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):
- I can identify adverbs that show degrees of certainty (e.g. perhaps, definitely).
- I can select appropriate adverbials to create cohesion between different ideas.
- 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).
⚠ 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):
- Definitely / Certainly (High certainty)
- Probably / Surely (Medium-High)
- 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.