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 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: 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 (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: 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? 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