What Are Adverbs?

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Objective

SWBAT identify adverbs and their function by analyzing sentences.

Big Idea

Students delve further into parts of speech by determining how descriptors are used to make verbs more interesting.

Modeling and Guided Practice

20 minutes

It told students we were going to learn about a new part of speech called adverbs.  Adverb are words that describe verbs, adjectives, and other adverbs. Today, we were going to focus on how they describe verbs. They make verbs more interesting by telling us how someone or something does an action. To make the connection with the previously learned part of speech, I asked students to tell me the definition of a verb and its function in a sentence. They told me a verb is an action or state of being and it tells what something or someone is doing.

I displayed the definition of an adverb on the board that I had written on chart paper. I read the definition to students then gave examples of adverbs. I also explained that they usually end in “-ly” and answer the question, “How?” To model identifying the adverb, I displayed example sentences on the board. First, I pointed out the verb in the sentence. I asked the question, “How?” I underlined the adverb in the sentence and drew an arrow to the verb it described. For example, in the sentence, “The ballerina dance beautifully,” I underlined the word, beautifully, and explained that it is describing how the girl danced. How did she dance? She danced ‘beautifully.’ Drawing the arrow to the verb helped my visual learners see the connection. I repeated this with other sentences.

Next, I guided students in identifying adverbs in sentences. I displayed additional sentences on the board. I asked students to identify the verb first. Then I asked them to identify the adverb, or the word that described the verb. Students took turns going to the board to underline adverb and drawing a connecting arrow to the verb it described. I asked the question, “How?” and students responded by saying the adverb. As we worked, I reminded students a word that describe a verb is an adverb. I did this to cement the definition in their minds. Finally, had students identify the adverb in sentences on their own and write the answer on their whiteboards. This allowed me to assess all students real-time and make corrections as needed. I randomly called on students to explain how they identified the word as an adverb and explain its function in the sentence.

Independent Practice

15 minutes

For independent practice, students completed a worksheet by identifying the adverb in sentences and the verb it described. I found the sentences at www.superteacherworksheets.com.  I deliberately choose sentences with adverbs that end in –ly, since that was the focus of today's lesson. I walked around the room as students worked and provided assistance as needed.

Assessment

10 minutes

I assessed students by the number of sentences correct. 80% or above was considered. If students scored lower, I retaught the concept using questioning to guide them through identifying the adverb and the verb is described.

Closure

5 minutes

To close the lesson, I asked students what we learned today. They said we learned about adverbs. They were able to tell me the definition and its function in a sentence. They also told me they usually ended with the suffix, -ly and tells how someone is doing an action. The latter let me know students were synthesizing information by making prior connections to their learning about suffixes and they were able to summarize in their own words the relationship between adverbs and verbs.