SHS2 Arabic · Semester 2 Week 7: Critical Reading

Lesson notes

Learning Objectives

Indicator: 2.3.4.LI.2 - Examine the role and evolution of a character as they reflect the theme of the story.

By the end of the lesson, learners can:

Define the term “character” and distinguish between major and minor characters, and between static and dynamic characters, using examples from Arabic stories.
Identify the role of a given character (protagonist, antagonist, helper, foil) in a selected narrative and state how that role serves the story’s theme.
Trace the evolution of a character across the beginning, middle and end of a story, noting specific changes in behaviour, speech or attitude.
Explain how the changes (or lack of changes) in a character reflect and reinforce the central theme of the story, citing textual evidence.
Write a short paragraph in Arabic describing how a character from a studied story changes and what that change reveals about the theme.

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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.2 - Examine the role and evolution of a character as they reflect the theme of the story.
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. 218

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.2). 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.