adverbslessonplan67533.docx
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adverbslessonplan67533
ENGLISHLESSONPLAN
TOPIC-ADVERBS
LEARNINGOBJECTIVES:
1.Tounderstandwhentouseadverbsratherthanadjectives.
2.TounderstandhowtouseadverbsinstandardEnglish.
3.Toextendchoicesinwheretoplacetheadverbinasentence.
SPECIFICLEARNINGOBJECTIVES:
1.Toidentify,defineanddemonstratetheusageofadverbs.
2.Torecognizehowadverbsareusedbeforeandafterthewordstheymodify.
3.Torecognizehowadverbsmodifyadjectivesandverbs.
4.Toextendtherangeofwaysyouuseadverbsinyourownwriting.
5.
THENEEDOFSPECIFICOBJECTIVES
Specificobjectivesarerequiredtosetatargetforeachpartofourlesson(forex.reading,writing,listeningetc).Attheendofthelesson,wecheckwhethertheparticularobjectivehasbeenachievedornotandadjustaccordingly.
RESOURCES:
Grammartextbook,videoclip,powerpointpresentation,handoutsandworksheets.
GOAL:
Tousedescriptivelanguagewhilewritingandtouseadverbstoenrichaswellasenhancethemeaningofthesentence.
SEWA:
Varyingtheuseofadverbsandusingthemcorrectlyinasentence.
CROSSCURRICULUM:
Asapartofintegrallearning,acrosscurriculumwiththerelativetopic,canbeevolvedandreferredintothestudentsnotice.Sincethethemeis‘adverbs’thefollowingexamplecanbeconsidered.
EVS–WecandescribetheuseofMEANSOFMODERNCOMMUNICATIONsuchasmobilephone,internetusingadverbsaswell.
1)Wecanquicklybrowsepageswithahighspeedinternetservice.
2)WecanregularlymakeSkypecallswithaSamsungGalaxyNote.
.
INTRODUCTION–Mostadverbsendin‘LY’!
•Hurriedly
•Jokingly
•Hastily
•Quietly
Considerthefollowingsentence
‘Jameswalkedintotheroom’
Theteachersasksthestudenttowritethissentenceinthenotebook.Atthemomenttheabovesentenceisalittledull!
Thereisverylittledetailinthesentence.
Anadverbcanprovidemuchmoredetail.
YourchoiceofadverbcanalsochangetheSTYLEofyourwriting.
‘Happily,Jameswalkedintotheroom’.
Thechoiceofadverbcanhaveapivotaleffectonthesentence.
‘Lazily,Jameswalkedintotheroom.’
STARTERACTIVITY:
Choosedifferentadverbstoalterthemeaningofthesentence.Butrememberadverbscanbemovedaroundthesentence.Sowriteoutthesentenceagainputtingtheadverbindifferentplaces!
Inafewminutesyoucanshareyourideaswiththeclass!
GoodLuck!
DAY1:
MAINTEACHINGACTIVITY:
SPECIFICOBJECTIVE:
Bytheendofthislearningsession,thestudentswillbeabletodefinethetermadverbandwillunderstanditsappropriateplacementinasentence.
MAINACTIVITY:
quicklyquietlyslowlygentlyangrilyloudlygreedilysadlysweetlyanxiouslyaccuratelynoisilyfirmlybadlyhappilycarefullytiredlynastilytightlysilentlyaggressivelydelicatelypointlessly
Theteachertellsthestudentstocopyoutthefollowingsentencesintotheirnotebooksaddinginanadverbtodescribetheverb,underlinetheverbinredandtheadverbinblue.Thestudentscanpickoutanyadverbfromtheadverbwordbankabove.
1)Davekickedtheball.
2)Susanwassingingintheshower.
3)Michellewaitedoutsidetheheadteacher’soffice.
4)Thechoirsanginassembly.
5)Therugbyteamranintothechangingrooms.
6)Theclasssmiledattheirnewteacher.
7)Thepassengersfastenedtheirseatbelts.
8)Tomwrotethesentencesinhisbook.
9)Mrs.Smithplacedthebookonthetable.
10)Mr.Harryatetheentirecake.
CLOSURE:
Thelearningsessioncanbeconcludedwiththeassessmentofeachstudent’sknowledgegainedsofarbyaskingthemtoreadtheirsentencesaloudstartingoffwiththeslowlearners.
RECAPITULATION:
Aquickrecapoftoday’ssessionisachievedthroughaskingthestudentstherulesandimportantpointsofusingadverbs.Recollectafewanswersrelatedtothetopicthattheyattainedthroughactivity.Studentsshouldgiveaquickyetsteadyresponse.
PLENARY:
Theteachernamesafewcommonverbsonarandombasisandasksthestudentstoassociateatleastoneadverbtoit.
ASSESSMENT:
Wecanassessthestudentsbasedontheirconcentration,thinking,graspingandimaginativeskills.
ASSESSMENTRUBRICS:
Studentsneedtoparticipateduringtheactivity.Studentswillbegradedonparticipation,concentrationandanalyzationduringtheactivity.Theteacherwillobserveifthestudentsgrasptheknowledgeneeded.Gradingtobedonebasedonthefollowingcriteria.
Concentration
Participation
Analyzation
DAY2
ACTIVITYIt’ssomethingIdo…
Dividetheclassintopairs.Placetheadverbcardsfacedowninapile.Giveeachpairpiecesofpapertowriteon.Studentstakeitinturntoplay.Thefirstplayertakesthetopcard.Theplayerhastowritedownanactivity,theydothatmatchestheadverb.
