Jordan Lallemont

ENG 402
Grammar Mini-Lesson
Adverbial Clauses
Learning Outcomes:
Students will be able to define adverbial clauses.
Students will be able to create sentences using adverbial clauses.
Procedure:
3.5 minutes- Today we are going to work with adverbial clauses. First of all, what does an
adverb do? (receive answers) Okay, so adverbs are sort of similar to adverbial clauses.
An adverbial clause is a group of words that describe a verb or a whole subject plus verb unit.
They usually answers the questions who, what, how, or why about the action. Also, they are
dependent clauses. So let’s look at some examples that I created. (read examples from
PowerPoint) As you can see, most of the time adverbial clauses are movable meaning that they
can be placed at the beginning or end of the sentence.
We can create our own adverbial clauses by adding a subordinate conjunction to two relating
sentences. A subordinate conjunction is a conjunction that introduces a dependent (subordinate
clause). (read examples from PowerPoint) So in my examples, I added the subordinate
conjunction “since” to combine both sentences. As you can see, this adverbial clause is able to be
moved to either the beginning or end of the sentence.
4 minutes- (Pass out notecards) So now you guys are going to practice creating sentences with
adverbial clauses. On the notecards I handed you are independent clauses. We are going to do a
cocktail party. When you meet another person, work together to combine the two independent
clauses by making one of them an adverbial clause. You can do this by adding a subordinate
conjunction which will be listed on the next screen. I also put up the previous example in case
you guys need help. After you discuss, move on to another person and do the same thing.
Remember sentences that were interesting
First write an independent clause using “I” as the subject on the notecard that I gave you. When I
tell you to go, mingle around the room. When you meet another student, try to combine your two
independent clauses by transforming one into an adverbial clause. You can do this by adding a
subordinate conjunction which will be listed on the next screen. After you discuss, move on to
another person. Remember sentences that you created that were interesting that you would like to
share with the class. (Students begin activity)
What interesting sentences with adverbial clauses did you come up with?
0.5 minute-For homework, I want you to revisit either your short or literacy narrative and
highlight adverbial clauses that you used in your pieces. I also want you to find a way to
incorporate two new adverbial clauses in your next revision.
Model:
When going to class, I nearly tripped over a squirrel that was dragging a Chick-fil-a sandwich.
I was late for class even though I didn’t trip over the squirrel.
Since my mom made spaghetti and garlic bread for dinner tonight, I am going to have seconds.
I am going to have seconds since my mom made spaghetti and garlic bread for dinner tonight.
Students will also be creating their own models through the cocktail party.
Practice:
Students will be adding two adverbial clauses to either their short or literacy narratives.
Assessment:
I will be observing the students during the cocktail party to see if they are using adverbial clauses
correctly. I am also having them share some of the examples they come up with out loud to the
class. Lastly, I will assess them by looking at the adverbial clauses in the revisions that they
create.
Bibliography:
Weaver, Constance. The Grammar Plan Book: A Guide to Smart Teaching. Heinemann, 2007.