Class: Junior Secondary School 3 (JSS 3 / JS3)
Term: 3rd Term
Week: 10
Age: 14 years
Duration: 45 minutes
Subject: Pre-Vocational Studies
Curriculum Theme: Home Economics
Previous Lesson: Adabi: Ci Gaba Da Nazari Akan Rubutun Zube, Misali- Kula Da Zubi Da Tsarin Labari Tare Da Jigonsa.
Topic: HARSHE IV
Subject Matter: Haɗa ko Raba Kalmomi a Harshen Hausa (Joining or Separating Words in Hausa Language).

Specific Objectives

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

Cognitive Domain:

Bayyana ma’anar haɗa da raba kalmomi.
Gane kalmomin da suka kamata a haɗa ko a raba.

Affective Domain:

Nuna sha’awar amfani da dokokin rubutun Hausa daidai.
Kima muhimmancin rubutu mai kyau a harshen Hausa.

Psychomotor Domain:

Rubuta kalmomin da aka haɗa da kuma waɗanda aka raba daidai.
Gyara kuskuren haɗawa ko rabawa a cikin jumla.

Haɗa kai da abokan aiki wajen tattaunawa kan dokokin rubutun Hausa.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Junior Secondary Schools.
State Unified Scheme of Work.
Littafin Hausa na JSS 3.
Kamus na Hausa-Turanci.

Instructional Materials

The teacher will teach this lesson with the aid of:

Allon rubutu da alli.
Takardu masu ɗauke da misalai na kalmomin da aka haɗa da kuma waɗanda aka raba.
Littattafan Hausa na ɗalibai.

Rationale for the Lesson

Wannan darasi yana da muhimmanci domin yana taimaka wa ɗalibai su fahimci yadda za su rubuta kalmomin Hausa daidai. Yana kuma inganta fahimtar su game da dokokin rubutun Hausa, wanda ke sa sadarwa ta rubutu ta zama a bayyane kuma ingantacciya.

Prerequisite/Previous Knowledge

Ɗalibai sun riga sun san tushen rubutun Hausa da kuma yadda ake tsara jumla.

Lesson Content/Board Summary

Haɗa ko Raba Kalmomi a Harshen Hausa

Gabatarwa

A harshen Hausa, akwai dokoki na musamman da ke jagorantar yadda ake haɗa kalmomi su zama guda ɗaya ko kuma a raba su duk da cewa suna iya kasancewa tare a cikin jumla. Fahimtar waɗannan dokokin yana da muhimmanci don rubutu mai inganci.

Dokokin Haɗa Kalmomi

Ana haɗa wasu kalmomi don su zama kalma ɗaya saboda dalilai na harshe. Waɗannan su ne wasu misalai:

Kodayaushe (ko + da + yaushe) – Misali: Yana zuwa makaranta kodayaushe.
Cigaba (ci + gaba) – Misali: Muna fatan cigaba a rayuwar mu.
Barkonon-tsohuwa (barkono + na + tsohuwa) – Misali: Tana amfani da barkonon-tsohuwa a miya.
Matsattsaku (matsa + tsaku) – Misali: Ya yi matsattsaku a cikin taron.
Shasshaka (shassha + ka) – Misali: Yana yin shasshaka idan ya ji sanyi.
Makamashi (maka + mashi) – Misali: Rana tana ba mu makamashi.
Mafifici (mafi + fici) – Misali: Shi ne mafifici a ajin su.

Dokokin Raba Kalmomi

Akwai kalmomi da suke bayyana tare amma ana rabasu a rubuce saboda suna da ma’ana daban-daban ko kuma su ne kalmomi masu zaman kansu. Waɗannan su ne wasu misalai:

Ban da (ba + in + da) – Misali: Kowa ya tafi ban da Audu. (Ba a rubuta “banda”)
Ba tare da (ba + tare + da) – Misali: Ya tafi ba tare da ni ba. (Ba a rubuta “batare da”)
In dai (in + dai) – Misali: In dai ka zo, za mu tafi. (Ba a rubuta “indai”)
Da dai (da + dai) – Misali: Akwai littattafai da dai sauran su. (Ba a rubuta “dadai”)
Da sauran su (da + sauran + su) – Misali: Ya kawo littattafai, alkalami da sauran su. (Ba a rubuta “dasauransu”)
Gida ne – Misali: Wannan gida ne. (Ba a haɗa kalmar “ne” da kalmar da take biyo baya.)
Ya tafi – Misali: Malamin ya tafi makaranta. (Ba a haɗa karin magana da fi’ili.)

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: Malamin zai gaishe da ɗalibai kuma ya tambaye su ko sun san abin da ake nufi da haɗa da raba kalmomi a rubutu. Zai kuma tambaye su muhimmancin rubutu mai kyau.
Pupils’ Activity: Ɗalibai za su amsa tambayoyin malamin gwargwadon fahimtar su.
Learning Point: Ɗalibai za su tuna da ilimin su na baya game da rubutun Hausa.

