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Adjective Modifiers

The document is a lesson plan for an English class focusing on modifiers. It includes objectives, content standards, learning competencies, and procedures for teaching about modifiers including adjectives and adverbs. The lesson introduces the three degrees of comparison for regular and irregular adjectives, and provides examples and exercises for students to practice identifying modifiers and applying the correct forms in sentences.

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May Ann Dio
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2K views

Adjective Modifiers

The document is a lesson plan for an English class focusing on modifiers. It includes objectives, content standards, learning competencies, and procedures for teaching about modifiers including adjectives and adverbs. The lesson introduces the three degrees of comparison for regular and irregular adjectives, and provides examples and exercises for students to practice identifying modifiers and applying the correct forms in sentences.

Uploaded by

May Ann Dio
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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DETAILED School Sorsogon National High School Grade Level 8

LESSON PLAN Teacher MAY ANN D. DIO Learning Area English


Teaching Dates and Time FEBRUARY 4-5, 2020 Quarter 4

I. OBJECTIVES
The learner demonstrates understanding of: South and West Asian literature as an
expression of philosophical and religious beliefs; information flow in various text types;
A. Content Standards reality , fantasy, and opinion in listening and viewing materials; word decoding strategies;
and use of information sources, active and passive construction, direct/reported speech,
perfect tenses, logical connectors in journalistic writing.
The learner transfers learning by composing variety of journalistic texts, the contents of
B. Performance which may be used in composing and delivering a memorized oral speech featuring use of
Standards properly acknowledged information sources, grammatical signals for opinion-making,
persuasion and emphasis, and appropriate prosodic features, stance, and behaviour.
C. Learning
Competencies/ EN8G-IVa-15: Use appropriate modifiers
Objectives
II. CONTENT Topic Sentence

III. LEARNING RESOURCES


A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning -laptop and projector
Resources
IV. PROCEDURES
A. Reviewing previous 1. Introduction/Presentation
lesson or
presenting new
lesson

B. Establishing a
purpose for the
lesson

What country do you think is represented by the pictures?


C. Presenting 2. Modelling/Teaching
examples/instances
of the new lesson The teacher asks the students to give a short description about the pictures and writes it
on the board. (e.g. tallest/highest mountain, happy family, red flag)

What do you call these words?

The teacher discusses about modifiers.


D. Discussing new Modifiers are used to clarify, explain, describe and otherwise delimit the meaning of
concepts and other parts of speech and sentence elements.
practicing new These are words, phrases, or clauses that give descriptive details.
skills #1 When considering the proper form of a modifier, ask yourself what word is being
modified.
The first step in identifying modifiers is to read the sentence and look for descriptive
words.
You should then look at each descriptive word and try to determine whether it is an
adjective or an adverb.
An adjective describes a noun or pronoun
It answers the questions:
- how many
- which one
- what kind?
Example:
E. Discussing new - Nestled in the lap of the gigantic Himalayan Range, tiny land-locked Nepal has eight
concepts and out of ten highest mountains in the world, including Mt. Everest – the tallest in the
practicing new world.
skills #2 An adverb describes a verb, an adjective or another adverb
It answers the questions:
- when
- where
- how
- why
- what extent?
Example:
Nepal is a tremendously attractive location for mountaineers, rock climbers and
adventure seekers.

1) Thus, the teacher introduces the three degrees of comparison of regular and
irregular adjectives and the rules in comparing something and gives more
examples. The 3 degrees of comparison consists of positive degree,
comparative degree and superlative degree.

 Positive degree—describes a quality or characteristics; it is the plain form of


the adjective.
Example: Joshua is an intelligent kid.
 Comparative degree—is used to compare two persons, places or things.
Example: Christine is more intelligent than Joshua.
 Superlative degree—it is used to compare three or more persons, places or
things.
Example: Francis is the most intelligent of all.

Regular Forms
 Modifiers of One and Two Syllables. The first of two rules apply to modifiers
of one or two syllables.
 Use –er or more to form the comparative degree and –est or most to
form the superlative degree of most one- and two-syllable modifiers.
 Use more or less and most or least to form the comparative and
superlative degrees of all modifiers with three or more syllables .
EXAMPLES:
Beautiful more beautiful most beautiful
Superfluous more superfluous most superfluous
Soft less soft least soft

 NOTE ABOUT COMPARISONS WITH LESS AND LEAST: Meaning the


opposite of more and most, less and least can be used to form another version of
the comparative and superlative degrees of most modifiers.

Irregular Forms

IRREGULAR MODIFIERS
Positive Comparative Superlative
Bad Worse worst
far farther farthest
good better best
little less least
much more most
F. Developing mastery Recognizing Adjectives and the Words They Modify.
(leads to Formative In the sentences below underline each adjective, and circle the noun or pronoun it
Assessment 3) modifies.

1. Laura bought a blue blouse with white lace trimmings.


2. Several athletes complained about the old stadium.
3. The writer, tall and impressive, entered the auditorium.
4. Each one in the class will develop an original project.
5. I made three attempts to reach the local representative.
6. A gracious hostess greeted us at the flower show.
7. The branches, dry and peeling, showed the effects of the drought.
8. We packed the fragile glassware in a reinforced container.
9. The investigator hopes to get some answers from the lone witness.
10. The decorator suggested using three large paintings to cover the bare wall.

Choose the correct modifier from the box to complete the sentences.
G. Finding practical
applications
best of tallest largest
concepts and skills
in daily livingbeautiful carefully

1. Mt. Everest is the _____ mountain in the World.


2. Mountain climbers trek the mountains _________.
3. The Himalayan mountains offer up some of the ________ trekking opportunities in
Asia.
4. The mixing of cultures over the years have given Nepal a history as _______ as
the landscape.
5. Kathmandu is the______ district in Nepal.
H. Making Complete the following sentences:
generalizations and
abstractions about Today, I learned that _____________.
the lesson Moreover, I also learned that Modifiers are _____________.

I. Evaluating learning
J. Additional activities Copy the correct modifier in each sentence.
for application or
remediation 1. Brush your teeth (good, well) after eating sweets.
2. Have you ever seen anyone drive (graceful, gracefully)?
3. Ralph’s plan sounded (foolish, foolishly) to most of the members.
4. The price doesn’t make (no, any) difference to him.
5. Which is (farthest, farther) south — Atlanta or Nashville?
6. Rosemary should clean her room more (thoroughly, thorough).
7. Do you consider math or algebra (harder, hardest)?
8. Motors run more (economical, economically) at moderate speeds.
9. It was the (most delightful, delightfullest) trip I have ever taken.
10. The Pistons tried very (desperately, desperate) for a touchdown.

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

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