Oracy and Aesthetics · SHS2 Arabic

Lesson notes

Learning Objectives

Indicator: 2.2.2.LI.1 - Adopt the plot of a story from the book (الخط الاستواء), create your character and few simple events, using scenes from your environment.

By the end of the lesson, learners can:

Recall the main plot events of one story from كتاب “الخط الاستواء” (The Equator) studied in Weeks 12 and 13, and state them in sequence using their own words.
Identify the basic narrative elements (plot, character, setting, and simple events) in a provided model story excerpt and explain how the setting reflects a familiar Ghanaian environment.
Adopt the plot of a chosen story from “الخط الاستواء” and re-cast it with at least one newly created character and two to three new simple events drawn from scenes in their own community.
Draft a short spoken narrative (8 to 10 sentences) that includes a clear beginning, a middle conflict or turning point, and an ending, using simple past tense verbs (الماضي) and basic connectors such as ثم، بعد ذلك، في النهاية.
Present their adapted story orally to a small group or the class, reading from a written script, with clear pronunciation and appropriate expression, and give a brief record of each group member’s contribution.

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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.1 - Adopt the plot of a story from the book (,)الخط الاستواء create your character and few simple events, using scenes from your environment االخط االاستواء.
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.1). 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.