T will display several slides of items that are different in size. Slides 1-3 contain images meant to elicit Ss response regarding the context of the lesson: Comparatives.

-Provide a short paragraph using the TL for the lesson. Instruct students to read for 1 minute. -Elicit the context of the text/TL.

-Use CCQs to check for understanding of the text regarding the context of the TL/text. -Transition to the Clarification Stage.

Provide the comparative formula for adjectives ending in -er: -Most short (1-syllable) adjectives, +er. Ex: Older -For long and short adjectives ending in consonant + vowel + consonant, you double the consonant and add -er. Ex: Hot > add (double consonant) -tt > -add -er -For 2-syllable adjectives ending in -y, drop -y > add -i > add -er *Exceptions: -Other 2-3 syllable adjectives (crowded, expensive) require the use of more/less than. -Irregular comparatives: good > better; bad > worse -Use CCQs to check for understanding of the TL formula/structure. -Ask Qs regarding the TL and provide any clarification needed. -Provide a teacher model for the class to be done "together" before proceeding to the CP task. -Transition to the Controlled Practice Stage of the lesson.

-After Qs from the previous stage, provide Ss with a short task on Google Forms. -ICQ the upcoming Google Form task. Ask if there are any Qs regarding instructions. - Send the link (via chat box) to the 1-minute Google Form TL worksheet; to be completed individually. -Go over answer keys, once the time is up. -Ask FB/Qs regarding TL -Provide a second short task, using Google Docs. Model first question "to be done together", -ICQs for the assigned task. -Ss will have 1 minute. -Provide the answer key. -Transition to FP.

After Qs, provide instructions for the BORs task: In groups/pairs, write your 3-4 sentences. Use the formula for both, smaller/bigger and other -er adjectives. Compare/discuss. Ss will have 8-10 mins to complete the task.

-Return Ss to the main class. -Ask Qs about the task/TL content -Go over DEC