SHS2 Arabic · Semester 1 Week 15: Oracy and Aesthetics

Lesson notes

Learning Objectives

Indicator: 2.2.2.LI.2 - Recite a simple poem of 10 lines of your own creation, at normal and reasonable speed

By the end of the lesson, learners can:

Compose an original poem of exactly 10 lines in Arabic, following a modelled structure and choosing a clear theme such as home, friendship, or nature.
Use at least two concrete, sense-based words (imagery) in their poem to create a vivid picture in the listener’s mind.
Recite their own 10-line poem aloud at a normal and reasonable speed, with clear pronunciation and steady pacing.
Apply simple end rhyme (قافية) in at least three pairs of lines within their poem.
Collaborate in mixed-ability groups to draft, edit, and rehearse a group poem before performing it for the class.

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Curriculum details

Strand: Speaking (Strand 2)
Sub-strand: Oracy and Aesthetics (2.2)
Content standard: 2.2.2.CS.3 - Demonstrate knowledge and creativity in composing simple lines of poetry, using sampled structure 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.2 - Recite a simple poem of 10 lines of your own creation, at normal and reasonable speed
Suggested placement: Semester 1, Week 15 (Week 15 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. 177

Exemplars (from the NaCCA curriculum)

Project-Based Learning, Inquiry-Based, Think-Pair Share Activities: 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.
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 (2.2.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 3 Strategic reasoning.
Teaching and Learning Resources:
- Textbooks and Reading materials for speech drills.
- Projector.
- Audio materials.
- Audio-visual materials.