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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 3 |
Akhlaq
|
Positive aspects of morality in Islam
|
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 |
Crescent IRE
Book Three Pg 45 |
|
| 1 | 4 |
Akhlaq
|
Appreciation and gratitude
Forgiveness |
By the end of the
lesson, the learner
should be able to:
Explain the teachings of Islam on appreciation and gratitude |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
Crescent IRE
Book Three Pg 45-46 |
|
| 2 | 1 |
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 | 2 |
Akhlaq
|
Zakat
Saum Haij |
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 | 3 |
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 |
|
| 2 | 4 |
Akhlaq
|
Abortion
Slander |
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 | 1 |
Akhlaq
|
Israf
Islamic manners Manners of eating and drinking |
By the end of the
lesson, the learner
should be able to:
Discuss the reasons for prohibition of Israf |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
Crescent IRE
Book Three Pg 54-55 |
|
| 3 | 2 |
Akhlaq
|
Islamic manners on sleeping
Islamic manners on dress |
By the end of the
lesson, the learner
should be able to:
Discuss the Islamic manners on sleeping |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
Crescent IRE
Book Three Pg 56-57 |
|
| 3 | 3 |
Akhlaq
Muamalat |
Islamic manners on dress
Mirath |
By the end of the
lesson, the learner
should be able to:
Discuss the dress for a Muslim man |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
Crescent IRE
Book Three Pg 57-58 |
|
| 3 | 4 |
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 |
|
| 4 | 1 |
Muamalat
|
Conditions for mirath
Administration of the estate of a deceased Muslim |
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 |
|
| 4 | 2 |
Muamalat
|
Wasiya
Conditions for Wasiya Significance of Wasiya |
By the end of the
lesson, the learner
should be able to:
Discuss Wasiya |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
Crescent IRE
Book Three Pg 62 |
|
| 4 | 3 |
Muamalat
|
Heirs and their shares
Distribution of heirs |
By the end of the
lesson, the learner
should be able to:
Discuss heirs and shares |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
Crescent IRE
Book Three Pg 64 |
|
| 4 | 4 |
Muamalat
Tijara (Trade and Commerce) |
Case study
Wealth and properties |
By the end of the
lesson, the learner
should be able to:
Answer questions on a given case study |
In groups, learners are guided to:
Definition Explaining Demonstration Discussions |
Newspaper
Letters Books Internet |
Crescent IRE
Book Three Pg 66-67 |
|
| 5 | 1 |
Tijara (Trade and Commerce)
|
Sources of earnings
Honesty in trade Record keeping |
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 |
|
| 5 | 2 |
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 |
|
| 5 | 3 |
Tijara (Trade and Commerce)
|
Hoarding
Buying and selling |
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 |
|
| 5 | 4 |
History Of Islam
Islam In East Africa |
Selected Ummayyad rulers
- Mu
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 pg76
|
|
| 6 | 1 |
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
|
|
| 6 | 2 |
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
|
|
| 6-7 |
Exams |
|||||||
| 8 | 1 |
Islam In East Africa
|
Islam in Uganda---The role of Kabaka Mutesa I
-The influence of Christianity in Uganda Spread of Islam in the interior of Tanzania Ujiji |
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 -Chalkboard |
IRE ppls bk F3 by A.Saman :JURREY PUBLISHERS pg.81
|
|
| 8 | 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; 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.
|
|
| 8 | 3 |
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.
|
|
| 8 | 4 |
Islam In East Africa
|
Spread of Islam in the interior of Tanzania
-Role of Akidas and Jumbes
Contributions of muslims in East Africa -Political |
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.
|
|
| 9 | 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.
|
|
| 9 | 2 |
Islam In East Africa
Muslim Scholars |
Challenges faced by Muslims in East Africa
QUIZ Uthman Dan Fodio |
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.
|
|
| 9 | 3 |
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 |
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.
|
|
| 9 | 4 |
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. -Chalkboard Lesson notes |
Sheikh A. Saman IRE form Three: students book: Jurrey publishers pg.
|
|
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