Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 1st Term
Week: 3
Age: 15 years
Duration: 45 minutes
Subject: Hausa Language
Curriculum Theme: Hausa Language
Previous Lesson: Ƙa’idojin Rubutu: Gajeruwar Mallaka da Ɗaurin /m/ da /n/.
Topic: Sassan jimla
Subject Matter: Ma’anar jimla, sassan jimla, yankin suna, yankin aikatau.

Specific Objectives

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

Cognitive Domain:

Su bayyana ma’anar jimla.
Su lissafa sassan jimla.
Su bayyana ma’anar yankin suna da yankin aikatau.
Su bambanta yankin suna da yankin aikatau a cikin jimloli.

Affective Domain:

Su nuna sha’awar amfani da jimloli masu ma’ana a rubutu da magana.
Su girmama ra’ayin abokan karatu yayin nazarin jimloli.

Psychomotor Domain:

Su rubuta misalan jimloli guda 5 daidai.
Su rarraba jimla zuwa yankin suna da yankin aikatau a takardar aiki.
Su yi alamar sassan jimla a jere a rubuce.

Su yi aiki a rukuni wajen gano yankin suna da yankin aikatau a jimloli.
Su gabatar da sakamakon rukuninsu a gaban aji 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 Grammar 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:

Misalan jimloli (a rubuce da a allo)
Katunan kalmomi (sunaye, siffofi, aikatau, kari)
Jadawalin sassan jimla (yankin suna da yankin aikatau)
Takardun aiki don rarrabawa da gwaji

Rationale for the Lesson

Sanin sassan jimla yana taimaka wa ɗalibai su fahimci yadda Hausa ke gina ma’ana a rubutu da magana. Hakan yana inganta rubutun jarabawa da iya gyara jimloli masu kuskure a rayuwar yau da kullum.

Prerequisite/Previous Knowledge

Ɗalibai sun san kalmomi iri-iri (suna da aikatau) kuma sun iya rubuta jimloli masu sauƙi daga darussa da suka gabata.

Lesson Content/Board Summary

Sassan Jimla: Yankin Suna da Yankin Aikatau

Ma’anar Jimla

Jimla ita ce tarin kalmomi da ke bayar da cikakkiyar ma’ana, kuma tana iya zama magana ko rubutu.

The following are siffofin jimla mai kyau:

Tana da ma’ana cikakke.
Tana da sassa guda biyu a yawanci: yankin suna da yankin aikatau.
Tana da tsari mai kyau na kalmomi.
Tana iya zama gajera ko doguwa.

Sassan Jimla

Sassan jimla su ne rabe-raben jimla da ke nuna abin da ake magana a kai da abin da ake faɗa game da shi.

The following are sassan jimla a Hausa:

Yankin suna (NP) – ɓangaren da ya ƙunshi sunan mai aikatawa ko abin da ake magana a kai.
Yankin aikatau (VP) – ɓangaren da ya ƙunshi aikin da ake yi ko abin da aka faɗa game da yankin suna.

Yankin Suna (Noun Phrase)

Yankin suna shi ne ɓangaren jimla da ke ɗauke da suna ko kalmar da ke aiki kamar suna, tare da wasu kalmomi masu bayyana shi.

The following are abubuwan da ka iya kasancewa a yankin suna:

Suna (misali: Ali, Maryam, malam, yara).
Wakilin suna (misali: ni, kai, shi, ita, mu, su).
Siffa ko bayani na suna (misali: yaro mai hankali, babban gida).
Mai mallaka (misali: littafina, gidanmu).

The following are misalan yankin suna a jimla:

Ali
Yaran nan
Wannan malami
Su

Yankin Aikatau (Verb Phrase)

Yankin aikatau shi ne ɓangaren jimla da ke nuna aiki ko halin da yankin suna yake ciki, kuma yana iya ƙunsar aikatau da ƙarin bayani.

The following are abubuwan da ka iya kasancewa a yankin aikatau:

Aikatau (misali: ya tafi, ta karanta, sun ci).
Abin da aiki ya shafa (misali: ya ci abinci, ta sayi littafi).
Ƙari na lokaci/wuri/yadda aka yi (misali: jiya, a kasuwa, da sauri).
Gina jimlar aiki mai faɗi (misali: ya je makaranta da safe).

