Professional Documents
Culture Documents
ASHA. (n.d.). Attention deficit/hyperactivity disorder (ADHD). Retrieved April 28, 2016, from
http://www.asha.org/public/speech/disorders/ADHD/
1.2 Standards
CC.1.2.2.F: Determine the meaning of words and phrases as they are used in grade level
text including multiple-meaning words.
CC.1.2.2.J: Acquire and use grade-appropriate conversational, general academic, and
domain-specific words and phrases.
CC.1.4.2.Q: Choose words and phrases for effect.
CC.1.4.2.T: With guidance and support from adults and peers, focus on a topic and
strengthen writing as needed by revising and editing.
CC.1.5.2.A: Participate in collaborative conversations with peers and adults in small and
larger groups.
CC.1.5.2.B: Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media.
The standards used for this adapted lesson plan will remain the same, as they will all
still apply.
1.4 Procedures
1. The Document Camera will again be used to display a variety of sentences, this time
containing adverbs. To begin, the teacher will model the process of how he/she is able to
locate adverbs (via a think-aloud for the first two sentences). The teacher will also talk about
how the adverb adds meaning to the verb/sentence.
2. Okay, so lets take a look at our first sentence. It says, Joe sloppily eats his dinner.
Hmmmokay. So the sentence is telling me about Joe, and it says that hes eating. Thats
what hes doingso the word eats must be the verb, so Im going to underline that
(teacher will underline the verb in the second marker color)and sloppily must be the
adverb, because that word is telling me more information about how Joe is eating. The word
sloppily tells me that hes probably making a mess, and not eating very carefully. So, in
this sentence, sloppily is the adverb that describes the verb eats, so let me circle the
adverb sloppily (teacher will use the second marker color to do so).
3. Now lets look at our second sentence. It says, Joes sister eats her dinner neatly. So, in
this sentence, Im being told about Joes sister and how she eats. Shes doing the same thing
Joe was doingshes eating. So the word eats is the verb in this sentence too, so Im
going to underline that (teacher will use second marker color to do so). But even though I
have the same verb, it looks like I have a different adverb, because this sentence says that
Joes sister eats neatly. I think that the word neatly is the adverb in this sentence, because
its telling me more about how Joes sister eats. The word neatly tells me that she must not
eat like her brother, so she is probably very careful to not make a mess. So, I definitely know
that in this sentence, neatly is the adverb that describes the word eats, so I am going to
circle that (teacher will use the second marker color to do so).
4. In both of these sentences, I had the same verb: eats. But I had different adverbs that added
more meaning to what I was reading. The words sloppily and neatly really helped me to
picture and understand more about how Joe and his sister were eating.
5. So, now that Ive gone over the first two sentences with you, lets look at the next few
together.
6. The teacher will then transfer more responsibility to the students. The teacher will go through
the next few examples with the students, guiding and allowing them to do most of the work.
The students will be asked to identify the adverbs, explain how they were able to do so, and
tell how it adds meaning to the verb/sentence. In addition, each time the students are asked to
respond, the teacher will allow for a turn and talk to take place beforehand.
7. Okay so the first/next/last sentence says, _________ (Teacher will read the displayed
sentence out loud for all students to hear). I want you to turn and talk with your partner
about which word from this sentence you think is the adverb. I also want you to talk about
why you think the word you selected is the adverb, and about how it adds meaning to the
sentence or tells you more about whats going on.
8. Going sentence by sentence, the teacher will give students time to turn and talk with their
partners. He/she will then ask students to share what they talked about (which word they
picked out as the adverb; why they selected the word that they did; how the word gave them
more detail/added meaning to the sentence).
9. As students respond, the teacher should also underline the verb and circle the adverb using
the second marker color. In addition, every two sentences, the teacher will ask students to
think about what they notice (the two sentences have the same verb, but different adverbs;
the same action can be done in different ways). If students struggle, the teacher may ask them
to figure out whats the same and whats different about each of the sentences and/or ask
students how the sentences would be different if there were no adverbs included. In addition,
if students seem to grasp the concept more quickly, the teacher may choose to have students
discuss two sentences at a time.
10. The sentences being used for this portion of the lesson can be found below. The verbs are
underlined, and the adverbs are in bold.
a. Karen dances nervously.
b. Rachel dances happily.
c. Mark quietly plays with his toys.
d. Kate wildly plays with her toys.
e. James sings to his sister loudly.
f. Carl softly sings to his sister.
11. Once all of the sentences containing adverbs have been gone over, the teacher will ask
students to recall how adjectives and adverbs are different. He/ she will then go over
sentences that contain both adjectives and adverbs in order to have students demonstrate their
understanding of the difference between the two.
