English lesson plan · 10th grade (Year 11 in England) · 60 minutes
Avoiding double comparatives and comparing absolutes
Grammar
CCSS L.9-10.1CCSS L.11-12.1.BEngland: GCSE English Language (AO6 Standard English)England: ACT English
Objective and success criteria
Students will: Avoiding double comparatives and comparing absolutes.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Logical comparisons: comparing like with like
Leads to: the next skill in this area.
Materials: Sentence strips, Highlighters, Mini whiteboards, Mini whiteboards, A short model text on the board, Printed student sheet (below).
Warm-up · 6 min
- Quick retrieval from earlier learning (Logical comparisons: comparing like with like). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Is this sentence correct in formal written English? My phone's battery lasts longer than my brother's. (correct / incorrect) → correctPrompt: What exactly is being compared on the first side? (the climate, the battery, the population…)
- Choose the option that makes a logical comparison. My phone's battery lasts longer than ___. (my brother / my brother does it / my brother is / my brother's) → my brother'sPrompt: What exactly is being compared on the first side? (the climate, the battery, the population…)
- Is this sentence correct in formal written English? The population of Tokyo is larger than that of London. (correct / incorrect) → correctPrompt: What exactly is being compared on the first side? (the climate, the battery, the population…)
Hook · 6 min
- Show a sentence with the grammar point used wrongly and ask what sounds odd.
- Share the objective: Avoiding double comparatives and comparing absolutes. Read the success criteria together.
I do: model it · 12 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Which sentence is correct in formal English? • The water was the most frozen. • The water was more frozen than ever. • The water was very completely frozen. • The water was completely frozen.
- Step 1: Use -er/-est OR more/most, never both; use the comparative for two things; avoid grading absolute adjectives in formal writing.
- Step 2: 'Frozen' (solid ice) is an absolute state here.
- Step 3: So the answer is: The water was completely frozen.
- Answer: The water was completely frozen.
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Is this sentence correct? The water was the most frozen. (yes, it is correct / no, it is not correct) → no, it is not correctPrompt: Look for 'more' or 'most' stuck onto a word that is already comparative or superlative.
- Which sentence is correct in formal English? • Lisbon is more far west than Madrid. • Lisbon is farther west than Madrid. • Lisbon is more farther west than Madrid. • Lisbon is farthest west than Madrid. (Lisbon is more far west than Madrid. / Lisbon is farther west than Madrid. / Lisbon is more farther west than Madrid. / Lisbon is farthest west than Madrid.) → Lisbon is farther west than Madrid.Prompt: Look for 'more' or 'most' stuck onto a word that is already comparative or superlative.
You do: independent practice · 17 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Which sentence is correct in formal English? • She is the more cleverer student in the class. • She is the cleverest student in the class. • She is the cleverer-est student in the class. • She is the most cleverest student in the class. (She is the more cleverer student in the class. / She is the cleverest student in the class. / She is the cleverer-est student in the class. / She is the most cleverest student in the class.) → She is the cleverest student in the class.Prompt: Look for 'more' or 'most' stuck onto a word that is already comparative or superlative.
- Is this sentence correct? This pizza is better than the last one. (yes, it is correct / no, it is not correct) → yes, it is correctPrompt: Look for 'more' or 'most' stuck onto a word that is already comparative or superlative.
Watch out for
- Naming the feature but not using it in their own sentences.
- Thinking a sentence is right because it sounds right when spoken casually.
Support and stretch
Support
- Review first: Logical comparisons: comparing like with like.
- Use concrete materials: sentence strips.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-10.
Free lesson plan from eurekami.com/lesson-plan-builder