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Kinds of Adverbs: Materials Lesson Objectives

The document provides a lesson plan for teaching 3rd grade students about different kinds of adverbs. It includes objectives, materials, and steps for a warm-up activity, instruction, modeling, guided practice with a worksheet, independent practice writing sentences, and assessment. Students will learn to identify adverbs that express manner, time and frequency, place, or degree in sentences through activities like acting out sentences, completing worksheets, and analyzing sample sentences.

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Suliat Sulaiman
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145 views4 pages

Kinds of Adverbs: Materials Lesson Objectives

The document provides a lesson plan for teaching 3rd grade students about different kinds of adverbs. It includes objectives, materials, and steps for a warm-up activity, instruction, modeling, guided practice with a worksheet, independent practice writing sentences, and assessment. Students will learn to identify adverbs that express manner, time and frequency, place, or degree in sentences through activities like acting out sentences, completing worksheets, and analyzing sample sentences.

Uploaded by

Suliat Sulaiman
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Kinds of Adverbs

Lesson Plan for Grade 3, English Language


Prepared by Ms. Sulaiman

MATERIALS LESSON OBJECTIVES


● Chart showing kinds of adverbs Students will be able to recognise
kinds of adverbs in sentences
Students will demonstrate their
understanding of kinds of adverbs
by identifying the kind of adverbs
found in selected sentences.

WARM-UP AND OBJECTIVE DISCUSSION

Warm-up

Walk around the class in a sluggish manner and ask "How is teacher walking?"

Remind students that in the last class, they learnt about adverbs which is a word
or phrase that modifies or qualifies an adjective, verb, or other adverb.

Show a chart displaying kinds of adverbs and examples of how they are used in
sentences.

Objective Discussion

Go through the objectives with students and state that they will be required to identify
the different kinds of adverbs found in sentences.

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INSTRUCT AND MODEL

Write a sentence on the board with no modifiers (e.g. The boy walks.)

Ask a student to come act out the sentence.

Add an adverb to the sentence (e.g. The boy walks quickly), and have the student act it
out again.

Change the adverb and, once more, have the student act it out.

Underline the adverb in the sentence and label it as an adverb.

Ask students how adding an adverb changed the initial sentence. Support them to
understand that
adverbs made the sentence more specific.

Tell students that an adverb is a descriptive word that modifies or qualifies a verb,
adjective, or another adverb. Adverbs express a time, place, manner, degree, or
frequency.

Write the definition on the board.

Display the chart showing kinds of adverbs and read through each
section aloud.

Label the first section manner, the second section time & frequency, the third section
place, and the final section degree.

Ask your students to volunteer other adverbs that can be added to each section and
write them on the word bank.

Write an example sentence in each section (e.g. Joe cheerfully jumped out of bed; I'll
take out the garbage later; The dog is playing outside; She is very excited for the party.)

Underline the adverb in each example sentence.

GUIDED PRACTICE

Hand out worksheets

Review the top section of the worksheet with the class, reading each definition aloud to

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reinforce student understanding.

Model how to complete the first sentence by filling in the blank with an adverb that
expresses manner.

Show students how you can use the word bank to find an adverb to complete the
sentence (e.g.cheerfully).

Ask a student volunteer to choose a word from the appropriate section in the word
bank to complete the second sentence. Support the student as needed so that they are
successful.

Instruct students to work with a partner to complete the remainder of the worksheet,
using the word bank as a tool to complete each sentence.

Invite a student to read a sentence aloud from their completed worksheet.

Repeat with several sentences.

INDEPENDENT PRACTICE

Hand out a sheet of lined paper to each student.

Have students fold or divide their paper into four sections.

Instruct students how to label each section: Label the first section 'manner', the second
section 'time & frequency', the third section 'place', and the final section 'degree'

Instruct students to independently write a sentence in each section, using an adverb in


the way specified.

Remind students to underline the adverb in each sentence.

Circulate and offer support as needed.

ASSESSMENT
Hand out a blank index card to each student.
Have students write their name on one side of the card and a simple sentence with no
adverbs on the other side (e.g. I ran to class).

Collect and shuffle the cards. Hand them out to students so that they do not have their

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own card.

Instruct students to add an adverb to the sentence they received (e.g. I ran downstairs
to class).

Collect the cards and shuffle them again. Then hand them out so that, again, students
receive a new card.

Tell students to identify how the adverb was used in the sentence they received (i.e. to
express manner, place, frequency, or degree)

Return the cards to the original student (whose name is on the back).
Invite students to read the sentences on their cards aloud.

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