Whitney Ingram Tippens EDU 327 Lesson Plan
Comparative and Superlative Adjectives
Grade Level:
3
Subject:
English/Language Arts and Reading
National Performance Standard(s):
NL-ENG.K-12.12 Applying Language Skills – Students use spoken, written, and visual language
to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of
information).
Georgia Performance Standard(s):
ELA3C1a – the student demonstrates an understanding and control of the rules of the English
language, realizing that usage involves the appropriate application of conventions and grammar
in both written and spoken formats.
The student a) correctly identifies and uses adjectives.
Specify Essential Content/Objectives:
1. Enduring Understanding(s): Using adjectives in speaking and writing makes for a
more descriptive experience for listeners.
2. Essential Question(s): How can we enhance our vocabulary in our writing to better
engage readers? What types of adjectives compare two objects? What types of
adjectives compare three or more objects?
3. What the students will know: Students will know that comparative adjectives compare
two objects and their similarities and differences. Comparative adjectives end in –er
when comparing two objects. Students will know that superlative adjectives compare
three or more objects and their similarities and differences. Superlative adjectives end in
–est when comparing three or more objects.
4. What the students will do: After learning what comparative and superlative adjectives
are, students will go through center rotations to complete a practice worksheet, to identify
superlative and comparative adjectives in Many Luscious Lollipops, and to watch a video
about adjectives based on their pre-assessment results. Students will then create a 3-
section flipbook demonstrating their knowledge of comparative and superlative
adjectives and illustrate pictures to ensure their understanding.
5. Lesson Objective: Students gain an understanding of what comparative and superlative
adjectives are: Students will complete the Adjectives That Compare worksheet, identify
the adjectives in Many Luscious Lollipops, and watch a video to gain a better
understanding of what comparative and superlative adjectives are. Based on their
knowledge, students create a 3-section flipbook using an adjective of their choice to
demonstrate the difference between comparing two or more objects.
Collect A Variety of Materials/Resources for Student Use:
What Am I Pre-Assessment Sheet
2 Pigs Slide
3 Pigs Slide
Adjectives That Compare Worksheet
5 copies of Many Luscious Lollipops by Ruth Heller
How Many Did You Find Graphic Organizer
Group One video [Link]
Group Two video [Link]
Group Three video [Link]
Observation Checklist
Different colored construction paper
Markers
Scissors
Post-Assessment Rubric
Activate and Pre-assess Student Prior Knowledge:
The teacher will pass out the What Am I Pre-Assessment Sheet to see how much each student
knows about adjectives, comparative adjectives, and superlative adjectives one day prior to
teaching the lesson. Teacher explains, This is not for a grade, but to show me what you know
about an upcoming lesson I am going to teach you. Student grouping with be made accordingly.
The next day, the teacher will brainstorm with students about adjectives on the Smart Board. The
teacher asks students, What is an adjective? The teacher will begin creating an adjective Web on
the board with the word adjective in the center. Student answers should consist of descriptive
words due to the fact they have already learned about adjectives. With each answer, the teacher
will add a new branch to the adjective web. By the time the web is complete, there should be
color words, size words, emotions words, etc. branching from the word adjective in the center of
the Smart Board.
The teacher will then ask students How can we use adjectives to show the similarities and
differences in two objects? Students might answer, but have not learned this yet.
Provide for New Knowledge Acquisition:
The teacher will show the 2 Pigs Slide on the Smart Board. She will explain, Let’s try to compare
these two pigs. What adjectives come to mind? Because the pigs are so large, the word fat is an
anticipated answer. The teacher will use the word fat to begin, even if no one has called it out.
For example, All of your adjectives are great description words. I think the word fat describes
these pigs.
Teacher explains, Look at these two pigs, one of them is fatter than the other. When we talk
about two objects (in this case the pigs) we are comparing them. That way, we know if they are
similar or different. When we compare two objects, we use comparative adjectives. Remember
when I said that one pig is fatter than the other? Fatter is our comparative adjective.
Comparative adjectives end in –er.
The teacher will then show the 3 Pigs Slide on the Smart Board. She explains, Now look! There
are three pigs on the Smart Board. I want to compare these three pigs. Remember we said that
one pig is fat and the other pig is fatter…. so the last pig must be the fattest. When we compare
three or more objects we use superlative adjectives. Fattest is our superlative adjective.
Superlative adjectives end in –est.
The teacher then goes over the difference between comparative and superlative adjectives again.