Makesureaslowlearner(LEVEL1)ispairedwithahighflyer/averagelearner(LEVEL3/LEVEL2)inordertoboostuptheirconfidence,tofacilitatebrainstormingandtowitnesspeersupport.
Example:
Adverbcard–badly
Thestudentmightwrite-Isingbadly.
Thestudentthensays,“It’ssomethingIdobadly.”
Theotherplayerthenhasfivetriesatguessingwhattheactivityis.Iftheplayerguessescorrectlythefirsttime,he/shegets5points.Thenextequals4points.Thethirdguessequals3pointsandsoon.Theplayerwiththehighestscoreattheendisthewinner.
Hence,throughthisguessinggame,adialogueisalsocreatedbetweenthestudentsthatdecidesthelevelofresponse(spontaneous/non-spontaneous).
carefully
attractively
directly
dangerously
correctly
calmly
eagerly
easily
happily
quickly
quietly
naturally
loudly
patiently
perfectly
badly
kindly
slowly
RECAPITULATION:
Thestudentscanquicklytelloutthevariousideastheypenneddownandrecallafewnewadverbstheyusedduringtheactivity.
PLENARY:
Studentsshouldbeabletoorallyassociateafewadverbstoaverbgiventothembytheteacher.
ASSESSMENT:
Hereweassessthestudentsbasedontheirabilitytorecallnewinformation,understandingandcreativeskills.
ASSESSMENTRUBRICS:
Understanding
Remembering
Creation
DAY3–CLASSWORK
UNDERSTANDINGTHEMAINIDEAOFADVERBS
>Anadverbdescribesorgivesmoreinformationaboutaverb,adjectiveoranotheradverb.Adverbsaretraditionallyregardedasoneofthepartsofspeech.
>Itcanappearinanumberofdifferentpositionsinasentence.
>Adverbstypicallyanswerquestionssuchashow?
inwhatway?
when?
where?
andtowhatextent?
.Thisfunctioniscalledtheadverbialfunction.
Examples:
1.Shewaswalkingslowly(Slowly istheadverb.)
2.Thekidsareskatingtogether.(Here,theadverb together providesinformationabouthowthekidsareskating.)
>Adverbscanalsomodifyadjectivesandotheradverbs.
1.Youarequiteright.(Here,theadverb quite modifiestheadjective right.)
2.Shespokeveryloudly.(Here,theadverb very modifiesanotheradverb– loudly.)
>Adverbsareoftencreatedfromadjectives.Somewordschangewhentheybecomeadverbs.Ifanadjectiveendsina‘y’,youneedtochangethe‘y’toan‘i’beforeadding‘ily’.Forexample:
happybecomeshappily
heavybecomesheavily
IMPORTANTPOINTSTOREMEMBER
1)Anadverbtellsusmoreaboutaverb.
2)Anadverbdescribesormodifiestheverbinsomeway.
3)Manyadverbsendwithasuffix‘ly’butnotall.
4)Adverbsoftentellushowsomethinghappened.
THEADVERBCELL‘MINDMAP’
PRACTICEEXERCISE:
UNDERLINETHEADVERBSINTHESENTENCESGIVENBELOW.
1)Didshetypecorrectly?
2)Wewillgottothemoviesdirectly.
3)Timalmostfinishedhishomework.
4)Shelefttheroomsilently.
5)Heworkedhardandwonthecontest.
6)Healwaysdrivesfasterthanher.
7)Johnquicklyleftforschool.
8)Samwastalkingloudlyintheclass.
DAY4:
GROUPACTIVITY
AdVeRbSInAcTiOn!
!
!
SPECIFICOBJECTIVES:
1)Tounderstandandanalyzedifferentadverbsandhowadverbschangeintoadjectives.
2)Tounderstandthedifferencebetweenadjectivesandadverbs.
ADVERB-ADJECTIVECOMBO!
!
Thisactivityisagreatwaytointroducetheideaofhowadverbsaffectthewayaverbactionisdone.Dividetheblackboardintwoandwriteasmanyverbsononesideandasmanyadverbsontheotherasyoucan(gettheclasstocomeupwiththem).Atthisstageyoucanalsoteachhowadjectives'turninto'adverbsbywritingdownadjectivese.g.angry,happy,andaddingthe'ily'.Thendividetheclassintotwoteamsandperhapsgivethemgoofyteamnames.Thengetoneteamtochooseaverbandadverbcombinationandtheotherteamhastoactitout,e.g.talkcrazily.
Itcanbealotoffunwithboththeactorsandthe'directors'enjoyingmakingfoolsoutofthemselvesorwatchingothersmakefoolsofthemselves.
PLENARY:
Afterthisfungame,thestudentsshouldbeabletocomeupwithvariousideasoftheadverb-adjectivecombo.
ASSESSMENT:
Thestudentsarejudgedbasedontheirconcentration,alertnessanddemonstration.
ASSESSMENTRUBRICS:
Concentration
Demonstration
SUMMARIZING“ADVERBS”ACCORDINGTOBLOOM’STAXONOMY
A.
REMEMBERING
Theteacherstartsoffbyaskingthestudentsbasicquestionsregardingtheirday’sroutine.
Forexample:
Howdidyouwakeupthismorning?
Howdidugetreadyforschool?
Howdidueatyoubreakfast?
Thechildrenareexpectedtocomeupwithdifferentanswerslikeslowly,lazilyetc.
Onevolunteercanquicklynotedowntheiranswersontheinteractiveboard.
B.
UNDERSTANDING
Oncethestudentsgetacquaintedwiththeday’stopic(ADVERBS),theteachergrabsthestudent’sattentionbyaskingthefollowingquestion.
Cansomebodytellmewhatdifferenceexistsbetweenanadverbandanadjective?
Workinpairs.Discussan
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