Lagos State Unified IRS Scheme of Work for Junior Secondary School (JSS Three). Islamic Studies Scheme of work JSS3 (AGE 14)
JSS 3 ISLAMIC STUDIES SCHEME OF WORK FIRST TERM
Week:1
SUBJECT: Islamic studies
TOPIC: Resumption test/ SūratuQuraysh and Fil
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
- recite the Arabic text (or transliteration) of SūratuQuraysh and Fil and translate the Sūrah to English Language;
- discuss Sūratul-Maūn;
- evaluate the lessons contained therein.
LEARNING ACTIVITIES:
• students, in pairs, read the Chapter in Arabic (or Transliteration)/translation concurrently.
• students, in a small group, discuss the subject matter of the surah.
• students, as a class, brainstorm on the lessons therein.
EMBEDDED CORE SKILLS:
• Communication and collaboration skill.
• Critical thinking and problem solving.
• Leadership and personal development
LEARNING RESOURCES:
Audio-Visual Resources:
• a chart of the Arabic text and English translation of Sūratu- Quraysh and Fil
• flashcards of the key vocabulary words
Web Resources:
• www.natais.edublogs.org
• www.u-smart.com.ng
Week: 2
SUBJECT: Islamic studies
TOPIC: The farewell Pilgrimage and the Death of the Prophet (S.A.W.).
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
• explain the term Hajjatul-Widā’and Khutbatul-Widā’;
• highlight the significance farewell sermon;
• relate the death of the Prophet (S.A.W.).
LEARNING ACTIVITIES:
• students, as a class, brainstorm on the terms; Hajjatul-Widā’and Khutbatul-Widā’
• Students, in small groups, mentions the main points\theme of the Farewell Sermon;
• Students, in pairs, discuss the death of the Prophet (S.A.W.) .
EMBEDDED CORE SKILLS:
• Communication and collaboration skill.
• Critical thinking and problem solving.
• Leadership and personal development
LEARNING RESOURCES:
Audio-Visual Resources:
• a chart showing the plain of Arafah
• a chart showing the Farewell sermon.
• a clip of pilgrimsat Arafat.
Web Resources:
• www.natais.edublogs.org;
• www.u-smart.com.ng
Week: 3
SUBJECT: Islamic studies
TOPIC: Az-Zakāh (The Annual Alms Giving)
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
• define Zakāh and mention the items on which Zakāh is payable;
• highlight the beneficiaries of Zakāt;
• evaluate the significance of Zakāt.
LEARNING ACTIVITIES:
• students, as a class, brainstorm on what Zakat is and mention the items on which it can be paid.
• students, in small groups, mention the categories of Muslims who are beneficiaries of Zakah with the aid of Quran 9 verse 60
• students, in small groups, mention the importance of Zakaat
EMBEDDED CORE SKILLS:
• Communication and collaboration skill.
• Critical thinking and problem solving.
• Leadership and personal development
LEARNING RESOURCES:
Audio-Visual Resources:
• *a chart showing the beneficiaries of Zakāt as mentioned inQur’ān 9:103
• a chart showing Hadīth 3 of An-Nawāwī’s collection; and its translation.
Web Resources:
• www.natais.edublogs.org;
• www.u-smart.com.ng
Week: 4
SUBJECT: Islamic studies
TOPIC: Belief in the Last Day and its Effects.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
• explain belief in the Last Day;
• discuss the effects of the belief in the Last Day;
• examine other names of the Last Day;
LEARNING ACTIVITIES:
• students, as a class, brainstorm on ‘the Last Day’ as a term from Islamic perspective.
• students, in small groups, discuss the effects of ‘Belief in the Last Day’.
• students, in pairs, mention the other names of The Last Day with reference to the Qur’an.
EMBEDDED CORE SKILLS:
• Communication and collaboration skill.
• Critical thinking and problem solving.
• Leadership and personal development
LEARNING RESOURCES:
Audio-Visual Resources:
• a chart containig the Six Articles of the Islamic Faith (in Arabic text and the English Translation)
• a chart of the five pillars of Islam.
Web Resources:
• www.natais.edublogs.org;
• www.u-smart.com.ng
Week: 5
SUBJECT: Islamic studies
TOPIC: Sūratul-Jinn (Q73) (Reading)
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
• recite and the Arabic text (or transliteration) of Sūratul-Jinn;
• study the meaning of the Sūrah in English;
• state the subject matter of the Sūrah.
LEARNING ACTIVITIES:
• students, as a class, recite Suratul-Jinn correctly with Tajweed.
• students, in small groups, read the translation of the Surah in turns.
• students, in pairs, brainstorm on the subject matter of the chapter.
EMBEDDED CORE SKILLS:
• Communication and collaboration skill.
• Critical thinking and problem solving.
• Leadership and personal development
LEARNING RESOURCES:
Audio-Visual Resources:
• flashcards of some vocabulary words from the chapter and their English translation;
• a chart showing Sūratul-Jinn
Web Resources:
• www.natais.edublogs.org;
• www.u-smart.com.ng
Week: 6
SUBJECT: Islamic studies
TOPIC: Sūratul-Jinn (Q73)
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
• sectionalize and state the subject matter of each section.