When we compare two objects, we use comparative adjectives. They end in –er. When we
compare three or more objects, we use superlative adjectives. They end in –est. You all help me
say that…When we compare two objects we use _______. They end in ______. When we
compare three or more objects, we use _______. They end in _______. Students should fill in
the blanks with the appropriate words and endings orally.
The teacher will then use a blank Smart Board sheet and write the adjectives: tall, short, big,
small, and young in a vertical line. Since there are five table groupings, each group will have a
chance to correctly write the comparative and superlative forms of the given adjectives. The
teacher explains, Now it’s your turn to try this out. Each table group will work together to figure
out the comparative and superlative forms of these adjectives. Once your group has it figured
out, send one person to the board to write the correct answer. We will go over them after each
group has finished.
The teacher then goes over the correct versions of the adjectives, correcting mistakes when
necessary.
Adjust Assignments for Student Applied Practice:
Students are broken into groups according to the results from the What Am I Pre-Assessment
activity given the day before. Students will spend between 5 to 7 minutes at each center listed
below. Before the students begin the center rotations, the teacher explains what happens at each
center. As the students are completing their center rotations, the teacher will complete the
Observation Checklist.
At center one, you will complete the worksheet at the table. This is going to give you more
practice deciding when to use superlative and comparative adjectives. At center two, you are
going to read as much of the Many Luscious Lollipops book as you can. As you read, fill out the
graphic organizers at the table. At center three, all you have to do is watch the video assigned to
your group.
Center 1: Students complete the Adjectives That Compare Worksheet.
Center 2: Students read Many Luscious Lollipops and fill out the How Many Did You Find
Graphic Organizer.
Center 3: Students in Group One watch the “Grammar Rock Adjective” You Tube video
Students in Groups Two watch the “Using Adjectives to Compare” You Tube video
Students in Group Three watch the “ Superlative and Comparative” You Tube video
Conduct Post-Assessment for Students to Independently Demonstrate Knowledge:
Students will create a 3-section flipbook of comparative and superlative adjectives. Students will
be able to select their own adjective. On the first flap students will write the adjective. On the
second flap, students will write the –er version of the adjective. On the third flap, student will
write the –est version of the adjective. (fat, fatter, fattest). Under each adjective, students will
draw a picture the represents each version of the adjective used. (a fat pig, a fatter pig, a fattest
pig).
A model will be provided to show an example if needed.
The teacher walks students through the instructions: First, come to the back table and pick a
piece of construction paper, get a pair of scissors, and grab some markers. Next, take your piece
of paper and fold it hotdog style. On the open end of the paper, cut two slits to the fold so you
have three sections. Now, you can pick one adjective. You will write that adjective on the first
flap. On the second flap you will write the comparative form of the adjective. One the third flap
you will write the superlative form of that adjective. After you have the three adjectives written,
lift your flaps, and illustrate your adjectives. You should have three different adjectives and
three different pictures when you are finished.
See Post-Assessment Rubric for grading.
What Am I?
Try your best to answer the following three questions:
1. Part of speech that describes something?
2. Compares the similarities and differences between two
objects?
3. Compares the similarities and differences between three or
more objects?
Adjectives That Compare
Add a comparative or superlative adjective to complete each
sentence. Use a form of an adjective from the box or an
adjective of your own. Write out the new sentence.
Tasty Sweet Rich Salty Spicy
1. The African dish was the _____ dish at the party.
2. The beans were _____ than the meat.
3. The Spanish dessert was _____ than the dessert I made.
4. I think Chinese food is the _____ food in the world.
5. African chocolate has the _____ flavor I have ever tasted.
How Many Did You Find?
Graphic Organizer
List the Comparative List the Superlative
Adjective as you read Adjectives as you read
them: them:
Observation Checklist
Student is
Student is reading the book Student is
Student Name completing the and filling out watching the Comments
worksheet the graphic assigned video
organizer
Post-Assessment Rubric
5 4 3 2 1
Student creates a
flipbook using an Student creates a Student creates a
Student creates a Student does not
adjective in the flipbook using an flipbook using an
flip book that does attempt to create
correct forms adjective and only adjective and only
not contain and the three flaps on
(adjective, two correct forms one correct form
adjective the flipbook
adjective + -er, of the adjective of the adjective
adjective + est)
Student uses three
pictures to
Student uses Student uses only
Student uses only represent the Student does not
pictures that two accurate
one picture to adjective BUT use a picture for
represent the three pictures to
describe the there are no any of the
versions of the describe the
chosen adjective representations of adjectives
chosen adjective chosen adjective
differences in the
pictures
Score: /10
