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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

    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


Movement + expression


SEL-based group interactions


Multi-sensory learninglearning, (visual, auditory, kinesthetic)

Session Duration 

 90 Minutes

Intro 

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):

    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: 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:

    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: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-


        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-


        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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