Module Lessons / Grade 3: Module 4: Unit 1: Lesson 9

Language Dive Guide: One Well: Adverbs

Notes / Refer to the Language Dive in Module 3, Unit 1, Lesson 7, for detailed notes on how the Language Dive format has changed starting in Module 3.
Sentence / Because water is not evenly distributed across the globe, nearly one-fifth of the world’s population does not have access to enough water. (from page 20, Paragraph 3 of One Well by Rochelle Strauss)
Rationale / This sentence is compelling because it uses the verbs is not distributed and does not have, as well as the adverbs evenly and nearly to help address the daily learning targets and L3.1a. This sentence connects to the big idea by helping us understand that water is not evenly distributed around the world and the consequences that this uneven distribution has on people in the world. Note that this Language Dive will focus on the function of verbs, and that the sentence will be used again in the Lesson 9 Language Dive, which will focus on the function of adverbs. Invite students to discuss each chunk briefly but encourage extended conversation and practice with the focus structure is not evenly distributed across the globe. After discussing this structure, students practice using it to describe their classroom. Students apply their understanding of the meaning and structure of this sentence when determining the function of verbs and adverbs in One Well and during the End of Unit 1 Assessment.
Time / 15 minutes
Throughout the Language Dive / Follow the same routines found in Module 3, Unit 1, Lesson 7.
Deconstruct / Refer to the chunk chart for language goals; display the sentence strip chunks; distribute the note-catcher. Follow the same routine found in Module 3, Unit 1, Lesson 7, to assist students in deconstructing, reconstructing, and practicing the chosen sentence.
Practice (Focus Structure)
Reconstruct
Practice (Sentence)

Language Dive Chunk Chart: One Well: Adverbs

Because water
Deconstruct:
Language Goals /
  • because: “What if we removed because in this chunk? Does it still make sense? Why do you think that?” No, it would not make sense. Because connects the thought in the first part of the sentence to the thought in the second part of the sentence. If we removed because, we would need separate the first and second part into two distinct sentences for them make sense again.
  • Students can discuss other words the author could have used in place of because in this sentence. (Since, As)

is not evenly distributed across the globe,
Deconstruct:
Language Goals /
  • evenly: “Can you figure out why Strauss uses the adverb evenly in this sentence?” To describe how the water is distributed or spread out around the world—not in equal amounts. Note that the suffix –ly is often added to an adjective to create an adverb. Note that the word not before evenly makes it negative. not evenly tells us that there is more water in some parts of the world than others. (adverb)
  • “What if we remove evenly? Does it still make sense? Why do you think that?” Without evenly, it means that water is not distributed across the globe, which doesn’t make sense, since water is all over the Earth.
  • Underline evenly in green and invite students to write it. Add evenly to the “Examples” column on the Parts of Speech anchor chart. (adverb) ✎
  • Place the first two chunks side by side and invite students to say the them in their own words and then sketch the meaning. ✎

Practice
(Focus Structure) /
  • Invite students to add to their sentence from the Lesson 7 Language Dive by including an adverb to describe the verb.
_____ [Noun] [is/is not] [are/are not] _____adverb] _____past participle] around the classroom. (Desks are neatly positioned around the classroom. iPads are not carefully organized around the classroom.) ✎
–To provide lighter support: “What happens if you put the adverb after the verb? Does it change the meaning? Why or why not?” No because an adverb makes sense before or after a verb.
–To provide heavier support: Provide a word bank for students to choose from when completing the sentence. (i.e., neatly, carefully, intentionally, equally).
  • “What adverb did you use in your sentence? What is the function of the adverb in your sentence?” Responses will vary, but may include: I used the adverb neatly, which describes the verb are positioned.

nearly one-fifth of the world’s population
Deconstruct:
Language Goals /
  • nearly: “Can you figure out why Strauss uses the adverb nearly in this sentence?” nearly modifies -one-fifth and tell us that it is almost—not exactly—one-fifth of the world’s population. Note that the suffix –ly is again added to an adjective create an adverb. Underline nearly in green and invite students to write it. Add nearly to the “Examples” column on the Parts of Speech anchor chart. Note that nearly describes a noun phrase in this chunk, not a verb; adverbs are used to describe multiple types of words. ✎
  • nearly one-fifth: Students can count off 1-5, stand with the “ones” on one side of the room and all the other numbers on the other side of the room, then demonstrate the meaning of nearly one-fifth by having one or two of the “ones” move to the other side of the room.

does not have access to enough water.
Deconstruct:
Language Goals /
  • “What does this chunk tell us?” It tells us that part of the world doesn’t not have enough water.
  • Students can discuss in pairs what they have learned about the parts of the world that do not have enough access to water and then sketch the meaning of the second two chunks. ✎

Because water is not evenly distributed across the globe, nearly one-fifth of the world’s population does not have access to enough water.
Reconstruct /
  • “Can you say this sentence in your own words?” Many people don’t have the water they need because there isn’t an equal amount of it around the world.
  • “Based on your understanding of this sentence, what can you infer about the lives of nearly one-fifth of the world’s population?” They will have a harder time getting water and their lives will likely be much harder than people who do have enough water.

