Using Adjectives in
Writing
Learning Outcomes:
 Identify adjectives in writing
 Use adjective in own writing to describe
a verb
Included:
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Easy, no prep lesson
Detailed teacher lesson plan
Worksheets
Assessment rubric
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Instructional Plan
Objectives: Use adverbs to describe and actions in paragraphs.
(Note: This lesson assumes that students have learned: noun, verb, and adjective)
Introduction
1. Review with students the meaning of the following:
 Noun
 Verb
 Adjective
Handout whiteboards and markers to the students. Call out a word either a noun,
adjective or verb. Students will identify what part of the speech the word you said is.
For example: dog, students will write down “noun” on their whiteboards.
2. Create a sentence on the board together. For example, Jordan ate her food. Now ask
students to describe “how” Jordan ate her food. Students may suggest: quickly, quietly,
slowly. Write all ideas down.
Jordan ate her food quickly.
Jordan ate her food quietly.
Jordan ate her food slowly.
3. Ask students – What does the “ly” word do to the sentence? Does it change the
meaning? Introduce this to students as an adverb. Adverbs usually end in “ly.” The role
of the adverb is to describe the verb and tell how an action was done.
4. Have a variety of sentences containing adverbs. Each sentence will be the same except
for the adverb will be different. Have students come up, read the sentence and act it out.
This will demonstrate how the adverb can greatly influence the meaning of the sentence.
Ex. 1) The old man walked cautiously across the street.
2) The old man walked anxiously across the street.
3) The old man walked slowly across the street.
4) The old man walked briskly down the street.
5) The old man walked angrily down the street.
6) The old man walked sadly down the street.
Ex. The baby cried loudly.
The baby cried violently.
The baby cried continuously.
The baby cried softly.
The baby cried foolishly.
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Activities
5. Adverb Brainstorm – Handout Brainstorm Web to students. Write down as many
adverbs as you can think of. Take 5 minutes, then we will share. Add to your web as we
go. This web can be used as you complete your work.
6. Handout “Adverb” worksheet to the students. Do the first question together. Share
sentences or choose to act out each sentence. See handout.
7. Choose a passage of reading that you are currently studying. For example, it could be
from a novel you are reading together, a short story you are studying. Choose one
paragraph from the sample and put onto the board. Read through together. Jazz Up each
sentence by using a “ly” to describe how something is being done. Or create a short
paragraph together. You can use handout or complete simply on the board.
Sample:
Brenner was walking down the street. He tripped and fell on a stick that was lying in the
middle of the road. He got up and noticed that his jeans were ripped and his knee was
bleeding. Brenner was angry because his favourite jeans were now ruined. He picked up
the stick and threw it into the ditch so that no one else would tripped over it.
8. Own sample – Challenge students to write a paragraph of an event that has occurred or
that they imagine occurring. Jazz up your writing by including adverbs to your
paragraph. Refer to marking rubric.
Closure
9. Have students who score well on the paragraph, share theirs with other students. What
makes each of these paragraphs good? How would you change your paragraph?
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Name ______________________
Brainstorm Web
Directions: Write down as many adverbs (words that describe “how”
you do something) onto this sheet of paper. Use coloured pens to
make the words stand out.
ADVERBS
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Name ______________________
Adverb Worksheet
Directions: Write an adverb into the blank to make the sentence more
descriptive. Use your Adverb Brainstorm to help if you are stuck for a word.
Re-read the sentence to make sure it makes sense.
1.
The baby cried _____________________________ when he was hungry.
2. Grayson walked ____________________________ down the dark street.
3. When Garren was ____________________ eating, the fly landed on his food.
4.
Mohamed went to the store and _________________ bought a pop.
5. The teacher screamed ___________________________ when the students
talked out of turn.
6. The hockey team played ____________________ in the final game of the
season.
7. Gracia ___________________ danced in the performance.
8. The bird landed _______________________ the tree branch.
9. Samuel ate his lunch __________________________________________.
10. The soccer game was interrupted when the sprinklers turned
__________________________ on.
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Sample Paragraph
Name ______________________
Directions: Re-write the paragraph by adding in adverbs.
Sample:
Brenner was walking down the street. He tripped and fell on a stick that
was lying in the middle of the road. He got up and noticed that his jeans
were ripped and his knee was bleeding. Brenner was angry because his
favourite jeans were now ruined. He picked up the stick and threw it
into the ditch so that no one else would tripped over it.
Step 1: Add an adverb into the blanks to make the paragraph better.
Brenner was _____________________walking down the street. He
_________________________tripped and fell on a stick that was lying in the
middle of the road. He got up and noticed that his jeans were
_____________________________ripped and his knee was
___________________________bleeding. Brenner was angry because his favourite
jeans were now ruined. He picked up the stick and ___________________________
threw it into the ditch so that no one else would tripped over it.
Step 2: Re-write the entire paragraph using your best printing or handwriting.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
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Paragraph Marking Rubric
5
4
3
2
1
Name _________________
Sentence Structure Vocabulary
Conventions
Showing control of sentence
structure and shows
effectiveness and variety of
sentence type and sentence
length and sentence starters
Shows words and expressions
accurately being used and
enhances the writing
Shows accurate spelling,
punctuation, capitalization
and usage (subject–verb
agreement, pronoun–
antecedent agreement, etc.)
Always
Often
Sometimes
Seldom
Never
Total
Always
Often
Sometimes
Seldom
Never
/15
Always
Often
Sometimes
Seldom
Never
Paragraph Marking Rubric
5
4
3
2
1
Sentence Structure Vocabulary
Conventions
Showing control of sentence
structure and shows
effectiveness and variety of
sentence type and sentence
length and sentence starters
Shows words and expressions
accurately being used and
enhances the writing
Shows accurate spelling,
punctuation, capitalization
and usage (subject–verb
agreement, pronoun–
antecedent agreement, etc.)
Always
Often
Sometimes
Seldom
Never
Total
Always
Often
Sometimes
Seldom
Never
/15
Always
Often
Sometimes
Seldom
Never
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