SHS2 Arabic · Semester 1 Week 12: Oracy and Aesthetics

Lesson notes

Learning Objectives

Indicator: 2.2.2.LI.1 - Give summaries of the short stories from the following book, using words from the book: الخط الاستواء

By the end of the lesson, learners can:

Identify the main characters, key events, and central message of a short story from الخط الاستواء after a class read-aloud.
Produce an oral summary of a selected story in their own words while retaining at least five key words or phrases from the original text.
Structure a summary using the five-part format: introductory sentence (opening scene), main ideas, characters and events, and concluding sentence (closing scene).
Present their group summary orally without reading from a script, speaking clearly and at a reasonable pace for about 2 to 3 minutes.
Listen attentively to peers’ summaries and give one constructive comment or question about the content presented.

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Curriculum details

Strand: Speaking (Strand 2)
Sub-strand: Oracy and Aesthetics (2.2)
Content standard: 2.2.2.CS.1 - Demonstrate knowledge and creativity in recounting known African stories in Arabic, applying common artistic and literary devices Content Standards 2.2.2.LO.1 Recount a simplified version of an African story from a prescribed literature book. 2.2.2.LO.2 Adapt a short story from a prescribed literature book using your own words and literary devices. 2.2.2.LO.3 Compose a simplified line of poetry of your own, using a modelled structure and theme.
Indicator: 2.2.2.LI.1 - Give summaries of the short stories from the following book, using words from the book:
Suggested placement: Semester 1, Week 12 (Week 12 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. 173

Exemplars (from the NaCCA curriculum)

االخط االاستواء .
Project-Based Learning, Inquiry-Based, Think-Pair Share Activities, Storytelling Contest: Learners are put in groups and each group is encouraged to summarise a selected story from a prescribed story book in their own words, using the following format:
- An introductory sentence - Opening scene.
- Learners' own words.
- The main ideas of the story.
- The character and the events
- The conclusion - the closing scene.
Each group is then invited after an allocated time to make an oral presentation without reading a script, with the record of the contribution of each member to the project.
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.
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 (2.2.2.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.
- Projector.
- Audio materials.
- Audio-visual materials.