Lesson Focus

GRAMMAR

Learning Area / Strand

Adverbs lesson 2

Year Level
3/4

Implementation Date
Tues week two
Duration
20 minutes

Prior knowledge of learners

Learners have a prior knowledge about adverb and most are confident identifying in sentence.
Declarative (knowledge) objectives
Procedural (skill) objectives
The learner will know:
The learner will be able to:
- An adverb describes a verb, adjective or another
- Identify an adverb in a sentence.
adverb.
Links to Curriculum (identify relevant Strands and Content Descriptors)
- Understand how adverb groups/phases are prepositional phrases work in different ways to provide
circumstancial details about he activity (ACELA1493)
Evidence of learning
- .
Classroom Management Strategies
- Race the teacher
- Check for understanding (thumbs up or down)
- Ripper rewards time
- Class Kangaroos
- Walk and observe
- Stand near students who arent paying attention
- Crab tickets if on task.
Resources
- Worksheet
-

Differentiation strategies
- Encourage student to do a thumbs up/ down test to acknowledge who understands activity and who needs
help still. Those that identify needing extra help can come down to the mats with activity to complete with
teacher assistance.
- Write three sentences and get a friend to identify the adverbs and verbs for early finsher.
Lesson Introduction
- Write on the board. Mary ran quickly.
Introducing the topic
- Ask students to find the noun and verb in the sentence (mary and ran). Then
Engagement of the learners
ask what the word quickly is doing- and which word it is
modifying/describing?
- Quickly is describing HOW mary ran. This makes quickly an adverb becaue it
modifies the verb
- ADDVERBS ADD MORE MEANING TO A VERB HENCE ADD-VERB
- An adverb is a word that modifies a verb, adjctive or other adverbs.
- Wrote the following list on the board: how? When? Where? To what extent?
Adverbs answer certain specific questions andout verbs, adjectives and other
adverbs that they modify. Use mary ran quickly. How- quickly. When-mary ran
yesterday. Where-home/far. To what extent- use sentence the sky was bluevery /light.

Lesson Body
Delivering the content
through specific strategies

Lesson Conclusion
Concluding activities
Summarizing the lesson

Review/ Reflection

WALT: Identify an adverb in a sentence.

WILF: Circle the adverbs and underline the verb they describe.
Move students back to desk and hand out worksheet
I do we do, you do. Model the first example on the interactive whiteboard
using think aloud. The second example can be done with the assistance of
students Thirdly, the students are encouraged to back to their desks and
complete the remainder of the sheet.
Give a time restriction for activity. 10 MINUTES
EXPECTATIONS: complete the work independently and silently. Worth two
kangaroos if they can achieve this. Be sure to give out crab tickets also
After two minutes, encourage students to do a thumbs up/down to show
understanding. The students that identify to be having difficulty come down to
the mat and work with teacher.
To stick to time allocations- use a clock on the interactive whiteboard using
bomb clock.
Early finisher: Write three sentences and circle the adverb and verb on the
back of the page.

Once time is up Gather the activities by asking one student from each table to
collect.
Using race the teacher

Lesson Focus
GRAMMAR

Learning Area / Strand

Adverbs lesson 1

Year Level
3/4

Implementation Date
Wed week two
Duration
20 minutes

Prior knowledge of learners

Learners have a prior knowledge about adverb and most are confident identifying in sentence.

Declarative (knowledge) objectives

Procedural (skill) objectives
The learner will know:
The learner will be able to:
- An adverb describes a verb, adjective or another
- Identify an adverb in a sentence.
adverb.
Links to Curriculum (identify relevant Strands and Content Descriptors)
- Understand how adverb groups/phases are prepositional phrases work in different ways to provide
circumstantial details about he activity (ACELA1493)
Evidence of learning
- Anecdotal notes on children performance.
Classroom Management Strategies
- Race the teacher
- Check for understanding (thumbs up or down)
- Ripper rewards time
- Class Kangaroos
- Walk and observe
- Stand near students who arent paying attention
- Crab tickets if on task.
Resources
Two bags/tray to hold paper slips.
Crab tickets
Differentiation strategies
Students paired by abilities. Get student who understand concept to act out the adverb/verbs with students
who dont to encouragelearning.
Lesson Introduction
Students on the mat
Write the word sing on the whiteboard
Introducing the topic
As student to imagine themselves singing in front of an audience and anser the
Engagement of the
following questions (Qs will be in interactive whiteboard). Close eyes think for
learners
ten seconds.
When (what time, what day) are you singing?
For how long will you sing?
Where are you singing?
How fast you singing? (Fast, low, high, genre)
What emotions are you feeling as you sing?
Write answers on the board. (May need to change from happy- happily to make
adverb)
Does everyone understand what these words mean?
Lesson Body
Delivering the content
Explain the rules of walk the walk game. Students in pairs will act out a verb
through specific
and an adverb. They come up together and choose the activity from the
strategies
different bags. They get two minutes to come up with the way theyll act out
there adverb and verb. Game played similarly to charades- the actor is silent
and the crowd have to guess what they are pretending to be.
Model: Mr Plant and I demonstrate how to Skip Tiredly.
Student will be rewarded with a crab ticket for excellent acting
Allow students to pick partners and Move students to a separate part of
outdoor/indoor environment.
After two minutes are up students all come to the mat to watch peers.
Remind them about expectations- respect peers, no calling out, not making fun
of anyone. Come up with a set of consequences with students for people that
call out during activity.
Students are able to guess a synonym to earn points. E.g joyfully, happily,
gladly are all acceptable answers.
Every team acts out there adverb and verb.
Lesson Conclusion
Concluding activities
Summarizing the lesson

