ADVERBS

· Introduction: Begin the lesson by asking students what they know about adverbs. Encourage them to share examples of adverbs they have encountered.

· Discussion: Discuss with students the role of adverbs in sentences. Explain that adverbs describe how, when, or where an action is performed. Students will be introduced to a short video clip from the teacher’s blogsite., discussion will ensue.

Explore (15 minutes):

· Activity - Adverb Hunt: Divide the class into small groups and provide each group with a list of sentences. Instruct students to identify the adverbs in each sentence and categorize them according to how, when, or where they modify the action. Encourage them to discuss their findings within their groups.

· Class Discussion: Bring the groups back together and discuss their findings. Ask each group to share some examples of adverbs they found and how they categorize them.

· Complete activities orally from teacher’s blogsite, stating why they have decided on the answers they chose.

Explain (10 minutes):

· Introduction to Extending Adverbs: Explain to students that they can extend their use of adverbs by incorporating them more creatively into their writing. Provide examples of simple sentences and demonstrate how adding adverbs can enhance the detail and description.

· Guided Practice: Guide students through creating sentences with adverbs. Encourage them to think about different ways to describe actions using adverbs.

· Explain in simple terms what adverbs are and they types there are, giving examples.

Elaborate (20 minutes):

· Writing Activity: Provide each student with a picture prompt or a simple sentence. Instruct students to write a paragraph or a short story using adverbs to describe the actions and events in the picture or sentence.

· Students will be show two sample paragraphs. One where adverbs are eliminated from the passage and the other where adverbs are used. They will compare the two writings so as to show how adverbs make the story come alive.

· Peer Review: After completing their writing, pair students up and have them peer-review each other's work. Encourage them to identify the adverbs used and provide feedback on how effectively they enhance the writing.

Evaluate (5 minutes):

· Assessment: Collect the students' writing assignments and assess their use of adverbs. Provide feedback on their ability to extend the use of adverbs in written work, focusing on creativity, clarity, and effectiveness.

· Reflection: Conclude the lesson by asking students to reflect on what they have learned about using adverbs in their writing. Encourage them to share any new insights or challenges they encountered.

· Rubric for Evaluating Writing Task: Extending the Use of Adverbs

Criteria	Excellent (4)	Good (3)	Fair (2)	Needs Improvement (1)
Use of Adverbs	Consistently and creatively uses adverbs to	Uses adverbs appropriately to describe	Uses some adverbs, but they may not	Uses few or no adverbs, or uses them
	enhance detail and description. Adverbs are	actions and events. Adverbs enhance	always enhance the detail and	incorrectly, resulting in unclear or
	effectively integrated into the writing,	the writing to some extent.	description. Some adverbs may seem	awkward sentences. Adverbs do not
	contributing to clarity and vivid imagery.		misplaced or unnecessary.	contribute to clarity or vivid imagery.
Creativity	Demonstrates exceptional creativity in	Shows creativity in the use of language	Demonstrates some attempts at creative	Lacks creativity; writing is mundane
	the choice and arrangement of adverbs.	and adverbs to describe actions and	expression and use of adverbs.	and lacks originality in the use of
	Adverbs enhance the writing with originality	events. Writing shows some imaginative	Writing may lack originality or be	adverbs.
	and flair.	expression and flair.	repetitive in places.
Clarity and Cohesion	Writing is clear, coherent, and well-	Writing is generally clear and	Writing may lack clarity in places or	Writing lacks clarity, coherence, and
	organized. Transitions between ideas are	organized, with some transitions	exhibit disjointedness between ideas.	organization. Transitions between ideas
	smooth and logical.	between ideas.	Transitions may be abrupt or	are lacking or ineffective.
			unclear.
Grammar and Mechanics	Demonstrates a strong command of grammar,	Shows proficiency in grammar and	Some errors in grammar, punctuation,	Numerous errors in grammar, punctuation,
	punctuation, spelling, and sentence structure.	mechanics with occasional errors.	spelling, or sentence structure may	spelling, or sentence structure detract
	Writing is virtually error-free.		distract from the writing.	from the writing and hinder readability.
Adherence to Task	Fully meets the requirements of the task,	Mostly meets the requirements of the	Partially meets the requirements of	Does not meet the requirements of the
	demonstrating a thorough understanding of	task, demonstrating a satisfactory	the task, with some aspects of the task	task.
	extending the use of adverbs in written work.	understanding of extending the use of	left incomplete or unclear.

· Each criterion is assigned a score ranging from 1 to 4, with 4 being the highest and 1 being the lowest. The total score can be calculated by adding up the scores for each criterion, providing a comprehensive evaluation of the writing task.

Extend (Optional):

· Adverb Games: Introduce fun games or activities that reinforce the use of adverbs, such as adverb bingo or adverb charades.

· Complete activities on the teacher’s blogsite for further practice.

· Adverb Challenge: Assign students to find and record adverbs they encounter in books they are reading outside of class. Encourage them to share their findings and discuss how adverbs are used in different contexts.

By following this 5E lesson plan, students will not only gain a better understanding of adverbs but also begin to apply them more effectively and creatively in their writing.

Passage 1 –Without Adverbs

Emily tiptoed across the floorboards of the old attic, holding a dusty journal in her hands. She glanced around the room, searching for signs of movement. She heard a rustling noise coming from behind a stack of crates. As she edged closer, her heart pounded in her chest. She reached out to investigate, and a small mouse darted out from its hiding place, scurrying away into the shadows. Emily let out a sigh and smiled slightly, grateful that the mysterious sound was nothing more than a harmless visitor. With courage, she continued her exploration of the attic, eager to uncover its secrets.

Passage 2 - With Adverbs

Emily carefully tiptoed across the creaky floorboards of the old attic, holding a dusty journal in her hands. She glanced nervously around the dimly lit room, cautiously searching for any signs of movement. Suddenly, she heard a faint rustling noise coming from behind a stack of ancient crates. With bated breath, she slowly edged closer, her heart pounding loudly in her chest. As she reached out hesitantly to investigate, a small mouse darted out from its hiding place, scurrying away quickly into the shadows. Emily let out a relieved sigh and smiled slightly, grateful that the mysterious sound was nothing more than a harmless visitor. With newfound courage, she continued her exploration of the attic, eager to uncover the secrets hidden within its walls.

In this passage, adverbs such as "carefully," "nervously," "cautiously," "suddenly," "faintly," "hesitantly," "slowly," "quickly," and "gratefully" are used to describe the manner in which Emily moves and reacts, adding depth and detail to the scene.

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ADVERBS

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