Class: Primary 1
Term: 3rd Term
Week: 9
Age: 6 years
Duration: 45 minutes
Subject: Hausa Language
Curriculum Theme: Hausa Language
Previous Lesson: Maimaita Ayyukan Bara and Maimaita Ayyukan Baya.
Topic: Al’adu, Harshe, Onụọgụgụ (21-40), Ịgụụbọchị, Akụkọ Ifo Ọ Bụla Na Ihe Mmụta Sị N’akụkọ Ifo
Subject Matter: Al’adu: Kulawa da iyali misali inna da goggo, Harshe: Rubutu babbaku, Onụọgụgụ (21-40): 1. Mkpọpụta ọnụọgụgụ 2. Ngụtalịọnụọgụgụ, Ịgụụbọchị: i) ỊGỤPỤTA ỤBỌCHỊ DỊ N’IZUỤKA ii) Iji ụbọchị ndị mebe ahịrịokwu iii) Ikwu ihe ha na-eme n’ụbọchị dị iche, Akụkọ Ifo Ọ Bụla Na Ihe Mmụta Sị N’akụkọ Ifo: 1. Nke metụtata anụmanụ na anụmanụ 2. Akụkọ ifo nke na-akụzi ajọ omume na ọghọm ya. 3. Akụkọ ifo metụtata ezi omume na uru ya

Specific Objectives

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

Cognitive Domain:

Gane membobin iyali kamar inna da goggo.
Gane da rubuta manyan haruffan Hausa.
Faɗi da ƙidaya lambobi daga 21 zuwa 40 a Hausa.
Lissafo ranakun mako a Hausa.
Fahimci darussan da ke cikin tatsuniyoyi.

Affective Domain:

Nuna godiya ga mahimmancin kulawa da iyali.
Nuna sha’awar koyon lambobin Hausa da ranakun mako.
Haɓaka halin kirki game da sauraro da faɗin tatsuniyoyi.

Psychomotor Domain:

Rubuta manyan haruffa daidai.
Ƙidaya abubuwa daga 21 zuwa 40.
Amfani da ranakun mako a cikin gajerun jimloli.
Faɗa tatsuniyoyi masu sauƙi.

Haɗa kai da abokan karatu yayin ayyukan ƙidaya da ba da labari.
Raba fahimtarsu game da rawar iyali.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum
State Unified Scheme of Work
Littafin Hausa na Firamare 1
https://www.arewaonline.com/
https://hausa.legit.ng/

Instructional Materials

The teacher will teach this lesson with the aid of:

Hotuna na iyali
Allon rubutu da alli
Katin lambobi (21-40)
Kalanda
Hotuna na dabbobi ko mutane don tatsuniyoyi
Teepu rikoda (idan akwai)

Rationale for the Lesson

Wannan darasi yana da muhimmanci domin yana taimaka wa ɗalibai su fahimci mahimmancin iyali da al’adu, su koyi rubuta manyan haruffa, su iya ƙidaya lambobi, su san ranakun mako, kuma su koyi darussa masu kyau daga tatsuniyoyi. Wannan zai inganta harshen Hausarsu da kuma zamantakewarsu.

Prerequisite/Previous Knowledge

Ana tsammanin ɗalibai sun san membobin iyali na yau da kullum, sun san ƙananan haruffan Hausa, sun iya ƙidaya lambobi daga 1 zuwa 20, kuma sun ji wasu tatsuniyoyi a baya.

Lesson Content/Board Summary

Al’adu, Harshe, Ƙidaya (21-40), Ranaku, Tatsuniyoyi

Al’adu

Kulawa da Iyali

Kulawa da iyali yana nufin kula da membobin iyali, kamar uwa (inna) da goggo. Yana da mahimmanci mu girmama su kuma mu taimaka musu. Iyali shine tushen rayuwarmu.

Misalai na yadda muke kula da iyali:

Taimaka wa inna a gida.
Girmama goggo da sauraron shawararta.
Nuna soyayya da kulawa ga ‘yan uwa.

Harshe

Rubutu Babbaku

Manyan haruffa sune haruffa waɗanda muke amfani da su a farkon suna, farkon jimla, da kuma sunayen wuri ko abubuwa na musamman. Suna da girma fiye da ƙananan haruffa.

