Class: Primary 1
Term: 3rd Term
Week: 8
Age: 6 years
Duration: 45 minutes
Subject: Hausa Language
Curriculum Theme: Hausa Language
Previous Lesson: Al’adu, Lisafa Kayayyakun Al’adu, Onụọgụgụ (0-20) and Ịgụọnụọgụgụ (40-60)
Topic: Kayayyakin Al’adu, Kyawawan Halaye, Iyali da Tatsuniyoyi
Subject Matter: Misalan kayayyakin al’adu; kyawawan halaye; ma’anar iyali da membobinta; nau’ikan tatsuniyoyi masu sauƙi.

Specific Objectives

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

Cognitive Domain:

faɗi kayayyakin al’adu guda uku;
ambaci kyawawan halaye guda uku;
bayyana ma’anar iyali; da
gane tatsuniya mai koyar da hali mai kyau.

Affective Domain:

Ɗalibai su nuna girmamawa ga iyali, al’adu da kyawawan halaye.

Psychomotor Domain:

Ɗalibai su nuna hoto, yi gaisuwa da kuma ba da gajeriyar tatsuniya.

Ɗalibai su saurari juna kuma su yi aiki tare.

Reference Materials

9-Year Basic Education Curriculum
State Unified Scheme of Work
Approved Hausa Language textbook for Primary 1

Instructional Materials

hotunan tufafi da kayan kiɗan gargajiya
katinan kyawawan halaye
hoton iyali
gajeren littafin tatsuniya

Rationale for the Lesson

Darasin yana taimaka wa yara su ambaci abubuwan al’adu, su nuna hali mai kyau, su san iyali kuma su fahimci darasin tatsuniya.

Prerequisite/Previous Knowledge

Ɗalibai sun san wasu kayan gida, suna iya gaisuwa kuma sun taɓa jin tatsuniya.

Lesson Content/Board Summary

Kayayyakin Al’adu, Kyawawan Halaye, Iyali da Tatsuniyoyi

Kayayyakin Al’adu

Kayayyakin al’adu su ne abubuwan da al’umma ke amfani da su. Misalai: babban riga, zani, kalangu, ganga, kwarya, tuwo da fura da nono.

Kyawawan Halaye

Misalai su ne faɗin gaskiya, gaisuwa, girmama manya, zuwa makaranta a kan lokaci, taimako da tsafta. Kyawawan halaye suna sa zaman lafiya; rashin su na iya kawo matsala.

Iyali

Iyali rukuni ne na mutanen da suke da dangantaka ko kulawa da juna. Membobi na iya haɗawa da uba, uwa, yara, kaka, kakanni da masu kula da yaro. Iyalai ba duka suke da tsari iri ɗaya ba.

Tatsuniyoyi

Tatsuniya gajeren labari ne da ake bayarwa domin nishaɗi ko koyar da darasi. Tana iya magana kan mutane, dabbobi ko halaye. Ɗalibi ya faɗi abin da labarin ya koyar.

Teaching Methods

Tattaunawa, nuna hoto, kwaikwayo, ba da labari da tambaya da amsa.

Instructional Procedures

Step 1: Introduction

Malam ya nuna hotuna; ɗalibai su ambaci abin da suka gani.

Step 2: Explanation

Malam ya bayyana kalmomin darasi da misalai.

Step 3: Guided Practice

Ɗalibai su haɗa hoto da kalmar da ta dace.

Step 4: Independent Practice

Kowane ɗalibi ya faɗi hali mai kyau guda ɗaya.

Step 5: Note-Taking

Ɗalibai su kwafi gajeren bayanin allo.

Step 6: Evaluation/Review

Malam ya yi tambayoyi huɗu daga manufofin darasi.

Step 7: Conclusion

Malam ya taƙaita kayayyakin al’adu, hali, iyali da tatsuniya.

Lesson Keywords

al’adu — rayuwa da abubuwan al’umma
hali — yadda mutum yake aikatawa
iyali — mutanen da suke da dangantaka ko kulawa
tatsuniya — labari mai nishaɗi ko darasi

Lesson Evaluation

Faɗi kayayyakin al’adu biyu.
Ambaci kyawawan halaye biyu.
Mene ne iyali?
Me tatsuniya take koyarwa?

Assignment/Homework

Zana kayan al’adu guda ɗaya ko memba na iyali, sannan ka faɗi sunansa.

Differentiation

Taimako: Yi amfani da hotuna da maimaita kalmomi.
Ƙari: Ɗalibi ya ba da jimla da kalma ɗaya.

Note for Teachers

Rubutun allo ya kasance gajere. A guji cewa dukkan iyalai suna da uba da uwa a gida; a yi magana cikin mutunci game da masu kula da yara iri-iri.