• summarize the message(s) in each section;
• evaluate the lessons contained therein.
LEARNING ACTIVITIES:
• Students, as a class, brainstorm on the subject matter of the Surah.
• students, in small groups, summarize the messages in each section.
• students, in pairs, mention the lessons in the Surah.
EMBEDDED CORE SKILLS:
• Communication and collaboration skill.
• Critical thinking and problem solving.
• Leadership and personal development
LEARNING RESOURCES:
Audio-Visual Resources:
• flashcards of some difficult words from the chapter and their English translation.
• a chart showing some of the lessons Sūratul Jinn
Web Resources:
• www.natais.edublogs.org;
• www.u-smart.com.ng
Week: 7
SUBJECT: Islamic studies
TOPIC: MID TERM TEST/OPEN DAY/MID TERM HOLIDAY.
Week: 8
SUBJECT: Islamic studies
TOPIC: Hadīth 15 & 16 of An-Nawāwi’s Collection
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
• translate Hadīth 15 & 16 of An-Nawāwi’s Collection to English Language.
• discuss the Hadīth to determine its subject matter.
• 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:
• Communication and collaboration skill.
• Critical thinking and problem solving.
• Leadership and personal development
LEARNING RESOURCES:
Audio-Visual Resources:
• flashcards of the key vocabulary words
• a chart of the text of the Hadīth and their meaning in English.
• a chart of the themes of Ahadīth.
Web Resources:
• www.natais.edublogs.org;
• www.u-smart.com.ng
Week: 9
SUBJECT: Islamic studies
TOPIC: Sujūdus-Sahwi
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
• define Sujūdus-Sahw and its types;
• examine the causes of Sujūdus-Sahwi;
• demonstrate how to perform the prostrations.
LEARNING ACTIVITIES:
• students, , in small groups, define the term; ‘Sujudus-Sahwi’.
• Students, in two groups, mention the mistakes that warrant the observation of the Prostrations.
• students, in small groups, demonstarte Sujūdus-Sahw.
EMBEDDED CORE SKILLS:
• Communication and collaboration skill.
• Critical thinking and problem solving.
• Leadership and personal development
LEARNING RESOURCES:
Audio-Visual Resources:
• *achart showing a congregational prayer in session.
• a mat or mats.
Web Resources:
• www.natais.edublogs.org;
• www.u-smart.com.ng
Week: 10
SUBJECT: Islamic studies
TOPIC: As-Sawm (Fasting in Islam)
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
• define ’Sawm and its types’;
• examine things that vitiate ‘Sawm’;
• relate categories of people exempted from ‘Sawm’ and how to make up for it.
LEARNING ACTIVITIES:
• Students, in pairs, define ‘Sawm’ and its types.
• Students, in small groups, discuss things that vitiate ‘Sawm’.
• Students, as a class, brainstorm on categories of people exempted from fasting and and how to make up for it.
EMBEDDED CORE SKILLS:
• Communication and collaboration skill.
• Critical thinking and problem solving.
• Leadership and personal development
LEARNING RESOURCES:
Audio-Visual Resources:
• a chart showing the pillars of Islam.
• a chart depicting acts of Fasting
• a chart containing Q2:183
Web Resources:
• www.natais.edublogs.org;
• www.u-smart.com.ng
Week: 11
SUBJECT: Islamic studies
TOPIC: Human Relation in Islam-Good Neighbourliness
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
• describe who a neighbour is;
• determine the acts of good neighbourliness.
LEARNING ACTIVITIES:
• Students, in small groups, define a neighbour .
• Students, as a class, give examples of a good neighbour.
EMBEDDED CORE SKILLS:
• Communication and collaboration skill.
• Critical thinking and problem solving.
• Leadership and personal development
LEARNING RESOURCES:
Audio-Visual Resources:
• a chart showing Q4:36, Q 107 : 47.
