SHS3 Arabic · Semester 1, Week 15
Oracy and Aesthetics
Full lesson notes coming
Notes for this lesson are being prepared. The curriculum details below are complete and ready to use for your planning.
Curriculum details
- Strand
- Speaking (Strand 2)
- Sub-strand
- Oracy and Aesthetics (2.2)
- Content standard
- 3.2.2.CS.2 - Demonstrate knowledge and creativity in storytelling, using simple narrative structure. Content Standards 3.2.2.LO.1 Narrate, in your own words, a simple known African story, applying characterisation and plot. 3.2.2.LO.2 Create a short story of your own, using simple literary devices of your choice. 3.2.2.LO.3 Compose a simplified line of poetry of your own, using a modelled structure and theme.
- Indicator
- 3.2.2.LI.1 - Adapt the plot of a story from the following book, create your character and few simple events, using scenes from your environment. . الخط االاستواء
- Suggested placement
-
Semester 1, Week 15
(Week 15 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. 293
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, using the following literary elements: - Plot - Character development - Theme - Visual Descriptions - Point of View - Imaginative Language - Emotional Appeal 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. De-stressing Stories: Speaking out and telling your story help to alleviate stress. Learners may use it to talk out their worries, and to vent out pent up feelings and emotions for their mental health and a solution to stress. 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 from experiences of others: Stories help learners to explore significant differences of human ideas, beliefs, just as they help them to discover ordinary human ways of understanding life, and how they manage their deficiencies and overcome their challenges. Assessment (3.2.2.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. - Audio-visual materials. - Projector. - Audio materials.