To begin the lesson, I told students we were going to continue studying the function of adverbs and using them in sentences. I reminded them that yesterday we learned that adverbs describe when the action happened. I invited students to share out time word adverbs popcorn style. Responses included yesterday, tomorrow, tonight, and noon. I noticed some students were looking at the chart paper I’d posted the day before. It is important that students have visual reminders of concepts learned. Finally, I told them we would be learning adverbs that describe where the action happens.
I wrote sentences on the board and modeled identifying adverbs that answer the question, “Where?” First, I identified the verb in the sentence because adverbs describe verbs. Then I identified the adverb by asking the question, “Where?” and underlined it. Last, I drew an arrow from the adverb to the verb to show the connection between the two parts of speech. I did this with a few more sentences.
After modeling, I guided students through identifying adverbs using the same steps. I also gave them a few sentences to work through independently. They wrote the answers on their whiteboards, allowing me the opportunity to assess them real-time and clear up any misconceptions immediately. I randomly called on students to identify the adverb, the verb it described, and the function of the adverb.
I directed students’ attention to the location words I’d written on a sheet of chart paper and posted on the whiteboard. I modeled selecting one of the words and typing a silly sentence. I told them they were going to create silly sentences using adverbs that describe where an action takes place. They had the option of inserting pictures to match the sentences. As students worked, I walked around the room checking for understanding and providing technical assistance as needed.
I assessed students’ work via a check list. I looked for the correct use of adverbs in their sentences. I also assessed whether or not they could explain the function of the adverb in the sentence.
To close the lesson, students walked around and read each other’s silly sentences. When I said, “Freeze!” and pulled someone’s Popsicle stick, they had to identify the adverb in the sentence and state the verb it modified. Students really had fun with this game. They liked the concept of “freezing.” It also worked a classroom management technique. When the noise level got high with laughter and joking about silly sentences, the “freeze” quieted the room. At that point, I was able to refocus students on the learning by having them identify and explain the adverbs.