Creative Writing · SHS2 Arabic

Lesson notes

Learning Objectives

Indicator: 2.4.3.LI.2 - Build upon the first draft to conduct a holistic editing, then proofreading to review the style and the literary devices.

By the end of the lesson, learners can:

Identify and explain the difference between holistic editing and proofreading in Arabic writing.
Review their own first draft of a narrative story and apply holistic editing to improve plot, characterisation, and theme.
Proofread their revised draft to correct spelling, grammar, and punctuation errors in Arabic.
Evaluate the effectiveness of literary devices (such as simile, metaphor, and personification) used in their story and refine them for stronger emotional impact.
Present their final edited story to peers, explaining the changes they made and why.

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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.2 - Build upon the first draft to conduct a holistic editing, then proofreading to review the style and the literary devices.
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. 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.2). 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.