Misalai na manyan haruffa:

A (kamar a Ali)
B (kamar a Bala)
C (kamar a Ciya)
D (kamar a Da)
E (kamar a Eliya)
F (kamar a Fati)

Onụọgụgụ (21-40) – Ƙidaya da Lissafi a Hausa

Mkpọpụta da Ngụtalị Ƙidaya Daga 21 zuwa 40

Za mu koyi faɗi da ƙidaya lambobi daga ashirin da ɗaya (21) zuwa arba’in (40) a Hausa.

Ga jerin lambobin:

21 – Ashirin da ɗaya
22 – Ashirin da biyu
23 – Ashirin da uku
24 – Ashirin da huɗu
25 – Ashirin da biyar
26 – Ashirin da shida
27 – Ashirin da bakwai
28 – Ashirin da takwas
29 – Ashirin da tara
30 – Talatin
31 – Talatin da ɗaya
32 – Talatin da biyu
33 – Talatin da uku
34 – Talatin da huɗu
35 – Talatin da biyar
36 – Talatin da shida
37 – Talatin da bakwai
38 – Talatin da takwas
39 – Talatin da tara
40 – Arba’in

Ịgụụbọchị – Ranaku a Hausa

Ranaku a Cikin Mako

Ranaku a cikin mako guda bakwai ne. Yana da mahimmanci mu san su domin su taimaka mana mu tsara ayyukanmu na yau da kullum.

Ga ranakun mako a Hausa:

Lahadi
Litinin
Talata
Laraba
Alhamis
Juma’a
Asabar

Misalai na amfani da ranakun a cikin jimla:

A ranar Lahadi muna zuwa coci.
Ranar Litinin muna zuwa makaranta.
A ranar Juma’a muna zuwa masallaci.

Akụkọ Ifo Ọ Bụla Na Ihe Mmụta Sị N’akụkọ Ifo – Tatsuniyoyi da Darussan Rayuwa

Nau’o’in Tatsuniyoyi da Darussan da Suke Koyarwa

Tatsuniyoyi labarai ne na al’ada waɗanda ake ba da su don nishaɗi da kuma koyar da darussa. Suna iya zama game da dabbobi, mutane, ko abubuwan al’ajabi.

Nau’o’in tatsuniyoyi:

Tatsuniyoyi game da dabbobi (misali, Zomo da Kunkuru).
Tatsuniyoyi masu koyar da mugun hali da illolinsa (misali, labarin maƙaryaci).
Tatsuniyoyi masu koyar da hali mai kyau da amfaninsa (misali, labarin mai gaskiya).

Darussan da tatsuniyoyi ke koyarwa:

Gaskiya tana biya.
Haɗin kai yana da mahimmanci.
Kada ka zama mai haɗama.
Taimaka wa juna.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Lesson 1: Al’adu, Harshe, da Ƙidaya (21-40)

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: Malamin zai gaishe da ɗalibai kuma ya tambaye su abin da suka koya a darasin da ya gabata. Zai kuma tambaye su waɗanne membobin iyali suka sani.
Pupils’ Activity: Ɗalibai za su amsa gaisuwa kuma su faɗi abin da suka tuna daga darasin da ya gabata da kuma sunayen membobin iyali.
Learning Point: Taimaka wa ɗalibai su tuna darasin baya da kuma shirya su don sabon darasin.

Step 2: Gabatar da Al’adu (Kulawa da Iyali)

Time: 7 minutes
Teaching Skill: Bayani/Misalai
Teacher’s Activity: Malamin zai nuna hotunan iyali kuma ya bayyana mahimmancin kulawa da membobin iyali kamar inna da goggo. Zai ba da misalai na yadda ɗalibai za su iya kulawa da su.
Pupils’ Activity: Ɗalibai za su kalli hotunan, su saurara, kuma su faɗi yadda suke kula da iyayensu da kakanninsu.
Learning Point: Ɗalibai sun fahimci ma’anar kulawa da iyali da kuma yadda za su yi hakan.

