LESSON PLAN

Name: Elisabeth Dodson Date: 2-14-23 Lesson Start and End Time:

Academic Area: ELA Grade Level: 3 Co-op initials with date:

Pre-Instruction Planning

Topic Comparative and Superlative Adjectives

PA Anchor/Standard Standard - CC.1.4.3.R

or Eligible Content Demonstrate a grade-appropriate command of the conventions of
standard English grammar, usage, capitalization, punctuation,
and spelling.

Eligible Content - E03.D.1.1.7 Form and use comparative and

superlative adjectives and adverbs, and choose between them de-
pending on what is to be modified.

Lesson Objectives -The student will be able to identify examples of comparative

and superlative adjectives.
-The student will be able to write the correct form of compara-
tive and superlative adjectives given a base word.
Materials -Board game printouts
-line paper
-dice
-Comparative and superlative anchor charts
-whiteboards
Planning for Learners Differentiation: I will provide a printed out version of the Canva
from the previous week to any student in the class that I feel has
not grasped the concept to be able to go over it again with them
one on one either during recess or silent reading time.
Lesson Presentation

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Introduction -I will review the basics of comparative and superlative adjec-
tives that we learned the previous week.
-I will display all anchor charts and have the class explain to me
the difference between the two.
-I will ask multiple students to give me examples of sentences
using both types of adjectives. I will display these visually on the
board.
-I will then explain that they will be learning more in depth about
superlative adjectives and went to add “more” and “most” in-
stead of -er or -est.

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 Sequence of activities -I will display the anchor chart for superlative adjectives.
including assess- -I will explain that for adjectives with two or more syllables, you
ments add “more” or “most” to the front of the word.
-I will display multiple examples of words such as honest, fa-
mous, expensive, etc. I will have students say the words out loud
and try to add -er or -est to the word.
-I will ask them “Does that sound correct? Have you ever heard
someone say “famous-er” or honest-est?”
-I will then allow students to tell me no and I will ask them why
that isn’t correct. I will then have them clap out the syllables of
the words and show them that when a word has two syllables,
you are able to add “more” and “most”.
- I will also explain the “Y” rule to the class. When a word like
“hungry” is turned into a comparative or superlative adjective,
you drop the Y and ad “ie”. I will display multiple examples of
words ending in y and turning into their comparative/superla-
tive form.
- I will have students write the words with me on their white-
boards as we go.
- I will then explain that they will be playing a board game I
have created to practice changing base words into comparative
and superlative adjectives.
- Rules: Roll the dice and move that many spaces on the board
• If you land on a blue block, turn the base word into a
comparative adjective
• If you land on a pink block, turn the base word into a su-
perlative adjective.
• ll the dice and move that many spaces on the board
• If you land on a blue block, turn the base word into a
comparative adjective
• If you land on a pink block, turn the base word into a su-
perlative adjective.

- I will then split students into groups of two. I will give each
group a board game print and a dice. I will also give them a
pice of line paper. Each of the group members needs to write
the base word in either its comparative or superlative form on
the paper.

Lesson Wrap-up - Students may begin playing until one of them make it to the
end of the game. I will collect and assess students papers with
the comparative and superlative adjectives written from the
game.

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Self-Evaluation Overall, the board game seemed to really engage the students.
They love game-based learning and I have noticed that when I
introduce a lesson with the incentive of earning the privilege to
play a game or do a fun activity too, the students' behavior is
significantly better. The game was successful in having them
practice the skill of turning base words into comparative and
superlative forms. There were some issues with certain groups
not writing down their words at first and just focusing on playing
the game and moving their chip, but as I was circulating I was
able to get them on task and write their words down on the line
paper. 

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