SHS2 Arabic · Semester 2 Week 18: Creative Writing

Lesson notes

Learning Objectives

Indicator: 2.4.3.LI.1 - Write a story using one of the famous quotes as the theme, with a complete plot, characterisation and simple language.

By the end of the lesson, learners can:

Identify the central theme of a given Arabic quotation and restate it in their own words in Arabic.
Select one of the five provided famous quotations and plan a simple narrative around its message.
Draft a complete short story in Arabic with a clear plot structure: beginning, conflict, climax, and resolution.
Apply basic characterisation by giving the main character a name, a trait, and actions that reflect the theme.
Use simple sentence structures and common vocabulary to write their story, keeping the language clear and accessible.

Note: This lesson builds directly on the story planning skills from Week 17 (brainstorming, first draft). The full editing and proofreading stage will be covered in Week 18, and the stylistic devices refinement in Week 19. Today we focus on turning the plan into a full story draft with complete plot and characterisation.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Writing (Strand 4)
Sub-strand: Creative Writing (4.3)
Content standard: 2.4.3.CS.2 - Demonstrate knowledge and creativity in adapting famous quotations to compose stories using simple narrative structure. 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 - Write a story using one of the famous quotes as the theme, with a complete plot, characterisation and simple language.
Suggested placement: Semester 2, Week 18 (Week 38 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. 243

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 steps of putting
together a simple narrative fiction through strong written visuals with an emotional impact.
- Through group work, Learners are asked to write their own story using one the following quotations as the theme of their story: -عصفور باليد خير من عشرة على الشجرة - اتق شر من أحسنت إليه
- ال تؤجل عمل اليوم إلى غد خير الكلام ما قل ودل - ما خاب من استشار.
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.