SHS2 Arabic · Semester 2 Week 9: Critical Reading

Lesson notes

Learning Objectives

Indicator: 2.3.4.LI.4 - Analyse the story and present your own viewpoints and judgments of the author’s ideas.

By the end of the lesson, learners can:

Identify the main ideas and arguments presented by the author in a selected Arabic short story.
Analyse how the author’s use of characters, events, and literary devices supports or weakens the story’s central message.
Formulate and express their own viewpoint on the author’s ideas, supported by evidence from the text.
Judge the effectiveness of the author’s storytelling in communicating the theme, giving reasons for their judgment.
Present their analysis and personal judgments clearly in Arabic, both orally and in writing, using appropriate expressions for giving opinions.

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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.4 - Analyse the story and present your own viewpoints and judgments of the author's ideas.
Suggested placement: Semester 2, Week 9 (Week 29 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. 219

Exemplars (from the NaCCA curriculum)

Project-Based, Research-Based Learning, Question-Answer Relationship Strategy, Think-Pair Share Activities: The teacher prepares 3 reading groups and elicits from each their prior knowledge about the topic. The correct responses are recorded and shared to the class. Groups are then asked to analyse the stories and present your own viewpoints and judgments of the author's ideas. Opportunities are given to each member of all groups to participate so that weak ones are mentored.
- 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.4). 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.