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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 4 |
Akhlaq
|
Positive aspects of morality in Islam
Appreciation and gratitude |
By the end of the
lesson, the learner
should be able to:
Discuss the Sadaqa of the tongue |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet Newspaper |
Crescent IRE
Book Three Pg 45 |
|
| 2 | 1 |
Akhlaq
|
Forgiveness
|
By the end of the
lesson, the learner
should be able to:
Explain Islamic teachings on forgiveness |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
Crescent IRE
Book Three Pg 46-47 |
|
| 2 | 2 |
Akhlaq
|
Justice
Dimensions of morality in Islam |
By the end of the
lesson, the learner
should be able to:
State ways a Muslim should display justice |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
Crescent IRE
Book Three Pg 47-48 |
|
| 2 | 3 |
Akhlaq
|
Zakat
Saum |
By the end of the
lesson, the learner
should be able to:
Explain the moral implications of Zakat |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
Crescent IRE
Book Three Pg 49 |
|
| 2 | 4 |
Akhlaq
|
Haij
|
By the end of the
lesson, the learner
should be able to:
Explain the moral values of a Muslim |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
Crescent IRE
Book Three Pg 50 |
|
| 3 | 1 |
Akhlaq
|
Preventive and precautionary morality
Vain talks |
By the end of the
lesson, the learner
should be able to:
Discuss the preventive and precautionary morality |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
Crescent IRE
Book Three Pg 50 |
|
| 3 | 2 |
Akhlaq
|
Abortion
|
By the end of the
lesson, the learner
should be able to:
Discuss the effects of abortion |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
Crescent IRE
Book Three Pg 53-54 |
|
| 3 | 3 |
Akhlaq
|
Slander
Israf |
By the end of the
lesson, the learner
should be able to:
Explain the effects of slander |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
Crescent IRE
Book Three Pg 54 |
|
| 3 | 4 |
Akhlaq
|
Islamic manners
|
By the end of the
lesson, the learner
should be able to:
Discuss the teachings of Islam on manners |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
Crescent IRE
Book Three Pg 55-56 |
|
| 4 | 1 |
Akhlaq
|
Manners of eating and drinking
Islamic manners on sleeping |
By the end of the
lesson, the learner
should be able to:
Explain Islamic manners on eating and drinking |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
Crescent IRE
Book Three Pg 56 |
|
| 4 | 2 |
Akhlaq
|
Islamic manners on dress
|
By the end of the
lesson, the learner
should be able to:
Explain the Islamic manners on dressing |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
Crescent IRE
Book Three Pg 57 |
|
| 4 | 3 |
Akhlaq
|
Islamic manners on dress
|
By the end of the
lesson, the learner
should be able to:
Discuss the dress for a Muslim woman |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
Crescent IRE
Book Three Pg 58 |
|
| 4 | 4 |
History Of Islam
|
Selected Ummayyad rulers
- Mu
Selected Ummayyad rulers -Abdul Malik bin Marwan -Umar bin Abdulaziz |
By the end of the
lesson, the learner
should be able to:
able to; - describe the biographies of the selected Ummayad rulers |
In groups, learners are guided to:
-Discussion -Explanation -Asking and answering oral questions -note taking |
-Lesson notes
-pupils text book -Chalkboard |
IRE ppls bk F3 by A.Saman :JURREY PUBLISHERS pg76
|
|
| 5 | 1 |
Muamalat
|
Mirath
|
By the end of the
lesson, the learner
should be able to:
Discuss the meaning of mirath |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
Crescent IRE
Book Three Pg 59 |
|
| 5 | 2 |
Muamalat
|
Significance of the law of mirath
Essentials of inheritance |
By the end of the
lesson, the learner
should be able to:
Explain the significance of the law of mirath |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
Crescent IRE
Book Three Pg 59-60 |
|
| 5 | 3 |
Muamalat
|
Conditions for mirath
|
By the end of the
lesson, the learner
should be able to:
Explain the conditions for mirath |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
Crescent IRE
Book Three Pg 60-61 |
|
| 5 | 4 |
Muamalat
|
Administration of the estate of a deceased Muslim
Wasiya |
By the end of the
lesson, the learner
should be able to:
Discuss administration of the estate of a deceases Muslim |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
Crescent IRE
Book Three Pg 61-62 |
|
| 6 | 1 |
Muamalat
|
Conditions for Wasiya
|
By the end of the
lesson, the learner
