SHS2 Arabic · Semester 2 Week 7: Critical Reading

Lesson notes

Learning Objectives

Indicator: 2.3.4.LI.1 - Identify as many broad themes as possible (a thematic concept), as well as the specific theme (a thematic statement) of a literary text

By the end of the lesson, learners can:

Define thematic concept (broad theme) and thematic statement (specific theme) in their own words in Arabic, citing at least one example of each.
Identify at least three broad themes (thematic concepts) from a given Arabic literary text, such as “اليتيم” (The Orphan) by مصطفى لطفي المنفلوطي.
Formulate a clear thematic statement (specific theme) that expresses the central message about life, society, or human nature conveyed in the text.
Distinguish between thematic concepts and thematic statements by sorting examples into categories with 80% accuracy.
Support their identification of themes with textual evidence (quotations or paraphrased events) from the story.

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Curriculum details

Strand: Reading (Strand 3)
Sub-strand: Critical Reading (3.4)
Content standard: 2.3.4.CS.1 - Demonstrate understanding and application of strategies of literary appreciation in order to enhance understanding of creative texts. 2.3.4.LO.1 Explain the narration, the characters' actions, interactions, and motivations that reflect the story's theme. 2.3.4.LO.2 Explain the employment of artistic and literary devices in weaving the storyline of a fictional narrative. National Values: Tolerance, social cohesion responsibility, sense of belongingness, diligence, discipline and patriotism, respect individuals' different beliefs, religion, language and cultures. Have a sense of national identity. 2.3.4.LO.3 Explain the historical development of Arabic literature and factors affecting this development. 2.3.4.LO.4 Explain the artistic and literary devices employed in literary works and their effects.
Indicator: 2.3.4.LI.1 - Identify as many broad themes as possible (a thematic concept), as well as the specific theme (a thematic statements) of a literary text
Suggested placement: Semester 2, Week 7 (Week 27 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. 217

Exemplars (from the NaCCA curriculum)

Project-Based, Research-Based Learning, Question-Answer Relationship Strategy, Think-Pair Share Activities: The teacher asks learners to note all information about the characters and thematic areas of the following stories:
- مصطفى لطفي المنفلوطي وقصته اليتيم والحجاب
- زكريا حسين وقصص خط الاستواء
كمال الدين بالغون وقصة رحلة البحث عن الإنسان
Coping with stress and anxiety: Learners are engaged in recitation of lines of poetry which fully engages their minds and imaginations. Poetry recitation possesses meditative qualities in which the brain is fully focused, thereby reduces stress and enhance relaxation.
Collaborative learning:
- Forming mixed-ability groups of learners gives high cognitive abilities a platform to tell their observations, while it gives low cognitive abilities a way of collaborating with and learning from their peers.
- 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.

Assessment (2.3.4.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.
- Projector.
- Flash cards.
- Audio-visual materials.