Teacher: Molly Edwards Lesson # in unit: __/__ Subject/Course Title: ENL Comparative and

Superlative Adjs. Date: Wednesday April 24, 2019

Measurable Lesson Objectives and Assessment of the objectives
By the end of the class session, student will be able to:

Content Objectives: W6.1 I can use comparatives and superlatives

Academic Language Objectives: SL. 1 I can listen and communicate

Why does this lesson matter?

This lesson matters because it will help the students to learn how to better articulate themselves when talking about the differences
between two or more things.

Assessment Statement: How will students show they have met the objective? There will be lesson checks using throughout my
teaching with white boards and then based on their completion of a worksheet after the lesson.

Supporting Diverse Learners

Within the ELL classroom, many of the students are diverse. I am using various popular culture references that I feel all of the students
will understand. I also allow the student to use their native language during the lesson with their peers in order to better understand the
material.

Method(s) for Instruction

Grouping Strategies:
Teacher Modeling/Demo.
Class/Group Discussion
Journal writing
Cooperative Learning
Role Play
Small Group
Hands-on
Guided Practice
Inquiry Learning
Lab
Game
Lecture or Direct Instruction
Simulation/Role Playing
Question/Answer
Independent Learning
Learning Stations
Model building
Readers/Writers Workshop
Other

Lesson Agenda
Warm up: How will you support students in accessing prior knowledge, personal, real world and/or cultural connections?

Time Teacher Will Be: Students Will Be: Rationale:

15 min. Circulating the room
assisting the students with
the warm up.
About halfway through
the warm up time, I will
provide them with basic
sentence structures that
the students can use if
they are unsure of how to
Working on their warm
up. On the board, there
are the two cartoon
characters “Tom and
Jerry”, the students are
supposed to come up with
three sentences about why
they are the same and why
they are different. There
are several adjectives that
This warm up with work
to ease the students into
the topic of comparative
and superlative adjectives.
They are forming very
simple sentences and this
lesson is going to teach
them how they can create
more complex sentences
to show how two or more
things are different. The
 formulate the proper
sentences.
10 min Silent reading
20 min I will be going through Listening respectfully and
my power point participating with their
instructing the students on whiteboards when asked.
how to form and use
comparative and
superlative adjectives. I
will also ask questions
throughout the
presentation that the
students can respond to on
their whiteboards.
At the end of the power
point there is a fun video
that has a song that says a
lot of the comparative and
superlative adjectives.
This song is very
repetitive, and I feel it
will help to put the pattern
of how to form the
adjectives in the students’
heads.
Rest of class Circulating the room and
assisting students with
are also listed on the side
of the board to help them.
Silently reading their
library books or a book
from the classroom.
Completing the
worksheets and they may
students should be able to
do this activity on their
own with the proper
supports that have been
provided, so it is also a
good activity to ease them
into the day.
Each day after the warm
up, the students have 10
minutes of silent reading
time. This is a part of
their daily routine within
this class and is always
included in order to begin
to have them develop a
love for reading as well as
to work to improve their
reading levels.
I chose to teach the
students lecture style
because this is the way
that their classroom
teacher usually introduces
and teaches new grammar
topics. All of the students
are paying attention and
are expected to participate
with the whiteboards, and
they enjoy using the white
boards so hopefully this
will help them to maintain
attention. The
whiteboards will serve as
a check for learning for
me throughout the lesson.
This way, I will be able to
make sure the students are
understanding what they
are learning throughout
the lesson time. The
video is just a fun little
other media element that
includes a nice song that I
feel will help to solidify
the pattern of how to form
the comparative and
superlative adjectives.
I have provided time for
the students to do their
 their questions about the
worksheets.
ask for help from the
people near them or from
any of the three adults that
are walking around the
room. Once they
complete the first
worksheet, they can move
on to the second
worksheet that is
available.
worksheets in class. This
way, if the students need
any help, there are many
people that are around to
help them. On the
worksheets, students must
translate the adjectives
into their native language,
and then write the
adjectives in their
comparative and
superlative form. There
are also some fill in the
blank questions to check
for comprehension of the
adjectives as well as if
they can use them
properly in a sentence in
the correct form. There
worksheets will serve as
another assessment
because I will be able to
check their understanding
of the concept from them.

Closing: Wrap up and Assessment How do you know your students met your lesson objective(s) and to what extent?
The students will turn in their worksheets, however many they finished, on their way out the door when they are done with class time. I
will be able to see from the worksheets, how well the students understood the new grammar concept.

Daily Assessment
Higher Order Thinking Addressed Formative Assessment: Summative Assessment:
Today: Class discussion Test
Entrance/Exit slip Project
knowledge
Teacher Observe Report
comprehension
Listened to conversations Presentation
application
Quiz Final Exam
analysis
Thumbs up, neutral, or down Other ________________
synthesis
Homework check
evaluation
Video quiz
Voting
What would it take to move students from recall
Whiteboard Check
into higher order thinking?
Other ______________

Preparation Needed for this Lesson:

Materials: Power point, smart board, white boards, markers, erasers, and worksheets

Technology: Computer and smart board

Copy: Worksheets
Locate:

Safety Considerations:

Reflection: What did I learn through teaching this lesson? What do I want to remember the next time I teach this lesson?
How will assessment data from today’s lesson impact tomorrow’s teaching?

I feel that next time I need to work on being more consistent within the question that I ask to my students. Making sure that
whenever I prompt questions for them to answer on the whiteboards, these questions are clear, concise, and consistent in
order to avoid confusion for the students. I also need to work on differentiated my instruction more so that I will be able to
reach more learning styles. The assessment data from today’s lesson will help to let me know if they should go back and
review this concept again tomorrow, or if they understand it and can continue to build upon it in order to make their written
speech more complex.

https://www.youtube.com/watch?v=872gqAJjc1g

ESL: Comparatives and Superlatives name: _____________________

I can use comparative adjectives to compare two things.

I can describe things with superlative adjectives.

Choose an adjective to complete each sentence.

small fast good pretty long big

The dog is _________.

The flowers are __________.

The mouse is __________ .

That is a _________ train.

That is a ________ car.

That is a _________ idea.

My Language Adjective Comparative Superlative

good better best

bad worse worst

big bigger biggest

small smaller

long

short

high
low

young
old

nice
beautiful * *