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LESSON PLAN TEMPLATE

Name: Lauren Ellis

Date: April 14, 2011

Grade Level/Subject: 5th Grade/ English

Prerequisite Knowledge: Knowledge on nouns, adjectives, and adverbs

Approximate Time: 45 minutes

Student Objectives/Student Outcomes: This lesson is a re-teach from two previous lessons. The purpose of this lesson is to
ensure that all students grasp the concepts of both adverbs and comparing with adverbs.

Content Standards: STATE GOAL 3: Write to communicate for a variety of purposes.


B. Compose well-organized and coherent writing for specific purposes and audiences.
3.B.2d Edit documents for clarity, subjectivity, pronoun-antecedent agreement, adverb and adjective agreement and verb
tense; proofread for spelling, capitalization and punctuation; and ensure that documents are formatted in final form for
submission and/or publication.

Materials/Resources/Technology: two different English books, white boards, and worksheets

Implementation:

Time
Opening of lesson: (Objectives, hook, behavior expectations)
Okay before we begin, I want to ask you guys some questions!
-What is an adverb?
-What does an adverb tell?
- How do you compare adverbs?
-What suffix do you add to the end or the beginning of adverbs when comparing two things?
-What suffix do you add to the end or the beginning of adverbs when comparing three or more
things?
(These questions are to remind them of the two previous lessons they have already had, and they
didn’t go so well. Therefore, this lesson is based on re-teaching the lesson of adverbs and
comparing adverbs properly. )
Okay so I will write these rules on the board
-When comparing two things, use MORE or –ER
-When comparing three or more things, use MOST or –EST
-When an adverb with an –LY ending comes up, DON’T CHANGE THE ENDING!!

Procedures: Include critical thinking questions and accommodations for individual needs
Before we begin comparing adverbs, I want to ensure that you guys understand what a verb is, what an
adverb is and the difference between the two.
-What is an adverb again?
-What is a verb?
Okay with this information, I want to do a couple practice problems with you. The reason we are
going back over this lesson that we have already done is because the worksheets I gave you guys
for HW didn’t go so well. Therefore we are going to do this lesson, and when you get your
worksheet back, you will have an opportunity to earn some points back. You will also have a WS to
complete for homework.
ON your whiteboards, you will write the verb, the adverb and tell me if it is telling you how, when
or where. Do this for 1-10, we will go over them as a group, then I am going to give you a few
examples. (the worksheets are located in their reading workbook)
Once we go over those ten and I am confident the students know the difference between a verb and
an adverb, then I am going to give them 5 more problems that were from the HW they already
completed, but that a lot of them had problems with:
Tell me the verb, the adverb and if it is telling you HOW, WHEN or WHERE:
1.Exhibitors displayed her paintings everywhere
2. She skillfully used a primitive style of painting.
3. Eventually Anna Mary married the man, Thomas Moses

Okay, now that we fully understand adverbs, we are going to move on with comparing with
adverbs. We have the three main rules already written, so you can refer to those if you need to. We
are going to do these as a group and then do a couple from the original homework.
(These problems are also in their reading workbook.)
Once we have gone through the 15 problems, I will do a few examples again, just to check for
understanding.
These problems are from their homework the night before:
1. She spoke _(most earnestly) of al about the monkeys and apes. (Earnestly)
2. The final speaker spoke (longer) than the others. (Long)
3. Chimpanzees resemble gorillas (most closely) of all the apes. (closely)

Now that we have done several problems together, it is now your turn to try again on a new
worksheet that will be due tomorrow. If you get a paper back and it says ‘see me’, you may come up
and ask for help. But if you felt you have grasped the concept better, then you may correct mistakes
on your own and receive some credit back for the missed problems.

Summary/Closing:
Now that we have done several problems together, it is now your turn to try again on a new
worksheet that will be due tomorrow. If you get a paper back and it says ‘see me’, you may come up
and ask for help. But if you felt you have grasped the concept better, then you may correct mistakes
on your own and receive some credit back for the missed problems.
**REMEMBER to use the rules on the board to help you complete the sentences and don’t forget to
underline the adverbs and circle the verbs!!

Student Assessment:
The assessment will be the new worksheet that I have given the students for homework. This is the
second assessment I will be giving them for these subjects, so I will also compare how well they did
the second time to the first time around. My other assessment will be from the students that I have
asked to see me on their worksheets when I am able to work one-on-one with them and see if the
new lesson has helped them better understand at all.

The only accommodations I will be making for this is for a student that currently isn’t able to
complete all parts of assignments because of an emotional disability. Therefore I will be modifying
his worksheet by taking off a few problems.