SHS1 Arabic · Semester 1 Week 18: Oracy and Aesthetics

Lesson notes

Learning Objectives

Indicator: 1.2.2.LI.1 - Recite a Modern Arabic poem of 10 lines from memory, with clear voice and articulation at a natural pace.

By the end of the lesson, learners can:

Recite a given Modern Arabic poem of 10 lines from memory with clear voice and correct articulation.
Identify and pronounce challenging Arabic words in the poem correctly, including hamzah and long vowel sounds.
Recite the poem at a natural pace, neither rushing through lines nor pausing incorrectly.
Explain in simple terms the main theme or message of the poem they are reciting.
Work collaboratively in mixed-ability groups to practise and peer-assess recitation of the poem.

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Curriculum details

Strand: Speaking (Strand 2)
Sub-strand: Oracy and Aesthetics (2.2)
Content standard: 1.2.2.CS.2 - Demonstrate knowledge and ability to recall and reproduce lines of Modern Arabic poetry and prose with clear voice and articulation. 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 - Recite a Modern Arabic poem of 10 lines from memory, with clear voice and articulation at a natural pace.
Suggested placement: Semester 1, Week 18 (Week 18 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. 80

Exemplars (from the NaCCA curriculum)

Project-Based Learning, Inquiry-Based, Think-Pair Share Activities, Drills And Practices: The teacher introduces poetry composition and takes learners through the processes of putting together a few lines of poetry through strong listeners' minds' eyes with imagery and concrete words that appeal to the senses, using the following instructions:
- Consolidate your knowledge of what a poem is
- Understand Your Purpose
- Choose a Subject, like an emotion, such as love or fear; about a person, real or fictional; about a place, real or fictional, about a feeling, like acceptance or rejection, about an abstract things like time, patience
- Brainstorm
- Choose a Poem Format
- Write One Line
- Edit Your Poem
Each group is then required to prepare a draft of their poem and make a group recitation in class, reading from a script, with rhyming sound but little attention to the poetic meter.
Collaborative learning: Forming mixed-ability groups of learners provides an opportunity for students with high cognitive abilities to collaborate with those with low cognitive abilities.
Differentiated Learning: Allocating different listening times and opportunity to each member of the group to make an input can help learners organise themselves according to their different skills and capabilities.
Learning Stations: Individual learning stations/groupings which are based on visual, auditory, and kinesthetic learning, are supported with their different learning styles.

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.