Reading Comprehension · SHS2 Arabic

Lesson notes

Learning Objectives

Indicator: 2.3.2.LI.1 - Identify the possible meanings of unknown words in the passage, and then confirm their meanings from the dictionary.

By the end of the lesson, learners can:

Identify at least five unknown words from a short Arabic prose passage and suggest possible meanings based on context clues.
Confirm the meanings of identified unknown words using an Arabic dictionary, verifying or correcting their initial guesses.
Distinguish between textually explicit meanings (directly stated) and textually implicit meanings (suggested by surrounding words) for key vocabulary in the passage.
Apply a three-step strategy (guess, check, confirm) when encountering unfamiliar Arabic vocabulary in any reading text.
Work collaboratively in mixed-ability pairs or small groups to share and compare word meaning strategies, respecting the contributions of all group members.

This lesson opens the Semester 2 reading comprehension sequence. It builds on the dictionary skills and vocabulary strategies learners practised in Semester 1, Week 20, and prepares them for the inference work (identifying clues for general meaning) scheduled for later this week and the poetry analysis in Weeks 2 and 3.

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Curriculum details

Strand: Reading (Strand 3)
Sub-strand: Reading Comprehension (3.2)
Content standard: 2.3.2.CS.2 - Demonstrate knowledge and understanding of fictional texts, using appropriate reference tools, with a broad active reading vocabulary. (B1, CEFR) 2.3.2.LO.1 Explain the content of nonfictional texts using clues that are embedded in them highlighting the purpose and the underpinning message. 2.3.2.LO.2 Identify clues that are embedded in the classical Arabic prose in order to make inferences regarding the ideas and the meanings of the texts 2.3.2.LO.3 Explain clues that are embedded in the classical Arabic poetry in order to make inferences regarding the ideas and the meanings of the texts. 2.3.2.LO.4 Explain clues that are embedded in the Modern Arabic poetry in order to make inferences regarding the ideas and the meanings of the texts.
Indicator: 2.3.2.LI.1 - Identify the possible meanings of unknown words in the passage, and then confirm their meanings from the dictionary.
Suggested placement: Semester 2, Week 1 (Week 21 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. 199

Exemplars (from the NaCCA curriculum)

Project-based, research-based learning, Question-Answer relationship strategy, think-pair share activities:
- Through cooperative learning, learners are prepared to work together either as partners or in small groups on clearly defined instructions and tasks.
- The teacher supports learners use metacognitive strategies to think about and have control over their reading.
- The teacher now asks learners to apply textually explicit meaning (meaning that was directly stated in the text), textually implicit meaning (meaning that was implied in the text), and meaning entirely from the learners' own background knowledge, to analyse the following text:
- أكثم بن الصيفي وخطبته
- خطبة حجة الوداع
- الشنفري ولاميته
علي بن أبي طالب وخطبته
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 (2.3.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.
Teaching and Learning Resources:
- Textbooks and Reading materials.
- Projector.
- Flash cards.
- Audio-visual materials.