SSS 1 Islamic Studies Scheme of work. SS1 Schemes of Work/Syllabus Islamic Religious Studies for Senior Secondary School Schemeofwork.com
SSS 1 Islamic Studies Scheme of Work First Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1. | Al-Qur’an i. Mode of Revelation of the Holy Qu’ran ii. Prophet visit to cave Hira iii. Khadijah’s roles in his visitation and its aftermath | By the end of lesson, students should be able to: •Explain and determine the mode of revelation of the Qu’ran with reference to Q42:51. • Review the Prophets’ visit to cave Hira, his first experience with Angel Jibril (A.S) and the aftermaths. | • Students, in small groups, determine the mode of revelation of the Qur’an Q42:51 • students, as a class, x-ray the Prophets visit to cave Hire and the aftermaths; • students, in pairs, examine the benefits of revealing the Qur’an in piece meal and its importance. | i. Communication and collaboration. ii. Critical thinking and problem solving iii. Leadership and Personal development | Audio-Visual Resources: • a chart showing the picture of Mountain Nur and the cave of Hirah; • recorded and/or chart of text of the Glorious Qur’an (96:1-5), (42:51) (37:102), (27:28) (2:87). Website Resources •www.natais.edublogs.org •www.u-smart.com.ng |
| 2 | Al-Qur’an i. Content ii. Presentation iii. Completion iv. Standardization | By the end at the lesson, students should be able to: • enumerate the number of Makkah and Madman’s Suwar with their features; • assess the need for the preservation of the Qur’an and give an account of how its preserved during the life time ofthe Prophet (SAW) • Judge the reasons for the compilation of the Qur’an and the differentiate between recording and compilation of the Qur’an; • Consider the circumstances that led to the standardization. of the Qur’an and the steps taken then. | • Students as a class the Makkah and Madinah’s Suwar (chapters; in a tabular form are consider their features. • Students, in a small group brainstorm on the need for the preservation of the Quran and the methods of its preservation during the life time of the Prophet (SAW). • Students, in pairs, judge the reasons for compilation of the Quran and the differentiate between recording and compilation of the Qur’an. students, as a class • Transform on the circumstances that led to the standardization of the Qur’an and the steps taken then. | i. Communication and collaboration. ii. Critical thinking and problem solving iii. Leadership and Personal development | Audio-Visual Resources: • a chart showing the seven modes of recitation; • a chart showing the features if Makkah and Medinah Suwar in tabular form; •recorded CD the ‘Holy Quran” in different tones, Website Resources: •www.natais.edublogs.org •www.u-smart.com.ng |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 3 | Hadith i. Hadith and Sunnah ii. Hadilhun – nubbaw and Hidithu -Qudsi iii. Components of Hadith iv. Classification of Hadith | By the end of the lesson, students should be able to; • explain Hadith, Sunnah and differentiate Hadith from Sunnah; (relationships and similarities); • examine the similarities aid difference between Hadith Un-Nabbav’ and Hadtthu)-QudT; • Enumerate the components of Hadith and examine the criteria for the authenticity of Hadith and classify Hadith and the three known categories of Sath, Hassan and Da’if | • Students as a class brainstorms on the definition of explain Hadith, Sunnah and differentiate Hadith from sunnah. • Students, in pairs spell out the difference between Hadihuh Nabbawl and Hadihu Qudal. • Students in small group, determine the components of Hadith the criteria for the authenticity of Hadith and the classification of Hadith. | i. Communication and collaboration. ii. Critical thinking and problem solving iii. Leadership and Personal development | Audio-Visual Resources: a chart showing definitions of Hadith and Sunnah. o A chart of the components and classification of Hadith • a set of Sahih Buhari, Muslim, Tumidhi etc Website Resources •www.natais.edublogs.org •www.u-smart.com.ng |
