SHS2 Arabic · Semester 2 Week 17: Creative Writing

Lesson notes

Learning Objectives

Indicator: 2.4.3.LI.1 - Prepare a preliminary story plan by formulating the issue to address (an idea), the purpose, the plot, brainstorming, and the first draft.

By the end of the lesson, learners can:

Define the key components of a story plan: idea, purpose, plot, brainstorming, and first draft, and state them in Arabic.
Brainstorm a list of at least 10 ideas related to a given theme and select the strongest one for their story.
Formulate a clear purpose statement explaining why they are writing their story and what message they want to communicate.
Outline a simple plot with a beginning, middle, and end (introduction, conflict, resolution) for their chosen idea.
Write a first draft of a short narrative (8 to 10 sentences) based on their story plan, applying at least one simple literary device.

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Curriculum details

Strand: Writing (Strand 4)
Sub-strand: Creative Writing (4.3)
Content standard: 2.4.3.CS.1 - Demonstrate knowledge and creativity in writing narrative fiction using real events and simple literary devices. 2.4.3.LO.1 Write a story from personal experiences using simple literary devices 2.4.3.LO.2 Compose, in your own words and imagination, a simple story, applying characterisation and plot.
Indicator: 2.4.3.LI.1 - Prepare a preliminary story plan by formulating the issue to address (an idea), the purpose, the plot, brainstorming, and the first draft.
Suggested placement: Semester 2, Week 17 (Week 37 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. 241

Exemplars (from the NaCCA curriculum)

Project-Based Learning, Inquiry-Based, Think-Pair Share Activities, Creative Exercises:
- The teacher introduces the art of writing a story and takes learners through the processes of putting together a simple narrative fiction through strong written visuals with an emotional impact. The teacher puts groups together and assigns them one topic with a single theme.
- Each group is then asked to prepare a draft of their story and share them in class, reading from a script, with provision of opportunity for the contribution of each member to the project.
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 (2.4.3.AS.1). 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.
- Multimedia facilities.
- Audio-visual materials.
- Arabic dictionary.
- Flash cards.