repeat the process until there is only 1 student remaining to say an adverb and use it correctly in a sentence.  (In order that we don't just have students continuously saying adverbs ending in -ly, students must alternate giving adjectives that end in -ly and those that do not.)  In order to assist my scholars as they learn more about adverbs as they play the game of musical chairs, I display the first slide of the attached Powerpoint resource which provides a definition of adverbs.


10 minutes

To close the lesson, students do a quick write to write a definition of adverbs, what they learned about adverbs, and list as many adverbs as they can.  Afterwards, we share responses whole group.  The quick write is an opportunity for my scholars to reflect upon what they learned during the lesson and share what they know on the topic of adverbs.  This is a lesson which not only makes a cross-curricular connection to music, but it is also aligned to language CCSS which require students to demonstrate command of the conventions of standard English grammar and usage when writing and speaking.  My scholars use their speaking and listening skills to demonstrate their ability to choose words and phrases to convey ideas precisely.