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Session 16: Verbs and Adverbs – Actions and How They Happen

Session Title

Verbs and Adverbs – Actions and How They Happen

Objective

  • Understand verbs (action words) and adverbs (how the action is done).

  • Use verbs and adverbs in real-life and creative expressions.

  • Enhance emotional expression, teamwork, and vocabulary through drama and SEL.

Topics

  • Verb: A word that shows what someone does. (e.g., jump, talk, eat)

  • Adverb: A word that tells how, when, or where the action is done. (e.g., quickly, slowly, happily)

  • Examples:

  • She runs fast.

  • They sing beautifully.

  • I eat quickly.

  • The baby sleeps peacefully.

  • He talks loudly.

  • The dog barks angrily.

  • She dances gracefully.

Material Required

  • Verb and adverb flashcards

  • Emotion/mood cards

  • Theatre props (scarves, hats, signs)

  • Whiteboard and markers

  • Chart with examples

  • Worksheets

  • Emoji SEL cards or mirrors

Methodology

  • Theatre-based learning


  • Movement + expression


  • SEL-based group interactions


  • Multi-sensory learning (visual, auditory, kinesthetic)

Session Duration 

 90 Minutes

Intro  Activity 

“Watch, Feel, and Tell” (25 minutes)


Objective: Help students grasp the concept of verbs and adverbs in a fun, interactive way.

Step-by-step:


Teacher silently acts out actions with different adverbs.

Example:


Pretend to eat slowly → Ask: What am I doing? How am I doing it?


Pretend to walk angrily, clap happily, yawn sleepily


Discussion Prompts:

  • What is the verb? → The action

  • What is the adverb? → How the action is done

  • Write both words on the board after each round



Group Mimic Game (15 mins):

Students form pairs or small groups

Each group picks an action and a mood

They perform it, others guess:

“Is it jump happily? Or walk sadly?”


Board examples built together:


  • The boy jumps high.

  • I read quietly.

  • We play noisily.

  • She smiles sweetly.

Main Topic/ Activity

Activity 1: “Verb & Adverb Walk” (25 minutes)

Objective:

To help students physically and verbally understand how adverbs describe actions.


Method:

Prepare flashcards with verbs (run, jump, eat, talk) and adverbs (slowly, happily, loudly, sadly).


A student picks one verb + one adverb and performs the action while saying it aloud:

  • “I am running quickly.”

  • “I am speaking softly.”


Others guess the adverb used and the feeling it shows.


Example Pairings:

  • Jump joyfully

  • Write neatly

  • Cry quietly

  • Sing loudly


Activity 2: “Adverb Acting – Mini Skits” (30 minutes)


Objective:

To creatively use verbs and adverbs in real-life contexts through group theatre.


Method:

  • Divide students into small groups.

  • Each group gets a situation card (e.g., classroom, playground, home) and selects or is given a verb and adverb.

  • They create and perform a mini skit using those words.

  • Example Scenes:


  • “In the kitchen” → “Mom cooks quickly.”

  • “At school” → “She reads quietly.”

  • “In the park” → “They play happily.”


After each skit:

The audience identifies the verb and adverb.

Discuss how the adverb changed the action.


Wrap-Up & Reflection (10 minutes)


Objective:

Reinforce the day’s learning and connect it to students’ thoughts and emotions.


Instructions:

Review key points:

What is a verb? What is an adverb?

How do adverbs describe the action?


Expected Learning  Outcome:

Knowledge building-


  • Students will understand the role of adverbs in describing verbs.

  • They will be able to identify and use both parts of speech correctly.

Skill Building-


  • Improved sentence construction

  • Better emotional vocabulary

  • Increased confidence through group activities and performance

Review Questions/Assessment/Tasks 

Written exercise (worksheet):


Fill in the blanks with suitable adverbs:


He speaks ____.


They play ____.


Follow up Tasks

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