Oracy and Aesthetics · SHS1 Arabic

Lesson notes

Learning Objectives

Indicator: 1.2.2.LI.2 - Recite a Modern Arabic poem of 10 lines from memory, with clear voice, articulation, recitation Rhythm and intonation

By the end of the lesson, learners can:

Identify the key features of poetic recitation, namely rhythm, intonation, and articulation, and explain how they differ from ordinary reading.
Recite a selected 10-line Modern Arabic poem from memory with clear voice and correct pronunciation of all words.
Apply appropriate recitation rhythm by pausing correctly at line ends and respecting the natural flow of each line.
Use rising and falling intonation patterns to convey the meaning and mood of the poem.
Evaluate a peer’s recitation against a simple checklist of clarity, rhythm, and intonation, and provide constructive feedback.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Speaking (Strand 2)
Sub-strand: Oracy and Aesthetics (2.2)
Content standard: 1.2.2.CS.2 - Demonstrate knowledge and ability to recall and reproduce lines of Modern Arabic poetry and prose with clear voice and articulation. 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.2 - Recite a Modern Arabic poem of 10 lines from memory, with clear voice, articulation, recitation Rhythm and intonation
Suggested placement: Semester 1, Week 18 (Week 18 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. 81

Exemplars (from the NaCCA curriculum)

Project-Based, Research-Based Learning, Question-Answer Relationship Strategy, Think-Pair Share Activities, Drills And Practices: To promote retention, learners are guided to practice on carefully selected Arabic poems, focusing on rhythm and intonation.
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. 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.
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.2). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.
Teaching and Learning Resources:
- Textbooks and Reading materials for speech drills.
- Audio-visual materials.
- Audio materials.