| 4 | i. Saratul Fathah Qur’an, Chapter 1-verse 1 -7) ii. Ayatul Kursiyy Qur’an Chapter. 2, verse 255) | By the end of the lesson, students should be able to: • translate the surah and the Ajat into English. • Interpret the theme and state the subject matter of the surah suratul-Fatihah and the Ayat • evaluate the lessons contained therein. | • Students, in small groups lead others in the recitation /translation • Students, in small groups, discuss the three divisions of suratul-Fatihah according to the hadith and Ajat • Students as a class brainstorm on the lessons therein. | i. Communication and collaboration. ii. Critical thinking and problem solving iii. Leadership and Personal development | Audio-Visual Resources: • a chart of translation of Ayyatul-Kursiyy aH Suratul- Ftihah and Hadith (“I have divided prayer between myself and my servant,”) Sahih-ul-fvl uslim (395) • recorded audio of Suratuf-Fatihah and Ayyatul-Kursiyy Website Resources •www.natais.edublogs.org •www.u-smart.com.ng |
| 5 | 5. Ibadah: i. Acts of Worship ii. Accountability to. Afah (SWT) | By the end of the lessOn, students should be able to define lbadah and determine the essence of creation in relation to Allah. | Student, in pairs define ibadah and determine the essence of creation in relation to Allah. Students, in a small | i. Communication and collaboration. ii. Critical thinking and problem solving iii. Leadership and Personal development | Audio-Visual Resources • a chart containing the following verses and their translations; Q53;38-42,Q17;36 |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| Relation to Allah. •Relate therelationship between intention and deeds to “lbadah’; • interpret the needs to apply the principles of accountable to Allah in all their actions. | • Students, in a small group, discuss on the relationship between intention and deeds to Ibadah. •students, as a class, brainstorm the needs to apply the principles of accountability to Allah in all their actions. | Q17:13-15, Q4.58- 59, 099:7-8, Q18:49; • a chart showing • Hadith l8 and 26 of An-Nawawi’s Collection. Website Resources. www.natias.edublogs org. www.u-smart.com.ng | |||
| 6 | i. Study of Hadith 1 of An-NawãwT’s Collection ii Study of Hadith 3 of An-Nawãwis Collection. | By the end o toe lesson, students should be able to: • recite toe Arabic text of the Hadith (or translation) and translate to English Language; • discuss the Hadith to determine its subject matter • evaluate the lessons contained therein. | • students, in small group read the Hadith • students, as a class, discuss the Hadith • students, in small groups, brainstorm on the lessons therein. | i. Communication and collaboration. ii. Critical thinking and problem solving iii. Leadership and Personal development | Audio-Visual Resources • a chart containing the Arabic text of the Hadith; Website Resources: •www.natais.edublogs.org •www.u-smart.com.ng |
| 7 | MID TERM TESTS/OPEN DAY/MID TERM HOLIDAY | ||||
| 8 | Kind of Al-Taharah ii. Forms of Al-Taharah ii. Ettiqutes of Fitrah (Cat of Nature) | By the end of the lesson, students should be able to: • cite the position of Al- Taharah: • in worship and its importance; • assess the various methods through which cleanliness of the body could be attained he • Istinjau, Istijmar, Al Wudu, Al-Tayammum Al -uthusi, As-Siwak; • relate The Islamic teachings on the cleanliness of hair, nails, armpits, private part and the use of toilets. | • students, in pairs, to mention the pre-requisites of any worship in Islam. • students, w small groups, demonstrate how lstinjau, /stmar, Al-Wudu, Al- Tayammum, Al -Gusi, As-Sawãk. • students, as a class, speak about the Islamic teachings on the cleanliness of hair, nails, armpits, private part and the use a toilets. | i. Communication and collaboration. ii. Critical thinking and problem solving iii. Leadership and Personal development | Audio-Visual Resources • a chart showing the process of performing Al-Wudu • Sand in handkerchief /cardboard practical demonstration of Tayammum: audio visual/aid showing practice demonstration of Wudu’, Al-Tayammuma and Al-Ghusi’ Website Resource •www.natais.edublogs.org •www.u-smart.com.ng |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 9 | Period: i. Arabia before Islam ii. Pre-Islamic period. | By the end of the lesson, students should be able to: • explain the world ‘Jahiliyyah’ in relation • to Arabic before Islam and describe Arab location. • examine the characteristics of the Jahiliyyah, period both, vices and good habits; • justify the reforms introduced by Islam on the Jahiliyyah practices. | Whole class brainstorm on the word “Jahilyyah” and describe Arabia location. Students, in pairs discussed the characteristics. Students, in pairs discuss the characteristics of the Jahiliyyah period. Students in small groups, identify the changes brought by Islam. Students, as a class watch the video/clips on Arabia before Islam. | • Communication and collaboration skill • Critical thinking and problem solving. • Leadership and personal development | Audio-Visual Resources: • a map of Arabia peninsula; • a chart showing the Ka’bah; • flashcards of the key vocabulary words. Website Resources. •www.natais.edublogs.org •www.u-smart.com.ng |
