Institute for Standards, Curricula, and Assessments

At a minimum, each lesson should have activities for introduction, development, and a conclusion that leads to the next lesson. Activities should succinctly describe what the student will do. Be sure to list key questions for each activity. For “Anticipated Misconceptions” and “Special Points,” make a considered prediction. See Tab 6 for “Reminders for Writing Lessons.”

Lesson Number: 7 / Title: Categories of Adverbs -- Presentation

Learning Goal(s):

1.Recognizing categories of adverbs and using the dictionary and thesaurus to expand these categories with adverbs not studied before

Time
(min.) /

Teacher Instructions & Student Activities

/ Anticipated
Misconceptions • Errors • Ss Questions / Special Points to
Support Student Learning / Materials
45
Intro. / Using Web Sites or textbooks, T and Ss can begin to identify the many categories of adverbs currently recognized in grammar books and by grammarians.
T. may introduce each of the categories of adverbs using pictures or listing sentences where adverbs from the category under study are underlined.
T. may post throughout the classroom the name or descriptor of each of the 13 categories that this unit examines; or T. may introduce the category label and adverbs in the category, one category at a time.
In this unit, the following categories of adverbs are presented:
CATEGORY OF ADVERB
QUESTION
  1. Manner
How?
Speed
How fast?
Quality
How well?
Level of Noise
How loud?
Movement
In what direction?
  1. Place
Where?
  1. Time
When?
Frequency
How often?
  1. Certainty and uncertainty
How true or possible?
  1. Cause
Why?
  1. Degree / Completeness
To what extent?
  1. Number
How many?
  1. Interrogative
“WH____” word…….?
  1. Relative
“WH____” word in a
sentence
  1. Negator
“NOT”
  1. View-point –
Sentential or Conjunctive
  1. Comparative
More? / Less?
  1. Superlative
Most? / Least? / These suggestions for implementing this part of the lesson are very tentative: Only the T. and the Ss determine how to proceed. This part of the lesson may be extended and implemented in more than one session. It is entirely up to each individual T. to decide how much information may be effectively introduce in one session or lesson.
It is very important, however, to post these categories of adverbs around the room, with as many adverbs listed under each heading, so Ss can begin to use these adverbs and recognize their proper categorization. / Pictures where students can recognize the listed adverbs are essential to master the concept of adverb. / Lots of pictures
The following Web Sites are very helpful:


http://grammar.uoregon.edu/adverbs/adverbs.html




http://newton.uor.edu/facultyfolder/rider/adverbs.htm
LISTS of ADVERBS






Difficult examples


Technical Examples
http://www.cis.upenn.edu/~xtag/tech-report/node173.html
45
Dev. / As shown on Lesson 6, using ELMO T. continues to show pictures, recognize and express orally sentences using adverbs that can be recognized in the pictures and write these sentences and, now, categorize the adverbs used in the sentence.
Ample modeling needs to be provided by T. and Ss need to practice as a whole group for careful T. monitoring, modeling and re-modeling before working in small groups, pairs and finally, individually. / As Ss look at pictures, and with categories of adverbs posted around the classroom and extensive lists of adverbs displayed under each category heading, Ss may practice and may also, using the dictionary and thesaurus, provide additional examples (synonyms of listed and displayed adverbs.) / Dictionary
Thesaurus
Lots of pictures

Post-Teaching Evaluation Questions:

Questions about Effectiveness of the Lesson in Achieving Learning Goals (Did the students …[insert goals 1 etc]?) / How Did Student Respond? / What Needs Changing? Why?
Did the students recognize categories of adverbs and use the dictionary and thesaurus to expand these categories with adverbs not studied before?

z(c) Proprietary material. Not for distribution, duplication, publication without explicit permission of the Institute for Standards, Curricula & Assessments. 2000.

L7.Sadek.Adverbs_04_08_08Last printed 4/9/2008 3:09 PM