SHS1 Arabic · Semester 2 Week 18: Creative Writing

Lesson notes

Learning Objectives

Indicator: 1.4.3.LI.1

By the end of the lesson, learners can:

Identify and explain the meaning of at least three famous Arabic quotations from the list provided, including “عصفور باليد خير من عشرة على الشجرة” (A bird in the hand is better than ten on the tree).
Recall and define the literary device “simile” (التشبيه) and identify its key components (the thing compared, the thing compared to, and the comparison word).
Plan a short narrative about a real personal event, selecting one famous quotation as the theme and brainstorming relevant vocabulary in Arabic.
Write a descriptive paragraph of 8 to 12 lines recounting a real event, using the chosen quotation as the theme and incorporating at least one simile.
Review their own draft using a simple checklist to check for correct use of the simile, clarity of the story, and connection to the chosen quotation.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Writing (Strand 4)
Sub-strand: Creative Writing (4.3)
Content standard: 1.4.3.CS.2 - Demonstrate knowledge and creativity in adopting famous quotations as a specific theme to recount real stories using simple narrative style. 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 - Write about a real event using one of the famous quotes as the theme, employing simple literary devices like Simile.
Suggested placement: Semester 2, Week 18 (Week 38 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.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

indicator text - p.138: content standard code printed 1.4.3CS.2; the document's code vocabulary is CS, LO, LI and AS, so the row is filed under the canonical form
Curriculum reference: NaCCA curriculum document, p. 138

Exemplars (from the NaCCA curriculum)

Project-Based, Research-Based Learning, Question-Answer Relationship Strategy, Think-Pair Share Activities, Collaborative Learning
Exemplars: Learners are put into working groups, each group tasked to plan and gather necessary vocabulary to compose an essay based on any of the following quotations, with simple developed characterization and plot:
عصفور باليد خير من عشرة على الشجرة اتق شر من أحسنت إليه
- ال تؤجل عمل اليوم إلى غد خير الكلام ما قل ودل - ما خاب من استشار

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.