| 10 | Iman “Faith i. The First Pillar of Islam ii. Articles of faith in Islam iii. Kalmalush – Shahadah iv. Concept of Trinity | By the end of the lesson, students should be able to: • discuss the meaning of Iman (faith) and relate its significance to other pillars of slam; • Justify the six articles of man (faith) in accordance with Hadith two of An-nawawi; • Students, as the class, discuss the condition of Kalimatush-Shahãdah relation to man (faith); • discuss Islam and the concept of Trinity | • Students, as class brainstorm on the meaning of Iman (faith) and its significance. • Students, in small groups, discuss the articles of faith in accordance with Hadith two of Al-nawawi. Students, as a class discuss the conditions of Kalimutush-Shahadah in relation to Iman (faith) Students, in small groups, discuss concept of Trinity in Islam. | • Communication and collaboration skill • Critical thinking and problem solving. • Leadership and personal development | Audio-Visual Resources: a chart of the Kalimatush Shahadah with its English translation; • a chart of the Six Articles of the Islamic Faith (in Arabic text and their English Translation); • a chart of the five pillars of Islam. Website Resources: •www.natais.edublogs.org •www.u-smart.com.ng |
| 11 | The life and Mission of Prophet Muhammad (PBUH) i. His birth ii. Childhood iii. Adulthood iv. Occupation Marriage v. Call to. Prophethood vi. Hijrah | By the end of the lesson: students should be able to: discuss his birth, childhood, childhood, adulthood, occupation and marriage with emphasis on his trustworthiness; examine his call to prophethood, mission and persecution. | students, as a class narrate the birth childhood, childhood adulthood, occupation and marriage u the Prophet. • Students, in pairs, discuss the call to prophethood and aftermath • Students, in small groups, brainstorm on examine the causes. | • Communication and collaboration skill • Critical thinking and problem solving. • Leadership and personal development | Audio-Visual Resources: • picture of Ka’bah; A chart showing cave of Hira; • recorded text of the holy Qur’an; • A chart showing dates of key events e.g. birth, prophethood marriage, Hijrah. Website Resources: |
| 12 | GENERAL REVISION | ||||
| 13. | EXAMINATION |
SSS 1 Islamic Studies Scheme of work. SS1 Schemes of Work/Syllabus Islamic Religious Studies for Senior Secondary School Schemeofwork.com
Islamic Religious Studies Scheme of Work SSS 1 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | WELCOME TEST (a) HistoricalOrigin of Hadith. (b) Six compilers of Hadith. | By the end of the lesson, students should be able to: • examine the Historical origin of Hadith and the role of Umar bin Abdul Aziz in the presentation of Hadith; • state the six computers of Ahadjth and examine the contributions of each computer Sihans-Sittan) in the development at Hadith literature. | • Students, as brainstorm an Historical origin of Hadith and the Umar bin Abdu presentation of Hadith. • Students, in small class discuss state the six compliers of Ahadith and examine the contributions of each compiler (Sihahus-Sitteh) in the development of Hadith literature. | • Communication and collaboration skill • Critical thinking and problem solving. • Leadership and personal development | Audio-Visual Resources: • Chart of the names and short biography of the six compilers of Ahadith; • Visit Wikipedia for the meaning and biography of the six compilers of the Ahadith Website Resources: •www.natais.edublogs.org •www.u-smart.com.ng |
| 2. | Qur’an: (a) Importance of the Holy Qur’an. (h) Tafsir | By the end of the lesson, students should be able do. • explain extensively religious, spiritual, moral, social, political economic importance of the Qur’an. • examine the meaning of Tafsir and state its origin and sources; • analyze the various types of Tafsir and examine the significance (importance of Tafsir) | •Students, as a class, brainstorm on the importance of the Quran •Students, in small groups discuss the meaning of Tafsir and state its origin and sources. •Students, in pairs, analyze the various types of Tafsirand its significance. | • Communication and collaboration skill • Critical thinking and problem solving. • Leadership and personal development | Audio-Visual Resources: use of technology device such as radio! cassette, computer, S smartphone, projector or toilets. • flashcards of the key vocabulary words, Website Resources; •www.natais.edublogs.org •www.u-smart.com.ng |