12. Alright, so now that weve gone over sentences with adjectives and sentences with adverbs,
lets look at some sentences that have an adjective and an adverb! Before we look at the
sentences, who can remind us about the difference between adjectives and adverbs? The
teacher will allow students to respond, seeking for the explanation that adjectives describe
nouns, and adverbs describe verbs. Once this has been recalled, the class will begin looking
at the sentences containing both an adjective and an adverb (one at a time).
13. Okay, so lets look at our first/next/last sentence. It says, _________. I want each of you to
think about which word is the adjective, and which word is the adverb. Once you think
youve figured it out, I want you to put your thumb on your knee.
14. Once most, if not all, of the students have placed their thumb on their knee, the teacher will
ask for students to share their thoughts: Alright, who would like to share what they think the
adjective/adverb is in our sentence? How were you able to figure that out? At this point in
time, the teacher may also choose to ask the rest of the class whether or not they agree, in
order to determine whether or not all students are grasping the difference between adjectives
and adverbs, as opposed to just the students being called on. In addition, he/she will
underline the nouns/verbs and circle the adjectives/adverbs (using the same colors as
previously). This process will be continued until each of the sentences have been discussed.
15. The sentences being used for this portion of the lesson can be found below. The nouns are
underlined and italicized. The adjectives are bold and italicized. The verbs are underlined
(not italicized), and the adverbs are in bold (not italicized).
a. Joe carefully rides his shiny bike.
b. Alex jumps slowly on the giant trampoline.
c. Chris runs quickly on the green grass.
d. Jenn excitedly writes a new book.
16. Independent practice will take place after the completion of this lessons session. Once
closure has been provided, the teacher will tell the students what they are to do on their own
(see below).
17. *Important note: At any point in this lesson, if the teacher calls on a student who does not
correctly identify what he/she has been asked to identify, the teacher will work to guide this
student to gain a better understanding, and potentially identify the correct word. For instance,
when a student does not identify the correct word, the teacher can consider doing the
following:
a. Ask the student What makes you think/say that? in order to gain more insight into
his/her thought process/misconception. (The teacher should ask this question of
students who identify the correct word as well, not just those who dont.)
b. Ask the student to recall the function of an adjective/adverb.
c. Ask the student to refer back to the anchor chart and review the part of speech (either
adjective or adverb) i.e. Well, lets look back at our anchor chart. What is an
adjective/adverb? in order to have the student recall the type of word they are
looking for (if they cannot recall the function of the word on their own).
d. Ask the student to identify the noun/verb in the sentence, in order to decide whether
or not the word they chose makes sense (i.e. For example, when given the sentence
Joe carefully rides his shiny bike., lets say the student identifies the word carefully
as the adjective. Upon asking the student to recall the function of an adjective, the
student will find that an adjective describes a noun. The teacher may then ask the
student to identify the noun in this sentence. Once the student locates the noun (in this
case, bike), the teacher can then ask the student whether or not the word carefully is,
in fact, describing the word bike. Upon realizing that the word carefully does not
describe the word bike, the teacher can then ask the student to identify the word
(adjective) that does describe the word bike.
e. Ask the student to recall what a noun/verb is (person, place, or thing/action word), if
he/she has difficulty identifying the noun/verb in the sentence (if asked to see
above).
f. While the goal here is for the student at hand to gain a better understanding, the
teacher must be mindful about whether or not the student is becoming frustrated. If
this happens, the teacher should not continue prompting the same student over and
over again in front of his/her peers. Rather, in such an instance, the teacher can
choose to ask a fellow classmate to offer help (i.e. [student], would you like to help
[student] out?). Also important to note, though, is the fact that if/when such an
instance occurs, the teacher needs to ensure that the student who was struggling to
identify the correct answer does not feel ashamed/embarrassed. To do this, the teacher
can make it a point to let the student know that it is okay if he/she is not completely
sure of the correct answer. The important thing is that they try, not necessarily that
they always come up with the correct/expected answer.
As during this lessons anticipatory set, any students with ADHD will be seated near the
teacher. In addition, the teacher may also choose to allow these students (depending on
their individual needs) to utilize a stress ball/other small manipulative in order to
enable some sort of movement during portions of the lesson that do not call for any
movement. Furthermore, though, during the procedures portion of this lesson plan, the
teacher will work to incorporate additional movement. In order to do so, the teacher
will have students act out the different verb-adverb combinations that appear in each of
the reviewed sentences. Not only will this effectively incorporate some movement for
those students who have trouble sitting still, but this can also allow the teacher to place
additional emphasis on the way in which adverbs can add meaning to other words. For
instance, while dancing is one action, it means something different to dance nervously
than it does to dance happily. By incorporating this opportunity for movement, the
teacher and students can focus on such differences as they review each of the lessons
sentences.
