Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 3rd Term
Week: 3
Age: 15 years
Duration: 45 minutes
Subject: Hausa Language
Curriculum Theme: Hausa Language
Previous Lesson: Wasan Kwaikwayo: Zubi, Tsari, Kashi, Fitowa da Maganar Ɗan Wasa.
Topic: Ci gaba da nazarin
Subject Matter: Laƙantar wasan kwaikwayo, sarrafa harshe, dacewar magana, yin maganar kurma, yin maganar dandaudu, yin maganar mata

Specific Objectives

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

Cognitive Domain:

Explain the meaning of laƙantar wasan kwaikwayo.
Define sarrafa harshe in the context of a written play.
Explain dacewar magana and why it is important in drama dialogue.
Identify features of maganar kurma, maganar dandaudu, and maganar mata in drama.
List guidelines for using different speech styles appropriately in a play.

Affective Domain:

Show respect for different groups of people and avoid mocking speech differences.
Appreciate the role of appropriate language use in communication.
Demonstrate tolerance and good behaviour during discussion and role-play.

Psychomotor Domain:

Read a short dialogue and label the speech style used (kurma, dandaudu, or mata).
Write short sample lines that show appropriate speech style for given characters.
Perform a short role-play using appropriate dialogue and tone for assigned roles.

Work in groups to identify language styles in a play excerpt and present findings.
Participate in class discussion with turn-taking and respect.
Cooperate during role-play and accept corrections politely.

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 (Wasan Kwaikwayo/Salon Harshe section)
Encyclopaedia Britannica: Drama
Encyclopaedia Britannica: Language and Communication
BBC Bitesize: Dialogue and Characterisation in Drama

Instructional Materials

The teacher will teach this lesson with the aid of:

Rubutun wasa (copies of a play excerpt)
Misalan maganganu (prepared sample lines for different speech styles)
Jadawalin salo (style chart for identifying language features)
Allo da alƙalami/marker

Rationale for the Lesson

This lesson helps pupils understand how language and speech styles are used to show character and meaning in drama. It also helps pupils to answer questions on style and appropriate dialogue in written plays.

Prerequisite/Previous Knowledge

Pupils can identify characters and dialogue in a written play and have learned basic ways of analysing a play through structure and stage directions.

Lesson Content/Board Summary

Ci gaba da nazarin rubutaccen wasan kwaikwayo: Salon harshe da dacewar magana

Ma’anar laƙantar wasan kwaikwayo

Laƙantar wasan kwaikwayo na nufin tantance ingancin wasan kwaikwayo ta fuskar yadda aka sarrafa harshe, yadda maganganu suka dace da halaye da yanayi, da yadda salo ya taimaka wajen isar da saƙo.

Sarrafa harshe a wasan kwaikwayo

Sarrafa harshe na nufin amfani da kalmomi, jimloli, karin magana, barkwanci, da lafazi ta hanyar da ta dace domin a bayyana halin jarumi da manufar wasa.

The following are hanyoyin sarrafa harshe a wasan kwaikwayo:

Zaɓen kalmomi masu dacewa da matsayin jarumi (yaro, babba, shugaba).
Amfani da karin magana da habaici idan ya dace da yanayi.
Amfani da kalmomi masu sauƙi ko masu nauyi gwargwadon wuri da lokaci.
Amfani da barkwanci ko gargaɗi domin jan hankali.
Guje wa magana mai rikitarwa da ba ta taimaka wa saƙo ba.

Dacewar magana

Dacewar magana na nufin yadda maganar jarumi take dacewa da halinsa, matsayinsa, yanayin da ake ciki, da abin da ake son a cimma a cikin wasa.

The following are alamomin dacewar magana a wasan kwaikwayo:

Magana ta dace da shekarun jarumi da matsayinsa.
Magana ta dace da yanayin wuri da lokaci (misali: fada, kasuwa, gida).
Magana ta dace da abin da ake tattaunawa (matsala, sulhu, gargaɗi).
Magana ta nuna hali da motsin zuciya (fushi, farin ciki, tsoro).
Magana ba ta saɓa wa ma’anar saƙon da wasa ke son isarwa ba.

Yin maganar kurma

Maganar kurma a rubutaccen wasa na nufin yadda ake ƙirƙirar zance domin wakiltar hali mai nakasa a ji ta hanyar rubutu ko alamar sadarwa a cikin wasan.

The following are siffofin maganar kurma a wasan kwaikwayo:

Amfani da bayanin mataki (stage direction) domin nuna ishara ko rubutu (misali: “Ya yi ishara”, “Ta rubuta a takarda”).
Amfani da gajerun jimloli masu sauƙi idan ana nuna karɓar saƙo ta dubawa.
Amfani da martani ta hanyar motsi ko nuna fuska a bayanin fage.
Bayyanawa a rubuce cewa sadarwa ta faru ta ishara ko rubutu.

Yin maganar dandaudu

Maganar dandaudu na nufin salon magana da ake rubutawa domin wakiltar mutum mai halayen da suka bambanta, ta hanyar lafazi ko tsarin jumla da ke nuna irin halayensa a wasan.

