Parts of Speech Unit 4 Adverbs, Lesson 2: Adverbs Modifying VerbsStandards Met: This lesson is part of the English Language Arts, Parts of Speech Unit 4, Adverbs, and meets the standards and activates the habits of mind delineated in that unit plan document. Big Ideas: Manner of action, time of action, clear, concise prose, complete and grammatical declarative sentences, the sentence as a complete thought, adverbs as a modifier of verbs. This lesson aims to aid students in constructing an understanding of the use of adverbs, in this case the use of the adverb in modifying verbs and elaborating on the manner of action they describe. This lesson further aims to caution students to avoid the gratuitous use of adverbs (i.e. “He yelled loudly,” “She whispered quietly”) because they clutter clearly composed, declarative sentences. This lesson activates prior knowledge of nouns, verbs, adjectives, the elements of a grammatically complete sentence, style and verve in writing. Students will be able to develop an understanding of the use of adverbs in their most basic function, modifying verbs, using a teacher-made worksheet, and apply this knowledge to compose sentences from subject to period incorporating a clearly identified adverb.Classroom Aim: What is an adverb? How does an adverb function in a declarative sentence? How do we use adverbs to modify verbs? What meaning do adverbs add to verbs? Where should we avoid the use of an adverb to modify verbs?Do Now: 1. Cultural Literacy Worksheet: Stereotype; 2. Parsing Sentences Worksheet, Adverbs 1Class Work: This is a guided inquiry in which students will use a structured (namely, modified cloze exercises), teacher-made worksheet that capitalizes on students’ idiosyncratic prior knowledge to guide them toward using the proper adverb given the sense of the sentence and the verb that it will modify. SUPPORT: Adverbs word bankIndependent Practice: Students will be able, as independent practice, to write six sentences that show understanding of the proper use of the adverb to modify the verb in the sentence.

Methods and Materials: This lesson is presented as a highly structured guided inquiry. Therefore, it is designed to meet the needs of struggling and/or alienated students who deal with impediments to learning, including low levels of reading and writing ability, attention deficits, executive function weakness, or a variety of other behavioral and cognitive impairments and disabilities. Therefore, this lesson may have as many as four different versions of its do-now exercises, and scaffolded worksheets, edited for students’ reading ability. While this lesson addresses a skill necessary to achievement in the English language arts curriculum, its general focus is on enhancing students’ overall literacy and facility with language This lesson’s focus is to address difficulties in writing, particularly at the level of the grammatically complete expository sentence, by teaching syntax, grammar, and style synthetically. Please see Parts of Speech Unit 4: Adverbs Unit Plan for a fuller exposition of the students this lesson is meant to serve and its methods in meeting their needs. This lesson includes a support; see Key Points and Connections below for tips on its use.

Need for Lesson: ELA POS UP4AV LP2*lp; ELA POS UP4AV LP2*dn1; ELA POS UP4AV LP2*sup; ELA POS UP4AV LP2*ws

Key Points and Connections: Be sure students remember, from Lesson 1, the an adverbs first job is to answer the question How is or

was it done? In other words, students should remember that an adverb describes the manner in which an action—and that the verb in a sentences names that action—is performed in a sentence.

This lesson includes a support, which is differentiated by reading level, and is aligned with the teacher’s copy/answer key. In comparison with answer keys in earlier units of the overarching Parts of Speech Unit, this edition contains slightly more that twice as many words than students require to complete the modified close exercise on their worksheets; therefore, students will conduct a more comprehensive heuristic search to find the appropriate word for each cloze blank. This is by design: as students progress through this unit, they will internalize, if they are capable, a growing ability to perform heuristic searches in increasingly larger bodies of text. The answer key gives column numbers, which can be given to students as hints. Students should really use each word once; however, if they choose a

Key Points and Connections, continued:word that is appropriate to the blank, but is not the adverb given on the answer key, they should probably be permitted to use that word. Similarly, students who pull an appropriate adverb from prior knowledge should definitely be allowed to use that word.

Essential Questions: What is an adverb? What is the difference between an adjective and an adverb? What is the work of adverbs in sentences? How do adverbs work with, or modify, verbs?

Next Lesson: Parts of Speech Unit 4, Lesson 3: Adverbs of Time Modifying Verbs