Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 1st Term
Week: 2
Age: 15 years
Duration: 45 minutes
Subject: Hausa Language
Curriculum Theme: Hausa Language
Previous Lesson: Ƙa’idojin Rubutu: Ma’anar Ƙa’idoji, Rabawa da Haɗa Kalmomi.
Topic: Ci gaba da ƙa’idojin rubutu
Subject Matter: Gajeruwar mallaka (rigarsa, gidanmu); ɗaurin /m/ da /n/ da baƙaƙe masu goyo; rubutun “tambaya” ba “tanbaya” ba; ɗauri a wuraren da baƙaƙe b, m, f ba su zo ba; ɗaurin baƙaƙe masu goyo (gyaggyora, shasshare, fyaffyace).

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

Su bayyana ma’anar gajeruwar mallaka da yadda ake rubuta ta.
Su bayyana ma’anar ɗaurin /m/ da /n/ a rubutu da dalilin amfani da su.
Su bambanta rubutun da ya dace irin “tambaya” da rubutun da bai dace ba irin “tanbaya”.
Su bayyana ɗaurin baƙaƙe masu goyo tare da misalai.

Affective Domain:

Su nuna kula da rubutu mai tsafta da bin ƙa’ida a duk rubuce-rubucensu.
Su girmama aikin gyara kuskuren rubutu a matsayin hanyar inganta harshe.

Psychomotor Domain:

Su rubuta kalmomin mallaka daidai (misali: rigarsa, rigarmu, gidanmu, gidansu).
Su rubuta kalmomi daidai ta amfani da ɗaurin /m/ ko /n/ inda ya dace.
Su gyara jimloli ko kalmomi da aka rubuta ba daidai ba a takardar aiki.

Su yi aiki a rukuni wajen gano kuskuren rubutu da gyarawa.
Su tattauna misalai tare da ba da hujja cikin ladabi.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum
State Unified Scheme of Work
Recommended Hausa Language textbook for Senior Secondary Schools (e.g., Hausa Language for Senior Secondary Schools)
Encyclopaedia Britannica – Hausa Language
Wikipedia – Hausa Language
Omniglot – Hausa Writing System

Instructional Materials

The teacher will teach this lesson with the aid of:

Jadawalin misalan mallaka (rigarsa, rigarmu, gidanmu, gidansu)
Katunan kalmomi (word cards) na ɗaurin /m/ da /n/ da kuma misalan kuskure
Misalan rubutu a allo (correct and incorrect spellings)
Takardun aiki (worksheet) don rubutu da gyaran kuskure

Rationale for the Lesson

Wannan darasi yana taimaka wa ɗalibai su rubuta Hausa daidai ta hanyar mallaka da ɗaurin haruffa. Yana rage kuskuren rubutu a jarabawa da rubuce-rubucen yau da kullum, kuma yana sa ma’ana ta fito fili.

Prerequisite/Previous Knowledge

Ɗalibai sun san rubuta kalmomi da jimloli masu sauƙi, kuma sun koyi wasu ƙa’idojin rabawa da haɗa kalmomi a darasin da ya gabata.

Lesson Content/Board Summary

Ci gaba da ƙa’idojin rubutu: Mallaka da ɗaurin /m/ da /n/

Gajeruwar Mallaka (Short Possessive)

Gajeruwar mallaka ita ce haɗa suna da gajeriyar alamar mallaka domin nuna “na wa/ta wa/su wa” a rubutu, misali: rigarsa, gidanmu.

The following are ƙa’idojin rubuta gajeruwar mallaka:

A haɗa gajeriyar mallaka da sunan abu ba tare da rata ba: rigarsa, rigarki, rigarmu, rigarsu.
A rubuta mallaka a kan suna guda: gidana, gidanki, gidanmu, gidansu.
A kiyaye haruffan suna ba tare da canza ma’ana ba: mota + ta = motata; littafi + na = littafina.
A yi amfani da mallaka daidai a jimla: Wannan rigarsa ce; Sun gyara gidanmu.

Ɗaurin /m/ da /n/ a Rubutu

Ɗauri a nan na nufin rubuta /m/ ko /n/ a cikin kalma domin daidaita lafazi da ƙa’ida, musamman kafin wasu baƙaƙe.

The following are ka’idojin ɗaurin /m/ da /n/:

A yi amfani da /m/ kafin baƙaƙen da ke da kusanci da /m/ (kamar b, p, f): misali, a rubuta /m/ idan tsarin kalmar ya buƙata.
A yi amfani da /n/ kafin sauran baƙaƙe idan tsarin kalmar ya buƙata: misali, a rubuta /n/ idan lafazin kalmar yana nuna hakan.
A guji sanya /n/ a wurin da ƙa’ida ba ta buƙata ba: rubutu ya zama bisa ka’ida, ba zato ba tsammani ba.
A duba ma’ana da tsarin kalma kafin a yanke hukunci kan /m/ ko /n/.

Rubutun “Tambaya” Ba “Tanbaya” Ba

Wasu kalmomi suna da rubutu na ƙa’ida da ba a canza shi da lafazin da ya saba ba. Kalmar da ta dace ita ce “tambaya” ba “tanbaya” ba.

The following are misalan rubutu daidai da kuskure:

Daidai: tambaya; Kuskure: tanbaya.
Daidai: tambayi; Kuskure: tanbayi.
Daidai: tambayoyi; Kuskure: tanbayoyi.
Daidai: Ina da tambaya; Kuskure: Ina da tanbaya.

