Critical Reading · SHS2 Arabic

Lesson notes

Learning Objectives

Indicator: 2.3.4.LI.3 - Trace the sequence of the major events in a narrative by identifying the actual beginning, the middle, and the end

By the end of the lesson, learners can:

Define the three structural parts of a narrative (beginning, middle, end) and state what each part typically accomplishes in a story.
Identify the actual beginning, middle, and end of a given Arabic narrative after reading it.
Arrange a scrambled list of events from a narrative in their correct chronological sequence.
Justify their choice of where the middle of a story begins and ends, using evidence from the text.
Summarise the main events of each structural section of a narrative in a few sentences in Arabic.

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Curriculum details

Strand: Reading (Strand 3)
Sub-strand: Critical Reading (3.4)
Content standard: 2.3.4.CS.1 - Demonstrate understanding and application of strategies of literary appreciation in order to enhance understanding of creative texts. 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.3 - Trace the sequence of the major events in a narrative by identifying the actual beginning, the middle, and the end
Suggested placement: Semester 2, Week 8 (Week 28 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. 219

Exemplars (from the NaCCA curriculum)

Project-Based, Research-Based Learning, Question-Answer Relationship Strategy, Think-Pair Share Activities:
- Through cooperative learning, learners are prepared to work together either as partners or in small groups on clearly defined instructions and tasks.
- The teacher also supports learners to use metacognitive strategies to think about and have control over their reading the following text:
- مصطفى لطفي المنفلوطي وقصته اليتيم والحجاب
- زكريا حسين وقصص خط الاستواء
كمال الدين بالغون وقصة رحلة البحث عن الإنسان
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.3). 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.