This document contains a daily lesson plan for a class on adverbs. The objectives are to define adverbs, explain the three types, identify them in sentences, construct sentences using adverbs, and create an essay using adverbs. Several activities are outlined to meet these objectives, including a sentence grab bag game, analyzing examples, identifying adverb types, online quizzes, creating an essay, and an assessment worksheet. The lesson plan provides context, standards, materials, and reflections for evaluating student understanding of adverbs.

1. Republic of the Philippines
Department of Education
Region XII
Division of South Cotabato
Polomolok 5 District
SILWAY 7 INTEGRATED SCHOOL
School ID: 502160
DAILY LESSON PLAN IN ENGLISH 9
LEARNING COMPETENCIES
EN9G-IIE-20: Expressing permission, obligation, and prohibition using modals.
I. Objectives
At the end of the lesson, the students will be able to:
a. Define adverbs.
b. Explain the three types of adverbs.
c. Identify the correct adverbs to use in the given sentences
d. Construct sentences using adverbs.
e. Create an essay using adverbs.
II. LEARNING CONTENT Lesson: Adverbs
Materials: 1. Laptop
2. Speaker
3. Projector
References:
1. DepEd K to 12 Self Learning Module Quarte1 Module 1
2. A Journey through Anglo-American Literature Learner‘s Material for English
3. Online References/Youtube.com
Content Standard
The learner demonstrates communicative
competence through his/her understanding of
British-American Literature, including Philippine
Literature and other text types for deeper
appreciation of Philippine Culture and those of
the other countries.
Expressing permission, obligation, and prohibition
using modals
Performance Standard
The learner proficiently plays an active part in a
Chamber Theatre presentation through employing
effective verbal and non-verbal strategies based on
the following criteria: Focus, Voice, Delivery,
Facial Expressions, Style and Body Movements or
Gestures

2. III. LEARNING Task
Activity #1 – Sentence Grab Bag
For this activity, the teacher will prepare small word cards with a variety of nouns, verbs and
adverbs. Put the cards in three separate bags labeled, “Nouns,” “Verbs,” and “Adverbs.” You
might also want to print the cards on different colored paper, as shown here:
.
The teacher will tell her/his students, “Today we are going to play Sentence Grab Bag. Let me
show you how to do it.
 First, you need to pick a noun, a verb, and an adverb.”
 Pull out one word from each bag and read them to your students.
 “Now I need to make a sentence with these words. Do you have any ideas?”
The have to students share some of their own ideas. Then, model writing a sentence that uses all
3 of the words (example: Dad quickly washed the stack of dishes.) Point out how you had to add
some additional words to make an interesting sentence!
Have the students identify the noun, the verb, and the adverb in the sentence. Then, give them
the opportunity to play the game by having each child pull a noun, verb, and adverb card.
“Read your words to your partner and work with your partner to plan a sentence. Your sentence
can be silly – that’s okay. Just remember that you need to use all 3 words.”

3. Have students turn and talk with their partner, then write their sentences down on a half-sheet
of paper.
Analysis:
Activity #2. Stress it out!
1. Based on activity, answer the following questions?
 What have you observe in the activity?
 What are the difference between adjective and adverb?
 What do you think is adverb?
 Do you have any idea what are the adverbs questions?
Abstraction:
What are adverbs?
 An adverb is a word that modifies verbs, adjectives and other adverbs.
 Adverbs vs Adjectives
The difference between an adverb and an adjective is the following:
 An adjective modifies a noun.
Example:
"John is tall." (The adjective tall modifies the noun John)
 An adverb modifies a verb, an adjective or another adverb.
Examples:
"That idea is simply ridiculous." (The adverb simply modifies the
adjective ridiculous)
"She sings nicely." (The adverb nicely modifies the verb sing)
"She did it really well." (the adverb really modifies the adverb well)
Activity #3 Read the passage:
Mrs Smith immediately called the police when she saw the criminals assaulting the poor
boy aggressively. It was the most horrible scene that she had ever witnessed in her life. She
had always lived peacefully in that neighborhood. No one had ever disturbed her quiet
nights there.