| 3 | Qur’an: (a)The study of Amanar-Rasil: (Q2:286-286 and; (b) Siraful-A/aq (Q96) | By the end of the lesson, students should be able to: • translate the Surah and the Ayat in to English •interpret the theme and state the subject matter of the Surah SuratuI-l/aq and the Amanor-Rasul;evaluate the lessons contained therein. | • students, in small groups, lead others in the recitation / translation. • students, in small groups, discuss the Suratul Alaq and Amanar-Rasul. • students as a class brainstorm on the lessons therein. | • Communication and collaboration skill • Critical thinking and problem solving. • Leadership and personal development | Audio-Visual Resources: •flashcards of the Key vocabulary words •a chart showing the verses and Surah •a chart of the English translations of the verses and the Surah. Website Resources: •www.natais.edublogs.org •www.u-smart.com.ng |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4 | Asn-ShirkI(Associating partner with Allah) i. Type of Ash-Shirk of Shirk (Shirkul of Akbar, Shirkul-Asghar and Shirkul Khfiyya) ii. Forms of Ash-Shirk (Trinity, athesian, humanism, fortune, telling, /Oracle, consultation, magic/ witchcraft, participa-tion in cult- worship, festivitist, hero and ancestor worship). | By the end of the lesson students should be able to: • discuss Ash-Shirt and itstypes; • itemize and interpret forms and manifestations of • distinguish between Allah and elevation of state/nation and state Coat of Arm to the status of Allah. | •Students, in small groups, discuss Ash-Shirk and its types. •Students, as a class brainstorm on forms and manifestations of shirk. •Students, in pairs distinguish between Allah and elevation of state/nation and state Coat of Arm to the status of Allah. | • Communication and collaboration skill. • Critical thinking and prob1em solving. • leadership and personal development | Audio Visual Resources: • chart of Arabic text and English translation of Q4 verse 48 • a chart of the types of Shirk • picture of eyo/osun festivals etc • Flashcards of the key vocabulary words. • a chart of Suratul-Ikhlas. Website Resources •www.natais.edublogs.org •www.u-smart.com.ng |
| 5 Ash-Shirk II (Associating partners With Allah) | By the end of the lesson, students should be able to: • describe the position of Islam on Shirk • examine superstition and its effect. Justify the basis of rejection of all new (false) claimants to prophethood. | By the end of the lesson, students should be able to: • describe the position of Islam on Shirk: • examine superstition and its effect: • iv. justify the basis of rejection of all new (false) claimants to prophethood. | • Communication and collaboration skill. • Critical thinking and prob1em solving. • leadership and personal development | Audio-VisualResources: • a chart of Arabic text and English translation of Q4 verse 48 • a chart of the types of Shirk • picture of eyo/osun festivals etc • flashcards of key vocabulary • a chart, of Skuratul lkhlas. Website Resources: •www.natais.edublogs.org •www.u-smart.com.ng | |
| Hadith: Hadith 7 and 8 of An-Nawaw i’s Collection | By the end of the lesson, students should be able to: recite the Arabic text of the Hadith (or transliteration) and translate to English Language: discuss the Hadith to determine its subject matter; evaluate the lessons contained therein. | • Students, in small group, read the Hadith • students, as a class, discuss the Hadith • students, in small groups, brainstorm on the lessons therein. | • Communication and collaboration skill. • Critical thinking and prob1em solving. • leadership and personal development | Audio-Visual Resources • a chart containing the Arabic text of the Hadith; Website Resources:. •www.natais.edublogs.org •www.u-smart.com.ng | |
| 7. | MID TERM TESTS/OPEN DAY / MID TERM HOLIDAY |