should be able to:
Explain the conditions for Wasiya |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
Crescent IRE
Book Three Pg 62-63 |
|
| 6 | 2 |
Muamalat
|
Significance of Wasiya
Heirs and their shares |
By the end of the
lesson, the learner
should be able to:
Discuss the significance of Wasiya |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
Crescent IRE
Book Three Pg 63 |
|
| 6 | 3 |
Muamalat
|
Distribution of heirs
Case study |
By the end of the
lesson, the learner
should be able to:
Explain distribution of heirs |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
Crescent IRE
Book Three Pg 65 |
|
| 6 | 4 |
Tijara (Trade and Commerce)
|
Wealth and properties
|
By the end of the
lesson, the learner
should be able to:
Explain the teachings of Islam on wealth and property |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
Crescent IRE
Book Three Pg 68-69 |
|
| 7-8 |
exams |
|||||||
| 9 | 1 |
Tijara (Trade and Commerce)
|
Sources of earnings
Honesty in trade |
By the end of the
lesson, the learner
should be able to:
Discuss the legitimate sources of earnings |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
Crescent IRE
Book Three Pg 69 |
|
| 9 | 2 |
Tijara (Trade and Commerce)
|
Record keeping
|
By the end of the
lesson, the learner
should be able to:
Describe the teachings that should guide a Muslim when writing and keeping records |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
Crescent IRE
Book Three Pg 71-72 |
|
| 9 | 3 |
Tijara (Trade and Commerce)
|
Lawful and unlawful acts in trade
Riba |
By the end of the
lesson, the learner
should be able to:
Explain what the Islam teachings say on money lending |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
Crescent IRE
Book Three Pg 72 |
|
| 9 | 4 |
Tijara (Trade and Commerce)
|
Hoarding
|
By the end of the
lesson, the learner
should be able to:
Explain the effects of hoarding |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
Crescent IRE
Book Three Pg 74-75 |
|
| 10 | 1 |
Tijara (Trade and Commerce)
Islam In East Africa |
Buying and selling
Spread of Islam in the interior of Kenya -North Eastern - Central |
By the end of the
lesson, the learner
should be able to:
Explain the conditions of buying and selling in Islam |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet -Lesson notes -pupils text book -Chalkboard |
Crescent IRE
Book Three Pg 75 |
|
| 10 | 2 |
Islam In East Africa
|
Spread of Islam in the interior of Kenya
-North Eastern
- Central
- Western Kenya |
By the end of the
lesson, the learner
should be able to:
Examine the contributions of Muslims in these regions -Identify the challenges faced by Muslims in these regions |
In groups, learners are guided to:
-Discussion -Asking and answering oral questions -Note taking |
-Lesson notes
-pupils text book -Chalkboard -Chalkboard |
IRE ppls bk F3 by A.Saman :JURREY PUBLISHERS pg. 83
|
|
| 10 | 3 |
Islam In East Africa
|
- Western Kenya
|
By the end of the
lesson, the learner
should be able to:
able to; Examine the contributions of Muslims in these regions |
In groups, learners are guided to:
-Discussion -Asking and answering oral questions -Note taking |
-Lesson notes
-pupils text book -Chalkboard |
IRE ppls bk F3 by A.Saman :JURREY PUBLISHERS pg.84
|
|
| 10 | 4 |
Islam In East Africa
|
- Western Kenya
Islam in Uganda---The role of Kabaka Mutesa I |
By the end of the
lesson, the learner
should be able to:
able to; Identify the challenges faced by Muslims in these regions |
In groups, learners are guided to:
-Discussion -Asking and answering oral questions -Note taking |
-Lesson notes
-pupils text book -Chalkboard |
IRE ppls bk F3 by A.Saman :JURREY PUBLISHERS pg.84
|
|
| 11 | 1 |
Islam In East Africa
|
-The influence of Christianity in Uganda
|
By the end of the
lesson, the learner
should be able to:
able to; -Identify the challenges faced by Muslims in Uganda |
In groups, learners are guided to:
-Discussion -Asking and answering oral questions -Note taking |
-Lesson notes
-pupils text book -Chalkboard |
IRE ppls bk F3 by A.Saman :JURREY PUBLISHERS pg.82
|
|
| 11 | 2 |
Islam In East Africa
|
Spread of Islam in the interior of Tanzania
Ujiji
|
By the end of the
lesson, the learner
should be able to:
able to; -Explain the factors that influenced the spread of Islam in Ujiji |
In groups, learners are guided to:
-Discussion -Asking and answering oral questions -Note taking |
-Lesson notes
-pupils text book -Chalkboard |
IRE ppls bk F3 by A.Saman :JURREY PUBLISHERS pg.
