Critical Reading · SHS2 Arabic

Lesson notes

Learning Objectives

Indicator: 2.3.4.LI.1 - Outline the Arabic Literary Periods from 500 AD - till Date, and list social and intellectual factors that affected the development of Arabic Literature.

By the end of the lesson, learners can:

Define Arabic literature (الأدب) both linguistically (لغة) and terminologically (اصطلاحاً), and state the four pillars (أركان) of literature.
Outline the major Arabic literary periods from 500 AD to the present day in chronological order, naming at least one characteristic feature and one representative work or author for each period.
List at least three social factors (such as the rise of Islam, the translation movement, and the printing press) and three intellectual factors (such as the growth of linguistic sciences and the influence of foreign philosophies) that shaped the development of Arabic literature.
Distinguish between these literary periods using a simple timeline, and justify why a given text belongs to a particular period based on its features.

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Curriculum details

Strand: Reading (Strand 3)
Sub-strand: Critical Reading (3.4)
Content standard: 2.3.4.CS.2 - Demonstrate knowledge and understanding of the history and evolution of Arabic Literature. 2.3.4.LO.1 Explain the narration, the characters' actions, interactions, and motivations that reflect the story's theme. 2.3.4.LO.2 Explain the employment of artistic and literary devices in weaving the storyline of a fictional narrative. National Values: Tolerance, social cohesion responsibility, sense of belongingness, diligence, discipline and patriotism, respect individuals' different beliefs, religion, language and cultures. Have a sense of national identity. 2.3.4.LO.3 Explain the historical development of Arabic literature and factors affecting this development. 2.3.4.LO.4 Explain the artistic and literary devices employed in literary works and their effects.
Indicator: 2.3.4.LI.1 - Outline the Arabic Literary Periods from 500 AD - till Date, and list social and intellectual factors that affected the development of Arabic Literature.
Suggested placement: Semester 2, Week 9 (Week 29 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. 221

Exemplars (from the NaCCA curriculum)

Project-Based, Research-Based Learning, Question-Answer Relationship Strategy, Think-Pair Share Activities: The teacher prepares learners for reading by eliciting from them their prior knowledge about the topic, and then helps them understand the general idea. Learners are put in groups and asked to extract the following from the reading text:
- تعريف الأدب لغة واصطلاحا
- العصور الأدبية
- الغرض من دراسة الأدب.
- أركان الأدب أنواع الأدب
Coping with stress and anxiety: Learners are engaged in recitation of lines of poetry which fully engages their minds and imaginations. Poetry recitation possesses meditative qualities in which the brain is fully focused, thereby reduces stress and enhance relaxation.
Collaborative learning:
- Forming mixed-ability groups of learners gives high cognitive abilities a platform to tell their observations, while it gives low cognitive abilities a way of collaborating with and learning from their peers.
- Allocating different listening 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.

Assessment (2.3.4.AS.1). 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.
- Projector.
- Flash cards.
- Audio-visual materials.