Step 2: Gabatar da Ma’anar Haɗa da Raba Kalmomi

Time: 8 minutes
Teaching Skill: Explaining
Teacher’s Activity: Malamin zai bayyana ma’anar haɗa kalmomi (misali, kalmomin haɗaka) da kuma raba kalmomi (misali, kalmomin da suka keɓe) a harshen Hausa. Zai yi amfani da misalai masu sauƙi.
Pupils’ Activity: Ɗalibai za su saurara da kyau kuma su rubuta muhimman bayanai a littattafan su.
Learning Point: Ɗalibai za su fahimci bambancin da ke tsakanin haɗawa da rabawa.

Step 3: Dokokin Haɗa Kalmomi da Misalai

Time: 10 minutes
Teaching Skill: Demonstrating/Illustrating
Teacher’s Activity: Malamin zai koyar da dokokin haɗa kalmomi ta hanyar ba da misalai kamar kodayaushe, cigaba, barkonon-tsohuwa, matsattsaku, shasshaka, da sauransu daga allon rubutu.
Pupils’ Activity: Ɗalibai za su maimaita misalan kuma su yi ƙoƙarin ƙirƙiro nasu misalan a baki.
Learning Point: Ɗalibai za su iya gane kalmomin da ake haɗawa da kuma dokokin su.

Step 4: Dokokin Raba Kalmomi da Misalai

Time: 10 minutes
Teaching Skill: Explaining/Illustrating
Teacher’s Activity: Malamin zai koyar da dokokin raba kalmomi kuma ya ba da misalai kamar gida ne, ya tafi, ban da, ba tare da, in dai, da sauransu, yana mai nuna bambancin su da kalmomin haɗaka.
Pupils’ Activity: Ɗalibai za su lura da bambancin tsakanin kalmomin da ake haɗawa da waɗanda ake rabawa kuma su rubuta misalan.
Learning Point: Ɗalibai za su iya gane kalmomin da ake rabawa da kuma dokokin su.

Step 5: Aiki a Ajin

Time: 7 minutes
Teaching Skill: Group Work
Teacher’s Activity: Malamin zai raba ɗalibai zuwa ƙungiyoyi kuma ya ba su wasu kalmomi ko jimloli su haɗa ko su raba su daidai a kan takarda.
Pupils’ Activity: Ɗalibai za su yi aiki tare a ƙungiyance don warware aikin da aka ba su, suna tattaunawa kan dokokin da suka koya.
Learning Point: Ɗalibai za su yi amfani da ilimin su a aikace kuma su haɓaka basirar haɗin gwiwa.

Step 6: Duba Aiki da Gyara Kuskure

Time: 5 minutes
Teaching Skill: Feedback/Correction
Teacher’s Activity: Malamin zai duba ayyukan ƙungiyoyin kuma ya gyara duk wani kuskure tare da bayani a kan allon rubutu.
Pupils’ Activity: Ɗalibai za su saurara kuma su gyara kuskuren su a cikin littattafan su, suna yin tambayoyi idan ba su gane ba.
Learning Point: Ɗalibai za su inganta fahimtar su game da dokokin haɗa da raba kalmomi.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

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

Menene bambancin da ke tsakanin haɗa da raba kalmomi?
Ka ba da misalai uku na kalmomin da ake haɗawa.
Ka ba da misalai uku na kalmomin da ake rabawa.
Rubuta daidai: “banda”, “indai”.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes
Teaching Skill: Summarizing
Teacher’s Activity: Malamin zai taƙaita darasin ta hanyar sake jaddada muhimmancin sanin dokokin haɗa da raba kalmomi don rubutu mai inganci a harshen Hausa.
Pupils’ Activity: Ɗalibai za su yi godiya ga malamin kuma su yi alkawarin yin amfani da abin da suka koya a rubutun su na yau da kullum.
Learning Point: Ɗalibai za su fahimci cewa darasin yana da muhimmanci a rayuwar su ta yau da kullum.

Lesson Keywords

Haɗa Kalmomi – Haɗa kalmomi biyu ko fiye su zama guda ɗaya don samar da sabuwar kalma.
Raba Kalmomi – Ajiye kalmomi daban-daban koda suna da alaƙa a ma’ana.
Kalmomin Haɗaka – Kalmomi da aka haɗa su zama guda ɗaya, misali ‘kodayaushe’.
Rubutun Hausa – Dokokin rubutu da ake bi wajen rubuta harshen Hausa.

Differentiation

For pupils who grasp concepts quickly, the teacher can provide more complex sentences for correction. For those who need more support, the teacher will offer one-on-one guidance and simpler examples.

Note for teachers using this lesson plan

Ensure that pupils actively participate in identifying and correcting errors. Encourage them to read Hausa texts to observe how words are joined and separated in practice. Emphasize the practical application of these rules in daily communication and academic writing.