The following are siffofin maganar dandaudu a wasan kwaikwayo:

Amfani da kalmomi da lafazi da ke nuna irin salon halin jarumin.
Magana na iya ɗauke da barkwanci ko salo na jan hankali gwargwadon rubutun wasa.
Magana tana nuna matsayin jarumi a cikin labari da rawar da yake takawa.
Guje wa zagi ko raini, a mai da hankali kan nuna salo da halin jarumi a rubuce.

Yin maganar mata

Maganar mata a wasan kwaikwayo na nufin salon magana da ya dace da jarumar mace bisa yanayi, matsayi, da al’adar wurin da wasan ya tsaya.

The following are siffofin maganar mata a wasan kwaikwayo:

Amfani da kalmomin girmamawa da ladabi idan yanayi ya bukata.
Nuna tausayawa, nasiha, ko tsayawa kan gaskiya gwargwadon halin jaruma.
Amfani da kalmomin da suka dace da matsayi (uwa, ‘yar gida, shugaba).
Magana na iya nuna juriya, hankali, ko ƙarfi bisa jigon wasa.

Ka’idojin amfani da salon magana a rubutaccen wasa

The following are ka’idoji:

Salon magana ya dace da halin jarumi da matsayinsa.
Salon magana ya dace da wuri, lokaci, da yanayin da ake ciki.
Salon magana ya taimaka wajen fito da jigo da manufar wasa.
Guje wa kalmomi masu zagi ko da ke tayar da ƙiyayya.
A rubuta bayanin fage a sarari domin fahimtar motsi da sadarwa.

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 three short dialogue samples with different styles and asks pupils to identify which one shows appropriate or inappropriate language for a given character and situation.
Pupils’ Activity: Pupils read the samples and suggest which style fits each character and why.
Learning Point: Dialogue style must match character and situation in a play.

Step 2: Meaning of Laƙantar Wasan Kwaikwayo

Time: 6 minutes
Teaching Skill: Explanation
Teacher’s Activity: The teacher explains laƙantar wasan kwaikwayo and links it to language control and appropriateness of speech.
Pupils’ Activity: Pupils copy the definition and mention one factor used to judge drama dialogue.
Learning Point: Drama can be judged by how well language and speech fit characters and message.

Step 3: Sarrafa Harshe

Time: 8 minutes
Teaching Skill: Demonstration
Teacher’s Activity: The teacher uses an excerpt to show vocabulary choice, proverbs, and tone, then guides pupils to identify examples of good language control.
Pupils’ Activity: Pupils underline examples and state what each example achieves in the dialogue.
Learning Point: Language control helps to reveal character and support the message of the play.

Step 4: Dacewar Magana

Time: 7 minutes
Teaching Skill: Question and Answer
Teacher’s Activity: The teacher explains dacewar magana and asks pupils to match dialogue lines to the correct character roles and settings on the style chart.
Pupils’ Activity: Pupils match lines correctly and justify their choices briefly.
Learning Point: Appropriate speech depends on character, setting, and situation.

Step 5: Maganar Kurma, Dandaudu, da Mata

Time: 7 minutes
Teaching Skill: Explanation/Illustration
Teacher’s Activity: The teacher explains the features of maganar kurma, maganar dandaudu, and maganar mata, using prepared examples and stage directions.
Pupils’ Activity: Pupils label each example and state one feature that shows the style.
Learning Point: Different characters can be represented through speech style and clear stage directions.

Step 6: Group Practice (Identifying Style in a Play Excerpt)

Time: 7 minutes
Teaching Skill: Guided Practice
Teacher’s Activity: The teacher divides pupils into groups, gives each group a play excerpt, and instructs them to identify language style, appropriateness, and any example of kurma, dandaudu, or mata speech representation.
Pupils’ Activity: Pupils work in groups, fill the worksheet, and present their findings to the class.
Learning Point: Style analysis involves identifying how language is used to match character and message.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

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

Explain the meaning of laƙantar wasan kwaikwayo.
Define sarrafa harshe and list three ways it is used in a written play.
State what dacewar magana means and list three signs of appropriate speech in drama.
Mention one feature each of maganar kurma, maganar dandaudu, and maganar mata in a play.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 0 minutes
Teaching Skill: Summary/Closure
Teacher’s Activity: The teacher summarises key points and gives an assignment: pupils write a short dialogue of 10 lines showing appropriate speech for two characters and include one stage direction for fitowa or communication style.
Pupils’ Activity: Pupils copy the assignment and ask questions where necessary.
Learning Point: Good drama dialogue requires controlled language and appropriate speech style.

Lesson Keywords

Laƙanta – Judging or assessing a play based on quality and style.
Sarrafa harshe – Controlling and using language appropriately to achieve meaning.
Dacewar magana – Speech that fits character, setting, and situation.
Maganar kurma – Representing communication of a deaf character through signs, writing, or stage directions.
Maganar dandaudu – A speech style written to represent a character with distinctive manner and role.
Maganar mata – Speech style that fits female characters based on role, culture, and situation.

Differentiation

Pupils who need support will receive shorter excerpts with guiding prompts for identifying style and appropriateness. Pupils who learn faster will rewrite a short dialogue to improve dacewar magana and explain the changes made.

Note for teachers using this lesson plan

Handle sensitive character styles with respect, focusing on language representation and stage directions rather than ridicule. Keep answers exam-focused by emphasising definitions, listed features, and short examples drawn from the play text.