4. The words " immediately, aggressively, peacefully, ever, always, there" are adverbs.
What are the different types of adverbs?
Basically, most adverbs tell you how, in what way, when, where, and to what extent something is
done. In other words, they describe the manner, place, or time of an action. Here are some
examples:
 He speaks quietly. ( quietly is an adverb of manner.)
 I live here. (here is an adverb of place.)
 We'll leave tomorrow . (tomorrow is an adverb of time.)
 She never sleeps late . (never is an adverb of frequency.)
What do adverbs do?
When an adverb modifies a verb, it tells us how, when, where, why, how often, or how much the
action is performed. Here are some examples of adverbs modifying verbs:
 How: He ran quickly.
 When: He ran yesterday.
 Where: He ran here.
 How often: He ran daily.
 How much: He ran fastest.
TYPES OF ADVERBS
Adverbs describe when, where, how, how often, how much an action took place. They are
divided into categories to reflect this. There are five basic types of adverbs.
adverbs of time – when? for how long? how often?
adverbs of place – where?
adverbs of frequency – how often? how many times?
adverbs of manner – how? in what way? in what manner?
adverbs of degree – how much? to what extent?
ADVERBS OF TIME
Adverbs of time express when something happened:
today, yesterday, tomorrow, tonight, first, last
early, later, soon, regularly, never

5. These adverbs tell when and answer questions
– when?
– at what time?
– for how long?
– how often?
An adverb of time may be found at the beginning or end of a sentence, before or after the main
verb.
Yesterday the sun shone and there was not a cloud in the sky.
He will come round later.
The position of the adverb of time at the beginning of the sentence puts emphasis on the time.
ADVERBS OF PLACE
Adverbs of place express where something happened:
here, there, nearby, inside, outside, underground,
overground, top, somewhere, nowhere
They answer the question
– where?
An adverb of place is almost always placed after the verb.
They are not used to modify adjectives or other adverbs.
John looked everywhere for his lost keys.
The boys were playing outside.
Note – many adverbs of place are also prepositions of place – when used as prepositions they
are followed by a noun.
ADVERBS OF FREQUENCY
Adverbs of frequency express how often or how many times something happened:
frequently, infrequently, regularly, often, always, daily,
weekly, fortnightly, again and again, enough, only
They answer the questions
– how often?
– how many times?
An adverb of frequency is mostly placed before the verb.
He rarely visits his mother.
She always forgets her books.
exceptions are the more specific adverbs daily, fortnightly, yearly, annually
The menu changes daily.
Adverbs of frequency express degrees of frequency.

6. ADVERBS OF MANNER
Adverbs of manner express how something was done
cheerfully, sadly, slowly, wearily, firmly, foolishly,
delightfully, carelessly, selflessly, kindly, hastily
Most adverbs of manner end in -ly
some exceptions include well, hard, late, fast
They answer the questions
– how?
– in what manner?
The girl read quickly.
The boy ate hungrily.
If there is a direct object in the sentence, the adverb of manner comes after it, and not straight
after the verb:
The child petted her dog lovingly.
The artist painted the model beautifully.
ADVERBS OF DEGREE
Adverbs of degree express how much something is done. They express the intensity.
extremely, fully, hardly, somewhat, thoroughly, very,
fairly, really, nearly, barely, too, just, enough
They answer the questions
– how much?
– to what extent?
– to what degree?
An adverb of manner will often come before the word they are modifying.
The exam was extremely easy.
It was barely raining.
It was very interesting to live in Japan for a year.
HOW TO USE ADVERBS
 with verbs
in many cases they can come before or after the verb. If they come before the verb they
generally add more emphasis:
He ate his lunch quickly.
He quickly ate his lunch.
 with adjectives
they often make the adjective stronger or weaker.
She was hugely overweight
She is very tall.
 with other adverbs
they change the degree of intensity

7. He ran too slowly.
She was talking very quickly.

Activity #3 PRACTICE EXERCISES
1. Adverbs of time answer all of these questions, except
a. when
b. for how long
c. why
d. how often
2. Adverbs can modify all of the following, except
a. verbs
b. adjectives
c. other adverbs
d. conjunctions
3. Make the following into adverbs
slow
lucky
fast
economic
early
Activity #4 –Online Quiz
Adverb Quiz via you tube (https://youtu.be/Ewv-5zSSA-Q)
Application:
Activity #5

8. Activity #5. Create an essay using adverbs in 500 words.
Assessment
Activity #6
1. The teacher gives the students a worksheet of sentences that contain both adjectives and
adverbs
2. Tell them exactly how many adverbs are found on the worksheet and let them know that their
task is to identify each adverb correctly, without incorrectly marking any adjectives.
3. Let students know that they have 15 minutes to complete the activity (or whatever time limit you
feel is appropriate).
4. Instruct students to read each sentence carefully, then underline or circle each adjective.
5. Start the timer and instruct students to begin.
6. The first student who correctly identifies all of the adverbs and does not confuse any adjectives
for adverbs is the winner of the contest.

9. REFLECTIONS
A. No. of learners who earned 80% in evaluation
B. No. of learners who require additional activities
C. Which of my teaching strategies worked well?
D. What difficulties did I encounter
E. What innovation or localized materials did I use which I
can share to my fellow- teachers?