Practice
(Sentence) /
  • Invite students to replace evenly and nearly with other adverbs without changing the meaning of the sentence:
Because water is not ______distributed across the globe, ______one-fifth of the world’s population does not have access to enough water. ✎
–To provide lighter support: “In addition to adverbs, what adjectives could you add to the sentence, and where would you place them?
–To provide heavier support: Provide an adverb bank for students to choose from when completing the sentence. (equally, neatly, proportionally/almost, about, practically)
  • What other questions can we ask that will help us understand this sentence?”
  • Language Chunk Wall suggestions:
  • Adverbs and adverbial phrases and clauses (describing verbs, adjectives, adverbs): is not evenly distributed across the globe / nearly one-fifth of the world’s population.

Language Dive Note-catcher:
One Well:Adverbs

Name: ______ Date: ______

Because water is not evenly distributed across the globe, nearly one-fifth of the world’s population does not have access to enough water.

Adverbs in the sentence / The words that the adverbs describe in the sentence:

Sketch the meaning of the sentence:

First two chunks: / Second two chunks:

______is/is not/are/are not ______

______around the classroom.

Circle the adverb in the sentence above.

What is the function of the adverb in your sentence?

Because water is not ______distributed

across the globe, ______one-fifth of the world’s population does not have access to enough water.

Language Dive Sentence Strip Chunks:
One Well:Adverbs

Because water
is not evenly distributed across the globe,
nearly one-fifth of the world’s population
does not have access to enough water.

Determining the Main Ideas Note-catcher:
Pages 22 and 23 of One Well

(Example, for Teacher Reference)

RI.3.1, RI.3.2

Main Idea(s)
1.The population is growing which means we need more water / 2. People now use more water than they used to
Supporting Details
Answers could include:
More people mean a greater demand for water. / The average person today uses about six times more water than a hundred years ago.
As towns and cities grow to accommodate all these people, they gobble up land, which also affects nearby water. / There are more of us, and our demand for water at home, in industry and in agriculture has grown tremendously.
We need more and more water for crops and livestock in order to feed Earth’s growing population.

Determining the Main Ideas Note-catcher:
Pages 22 and 23 of One Well

RI.3.1, RI.3.2

Name: ______ Date: ______

Main Idea(s)
1. / 2.
Supporting Details

Research Note-catcher: Demands on Water

(Example, for Teacher Reference)

W.3.7, W.3.8

Research question: Why must we act now to protect our water supply?

Issue / Impact
(What is the issue people are facing with water?)
The issue is:
The population is growing so we need more water, and people are using more water today than they ever have before. / (How does the problem affect people?)
It affects people by:
towns and cities grow to accommodate all these people, which uses a lot of land.
Action / Call to Action
(What are some ways to solve it?)
Some ways to solve the issue are: / (Why is it important to solve the problem?)
It is important to solve the problem because:
By 2025, many experts predict that one out of every four people will live in a country that is short of water. By 2050 4 billion people may be living without enough clean water.
Sources (page number, title, author):
Pages 22 and 23 of One Well: The Story of Water on Earth by Rochelle Strauss

Research Note-catcher: Demands on Water

W.3.7, W.3.8

Name: ______ Date: ______

Research question: Why must we act now to protect our water supply?

Issue / Impact
(What is the issue people are facing with water?)
The issue is: / (How does the problem affect people?)
It affects people by:
Action / Call to Action
(What are some ways to solve it?)
Some ways to solve the issue are: / (Why is it important to solve the problem?)
It is important to solve the problem because:
Sources (page number, title, author):

Homework: Language Dive Practice
One Well: Adjectives

(Answers, for Teacher Reference)

  1. Look at the scrambled sentence below from One Well. Write it in the correct sequence:

not all of the water can be used / Though / to meet our needs. / we live on a watery planet

Though we live on a watery planet, not all of that water can be used to meet our needs.

  1. Underline the adjective in the sentence above and write the function of the adjective below:

watery; it describes the world planet, telling us that our planet is full of water.

  1. Add an adjective and a noun to the sentence frame to describe where you live:

I live on a ______

[adjective] [noun].

(Responses will vary)

  1. Part A: What part of speech is the word limited in the sentence below? Circle one:

That’s because we humans and many other species depend on freshwater, and supplies of freshwater are limited.

Noun pronoun adjective verb adverb

Part B: Write the function of limited below:

It describes supplies of freshwater in the sentence, telling us that there is not a lot of freshwater for us to use.

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