SHS1 Arabic · Semester 1 Week 16: Oracy and Aesthetics

Lesson notes

Learning Objectives

Indicator: 1.2.2.LI.2 - Narrate a summarized story from a prescribed literature textbook adopting familiar names within your locality.

By the end of the lesson, learners can:

Identify the main characters and key events from a prescribed literature textbook story and rename the characters with familiar Ghanaian names from their locality.
Summarize a Ghanaian story from the literature textbook in 5 to 7 sentences in Arabic, keeping the plot simple and clear.
Narrate the summarized story orally to a partner or small group, using correct Arabic pronunciation, appropriate pace, and clear voice.
Replace at least two place names or settings in the original story with familiar local settings (such as a market square, a river, or a school compound) while keeping the story’s meaning intact.
Respond to simple comprehension questions about their own narrated story and the stories of their peers, showing understanding of the plot and characters.

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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.2 - Narrate a summarized story from a prescribed literature textbook adopting familiar names within your locality.
Suggested placement: Semester 1, Week 16 (Week 16 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: Learners are put in groups and each group is encouraged to adapt a Ghanaian story or folktale for a brief narration in class, using simple literary devices, like Simile, metaphor, and imagery
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.2). 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.