Mallory Cox

Lesson Plan Ten

Practicum
November 5, 2014
To Do Before Class:
1) Write definitions of nouns, adjectives, and verbs on the whiteboard for the students to see
during the class period and for review.
2) Copy word chart onto the whiteboard so students can see it easier.
3) Set up ELMO with chart (tape chart down so it doesnt move all around)
Hook or essential question

Learn plan, activities, planned questions

(include time allotted to specific activities)

What is an adverb? Modifies a verb, an

adjective, or another adverb. It tells where,
when, how, and to what extent.
1) Review noun, adjective, verb and
write them on the board for the
students to see. (2 minutes)
2) Have a chart with five categories on
them and read the word aloud to the
students and then review each
category with the students so that they
know what they could be. (5 minutes)
3) Write five sentences on the board,
each requiring a word from one of the
categories, and do them together as a
class. Circle the verb first to help the
students understand that they are
modifying. These should be written on
a piece of paper projected on the
ELMO and using a thicker marker to
that the students can see the
sentences/words better. (7 minutes)
4) Review the sentences on the board to
make sure the students grasp the idea.
(2 minutes)
5) Give them five more sentences to
work on in teams (room halves). Each
sentence will be labeled where,
when, etc. to let the students know
what kind of word they are looking for
to put in the sentence. (15-20 minutes)
6) Each student will get a whiteboard

that they will use to write the word

that fits into the sentence. One person
from each side will come up to the
ELMO and write their word in the
blank. Each student will get a turn. (10
minutes)
7) Each person gets candy when they
write the word into the sentence.
Differentiation (Above, on, or below grade
level)

All on the same grade level*

Closure

Ask individual students to name the five

categories that adverbs cover.
Homework: Have them use their word charts
(or not) and fill in the blanks for five
sentences.

Reflection

This lesson went really well. Though the

students could certainly use more practice
with adverbs, they caught on fairly quickly
with filling in the blanks. Some students just
picked a word and put it in the blank even
after I told them that it needed to make sense.
I think reading the sentence out loud with the
words in them helped the students see that not
all of the words fit in the blank.
This lesson plan went much better than my
first lesson plan on adverbs but that was my
fault because I didnt expand very much the
first time and these students really need a lot
of expanding in order to understand
something.
Most of the students did their homework at
the end of class so that they would not have to
worry about it for homework. They all did
very well. I think there were only one or two
students who used a word that did not make
sense but I read the sentence out loud to them
and asked them if that word made sense and
they went back to their seat and corrected the
word and got it correct.

*Even though they are not all on the same level, they are all fairly low so my mentor teacher
teaches them on the same level for the most part.

Verbs

Where

When

How (-ly)

Extent

Run
Jump
Sing
Scream
Play
Ride
Dance

Outside
Inside
Everywhere
There
Here
Close
Far

Now
Never
Tomorrow
Tonight
Yesterday
Soon
Today

Quietly
Easily
Gracefully
Finally
Badly
Immediately
Carefully

So
Very
Almost
Too
A lot
Never
Not

Class Sentences:
1) The cat ran ___________________. (-LY/HOW)
2) My friend jumped out of a tree ____________________. (WHEN)
3) My sister screamed ______________________ when she was a child. (EXTENT)
4) I like to dance __________________. (WHERE)
5) She rides horses ________________ (EXTENT) ____________________ (-LY/HOW).
Game Sentences:
1) I used to play ________________ when I was younger. (WHERE)
2) I ride my bike ___________________________ down the street. (-LY/HOW)
3) He will run in the race ____________________. (WHEN)
4) She is ______________ good at riding horses. (EXTENT)
5) She sang ____________ (EXTENT) __________________ (HOW/-LY).
Homework Sentences:
1) The cat ran _________________. (-LY/HOW)
2) I ride my bike _________________ down the street. (-LY/HOW)
3) I like to dance ________________. (EXTENT)
4) He will run the race _____________________. (WHEN)
5) She sang ________________ (EXTENT) ___________________ (HOW/-LY).

Verbs

Where

When

-ly (How)

Extent

Run
Jump
Sing
Scream
Play
Ride
Dance

Outside
Inside
Everywhere
There
Here
Close
Far

Now
Never
Tomorrow
Tonight
Yesterday
Soon
Today

Quietly
Easily
Gracefully
Finally
Badly
Immediately
Carefully

So
Very
Almost
Too
A lot
Never
Not

Homework Sentences:

1) The cat ran _________________. (-LY/HOW)

2) I ride my bike _________________ down the street.
(-LY/HOW)
3) I like to dance ________________. (EXTENT)
4) He will run the race _____________________. (WHEN)
5) She sang ________________ (EXTENT)
________________(HOW/-LY).

1) I used to play ________________

when I was younger. (WHERE)
2) I ride my bike
___________________________
down the street. (-LY/HOW)
3) He will run in the race
____________________. (WHEN)
4) She is ______________ good at
riding horses. (EXTENT)
5) She sang ____________
(EXTENT) __________________
(HOW/-LY).