Abdulkadir Aden

November 12, 2015

EDU 5201
Extended lesson
Part 1 Description of Setting

3rd grade
English Language Arts
Sheltered instruction, in highly impacted, Title I school
SLCSD
100% of the students (13 out of 13) are English Language Learners (ELLs). Proficiency
levels, 5 intermediate, 5 emerging, 2 early productions, and 1 preproduction.
13 out of 13 students (100%) are considered to be member of a minority group; 5 intermediate (L1: Kenyan, Pacific Islander, Spanish, Somali), 5 - speech emergences (L1:
Burundi, Somali, Spanish, Karen-Burma), 2 - Early production (L1: Karen-Burma,
Arabic) and 1 - Preproduction (L1: Karen-Burma).

Part 2 Abbreviated lesson plan

Teacher: Abdulkadir Aden

Lesson: Multiday or Single day

Class: 3rd grade

Content Objectives:
Students will be able to identify adjectives in
regular, comparative and superlative
adjectives forms by using response cards
individually with rest of the class.

Language Objectives:
Students will be able to correctly add er and
est to the adjective form to create the correct
comparative and superlative form by reading the
flash card sentences.

Vocabulary: form, adjective, comparative,

and superlative.

Building Background: Using pictures I will

illustrate to students the adjective form, adjective
comparative and the adjective superlative are
used. Using pictures about the three pigs
students will be able to show me what they know
about the adjective forms, adjective comparative
and the adjective superlative.
Supplementary Materials: Pig, Pigger, and
Piggest book, adjective response cards. Picture
cards with examples from Pig, Pigger, and
Piggest book; question cards to show class.

Regular Materials: vocabulary words and

journal, match the adjective words to their
appropriate function, adjective response
cards.

Strategies: I am going to remind students to

establish a purpose for reading and/or
learning. Student are going to preview the
story before reading. They will follow the
examples listen on the flash cards while they
highlight, underline the important
information. Students will use response cards
to reduce affective filter.

Activity/Application: I will read the book Pig,

Pigger, and Piggest while discussing the three
forms of adjective. Then we do the adjective
response card to further extend the students
knowledge about the three basic adjectives.
Students will practice independently and try to
identify which the comparative or superlative
that is used with the correct adjective form.

Lesson Delivery:
Introduction (3-5 minutes): I will review the objectives.
Part 1 (15-20 minutes): I will start the lesson by reading the book Pig, Pigger, and Piggest, then
I will have discussion and ask them what they noticed about the different forms of adjectives
used. Identify between what comparative adjective and superlative adjective are and how they
are represented. While I read the book Pig, Pigger, and Piggest, I will point out to students the
adjective form and how it is used in the book. For example pig found a muddy spot, and for the
comparative adjective Pigger found a muddier spot and last Piggest found the muddiest spot.
Part 2 (7 minutes explanation 15 minutes work time): Students will compare two items of
their choice. I will ask students to give me an example of a comparative adjective in a sentence,
and we trade examples back and forth. I will give the students a list of adjectives to turn into
comparative adjectives. The list could have the following adjectives: interesting, boring, big,
pretty, funny, happy, small, red, and wet. Afterwards I will check for students understanding.
Some of these adjectives, such as big or pretty are turned into comparative adjective by adding
an -er. Using teacher created cards I will show students a card with a premade question and the
students will use a premade response card to answer the question.
Part 3 (7 minutes explanation 15 minutes work time): After the students complete the list, I
will explain a superlative adjective. I will use an example with objects within the room in which
I am sitting. I will ask the students to provide an example of a sentence using a superlative
adjective, and I will correct any mistakes which I hear. I will give the students the same list of
adjectives that I gave them for comparative adjectives. I will ask the students to turn the
adjectives into superlative adjectives. While the students complete the list, I will correct any
mistakes I see and answer any questions which they may have. Some of the adjectives, such as
big or pretty are turned into superlative adjective by adding an -est.
Part 4 (10-15 minutes): To further cement their understanding of the two types of adjective, I
will give them a list of topics in which they are interested. For example, if they are interested in
sports, I will give them basketball, baseball, soccer, and football. If they are interested in movies,
I will create some topics of out of movies. Once they select a topic, I will ask them to create two
sentences for each topic, one sentence using comparative adjective, and one using superlative
adjectives and I will correct any mistakes.

Closing (5-10 minutes): students will summarize what they learned by using the
comparative/superlative handmade cards from the story.

