Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 2nd Term
Week: 7
Age: 15 years
Duration: 45 minutes
Subject: Hausa Language
Curriculum Theme: Hausa Language
Previous Lesson: Zubi da Tsari: Baitoci, Buɗewa da Rufewa da Salon Sarrafa Harshe.
Topic: Abubuwan tarihi a Adabin baka
Subject Matter: Fito da abubuwan tarihi daga adabin baka, ire-iren adabin baka da ya ƙunshi, waƙoƙin mata, waƙoƙin makaɗa, tarihin yadda mutuwa ta zo

Specific Objectives

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

Cognitive Domain:

Define adabin baka and state what abubuwan tarihi means in oral literature.
List ire-iren adabin baka that contain historical information.
Explain how oral literature preserves community history and values.
Identify historical messages found in waƙoƙin mata and waƙoƙin makaɗa.
State the main idea in a short oral narrative about tarihin yadda mutuwa ta zo.

Affective Domain:

Show appreciation for oral literature as a source of community history.
Value cultural heritage and respect traditional performers and storytellers.
Show willingness to listen attentively to oral poems and narratives.

Psychomotor Domain:

Read or recite short excerpts from selected oral poems and narratives.
Underline or highlight historical details in a written oral text.
Group given examples under waƙoƙin mata, waƙoƙin makaɗa, and oral narratives.

Work in groups to identify historical elements and present findings to the class.
Participate politely in class discussion and respond to others’ points.
Share examples of oral literature from home or community respectfully.

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 (Adabin Baka section)
Encyclopaedia Britannica: Hausa in African Literature
WAEC E-Learning: Hausa (Oral Literature and Poetry Samples)
British Library: Oral History and Community Memory

Instructional Materials

The teacher will teach this lesson with the aid of:

Rubutattun waƙoƙi (waƙoƙin mata da waƙoƙin makaɗa) a takarda
Labaran baka a rubuce (short narrative texts)
Katunan jigo (topic cards showing historical themes)
Allo da alƙalami/marker

Rationale for the Lesson

This lesson helps pupils understand how oral literature keeps the history of a people through songs and stories. It also helps pupils to recognise cultural messages that explain events and beliefs in everyday life.

Prerequisite/Previous Knowledge

Pupils have learned basic meaning of adabi and can identify simple waƙa and labari from earlier lessons.

Lesson Content/Board Summary

Abubuwan tarihi a Adabin baka

Ma’anar adabin baka

Adabin baka shi ne adabi da ake isarwa ta baki kamar waƙoƙi, tatsuniyoyi, labarai, karin magana, da sauran hikayoyi, ba tare da rubutu a asali ba.

Ma’anar abubuwan tarihi a adabin baka

Abubuwan tarihi a adabin baka su ne bayanai ko al’amuran da ke nuna tarihin mutane, wurare, yaƙe-yaƙe, shugabanni, al’adu, da abubuwan da suka faru a da.

Ire-iren adabin baka da ya ƙunshi abubuwan tarihi

The following are ire-iren adabin baka da ke ɗauke da tarihi:

Waƙoƙin mata: Waƙoƙin da mata ke yi game da aure, zamantakewa, nasara ko baƙin ciki, da abubuwan da suka faru.
Waƙoƙin makaɗa: Waƙoƙin yabo ko bayani game da sarakuna, jarumai, fada, yaƙi, da manyan abubuwan tarihin gari.
Labaran baka: Labarai ko tatsuniyoyi da ke bayyana asali, hijira, al’ada, ko wani babban al’amari da ya faru.
Karin magana da habaici: Maganganu da ke ɗauke da tarihin rayuwa da darussan al’umma.

Yadda ake fito da abubuwan tarihi daga adabin baka

The following are hanyoyin fito da tarihi daga adabin baka:

Gano sunayen mutane, sarakuna, jarumai, ko manyan mutane da aka ambata.
Gano wurare, garuruwa, ko ƙasashe da aka ambata a waƙa ko labari.
Gano abubuwan da suka faru kamar yaƙi, hijira, annoba, fari, ko wani al’amari na musamman.
Gano al’adu da dabi’u da aka nuna (aure, girmamawa, biki, tarbiyya, shugabanci).
Fitar da lokaci ko yanayi (a da, zamanin wani sarki, lokacin wani lamari) idan an nuna a rubutu.

Waƙoƙin mata da saƙon tarihin da ke ciki

Waƙoƙin mata na iya nuna tarihin zamantakewa, rayuwar gida, al’adun aure, da yadda al’umma ke kallon wasu al’amura.

The following are misalan saƙon tarihi a waƙoƙin mata:

Al’adun aure da matsayin amarya da ango a al’umma.
Halin rayuwa da ƙalubale da mata ke fuskanta a gida.
Bukukuwa, taro, da al’adar biki a gari.
Darussan tarbiyya da girmamawa a cikin gida da unguwa.

Waƙoƙin makaɗa da saƙon tarihin da ke ciki

Waƙoƙin makaɗa sukan adana tarihin sarauta, jarumtaka, nasarori, da manyan abubuwan da suka faru a gari.

