Adverb Usage

At the end of the unit, students will be able to...

a. Understand the function of an adverb.

b. Identify adverbs in sentences.

c. Form the comparative forms of adverbs.

d. Use comparative forms of adverbs.

e. Differentiate between adverbs and adjectives in sentences.

Yes

Informal Evaluations-Teacher observations will be made during all guided practice. Several sentences and word examples will be used for lecture and student understandingof the following objectives:  understanding the function of an adverb, identifying adverbs in sentences, forming the comparative forms of adverbs, using comparative forms of adverbs, differentiating between adverbs and adjectives in sentences.  Guided practice will occur after each new concept is introduced.

Independent Activities-Daily assignments will be made as necessary after quided practice is accomplished and achieved. In independent practice, students will demonstrate an understanding of the function of an adverb, show the ability to identify adverbs in sentences, form the comparative forms of adverbs, and differentiate between adverbs and adjectives in sentences.

 End of Unit Exam-Students will take a unit exam over an understanding of the function of an adverb, show the ability to identify adverbs in sentences, form the comparative forms of adverbs, and differentiate between adverbs and adjectives in sentences.

80%

The students will:

1.  Look at several several examples of each kind of adverb on the markerboard/smartboard. Understand that an adverb modifies a verb, an adjective, or another adverb. **Many adverbs end in "ly".

2. Understand that adverbs show comparisons. Create a three column chart. The first column will have examples of short adverbs. The second column will have adverbs ending in "-er." The third column will have adverbs ending in "-est." "Er" is used when comparing two things, "est" is used when comparing three or more things. Some adverbs change their form completely. For example, well-better-best. On longer adverbs, use more and most.

3. Practice deciding if the modifier is an adverb or an adjective.

4. Students will take a unit exam over the function of adverbs, identifying adverbs, forming and the comparative of adverbs, and differentiating between adverbs and adjectives.

The teacher will:

1.  Introduce unit with a review of an adjective being a modifier to nouns. Then introduce the adverb, also a type of modifier. Adverbs tell how, where, when, and to what extent.

2.  Guide students as you explain that adverbs show comparisons.  Help them to complete their column chart that shows several examples of adverbs in "-er" and "-est".  Also explain that some adverbs totally change form.  Longer adverbs use more and most.

3.  A hard part to adverbs and adjectives is decide if the modifier is an adverb or an adjective.  Guide students as they answer problems.

McDougal, Littell Basic Skills in English

Additional Exercises Available

Tutoring

Modified Assignments

Peer Coaching

Tutoring

Shortened Assignments