Class: English

Unit: Grammar/ Visual Arts

Teacher: Ms. Courtney Lastiyano
Think, Pair, Share
Objectives: Students will be able to use various forms of comparatives, superlatives, and adverbs
appropriately.

Standards: Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking. (CCSS: L.3.1) By appropriately forming and using comparative, superlative adjectives and adverbs.
(CCSS: L.3.1g)

Visual Arts S.2-Envision and Critique to reflect-art represents stories of people places and things
Materials:
Partner
Blank paper
Writing utensils (Markers, pens, pencils, etc.)
Imagination
Duration: 30 minutes maximum.
Anticipatory Set: We will first be at our chairs discussing what comparatives and superlatives
are. Once weve discussed the definition, we will play a small game of Simon Says using only
comparatives and superlatives.
Waking them up and guiding through what comparatives and superlatives are physically.
Simon says, act cold, it's getting colder! Act like the coldest youve ever been!
Act friendly, Make yourself taller, get really small, etc.
Teaching: Input
Once our small game is completed, students will be paired off into partners. For ten minutes,
they will be discussing ideas and examples for a story they are going to be putting together
using comparatives and superlatives. Once theyve come up with a plan they will write the story
out and draw a set of the comparatives they chose to use in their story.

Continued.

Example: Krystyna is tallest, out of the three sisters, however she will never be as tall
her father, who is taller than everyone in the family.

Once the stories are completed, the pairs will have to stand up and read their stories aloud for
the class. They will be asked to tell us what superlatives theyve chosen to use, that way we can
see if they correctly identified how to use comparatives and superlatives.
Checking for Understanding: Once they tell their stories I will be able to see if theyve really
grasped the concept of comparatives and superlatives. They will have read it aloud in stories
theyve written themselves. If the story uses comparatives and superlatives correctly, thats how
Ill be checking.
Questioning Strategies
What comparatives did you hear from playing Simon Says?
What was the superlative of the word small?
Guided Practice: As they are discussing and writing out their stories, I will be walking around
the room checking in on each group. Just to make sure they are on the right track, and to further
explain an idea should they not understand it. I would like them to create their own
comparatives and superlatives using what weve learned, but I will be carrying around a sheet of
words that can be used just in case I stumble across a pair that are in need of some ideas.
Closure: So again class, a comparative adjective is used to compare two people or two things.
A superlative is used to compare one person or thing, but to the greatest extent.
I will then use a few students in an examplecomparative example
Billy, you and sarah are the greatest readers in the whole school.
Jessie is taller than me.

Superlative example
Jenny is the tallest girl in class.
Chiara is the funniest person I know.
You all did a fantastic job on your stories! Please remember to put your name and date and the
top right corner, and place it on my desk.
I will then end my lesson and close it with a description of what the homework will be for the
following day.
Independent Practice: Students will be asked to go home and collect three items that are a
visual representation of comparatives and superlatives. They will be sharing and discussing
these items in our next class.
*A tall glass
*A small toy
*A Happy Picture

Citation:
This teaching strategy was adapted and modified from Words their way.

Bear, Donald R., and Marcia Invernizzi. "Chapter 5 ." Words their way: word study for phonics,
vocabulary, and spelling instruction. 5th ed. Boston: Pearson/Allyn and Bacon, 2012. . Print.