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Comparative Modifiers

Comparative Modifiers Lesson

Comparative Modifiers

Following is a quick lesson to teach comparative modifiers. If it works for your students, check out these related lessons: superlative modifiers, misplaced modifiers, dangling modifiers, and squinting modifiers (CCSS L.1). These modifier lessons are excerpts from Pennington Publishing’s full-year Teaching Grammar and Mechanics programs.

Comparative Modifiers Lesson

Today we are studying comparative modifiers. Remember that an adjective modifies a noun or pronoun and answers Which one? How many? or What kind? An adverb modifies a verb, an adjective, or an adverb and answers What degree? How? Where? or When? Now let’s read the grammar and usage lesson, circle or highlight the key points of the text, and study the examples.

A modifier is an adjective or adverb that limits the meaning of a word or words. Use the suffix “_er” for a one-syllable modifier to compare two things. Example: fewer than five

Use “_er” or more (less) for a two-syllable modifier to compare two things. Example: prettier, more often

Use more or less for adverb comparative modifiers ending in “__ly.” Example: less carefully.

Sentence Diagram

Comparative modifiers are placed to the right of the predicate after a backward slanted line in sentence diagrams. The object of comparison is placed under the comparative modifier and is connected with a dotted, slanted line. The unstated verb is marked as an “X” to the right of the main vertical line.Identify the comparative modifier and explain how it modifies other words in the sentence.

Comparative Modifiers sentence Diagram

Comparative Modifiers

 

 

 

 

Want to learn more about sentence diagramming and get free lesson plans? Check out “How to Teach Sentence Diagramming.”

Mentor Text

This mentor text, written by Martin Luther King Jr. (the civil rights leader and minister), uses a comparative modifier to contrast love and evil.

Let’s read it carefully: “I believe that unarmed truth and unconditional love will have the final word in reality. That is why right, temporarily defeated, is stronger than evil triumphant.”

Identify the comparative modifier and explain how Dr. King uses it to help make his point.

Writing Application

Now let’s apply what we’ve learned to respond to this quote and compose a sentence with a two-syllable comparative modifier and a three-syllable comparative modifier.

Remember that the above lesson is just an excerpt of the full lesson from my Teaching Grammar and Mechanics programs. Want the full lesson, formatted for display, and the accompanying student worksheet with the full lesson text, practice, fill-in-the-blank simple sentence diagram, practice (including error analysis), and formative assessment sentence dictation? You’ve got it! I want you to see the instructional quality of my full-year programs. Click below and submit your email to opt in to our Pennington Publishing newsletter, and you’ll get the lesson immediately.

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Teaching Grammar and Mechanics Programs

Teaching Grammar and Mechanics

 

I’m Mark Pennington, author of the full-year interactive grammar notebooks,  grammar literacy centers, the traditional grade-level 4, 5, 6, 7, 8 and high school Teaching Grammar and Mechanics programs, and the value-packed Grammar, Mechanics, Spelling, and Vocabulary BUNDLES.

Teaching Grammar and Mechanics includes 56 (64 for high school) interactive language conventions lessons,  designed for twice-per-week direct instruction in the grade-level grammar, usage, and mechanics standards. The scripted lessons (perfect for the grammatically-challenged teacher) are formatted for classroom display. Standards review, definitions and examples, practice and error analysis, simple sentence diagrams, mentor texts with writing applications, and formative assessments are woven into every 25-minute lesson. The program also includes the Diagnostic Grammar, Usage, and Mechanics Assessments with corresponding worksheets to help students catch up, while they keep up with grade-level, standards-aligned instruction.

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