SHS2 Arabic · Semester 2 Week 10: Critical Reading

Lesson notes

Learning Objectives

Indicator: 2.3.4.LI.3 - Identify the social and cultural elements in a given text (prose).

By the end of the lesson, learners can:

Define social elements and cultural elements in a literary prose text and give at least two examples of each.
Identify and list the social elements (such as family relations, marriage customs, class divisions, and occupations) found in an assigned Arabic prose passage.
Identify and list the cultural elements (such as religious practices, clothing, food, festivals, and traditions) found in the same passage.
Justify their identification of each social or cultural element with a direct quotation or paraphrase from the text.
Compare the social and cultural elements in the text with those of their own society in Ghana, noting at least one similarity and one difference.

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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.3 - Identify the social and cultural elements in a given text (prose).
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. 223

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 then asked to identify the social and cultural elements in a given text. Each group is asked to justify their answers. 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.3). 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.