3rd Grade Comparative Adjectives Lesson Plan (English)

Topic: Comparative Adjectives

Objectives & Outcomes

• Students will be able to define comparative adjectives and understand the concept of comparison using comparative adjectives.

Materials

• Whiteboard or chalkboard
• Markers or chalk
• Handouts with examples of comparative adjectives (e.g. "bigger", "better", "faster", "stronger")

Warm-Up

• Show the students a picture of a person or an object and ask them to describe the person or object using adjectives.
• Have the students share their ideas with the class and write the adjectives on the board.
• Have the students look at the list of adjectives on the board and see if they can spot any patterns or similarities.

Direct Instruction

• Introduce the concept of comparative adjectives and explain that these are adjectives that are used to compare two things.
• Explain that comparative adjectives are formed by adding the ending -er to adjectives that end in -y and by adding -er to adjectives that don't end in -y.
• Provide the example of "funny" and "funnier" as an illustration of how comparative adjectives are formed.
• Review the list of adjectives from the warm-up activity and have the students find the comparative adjectives by adding -er or -er.

Guided Practice

• Divide the students into pairs or small groups.
• Give each group a set of adjective cards and have them sort the cards into piles based on the ending of the adjective (ending in -y or not ending in -y).
• Have the students use the cards to complete a sentence strip with a comparative adjective, such as "The __________ girl in the class is my friend."

***For more advanced students, you can have them use the adjective cards to create a sentence with two comparative adjectives, such as "The faster runner in the race was my friend."

Independent Practice

• Have students work in pairs or small groups to create their own comparative adjective cards.
• Encourage them to be creative and add in their own examples of comparative adjectives that they have learned in class or seen in literature.
• Each group can present their cards to the class and explain the rules for forming comparative adjectives.

Closure

• Review the rules for forming comparative adjectives and have students give examples.
• Ask students to share any additional comparative adjectives that they learned about in class or found in their independent practice.

Assessment

• Observe students during the group and independent practice activities to ensure they are able to form comparative adjectives correctly and use them correctly in sentences.
• Collect and review the worksheets to assess student understanding of the rules and patterns for forming comparative adjectives.