Oracy and Aesthetics · SHS1 Arabic

Lesson notes

Learning Objectives

Indicator: 1.2.2.LI.4 - In not more than 100 words, give an account of a real event in your own words, employing metaphor, and imagery.

By the end of the lesson, learners can:

Define metaphor and imagery in Arabic and distinguish between them, giving one example of each.
Identify metaphor and imagery in a short Arabic passage read aloud by the teacher.
Narrate a real event from their own life in Arabic in not more than 100 words, using at least one metaphor and one example of imagery.
Present their narration orally to a partner or small group with clear voice and reasonable pace.
Count the words in their written narration to confirm it does not exceed 100 words.

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Curriculum details

Strand: Speaking (Strand 2)
Sub-strand: Oracy and Aesthetics (2.2)
Content standard: 1.2.2.CS.1 - Demonstrate knowledge and literary creativity in narrating a known local story, using simple literary devices. 1.2.2.LO.1 Recount a simplified version of a Ghanaian story from a literature book. 1.2.2.LO.2 Narrate a simple real story, using simple literary devices of your choice. 1.2.2.LO.3 Reproduce lines of Modern poetry, with clear voice and articulation, reasonable speed, rhythm, intonation, and proper pronunciation. 1.2.2.LO.4 Reproduce lines of Modern prose, with clear voice and articulation, reasonable speed, intonation, and proper pronunciation.
Indicator: 1.2.2.LI.4 - In not more than 100 words, give an account of a real event in your own words, employing metaphor, and imagery.
Suggested placement: Semester 1, Week 17 (Week 17 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. 78

Exemplars (from the NaCCA curriculum)

Project-Based, Research-Based Learning, Question-Answer Relationship Strategy, Think-Pair Share Activities: Learners are put in groups and each group is encouraged to give
an account of a real event in their own words in class, using simple literary devices, like Simile, metaphor, and imagery.
Flexible-pace learning: Faster listening 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 cognitive abilities a platform to tell their observations, while it gives low cognitive abilities a way of collaborating with and learning from their peers.
Learning Stations: Individual learning stations/groupings which are based on visual, auditory, and kinaesthetic learning, are supported with their different learning styles. Learners understand individual learning challenges and deficiencies.

Assessment (1.2.2.AS.4). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding.
Teaching and Learning Resources:
- Textbooks and Reading materials for speech drills.
- Audio-visual materials.
- Audio materials.