SHS2 Arabic · Semester 2 Week 10: Critical Reading

Lesson notes

Learning Objectives

Indicator: 2.3.4.LI.2 - Identify the various types of Arabic literature and their literary functions.

By the end of the lesson, learners can:

Define Arabic literature (الأدب) both linguistically (لغة) and technically (اصطلاحاً) and state the difference between the two definitions.
List the four pillars (أركان) of Arabic literature: the author, the text, the reader, and the message.
Classify the main types of Arabic literature into prose (النثر) and poetry (الشعر) with at least two examples of each type.
Match each type of Arabic literature to its primary literary function, such as entertainment, instruction, or social criticism.
Analyse a short Arabic passage and identify which type of literature it belongs to, justifying the answer with evidence from the text.

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Curriculum details

Strand: Reading (Strand 3)
Sub-strand: Critical Reading (3.4)
Content standard: 2.3.4.CS.2 - Demonstrate knowledge and understanding of the history and evolution of Arabic Literature. 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 - Identify the various types of Arabic literature and their literary functions.
Suggested placement: Semester 2, Week 10 (Week 30 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. 222

Exemplars (from the NaCCA curriculum)

Project-Based, Research-Based Learning, Question-Answer Relationship Strategy, Think-Pair Share Activities: The teacher prepares learners for reading by eliciting from them their prior knowledge about the topic, and then helps them understand the general idea. Learners are put in groups and asked to extract the following from the reading text:
- تعريف الأدب لغة واصطلاحا
- العصور الأدبية
- الغرض من دراسة الأدب.
- أركان الأدب أنواع الأدب
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 4 Extended critical thinking and reasoning.
Teaching and Learning Resources:
- Textbooks and Reading materials.
- Projector.
- Flash cards.
- Audio-visual materials.