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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 4 |
History Of Islam
|
Selected Ummayyad rulers
- Mu
|
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
|
|
| 3 | 1 |
History Of Islam
Islam In East Africa |
Selected Ummayyad rulers
-Abdul Malik bin Marwan
-Umar bin Abdulaziz
Spread of Islam in the interior of Kenya -North Eastern - Central |
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 -Lesson notes -Chalkboard |
IRE ppls bk F3 by A.Saman :JURREY PUBLISHERS pg. 77
|
|
| 3 | 2 |
Islam In East Africa
|
Spread of Islam in the interior of Kenya
-North Eastern
- Central
|
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 |
IRE ppls bk F3 by A.Saman :JURREY PUBLISHERS pg. 83
|
|
| 3 | 3 |
Islam In East Africa
|
- Western Kenya
|
By the end of the
lesson, the learner
should be able to:
able to; -Explain the factors that influenced the spread of Islam in Western Kenya - - |
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
|
|
| 3 | 4 |
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
|
|
| 4 | 1 |
Islam In East Africa
|
Islam in Uganda---The role of Kabaka Mutesa I
|
By the end of the
lesson, the learner
should be able to:
able to; -Examine the role of Kabaka Mutesa in development of Islam 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.81
|
|
| 4 | 2 |
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
|
|
| 4 | 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; -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.
|
|
| 4 | 4 |
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.
|
|
| 5 | 1 |
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.
|
|
| 5 | 2 |
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; Examine the contributions of 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.
|
|
| 5 | 3 |
Islam In East Africa
|
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; -Examine the Role of Akidas and Jumbes in development of Islam inTanzania |
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.
|
|
| 5 | 4 |
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.
|
|
| 6 | 1 |
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.
|
|
| 6 | 2 |
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.
|
|
| 6 | 3 |
Islam In East Africa
|
QUIZ
|
By the end of the
lesson, the learner
should be able to:
able to ; -Demonstrate ability in answering exam questions on History of Islam |
In groups, learners are guided to:
-Answering oral and written questions -Revising test items |
-Lesson notes
-pupils text book -Chalkboard |
Sheikh A. Saman IRE form Three: students book: Jurrey publishers pg.
|
|
| 6 | 4 |
Muslim Scholars
|
Uthman Dan Fodio
|
By the end of the
lesson, the learner
should be able to:
able to; - Give a brief biography of Uthman Dan Fodio |
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.
|
|
| 7 | 1 |
Muslim Scholars
|
Uthman Dan Fodio
|
By the end of the
lesson, the learner
should be able to:
able to; -- - Outline the works and contribution of Uthman Dan Fodio - Appreciate and aspire to emulate muslim scholars |
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.
|
|
| 7 | 2 |
Muslim Scholars
|
Imam Al Ghazali
|
By the end of the
lesson, the learner
should be able to:
able to; - Give a brief biography of Imam Al Ghazali |
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.
|
|
| 7 | 3 |
Muslim Scholars
|
Imam Al Ghazali
|
By the end of the
lesson, the learner
should be able to:
should; - Outline the works and contributions of Imam Al Ghazali to Islam |
In groups, learners are guided to:
-Discussion -Explanation - -note taking |
-Lesson notes
-pupils text book -Chalkboard |
Sheikh A. Saman IRE form Three: students book: Jurrey publishers pg.
|
|
| 7 | 4 |
Muslim Scholars
|
Imam Al Ghazali
|
By the end of the
lesson, the learner
should be able to:
able to; - Outline the works and contribution of Imam Al Ghazali to Islam - Appreciate and aspire to emulate muslim scholars |
In groups, learners are guided to:
-Discussion -Explanation -Asking and answering oral questions -note taking |
Lesson notes
|
Sheikh A. Saman IRE form Three: students book: Jurrey publishers pg.
