Ghana curriculum lesson note
SHS 2 Arabic 1st Semester Week 16 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Arabic | Week | 16 |
| Duration | 60 minutes | Form | SHS 2 |
| Strand | READING | Sub-Strand | READING COMPREHENSION |
| Learning Outcome(s) | 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. ARABIC | 193 Skills and Responsible Decisions are integrated throughout all lessons to encourage inclusion. As part of achieving each learning outcome in the curriculum, the teacher should apply the social emotional learning strategies to ensure that learners are: ● Self-reflecting and finding confidence in individual learning groupings which are based on visual, auditory, and kinaesthetic learning styles. Learners understand individual learning challenges and deficiencies, and strategies to address them. ● Exhibiting motivation, and SMART goal setting in an environment where different listening times and opportunity are allocated to each member of the group to make an input, this can help learners organise themselves according to their different skills and capabilities. ● Managing emotions and conflicts as they interact among themselves during the lesson. ● Showing empathy and cooperation as mixed-ability group of learners gives high cognitive ability learners a platform to tell their observations, while it gives low cognitive abilities a way of collaborating with and learning from their peers 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 | ||
| Content Standard | 2.3.2.CS.1 2.3.2.CS.2 2.3.2.CS.3 | ||
| Learning Indicator(s) | 2.3.2.LI.4 2.3.2.LI.1 | ||
| Lesson Focus | Explain the content of nonfictional texts using clues that are embedded in them highlighting the purpose and the underpinning message | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Explain the content of nonfictional texts using clues that are embedded in them highlighting the purpose and the underpinning message Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What language knowledge or skill is needed to succeed with READING COMPREHENSION? How can learners demonstrate accurate meaning, pronunciation, grammar or organisation in READING COMPREHENSION? What evidence from the spoken, read or written Arabic helps us check that our interpretation or expression is accurate? | ||
| Pedagogical Strategies | Guided Reading Paired Reading Close Reading Textual Evidence Discussion | ||
| Teaching & Learning Resources | Arabic textbook/reading materials Whiteboard/markers Learners' notebooks Printed Arabic passages Vocabulary/phrase cards | ||
| Key Notes on Differentiation | |||
| Content | Provide shorter or more highly supported Arabic samples, vocabulary cues, sentence frames or model texts for learners who need support. Extend proficient learners with less familiar vocabulary, longer texts, spontaneous speaking, deeper inference or more independent composition. | ||
| Process | Use visual, auditory and kinaesthetic routes—listening, reading, speaking, writing, role-play and movement—according to the skill being taught. Pair learners strategically for rehearsal and feedback while ensuring each learner independently demonstrates the target Arabic skill. | ||
| Product | Accept evidence appropriate to the strand: oral response/recording, recitation, dialogue, reading response, annotation, translation, composition or creative writing. Assess meaning, Arabic accuracy, fluency/pronunciation where relevant, organisation and ability to justify language choices. | ||
| Success Criteria | Learners use correct subject vocabulary. Learners complete the main task with reasonable accuracy. Learners explain or demonstrate how the concept applies in a new situation. | ||
| Homework | Practise the target vocabulary or script and prepare a short oral/written response. | ||
| Lesson Activities | |||
| Stage | Teacher Activity | Learner Activity | Assessment / DoK |
| Starter10 minutes | Read, play or display a short language sample connected to the content of nonfictional texts using clues that are embedded in them highlighting the purpose and the underpinning message and ask learners to identify the feature. | Share prior knowledge, listen to peers and record the lesson question in their notebooks. | Not provided. |
| Activity 115 minutes | Model the content of nonfictional texts using clues that are embedded in them highlighting the purpose and the underpinning message using pronunciation practice, sentence examples, a short text, dialogue or guided reading. | Listen or read, identify the feature and repeat or explain examples. | Check accurate recognition or production of the language feature. |
| Activity 220 minutes | Guide pairs to practise the content of nonfictional texts using clues that are embedded in them highlighting the purpose and the underpinning message through oral response, reading, writing, translation or role play. | Practise in pairs or groups and improve responses using teacher and peer feedback. | Assess pair or group practice using clear language-success criteria. |
| Activity 310 minutes | Ask learners to produce an original oral or written response that uses the content of nonfictional texts using clues that are embedded in them highlighting the purpose and the underpinning message accurately. | Create and present a short response that uses the feature accurately. | Collect an exit response and check accuracy, clarity and transfer. |
| Lesson Closure | Summarise the content of nonfictional texts using clues that are embedded in them highlighting the purpose and the underpinning message and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
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Create Lesson PlanMore SHS 2 Arabic 1st Semester Lessons
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