Review/Assessment: Students will review what they learned about the three basic kinds of
adjectives and use comparative and superlative in a sentence. I will ask the students questions
that lead to them to answer about what comparative adjective and superlative adjective describe.
Are you the tallest in your family? Are you older than your brother? Are you the tallest in your
class? Are you the boldest on your soccer team? Sillier than your friends? Write a list of at least
ten comparatives and superlatives that describe you?
Students are ready to move on: _____Yes

____ No

Part 3 Lesson Description and Explanation

Common core state standard: Demonstrate command of the conventions of Standard English
grammar and usage when writing or speaking.
Objective 3.1g:

Form and use comparative and superlative adjectives and adverbs, and choose
between them depending on what is to be modified.

WIDA Standard(s): ELP Standard 2: The Language of Language Arts, Grammar, usage of
parts of speech. Single words

Entering Level 1: identify forms of adjectives the form, the comparative, the
superlative within a sentence.
Beginning Level 2: differentiate the uses of form, comparative, and superlative.
Developing Level 3: when and how to use

Previous learning: Preceding this lesson the students have been discussing about adjectives.
What is an adjective? (A) Adjectives modify nouns. I will connect to the concepts previously
learned by having a discussion to review about the two adjective forms (Comparative adjective
and Superlative adjective). I would ask them can you identify the adjective form that uses -er
ending or -est ending. What adjective we have already learned about, and what nouns do we see
when we have comparative adjective and superlative adjective.
The correct use of more and most with as a comparative and superlative will be saved for
another lesson.
Lesson preparation
Performance objectives:

o Content:
o I will be able to (or can) identify the adjective form, the adjective
comparative, and the adjective superlative by using response cards
individually with rest of the class.
o Language:
o I will be able to add er and est to an adjective to create the comparative
adjective and the superlative adjective by reading the flash card sentences.
o The objectives and the essential question will be written on the board and
will be reviewed in the first two to five minutes of the class period. I will
read to students the objectives because while we will also review that days
lesson procedure. Every day I will start by reading the objectives and I
will end by reviewing the objectives.
Content Concept: Students need to understand parts of speech to promote and develop reading
skills and writing proficiency. Students will have declarative knowledge about the three adjective
forms, comparative adjective, and superlative adjective. This lesson is age appropriate because
the students are learning and furthering their English oral and written development.
Supplementary Materials: Pig, Pigger, and Piggest book, adjective response cards.
Picture cards with examples from Pig, Pigger, and Piggest book; question cards to show
class. I choose these materials because they support ELL students understand about the
concept. Books are useful for Ells because it helps to activate their background
knowledge and make personal connections with the adjective form, adjective
comparative and adjective superlative through a class discussion. Response cards are
appropriate materials for ELLs because they introduce students to the key vocabulary
with images to support their understanding of the word. Picture cards are a great way for
students to have symbolic representation of what is being used with the adjective form,
adjective comparative and adjective superlative. Question cards help ELL to further
illustrate their understanding about the adjective form.
Adaptation of Content: by using Pig, Pigger, and Piggest book, adjective response
cards. Picture cards with examples from Pig, Pigger, and Piggest book; question cards to
show class. Students will understand how parts of speech will promote and develop
reading skills and writing proficiency.
Meaningful Activities: since this whole lesson is essentially made for ELL students.
Student will partake in different activities that will help them to further illustrate and
deepen their understanding of the adjective form, adjective comparative, and adjective
superlative. Through the use of Pig, Pigger, and Piggest book, students will activate their
background knowledge of adjectives. Through use and practice of the adjective response
cards students will demonstrate their understanding of the adjectives. Picture cards with
examples from Pig, Pigger, and Piggest book; and question cards to show class will
further evolve, strengthen, and deepen their understanding about the two adjective ending
er comparative adjective and -est for superlative adjective.
Building background:

