SHS1 Arabic · Semester 2, Week 13
Composition
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Notes for this lesson are being prepared. The curriculum details below are complete and ready to use for your planning.
Curriculum details
- Strand
- Writing (Strand 4)
- Sub-strand
- Composition (4.2)
- Content standard
- 1.4.2.CS.1 - Demonstrate knowledge and application of writing methods using special styles, diction, and appropriate registers in compositions. 1.4.2.LO.1 Develop a writing style in a simple composition of formal/informal essays. 1.4.2.LO.2 Give the denotative meanings of words in a text from Arabic to English or vice versa. 1.4.2.LO.3 Give the connotative meanings of words in a text from Arabic to English or vice versa.
- Indicator
- 1.4.2.LI.1 - Write a simple composition by planning, drafting, editing, and revising your draft, using formal and informal expressions.
- Suggested placement
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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.
- Source document note
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The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:
- indicator text - p.127: assessment code printed 1.4.2 AS.1; the document's code vocabulary is CS, LO, LI and AS, so the row is filed under the canonical form
- Curriculum reference
- NaCCA curriculum document, p. 127
Exemplars (from the NaCCA curriculum)
Project-Based, Research-Based Learning: - Learners are guided to select a writing style upon which to focus by starting with a simple mode, such as narrative writing and short description essays. - 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. Differentiated Learning: 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 (1.4.2.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 - Arabic dictionary - Flash cards - Audio Materials - Audio-visual materials - Textbooks and Reading materials. - Flash cards. - Audio-visual materials. - Arabic dictionary. - Audio Materials.