Ɗauri a Wuraren da Baƙaƙe b, m, f Ba Su Zo Ba

A wasu kalmomi, ana buƙatar ɗauri na haruffa bisa tsarin rubutu ko lafazi ko kuma tsarin ginin kalma, ko da baƙaƙen b, m, f ba su bayyana a wurin ba.

The following are abin lura wajen wannan ƙa’ida:

A rubuta kalma bisa tsarin ta na asali idan ana ƙara kari ko gina sabuwar kalma.
A guji rage ko ƙara haruffa da ba su da tushe a rubutu.
A kiyaye daidaiton rubutu a duk inda kalmar ta fito a rubuce.
A yi amfani da misalan da aka koya a aji wajen tantance rubutu.

Ɗaurin Baƙaƙe Masu Goyo (Examples: Gyaggyora, Shasshare, Fyaffyace)

Baƙaƙe masu goyo su ne haruffan da ke taimakawa wajen gina lafazi a wasu kalmomi, kuma sau da yawa ana samun maimaituwa ko ƙarfafa baƙaƙe a rubutu.

The following are misalan ɗaurin baƙaƙe masu goyo:

gyaggyora
shasshare
fyaffyace
Rikewa da rubutun da ya dace kamar yadda ake koyarwa a ƙa’ida (ba a rage maimaituwar haruffa ba idan tana cikin rubutu).

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher writes two versions of words on the board (e.g., “tambaya/tanbaya”, “rigarsa/rigar sa”) and asks pupils to choose the correct form and give reasons.
Pupils’ Activity: Pupils select the correct spellings and mention simple reasons such as correct joining in mallaka and correct spelling of common words.
Learning Point: Rubutu daidai yana buƙatar bin ƙa’ida wajen mallaka da ɗauri.

Step 2: Gajeruwar Mallaka

Time: 8 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher explains gajeruwar mallaka, gives examples (rigarsa, gidanmu), and demonstrates how to form more examples on the board.
Pupils’ Activity: Pupils generate examples from given nouns and copy correct forms into their notebooks.
Learning Point: A haɗa gajeriyar mallaka da suna ba tare da rata ba.

Step 3: Ɗaurin /m/ da /n/ da Baƙaƙe Masu Goyo

Time: 8 minutes
Teaching Skill: Demonstration/Use of Visual Aids
Teacher’s Activity: The teacher uses word cards and a chart to show where /m/ or /n/ may appear in correct spelling and guides pupils to read and write the examples.
Pupils’ Activity: Pupils read the examples aloud and write selected words correctly in their notebooks.
Learning Point: Ana rubuta /m/ ko /n/ a wasu kalmomi bisa ƙa’idar rubutu da tsarin kalma.

Step 4: Rubutun “Tambaya” da Gyaran Kuskure

Time: 6 minutes
Teaching Skill: Guided Practice
Teacher’s Activity: The teacher explains why “tambaya” is correct and gives a short list of sentences containing the word for correction practice.
Pupils’ Activity: Pupils correct wrong spellings in sentences and rewrite them correctly.
Learning Point: “Tambaya” ita ce rubutu daidai; a guji “tanbaya”.

Step 5: Ɗauri a Wuraren da b, m, f Ba Su Zo Ba

Time: 6 minutes
Teaching Skill: Explanation
Teacher’s Activity: The teacher explains the idea of keeping correct spelling based on word structure, even when certain consonants are not present, using familiar examples from class activities.
Pupils’ Activity: Pupils identify parts of words that must not be removed or added wrongly and write short examples.
Learning Point: Rubutu yana bin tsarin kalma; a guji canza haruffa ba tare da ƙa’ida ba.

Step 6: Aikin Rukuni (Mallaka da Ɗauri)

Time: 7 minutes
Teaching Skill: Discussion/Collaboration
Teacher’s Activity: The teacher shares a short exercise containing nouns to convert into possessive forms and a few words/sentences to correct, then supervises group work and presentation.
Pupils’ Activity: Pupils work in groups to form possessives (e.g., gidansu, motata) and correct spellings, then present answers to the class.
Learning Point: Aiki tare yana inganta iya rubutu da gano kuskure.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

Ka bayyana ma’anar gajeruwar mallaka.
Ka rubuta mallakar waɗannan kalmomi: riga (nasa), gida (namu).
Ka rubuta kalmar daidai: tambaya ko tanbaya?
Ka ambaci kalmomi biyu da ke nuna ɗaurin baƙaƙe masu goyo daga misalan da aka koya.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 0 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher summarizes key rules (mallaka, “tambaya”, ɗauri) and gives an assignment: pupils write 6 sentences using at least 3 possessive words and correctly use “tambaya” once.
Pupils’ Activity: Pupils copy the assignment and ask final questions where needed.
Learning Point: Bin ƙa’idojin rubutu yana inganta rubutu da fahimtar ma’ana.

Lesson Keywords

Gajeruwar mallaka – Haɗa suna da alamar mallaka domin nuna “na wa/ta wa/su wa”.
Rigarsa – Misalin mallaka mai nuna riga ta shi.
Gidanmu – Misalin mallaka mai nuna gida namu.
Ɗauri – Rubuta wasu haruffa a cikin kalma bisa ƙa’ida da tsarin rubutu.
Tambaya – Rubutu daidai na kalmar “question” a Hausa.

Differentiation

Pupils who need support will use a guided table showing nouns and their possessive endings for practice, while advanced learners will correct a short paragraph containing mixed errors in mallaka and spelling and explain the rules used.

Note for teachers using this lesson plan

Use many short examples and insist on correct joining in possessives and correct spelling of common words like “tambaya.” Mark errors clearly and let pupils correct them using the rules, not by guessing.