SHS1 Arabic · Semester 2, Week 17
Creative Writing
Full lesson notes coming
Notes for this lesson are being prepared. The curriculum details below are complete and ready to use for your planning.
Curriculum details
- Strand
- Writing (Strand 4)
- Sub-strand
- Creative Writing (4.3)
- Content standard
- 1.4.3.CS.1 - Demonstrate knowledge and application of strategies of composing straightforward descriptive essay on a range of familiar subjects within your field of interest. 1.4.3.LO.1 Write a descriptive essay using language in an original and creative way, to convey a memorable image of someone or something. 1.4.3.LO.2 Give account of a simple real story, adopting famous quotations as a specific theme and using simple literary devices of your choice
- Indicator
- 1.4.3.LI.1 - Compose an essay to describe someone close to you with whom you've shared an experience in the past.
- Suggested placement
-
Semester 2, Week 17
(Week 37 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. 136
Exemplars (from the NaCCA curriculum)
Project-Based, Research-Based Learning, Question-Answer Relationship Strategy, Think-Pair Share Activities: The teacher supervises learners to generate ideas for a planned essay, through the following: - How does the topic relate to the area you are already familiar with? - What does each key word in the topic mean? - Give the general outline or structure of an essay by writing ten sentences comprising of the following: The Introduction المقدمة The main body المضمون The conclusion الخاتمة Flexible- pace learning: Faster writing 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 achievers a platform to tell their observations, while it gives lower ability learners a way of collaborating with and learning from their peers. - Allocating different 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 kinaesthetic learning, are supported with their different learning styles, where audio-visual subtitles are incorporated in listening exercises to cater for the various learning styles. Assessment (1.4.3.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 4 Extended critical thinking and reasoning. Teaching and Learning Resources: - Textbooks and Reading materials. - Multimedia. - Audio Materials. - Arabic dictionary. - Flash cards. - Audio-visual materials.