1.

Desiree Rasmussen
2. Area B: Drama Across the Curriculum
3. “Adverb Game”
4. Objective:
a. To have students understand the functions of adverbs and how it modifies a verb or
adjective.
b. To have students make connections with the adverbs and understand what it looks like
in real life.
c. To have students properly express the adverbs through acting.
d. To have students work together in their demonstration.
5. Content Standard: Subject Area: Language Arts, Grade: 3
3-ELA5-b: Identify real life connections between words and their use (e.g., describe
people who are friendly or helpful).
6: Materials: None needed
7. Description of Game:
a. Teacher will give a lesson or a review on adverbs to students. Students will be
sitting in their desks.
b. After the lesson, the teacher will choose an open area.
c. The teacher will then ask the students to come to the area and form a big circle.
d. After the circle has been formed, the teacher will ask for one volunteer to be the
guesser. After the guesser has been selected, the guesser will step out of the room.
e. The remaining students (still in a circle) will decide what adverb they want to act
out. If this takes too long, the teacher can choose a student to decide on an adverb
or the teacher can give an adverb. Examples of adverbs are sleepily, quickly,
cheerfully, etc.
f. After the adverb has been selected, the guesser will come back in the room and
stand in the middle.
g. The guesser will then choose random students (one at a time) to mime a random
activity, such as playing the piano or walking the dog.
h. The student that is miming the activity has to mime it in the selected adverb
manner. For example, if the class choose the adverb sleepily and the guesser ask a
student to play the piano, the student has to play the piano sleepily.
i. The job of the guesser is to correctly guess the adverb that the class chose.
j. The guesser can make a guess at any time and ask as many students to mime
different activities. However, the guesser only has three guesses.
k. After the guesser correctly guess the adverbs or his/her three guess are up, another
student goes out to start a new round.
8. Follow-up Activities: Writing Activities
Teacher can strategically use the words from the game, as a writing assignment.
Students have to use the different adverbs, from the game, to create a story. The teacher can
choose the theme of the story or have the students free write. Students can highlight the adverbs
in the story to show that they have used all the selected adverbs.
For additional acting, students can make a story in groups of 4-5. The groups can then
act out the story and give an emphasis of the different adverbs in the story.
9. Assessment: Did the students, who were the guessers, have any difficulty guessing the adverb?
Where all students engaging and participating? Where students able to mime the adverb
correctly? Where there any pauses in the game, where students didn’t know how to mime out the
action in the adverb matter?