SHS1 Arabic · Semester 1 Week 15: Oracy and Aesthetics

Lesson notes

Learning Objectives

Indicator: 1.2.2.LI.1 - Give a summary of a famous Ghanaian story using words from a literature book

By the end of the lesson, learners can:

Recall the main events of the Ghanaian story previously read in class and identify its key characters, setting, and central message.
Identify and extract key vocabulary words and phrases from a literature book that describe the main events of the story.
Summarise the story orally in Arabic in 5 to 7 sentences, using the extracted words from the literature book without reading from a script.
Present their group summary to the class with clear voice and correct pronunciation of Arabic words.
Respond to simple questions from the teacher and peers about the story’s main events and characters, using complete Arabic sentences.

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Curriculum details

Strand: Speaking (Strand 2)
Sub-strand: Oracy and Aesthetics (2.2)
Content standard: 1.2.2.CS.1 - Demonstrate knowledge and literary creativity in narrating a known local story, using simple literary devices. 1.2.2.LO.1 Recount a simplified version of a Ghanaian story from a literature book. 1.2.2.LO.2 Narrate a simple real story, using simple literary devices of your choice. 1.2.2.LO.3 Reproduce lines of Modern poetry, with clear voice and articulation, reasonable speed, rhythm, intonation, and proper pronunciation. 1.2.2.LO.4 Reproduce lines of Modern prose, with clear voice and articulation, reasonable speed, intonation, and proper pronunciation.
Indicator: 1.2.2.LI.1 - Give a summary of a famous Ghanaian story using words from a literature book
Suggested placement: Semester 1, Week 15 (Week 15 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 77

Exemplars (from the NaCCA curriculum)

Project-Based, Research-Based Learning, Question-Answer Relationship Strategy, Think-Pair Share Activities, Collaborative Learning: Learners are put in groups and each group is allowed to prepare a summary of a prescribed Ghanaian story or folktale that was previously read in class. Each group is invited to make a brief oral account of the story without reading from a script.
Flexible-pace learning: Faster listening students will enjoy the facility to complete extension tasks, while slow listening learners have an opportunity to complete their exercise at a more comfortable speed.
Collaborative learning: Forming mixed-ability groups of learners gives high cognitive abilities a platform to tell their observations, while it gives low cognitive abilities a way of collaborating with and learning from their peers.
Learning Stations: Individual learning stations/groupings which are based on visual, auditory, and kinaesthetic learning, are supported with their different learning styles. Learners understand individual learning challenges and deficiencies.

Assessment (1.2.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding.
Teaching and Learning Resources:
- Textbooks and Reading materials for speech drills.
- Audio-visual materials.
- Audio materials.