SHS2 Arabic · Semester 2 Week 13: Composition

Lesson notes

Learning Objectives

Indicator: 2.4.2.LI.1 - Brainstorm the subject, idea and relevant facts and the basic framework of an expository essay.

By the end of the lesson, learners can:

Define an expository essay and state at least three of its key characteristics in Arabic.
Brainstorm a given subject and generate at least five relevant facts or ideas related to it using a simple planning sheet (spider diagram or list).
Organise brainstormed ideas into a basic framework showing an introduction, body points, and a conclusion.
Distinguish between a topic sentence and supporting details in a sample expository paragraph.
Work collaboratively in mixed-ability groups to share and refine brainstormed ideas on a chosen subject.

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Curriculum details

Strand: Writing (Strand 4)
Sub-strand: Composition (4.2)
Content standard: 2.4.2.CS.1 - Demonstrate knowledge and application of strategies of composing an expository essay on a variety of subjects. 2.4.2.LO.1 Write an expository essay to give an eye-witness account of events, and relevant trends that impacted the event and influenced perceptions of it. 2.4.2.LO.2 Apply the standard pattern and formality of writing formal letter with the typical layout and appropriate style. 2.4.2.LO.3 Give the denotative meanings of words and phrases in a text from Arabic to English or vice versa. 2.4.2.LO.4 Give the connotative meanings of words and phrases in a text from Arabic to English or vice versa.
Indicator: 2.4.2.LI.1 - Brainstorm the subject, idea and relevant facts and the basic framework of an expository essay.
Suggested placement: Semester 2, Week 13 (Week 33 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. 231

Exemplars (from the NaCCA curriculum)

Project-Based, Research-Based Learning, Question-Answer Relationship Strategy, Think-Pair Share Activities:
- Learners are guided to understand what type of expository essay is and its characteristics.
- Learners are then taken through the writing process and planning, beginning with brainstorming and organisation.
- Learners are then assisted in transferring information from planning sheets to the essay itself through drafting, expanding their notes into paragraphs, to produce a complete written work
Flexible- pace learning: Faster writing students will enjoy the facility to complete extension tasks, while slow listening learners have an opportunity to complete their exercise at a more comfortable speed.
Collaborative learning:
- Forming mixed-ability groups of learners gives high achievers a platform to tell their observations, while it gives lower ability learners a way of collaborating with and learning from their peers.
- Allocating different 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.
Learning Stations: Individual learning stations/groupings which are based on visual, auditory, and kinaesthetic learning, are supported with their different learning styles, where audio-visual subtitles are incorporated in listening exercises to cater for the various learning styles.

Assessment (2.4.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 4 Extended critical thinking and reasoning.
Teaching and Learning Resources:
- Textbooks and Reading materials for speech drills.
- Audio-visual
- Interactive materials.
- Materials.
- Audio-visual.