Ghana curriculum lesson note
SHS 1 Arabic 2nd Semester Week 4 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Arabic | Week | 4 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | READING | Sub-Strand | READING COMPREHENSION |
| Learning Outcome(s) | 1.3.2.LO.1 - Describe your understanding of the author’s idea(s) by comparing and contrasting with what you know already 1.3.2.LO.2 - Give the denotative meanings of words, phrases, and sentences in a text from Arabic to English or vice versa 1.3.2.LO.3 - 100 | ARABIC Give the connotative meanings of words, phrases, and sentences in a text from Arabic to English or vice versa. sentences in a text from Arabic to English or vice versa | ||
| Content Standard | 1.3.2.CS.1 1.3.2.CS.2 | ||
| Learning Indicator(s) | 1.3.2.LI.1 1.3.2.LI.2 | ||
| Lesson Focus | Describe your understanding of the author’s idea(s) by comparing and contrasting with what you know already | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Describe your understanding of the author’s idea(s) by comparing and contrasting with what you know already 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 your understanding of the author’s idea(s) by comparing and contrasting with what you know already 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 your understanding of the author’s idea(s) by comparing and contrasting with what you know already 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 your understanding of the author’s idea(s) by comparing and contrasting with what you know already 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 your understanding of the author’s idea(s) by comparing and contrasting with what you know already 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 your understanding of the author’s idea(s) by comparing and contrasting with what you know already 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 1 Arabic 2nd Semester Lessons
Week 1Sub-strand: GRAMMARWeek 2Sub-strand: GRAMMARWeek 3Sub-strand: READING COMPREHENSIONWeek 4 (current)Week 5Sub-strand: READING COMPREHENSIONWeek 6Sub-strand: ['READING COMPREHENSION', 'CRITICAL READING']Week 7Sub-strand: CRITICAL READINGWeek 8Sub-strand: ['CRITICAL READING', 'ARABIC ORTHOGRAPHY']Week 9Sub-strand: ARABIC ORTHOGRAPHYWeek 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