Adjectives: Comparative and Superlative

Building academic language

Word

• Introduce the Vocabulary Card for the word adjective. Read aloud the word, definition, and provide examples.
• Give each student a copy of the Graphic Organizer Template: Frayer Model worksheet, and explain what each section of the graphic organizer requires. Instruct them to write the word adjective in the section labeled Vocabulary Term.
• Put students into partnerships and provide them with support as they complete the graphic organizer.
• Call on students to share the information from each section and create a teacher copy to display as a reference for the remainder of the lesson.
• Introduce the remaining two words, comparative and superlative, using the Vocabulary Cards. Read aloud each word and definition. Explain that these are two types of adjectives, and provide examples of each (e.g., comparative - bigger, larger, smaller, louder; superlative - biggest, largest, smallest, loudest).
• Draw a T-Chart on the board, with one side for comparative adjectives and the other side for superlative adjectives. Prompt students to think of additional comparative and superlative words. Have them share with the class and record them on the chart. Point out the -er in comparative adjectives and the -est in the superlative adjectives.

Sentence

• Distribute a copy of the Using Comparative and Superlative Adjectives worksheet to each student. Go over the first page and ask students to suggest additional examples of comparative and superlative forms of adjectives that fit each rule. Record them on the teacher copy and have students record additional examples on their worksheets.
• Model identifying the comparative adjective in the first example in Part 1 of the worksheet. Point out that the adjective ends with the -er, and note the two things that are being compared in the sentence (e.g., his bike is being compared to my bike). Have students complete the remainder of Part 1 with a partner. Have them discuss the two things that are being compared. Go over it as a class.
• Think aloud and model identifying the superlative adjective in the first example in Part 2. Emphasize that the adjective ends with -est, and point out the things that are being compared (e.g., his bike is being compared to all the other bikes). Challenge students to complete the rest of the section, discussing what is being compared in each sentence. Check answers together as a class.
• Explain that the third section of the worksheet requires students to utilize the rules on the first page. They will form the comparative or superlative form of the adjective in parenthesis. They must pay attention to the context of the sentence to determine if it's only two things that are being compared (comparative) or if it is three or more things being compared (superlative). Guide students through the first few examples before releasing them to work in partnerships. Engage them in discussion about the context in each sentence and what is being compared. Go over the answers and discuss as a class.

Discourse

• No discourse focus for this lesson plan.