AUSL/NLU Lesson Plan Template

Name: James Jazo

Time: 8:15 9:00

Subject/Topic: Word Study

Adverbs

Date: 4/1/2015

Objective
CCSS.ELA-LITERACY.L.2.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Objective (SWBAT): Create a list of adverbs during a whole group activity and identify adverbs in sentences while working in small groups.
Assessment / Exit Ticket:
Circle adverbs in the sentences below. Underline the verb each adverb modifies.
1. The cheetahs ran quickly through the desert.
2. Adan completed his homework neatly.
3. My family will go shopping tomorrow.
4. Water vapor condenses inside a cloud.
Add an adverb to complete the sentence. Underline the verb each adverb modifies.
5. The tiger roared _______.
6. We walked _______ in the library.
Vocabulary/Key Concepts/Word Wall: adverb, describe, modify, verb
Materials / Technology: Phonemic Awareness: The Skills That They Need to Help Them Succeed! by Michael Heggerty, CC sticks, exit slips,
adverbs anchor chart, markers, pencils, posters, white board.
Modifications / Accommodations: The directions to any activity will be read aloud to students. Exit slips will be read aloud to students. I will model
how to complete the activity. Have students write a story using at least five adverbs if they complete the activity early.
Do Now (3-5 minutes)
Students will complete their morning work in their journals. Morning work will be a review of various concepts. Completing math word problems,
identifying verbs, identifying adjectives, identifying synonyms and antonyms. Review the morning work with students as they eat their breakfast.

Opening (3-5 minutes)

The Hook, Preview Objective, Connection to Prior Knowledge.
1.
2.

3.

Have students lead the alphabet song and short vowel song. I say the letter, you say the sound! I say the letter you as the sound! A B C
etc.
Review rhyming words and complete phonemic awareness strategies using Heggerty. I will call out nonsense words. Students will respond to
the nonsense words by calling our real rhyming words chorally. Now I want you to identify a rhyming word that goes with each nonsense
word I say. The words you think of should be things you can see in school. For example, if I say bockers, then you say lockers. Bockers
Lockers.
Review the objective. Create a list of adverbs and identify adverbs in sentences.

Middle (IWY)
I Do Direct Instruction (5 minute limit)
We Do - Guided Practice
You Do Independent Application by students
Teacher will . . .
I do (5 minute limit):
1.

2.

3.

Review the adverb anchor chart. We have learned about how an

action is performed. Raise a silent hand if you can tell me why these
adverbs are easy to identify. Right! Two snaps for _______. Adverbs
that describe how a verb is performed almost always have ly at the
end.
Make a list of adverbs and write them on the whiteboard. I am going
to cold call scholars who are ready to share the awesome adverbs they
have in their minds. _______, what is one adverb you can think of?
Have students share out a sentence in which they could use one of the
adverbs written on the whiteboard. I am looking to call on scholars
who are sitting at a level 0 with their hands folded to share a sentence
using one of the adverbs written on the board.

Student will . . .
I do (board=paper):
1. Review the adverb anchor chart and
explain how adverbs that describe how a
verb is performed usually end in ly.
2. Create a list of adverbs that describe how
verbs are performed.
3. Share sentences using the list of adverbs
written on the whiteboard.
4. Explain that adverbs that describe when a
verb happens do not end in ly.

CFU
What is an
adverb?
What will
you usually
find at the end
of an adverb
that describes
how a verb is
performed?

We do (guided practice):
1.

2.

3.

4.

Practice identifying adverbs in sentences. I have written sentences for

us to examine. We are looking for adverbs. Adverbs are words that
modify verbs. CC students to identify the adverbs. _________, what is
the adverb in this sentence?
Introduce the activity. When you go back to your seats you will work
with your table group think of adverbs you can use to describe what
someone is doing(the verb) in a picture. You will write down the
adverbs your group thinks of on the poster I give to you.
Model the activity. I am looking at my picture and I am trying to
figure out what this person is doing. I see that this person is eating
corn on the cob. Eating is my verb. I need to ask myself, HOW or
WHEN is this person eating corn on the cob? He looks hungry so I am
going to say he probably ate it quickly. I wrote down quickly because
it is an adverb that describes how the person ate the corn.
Prepare to transition students back to their desks. I am looking for
students who are ready to back to their seats. I can tell ________ is
ready because he/she is sitting at a level 0 with his/her hands in his/her
lap.
You are going to move back to your desks at a level 0. You will remain
at a level 0 with your hands folded until all students in your group are
sitting. ______, is sitting at a level 0

5.

Remind students of behavior expectations.

Distribute the posters and pictures. Allow students to get to work right
away. You will have 10 minutes to complete this activity with your
table. Your table captain will share the work you did together after 10
minutes.
You do (@ Bats/Exit Ticket):
1. Administer the exit ticket. Review the directions of the Exit Ticket.
Remind students to put their names at the tops of their papers. You
will put your name on your paper at a level 0 and begin your exit slip

We do (guided practice):
1.

Identify adverbs in a sentence.

2.

Write down adverbs on a poster.

3.

Listen and participate during the activity

model.

4.

Transition at a level 0. Sit at their desks.

5.

Review rules.

6.

Work together in small groups to list any

adverb that were described.

What is a
verb?
What level
will you be at
when going
back to your
seats?
What level
should you be
at when you
are working
with your
group?
How many
minutes will
you have to
complete the
activity?
Who is going
to share your
work after
your 10
minutes of
group work?

6.

You do (@ Bats/Exit Ticket):

Exit Ticket
1. Complete the attached adverbs exit ticket at
a level 0.
At what level
are you

immediately one you are finished. ______ is putting his name on his
exit ticket. ______ completing his adverbs exit ticket at a level 0.
Circle adverbs in the sentences below. Underline the verb each adverb
modifies.
1. The cheetahs ran quickly through the desert.

completing
you exit slip?
What do you
do once you
have written
your name?

2. Adan completed his homework neatly.

3. My family will go shopping tomorrow.
4. Water vapor condenses inside a cloud.
Add an adverb to complete the sentence. Underline the verb each adverb
modifies.
5. The tiger roared _______.
6. We walked _______ in the library.
End
Review the objective. Did we meet our word study objective for the day? Give me a thumbs up if we did or a thumbs to the side if we did not.
______, why do you think we met our objective?
Preview the next day. We will learn more about adverbs tomorrow words again tomorrow.