| 8. | Al-Khulafãurl Rashidun: Brief History of the •four rightly guided Caliphs): (a) Abubakar Ibn Abu Quhafah. (b) Umar Ibn Khattab. | By the end of the lesson, students should be able to: • explain the concept of Al-Khulafaur Rashidun and define the word Khalifah. • describe the life history of Abubakar Ibn Abu Qunãfah and Umar ibn Khattab with the contact with Islam. • examine how each one of them was appointed as Khalifah; justify their contributions /achievements. | • Students, in small groups, discuss AI-Khulafaur- Rashidun and define the four Righty word Khalifah. • Students, as a Class, describe the life history of leadership and flashcards of the Uthman ibn Affanand Ali personal development nicknames of the Ibn Abi Talib, with their contact with Islam. Students, in small groups examine the appointment and reign of each of the Khalilah. Students, in pairs justify the contributions /achievement of each of Ibn Khalifah to Islam and the Ummah in general. | • Communication and collaboration skill. • Critical thinking and prob1em solving. • leadership and personal development | Audio-VisualResources • a chart of a names of the four Rightly Guided Caliphs. • flashcards of the nicknames of the Caliphs • a chart of the important events and date in the lives of the Caliphs. Website Resources: •www.natais.edublogs.org •www.u-smart.com.ng |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 9 | i. PROJECT: Visitation/ Cleaning of community Central Mosque. ii. Shratut ‘Adiyah Q100 Suratul Zilzalah Q99 | By the end of the lesson, the students should beable to: • recall the translation of the chapters in English. • investigate the themes of the chapters; • evaluate the lessons therein. | • Student, in small groups in the Arab recitation /transliteration and English translation of the Chapters • Students, as a class, investigate the themes of the Chapters. • Students, in pairs, evaluate the lessons therein. | • Communication and collaboration skill, • Critical thinking and problem solving. • leadership and personal development | Audio-Visual Resources • a chart of the Arabic text of the Surah. • a recorded tape of leadership and the Chapters. • flashcards of the key vocabulary words Website Resources. •www.natais.edublogs.org •www.u-smart.com.ng |
| 10 | Qur’an Suratul-Bayyinah Q99 | By the end of the lesson, the students should be able to: • recall the translation | • Students, in small groups, lead others in the Arabic recitation transliteration and English translation of the Chapters Students, as a class, investigate the theme of the Chapters Students, in pairs: evaluate the lessons therein | • Communication and collaboration skill, • Critical thinking and problem solving. • leadership and personal development | Audio Visual Resources. • a chart of the Arabic and text of the Surah. a recorded tape of leadership and the Chapters. flashcards of the key vocabulary words Website Resources. •www.natais.edublogs.org •www.u-smart.com.ng |
| 11 | Islam and insurance | Establishment of Bayful-Mai, concept of socio-economic welfare in Islam. Describe and relate the terms Takaful, Mduarabah aspect of Islamic insurance to socio-economic, life of man. | Students, as a class brainstorm on definition of insurance in relation to the application of Shariah. Students in small groups, jutaxpose the conventional practices of insurance and the position of Islam on Institution of Zakah establishment of Baytublab, concept of socio-economic welfare in Islam. Students, in pairs, describe and relate the terms: Takafut, Mudarabati aspect of Islamic insurance to socio-economic life of | • Communication and collaboration skill, • Critical thinking and problem solving. • leadership and personal development | Audio-Visual Resources. • flash cards of the key vocabulary words with their English meanings • a chart showing the administrative setting of an office (organogram) • Pictures of the conventional and Islamic Banks Website Resources: •www.natais.edublogs.org •www.u-smart.com.ng |
| 12 | REVISION | ||||
| 13 | EXAMINATION |
SSS 1 Islamic Studies Scheme of work. SS1 Schemes of Work/Syllabus Islamic Religious Studies for Senior Secondary School Schemeofwork.com
Islamic Studies Scheme of Work SSS 1 Third Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | WELCOME TEST /Islamic: Political system – and its principles (a) Sovereignty of Allah (SWT) (b) The purpose i. Amanah ii. Adelah iii. Mar’ Ulyyah | By the end of the lesson the students should be able to: • describe the sovereignty of Allah. • Outline the principles of the Islamic Political system. • Consider the application of the principles. | Students, as a class brainstorm on the sovereignty of Allah. Students, in pairs outline the principle of the Islamic Political System (i.e. Amanah (Trust) Adalah (Equally before the law) Shurah (Mutual Consultation) and Mas’uliyyah (Accountability) Q7:6-7, Q17:36 Students, in small group consider the application of the principles as applied to daily life activities. | • Communication and collaboration skill. • Critical thinking and problem solving. • leadership and personal development | Audio-Visual Resources: • Flash cards of the key vocabulary words A chart of the Arabic texts and English translations of the references A chart showing Hadith of the principles on the teaching A picture that shows the weighing balance. Website Resources: •www.natais.edublogs.org •www.u-smart.com.ng |