The following are misalan saƙon tarihi a waƙoƙin makaɗa:

Yabo da tarihin sarakuna, masu fada, ko shugabanni.
Bayani kan jarumai da ayyukansu a yaƙi ko kare al’umma.
Girman al’ada da tsarin mulki a masarauta.
Ambaton manyan abubuwa da suka faru (misali: dawowar zaman lafiya, kafa gari, ko wani babban lamari).

Tarihin yadda mutuwa ta zo a labaran baka

Tarihin yadda mutuwa ta zo yana nufin labaran baka da ke bayyana yadda al’umma ke bayani kan asalin mutuwa da darussan da ake koya daga labarin.

The following are abubuwan da ake iya fitarwa daga irin wannan labari:

Babban abin da ya jawo mutuwa ta bayyana a labarin (kuskure, saɓo, sakaci, ko rashin biyayya).
Darasin tarbiyya da labarin ke koyarwa (biyayya, gaskiya, hakuri, ko kiyaye doka).
Ra’ayin al’umma game da rayuwa da mutuwa (imani, tsoron Allah, ko al’adar jana’iza).
Sakon da labarin ke isarwa ga mutane game da halayen kirki.

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 presents a short written oral poem excerpt and asks pupils to identify whether it is a waƙa or labari, and what it talks about.
Pupils’ Activity: Pupils read/listen and state what type of oral literature it is and mention any historical detail noticed.
Learning Point: Oral literature can contain historical information about people, places, and events.

Step 2: Definition and Explanation

Time: 8 minutes
Teaching Skill: Explanation
Teacher’s Activity: The teacher explains the meaning of adabin baka and abubuwan tarihi, using simple examples written on the board.
Pupils’ Activity: Pupils copy the definitions and give one example of a historical detail found in oral literature.
Learning Point: Adabin baka is passed by word of mouth and can preserve history.

Step 3: Types of Oral Literature with Historical Content

Time: 8 minutes
Teaching Skill: Illustration/Classification
Teacher’s Activity: The teacher lists ire-iren adabin baka and guides pupils to classify examples under waƙoƙin mata, waƙoƙin makaɗa, and labaran baka using topic cards.
Pupils’ Activity: Pupils work in groups to classify the examples and share their answers.
Learning Point: Different forms of oral literature carry different kinds of historical messages.

Step 4: Identifying Historical Elements in Texts

Time: 7 minutes
Teaching Skill: Guided Practice
Teacher’s Activity: The teacher gives a short written oral text and guides pupils to pick out names, places, events, and cultural practices as historical elements.
Pupils’ Activity: Pupils highlight historical elements and write them in a short list.
Learning Point: Historical elements can be identified through names, places, events, and cultural practices.

Step 5: Waƙoƙin Mata and Waƙoƙin Makaɗa

Time: 5 minutes
Teaching Skill: Discussion
Teacher’s Activity: The teacher discusses how waƙoƙin mata and waƙoƙin makaɗa show history, and asks pupils to state the historical message in each sample excerpt.
Pupils’ Activity: Pupils state the message and mention one historical detail from each excerpt.
Learning Point: Women’s songs and praise-singer songs preserve social and political history.

Step 6: Oral Narrative on “Tarihin Yadda Mutuwa Ta Zo”

Time: 5 minutes
Teaching Skill: Storytelling/Explanation
Teacher’s Activity: The teacher reads a short oral narrative version of “tarihin yadda mutuwa ta zo” and guides pupils to state the lesson and cultural belief shown.
Pupils’ Activity: Pupils state the main idea, lesson, and one belief or value shown in the narrative.
Learning Point: Oral narratives can explain beliefs and teach moral lessons about life and death.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

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

Define adabin baka and state what abubuwan tarihi means in oral literature.
List four ire-iren adabin baka that can contain historical information.
Mention three ways to identify historical elements in a waƙa or labari.
Explain one historical message found in waƙoƙin mata or waƙoƙin makaɗa.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes
Teaching Skill: Summary/Closure
Teacher’s Activity: The teacher summarises the lesson points and gives a short assignment: pupils write two examples of oral literature from home/community and state one historical message in each.
Pupils’ Activity: Pupils copy the assignment and ask questions where necessary.
Learning Point: Oral literature is a useful source for understanding community history and values.

Lesson Keywords

Adabin baka – Oral literature passed through spoken words.
Abubuwan tarihi – Historical details about people, places, events, and culture.
Waƙoƙin mata – Women’s songs that reflect social life and culture.
Waƙoƙin makaɗa – Praise-singer songs that preserve political and community history.
Labaran baka – Oral narratives and stories passed from generation to generation.
Jigo – The main theme or idea in a poem or story.

Differentiation

Pupils who need support will receive shorter excerpts with guiding questions on names, places, and events. Pupils who learn faster will analyse longer excerpts and write a short summary of the historical message and lesson.

Note for teachers using this lesson plan

Select oral texts that are suitable for pupils’ level and clearly show historical details. Keep board work exam-focused with definitions and lists, and allow group work so pupils can practise identifying historical elements quickly.