SHS2 Arabic · Semester 2 Week 13: Composition

Lesson notes

Learning Objectives

Indicator: 2.4.2.LI.2 - Write a first draft of an expository essay, with a holistic editing, to a second draft, then to proofreading in order to address all grammar, syntax, or spelling issues.

By the end of the lesson, learners can:

Produce a first draft of an expository essay in Arabic by expanding their brainstorming notes into organised paragraphs, ensuring that each paragraph develops one central idea.
Apply holistic editing strategies to their first draft, checking for overall coherence, logical flow of ideas, and completeness of the essay’s message.
Rewrite their essay into a second draft, incorporating corrections related to structure, clarity, and content organisation.
Proofread their second draft to identify and correct grammar, syntax, and spelling errors in Arabic, producing a polished final version.
Use a simple editing checklist in Arabic to self-assess their own writing at each stage of the drafting process.

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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.2 - Write a first draft of an expository essay, with a holistic editing, to a second draft, then to proofreading in order to address all grammar, syntax, or spelling issues.
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 know 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.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding.
Teaching and Learning Resources:
- Textbooks and Reading materials for speech drills.
- Audio-visual
- Interactive materials.
- Materials.
- Audio-visual.