Lesson Note on Rubutacciyar Waƙa: Salo, Sarrafa Harshe Da Jan Hankali for SS 2

Class: Senior Secondary School 2 (SS2 / SSS2)
Term: 3rd Term
Week: 6
Age: 16 years
Duration: 45 minutes
Subject: Hausa
Curriculum Theme: Adabi da Fasahar Harshe
Previous Lesson: Rubutacciyar Waƙa: Jigo, Zubi Da Tsarin Baitoci.
Topic: Ci gaba da nazarin littafin rubutacciyar waka
Subject Matter: Salo da sarrafa harshe (hanyoyin amfani da kalmomi a waƙa), dabarun jawo hankali, amfani da ararrun kalmomi (da sauransu)

Specific Objectives

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

Cognitive Domain:

• Su bayyana ma’anar salo da sarrafa harshe a waƙa.
• Su lissafo dabarun jawo hankali a rubutacciyar waƙa.
• Su gane amfanin ararrun kalmomi a waƙa.

Affective Domain:

• Su nuna sha’awa ga fasahar waƙa da yadda ake sarrafa harshe.
• Su daraja amfanin ararrun kalmomi wajen inganta waƙa.

Psychomotor Domain:

• Su gano salo da sarrafa harshe a cikin baitocin waƙa.
• Su rubuta misalan baitoci masu nuna dabarun jawo hankali.
• Su yi amfani da ararrun kalmomi wajen rubuta gajerun baitoci.

Social Domain:

• Su tattauna da abokan ajinsu kan salo da sarrafa harshe a waƙa.

Reference Materials

The following resources were used in planning this lesson:

• Senior Secondary Schools Education Curriculum
• State Unified Scheme of Work
• Littafin Waƙoƙin Hausa na SSS 2
• https://www.education.gov.ng
• https://www.nerdc.gov.ng

Instructional Materials

The teacher will teach this lesson with the aid of:

• Littafin waƙa
• Rubutattun baitoci
• Allo
• Alƙalami
• Takardun aiki

Rationale for the Lesson

Wannan darasi yana da muhimmanci domin yana taimaka wa ɗalibai su fahimci yadda mawaƙa ke amfani da harshe don ƙawata waƙoƙinsu. Yana kuma koya musu yadda za su gano da kuma ƙirƙiro nasu salo na rubuta waƙa, wanda zai haɓaka basirarsu ta adabi.

Prerequisite/Previous Knowledge

Ɗalibai suna da masaniya ta farko game da waƙar Hausa da kuma wasu nau’ikan adabin Hausa da suka gabata.

Lesson Content/Board Summary

Ci gaba da Nazarin Littafin Rubutacciyar Waƙa

Salo da Sarrafa Harshe a Waƙa

Salo yana nufin yadda mawaƙi ke tsara kalmominsa da jimlolinsa don gabatar da saƙonsa. Sarrafa harshe kuma shi ne yadda mawaƙi ke amfani da kalmomi, lafuzza, da kuma tsarin harshe don cimma wata manufa a cikin waƙarsa.

Hanyoyin sarrafa harshe a waƙa sun haɗa da:

• Zaɓin Kalmomi: Zaɓan kalmomin da suka dace da ma’ana da sauti.
• Amfani da Karin Magana da Maganar Habaici: Don ƙawata harshe da faɗin gaskiya a taƙaice.
• Karkatarwa (Deviation): Canza tsarin harshe na yau da kullum don jawo hankali.
• Maimaitawa (Repetition): Maimaita kalmomi ko jimloli don jaddadawa ko ƙara daɗi.

Dabarun Jawo Hankali a Waƙa

Waɗannan su ne hanyoyin da mawaƙi ke bi don sa mai karatu ko mai sauraro ya mai da hankali kan waƙarsa.

Wasu dabarun jawo hankali sun haɗa da:

• Amfani da Hotunan Magana: Misali, kwatance (simile), misali (metaphor), da kuma mutuntaka (personification).
• Tambaya Retorika: Tambayar da ba a buƙatar amsa, amma don tunani.
• Amfani da Kalmomin Zargi ko Yabo: Don motsa rai.
• Fara Waƙa da Wani Abu Mai Ban Mamaki: Don kama hankali nan take.

Amfani da Ararrun Kalmomi

Ararrun kalmomi su ne kalmomin da ba kasafai ake amfani da su ba a maganar yau da kullum, amma mawaƙa ke amfani da su don ba wa waƙa zurfi, ƙayatarwa, da kuma nuna basirarsu ta harshe.

Misalai na ararrun kalmomi da amfaninsu:

• Dauraya: Ma’ana yawo, ko gararamba. Mawaƙi zai iya cewa “Na dauraya garuruwa” don nuna dogon tafiye-tafiye.
• Fiffike: Ma’ana fuka-fuki. Ana iya amfani da shi wajen kwatanta abin da ke da sauri ko mai walwala.
• Gargajiya: Ma’ana al’ada ko tsohon hali. Wani mawaƙi zai iya cewa “Al’adun gargajiya” don nuna tsoffin al’adu.
• Zunzurutu: Ma’ana cikakke ko duka. Misali, “Zunzurutun arziki” don nuna cikar arziki.

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: Malam zai gaishe da ɗalibai sannan ya yi gajeriyar bitar darasin da ya gabata kan waƙar Hausa. Zai haɗa darasin da ya gabata da darasin yau.
Pupils’ Activity: Ɗalibai za su amsa gaisuwa sannan su tuna abin da suka koya a darasin da ya wuce.
Learning Point: Ɗalibai za su tuna darasin da ya gabata kuma su shirya don sabon darasin.