Step 3: Gabatar da Harshe (Rubutu Babbaku)

Time: 8 minutes
Teaching Skill: Rubutu/Nunawa
Teacher’s Activity: Malamin zai rubuta manyan haruffa daban-daban a kan allo kuma ya nuna yadda ake rubuta su daidai. Zai ba da misalai na kalmomi da sunaye da ke farawa da manyan haruffa.
Pupils’ Activity: Ɗalibai za su kalli yadda ake rubuta haruffan, su maimaita su a cikin littattafansu, kuma su faɗi kalmomi masu farawa da manyan haruffa.
Learning Point: Ɗalibai sun koyi gane da rubuta manyan haruffan Hausa.

Step 4: Gabatar da Ƙidaya (21-40)

Time: 10 minutes
Teaching Skill: Ƙidaya/Maimaitawa
Teacher’s Activity: Malamin zai nuna katin lambobi daga 21 zuwa 40 kuma ya faɗi kowace lamba a Hausa. Zai sa ɗalibai su maimaita bayan shi kuma su ƙidaya wasu abubuwa har zuwa 40.
Pupils’ Activity: Ɗalibai za su maimaita lambobin bayan malami, su kalli katunan, kuma su ƙidaya abubuwa kamar yatsu ko littattafai.
Learning Point: Ɗalibai sun koyi faɗi da ƙidaya lambobi daga 21 zuwa 40 a Hausa.

Lesson 2: Ranaku da Tatsuniyoyi

Step 5: Gabatar da Ranaku (Ranaku a Hausa)

Time: 7 minutes
Teaching Skill: Bayani/Tambayoyi
Teacher’s Activity: Malamin zai nuna kalanda kuma ya lissafo ranakun mako a Hausa. Zai tambayi ɗalibai abin da suke yi a kowace rana ta mako.
Pupils’ Activity: Ɗalibai za su lissafo ranakun mako, kuma su faɗi abin da suke yi a wasu ranaku.
Learning Point: Ɗalibai sun koyi ranakun mako kuma sun iya amfani da su a cikin gajerun jimloli.

Step 6: Gabatar da Tatsuniyoyi

Time: 8 minutes
Teaching Skill: Ba da Labari/Tattaunawa
Teacher’s Activity: Malamin zai ba da wata gajeruwar tatsuniya mai koyar da wani darasi (misali, game da gaskiya ko haɗin kai). Zai tambayi ɗalibai abin da suka koya daga tatsuniyar.
Pupils’ Activity: Ɗalibai za su saurari tatsuniyar da kyau kuma su faɗi darasin da suka koya daga labarin.
Learning Point: Ɗalibai sun koyi sauraron tatsuniyoyi kuma sun fahimci darussan da suke koyarwa.

Step 7: Evaluation/Review

Time: 5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

Mene ne ma’anar kulawa da iyali?
Faɗi manyan haruffa biyu na Hausa.
Ƙidaya daga 35 zuwa 40 a Hausa.
Lissafo ranakun mako guda uku a Hausa.
Wane darasi kuka koya daga tatsuniyar da aka ba da?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 3 minutes
Teaching Skill: Takaitawa/Rufewa
Teacher’s Activity: Malamin zai taƙaita darasin gaba ɗaya, ya yaba wa ɗalibai saboda halartarsu, kuma ya ba su aikin gida.
Pupils’ Activity: Ɗalibai za su saurara kuma su rubuta aikin gida.
Learning Point: Ɗalibai sun tuna abubuwan da aka koya kuma sun san aikin da za su yi a gida.

Lesson Keywords

Iyali – Mutanen da ke zaune tare a gida.
Al’adu – Dabi’u da halayen mutane na wuri.
Harshe – Yadda mutane ke magana.
Babbaku – Manyan haruffa.
Ƙidaya – Lissafin lambobi.
Ranaku – Kwanaki a cikin mako.
Tatsuniyoyi – Gajerun labarai masu koyar da darasi.

Differentiation

Malamin zai ba da ƙarin taimako ga ɗalibai masu rauni ta hanyar maimaita bayani da kuma ba su ƙarin misalai. Zai kuma ƙarfafa ɗalibai masu hazaka su ƙirƙiro nasu jimlolin ko tatsuniyoyinsu.

Note for teachers using this lesson plan

Malami ya tabbata ya yi amfani da kayan koyarwa masu jan hankali kuma ya sa ɗalibai su shiga cikin darasin sosai. Ya kamata a ba da isasshen lokaci don kowane ɓangare na darasin, musamman ga ƙananan ɗalibai.