|
|
| 11 | 3 |
Islam In East Africa
|
Spread of Islam in the interior of Tanzania
Ujiji
|
By the end of the
lesson, the learner
should be able to:
able to; Identify the challenges faced by Muslims in these region |
In groups, learners are guided to:
-Discussion -Asking and answering oral questions -Note taking |
-Lesson notes
-pupils text book -Chalkboard |
IRE ppls bk F3 by A.Saman :JURREY PUBLISHERS pg.
|
|
| 11 | 4 |
Islam In East Africa
|
- Spread of Islam in the interior of Tanzania
-Tabora
|
By the end of the
lesson, the learner
should be able to:
able to; -Explain the factors that influenced the spread of Islam in Tabora |
In groups, learners are guided to:
-Discussion -Asking and answering oral questions -Note taking |
-Lesson notes
-pupils text book -Chalkboard |
IRE ppls bk F3 by A.Saman :JURREY PUBLISHERS pg.
|
|
| 12 | 1 |
Islam In East Africa
|
- Spread of Islam in the interior of Tanzania
-Tabora
Spread of Islam in the interior of Tanzania -Role of Akidas and Jumbes |
By the end of the
lesson, the learner
should be able to:
able to; Identify the challenges faced by Muslims in these region |
In groups, learners are guided to:
-Discussion -Asking and answering oral questions -Note taking |
-Lesson notes
-pupils text book -Chalkboard |
IRE ppls bk F3 by A.Saman :JURREY PUBLISHERS pg.
|
|
| 12 | 2 |
Islam In East Africa
|
Contributions of muslims in East Africa
-Political
|
By the end of the
lesson, the learner
should be able to:
able to; -Examine political contributions of muslims in East Africa |
In groups, learners are guided to:
-Discussion -Asking and answering oral questions -Note taking |
-Lesson notes
-pupils text book -Chalkboard |
IRE ppls bk F3 by A.Saman :JURREY PUBLISHERS pg.
|
|
| 12 | 3 |
Islam In East Africa
|
Contributions of muslims in East Africa
-Social
Contributions of muslims in East Africa -Economic |
By the end of the
lesson, the learner
should be able to:
able to; Examine social contributions of muslims in East Africa |
In groups, learners are guided to:
-Discussion -Asking and answering oral questions -note taking |
-Lesson notes
-pupils text book -Chalkboard |
Sheikh A. Saman IRE form Three: students book: Jurrey publishers pg.
|
|
| 12 | 4 |
Islam In East Africa
|
Challenges faced by Muslims in East Africa
|
By the end of the
lesson, the learner
should be able to:
able to ; -Identify Challenges faced by Muslims in East Africa |
In groups, learners are guided to:
-Discussion -Explanation -Asking and answering oral questions -note taking |
-Lesson notes
-pupils text book -Chalkboard |
Sheikh A. Saman IRE form Three: students book: Jurrey publishers pg.
|
|
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