1. ABAD, Laura Janelle E. EDUC 190 WF
2008-01237 July 2010
Topic: Comparison of Adjectives
Learners: Grade 3 students
I.Motivation
The story “Goldilocks and the Three Bears” is read aloud to the students and during certain parts of the
story, the teacher shows and points to corresponding pictures.
Goldilocks and the Three Bears
Once upon a time there were three bears who lived in a house in the forest. There was a great big Papa
Bear, a middle-sized Mama Bear, and a little tiny Baby Bear. Papa Bear had a great big voice, Mama
Bear had a middle-sized voice, and Baby Bear had a little tiny voice.
Every morning, they would eat some porridge. Papa Bear had a great big bowl, Mama Bear had a
middle-sized bowl, and Baby Bear had a little tiny bowl.
One day, while they waited for their porridge to cool, the three bears decided to go for a walk in the
forest. While they were away, a girl with yellow hair passed by their house. Her name was Goldilocks.
Goldilocks was hungry and smelled the porridge. She knocked on the door of the bears' house. No one
answered, so she entered the house.
First, she tried the porridge in Papa Bear's bowl, but it was too hot. Then, she tried the porridge in
Mama Bear's bowl, but it was too cold. Last, she tried the porridge in Baby Bear's bowl, and it was just
right, so she ate it all up.
Goldilocks decided to look in the living room. There, she saw three chairs. She tried to sit on the great
big chair, but it was too high. She tried to sit on the middle-sized chair, but it was too wide. She tried to
sit on the little tiny chair, and it was just right, but when she sat down, it broke!
Goldilocks got tired, so she went upstairs. There, she saw the bedroom. It had three beds. Goldilocks
lay on the great big bed, but it was too hard. She tried next the middle-sized bed, but it was too soft.
Lastly, she tried the little tiny bed, and it was just right. Goldilocks closed her eyes, and was soon fast
asleep.
The three bears came home.
“Someone's been tasting my porridge!” growled Papa Bear in his great big voice.
“And someone's been tasting my porridge!” said Mama Bear in her middle-sized voice.
“Someone's been tasting my porridge, and has eaten it all up!” squeaked Baby Bear in his little tiny
voice.
The bears went to the living room.
“Someone's been sitting in my chair!” growled Papa Bear in his great big voice.
“And someone's been sitting in my chair!” said Mama Bear in her middle-sized voice.
“Someone's been sitting in my chair, and has broken it!” squeaked Baby Bear in his little tiny voice.
They went upstairs to check their bedroom.
“Someone's been sleeping in my bed!” growled Papa Bear in his great big voice.
“And someone's been sleeping in my bed!” said Mama Bear in her middle-sized voice.
“Someone's been sleeping in my bed, and is still there!” squeaked Baby Bear in his little tiny voice.
Just then, Goldilocks woke up and saw the three bears. She was so scared that she ran out of the house
as fast as she could. The end.

2. Illustration 2: Papa Bear's Bowl with
porridge
Illustration 1: The three bears
Illustration 3: Mama Bear's Bowl with porridge
Illustration 4: Baby Bear's
bowl after Goldilocks ate
the porridge

3. Illustration 5: Papa Bear's chair Illustration 6: Mama Bear's
chair
Illustration 8: Papa Bear's bed
Illustration 7: Baby Bear's
chair
Illustration 9: Mama Bear's Bed
Illustration 10: Baby Bear's bed

4. II.Objective/s
At the end of the lesson, the students should be able to form the comparative and superlative degrees of
adjectives.
III.Prerequisite
The students already know the parts of speech, particularly adjectives. Students know how to write
simple sentences in proper format.
IV.Information and Examples
The teacher asks questions about the story that will lead to the lesson.
Questions:
1. Who were the characters in the story? (Goldilocks and the three bears/'Goldilocks, Papa Bear, Mama
Bear, and Baby Bear) Describe the three bears. (great big Papa Bear, a middle-sized Mama Bear, and a
little tiny Baby Bear; Papa Bear had a great big voice, Mama Bear had a middle-sized voice, and Baby
Bear had a little tiny voice) Describe Goldilocks (had yellow hair, curious, adventurous...)
2. What did the three bears like to do every morning? (eat porridge)
3. What did the three bears do one morning while waiting for their porridge to cool? (took a walk)
4. What happened while the bears were taking a walk? (Goldilocks arrived and went into their house to
eat the porridge)
5. Why did she eat the porridge only from Baby Bear's bowl? (because Papa Bear's porridge was too
hot, Mama Bear's porridge was too cold, and Baby Bear's porridge was just right)
6. Where did Goldilocks go next after eating the porridge? (living room)
7. What did Goldilocks do in the living room? (sat on the chairs)
8. Why did Goldilocks choose to sit on Baby Bear's chair? (because Papa Bear's chair was too high,
Mama Bear's chair was too wide, and Baby Bear's chair was just right)
9. What happened to Baby Bear's chair? (it broke)
10. Where did Goldilocks go next after she broke Baby Bear's chair? (went upstairs, went to the
bedroom)
11. What did Goldilocks do in the bedroom? (lay down on the beds)
12. Why did Goldilocks choose to sleep on Baby Bear's bed? (because Papa Bear's bed was too hard,
Mama Bear's bed was too soft, and Baby Bear's bed was just right)
13. What happened while Goldilocks was asleep? (the bears came back)
14. Did the bears find Goldilocks? (yes)
15. What happened when Goldilocks woke up and saw the three bears? (ran out of the bears' house)
The teacher writes down the words: hot, cold, high, wide, hard, soft and asks the class what kinds of
words they are. (describing words) The teacher then asks what they call these kinds of words.
(adjectives)
The teacher then proceeds to add the comparative (-er) and superlative (-est) form to the words and
explains about the comparative and superlative degrees of regular adjectives. She uses the story to
explain the topic by giving sentences. (e.g. Papa Bear's porridge was hotter than Mama Bear's porridge,
Mama Bear's bed was the softest bed...)
More examples are given by the teacher with regular adjectives (thin, thick, short, tall, big, small), and
the class answers. Sentences are also given (e.g. Papa Bear had the biggest bowl.)
The teacher then explains about adjectives whose comparative and superlative forms do not add -er and
-est (irregular forms). The teacher gives examples and sentences using these examples. (eg. good:
better, best. Andy has the best handwriting in the class.)

5. V.Practice and Feedback
Teacher asks each student to choose a verb from the board and write down sentences (one for the
comparative, one for the superlative degree) on their notebook. The teacher goes around the classroom
to check the sentences.
VI.Summary
Teacher explains again the main points of the lesson (adding -er and -est to regular adjectives to make
them into the comparative and superlative degree, and also the irregular verbs).
Teacher gives a homework answer sheet.
Creative Commons Attribution-ShareAlike 3.0 Philippines License
Resources:
http://upload.wikimedia.org/wikipedia/commons/thumb/e/ef/The_Three_Bears_-
_Project_Gutenberg_eText_17034.jpg/525px-The_Three_Bears_-
_Project_Gutenberg_eText_17034.jpg
http://www.flickr.com/photos/avlxyz/1542210074/
http://www.flickr.com/photos/sweetbeetandgreenbean/2907111810/
http://www.flickr.com/photos/24oranges/3575746608/
http://www.flickr.com/photos/jason_coleman/353450612/
http://www.flickr.com/photos/jacquiek/2716446552/
http://www.flickr.com/photos/lwr/296244375/
http://www.flickr.com/photos/ajbear/433612407/
http://www.flickr.com/photos/kelleys/85586272/
http://www.flickr.com/photos/beds/472936161/