Composition

Curriculum details

Strand

Writing (Strand 4)

Sub-strand

Composition (4.2)

Content standard

3.4.2.CS.2 - Demonstrate knowledge and understanding of the techniques of letter-writing of formal type using appropriate style and diction. 3.4.2.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. 3.4.2.LO.2 Apply the standard pattern and formality of writing formal letter with the typical layout and appropriate style. 3.4.2.LO.3 Give the denotative meanings of words, phrases and sentences in a text from Arabic to English or vice versa. 3.4.2.LO.4 Give the connotative meanings of words, phrases and sentences in a text from Arabic to English or vice versa.

Indicator

3.4.2.LI.1 - Write a formal letter in well-constructed language with appropriate positions of the following: - The senders address - The address of the receiver - The date - Salutation - The message - Complimentary close

Suggested placement

Semester 2, Week 15 (Week 35 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. 336

Exemplars (from the NaCCA curriculum)

Project-based, research-based learning, Question-Answer relationship strategy, think-pair share activities.
- The teacher gives a short presentation on letter writing, features and formats. Features of a formal letter are: عنوان المُرسل التاريخ
عنوان المُرسَل إليه
عزيزي الدكتور ..... ، موضوع الرسالة
كتابة محتوى الرسالة
التوقيع،كل الاحترام والتقدير، اسم المرسل
- Identify the following types of formal letters: الرسائل الرسمية - . رسائل العمل - رسائل االلتماس - رسائل التوظيف
- Write an application letter to a company that is inviting applications for a vacant position in a company.
GESI-sensitive class management:
- Sitting arrangement with fair visibility for all learners.
- Appropriate audio levels for various hearing challenges.
- Group learning with equal participation and mentorship.
- Appropriate choice of words conscious of the feelings of others.
- Self-Control in managing emotions and social awareness.

Assessment (3.4.2.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 on composition.
- Flash cards.
- Arabic dictionary.
- Audio-visual materials.
- Flash cards
- Audio-visual materials