Step 2: Gabatar da Salo da Sarrafa Harshe

Time: 10 minutes
Teaching Skill: Bayani/Malamtaka
Teacher’s Activity: Malam zai bayyana ma’anar salo da sarrafa harshe a waƙa, sannan ya yi misalan hanyoyin sarrafa harshe kamar zaɓin kalmomi da amfani da karin magana.
Pupils’ Activity: Ɗalibai za su saurara da kyau, su rubuta mahimman bayanai, kuma su yi tambayoyi don ƙarin fahimta.
Learning Point: Ɗalibai za su fahimci ma’anar salo da sarrafa harshe da kuma wasu hanyoyin amfani da su.

Step 3: Tattauna Dabarun Jawo Hankali

Time: 10 minutes
Teaching Skill: Tattaunawa/Misalai
Teacher’s Activity: Malam zai tattauna dabarun jawo hankali a rubutacciyar waƙa, kamar amfani da hotunan magana da tambayoyin retorika. Zai kawo misalai daga baitocin waƙoƙin Hausa.
Pupils’ Activity: Ɗalibai za su shiga tattaunawar, su bayar da nasu misalai, kuma su gano dabarun a cikin waƙoƙin da suka sani.
Learning Point: Ɗalibai za su gano dabarun jawo hankali daban-daban da yadda ake amfani da su.

Step 4: Bayanin Ararrun Kalmomi

Time: 7 minutes
Teaching Skill: Bayani/Fassara
Teacher’s Activity: Malam zai bayyana ma’anar ararrun kalmomi da amfaninsu a waƙa. Zai ba da misalai na ararrun kalmomi da ma’anoninsu don ɗalibai su fahimta.
Pupils’ Activity: Ɗalibai za su rubuta kalmomin da ma’anoninsu, sannan su yi ƙoƙarin amfani da su a cikin gajerun jimloli.
Learning Point: Ɗalibai za su fahimci menene ararrun kalmomi da kuma yadda ake amfani da su wajen ƙawata waƙa.

Step 5: Aiki Aji

Time: 5 minutes
Teaching Skill: Aiki da hannu/Aikace-aikace
Teacher’s Activity: Malam zai ba ɗalibai gajeren aiki a aji, kamar su gano salo ko dabarun jawo hankali a wani gajeren baiti da aka rubuta a allo, ko kuma su rubuta gajeren baiti ta amfani da ararrun kalmomi.
Pupils’ Activity: Ɗalibai za su yi aikin da aka ba su a kan takardunsu na aiki ko a cikin littattafansu.
Learning Point: Ɗalibai za su yi amfani da abin da suka koya don yin aiki kai tsaye.

Step 6: Bita da Karin Bayani

Time: 3 minutes
Teaching Skill: Karin Bayani/Gyara
Teacher’s Activity: Malam zai duba wasu daga cikin ayyukan ɗalibai a take, ya gyara kurakurai, kuma ya ƙara bayani inda ake buƙata.
Pupils’ Activity: Ɗalibai za su saurara ga gyare-gyaren da kuma ƙarin bayani daga malamin.
Learning Point: Ɗalibai za su fahimci kurakuransu kuma su gyara fahimtarsu.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

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

1. Mene ne salo da sarrafa harshe a waƙa?
2. Ka lissafo dabarun jawo hankali guda uku (3) a rubutacciyar waƙa.
3. Ka bayyana ma’anar ararrun kalmomi kuma ka ba da misali guda biyu (2).
4. Ta yaya zaɓin kalmomi yake taimakawa wajen sarrafa harshe a waƙa?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes
Teaching Skill: Takaitawa
Teacher’s Activity: Malam zai taƙaita darasin da aka koya, sannan ya ba ɗalibai aikin gida kan rubuta gajeren baiti ta amfani da dabarun da aka koya.
Pupils’ Activity: Ɗalibai za su rubuta aikin gida kuma su yi sallama da malamin.
Learning Point: Ɗalibai za su tuna mahimman abubuwan darasin da kuma yin aikin gida.

Lesson Keywords

• Salo – Yadda mawaƙi ke tsara kalmominsa da jimlolinsa.
• Sarrafa Harshe – Amfani da kalmomi da tsarin harshe don cimma manufa a waƙa.
• Waƙa – Rubutaccen ko bakin zance mai tsari da sauti.
• Ararrun Kalmomi – Kalmomin da ba kasafai ake amfani da su ba a maganar yau da kullum.
• Dabarun Jawo Hankali – Hanyoyin da mawaƙi ke bi don sa mai karatu ya mai da hankali kan waƙarsa.

Differentiation

Ga ɗalibai masu saurin fahimta, malam zai iya ƙara musu aikin gano salo da sarrafa harshe a cikin wata waƙar da ba a yi nazarin ta ba. Ga ɗalibai masu buƙatar taimako, malam zai ba su baitoci masu sauƙi, kuma zai yi musu jagora wajen gano abubuwan da aka koya, sannan ya ba su ƙarin misalai da bayani.

Note for teachers using this lesson plan

Malam ya tabbatar ya kawo misalan baitocin waƙa daban-daban yayin koyarwa don ɗalibai su fahimci yadda ake amfani da salo, dabarun jawo hankali, da ararrun kalmomi a aikace. Ya kuma ƙarfafa ɗalibai su yi amfani da basirarsu wajen rubuta nasu waƙoƙin.