Transcript When your scared but you still do it anyway – that’s brave’

Verbs and Adverbs
TWWL:
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To know the difference between verbs and
adverbs.
To practice using verbs and adverbs.
What are verbs?
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A verb is a doing or action word.
A verb explains the action between people
or things or what is happening.
For example: ‘they listened for their
favourite song.
Why do we use verbs?
• Verbs must be used in sentences in order
for them to make sense.
Which sentence makes the most sense?.
 I walk to school
 I to school
The first sentence makes the most sense
because it has a verbs in it. Without the
verb, the sentence doesn’t make sense.
Your Turn
Where are the verbs in these sentences?
Lets underline them together.
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My cat chases all the dogs in our street.
Sit down quietly.
Read the instructions carefully.
I saw her at the concert last week.
People crowded into the shop.
Your Turn
Fill in the gaps with suitable verbs.
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I _______ my dog for a walk every
evening.
Please _______ the building immediately.
I ________ the piano every day.
Her behaviour really _________ me.
Adverbs – starter activity
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Imagine that you are running towards the
net and are about to score a goal, how are
you running?
The verb in this sentence is running. You
should be thinking about how you are
running, this will help you to understand
what an adverb is.
What are adverbs?
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If you answered with the words ‘quickly’, ‘slowly’, ‘rapidly’,
‘enthusiastically’, for example, then you have used an
adverb.
A verb is a doing word.
An adverb describes how the verb is done.
Which is the verb and which is the adverb?
James walked slowly into school.
‘Walked’ is the verb and ‘slowly’ is the adverb.
She snored loudly in her sleep.
'Snored’ is the verb and ‘loudly’ is the adverb.
Add an adverb to each
sentence
For example; the man is running quickly.
1. The boy is writing ___________.
2. The dog is snoring ___________.
3. She looked at him ____________ .
4. The little girl laughed ___________.
Choose from the words below:
slowly
happily
carefully
hysterically
lovingly
loudly
angrily
1. Write 5 of your
own sentences.
Each sentence
must include a
verb and an
adverb. You can
choose from the
ones in the table.
2. Draw a picture to
go with each
sentence.
Verb
Adverb
Running
Excitedly
Eating
Slowly
Talking
Loudly
Playing
Quickly
Listening
happily
watching
carefully
Guess the verb and adverb!
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Split into 2 teams.
The youngest players team starts first.
1 person from this team will come to the front.
The teacher will give you a secret verb and adverb to
act out, e.g. sing loudly.
You must try and get your team to guess in under 1
minute. BUT, the other team can guess too.
 The first team to guess correctly gets a point, and
another member of there team comes up.
REWARD for the WINNING TEAM!!!
Starter
• What is a noun?
– Write down five examples of nouns.
• What is a verb?
– Write down five examples of verbs.
Starter
• What is an adjective?
– Write down 5 examples of adjectives.
• What is an adverb?
– Write down 5 examples of adverbs.
Why use adjectives and
adverbs?
• Consider the following:
I was walking through the forest. The wind
was blowing. The trees were shaking. The
leaves on the ground crunched when I
walked on them. I got a chill, and pulled
my jacket tighter around me. I heard a
scream behind me, and spun around. All I
could see were shadows.
Re-write this paragraph, putting in adjectives
and adverbs.
•Let’s share some of
our work...
•What effect did adding
the adjectives and
adverbs have on the
piece of writing?
Independent work...
• Re-write the following, adding adjectives
and adverbs where appropriate:
The cat walked down the street. It saw a
squirrel eating a nut on the kerb. The
squirrel didn’t see the cat. The cat
crouched down, ready to jump. Its’ tail
swished. It jumped. The squirrel ran.
The cat walked off, clearly annoyed.
•Let’s
share our
work...
Plenary
• How has the use
of adverbs and
adjectives
improved your
story?
Extending a simple
sentence
The cat sat on the mat
Draw the cat on your white boards
Adjectives – What kind of cat
was it?
• The cat sat on the mat.
• The ferocious cat sat on the
mat.
Adjectives – What kind of mat
was it?
• The ferocious cat sat on the mat.
• The ferocious cat sat on the
grassy mat.
Adverbs – How did he sit on the
mat?
• The ferocious cat sat on the grassy mat.
• The ferocious cat sat angrily
on the grassy mat.
Clause – Can you add some
more information?
• The ferocious cat sat angrily on the grassy
mat.
• The ferocious cat sat angrily
on the grassy mat, because
he had a thorn stuck in his
paw.
Look at my before and after
pictures
Before…..
…After
Now it’s your turn, extend this
sentence
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The boy ran.
