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Sarah Hoenes Number of Learners – 22

November 17, 2017 Estimated Length of Session – 45 min


Third Grade Actual Length of Lesson - --
Colegio Menor Grammar
Adverbs
I. PRIOR KNOWLEDGE, SKILLS, AND UNDERSTANDINGS
Students have been learning about different parts of speech for the past few weeks. We have
covered nouns, proper nouns, plural nouns, pronouns, and adjectives. For this lesson, I will
highlight prior knowledge on adjectives, as both adjectives and adverbs are used to describe. t
II. CONTENT TO BE TAUGHT
This lesson will teach what an adverb is and how to identify it in a sentence. An adverb is a word
that modifies a verb, adjective, or other adverb. Because this can be a lot for the first introductory
lesson, I will be focusing specifically on adverbs describing verbs, and cover the rest in a future
lesson. This lesson will highlight the fact that adverbs tell how, where, or when an action takes
place. After watching a video and discussing the concept, students will be able to practice
identifying adverbs in a worksheet and acting them out through a game of Simon Says.
III. RATIONALE
Having a solid understanding of the different parts of speech and how they are used is essential
for students to become good readers and writers. It is especially important for my students
because, as English Language Learners, they do not have the innate understanding of the
language that native English speakers have, which can create difficulties in conversation and
academic writing. This lesson addresses the Common Core Standard CCSS.ELA-
LITERACY.L.3.1.A, which states that students will be able to explain the function of nouns,
pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
IV. GOALS
1. Students will understand that an adverb is a word that describes a verb.
2. Students will understand the difference between adjectives and adverbs.
3. Students will be able to identify an adverb in a sentence where it modifies a verb.
V. PERFORMANCE OBJECTIVES
1. Given a worksheet about adverbs modifying verbs, students will be able to
correctly identify at least 14 out of 20 adverbs in given sentences.
VI. MATERIALS
 Computer
 Mimio
 Adverb worksheets (Appendix A)
 MadLibs book
VII. PROCEDURE
a. OPENER
 Have students on the rug to start the lesson. Start off by asking students if they know
what an adverb is.
o An adverb is a describing word like an adjective, but it describes an action (verb)
instead of a thing (noun)
 Watch the Schoolhouse Rock Video “Lolly, Lolly, Lolly Get Your Adverbs Here.”
o What are some examples of adverbs from the video?
o What did you notice?
o Are there any questions?
b. DEVELOPMENT
 Today we’re going to be talking about how adverbs are used to describe verbs, or actions.
o They tell how, when, or where an action takes place.
 How: slowly, neatly, colorfully, quietly
 When: now, later, early
 Where: here, there, everywhere
 Have students go to their seats. Pass out the worksheet on adverbs. Also project the
worksheet on the board. Explain to the students that we will be looking for the adverbs
that modify, or describe, the verbs, or action words in the sentences.
o Model the first problem – how did grandpa snore? – loudly
o Complete the next few problems as a class on the board, have students fill out
their worksheets as they follow along.
o Have students finish filling out the worksheets by themselves.
c. CLOSURE
 As students finish, call them back to the rug to play adverb Simon Says. Give commands
which include both what they should do as well as how.
o Ex. run in place quickly, dance around silently, wave your arms slowly.
o If students are really getting it, instead of “simon says” to prompt movements,
only follow commands if there is an adverb
VIII. ACCOMODATIONS
This lesson includes a variety of activities to address different learning styles, including a song
for auditory learners, a worksheet that will also be projected for visual learners, and a game for
kinesthetic learners. Teachers will provide scaffolding as needed and work one on one with
students who struggle, such as Ale B. and Jose.
IX. EVALUATION
Informal observations will occur throughout class during discussions and activities. I will ask
questions and monitor student progress to assess understanding. Formal assessment will occur in
the form of a worksheet (Appendix A) that students will fill out in class, which requires students
to identify the adverb that is modifying a verb.
X. EXTENSION
If there is extra time, we will complete a MadLibs as a class. This will allow the students to
practice coming up with examples of adverbs, as well as reviewing and coming up with other
parts of speech. I will ask students for the necessary words as a group, then will read the
resulting story to the class.
XI. REFERENCES

Common Core State Standards Initiative. (2017). English Language Arts Standards: Language:
Grade 3. Retrieved from: http://www.corestandards.org/ELA-Literacy/L/3/s
Super Teacher Worksheets. (2017). Adverbs. Retrieved from:
https://www.superteacherworksheets.com/grammar/adverbs_WBQBQ.pdf?up=1466611200
XII. Appendix
a. Adverb worksheet -
https://www.superteacherworksheets.com/grammar/adverbs_WBQBQ.pdf?up=14
66611200
b. OPENER
 Have students on the rug to start the lesson. Start off by asking students if they know
what an adverb is.
o An adverb is a describing word like an adjective, but it describes an action (verb)
instead of a thing (noun)
 Watch the Schoolhouse Rock Video “Lolly, Lolly, Lolly Get Your Adverbs Here.”
o What are some examples of adverbs from the video?
o What did you notice?
o Are there any questions?
c. DEVELOPMENT
 Today we’re going to be talking about how adverbs are used to describe verbs, or actions.
o They tell how, when, or where an action takes place.
 How: slowly, neatly, colorfully, quietly
 When: now, later, early
 Where: here, there, everywhere
 Have students go to their seats. Pass out the worksheet on adverbs. Also project the
worksheet on the board. Explain to the students that we will be looking for the adverbs
that modify, or describe, the verbs, or action words in the sentences.
o Model the first problem – how did grandpa snore? – loudly
o Complete the next few problems as a class on the board, have students fill out
their worksheets as they follow along.
o Have students finish filling out the worksheets by themselves.
d. CLOSURE
 As students finish, call them back to the rug to play adverb Simon Says. Give commands
which include both what they should do as well as how.
o Ex. run in place quickly, dance around silently, wave your arms slowly.
o If students are really getting it, instead of “simon says” to prompt movements,
only follow commands if there is an adverb