o Background knowledge: Books are useful for ELLs because it helps to activate
their background knowledge and make personal connections with the adjective
form, adjective comparative and adjective superlative through a class discussion.
By introducing the different adjective forms I will introduce what comparative
adjectives are. The types of adjectives used for highlighting the difference
between two objects, or two nouns.
o Prior learning: I will link students prior learning to the lesson concept by
discussing about adjectives. I will start by activating students background
knowledge by showing the pictures of the pigs from the story. I will connect to the
concepts learned prior by having a discussion to review about the two adjective
forms (Comparative adjective and Superlative adjective). I will use the lesson
essential question to review prior learning. What is the correct form of an
adjective to use when comparing things?
Comparative adjectives are a type of adjectives used for highlighting the
difference between two objects, or two nouns. The following is a sentence
that uses a comparative adjective; My female cat is younger than the male
cat. In this sentence, the word younger is the comparative adjective.
Superlative adjectives are used to distinguish objects or nouns, if there are
three or more things which are being compared. Specifically, they are used
to distinguish the highest degree of a noun. For example, The last house is
the largest. The word largest in this sentence is the superlative adjective
o Key Vocabulary: the key vocabulary words are used throughout the whole
lesson. Form, adjective, comparative, and superlative; - have been reaerated and
discussed and played with throughout the whole lesson. The book will be an
introduction to the key vocabulary of the lesson and provide a visual example of
the characteristics of the adjectives. This will be appropriate because this is how I
will begin to distinguish between characteristics of the two adjective forms,
(comparative adjective and superlative adjective. It is also appropriate because the
words that I discuss from the book will be the words that are assigned to the ELL
students for the three adjective forms picture activity so that they have already
seen the words and have extra support.
Comprehensible input:
o Speech: Since this is all ELL class, I will make sure to read the text on the same
pace with their understanding. I will make sure that my reading rate is sup bar
level with the student understanding. I will make sure not to read too slow or too
fast as well. In addition to me reading student will have a narrated voice that is
appropriate to their reading level so they have comprehensible input about the
reading. I will also write out the text so students have something to look over
while read.
o Clear Explanations: For example, I will say we have been working with
adjective. I will write down what is an adjective? then I will continue to discuss

while writing adjectives modify nouns. Then to further in-deepen the students
comprehensible input I will read Pig, Pigger, and Piggest book, and we as a
whole class will identify, discuss and I will write the idea of the concept on the
board.
o Variety of Techniques: I do, we do, and you do. Response cards to reduce
affective filter. I will model by reading the Pig, Pigger, and Piggest book, then we
will discuss the three adjective forms and students will practice on their own with
adjective activity. Students will also have hands on activities which is the
response card along with the final activity which includes comparative and
superlative adjective chart.
Strategies:
o Learning strategies:
Previewing the story
I will remind students to establish a purpose for reading and/or learning
the three adjectives. Student are going to preview the story before reading.
They will follow the examples listed on the flash cards while they
highlight, underline the important information.
Establishing a purpose for reading
Students will have a copy of the reading while I read. The copy students
will have highlight, underlined important key words. For example pig
found a muddy spot, and for the comparative adjective Pigger found a
muddier spot and last Piggest found the muddiest spot.
o Scaffolding Techniques: I model by reading the book, we discuss the word forms
used within the story, and I further explain prior knowledge of the adjective
through discussion. I will read the book Pig, Pigger, and Piggest that will be an
introduction to the key vocabulary of the lesson and provide a visual example of
the characteristics of the adjectives form, adjective comparative and adjective
superlative. In addition to the reading I am including pictures throughout the
lesson so students have an understanding of the meaning of the word.
o Questioning: from the beginning when I am introducing the adjective Form,
adjective, comparative, and superlative. I am stopping in between the reading and
I am asking students to identify the words used within the story to identify the
adjective: Form, adjective, comparative, and superlative. I am asking students
what it means when I say, My female cat is younger than the male cat. The last
house is the largest. Throughout the whole lesson I am using adjective response
cards. Picture cards with examples from Pig, Pigger, and Piggest book; question
cards so they understand the strategy that is with the lesson. What comparatives
and superlatives describe you? Are you the youngest in your family? Are older
than your brother?
Interaction

o Frequent opportunities: students will have many opportunities to interact with

me and with each other. During the introduction of the objectives we will discuss
about how to recognize the different adjective forms. While I am reading I will
ask students what they realized within the word of the text and then I will clarify
with the students about the different adjective form with the adjective response
cards. Picture cards with examples from Pig, Pigger, and Piggest book; and
question cards. Students will have frequent opportunity to interact with each other
throughout the lesson. After going through the flash card sentences will interact
with a student sitting next to them. Then they will share with the class their
partners shared with them. Students will choose an adjective that they know.
Students will write it down on a slip of paper and ask a partner to give the
comparative and superlative forms. After this pair activity students will move to
a group of four.
o Grouping Configurations: the approach I am using in this lesson is that we are
all discussing through the information lead in the story. When I am doing the
demonstration for the class we will all work together. I will monitor students in
the preproduction and early preproduction closely. Also they are learning what to
do by following what I am doing and other students. The only time students will
need guidance with the comparative and superlative adjective chart. Students will
share their answers with a student sitting next them and then afterward they will
meet with me we will discuss as whole class and answer the chart.
o Wait Time: I will have a timer that I will set for one minute and students will
respond by using the response card and orally say the adjective form. I will know
which students will need extra time to respond. I am using pictures to illustrate
the meaning of the adjective form. I believe this will help them see the picture and
process what it means in their first language.
o Clarify Key Concepts in L1: For EL students I will frontload the meaning
(definition) of each of the adjectives (from the picture cards). Students will then
have the knowledge needed to determine the correct comparative and superlative
form.
Practice and Application:
o Hands- on Materials and/or Manipulatives: three out of the four activities I am
using are hands-on and manipulative activities. The response cards are hands on
and students are answering which adjective end base -er or -est goes with the
sentence. With the post card students are manipulating what they are seeing and
what I am asking them to do.
o Application: Students will practice and apply what they learned by finding the
adjective form, adjective comparative and superlative endings. While I display the
sentence on the flash cards I will read them students. And by talking about their
everyday lives using superlative and comparative forms.

