Phonology of the Arabic Language (i) · SHS1 Arabic

Lesson notes

Learning Objectives

Indicator: 1.1.1.LI.1 - Identify the sound pattern of Arabic poetry, focusing on the rhyming patterns

By the end of the lesson, learners can:

Define rhyming pattern (qāfiyah) in Arabic poetry and state its importance in poetic recitation.
Identify the recurring end-of-line rhyme sounds in a recorded or recited piece of Arabic poetry.
Distinguish between lines that share the same rhyme and lines that break the rhyme pattern.
Mark or underline the rhyming syllable in each verse of a short Arabic poem.
Explain in simple Arabic or English how rhyme works together with sound repetition to create the musical quality of Arabic poetry.

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Curriculum details

Strand: Listening (Strand 1)
Sub-strand: Phonology of the Arabic Language (i) (1.1)
Content standard: 1.1.1.CS.1 - Demonstrate knowledge and ability to identify the sound patterns of Arabic poetry and prose. 1.1.1.LO.1 Describe the sound pattern of Arabic poetry, highlighting the rhythm, the stressed and unstressed elements 1.1.1.LO.2 Identify the sound pattern of Arabic poetry, focusing on the rhyming patterns 1.1.1.LO.3 Explain the sound pattern of Arabic rhymed prose, with focus on the phonemic arrangement and sequence, the stressed and unstressed elements with their related mood or emotion.
Indicator: 1.1.1.LI.1 - Identify the sound pattern of Arabic poetry, focusing on the rhyming patterns
Suggested placement: Semester 1, Week 1 (Week 1 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. 28

Exemplars (from the NaCCA curriculum)

Group competition, Project/ research-based learning, Question-Answer relationship strategy, think-pair share activities:
- Using blended strategy, prepare groups to listen to a playback of poetry recitation with particular attention to sound repetitions and alternations. Each group shares its observations and experiences. Individual learners are then made to give an independent personal experience.
- The speed of the audio source must be moderate, and the words carefully articulated, with short pauses to allow for appreciation of similarities and observe differences.
- After consultation among their members, any group may ask for a pause of the audio in order to point out an observable rhyming or a repetition of a line to confirm a repeated sound rhyme.
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.
Differentiated Learning: 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. This also gives less able students a way to add value and generates more confidence.
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, and strategies to address them.

Assessment (1.1.1.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.
- Audio-visual materials.
- Audio materials
- Projector