| 2 | Al-Khaulafa Ur-Rashidun (Cont’d) (a) Uthman ibn Affan (b) All ibn Abi-Talib | By the end of the lesson the students should be able to: • describe the life history of ‘Uthman ibn Affian and Ali TaIib with their contact with Islam; • examine how each use of them was appointed as Khalifah; • justify their contributions / achievements as Khalifah | • Students, as a class describe the life history Uthman ibn Affianad Ali Ibn –Talib with their contact with Islam. • Students, in small group examine the appointment and reign of each of the Khadifah. • Students, in pairs, justify the contributions / achievement of each of the Khalifah to Islam and the Ummah in general. | • Communication and collaboration skill. • Critical thinking and problem solving. • leadership and personal development | Audio-Visual Resources: • a chart of the names of the four Rightly Guided Caliphs; • flashcards of the nicknames of the Caliphs; • a chart of the important events and date in the lives of the Caliphs Website Resources: •www.natais.edublogs.org •www.u-smart.com.ng |
| 3 | Hadith: Hadith 5, and 6 of An-Nawawi’s Collection | By the end of the lesson, the, students should be able to: • recall the translation of Ahadith 5 and 6 of An-Nawawi’s Collections in English; a examine the subject matters of the Ahadith; • Infer the lessons therein. | • Students in small group, recite the Arabic text of the Ahadith and recall the English translation. • Student as a class classify the subject matters Ahadith. •Students in groups, barnstorm on the lessons therein with emphasis on taco application to daily life. | • Communication and collaboration skill. • Critical thinking and problem solving. • Leadership and personal development | Audio-Visual Resources: • Chart of the Arabic text of the Hadith. • flashcards of some of/he key vocabulary words from the Ahadith Website Resources: •www.natais.edublogs.org www.u-smart.com.ng |
| 4 | Study of Our’an: Suratul-Tin (Q9) ‘and Suratul-Qadri (Q97) | By the end of the lesson, the students should be able to: • recall the translation of the chapters in English; •investigate the themes of the chapters; • evaluate the lessons – therein. | Students in groups, lead others in the Arabic recitation / transliteration and English translation the Chapters. • Students as whole investigate the themes of the Chapters. • Students in pairs, evaluate the lessons therein with the emphasis on their life applications. | • Communication and collaboration skill. • Critical thinking and problem solving. • Leadership and personal development | Audio-Visual Resources. • a chart of the Arabic text f the Surah. • a recorded tape of the Chapters. • flashcards of the key vocabulary words Website Resources: •www.natais.edublogs.org •www.u-smart.com.ng |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 5 | As-Salah: (Prayer I) | By the end of the lesson the students should be able to: • describe and mention things acts vitiate salah; •analyse the kinds of Salah • relate a complete rakah and illustrate the procedures of joining a congregational Selah. | Students, in pairs, describe Salah as one of the pillars of Islam. Students, in small groups, activities analyse the various kinds of salah. (i.e. Obligatory, Non – obligatory and Occasional/ Special Salawah with examples. Students, as a class demonstrate a complete rakah and illustrate the procedures of joining a congregational salah. | • Communication and collaboration skill. • Critical thinking and problem solving. • Leadership and personal development | Audio-Visual Resources: • flashcards of the vocabulary words; • a chart of the kinds of Salah; •use of a chart/audio visual device showing practical demonstration of Salah; •. a chart showing Salatu/-Janazah. Website Resources: •www.natais.edublogs.org •www.u-smart.com.ng |
