Ghana curriculum lesson note
SHS 3 Arabic 1st Semester Week 12 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Arabic | Week | 12 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | SPEAKING | Sub-Strand | ORACY AND AESTHETICS |
| Learning Outcome(s) | 3.2.2.LO.1 - Narrate, in your own words, a simple known African story, applying characterisation and plot 3.2.2.LO.2 - Create a short story of your own, using simple literary devices of your choice. ARABIC | 287 biases about gender roles in Arabic education 3.2.2.LO.3 - Compose a simplified line of poetry of your own, using a modelled structure and theme | ||
| Content Standard | 3.2.2.CS.1 3.2.2.CS.2 3.2.2.CS.3 | ||
| Learning Indicator(s) | 3.2.2.LI.2 | ||
| Lesson Focus | Narrate, in your own words, a simple known African story, applying characterisation and plot | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Narrate, in your own words, a simple known African story, applying characterisation and plot 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 ORACY AND AESTHETICS? How can learners demonstrate accurate meaning, pronunciation, grammar or organisation in ORACY AND AESTHETICS? What evidence from the spoken, read or written Arabic helps us check that our interpretation or expression is accurate? | ||
| Pedagogical Strategies | Role-play Pair/Group Speaking Oral Modelling Presentation/Performance | ||
| Teaching & Learning Resources | Arabic textbook/reading materials Whiteboard/markers Learners' notebooks Dialogue/role-play prompt cards Short Arabic texts or conversation cues | ||
| 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 narrate, in your own words, a simple known african story, applying characterisation and plot 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 narrate, in your own words, a simple known african story, applying characterisation and plot 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 narrate, in your own words, a simple known african story, applying characterisation and plot 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 narrate, in your own words, a simple known african story, applying characterisation and plot 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 narrate, in your own words, a simple known african story, applying characterisation and plot 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 1st Semester Lessons
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