1
Strand 1.0
Writing
7 Sub-strands42 Lessons in Term 3
1.1 Sub-strand 59
6 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
Demonstrate understanding, values and foundational skills in Sub-strand 59.
Key Inquiry Questions (KIQs)
- Why is it good to write legibly?
- a) b) c) list the months of the year in correct sequence, construct simple sentences using acquired vocabulary, appreciate writing for effective communication?
Learning Experiences
- work in groups to list the months of the year on charts for display in class, compose a short poem On months of the year and activities carried out for each month, create sentences from a given substitution table about months of the year, team up to compete in rearranging jumbled up words to make meaningful sentences related to the work jointly to fill in blanks in sentences using correct words, collaborate to develop a creative chart showing months of the year and fix it on the class wall
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.2 Sub-strand 61
6 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
Demonstrate understanding, values and foundational skills in Sub-strand 61.
Key Inquiry Questions (KIQs)
- (s) How can you form a paragraph?
- a) b) identify features of a we I I -developed organise a short imaginative paragraph for logical sequence, appreciate different Arabic writing styles _?
Learning Experiences
- collaborate with peers to research on the features of a well written paragraph e.g. neat and legible, well sequenced, well paragraphed, correct spe Iling, reorganise jumbled up words to form meaningful sentences, team up to compete in rearranging jumbled up sentences to form a coherent paragraph on sports and games, present their well sequenced s to the class for review
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.3 Sub-strand 63
6 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- construct simple sentences correctly
- use basic descriptive words in writing simple sentences
- appreciate the skill of writing for effective
Key Inquiry Questions (KIQs)
- Questio s How do descriptive words enhance use of language?
Learning Experiences
- practice writing simple Sentences On food preferences legibly and neatly
- identify basic words that describe foods and drinks, work jointly to make simple sentences using the descriptive words identified
- make sentences from a substitution table, work with peers to use jumbled up sentences to make a sensible
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.4 Sub-strand 65
6 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- outline
- vocabulary
- related to the
- theme for
- comprehension
- construct
- simple
- sentences to
- express
- feeling
- using
- acquired
- vocabulary
- develop
- interest in
- vocabulary
- building for
- language
- acquisition
Key Inquiry Questions (KIQs)
- (s) I _ How should we take care of our body?
- Why is learning a new language key ?
Learning Experiences
- write words related to the theme from a list of dictated words, create a mind map to build a vocabulary bank of words related to the theme, fill in a crossword puzzle using thematic vocabulary
- use the vocabulary identified to make simple sentences e.g., I brush my teeth even morning, conduct a language game involving rearranging jumbled words to form meaningful sentences and rearranging jumbled up sentences to form coherent
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.5 Sub-strand 67
6 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- interpret
- visuals
- related to the
- theme for
- information
- summarise
- information
- using
- visuals for
- comprehension
- appreciate
- summary
- writing as a key
- skill in
Key Inquiry Questions (KIQs)
- I _ How do weather patterns affect Our daily life?
- Why are pictures considered to be worth a thousand words ?
Learning Experiences
- collaborate with peers to prepare a list of vocabulary related to the theme, study visuals (pictures, illustrations) related to weather and interpret the information expressed, work jointly to summarise information about the weather and environment into a picture, team up to put together pieces of a picture to form a complete and meaningful whole, conduct a Pictionary session to create visuals on various themes
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.6 Sub-strand 69
6 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify
- features of
- welldev
- eloped
- paragraph
- compose a
- paragraph
- using
- acquired
- vocabulary for
- effective
- comm un
- ication
- develop
- positive
- attitude
- towards
- writing in Arabic for
- enjoyment
Key Inquiry Questions (KIQs)
- estio s I _ How do we take care of Our facilities?
- How do we form paragraph?
Learning Experiences
- collaborate to conduct a research On the features ofa welldeveloped paragraph, work jointly to form simple Sentences from a substitution table
- use think-pair-share to write simple sentences on describing school facilities from display of pictures, practice copying paragraphs legibly and neatly, compose a paragraph on the share their paragraphs with peers for review, publish their best written paragraphs in a school or public
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.7 Sub-strand 73
6 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- areas skills for the CSL activity
- Identify resources required for the activity (locally available materials)
- Stagger the activities across the term (Set dates and time for the activities) Communicate to learners, parents/caregivers/guardians, school administration, teachers and Other relevant stakeholders in the school community Identify and develop assessment tools
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.