Adverbs - How Did It Happen?

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SWBAT apply the function of adverbs by creating sentences.

Big Idea

In this lesson, students explore the function of adverbs in relation to how an action happens.

Modeling and Guided Practice

20 minutes

I connected students to the prior day’s learning by reviewing what we learned about adverbs. They remembered that they describe verbs by telling how an action took place. One student gave the example sentence, “The boy talked loudly outside.” He said it told that the boy was talking in a loud way. I told students they were going to practice using adverbs by writing them in sentences. I reminded students that adverbs that tell how an action takes place usually has the suffix –ly.

I posted a picture on the board and modeled writing sentences with adverbs based on the scene. I directed students to a chart of adverbs ending in –ly. (They were free to use other adverbs ending in -ly.) I told students I would make my sentences even more descriptive by adding an adjective. They provided a review of adjectives as well an authentic way to use them. I modeled underlining the adverb and highlighting the adjective. This provided a visual as to how the parts of speech make up sentences.

Independent Practice

20 minutes

Students wrote three or four additional sentences about the picture. I circulated around the room as students worked providing assistance as needed.


10 minutes

I informally assessed students’ work by reading their sentences and providing feedback. I often had to remind them to add adjectives to their writing. Even though this was not the focus of the lesson, I used it as a spiral review.


5 minutes

I closed the lesson by randomly calling on students to read one of their sentences aloud. This gave all students the opportunity to hear well-crafted, descriptive sentences.