- |
|
| 8 | 1 |
The Qur
|
Distinctive features of Qur
|
By the end of the
lesson, the learner
should be able to:
State the distinctive features of the Qur |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
KLB Islamic Religious Education
Book Pg 1 |
|
| 8 | 2 |
The Qur
|
The structure and divisions of the Qur
|
By the end of the
lesson, the learner
should be able to:
Discuss the structure and divisions of the Qur |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
KLB Islamic Religious Education
Book Pg 2-3 |
|
| 8 | 3 |
The Qur
|
Surahs
Juz |
By the end of the
lesson, the learner
should be able to:
Explain how to identify the surahs |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
KLB Islamic Religious Education
Book Pg 3-4 |
|
| 8 | 4 |
The Qur
|
Ruk
|
By the end of the
lesson, the learner
should be able to:
Explain the Ruk |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
KLB Islamic Religious Education
Book Pg 6 |
|
| 9 | 1 |
The Qur
|
The Makkan and Madinan Surahs
|
By the end of the
lesson, the learner
should be able to:
Discuss the themes of Makkan surahs |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
KLB Islamic Religious Education
Book Pg 6-7 |
|
| 9 | 2 |
The Qur
|
Madinan Surahs
Language and style of Qur |
By the end of the
lesson, the learner
should be able to:
Explain the themes of the madinan surahs Discuss the features of madinan surahs |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
KLB Islamic Religious Education
Book Pg 7-8 |
|
| 9 | 3 |
The Qur
|
Style of the Qur
|
By the end of the
lesson, the learner
should be able to:
Discuss the styles of the Qur |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
KLB Islamic Religious Education
Book Pg 10- |
|
| 9 | 4 |
The Qur
|
Non-Arabic words in the Qur
|
By the end of the
lesson, the learner
should be able to:
Discuss some of the non-Arabic words in the Qur |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
KLB Islamic Religious Education
Book Pg 12-13 |
|
| 10 | 1 |
The Qur
|
Translation of the Holy Qur
Qur |
By the end of the
lesson, the learner
should be able to:
Discuss the translation of the Holy Qur |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
KLB Islamic Religious Education
Book Pg 13-15 |
|
| 10 | 2 |
The Qur
|
Suratul hujurat
|
By the end of the
lesson, the learner
should be able to:
Discuss the teachings of Hujurat |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
KLB Islamic Religious Education
Book Pg 16- |
|
| 10 | 3 |
Hadith
|
Other collections of Hadith
|
By the end of the
lesson, the learner
should be able to:
Discuss other additions of Hadith |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
KLB Islamic Religious Education
Book Pg 19-21 |
|
| 10 | 4 |
Hadith
|
Themes in Imam An-Nawawi
Study of some selected Hadith |
By the end of the
lesson, the learner
should be able to:
Explain the themes in Imam An-Nawawi |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
KLB Islamic Religious Education
Book Pg 21-22 |
|
| 11 | 1 |
Hadith
|
Hadith on the care for the orphans
|
By the end of the
lesson, the learner
should be able to:
Discuss the hadith on the care for the orphans |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
KLB Islamic Religious Education
Book Pg 25 |
|
| 11 | 2 |
Hadith
|
Hadith on care for the disabled
|
By the end of the
lesson, the learner
should be able to:
Discuss the hadith on the care for the disabled |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
KLB Islamic Religious Education
Book Pg 26 |
|
| 11 | 3 |
Hadith
Pillars of Iman |
Care for plants and animals
Meaning of Qadar and Qadha |
By the end of the
lesson, the learner
should be able to:
Discuss how to care for plants and animals |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
KLB Islamic Religious Education
Book Pg 26-27 |
|
| 11 | 4 |
Pillars of Iman
|
Qadar
|
By the end of the
lesson, the learner
should be able to:
Define qadar |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
KLB Islamic Religious Education
Book Pg 29 |
|
| 12 | 1 |
Pillars of Iman
|
Qadha
|
By the end of the
lesson, the learner
should be able to:
Define Qadha |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
KLB Islamic Religious Education
Book Pg 29- |
|
| 12 | 2 |
Pillars of Iman
|
Islamic teachings on Qadar
Islamic teachings on Qadhar |
By the end of the
lesson, the learner
should be able to:
Discuss the Islamic teachings on Qadar |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
KLB Islamic Religious Education
Book Pg 30 |
|
| 12 | 3 |
Pillars of Iman
|
Significance of belief in Qadha
|
By the end of the
lesson, the learner
should be able to:
Discuss the significance of belief in Qadha |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
KLB Islamic Religious Education
Book Pg 31 |
|
| 12 | 4 |
Pillars of Iman
|
Significance of belief in Qadar
|
By the end of the
lesson, the learner
should be able to:
Discuss the significance of belief in Qada |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
KLB Islamic Religious Education
Book Pg 31 |
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