Ghana curriculum lesson note
SHS 3 Arabic 2nd Semester Week 7 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Arabic | Week | 7 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | READING | Sub-Strand | ['READING GRAMMAR', 'CRITICAL READING'] |
| Learning Outcome(s) | 3.3.3.LO.1 - Identify the types of sentences in reading texts of varied sentence structures showing the grammatical functions of each component 3.3.3.LO.2 - Identify the declension of nouns: the three cases, with the rules governing the changing components of number, gender. ARABIC | 317 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 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 3.3.4.LO.1 - Explain the narration, the characters' actions, interactions, and motivations that reflect the story's theme 3.3.4.LO.2 - Explain the employment of artistic and literary devices in weaving the storyline of a fictional narrative. 324 | ARABIC 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 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 | ||
| Content Standard | 3.3.3.CS.1 3.3.3.CS.2 3.3.4.CS.1 | ||
| Learning Indicator(s) | 3.3.3.LI.3 3.3.4.LI.1 | ||
| Lesson Focus | Identify the types of sentences in reading texts of varied sentence structures showing the grammatical functions of each component | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Identify the types of sentences in reading texts of varied sentence structures showing the grammatical functions of each component 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 GRAMMAR; CRITICAL READING? How can learners demonstrate accurate meaning, pronunciation, grammar or organisation in READING GRAMMAR; CRITICAL READING? 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 Sentence strips/grammar 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 types of sentences in reading texts of varied sentence structures showing the grammatical functions of each component 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 types of sentences in reading texts of varied sentence structures showing the grammatical functions of each component 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 types of sentences in reading texts of varied sentence structures showing the grammatical functions of each component 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 types of sentences in reading texts of varied sentence structures showing the grammatical functions of each component 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 types of sentences in reading texts of varied sentence structures showing the grammatical functions of each component 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 3 Arabic 2nd Semester Lessons
Week 1Sub-strand: READING COMPREHENSIONWeek 2Sub-strand: READING COMPREHENSIONWeek 3Sub-strand: READING COMPREHENSIONWeek 4Sub-strand: READING COMPREHENSIONWeek 5Sub-strand: READING GRAMMARWeek 6Sub-strand: READING GRAMMARWeek 7 (current)Week 8Sub-strand: CRITICAL READINGWeek 9Sub-strand: CRITICAL READINGWeek 10Sub-strand: ARABIC ORTHOGRAPHYWeek 11Sub-strand: COMPOSITIONWeek 12Sub-strand: COMPOSITIONWeek 13Sub-strand: COMPOSITIONWeek 14Sub-strand: COMPOSITIONWeek 15Sub-strand: CREATIVE WRITINGWeek 16Sub-strand: CREATIVE WRITING