TOPIC: Using Comparison in Writing

OUTCOMES:

1) The Arts:

2) Language:

• using the positive, comparative and superlative forms of adjectives correctly
• organizing information to convey a central idea
• using description to provide instructions to a specific audience.

3) Math, Science, Technology

4) Personal & Social Studies

• using a variety of social skills: working with others, exercising leadership

RESOURCE MATERIALS:

1. Worksheet: Using Comparisons in Writing- Activities
2. Dictionary

INSTRUCTIONS:

Part A: Introduction

1. Explain to the students that writing which describes in detail helps the reader to understand and that one of the ways to make writing more descriptive is to use comparisons, such as good...better...best, or interesting, more interesting, most interesting.
   
   

Part B: Writing Activities

1. Have the students complete the first chart using the example given.
   
   
2. Review the answers.
   
   
3. Point out that some comparative forms are tricky. Then have the students, working in pairs, attempt some of these harder ones, using the chart.
   
   
4. Review the answers.
   
   
5. Have students, working in pairs, write a list of twelve common grocery items which would be purchased for their home. Have them write these twelve items down the left-hand side of a piece of note paper. On the right-hand side of the paper, have them describe these grocery items using at least one word which is comparative or superlative. Advise them to make their description as complete as possible without using any of the words in the left-hand column. Point out that the first one has been done for them.
   
   
6. Select a few people to read their answers.
   
   
7. Finally, have students individually write a complete set of instructions which would explain how to put away all twelve items of groceries.
   
   
8. Have each student pick someone (eg. partner, parent) to help them to revise and edit their instructions.

COMPLETION TIME:

Approximately two 30-40 minute periods.

EVALUATION:

1. Completion of task mark.
   
   
2. Have each student submit the final copy of the instructions for marking.

ADDITIONAL QUESTIONS:

1. Have students individually write a complete set of instructions on a topic of their choice.