Materials for the lesson

Paper size A4

Photos of Dodecanese islands

Cards printed containing very simple  information  about    Dodecanese islands

Markers in different colors

Pen or pencils

A map of Greece (school material)

A bell

Layout of the classroom

During Phase 1 the students may be seated as usual.

During Phases 2,3 and 4, free space is  necessary for the students to move, so desk and chairs are placed on the edges.

Phase 1

 The teacher has printed  cards with  simple information about  Dodecanese islands. Each card concerns one island and contains elements about  its area, population,   municipality density, distance between the island and Piraeus port or whatever the teacher thinks appropriate. It is recommended not more than 3-4 elements, common for all the   islands. The teacher puts the cards in a box.

The teacher hangs a map of Greece   on the wall so everybody can read it.

The students are divided into pairs and each pair pulls out of the box one card-island.  On a paper sized A4, each pair, with   different color marker, draws the outline of the island, consulting the school map of Greece  and writes on it, its name.

 Phase 2

The teacher defines   a space in the classroom   telling that is the Aegean Sea. He/she   asks all children to place their Dodecanese island   in this Sea.

Once the teacher’s bell rings,   all the pairs move in the defined area,  trying to   place the paper of their island on the  floor in a way similar to the map. This action needs cooperation and interaction  between all pairs.

The bell rings again and the action stops.   The  teacher checks the result and   gives  a second chance for the pairs to correct.

Phase 3

Each pair takes the card with the information and stands on its island.

Τhe teacher says  the names of 2 islands   and the pairs who have the card  of these islands should read   loudly the information of the cards,   make the comparison and say the conclusion.

 For example:

The teacher calls: Rhodes, Patmos

The pair who has the card of Rhodes,  reads loudly:

– Area: 1,401 km²                

Patmos’ pair answers   loudly:

– 34.142 km²

Rhodes’ pair says:

– Rhodes is bigger than  Patmos.

Patmos pair says:

-Patmos is smaller than Rhodes.

They continue with the second/third/fourth information  in the same way.

The same procedure is repeated    so all pairs can make comparisons and use the comparative degree to express it.

Phase 4

The teacher’s bell rings and the pairs leave their card on their island and change island.

The same procedure is repeated so all children could use comparative degree.

Phase 5

The teacher calls 3 islands this time. The procedure is the same:   the children read, compare and end up with a different conclusion.

For example:

The teacher designs Phodes, Karpathos and Patmos.

After reading the area of   these three islands, Phodes pair says:

-Rhodes is the biggest  of these three islands.

Patmos pair says:

-Patmos is the smallest of these three islands.

The teacher’s bell rings and the pairs leave their card on their island and change island.

The same procedure is repeated so all children could   use the superlative degree to compare more than  2 things.

Phase 6

 All pairs get   pictures  of Dodecanese islands, compare  the images and write      impressions, conclusions.

Pairs exchange their work and check if the adjectives are in positive, comparative or superlative degree.