Reading Comprehension · SHS2 Arabic

Lesson notes

Learning Objectives

Indicator: 2.3.2.LI.2 - Draw on prior knowledge to identify clues that are embedded in the text for possible inferences regarding the general meaning and purpose of the text.

By the end of the lesson, learners can:

Explain the difference between textually explicit meaning (directly stated), textually implicit meaning (implied), and meaning drawn from their own background knowledge.
Identify at least three embedded clues (such as key words, repetitions, and contrasts) in a classical Arabic prose text and state what each clue suggests about the text’s meaning.
Draw on their prior knowledge of Islamic history and Arabic culture to make reasonable inferences about the general meaning and purpose of a short classical Arabic text.
State the general purpose of a text (e.g., to advise, to warn, to inform, to persuade) with evidence from the text to support their answer.
Work in mixed-ability pairs or groups to share and compare inferences, justifying their reasoning with reference to specific words or phrases in the text.

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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.2 - Draw on prior knowledge to identify clues that are embedded in the text for possible inferences regarding the general meaning and purpose of the text.
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. 200

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.2). 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.