Composition

Curriculum details

Strand

Writing (Strand 4)

Sub-strand

Composition (4.2)

Content standard

3.4.2.CS.3 - Demonstrate knowledge and application of basic translation/interpretation rules and methods involving simple Arabic and English texts from different fields and varying degrees of difficulty 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.3 - Write the connotative meanings of Arabic words, phrases and sentences in an English text.

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. 340

Exemplars (from the NaCCA curriculum)

Project-Based, Research-Based Learning, Question-Answer Relationship Strategy, Think-Pair Share Activities:
- Learners engage in interpretation group contest.
- They are placed in groups to prepare for a contest against other groups, by selecting a member at a time to read and pick a word from a text, for other members to translate/interpret, as a rehearsal for the contest. Groups then compete against each other and allow for full participation of all members in the translation/interpretation competition. In this exercise the words are read out in one language and their equivalents are provided in the other language.
- You should try that new restaurant   . عليك أن تجرب ذلك المطعم الجديد
- I suggested that he should cancel the meeting   . اقترحت عليه أن يلغي الاجتماع
- You shouldn't drink alcohol . عليك أن لا تشرب الخمر
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.3). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.
Teaching and Learning Resources:
- Textbooks and Reading materials on composition.
- Flash cards.
- Arabic dictionary.
- Audio-visual materials.
- Flash cards
- Audio-visual materials