To begin the lesson, I asked students what they remembered from yesterday’s lesson about adverbs. They said they described verbs. I reminded them they also describe adjectives and other adverbs. I told them today’s lesson would focus on adverbs that tell when an action takes place.
I wrote sentences on the board and modeled identifying the adverb in the sentence by asking the question, “When?” I identified the verb in the sentence first. Then I asked which word described when the action took place. Finally, I underlined the adverb in the sentence and explained it is the adverb because it tells when the action took place. I drew an arrow from the adverb to the verb. I did this to help students see the relationship between adverbs and the verbs they modify. I modeled doing this with a few more sentences.
After I modeled identifying adverbs, I guided students in doing the same. I wrote additional sentences on the board. We followed the same steps I modeled. Students wrote their answers on their whiteboards. This allowed me to assess all students real-time and clear any misconceptions on the spot. I randomly called students to the board to underline the adverb and draw an arrow to the verb it described. I reiterated that adverbs also answer the question of when an action takes place.
Students demonstrated their understanding of the function of adverbs by creating sentences with adverbs that described when an action took place. I directed their attention to a chart of adverbs I’d written and posted on the board. I modeled selecting one of the adverbs and writing my own sentence. I explained they could use other time adverbs if they chose. While students worked, I walked around the room to check for understanding. I had them make corrections as needed.
When all students were done, they explained to their face partner how the adverb described when the action of the verb took place. I wanted to cement their learning by having them verbalize how adverbs functioned in the sentences they had written.
I checked students’ work as they wrote their sentences. I wrote a check on the top of their paper if they were correct and circled incorrect responses. If students were not able to correct the circled sentences, I guided them through identifying the verb and writing an adverb to describe when the action took place.
To close the lesson, students exchanged their sentences with a partner. Their partner had to read their sentence, identify the adverb, and explain why the word was an adverb. This gave them additional practice identifying adverbs and explaining their function in the sentence.