IUPUI Teaching

Lesson Plan Template

Grade: 2nd Subject: English Authors: Emily Foley
Duration: 25m Date(s) : 4/9/2023
Guiding Question(s): What are the foundational/overarching questions
associated with the lesson?
● What are adverbs and how do we use them?
● How do adverbs make our writing more interesting?
● How do adverbs support a verb?
**Rationale: How does the lesson connect to the student's current thinking?
Why is it important to do this lesson at this time? How does this lesson connect
with your core values as a teacher? Take some time to look at your procedure and
include here why you are using specific pedagogical strategies (e.g. group work)
as well as content items (e.g. specific trade book). Do not assume that I can read
your mind! Include a rationale for as many teacher decisions as you can.

In 2nd grade, students have learned that they need to capitalize their letters and
end with a period. They are just now truly getting into the grammar side of
learning in terms of what a verb, adverb, noun and adjective is. The activity
specifically works with helping the students understand adverbs in terms of how
they are used with verbs although the lesson touches on nouns and pronouns as
well.
Standards/Indicators or Pacing Guide:
● 2.W.6.1c Adjectives/Adverbs –Writing sentences that use adjectives and
adverbs.
● 2.W.6.1a Nouns/Pronouns – Writing sentences that include common,
proper, possessive, and collective nouns, irregular plural nouns, and
personal and possessive pronouns.
Essential Skills (Objectives) worked on in this lesson:
● What are the students supposed to know, understand or be able to do?
Include the skill or standard here.

● SWBAT: Identify adverbs in sentences.

● SWBAT: Explain what an adverb does and how it works.
● SWBAT: Construct their own sentences with adverbs.
**Procedures: Include here a detailed breakdown of the lesson. Include ALL
things that will happen during the period. Include estimated times for each
section. Make sure that once you list the procedures you have included the
rationale for all of these in the RATIONALE section.
● How will you facilitate the learning?
(Engage, Main Activity, Closer)

● (3m) Hook: This lesson will start with the teacher asking the students if
they know what an adverb is. Earlier in the year, students learned about
things such as nouns and verbs but now we will talk about what an adverb
is. The teacher will take time to explain what an adverb is and write on the
board a list of adverbs (students will help create this list).
● (7m) Body Part 1: Students will then move to a book called “Tillie’s Tuba”
by Maria Flemming. This book walks through differing types of adverbs and
 how they relate to verbs. There’s even little sections in the book that
describe what an adverb is and does!

○ https://www.the-best-childrens-books.org/Tillies-Tuba.html

● (10m) Body Part 2: The teacher will then ask the students to create
sentences of their own. The sentence needs to have a noun or pronoun and
a verb in it. Once the students have created their sentences, students will
trade sentences with a partner. The partner will then take a minute to circle
the verb and add an adverb. They will then come back together and check
to see what their partner put, fixing any mistakes they might’ve made. We
will do this once or twice before sharing out together about what adverbs
we’ve added to the sentences.
● (5m) Body Part 3: Students will then be given two worksheets to check for
their understanding. One has students just identifying adverbs from a list of
many random words. The 2nd worksheet will have them identifying adverbs
in a sentence, similar to what they were doing with a partner.
 ○

○ https://www.teacherspayteachers.com/Product/All-About-Adverbs-Po
werPoint-Lesson-Worksheets-4076909?st=4a10486fde004c0089b8dbf
de2bbb388
○ https://www.k5learning.com/free-grammar-worksheets/second-grade
-2/adverbs

How does this section address the Essential Skills (Objectives)?

Culturally Relevant Teaching (CRT) – describe how your lesson connects to
the ideas of CRT as described by Ladson-Billings in her article “But That's Just
Good Teaching! The Case for Culturally Relevant Pedagogy.” Do not be general or
vague. Include specific actions that you take and connect them to the tenets that
GLB discusses in her paper.
● In this lesson, there are a few things that hit on the ideas of CRT in ways
that might not be visible on the surface. I think for all students, especially
students who the education system fails i.e black and brown students, it’s
important to set a groundwork for them. This is especially important when
it comes to English as we are setting the basis for future grammar and
writing progress to come. I’m hoping that by building the basis of adverbs
for the students in terms of a grammar foundation will help them later in
school. That and I’m allowing the students to be creative when it comes to
their sentence creations. They can write a sentence about their parents,
something in their community, something they did, etc. By doing this I’m
not limiting the students and I’m expanding upon their thinking.
Differentiation/Modifications:
● How will you adapt engagement activities and /or assessments to meet the
instructional needs of each student?
o If the lesson is too difficult: If I find that the students are
struggling on comprehending adverbs and what they mean, I will give
them a small handout they can use to help them through the
activities. This handout regardless will be given out at the end of class
so students can use it to help their writing. I want students to use
what they’ve learned to do the assignments in Part 1-3.

o https://7esl.com/english-adverbs/
● If the lesson is too easy: Students who get done too quickly or find the
content too easy will be asked to either write more sentences that have
adverbs OR take time to underline the verbs and circle the adverbs in their
last worksheet. I think since we only have 25m usually the students
shouldn’t finish too quickly although having them come up with their own
sentences will be good for them to show what they’ve learned and
challenge them. The sentences can be theme or class related to make
things more fun.
Resources:
● Identify instructional materials and technology to be used.
● Worksheets:
o Find the Adverb
 o Identifying Adverbs and Adjectives
o ADVERBS
● Book: “Tillie’s Tuba” by Maria Flemming
● Pencil
● Paper to write on
● IPad to write on

Assessments:
● How will you check each student’s level of knowing, understanding or doing
related to the Essential Skills (Objectives)?

In order to accurately assess how well my students have done, I will use the
worksheets that we end the lesson on. The worksheets that the students are
doing have them both identifying adverbs alone and in a sentence. By looking at
this work, I’ll be able to identify if we need to dive back into adverbs the next
time I’m in class or if we can move on to something else.