Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 2nd Term
Week: 6
Age: 15 years
Duration: 45 minutes
Subject: Hausa Language
Curriculum Theme: Hausa Language
Previous Lesson: Nazarin Rubutacciyar Waƙa: Saƙo, Zubi, Tsari, Salo da Jigo.
Topic: Zubi da tsari
Subject Matter: Tsarin baitoci ƙwar-biyu da uku, yawan baitoci, buɗewa da rufewa, salon sarrafa harshe, aron kalmomi, dabarar jan hankali

Specific Objectives

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

Cognitive Domain:

Define zubi da tsari a waƙa.
Differentiate tsakanin tsarin baitoci ƙwar-biyu da ƙwar-uku.
State yawan baitoci a waƙa da yadda ake ƙidaya su.
Explain ma’anar buɗewa da rufewa a waƙa.
Identify salon sarrafa harshe da aron kalmomi a cikin rubutacciyar waƙa.

Affective Domain:

Show interest in reading and appreciating Hausa poetry.
Value the use of good language and proper structure in writing.
Respect different styles used by poets to pass messages.

Psychomotor Domain:

Group stanzas from a given poem into ƙwar-biyu and ƙwar-uku patterns.
Underline opening lines, closing lines, and loanwords in a sample poem.
Arrange a short poem excerpt to match a given stanza pattern using a chart.

Work in pairs or groups to analyse a poem and present findings.
Listen to others’ contributions and respond politely during class discussion.
Cooperate to produce a class summary of zubi da tsari features.

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 (Poetry/Adabi section)
WAEC E-Learning: Hausa (Poetry Analysis Examples)
Encyclopaedia Britannica: Hausa in African Literature
ABU Repository (PDF): Salon Sarrafa Harshe in Hausa Poetry

Instructional Materials

The teacher will teach this lesson with the aid of:

Samfurin baitoci (ƙwar-biyu da ƙwar-uku)
Rubutun waƙa (printed or handwritten copies)
Jadawalin tsari (stanza-structure chart)
Allo da alƙalami/marker

Rationale for the Lesson

This lesson helps pupils understand how Hausa poems are arranged and why structure affects meaning and beauty. It supports pupils’ reading, analysis, and writing skills needed for class tests and examinations.

Prerequisite/Previous Knowledge

Pupils have read simple Hausa poems before and can identify lines and stanzas (baitoci) in a written poem.

Lesson Content/Board Summary

Zubi da tsari

Ma’anar zubi da tsari

Zubi da tsari a waƙa na nufin yadda ake gina waƙa ta fuskar rabon baitoci, tsarin layuka a baiti, da yadda waƙa take farawa da ƙarewa.

Tsarin baitoci ƙwar-biyu da ƙwar-uku

Tsarin baiti yana nuna yawan layuka da ke cikin baiti.

The following are nau’ikan tsarin baitoci:

Ƙwar-biyu: Baiti mai layi biyu (2 lines) a kowane baiti.
Ƙwar-uku: Baiti mai layi uku (3 lines) a kowane baiti.

Yawan baitoci a waƙa

Yawan baitoci na nufin adadin baitocin da waƙa ta ƙunsa daga farko har ƙarshe.

The following are hanyoyin gano yawan baitoci:

Ƙidaya baitoci daga baiti na farko zuwa na ƙarshe.
Raba waƙa gwargwadon sarari ko alamar rabuwa da aka yi tsakanin baitoci.
Lura da maimaita tsarin da ake bi (misali: kowane baiti layi 2 ko layi 3).

Buɗewa da rufewa a waƙa

Buɗewa ita ce yadda waƙa take farawa, rufewa kuma ita ce yadda waƙa take ƙarewa.

The following are abubuwan da ake gani a buɗewa da rufewa:

Buɗewa: Gaisuwa, kiran hankali, gabatar da jigo, ko bayyana dalilin waƙa.
Rufewa: Taƙaita saƙo, addu’a, nasiha, godiya, ko ƙarshen kira ga masu sauraro/karatu.

Salon sarrafa harshe

Salon sarrafa harshe na nufin dabarun da mawaƙi ke amfani da su wajen ƙawata magana da isar da saƙo cikin hikima.

The following are misalan salon sarrafa harshe a waƙa:

Amfani da kwatanci (misali: misalta mutum da jarumi ko zaki).
Amfani da yabo ko sukar wani abu bisa nufi.
Amfani da maimaitawa (repetition) don ƙarfafa ma’ana.
Amfani da tambaya ta salo (rhetorical question) don tunzura tunani.

Aron kalmomi

Aron kalmomi na nufin amfani da kalmomin wani harshe a cikin Hausa, musamman idan suna taimakawa wajen bayyana ma’ana ko salon waƙa.

The following are alamomin aron kalmomi a waƙa:

Kalma ba ta asalin Hausa ba amma ana amfani da ita a cikin jimla.
Kalma na iya zama ta Larabci, Turanci, ko wani yare da ya shiga Hausa.
Kalmar na iya fitowa don suna na zamani, addini, ko fasaha.

