Lesson Plan-Comparatives

LESSON PLAN LESSON: lesson 4: Language focus “comparative adjectives”
Teacher: Maryam Mohamed Subject: English
Grade: 7/5 Unit: 3 Date: Oct 17th 2019
SKILLS AND UNDERSTANDING
Students will be able to:
 Identify the comparative adjectives and use them to describe things and clothes.
 Recall the use of regular adjectives to comparative adjectives.
 Write sentences comparing things together.
Link to prior learning: Students will need to be familiar with the following
 The different part of speech especially the adjectives.
 How to compare between things.
 Some clothes names to describe.
21st Century Skills: Students will be able to enhance the following skills : (1) Critical thinking and
problem solving: Students will think of the way of comparing things at the beginning and during the
lesson by using comparative adjectives. (2) Communication and collaboration: Students will work
collaboratively to accomplish the groups work activities or peers one. (3) Initiative and self-direction:
Students will initiate and direct themselves to think and write their own comparison sentences to show
their understanding. (4) Productivity and accountability: Students will produce sentences from
different examples and build accountability to answer and be responsible about their answers.
Key vocabulary: Trainers / shoes / nice / size / cheap / expensive
Common misconceptions for learners: Ways of identifying and addressing these misconceptions:
 Students might get confused

with the use of comparative  Explain the use of comparative adjectives in power
adjectives and regular point slides and real life examples from the classroom.
adjectives.  Ask students to clap and identify the syllables, so if it
 Students might get confused is more than one, they will have to add the word
with the long adjectives and “more” before the adjective.
the rule of adding “more”  Show them examples of some words that end with “y”
before. and let them guess how it is written in the comparative
 Confuse with the adjectives condition. Next, explain it on the board by giving any
that end with “y” and how to student a word to change it to the comparative
change them to comparative adjective.
adjectives.
Resources/equipment needed:
Power point / students’ book page 47-48/ adjectives popcorn activity/ puzzle activity
UNIT: 3 LESSON: Language focus TASKS/ACTIVITIES
”comparative adjectives”
Resources & Time Starter (10 minutes)
Teacher Will: Students Will:
Adjectives popcorn  Start asking general  Answer the questions.

activity. questions related to their  Listen to the instructions,
prior knowledge for instance classify then paste.
7 minutes. ‘what kinds of the part of
speech we have?” “Can you
give me some examples?”
Do the colors considered as
adjectives?” and “Do you
like summer clothes or
winter clothes?”
 Explain the adjectives
popcorn activity, give clear
instructions for instance,
“you have different types of
words (part of speech),
classify the adjectives and
paste them on the adjectives
popcorn worksheet”, and set
a time within 5 minutes.
Resources & Time Main activities (30 minutes)
 Start explaining through power  Learn the comparative adjectives and

point slides the meaning of use it in sentences, look at the power
comparative adjectives and its use point pictures and compare. Two
with giving examples and ask students stand in front and the others
them to describe things. Choose start comparing.
two students while explaining to  Listen to the audio once and tick the
compare their height, clothes, and sentences they heard.
expressions.  Look at the sunglasses and t-shirts
 Ask them to listen to the audio and pictures then answer the related true
play it once to answer the and false questions.
sentences they heard. Then,  Work with their partner to answer the
discuss the answers together. worksheet which they will have to
 Show the students two pictures of transfer the regular adjectives to
sunglasses and t-shirts, she will comparative adjectives to complete
give them four sentences and ask the sentences.
them to decide if they are true or  Work in groups to reorder the words
false. into a full correct use of comparative
 Give each pair a worksheet with adjective and full correct sentences.
sentences and ask students to
change the adjectives they have to
comparative adjectives.
 Give students the instructions for
the words puzzle group activity.
To put the words in the correct
order to make them full correct
sentences.
Differentiation activities (Support): High achiever student could help them to
think of a comparison between the two students or pictures. They will be able
to use the one syllable adjective into comparative adjectives.
Differentiation activities (Stretch): They will be able to think and write

sentences as comparative adjectives. Think of the correct reorder of the puzzle
words activity.
Differentiation activities (Support): Medium achiever will be able to think of

examples with partner and sometimes individually.
Resources Plenary (5 minutes)
 Ask students to go back to the  Go back to the adjectives

adjectives popcorn activity, and popcorn activity, each student
Adjectives let each student take an will choose one different
popcorn activity. adjective to think and write a adjective and write a sentence
sentence by transfer it to a by transfer it to comparative
comparative adjective. adjective.
 Listen to their sentences.  Share and present their
sentences.
Homework Activity 5: writing – Write three sentences about your favorite things. (p.48)
Learning styles catered for (✓):
Visual Auditory Read/Write Kinesthetic
Assessment for learning opportunities (✓):
Observation Student self-assessment Oral questioning Peer assessment
Quiz Student presentation Written work and Verbal feedback

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LESSON PLAN LESSON: lesson 4: Language focus “comparative adjectives”

Teacher: Maryam Mohamed Subject: English

Grade: 7/5 Unit: 3 Date: Oct 17th 2019

SKILLS AND UNDERSTANDING

Students will be able to:

 Students might get confused

Teacher Will: Students Will:

Adjectives popcorn  Start asking general  Answer the questions.

Teacher Will: Students Will:

 Start explaining through power  Learn the comparative adjectives and

Differentiation activities (Stretch): They will be able to think and write

Differentiation activities (Support): Medium achiever will be able to think of

Resources Plenary (5 minutes)

Teacher Will: Students Will:

 Ask students to go back to the  Go back to the adjectives

Visual Auditory Read/Write Kinesthetic

Assessment for learning opportunities (✓):

Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and Verbal feedback

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