Lesson: Adverbs

Year: 5 | Subject: English | Time Allocation: 100%

Class/Set: ____________ Date/Term: ____________

LO (WALT): To use adverbs and adverbials to indicate possibility and link ideas across paragraphs.

Success Criteria (WILF):

1. I can identify adverbs that show degrees of certainty (e.g. perhaps, definitely).
2. I can select appropriate adverbials to create cohesion between different ideas.
3. I can use fronted adverbials to transition smoothly between paragraphs.

1. Starter (15%)

• Retrieve: Project five sentences on the board containing simple adverbs of manner (e.g. "The boy ran quickly").
• Challenge: Ask students to replace the manner adverb with one that suggests how likely the action is to happen (e.g. "The boy perhaps ran").
• Discuss: Explore how the meaning changes. Does the boy definitely run, or is it only a possibility? Introduce the term 'Adverbs of Possibility'.

2. Main Activity (75%)

Teacher Input:

• Model: Draw a 'Probability Line' on the whiteboard. Place 'Certainly' and 'Definitely' at 100% and 'Impossible' at 0%.
• Explain: Introduce Tier 2 vocabulary such as surely, probably, and possibly. Ask students to help place these on the line to show the degree of certainty.
• Demonstrate: Show two separate paragraphs about a mysterious planet. Paragraph 1 describes the atmosphere; Paragraph 2 describes potential life.
• Model: Use a 'Bridge Adverbial' (e.g. Consequently, Furthermore, or On the other hand) to link the two paragraphs. Show how Consequently suggests a result, while Furthermore adds information.
• Check: Use mini-whiteboards. Give a sentence ("The oxygen levels are low...") and ask students to write a linking adverbial to start the next paragraph about why humans cannot breathe there.

Student Task:

• Task A (Possibility): Complete the 'Degrees of Certainty' table by ranking adverbs from 'Most Likely' to 'Least Likely'.
• Task B (Cohesion): Rewrite a short report on 'The Moon Landing'. Students must insert at least three adverbs of possibility to discuss whether it was a "giant leap" and use two adverbials (e.g. In addition, As a result) to link the three provided paragraphs.
• Support: Provide a word bank of 'Cohesive Devices' categorized by their function (Addition, Opposition, Result).
• Extension: Use 'Modal Verbs' (might, should, will) in conjunction with adverbs of possibility to create highly nuanced sentences (e.g. "We certainly should investigate further").

3. Plenary (10%)

• Check: The 'Hinge Question'. Which adverbial best links these paragraphs?
  • Paragraph 1: The volcano is showing signs of activity.
  • Paragraph 2: Local residents are being evacuated.
• a) ☐ Furthermore
• b) ☐ Consequently
• c) ☐ Perhaps
• d) ☐ Alternatively
• Consolidate: Ask a student to explain why Consequently is the most effective choice for showing the relationship between the two facts.

4. Resources

• Probability Line wall display.
• Mini-whiteboards and pens.
• 'The Moon Landing' scaffolded report text.
• Adverbial word banks (Tier 2/3 vocabulary).

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⚠ TEACHER’S GUIDANCE

💡 Pedagogical Insights

• The "Maybe" Trap: Many Year 5 students confuse the adverb maybe with the verb phrase may be. Model: explicitly that the adverb is one word and can appear anywhere in a sentence, though it is common at the starte, while the verb phrase follows a subject (e.g. "It may be cold").
• Cohesion vs. List-making: Ensure students understand that adverbials are not just "fancy starters." They must choose the adverbial based on the logical relationship between paragraphs. If Paragraph B contradicts Paragraph A, they must use However, not In addition.
• Oracy Focus: Before writing, have students 'talk their paragraphs'. Ask them to use a physical gesture (like a bridge with their hands) when they say the linking adverbial to reinforce the concept of cohesion.

✅ Answer Key & Solutions

• Starter - Challenge: Acceptable answers include possibly, maybe, surely, certainly.
• Task A (Degrees of Certainty):
  1. Definitely / Certainly (High certainty)
  2. Probably / Surely (Medium-High)
  3. Perhaps / Possibly / Maybe (Low/Uncertain)
• Task B (Moon Landing Cohesion): Students should ideally use Furthermore or In addition to add facts, and Consequently or Therefore to show the result of the mission's success.
• Plenary Hinge Question Answer:
  • b) ☐ Consequently (Because the evacuation is a direct result of the volcano's status/potential risk).

⚠ Safety & Nuance Check

• Sensitivity: When discussing "possibility" in reports, ensure students understand the difference between scientific theory (evidence-based possibility) and wild guessing. This supports the 'Working Scientifically' element of the KS2 curriculum.