Dabarar jan hankali

Dabarar jan hankali ita ce hanyar da mawaƙi ke amfani da ita don sa mai karatu/mai sauraro ya mai da hankali tun daga farko har ƙarshe.

The following are dabarun jan hankali a waƙa:

Fara waƙa da kiran hankali ko tambaya.
Amfani da kalmomi masu ƙarfi da sauƙin tunawa.
Amfani da maimaitawa ko amsa-amsa a wasu layuka.
Tsara buɗewa da rufewa da ke ɗauke da saƙo mai ƙarfi (nasiha, addu’a, ko taƙaitawa).

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 recites or reads a short Hausa poem excerpt and asks pupils to observe how the lines are arranged into stanzas.
Pupils’ Activity: Pupils listen, observe the arrangement, and respond to questions about stanzas and lines.
Learning Point: A poem has an arrangement that can be studied as zubi da tsari.

Step 2: Explanation of Key Concept

Time: 8 minutes
Teaching Skill: Explanation
Teacher’s Activity: The teacher defines zubi da tsari and explains stanza patterns (ƙwar-biyu and ƙwar-uku) using the chart and sample stanzas on the board.
Pupils’ Activity: Pupils copy the definitions and identify which sample stanza is ƙwar-biyu or ƙwar-uku.
Learning Point: Zubi da tsari includes stanza arrangement, pattern, and organisation of a poem.

Step 3: Guided Identification (Stanza Pattern and Number of Stanzas)

Time: 8 minutes
Teaching Skill: Demonstration/Guided Practice
Teacher’s Activity: The teacher presents a short poem text, guides pupils to group lines into stanzas, and leads them to count the number of stanzas (yawan baitoci).
Pupils’ Activity: Pupils group the lines into stanzas and count the stanzas correctly in pairs.
Learning Point: Yawan baitoci is the total number of stanzas in a poem, counted from start to finish.

Step 4: Buɗewa da Rufewa

Time: 7 minutes
Teaching Skill: Questioning/Explanation
Teacher’s Activity: The teacher points to the first and last parts of the poem and explains buɗewa and rufewa, then asks pupils to state what each part is doing in the poem.
Pupils’ Activity: Pupils identify opening and closing lines and state whether they show greeting, message introduction, summary, advice, or prayer.
Learning Point: Buɗewa is the opening part of a poem, while rufewa is the closing part.

Step 5: Salon Sarrafa Harshe

Time: 5 minutes
Teaching Skill: Illustration
Teacher’s Activity: The teacher highlights examples of language use in the poem (e.g., repetition, praise, comparison) and explains how they beautify meaning.
Pupils’ Activity: Pupils underline one example of language style and state the effect briefly.
Learning Point: Salon sarrafa harshe refers to techniques used to beautify language and strengthen meaning.

Step 6: Aron Kalmomi and Dabarar Jan Hankali

Time: 5 minutes
Teaching Skill: Guided Discovery
Teacher’s Activity: The teacher guides pupils to spot loanwords in the poem and identifies attention-grabbing techniques used in the opening or key lines.
Pupils’ Activity: Pupils list identified loanwords and mention one technique used to attract attention.
Learning Point: Aron kalmomi are borrowed words, and dabarar jan hankali are techniques that draw listeners or readers to the poem.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

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

Define zubi da tsari a waƙa.
State the meaning of baiti and mention the difference between ƙwar-biyu and ƙwar-uku.
List two ways to determine yawan baitoci in a poem.
Explain buɗewa and rufewa and state one feature of each.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes
Teaching Skill: Summary/Closure
Teacher’s Activity: The teacher summarises the board points and gives a short classwork: pupils identify stanza pattern, opening, closing, one loanword, and one attention-grabbing technique in a given excerpt.
Pupils’ Activity: Pupils submit their identified points and copy the assignment for home practice.
Learning Point: Zubi da tsari can be analysed through stanza pattern, opening/closing, language style, loanwords, and attention techniques.

Lesson Keywords

Zubi da tsari – The arrangement and organisation of a poem.
Baiti/Baitoci – A stanza/stanzas in a poem.
Ƙwar-biyu – Stanza pattern with two lines per stanza.
Ƙwar-uku – Stanza pattern with three lines per stanza.
Buɗewa – The opening part of a poem.
Rufewa – The closing part of a poem.
Aron kalmomi – Borrowed words used in Hausa.
Dabarar jan hankali – Techniques used to attract attention in a poem.

Differentiation

Pupils who need support will be given a shorter poem excerpt with clear stanza breaks and guided prompts. Pupils who learn faster will analyse a longer excerpt and identify more examples of language style and loanwords.

Note for teachers using this lesson plan

Use clear, short poem samples that match the stanza patterns being taught. Ensure pupils can see stanza separation on the board or on printed copies, and keep the lesson points exam-focused using definitions and lists.