Using Adjectives in Writing Learning Outcomes: Identify adjectives in writing Use adjective in own writing to describe a verb Included: Easy, no prep lesson Detailed teacher lesson plan Worksheets Assessment rubric Copyright @ Bringing Learning Alive 2020 -1- 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. Copyright @ Bringing Learning Alive 2020 -2- 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? Copyright @ Bringing Learning Alive 2020 -3- 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 Copyright @ Bringing Learning Alive 2020 -4- 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. Copyright @ Bringing Learning Alive 2020 -5- 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. __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ Copyright @ Bringing Learning Alive 2020 -6- 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 Copyright @ Bringing Learning Alive 2020 -7-