| 6 | As-Salahill: (Prayer II) | By the end of the lesson, the students should be able to: • define Sujudus-Sahw and/its types; • examine the causes of Sujudus-Sahwi; • demonstrate how to perform the prostrations. | Students, in pairs, define Sujudus-Sahwi and its types i.e Qabiland Ba’di • Students, in small groups. discuss the causes of Sujudu’s Sahwi. • Students, as a group, demonstrate how the Sujudus- sahwi are being performed. | • Communication and collaboration skill. • Critical thinking and problem solving. • Leadership and personal development. | Audio-Visual Resources: a chart at the two types of Sujudus Sahwi • use of a visual device showing practical demonstration of Sujudus-Sahwi. Website Resources: •www.natais.edublogs.org • www.u-smart.org.ng |
| 7. | MID – TERM TESTS/ OPEN DAY/ MID TERM BREAK | ||||
| 8 | The Qualities of Prophet Muhammad (SAW) | By the end of the lesson the students should be able to:• list and explain qualities of Prophet Muhammad (SAW); • discuss how Prophet Muhammad (SAW) exemplified/practiced the qualities; • critique ways of applying each of the qualities in daily life. | • Students, as a class, list and explain each of the qualities of Prophet Muhammad (SAW) • Students, in small groups, discuss the instances in which the Prophet exemplified practiced the qualities to Muslims and non-Muslims alike. • Students, in pairs critique how Muslims can emulate/ apply the qualities as duties of religious and socio- political daily life. | • Communication and collaboration skill. • Critical thinking and problem solving. • Leadership and personal development. | Audio-Visual Resources: • A copy of the book/book cover of the 100 Most influential People in the World by Michael H. Hart, • A chart of various qualities of the Holy Prophet Muhammad (SAW). Website Resources: •www.natais.edublogs.org •www.u-smart.com.ng |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 9 | By the end of the lesson the students should be able to: • describe the Zakah, Zakatul-Ftr and Sadadah, • determine the articles on which Zakah is paid and Nisab due for each. • classify the beneficiaries of Zakah infer the benefits of Zakah. | Students, as a class describe the Zakah, Zakatul-Ftr and Sadadah and their position in Islam. • Students, in small groups, discuss the articles on which Zakah is paid and Nisab due for each. • Students, in pairs infer the spiritual, social, socio-economic and moral benefits of Zakah. | • Communication and collaboration skill. • Critical thinking and problem solving. • Leadership and personal development. | Audio/Visual materials. • flashcards of the key vocabulary words • a clip of Zakah and Sadaqah Foundation TV programme. • a chart of the beneficiaries of zakat; • a chart of the Arabic text/transliration of the Qur’an 9 verse 103. More Refs Q9:103, Q2:267, Q73:20, Q2:183-185 with their English Translation. • a chart of Hadith 3 An-Nawawi’s Collection and its English translation. Website Resources: •www.natais.edublogs.org •www.u-smart.com.ng | |
| 10 | Study of Qur’an Suratud-L3uhä (Q93) and Suratuf-Inshirafi Study of Qur’an; Suratul-Layi (Q92) and SuratuI-Bayyinh (098) | By the end of the lesson, the students should be able to: • recall the translation of the chapters in English; • investigate the themes of the chapters; • evaluate the lessons therein. | Students, in small group read others in the Arabic recitation/transliteration and English translation of the Chapter. • Students, as a class, brainstorm on the themes of the Chapters. • Students, in pairs, consider the lessons | • Communication and collaboration skill. • Critical thinking and problem solving. • Leadership and personal development. | Audio-Visual Resources: . a chart of the Arabic text of the Surah. • a recorded tape of the Chapters. • flashcards of the key vocabulary words Website Resources: •www.natais.edublogs.org •www.u-smart.com.ng |
| 11 | By the end of the lesson, the students should be able to: translate SuratuI-Lay/ and Suratul-Bayyinah sin English • investigate the themes of the chapters: • evaluate the lessons therein. | • Students, in small group read others in Arabic recitation/ transliteration and English translation of the Chapters • Students, as whole, investigate the themes of the Chapters Students in pairs, evaluate the lessons in there chapters with emphasis on life applications. | • Communication and collaboration skill. • Critical thinking and problem solving. • Leadership and personal development. | Audio-Visual Resources • a chart of the Arabic text of the Surah • A recorded tape of the chapters • Flashcards of the key vocabulary words. Website Resources: •www.natais.edublogs.org •www.u-smart.com.ng | |
| 12 | REVISION | ||||
| 13 | EXAMINATION |
