Oracy and Aesthetics · SHS1 Arabic

Lesson notes

Learning Objectives

Indicator: 1.2.2.LI.4 - Recite a Modern Arabic poem of 10 lines from memory, with clear voice, articulation, recitation and intonation

By the end of the lesson, learners can:

Recall and reproduce from memory the 10 lines of the selected Modern Arabic poem without reference to the text.
Apply correct articulation of difficult Arabic sounds (such as ع، غ، ق، ح) in the poem with clear voice projection.
Demonstrate appropriate intonation patterns that match the meaning and emotional tone of each line of the poem.
Perform the full recitation with proper rhythm and pacing, maintaining reasonable speed without rushing or dragging.
Self-assess their own recitation and give constructive peer feedback using simple criteria (voice, clarity, intonation, expression).

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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.4 - Recite a Modern Arabic poem of 10 lines from memory, with clear voice, articulation, recitation and intonation
Suggested placement: Semester 1, Week 20 (Week 20 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. 82

Exemplars (from the NaCCA curriculum)

Project-Based, Research-Based Learning, Question-Answer Relationship Strategy, Think-Pair Share Activities, Drills and Practice: Learners are guided to practice on carefully selected Arabic poem, focusing on clear voice, articulation, recitation 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.4). 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.