Phonological Awareness / Oral… · SHS2 Arabic

Lesson notes

Learning Objectives

Indicator: 2.3.1.LI.2 - Read texts of semi-vowelized nature consisting of free-flowing sentences, paragraphs, and chapters, slowly, and at gradually increased speed

By the end of the lesson, learners can:

Identify the diacritical marks present and absent in a semi-vowelized text of classical Arabic prose and explain how this affects pronunciation.
Read aloud a short paragraph from a semi-vowelized classical Arabic prose text slowly and accurately, observing correct pronunciation of all vowelized letters.
Read the same paragraph aloud at a gradually increased speed while maintaining accuracy and proper pausing at punctuation and phrase boundaries.
Demonstrate group collaboration by taking turns to read successive paragraphs of a classical Arabic prose text, with each member having one reading slot per round.

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Curriculum details

Strand: Reading (Strand 3)
Sub-strand: Phonological Awareness / Oral Reading Fluency (3.1)
Content standard: 2.3.1.CS.1 - Demonstrate understanding and application of reading rules of classical literature at a reasonable speed and precision. Content Standards 2.3.1.LO.1 Apply reading rules of classical poetry with precision and at a reasonable speed. 2.3.1.LO.2 Apply reading rules of classical prose with precision and at a reasonable speed. 2.3.1.LO.3 Apply reading rules of modern poetry with precision and at a reasonable speed. 2.3.1.LO.4 Apply reading rules of modern prose with precision and at a reasonable speed.
Indicator: 2.3.1.LI.2 - Read texts of semi-vowelized nature consisting of free-flowing sentences, paragraphs, and chapters, slowly, and at gradually increased speed
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.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

indicator text - p.188: indicator code printed 2.3.1.L1.2; the document's code vocabulary is CS, LO, LI and AS, so the row is filed under the canonical form
Curriculum reference: NaCCA curriculum document, p. 188

Exemplars (from the NaCCA curriculum)

Active Learning, Think-Pair Share Activities:
- The teacher prepares learners in groups. Each group picks a text from the following classical Arabic prose:
- أكثم بن الصيفي وخطبته
- خطبة حجة الوداع
- علي بن أبي طالب وخطبته
- The group reads a paragraph and calls any group of its choice to read the following paragraph. The invited group can pick any of its members to read. The group then also pick any group to read the following paragraph, like that until the entire poem is read
- A member from any group has only one reading slot until every member in the group has taken his/her turn. After each round this exercise is repeated with gradual increase of reading speed.
Coping with stress and anxiety: Learners are engaged in recitation of lines of poetry which fully engages their minds and imaginations. Poetry recitation possesses meditative qualities in which the brain is fully focused, thereby reduces stress and enhance relaxation.
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.

Assessment (2.3.1.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
- Projector.
drills.
- Audio-visual materials.
- Flash cards.
- Textbooks and Reading materials for speech drills
- Flash cards
- Projector
- Audio-visual materials