Once time is up gather the activities by asking one student from each table to
collect.
Using race the teacher

Kick
Run
Jump
Shoot the
basketball
Fall Over
Cough
Swam
Sleep

Crawling
Talk
Ride
Walk

Rapidly
Safely
Secretly
Confidently
Excitedly
Joyously
Sadly
Painfully

Slowly
Badly
Quickly
Angrily
Secretly
Regally
Clumsily
Competitively

Hop
Writing
Spin
Shop

Lesson Focus
GRAMMAR

Learning Area / Strand

Adverbs lesson 3

Year Level
3/4

Implementation Date
Thurs week 2
Duration
30 mis
9.20-9.50

Prior knowledge of learners

Learners have a prior knowledge about adverb and most are confident identifying in sentence.
Declarative (knowledge) objectives
Procedural (skill) objectives
The learner will know:
The learner will be able to:
- An adverb describes a verb, adjective or another
- Identify an adverb in a sentence.
adverb.
Links to Curriculum (identify relevant Strands and Content Descriptors)
- Understand how adverb groups/phases are prepositional phrases work in different ways to provide
circumstancial details about he activity (ACELA1493)
Evidence of learning
- Student will have completed a poster that will be hung around the classroom. This will assist them
throughout the term with their narrative wrtting.
Classroom Management Strategies
- Race the teacher
- Check for understanding (thumbs up or down)
- Ripper rewards time
- Class Kangaroos
- Walk and observe
- Stand near students who arent paying attention
- Crab tickets if on task.
Resources
- A3 paper with verbs written
- Different coloured textas
- Crab tickets
- Mystery box
Differentiation strategies
- Encourage student to do a thumbs up/ down test to acknowledge who understands activity and who needs help
still. Those that identify needing extra help can come down to the mats with activity to complete with teacher
assistance.
Lesson Introduction
- Students on far end Mat. Give activity instructions and move into groups. Model
Introducing the topic
activity on whiteboard. This is what your sheet should look like, do a verb thats
Engagement of the learners
not on any poster. I do, we do , you do. 5 MINUTES
Lesson Body
Delivering the content through - Activity: Adverb display piece. Give students an A3 piece of paper with four
specific strategies
verbs on each.
-

Students are encouraged to write adverbs to describe the verbs in groups ro be

placed around the room.
Everyone has to have a different colour text to be able to observe how much
each student is contributing.
Get pencil cases on the way to their area. Move students into groups, allocate
areas to go into. Send one group off at a time to control transiton. NOT allowed
to start until I say go.
EXPECTATIONS: Work quietly in groups. Complete work neatly. Need to ask
teachers how to spell things if unsure.
TIME PERIOD TEN MINUTES.
Bring students back to mat to discuss any adverbs that they dont agree with.
Utalise for discuss time about the different adverbs. TEN MINUTES.
Once finished, count up all the CORRECT adverbs and give the winning team

a pick out if the mystery box in front of the rest of the class to acknowledge that
good behaviour/ hard work gets rewarded.

Lesson Conclusion
Concluding activities
Summarizing the lesson
Review/ Reflection

Groups:
1. Warren, Jarni, Antwarn,
2. Millie, Jaleel, Antwon, Mikayla
3.Tleah, Chance, Batista, Jaz
4. Chase, Darren, Nimeesha Diesel,
5. Jenayda, Adrian Una, Henry
6. Ben, Lincoln, Noah, Chad
7. Travis, Ciarhn, Jaz, Albert
- Using race the teacher
-