1.5 Differentiation
This section is not to be completed.
1.6 Closure
1. In order to provide closure, the teacher will briefly hit some key points before asking the
students to engage in the independent practice.
2. Okay, so before we finish up, lets remember: An adjective describes a _________! (Students
will call out noun if they struggle to do so, the teacher can point to the chart paper). And
an adverb describes a _________! (Students will call out verb if they struggle to do so,
the teacher can point to the chart paper).
3. And who can remind us why its important for good writers to use adjectives and adverbs
when they write, and for good readers to look for them when they read? (They can describe
and add meaning to other words. They help us to visualize/picture/understand more about the
things we read.)
If students struggle to provide the desired response, the teacher will prompt the class further
(i.e. by calling their attention to the way in which including adjectives/adverbs can change
whats going on/add detail/etc.). One way in which the teacher could do this would be by
calling students attention back to the first two sentences containing adverbs (Joe sloppily
eats his dinner. and Joes sister eats her dinner neatly.). In doing so, the teacher could ask
the students to consider how these sentences would be different if they did not contain any
adverbs).
4. Once the desired response(s) regarding the importance of adjectives/adverbs have been
offered/addressed, the teacher will continue: Thats right! This is why it is important for us to
include adjectives and adverbs in our own writing! We want to add meaning to the things
that we write, and we want our readers to really be able to picture what it is that we are
saying.
5. Being that this is an introductory lesson on the idea of adverbs, the main idea is to have
students identify them in sentences that have already been written by others. Once the
students have gained such practice, however, the idea is for the teacher to see how well the
students can incorporate the usage of adverbs (and adjectives) to something that they have
written themselves. Thus, it is at this point in time that the teacher will provide students with
directions for the independent practice activity.
6. Boys and girls, now that we have seen some good examples of adjectives and adverbs being
used in sentences, and have practiced identifying them, each of you are going to practice
using them in your own writing. I want each of you to take out your most recent narrative
draft (teacher will have students do so). You are going to take a look at your draft, and read
it over. As you do so, identify any places in which adding adjectives/adverbs would help your
writing to become more detailed, and would give your reader a better idea of what is going
on in your story. Weve already learned about adjectives, and I know that many of you
already try to include them in your written pieces. So, today, I want you to focus on adding in
some adverbs that will help your story to come alive! As you add these words to your draft,
use a yellow highlighter to identify them. You will then go back and reread your draft in
order to see how your usage of such descriptive words has improved your written piece.
7. The teacher will then allow the students to get to work on adding adjectives and adverbs
(mainly adverbs) to their already-written narrative drafts. At this point in time, the teacher
will be available for conferencing. Once the students have been given an opportunity to
modify their drafts, the teacher will view each students draft and corresponding changes.
The results from this will not only help the teacher to plan for future writing instruction, but
will also allow the teacher to see which students need more assistance regarding the purpose
and/or usage of adjectives and adverbs.
Again, during this portion of the lesson, any students with ADHD will be seated near
the teacher, and may also be permitted to fiddle with a stress ball/other small
manipulative. Additionally, being that the students will now be given an opportunity to
work independently, and that conferences will be taking place, the teacher may choose
to conference with these students first, in order to ensure that they are ready to engage
in the task at hand. The teacher may also choose to keep an eye on or check in with
these students more frequently, in order to ensure that they are remaining on-task. This
is due to the fact that any students with ADHD would still need to complete the same
required task as the rest of their peers. However, it should also be noted that the
teacher should not check in with these students unnecessarily, or in a way that
interrupts them. Being that other students are working independently, the goal should
also be for these students to work as independently as possible. Thus, the teacher should
only intervene when absolutely necessary.
1.8 Materials/Equipment
Chart Paper
Markers (2 colors 1 for nouns and adjectives; 1 for verbs and adverbs)
Sentence sheets for Document Camera
Document Camera
Highlighters (1 per student)
Pencils
Each students narrative draft
If the teacher chooses to permit any student(s) with ADHD to utilize a stress ball/other
small manipulative during portions of this lesson that do not allow for any physical
movement, these materials would need to be added to this section.
1.9 Technology
A document camera will be used throughout the course of this lesson.
There are no technological adaptations needed for this version of the lesson plan.