understand how to use “Adverbs” in writing.
1. Students will be able to construct simple sentences using ‘adverbs’ (SVADV)
2. Students will be able to identify and apply the rules to change ‘adjectives’ to ‘adverbs’
by adding “LY”
3. Students will be able to talk about themselves in simple sentences using ‘adverbs’
4. Students will be able to identify grammar, punctuation, and capitalization errors in simple paragraphs
5. Students will write sentences using ‘adverbs’ then construct sentences into a simple paragraph
Assumptions
1. I assume that students have prior knowledge of Subject-Verb agreement
2. I assume that students know that an adjective describes a noun so that they will have less difficulty understanding that the adverb tells something about the
verb. It answers the question ‘How’
3. I assume that students already know the grammar rule when changing an adjective to an adverb and the adjective ends in ‘y’ ie: happy… happily
Rationale
All of these students have a good prior knowledge of grammar in their L1. These students are interested in improving their grammar skills in their L2. All of
the students have a goal to improve and develop their writing skills so they can get better jobs or promotions, help their children with their homework, and move
towards academic goals. So, grammar instruction is important.
Potential learner problems and possible solutions
Student might not be able to identify and adjective or adverb in a sentence
I will have encourage the students to use a dictionary to learn how to identify them
Student might be afraid to talk about themselves
I will have students write 3 to 5 sentences about themselves first before talking
Source of Material
The materials used in this lesson came from the book Weaving It Together: Connecting Reading and Writing 1, by Milada Broukal. It came from a story about
“Laughter” and the grammar focus in this unit was on ‘Adverbs.’
Success Indicators
If I ask the students to write a simple sentence using an ‘adverb’ and it is done correctly, then I will know that then student understood the correct sentence
structure using ‘adverbs.’ Ie; Tony drive quickly. (SVADV)
If the students are able to construct and adjective into an adverb correctly by adding the “LY” rule, then I know that goal has been achieved.
Timetable fit
Last week, we started a lesson plan that was designed around the topic ‘Health.’ The focus was on the importance of ‘sleep’ and how it can affect your ‘health’
in a positive or negative way. We had a wonderful discussion about everyone’s different sleeping habits, patterns, and how much or how little they sleep. This lesson
was designed with the grammar focus on ‘Adjectives.’
This week we continued with a similar theme in health on ‘Laughter’ and its importance to keep a healthy body, mind, and attitude. The grammar focus is on ‘Adverbs.’
Next week, we will continue with the last theme in the unit of ‘health’ which will be on ‘exercise.’ This lesson plan will address the obvious aspects on the
importance of regular exercise and eating right to stay ‘healthy.’
Lesson Plan
TIME
T >C Reviews with sentence example on the board the prior lesson plan on basic 30
sentence structure and proper position of the ‘adjective in the sentence
Introduces sentence structure with ‘adverbs’ and tells about the verb.
SSS Change ‘adjectives’ into ‘adverbs’ in simple sentences. 40
SSS Write 5 sentences about themselves using ‘adverbs.’ 30
T>C Review the answers 20
T>C Homework: Answer questions in complete sentences using ‘adverbs,’ the rewrite
Sentences in the form of a paragraph.
Materials: Writing Skills handout “Adverbs” Textbook p. 69-73
