English lesson plan · 3rd grade (Year 4 in England) · 60 minutes
Adverbs that tell how, when or where
Grammar
CCSS L.3.1.AEngland: Y3 GPS (adverbs)England: Y4 GPS (adverbials)
Objective and success criteria
Students will: Adverbs that tell how, when or where.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Adjective or adverb? (quick or quickly)
Leads to: the next skill in this area.
Materials: Sentence strips, Highlighters, Mini whiteboards, Mini whiteboards, A short model text on the board, Printed student sheet (below).
Warm-up · 6 min
- Quick retrieval from earlier learning (Adjective or adverb? (quick or quickly)). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Which word fits? The box was too ___ to lift. (heavily / heavy) → heavyPrompt: Does the word describe a noun (a thing) or a verb (how something is done)?
- Which word is the ADJECTIVE (it describes a noun)? The tiny ant carried a huge leaf. (ant / carried / leaf / tiny) → tinyPrompt: Find the verb and the nouns first.
- Which word fits? The tortoise walked ___ to the finish line. (slow / slowly) → slowlyPrompt: Does the word describe a noun (a thing) or a verb (how something is done)?
Hook · 6 min
- Show a sentence with the grammar point used wrongly and ask what sounds odd.
- Share the objective: Adverbs that tell how, when or where. Read the success criteria together.
I do: model it · 12 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Our cousins are visiting soon. Does the adverb "soon" tell us how, when or where?
- Step 1: Adverbs add information to a verb: how, when or where it happens.
- Step 2: So the answer is: when
- Answer: when
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- The snail moved slowly along the wall. Does the adverb "slowly" tell us how, when or where? (how / when / where) → howPrompt: Ask a question about the verb: How did it happen? When? Where?
- Which word is the adverb? The bright stars twinkled overhead. (twinkled / stars / bright / overhead) → overheadPrompt: Find the verb first.
You do: independent practice · 17 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- The plane landed safely. Does the adverb "safely" tell us how, when or where? (how / when / where) → howPrompt: Ask a question about the verb: How did it happen? When? Where?
- Choose an adverb that tells HOW. She wrapped the gift ___. (neatly / there / tonight / inside) → neatlyPrompt: Try each word in the gap.
Watch out for
- Naming the feature but not using it in their own sentences.
- Thinking a sentence is right because it sounds right when spoken casually.
Support and stretch
Support
- Review first: Adjective or adverb? (quick or quickly).
- Use concrete materials: sentence strips.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-3.
Free lesson plan from eurekami.com/lesson-plan-builder