Demonstrate to the students what an adverb clause does. Offer examples of adverb clauses beginning with subordinating conjunctions such as "although," "because," "if," "as," "unless" or "than." Tell students that an adverb clause answers a question of when, where, why, to what degree or under what circumstances the action (verb) is occurring.
Explain the concept of a dependent signal. Tell the students that a subordinating conjunction signals the beginning of a dependent clause, which cannot hold up as a complete sentence by itself. For example, show how words like "unless" and "once" signal the beginning of dependent clauses, as in "unless you go to the store" or "once you have made dinner."
Show the students some examples of adverb clauses. For example, in the sentence "If you are going home, I would like a ride," identify the adverb clause as "If you are going home." Point out that this phrase could not be a sentence on its own, making it a dependent clause, and that it starts out with the subordinating conjunction "if." Offer another example such as "because I travel a lot," in which the subordinating conjunction is "because."
Give the students sample sentences and ask them to decide whether or not an adverb clause is present and to label it. Go through the sentences once the students have completed the assignment to explain each answer. For example, in the sentence "Although I don't like peanuts, I love peanut butter," point out the adverb clause, "Although I don't like peanuts." Explain that this is an adverb clause because it's not a sentence on its own and because it starts with the subordinating conjunction "although." After you explain each answer, give the students time to ask questions.