Oracy and Aesthetics · SHS2 Arabic

Lesson notes

Learning Objectives

Indicator: 2.2.2.LI.2 - Adapt any of stories from the following book, create your character and few simple events, using common literary elements. رحلة البحث عن الإنسان

By the end of the lesson, learners can:

Identify the main characters, setting, and plot events from one story in رحلة البحث عن الإنسان with 80% accuracy.
Create one original character and two to three simple events that fit logically into the adapted story.
Apply at least two common literary elements, such as dialogue, description, or conflict, in their adapted story.
Present their adapted story orally in Arabic, reading from a script with clear pronunciation and appropriate pace.
Reflect on and explain the choices they made when adapting the story, including how their new character and events affect the plot.

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Curriculum details

Strand: Speaking (Strand 2)
Sub-strand: Oracy and Aesthetics (2.2)
Content standard: 2.2.2.CS.2 - Demonstrate knowledge and creativity in storytelling, using simple narrative structure. Content Standards 2.2.2.LO.1 Recount a simplified version of an African story from a prescribed literature book. 2.2.2.LO.2 Adapt a short story from a prescribed literature book using your own words and literary devices. 2.2.2.LO.3 Compose a simplified line of poetry of your own, using a modelled structure and theme.
Indicator: 2.2.2.LI.2 - Adapt any of stories from the following book, create your character and few simple events, using common literary elements. رحلة البحث عن الإنسان
Suggested placement: Semester 1, Week 14 (Week 14 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. 175

Exemplars (from the NaCCA curriculum)

Project-Based Learning, Inquiry-Based, Think-Pair Share Activities, Creative Exercises:
- The teacher introduces the art of narration and takes learners through the processes of putting together a simple narrative fiction through strong written visuals with an emotional impact.
- Each group is then asked to prepare a draft of their story and make an oral presentation in class, reading from a script, with the record of the contribution of each member to the project.
Flexible- pace learning: Faster writing 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 achievers a platform to tell their observations, while it gives lower ability learners a way of collaborating with and learning from their peers. Allocating different 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, where audio-visual subtitles are incorporated in listening exercises to cater for the various learning styles.

Assessment (2.2.2.AS.2). 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.
- Projector.
- Audio materials.
- Audio-visual materials.