Slide 1 of presentation--- Break the students into breakout rooms and have them discuss the comparisons on slide one.

Have students access the google form from the text, and ask them to select the proper headline for the assigned reading (3 paragraphs). They will also answer a t/f question, which is "this article argues that faster technology is always better" Students will have 2 minutes to read.

Share a copy of the typed google dock with each Ss. Invite Ss to highlight examples of comparatives and superlatives in the text using the yellow highlight tool. I will demo how to do this with the first examples: Faster and better. Students will be given 2 minutes to complete this activity. Students will be given two minutes to complete this activity. CCQ: Can you tell me, from this sentence (hover over first sentence) which of these words you would highlight? Answers: The newest, the best, faster, better, more efficient, more economical, simpler, less expensive, slower, better, slightly cheaper, a lot lighter, far better, better

Meaning: 4b in the teaching book. This will cover the proper endings for superlatives and comparatives. Students will decipher the different endings based on the form of the word. Form in controlled practice: 4c in the teaching book. Students will be given a fill in the blank section from the exercise book in which they complete the sentences with the proper comparative/superlative.

Students are asked to choose an invention from the last 100 years. Write two or three sentences to describe how the invention has changed our lives. Students are given 3 minutes to do this, and then are asked to share their three sentences while the other students guess their answers. The idea of this section is to get students using comparatives and superlatives in their everyday speech.