Comparing and Describing

Lesson Overview

Duration: 60 minutes
Class Size: 31 students
Age Group: Year 3 (7–8 years old)
Subject: English
Focus: Comparative and Superlative Adjectives
Curriculum Reference:

• National Curriculum for England, English Program of Study - Year 3
• Spoken language: Pupils should be taught to expand the range of grammar they've learnt, including using adjectives and adverbs to express time, place, manner, and cause.
• Writing: Sentence structure to include introduction of comparative and superlative forms of adjectives.

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Learning Objectives

By the end of this lesson, pupils will:

• Recognise and use comparative adjectives (e.g., bigger, smaller) and superlative adjectives (e.g., biggest, smallest) correctly in sentences.
• Understand the rules for forming comparatives and superlatives for different types of adjectives (short and long adjectives).
• Apply knowledge of comparative and superlative adjectives to describe objects and people around them.
• Demonstrate an ability to orally use comparative and superlative adjectives appropriately during paired and group activities.

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National Curriculum Links

• English - Writing:
  • Pupils should be taught to: Use adjectives and adverbs, including comparative and superlative forms.
• English - Spoken Language:
  • Pupils should be taught to: Participate in discussions, asking relevant questions and using appropriate vocabulary such as comparatives and superlatives to describe and compare.

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Resources

• Whiteboard and markers
• Large comparative and superlative adjective word cards
• Sets of colourful object pictures (e.g., animals, fruits, vehicles) with differing sizes, speeds, and qualities
• Interactive vowel sound sorting mats
• Mini whiteboards and pens (one per pair)
• Sticky notes for quick formative assessment
• "CompariTree" visual aid (a fun illustrated tree with branches labelled 'Comparative' and 'Superlative')

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Lesson Structure

1. Starter (10 minutes): “Adjective Detectives”

• Begin with a quick interactive Q&A: Show two objects (e.g., a small ball and a big ball). Ask, "How would you describe the difference between these two balls?"
• Write pupil responses on the board, focusing on adjectives. Highlight words like "big," "small."
• Introduce the concept: When comparing two things, we use comparative adjectives; when talking about the most or least of something in a group, we use superlative adjectives.
• Display the CompariTree visual and point out examples of comparative and superlative adjectives on the branches.

2. Teaching Input (15 minutes): Rules and Examples

• Explicitly teach rules for forming comparatives and superlatives:
  • For one-syllable adjectives, add “-er” or “-est” (e.g., tall > taller > tallest).
  • For adjectives ending in “-y,” change to “-ier” / “-iest” (e.g., happy > happier > happiest).
  • For adjectives with two or more syllables, use “more” and “most” (e.g., beautiful > more beautiful > most beautiful).
• Use word cards to illustrate each rule with clear examples.
• Encourage repetition by asking students to say the comparative and superlative forms aloud as a chorus.

3. Guided Practice (15 minutes): “CompariTree Sorting Game”

• Divide the class into 15 pairs (one trio). Each pair receives a selection of adjective word cards and images.
• Pairs sort cards and images into ‘Comparative’ or ‘Superlative’ branches on a printed mini CompariTree mat.
• Students must create sentences orally describing their objects using the comparative or superlative adjective (e.g., “This apple is bigger than that apple,” or “This is the biggest apple in the basket.”).
• Teacher circulates, prompting sound explanations (“Why do we say ‘bigger’ here?”) and offering immediate feedback.

4. Independent Activity (15 minutes): Comparative and Superlative Challenge

• Pupils are given a worksheet with three sections:
  1. Fill in the blanks with the correct comparative or superlative adjective.
  2. Write a short paragraph about three animals from the pictures provided, using at least two comparative and one superlative adjective.
  3. Extension challenge: Identify whether the adjective needs ‘-er/est’ or ‘more/most’ before the word and explain why in one sentence.
• Pupils use mini whiteboards for self-checking answers with a partner before writing final answers on the worksheet.

5. Plenary (5 minutes): Adjective Auction

• Hold a quick adjective ‘auction’ game where pupils ‘bid’ on the correct comparative or superlative adjective using sticky notes with points.
• For example, the teacher says: “I am thinking of a word to describe a mountain that is higher than another.” Pupils write down “higher” and ‘auction’ their answer.
• The class votes to decide if answers are correct.
• Recap learning with a quick quiz: Ask pupils to shout out the comparative or superlative form of certain adjectives (e.g., cold, funny, careful).

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Assessment and Feedback

• Formative assessment throughout class discussions, guided practice, and the adjective sorting game.
• Review worksheet accuracy to ensure pupils correctly apply comparative and superlative forms.
• Use sticky note responses in Plenary to identify misconceptions. Give prompt feedback for any errors, focusing on spelling rules and appropriate adjective choice.

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Differentiation

• Support:
  • Provide word banks and sentence starters during independent work for pupils who need help with spelling or sentence structure.
  • Pair less confident pupils with stronger peers during activities.
• Challenge:
  • Encourage more able pupils to find irregular comparative and superlative adjectives (e.g., good > better > best) and include them in their sentences.
  • Extension: Pupils can write their own short story using multiple comparatives and superlatives.

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Cross-curricular Links

• Science: Comparing sizes or speeds of animals or plants.
• Maths: Understanding ‘more than’ and ‘less than’ language reinforcing comparative language development.

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Reflection and Next Steps

• Review effectiveness of the interactive CompariTree game for engagement and understanding.
• Plan follow-up lesson focusing on irregular adjective forms and adverbial comparatives.
• Encourage pupils to identify comparative and superlative forms in their reading books during independent reading time.

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This lesson plan blends explicit grammar teaching with immersive, hands-on learning activities aligned precisely with the Year 3 National Curriculum. It supports active use of language and deepens pupils’ understanding of comparative and superlative adjectives through a variety of engaging, memorable experiences designed to ‘wow’ teachers and inspire pupils.