Ghana curriculum lesson note
SHS 2 Arabic 2nd Semester Week 8 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Arabic | Week | 8 |
| Duration | 60 minutes | Form | SHS 2 |
| Strand | ['READING', 'WRITING'] | Sub-Strand | ['CRITICAL READING', 'ARABIC ORTHOGRAPHY'] |
| Learning Outcome(s) | 2.3.4.LO.1 - Explain the narration, the characters' actions, interactions, and motivations that reflect the story's theme 2.3.4.LO.2 - Explain the employment of artistic and literary devices in weaving the storyline of a fictional narrative. 214 | ARABIC 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 2.3.4.LO.4 - Explain the artistic and literary devices employed in literary works and their effects 2.3.4.LO.3 - 216 | ARABIC discovering their individual learning challenges and deficiencies and addressing them themselves. ● Exhibiting motivation, and SMART goal setting as they adopt different learning styles to address their learning challenges. ● Managing emotions and conflicts in their various groups as they work with people of different personality types. ● Showing empathy and cooperation as they work in mixed-ability groups 2.4.1.LO.1 - Identify the exceptional spelling and reading rules of words whose word-final is pronounced alif but written yaa | ||
| Content Standard | 2.3.4.CS.1 2.3.4.CS.2 2.4.1.CS.1 | ||
| Learning Indicator(s) | 2.3.4.LI.4 2.4.1.LI.1 | ||
| Lesson Focus | Explain the narration, the characters' actions, interactions, and motivations that reflect the story's theme | ||
| 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 narration, the characters' actions, interactions, and motivations that reflect the story's theme 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 CRITICAL READING; ARABIC ORTHOGRAPHY? How can learners demonstrate accurate meaning, pronunciation, grammar or organisation in CRITICAL READING; ARABIC ORTHOGRAPHY? 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 Modelled Writing Guided Writing Peer Review Process Writing | ||
| Teaching & Learning Resources | Arabic textbook/reading materials Whiteboard/markers Learners' notebooks Printed Arabic passages Vocabulary/phrase cards Writing sheets/exercise books Model Arabic sentences/texts | ||
| 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 narration, the characters' actions, interactions, and motivations that reflect the story's theme 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 narration, the characters' actions, interactions, and motivations that reflect the story's theme 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 narration, the characters' actions, interactions, and motivations that reflect the story's theme 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 narration, the characters' actions, interactions, and motivations that reflect the story's theme 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 narration, the characters' actions, interactions, and motivations that reflect the story's theme 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 2nd Semester Lessons
Week 1Sub-strand: GRAMMARWeek 2Sub-strand: GRAMMARWeek 3Sub-strand: GRAMMARWeek 4Sub-strand: CRITICAL READINGWeek 5Sub-strand: CRITICAL READINGWeek 6Sub-strand: CRITICAL READINGWeek 7Sub-strand: CRITICAL READINGWeek 8 (current)Week 9Sub-strand: ['ARABIC ORTHOGRAPHY', 'COMPOSITION']Week 10Sub-strand: COMPOSITIONWeek 11Sub-strand: COMPOSITIONWeek 12Sub-strand: COMPOSITIONWeek 13Sub-strand: ['COMPOSITION', 'CREATIVE WRITING']Week 14Sub-strand: CREATIVE WRITINGWeek 15Sub-strand: CREATIVE WRITINGWeek 16Sub-strand: ['GRAMMAR', 'CREATIVE WRITING']