Adjectives – Describe the boy.
Adverb
– How did he run?
Clause
– Where was he running to
or what was he running away
from, remember your
conjunction.
I met two ladies called Miss Spink and Miss
Forcible.
Lets brainstorm ideas as a class.
e.g. Acting dramatically
e.g. Old
e.g. I felt annoyed they
got my name wrong!
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How would Coraline
describe them?
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What do they do?
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How does Coraline feel
about them?
What can we add to make this sentence more interesting?
I met two ladies called Miss Spink and Miss
Forcible.
There is a man who lives upstairs.
Brainstorm your ideas in pairs.
Extension:
Write an interesting sentence about
Mr Bobinsky (the man upstairs) from
Coraline’s point of view.
•
How would Coraline
describe him?
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What does he do?
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How does Coraline feel
about him?
Choose either Miss Spink, Miss Forcible or Mr
Bobo.
Think about what these characters might think or
feel towards Coraline when they first meet her.
Task: Write a diary entry from the perspective
of Miss
Forcible, Miss Spink or Mr Bobo about
when they
first meet Coraline.
• Write in first person and include adjectives, verbs
and adverbs and make compound sentences.
REMEMBER Capital Letters and Full Stops!
I met two ladies called Miss Spink and Miss
Forcible.
e.g. Old
e.g. I felt annoyed they
got my name wrong!
e.g. Acting dramatically
•
How would Coraline
describe them?
•
What do they do?
•
How does Coraline feel
about them?
There is a man who lives upstairs.
•
How would Coraline
describe him?
•
What does he do?
•
How does Coraline feel
about him?
Simple,
Compound,
Complex
Sentences
TWWL:
To identify and use
different types of
sentences in your writing.
Write down two examples of your own Simple Sentences, then
underline the subject, object and verb.
Quick Question:
Why is varying your sentences so important?
What makes this sentence different to the first one?
Write down two examples of your own compound sentences.
Some of you may be able to write four.
Look carefully at this sentence – how is it different to the
first two?
Write down two examples of your own complex sentences.
Some of you may be able to write four.
Complex Sentences
In pairs, write six examples of complex sentences,
making sure you write them out twice with the
subordinate clause in different places both times.
For example:
She put her coat on because she
was cold.
Because it was cold, she put her
coat on.
Extension: when you have finished, swap your work and underline the
subordinate clause in their sentences.
Writing to Imagine, Explore,
Entertain
Lesson 2
Lesson Objective
•At the end of this
lesson we will have
improved our writing
by using similes and
metaphors.
What is a simile?
• A simile is….
• Using simile’s, create 5 sentences to
describe the image.
What is a metaphor?
• A metaphor is…
• Using metaphors, create 5 sentences to
describe the image.
Task 1
• Using the following image and text as a
starting point, write a description of the
creature using similes and metaphors.
Make sure you write in full sentences.
I was lying in bed
one night when I
heard the closet
door slowly creak
open. I quickly hid
under my covers,
• Lets share
some of our
descriptions!
• Consider your own mini-saga.
• Do you use any similes or
metaphors? If not, go back
and add one simile and one
metaphor. Don’t worry if you
go over the 50 word total.
Plenary
• Why are similes and
metaphors good literary
devices to use when
describing things?
• How do they improve your
writing?
Writing to Imagine, Explore
and Entertain
Lesson 3
Lesson Objective
•At the end of this
lesson we will have
used adjectives and
adverbs to improve
our writing.
Sentence
Structure
Aims:
- Use a variety of sentence structures
- Shape sentences for impact
Short sentences:
Short sentences are great for dramatic
impact and to build up tension.
Suspense:
To create suspense, don’t give everything
away at the start of your writing.
Keep your reader guessing!
Task:
Have a go at changing this paragraph to
create more suspense:
There was a cat in the bag. Josephine
didn’t know what was in there and wanted
to find out, so she put her hand in the bag.
She screamed when she felt the cat’s fur.
Did you get something like this?
Keeps the reader guessing
Josephine approached the bag cautiously.
She had to find out what was in there.
Reaching in, her fingers felt something
furry. She screamed. It was a cat!
Starting with a verbgives variety.
Short sentences for impact- tension
Long, complex sentences:
If you use too many short sentences then
they will lose their impact and your writing
will seem like a list.
Therefore, long, complex sentences are
great to build up the suspense and to add
detail, especially to setting.
The old clock, with its gold gilded hands,
struck midnight.
The castle loomed ahead of me, the
spears soaring majestically.
Now have a go at writing a complex
sentence- that adds detail to your setting.