# Session 16: Verbs and Adverbs – Actions and How They Happen
**Session Title** **Verbs and Adverbs – Actions and How They Happen**
Objective 1. Understand verbs (action words) and adverbs (how the action is done). 2. Use verbs and adverbs in real-life and creative expressions. 3. Enhance emotional expression, teamwork, and vocabulary through drama and SEL.
Topics 1. Verb: A word that shows what someone does. (e.g., jump, talk, eat) 2. Adverb: A word that tells how, when, or where the action is done. (e.g., quickly, slowly, happily) Examples: 1. She runs fast. 2. They sing beautifully. 3. I eat quickly. 4. The baby sleeps peacefully. 5. He talks loudly. 6. The dog barks angrily. 7. She dances gracefully.
Material Required 1. Verb and adverb flashcards 2. Emotion/mood cards 3. Theatre props (scarves, hats, signs) 4. Whiteboard and markers 5. Chart with examples 6. Worksheets 7. Emoji SEL cards or mirrors
Methodology 1. Theatre-based learning 2. Movement + expression 3. SEL-based group interactions 4. Multi-sensory learning, visual, auditory, kinesthetic)
Session Duration 90 Minutes
### Introduction Activity (40 minutes): **“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: 1. What is the verb? → The action 2. What is the adverb? → How the action is done 3. Write both words on the board after each round **Group Mimic Game (15 mins):** 1. Students form pairs or small groups 2. Each group picks an action and a mood 3. They perform it, others guess: “Is it jump happily? Or walk sadly?” 4. Board examples built together: - The boy jumps high. - I read quietly. - We play noisily. - She smiles sweetly. ### Main Topic/ Activity (65 minutes): **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:** 1. Divide students into small groups. 2. Each group gets a situation card (e.g., classroom, playground, home) and selects or is given a verb and adverb. 3. They create and perform a mini skit using those words. 4. 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? ### Review Questions/Assessment/Tasks Written exercise (worksheet): Fill in the blanks with suitable adverbs: He speaks \_\_\_\_. They play \_\_\_\_. ### Follow up Tasks: ### 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