SHS1 Arabic · Semester 2, Week 10
Critical Reading
Full lesson notes coming
Notes for this lesson are being prepared. The curriculum details below are complete and ready to use for your planning.
Curriculum details
- Strand
- Reading (Strand 3)
- Sub-strand
- Critical Reading (3.4)
- Content standard
- 1.3.4.CS.1 - Demonstrate knowledge and understanding of the introduction of Arabic Literature 1.3.4.LO.1 Explain the general characteristics of Arabic literature and its historical development 1.3.4.LO.2 Explain the artistic and literary devices employed in literary works and their effects
- Indicator
- 1.3.4.LI.2 - Identify the various types of Arabic literature and their literary functions.
- Suggested placement
-
Semester 2, Week 10
(Week 30 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. 117
Exemplars (from the NaCCA curriculum)
Project-Based, Research-Based Learning, Question-Answer Relationship Strategy, Think-Pair Share Activities: The teacher prepares 3 reading groups and elicits from each their prior knowledge about the topic. The correct responses are recorded and shared to the class. Groups are then asked to explain in class exercises the following from the reading text. Opportunities are given to each member of all groups to participate so that weak ones are mentored. - تعريف الأدب لغة واصطلاحا - العصور الأدبية - الغرض من دراسة الأدب. - أركان الأدب - أنواع الأدب Flexible-pace learning: Using a flexible approach to time-based composition, faster language learners are given the facility to complete extension tasks, and it gives slow learners 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. This also gives less able students a way to add value and generates more confidence. Facilitating group work is excellent for empowering learners who are shy to participate more in class. Learning Stations: Create learning stations/groupings based on visual, auditory, reading/writing and kinaesthetic learning. This requires that individual learners are supported with their different learning styles, where audio-visual, subtitles are incorporated in speaking exercises to cater for the various learning styles. Assessment (1.3.4.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. - Audio Materials. - Interactive materials. - Flash cards. - Audio-visual materials.