o Integration of the 4 Skills in Practice: reading, students are being read to while
they listen and comprehend the story. Writing, students respond with short answer
by filling in the correct adjective form, adjective comparative and superlative.
Finally students practice by speaking the correct adjective form and adjective
comparative and superlative.
Lesson Delivery:
o Content Objectives align with instruction: Content Accuracy, and Language
Objectives aligned with instruction.
Books: The books will be an introduction to the key vocabulary of the
lesson and provide a visual example of the characteristics of the adjective
form for (comparative adjective and superlative adjective). This will be
appropriate because the words that we discuss from the book will be the
words that are assigned to all the ELL students for the flash card and
response card activity. That way they have already seen the words and
have extra support.
Flash cards: Flash cards are appropriate materials for ELLs because they
introduce students to the key vocabulary with images to support
understanding of the word. Also, Flashcards are how students differentiate
the adjective within the text book and identify the adjective form, the
adjective comparative, and the adjective superlative.
Response cards: this is how the students will identify which adjective
form is written out and orally said. Students will identify the adjective
form, the adjective comparative, and the adjective superlative depending
which base ending fits with the adjective.
Graphic Organizers: I will provide the students with three versions of
the adjectives on a flash card. For example, the form pig found a muddy
spot comparative adjective Pigger found a muddier spot and
superlative adjective Piggest found the muddiest spot for his castle.
Exit Slip: I will provide the students with an exit slip to fill out at the very
end in which they will answer four questions about adjective form and rate
their learning level scale 1 to 5. 1 being the worst and 5 being the highest.
Within the exit slip students are asked to identify question like Are you
the tallest in your family? Are you older than your brother? Are you the
tallest in your class? Are you the boldest on your soccer team? Sillier than
your friends? I am using the adjective for comparative and superlative.
Review and Assessment:
o Formative assessment: while students use the response cards, I will watch for
their answer and see if they have strong grasp about the adjective concept.
o Review and assessment of students learning: Students will review what they
learned about the three basic kinds of adjectives and use comparative and
superlative in a sentence by having a class discussion before the exit slip then

doing the exit slip. Students will complete a worksheet that contain for example
question like are you the tallest in your family? Are you older than your brother?
Are you the tallest in your class? Are you the boldest on your soccer team? Sillier
than your friends?
o Feedback: student will complete an exit slip plus complete a worksheet. Students
will write a list of at least ten comparatives and superlatives that describe them? I
will give students feedback based on what they understand about the difference
between the comparative adjective and superlative adjective. I will correct the exit
ticket and return it to students the next day.
Differentiating instruction and Students choice:
o Entering Level 1: identify forms of adjectives the form, the comparative, the
superlative within a sentence. Through the use of combined vocab words and
pictures students will practice as a whole class and understand the meaning of the
adjective form, adjective comparative and superlative. Also by integrating the
book Pig, Pigger, and Piggest students will be able to have concept clarity about
the word usage.
o Beginning Level 2: differentiate the uses of form, comparative, and superlative.
Even though I am expecting all the students to participate in all the activity, I
know what I want from each student depending on their level. Students in this
level I expect them to know and understand the base ending for comparative
adjective and superlative adjective.
o Developing Level 3: when and how to use; student in this level I expect them to
participate in the entire lesson understand and accurately use the adjective verb
with it is sentence.

We will understand the adjective form by

reading the book . . .

Use the picture cards to support student

learning.
Use student response cards for answers

Adaptations Activity

Independent Practice
(you do)

Exit Ticket

Review of Objectives/
Final
Did we meet our objectives?
o Content
o Can you identify adjectives in regular, comparative and superlative adjectives
forms by using response cards individually with rest of the class?
o Language
o Can you correctly add er and est to the adjective form to create the correct
comparative and superlative form by reading the flash card sentences.