Adverb Actions Teacher: Jess Shier

School: Wicker Park Elementary

Date: 4/20/17

Class: KIN 355 Equipment Used:

Grade Level: 2 None
Time: 7 min
Targeted NASPE Standard(s):

Standard 1: Demonstrates competency in a variety of motor skills and movement

patterns.
Standard 5: Recognizes the value of physical activity for health, enjoyment,
challenge, self-expression and/or social interaction.

Specific Objective: Students will understand adverbs and how they are used.
Concomitant Objective: Students will stay physically active.

Time Procedures Followed Materials

Warm Up: No warm up is needed as physical activity
0 will not be strenuous.
Minutes

Transition: Students are sitting at their seats to begin.

0
Second
s

Set Induction: Does anyone like to act, or have any of

30 you been in any plays or musicals? Today were going to
Second
s be able to act out different things! First, were going to
review adverbs to help us do that.
Learnable Piece: In todays lesson, we are going to
review and learn a little more about adverbs. We are
30 then going to learn how to put our knowledge to action
Second
s to make sure we really understand it. We will also work
on cooperating with a team to make decisions.
Presentation of New Material/Directions: First, review
1 adverbs: Can anyone tell me what an adverb is?
Minutes
(Modifies/describes an adjective, verb, or other adverb).
What are some examples of adverbs? Can someone act
out that adverb?

For this game, we will all stand in a circle. One volunteer

will go stand in the hallway where they cannot hear the
rest of the class. The class will decide on one adverb all
together, and they cannot tell the person outside what it
is. The volunteer will come back in when the class is
ready, and they will have to guess which adverb the
class has chosen. They will do this by pointing at
individual people in the circle and asking them to do an
action, such as touch your toes or dig a hole. (I will
 demonstrate this by digging a hole ). The classmate will
then have to perform this action using the adverb, so
they could slowly or quickly or cheerfully dig the hole.
The volunteer can guess whenever he/she is ready, but
they are only allowed three guesses before they are out
and the game restarts with someone else.

Safety:
As youre performing your actions, just
make sure to watch out for the people next to
you.

Checks for understanding:

What does the volunteer ask people in the
circle to do?
How many guesses does the volunteer
have?
If you understand everything, wave your
hands excitedly.

Transition: (If there are too many people for one group):
1 Lets count off by two. Ones make a circle in the front of
minute
the room, and twos make a circle in the back of the
room. Figure out by yourselves who will be the volunteer
from each group to leave the classroom, and then that
person should raise their hand.
Activity: The two chosen people will leave the room.
3 Each group will decide on an adverb to act out when
Minutes
called on. The people in the hallway will come back in
and begin playing the game with their group. If they
guess it before they reach over three guesses, they get
to choose who will step into the hall next. This will
happen for a couple rounds or until 3 minutes has
passed.

Possible Modifications: If there are few enough people

0 for just one big game, we will do that instead.
Minutes
Lesson Review: What are some examples of adverbs
30 you used? What kind of word does an adverb describe?
Second
s Were you able to act out all of the words you chose?

Notes: