Lagos State Unified IRS Scheme of Work for Junior Secondary School (JSS TWO). Islamic Studies Scheme of work JSS2 (AGE 13 )..
JSS 2 FIRST TERM ISLAMIC STUDIES SCHEME
Week: 1
SUBJECT: Islamic studies
TOPIC: Revelation of the Qurโan
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
โข describe the meaning of Qurโan and revelation;
โข determine the modes of revelation of Qurโan and discover the mode through which Qurโan was revealed;
โข examine the benefits of revealing the Qurโan in piece meal.
LEARNING ACTIVITIES:
โข Students, in small groups, describe the meaning of revelation and Qurโan
โข Students, as a class, examine Q42: 51to discover the mode choosing for the revelation of the Qurโan.
โข Students, in pairs, itemize the benefits of revealing the Qurโan in piece meal.
EMBEDDED CORE SKILLS:
โข Communication and collaboration skill.
โข Critical thinking and problem solving.
โข Leadership and personal development
LEARNING RESOURCES:
Audio-Visual Resources:
โข A chart of Mountain Nur and the cave of Hirah.
โข a chart of the Arabic text and English translation of Qurโan 42verse 51.
โข Flashcards of the key vocabulary words
Web Resources:
โข www.natais.edublogs.org;
โข www.u-smart.com.ng
Week: 2
SUBJECT: Islamic studies
TOPIC: Content of the Qurโan
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
โข mention the numbers Suwar in the Holy Qurโan;
โข classify the Suwar (Chapters) into groups i.e. Makah and Madinah;
โข determine the features of Makkan and Madinan Suwar.
LEARNING ACTIVITIES:
โข Students, in pairs, mention the numbers of Suwar in the Holy Book
โข Students, in small groups, classify the Suwar (Chapters) in Al- Qurโan.
โข Students, as aclass, brainstorm on the features of Makkan and Madinan.
EMBEDDED CORE SKILLS:
- Communication and collaboration skill.
- Critical thinking and problem solving.
- Leadership and personal development
LEARNING RESOURCES:
Audio-Visual Resources
- a chart showing features of Makkan and Madinan Suwar in tabular form.
Web Resources:
Week: 3
SUBJECT: Islamic studies
TOPIC: Preservation of the Qurโฤn (During the life time of the Prophet)
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
โข explain the term preservation of the Qurโan
โข relate the needs for the preservation of the Qurโan
โข * examine the methods of its preservation.
LEARNING ACTIVITIES:
โข Students, in pairs, define the term preservation of te Qurโan
โข Students, in small groups, discuss the needs for the preservation of the Qurโan.
โข Students, as a class, brainstorm on the methods of its preservation.
EMBEDDED CORE SKILLS:
โข Communication and collaboration skill.
โข Critical thinking and problem solving.
โข Leadership and personal development
LEARNING RESOURCES:
Audio-Visual Resources
โข Flashcards of the key vocabulary words eg the four methods in the preservation of Al- Qurโan
Web Resources:
โข www.natais.edublogs.org;
โข www.u-smart.com.ng
Week: 4
SUBJECT: Islamic studies
TOPIC: Attributes of Allah (Number 31- 50)
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
โข recite the attributes of Allah from 1 -30;
โข translate the attributes of Allah in English from 31-50;
โข determine the significance of each of the attributes.
LEARNING ACTIVITIES:
โข Students, as a class, engage in quiz competition on the attributes of Allah from 1-30
โข Students, as a class, recites the names of Allah 31-50 concurrently in Arabic and itโs English.
โข Students, in pairs, mention the significance of the attributes
EMBEDDED CORE SKILLS:
โข Communication and collaboration skill.
โข Critical thinking and problem solving.
โข Leadership and personal development
LEARNING RESOURCES:
1. Audio-Visual Resources
โข A chat of the Attributes and their meaning in English.
Web Resources:
โข www.natais.edublogs.org;
โข www.u-smart.com.ng
Week: 5
SUBJECT: Islamic studies
TOPIC: Belief in Allah (SWT)
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
โข explain what belief in Allah (SWT) is.
โข highlight the implications of belief in Allah (SWT).
LEARNING ACTIVITIES:
- Students, in small group, explain what belief in Allah is.
- Students, as a class, highlight the implications of belief in Allah (SWT).
EMBEDDED CORE SKILLS:
โข Communication and collaboration skill.
โข Critical thinking and problem solving.
โข Leadership and personal development
LEARNING RESOURCES:
Audio-Visual Resources
โข A chart of Kalimatush-Shahฤdah and meaning in English.
โข A chart of the Six Articles of the Islamic Faith (Arabic text /English Translation)
โข A chart of the five pillars of Islam.
Web Resources:
โข www.natais.edublogs.org;
โข www.u-smart.com.ng
Week: 6
SUBJECT: Islamic studies
TOPIC: Hadฤซth 2 of An-Nawฤwiโs Collections
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
- translate Hadฤซth 2 of An- Nawฤwฤซโs Collections to English Language;
- discuss the Hadฤซth to determine its subject matter;
- *evaluate the lessons contained therein.
โข discuss the Hadฤซth to determine its subject matter;
โข *evaluate the lessons contained therein.
LEARNING ACTIVITIES:
โข Students, in small group, read the Hadith
โข Students, as a class, discuss the Hadith
โข students, in small groups, brainstorm on the lessons therein.
- Students, in small groups, brainstorm on the lessons therein.
EMBEDDED CORE SKILLS:
โข Communication and collaboration skill.
โข Critical thinking and problem solving.
โข Leadership and personal development
โข Communication and collaboration skill.
โข Critical thinking and problem solving.
โข Leadership and personal development
LEARNING RESOURCES:
Audio-Visual Resources
* A chart of the Hadฤซth and its meaning in English.
* Flashcards of the vocabulary words
Web Resources:
Week: 7
SUBJECT: Islamic studies
TOPIC: Mid Term Tests/Open Day/Mid Term Holiday.
Week: 8
SUBJECT: Islamic studies .
TOPIC: Belief in Angels of Allah
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
โข explain what belief in angels is.
โข compare and contrast the nature of Angels to the nature of man.
โข relate the roles of the angelโs as the specific functions of some of the Angels.
LEARNING ACTIVITIES:
โข Students, in pairs, explain what belief in angels is.
โข Students, in small groups, compare and contrast the nature of Angels to the nature of man.
โข students, as a class, brainstorm on the roles of the angels as the specific functions of some of the Angels
EMBEDDED CORE SKILLS:
โข Communication and collaboration skill.
โข Critical thinking and problem solving.
โข Leadership and personal development
LEARNING RESOURCES:
Audio-Visual Resources
โข A chart of Articles of the Islamic faith
โข Flashcards of the key vocabulary words
Web Resources:
โข www.natais.edublogs.org;
โข www.u-smart.com.ng
Week: 9
SUBJECT: Islamic studies
TOPIC: Hijrah
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
โข narrate how the Prophet (SAW) and early Muslims were persecuted by the Makkans
โข interpreted the circumstances that led to the Hijrah.
โข evaluate the significance of Hijrah.
LEARNING ACTIVITIES:
โข Students, in small groups, recount how the Prophet SAW and the early Muslims were persecuted.
โข Students, impairs, interpreted the circumstances that led to the Hijrah.
โข Students, as a class, brainstorm on the significance of Hijrah.
EMBEDDED CORE SKILLS:
โข Communication and collaboration skill.
โข Critical thinking and problem solving.
โข Leadership and personal development
LEARNING RESOURCES:
Audio-Visual Resources
- charts of Makkah and Madinah city
- a chart of a person being turtored
- a picture of Mountain Nur and cave Hira
Web Resources:
Week: 10
SUBJECT: Islamic studies
TOPIC: Hadฤซth 7th and 9th of An-Nawฤwiโs Collection.
LEARNING OBJECTIVES:
โข By the end of the lesson, students should be able to:
โข translate Hadฤซth 7th and 9th of An- Nawฤwฤซโs Collections to English Language;
โข discuss the Hadฤซth to determine its subject matter;
โข evaluate the lessons contained therein.
LEARNING ACTIVITIES:
- students, in small group, read the Hadith
- students, as a class, discuss the Hadith
- Students, in small groups, brainstorm on the lessons therein.
EMBEDDED CORE SKILLS:
โข Communication and collaboration skill.
โข Critical thinking and problem solving.
โข Leadership and personal development
LEARNING RESOURCES:
Audio-Visual Resources
โข A chart of the text of the Hadฤซth and its meaning in English.
โข A chart containing the theme of Hadฤซth 7th and 9th of An-Nawฤwiโs collections.
โข Flashcards of the key vocabulary words.
Web Resources:
โข www.natais.edublogs.org;
โข www.u-smart.com.ng
Week: 11
SUBJECT: Islamic studies
TOPIC: Revision
Week: 12/13
SUBJECT: Islamic studies
TOPIC: Examination
Lagos State Unified IRS Scheme of Work for Junior Secondary School (JSS TWO). Islamic Studies Scheme of work JSS2 (AGE 13 )..
SECOND TERM ISLAMIC STUDIES SCHEME OF WORK JSS2
| WKS | TOPICS | LEARNING OBJECTIVITIES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| Resumption test/suratul- Kafirun (Q ch. 109) | By the end of the lesson, students should be able to: . recute the Arabic text (or transliteration) of surah of English language. . discuss Suratul-Kafirun . evaluate the lessons contained therein | . students in pairs read the chapter in Arabic (orTransliteration)/translation on concurrently. . students, in a small group, discuss the subject matter of the surah. . student as a class brainstorm on the lesson therein. | .communication and collaboration skill. . critical thinking and problem solving . leadership and personal development | Audio-visual Resources . a chart showing the Arabic text and English translation of the suratul-kafirun . flashcard of the vocabulary words Web Resources . WWW natais. Edublogs. Org’ . WWW. U-smartcom.ng | |
| The prophet (SAW) in Madinah . | By the end of the lesson, students should be able to: . describe the hospital treatment give the prophet (S.A.W) when arrived in Madinah ; . discuss the formation of the ummah (community) in Madinah . assess the leadership qualities of the prophet (S.A.W) | . Students, in small groups, discuss the hospitable treatment experienced by the prophet (S.A.W) when he arrived Madinah . . Students, in small groups, explain the meaning of Ummah and its formation at Madinah. . student in pairs, assess the leadership qualities of the prophet (SAW) | .communication and collaboration skill. . critical thinking and problem solving . leadership and personal development | Audio- visual Resources . a chart of prophetโs mosque in Madinah . flashcards of the key vocabulary words like Hijrah, Muhajirun, Ansar, Masjid, Ummahand so on Wed Resources : . WWW natais edublogs. Org ; . WWW u- smart com.ng | |
| Saltaus โ jama ah (congregational payer) | By the end of the lesson, students should be able to: . describe Salatu โ Jamaโ ah and how it is formed, . demonstrate manners of joining a salatul-Jamaโah . examine the significance of observing salatu in Jamaโah | . student in small groups, discuss Salatu-jamkaโah and how it formed . student as a class, demonstrate how to join an ongoing salatul โ Jamaโah . . student in pairs, brainstorms on the significance of observing Salatu in Jama ahโ | .communication and collaboration skill. . critical thinking and problem solving . leadership and personal development | Audio- visual Resources . a chart of group of worshipers/clip[ videos of how to join congregational payer . flashcards of the vocabulary words Web resources . WWW natais edublogs org; .WWW โu- smart . com.ng | |
| Belief in the prophetโs of Allah and its significance | By the end of the lesson, students should be able to: . describe who a prophet is (Qualities and roles) . determine the prophets mentioned in the Qurโ an . assess the Uhulul โAzm ( the Greatest five ) among them. | . student in small group describe who a prophet is (Qualities and roles) . student as a class determine the prophet mentioned in the Qurโ an. . student, in pairs, assess the Uhulul-Azm ( the Greatest five ) among them . | .communication and collaboration skill. . critical thinking and problem solving . leadership and personal development | Audio- visual Resources . a chart of the names of the prophets mentioned in the Qurโan and their English coloration . a chart of Names of Ulul-Azm among the prophets . flashcard of the vocabulary words Web Resource : . WWW natais . edublogs. Org ; . WWW u- smart . com.ng | |
| The Battles between the prophets ( SAW) and the prayers of Makkaha and the lesson learnt from them | By the end of the lesson, students should be able to: . describe the circumstances that led to the battles. . jugde the outcomes of each battle. . relate the significance / lessons of the battles. | . Student in small group brainstorms on circumstances that led to the battles. . student as a class juged the outcomes of each battle. . student in pairs, relate the significance / lesson of the battles. | .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 date of battle of Badr, Uhud and Kandaq . charts/ clip of the battles of Badr, Uhud and Khandq. Web Resource . WWW natais edublogs org; . WWW u- smart com.ng | |
| Time of obligatory salawah | By the end of lesson, students should be able to : . state the means by which the times of Salawah are determined . analyze the prescribed time for each of Salawah . highlight the vale of punctuality | . student in small group state and discuss the means through which the times of salawah are basically determined ( i.e sun and weather) . students as a class analysis the prescribed time for each of the salawah . students in small group highlight the significance of punctuality in the daily salawah and in daily lives with reference to Qurโan 4 verse 103 | .communication and collaboration skill. . critical thinking and problem solving . leadership and personal development | Audio- visual Resources . flashcards of the following periods โ dawns sunrise . morning; noon, afternoon mid โ afternoon, sunset evening, night, mid night . a chart of the times for each of five obligatory prayers Web resources . www.natais.edublog.org; . www.u-smart.com.ng | |
| MID TERM TEST/OPEN DAY/MID TERM HOLIDAY | |||||
| The conquest of Makkah | By the end of the lesson, student should be able to: . state the circumstances that led to the treaty of AL-HUDAYBIYYAH . judge the term of the treaty . justify the conquest of Makkah | . students as a class discuss the circumstances that led to the treaty of AL-HUDAYBIYYAH . students in small groups, examine judge the terms of the treaty . students as a class brainstorm on the conquest of Makkah as offshoot of the violation of the treaty | .communication and collaboration skill. . critical thinking and problem solving . leadership and personal development | Audio- visual Resources . a chart of the terms of the treaty of AL-HUDAYBIYYAH . a chat of the Kaโbah. Web resources . www.natais.edublog.org; . www.u-smart.com.ng | |
| At Taharah II (Purification in Islam II) | By the end of the lesson. Student should be able to: . define the word At โ Taharah . classify At โ Taharah into kinds . relate the various methods through which cleanliness of the body could be attained | . student in pairs describe the term At Taharah . student in small group determine the kind of cleanliness in Islam i.e mind body cloth and place . student as a class identify the various methods through which cleanliness of the body could be attained i.e Istinjau, Istijmar Al wudu, At โ Tayammum, Al Ghusl As โ Siwak etc | .communication and collaboration skill. . critical thinking and problem solving . leadership and personal development | Audio- visual Resources . a chart of the list of kinds of At โ Taharah . flashcard of these words Istinjau, Istijmar, At wudu, At Tayammum, Aghust, As โ siwak Web resources . www.natais.edublog.org; . www.u-smart.com.ng | |
| Attributes of Allah from 51 to 70 | By the end of lesson, student should be able to: . recall the attributes of Allah from 1 to 50 . translate the attributes of Allah in English from 51 to 70 . determine the significance of each of the attributes | . student as a class engage in quiz competition on the attributes of Allah from 1 to 50 . students as a class recites the names of Allah from 51 to 70 concurrently in Arabic and its English . students in pair mention the significance of the attributes | .communication and collaboration skill. . critical thinking and problem solving . leadership and personal development | Audio- visual Resources . a chart of the attributes and their meaning in English . www.natais.edublog.org; . www.u-smart.com.ng | |
| Significance of environmental sanitation in Islam | By the end of the lesson, student should be able to: . describe the term environmental sanitation . justify the importance Islam attached to environmental sanitation . relate an Hadith against anti โ social habits with regards to sanitation | . students in pair brainstorm on the term โenvironmental sanitation . students as a class outline the importance Islam attached to environmental sanitation . students in small groups, examine an Hadith against anti โ social habits | .communication and collaboration skill. . critical thinking and problem solving . leadership and personal development | Audio- visual Resources . a chart of sanitation exercise . flashcards of the key vocabulary word . a chart of the Hadith and its English translation Web resources . www.natais.edublog.org; . www.u-smart.com.ng | |
| Revisions | |||||
| Revision and Examination |
Lagos State Unified IRS Scheme of Work for Junior Secondary School (JSS TWO). Islamic Studies Scheme of work JSS2 (AGE 13 )..
THIRD TERM ISLAMIC STUDIES SCHEME OF WORK JSS2
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED C ORE SKILLS | LEARNING RESOURCES |
| Suratual โ kawthar (q.108) | By the end of the lesson. Student should be able to: . recite the Arabic text (or transliteration) of Suratul โ Kawthar . evaluate the lessons therein | . students in pairs read the chapter in Arabic (or transliteration ) translation concurrently . students in small group discuss the subject matter of the surah . 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 . a chart of the Arabic text and English translation of suratual Kawthar (Q. 108) . flashcards of the key vocabulary words Web Resources . www.natais.edublog.org; . www.u-smart.com.ng | |
| Belief in the Qurโan and other revealed books | By the end of the lesson, students should be able to: . define the Qurโan . justify the status of the Qurโan among other evealed books . examine the implications of the belief in the Holy Books | . students in small group define the Qurโan . student as a class justify the status of the Qurโan among other revealed books . students in pair examine the implication and significance of the belief in the Qurโan and other revealed books | .communication and collaboration skill. . critical thinking and problem solving . leadership and personal development | Audio- visual Resources . flashcards of the key vocabulary words . a chart of the names of the revealed books mentioned in the Qurโan . a chart bearing Qurโan 3 verses 3 to 4 Qurโan 2 verse 285 with their English translations Web Resources . www.natais.edublog.org; . www.u-smart.com.ng | |
| Hadith 10 to11 an nawal collectios | By the end of the lesson student should be able to . translate Hadith 10th and 11th of an nawawi collections of 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 group brainstorm on the lesson therein | .communication and collaboration skill. . critical thinking and problem solving . leadership and personal development | Audio- visual Resources . a chart of the text of the Hadith and their meaning in English . a chart of the themes of ahadith . flashcards of the key vocabulary words Web Resources . www.natais.edublog.org; . www.u-smart.com.ng | |
| Suratul maun (Q. ch. 107) | By the end of the lesson student should be able to: . recite the Arabic text (or transliteration) of suratual maun and translate the surah to English language .discuss the Hadith to determine its subject matter . evaluate the lessons contained therein | . student in pairs read the chapter in Arabic (or Transliteration) / translation concurrently . students in small groups brainstorm on 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 and English transliteration of Maun (q .ch 107 . flashcards of the key vocabulary words Web Resources . www.natais.edublog.org; . www.u-smart.com.ng | |
| Hadith 12th and 13th of an nawawi collection | By the end of lesson student should be able to: . translate Hadith 12th and 13th of an nawawi collection to English Language . discuss the Hadith to determine its subject matter . evaluate the lessons contained therein | . student in small group read the hadith . student as a class discuss the Hadith . students in small groups 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 of the text of the Hadith and their meaning in English . a chart of the themes of Ahadith Web Resources . www.natais.edublog.org; . www.u-smart.com.ng | |
| Kinds of salat | By the end the lesson students should be able to: . explain the term categories of salat . analyse the categories of salat . examine the special / occasional category of salat | . students in pair explain the term categories of salat . student in small group identify the categories of salat . student in small group examine the special / occasional category of salat | .communication and collaboration skill. . critical thinking and problem solving . leadership and personal development | Audio- visual Resources . flashcards of the key vocabulary words . a chart of the three categories of salah Web Resources . www.natais.edublog.org; . www.u-smart.com.ng | |
| Suratun nabai | By the end of the lesson student should be able to: . recite the Arabic text ( or transliteration) of suratun nabai and translate the surah to English language . discuss suratun nabai . evaluate the lessons contained therein | . student in pair read the chapter in Arabic ( or transliteration) translation concurrently . student in small group discuss the subject matter of the surah . 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 of the Arabic text and English translation or suratun nabai (quran 78) Web Resources . www.natais.edublog.org; . www.u-smart.com.ng | |
| Child right in Islam | By the end of the lesson student should be able to: . explain what the child right means . itemize some of the basic right of a child in Islam . asses the dangers in denying Muslim children their Islamic rights | . students in pair explain what the childs right means; . student as a class itemize some of the basic rights of a muslim child . students in small groups mention the dangers Muslim children their Islamic right | .communication and collaboration skill. . critical thinking and problem solving . leadership and personal development | Audio- visual Resources . a chart bearing Qurโan 17 verse 31 and its English translation Web Resources . www.natais.edublog.org; . www.u-smart.com.ng | |
| 11 | Revision | ||||
| 12 | Revision and Examination |