The following are misalan yankin aikatau a jimla:

ya tafi kasuwa
ta karanta littafi
sun yi wasa a fili
ya rubuta jarabawa da sauri

Misalan Jimloli da Rarrabawa

The following are misalan jimloli da rarrabawa zuwa yankin suna da yankin aikatau:

Ali ya tafi kasuwa. (Yankin suna: Ali; Yankin aikatau: ya tafi kasuwa)
Yaran nan sun yi wasa. (Yankin suna: Yaran nan; Yankin aikatau: sun yi wasa)
Ita ta karanta littafi jiya. (Yankin suna: Ita; Yankin aikatau: ta karanta littafi jiya)
Malam ya koyar da darasi. (Yankin suna: Malam; Yankin aikatau: ya koyar da darasi)

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 simple sentences on the board and asks pupils to point out the part that names the person/thing and the part that tells the action.
Pupils’ Activity: Pupils read the sentences and identify who/what the sentence is about and what is being said about it.
Learning Point: Jimla tana da sassa da ke nuna abin da ake magana a kai da abin da ake faɗa.

Step 2: Ma’anar Jimla

Time: 8 minutes
Teaching Skill: Explanation
Teacher’s Activity: The teacher explains the meaning of jimla and provides several examples, guiding pupils to note that a sentence must have complete meaning.
Pupils’ Activity: Pupils give two examples of jimloli masu ma’ana and write them down.
Learning Point: Jimla tarin kalmomi ce mai cikakkiyar ma’ana.

Step 3: Sassan Jimla

Time: 6 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher introduces sassan jimla and writes the two major parts (yankin suna, yankin aikatau) on a chart and board, showing how they appear in examples.
Pupils’ Activity: Pupils copy the chart and mention the two sassa of jimla.
Learning Point: Sassan jimla su ne yankin suna da yankin aikatau.

Step 4: Yankin Suna

Time: 7 minutes
Teaching Skill: Demonstration/Use of Visual Aids
Teacher’s Activity: The teacher uses word cards to build noun phrases and shows how they function as yankin suna in sentences.
Pupils’ Activity: Pupils form noun phrases from provided cards and identify them as yankin suna.
Learning Point: Yankin suna yana ɗauke da suna ko wakilin suna tare da bayani.

Step 5: Yankin Aikatau

Time: 7 minutes
Teaching Skill: Demonstration
Teacher’s Activity: The teacher builds verb phrases using action cards and adds objects and adverbials, then matches them to noun phrases to form full sentences.
Pupils’ Activity: Pupils identify the verb phrase in given sentences and underline it as yankin aikatau.
Learning Point: Yankin aikatau yana nuna aiki ko halin da yankin suna yake ciki.

Step 6: Rarrabawa a Aikin Rukuni

Time: 7 minutes
Teaching Skill: Group Work/Discussion
Teacher’s Activity: The teacher shares a worksheet of sentences and guides groups to split each sentence into yankin suna and yankin aikatau, then supervises presentations.
Pupils’ Activity: Pupils work in groups to rarraba jimloli and present answers on the board.
Learning Point: Rarrabawa yana taimaka wa fahimtar tsarin jimla.

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 jimla.
Ka lissafa sassan jimla guda biyu.
Ka bayyana ma’anar yankin suna.
Ka rarraba wannan jimla zuwa yankin suna da yankin aikatau: “Yaran nan sun yi wasa a fili.”

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 points and gives an assignment: pupils write 5 sentences and split each into yankin suna and yankin aikatau.
Pupils’ Activity: Pupils copy the assignment and ask final questions where needed.
Learning Point: Sanin yankin suna da yankin aikatau yana inganta rubutu da fahimtar jimla.

Lesson Keywords

Jimla – Tarin kalmomi mai cikakkiyar ma’ana.
Sassan jimla – Rabe-raben jimla da ke nuna abin da ake magana a kai da abin da ake faɗa.
Yankin suna – ɓangaren jimla da ke ɗauke da suna ko wakilin suna.
Yankin aikatau – ɓangaren jimla da ke nuna aiki ko halin da ake faɗa.
Aikatau – Kalmar aiki a jimla (misali: ya tafi, ta karanta).

Differentiation

Pupils who need support will use sentence frames and a prepared table to identify yankin suna and yankin aikatau, while advanced pupils will create longer sentences with objects and adverbials and still split them correctly.

Note for teachers using this lesson plan

Use many short Hausa sentences from pupils’ daily environment to make identification easy. Emphasize correct splitting into yankin suna and yankin aikatau and insist on clear examples in pupils’ notebooks.