• a chart of an Hadīth related to the topic
Web Resources:
• www.natais.edublogs.org;
• www.u-smart.com.ng
Week: 12
SUBJECT: Islamic studies
TOPIC: Revision
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Week: 13
SUBJECT: Islamic studies
TOPIC: Examination
Lagos State Unified IRS Scheme of Work for Junior Secondary School (JSS Three). Islamic Studies Scheme of work JSS3 (AGE 14)
ISLAMIC STUDIES SCHEME OF WORK JSS3 SECOND TERM
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| Resumption test / suratual – mulk (q67) (reading) | By the end of the lesson student should be able SS: . recite and the Arabic text (or transliteration) of suratual . study the meaning of the surah in English . state the subject matter of the surah | Students as a class recite suratual mulk correctly with TarweedS . students in small groups read the translation of the surah in turns . students in pair brainstorm on the subject matter of the chapter | . communication and collaboration skills. . critical thinking and problem solving . leadership and personal development | Audio Visual Resources . flashcards of some vocabulary words from the chapter and their English translation . a chart showing suratual mulk Web Resources . www.natais.edublogs.org; . www.u-smart.com.ng | |
| Suratual – mulk (Q67) (explanation) | By the end of the lesson, students should be able to: .sectionalize and state the subject matter of each section . summarize the messages (s) in each section. . evaluate the lessons contained therein | . student as a class brainstorm on the subject matter of the surah . student in small group summarize the messages in each section . students in pairs mention the lessons in the surah | . communication and collaboration skills. . critical thinking and problem solving . leadership and personal development | Audio Visual Resources . flashcards of some difficult words from the chapter and their English translations . a chart showing some of the lesson suratual mulk Web Resources . www.natais.edublogs.org; . www.u-smart.com.ng | |
| Belief in Al Qada and Al Qadar | By the end of lesson student should be able to: . define Al Qada and Al Qadar . consider the relationship between them . highlight the needs to believe in them Al Qada and Al Qadar | . student as a class brainstorm on the meaning of Al Qada and Al Qadar . students in small groups discuss the needs to believe in Al Qadarand Qada | . communication and collaboration skills. . critical thinking and problem solving . leadership and personal development | Audio Visual Resources . a chart showing the six articles of faith Web Resources . www.natais.edublogs.org; . www.u-smart.com.ng | |
| Khulafaur Rashidun Abubakar and Umar (R.A) | By the end of the lesson, student should be able to: . explain the concept of Khulafaur Rashidun . consider the life history of Abubakar As – sidiq and Umar b. Khatab . examine their contributions achievement before and after becoming Khalifah | . students as a class brainstorm on the meaning of Khulafaur Rashidun . student in small groups discuss briefly the history of Abubakr and Umar (R.A) . students in small groups mention the contribution and achievement of abubakar and Umar (R.A) before and after their appointment as Khalifah | . communication and collaboration skills. . critical thinking and problem solving . leadership and personal development | Audio Visual Resources . a chart showing the names of the four rightly guided caliphs with the years of their reign . www.natais.edublogs.org; . www.u-smart.com.ng | |
| Shirk (Associating) partners with Allah SWT) | By the end of the lesson, student should be able to: . define Shirk and state its types . itemize the forms /manifestations of shirk . evaluate the consequences of shirk | . students as a class, brainstorm on the meaning of shirk and its types . students in small groups, mentions the forms of shirk and it manifestation. . student in pair discuss the consequences of shirk | . communication and collaboration skills. . critical thinking and problem solving . leadership and personal development | Audio Visual Resources . a chart showing types of shirk . a chart showing form / manifestations of shirk atheism, humanism, trinity, fortune telling /oracle consultation magic witchcraft, festivities and cult worship herb/ ancestor worship Web Resources . www.natais.edublogs.org; . www.u-smart.com.ng | |
| Khulafaur Rashidun Uthman and Ali (R.A) | By the end of the lesson, students should be able to: . explain the concepts of Khulafaur Rashidun . consider the life history of Uthman and Ali . examine their contribution/ achievement before and after becoming Khalifah | . students as a class, brainstorm on the meaning of Khulafaur Rashidun . students in small groups discuss briefly the history of Uthman and Ali (R.A) . student in small group mention the contribution and achievement of Abubakar and Umar (R.A) before and after their appointment as Khalifah | . communication and collaboration skills. . critical thinking and problem solving . leadership and personal development | Audio Visual Resources . a chart showing the names of the four rightly guided caliphs with the years of their reign Web Resources . www.natais.edublogs.org; . www.u-smart.com.ng | |
| MID TERM | TEST/OPEN DAY/MID | TERM HOLIDAY | |||
| Hajj (pilgrimage) to Makkah) | By the end of the lesson students should be able to: . define Hajj and state its condition . itemize the duties /rites of Hajj . appraise the kinds of Hajj | . students as a class, brainstorm on the meaning of Hajj and its conditions . students in small groups mention the duties if Hajj . students in pair consider the kinds of Hajj | . communication and collaboration skills. . critical thinking and problem solving . leadership and personal development | Audio Visual Resources . a chart showing the pictures of Ka’abah . a chart showing the plain of Arafat . a chart showing the pilgrims in Ihram Web Resources . www.natais.edublogs.org; . www.u-smart.com.ng | |
| Brief history of I Shitta Bay of Lagos ii. Shaykh ‘Uthmanibon Fodio iii. and Al Amin El – Kanemi | By the end of the lesson, student should be able to: . narrate brief history of Shaykh ‘Uthman binFodio, Shitta Bay of Lagos and Al – Amin El Kanemio of Borno . highlight their qualities and lessons from their history | . student as a class discuss briefly the history of Shaykh Uthman binFodio Al Amin El Kanemi and Shitta Bay . student in small group highlight their qualities and lessons from their history | . communication and collaboration skills. . critical thinking and problem solving . leadership and personal development | Audio Visual Resources . the pictures of Shitta Bay Mosque in Lagos . the pictures of Al Amin El Kanemi of Borno Web Resources . www.natais.edublogs.org; . www.u-smart.com.ng | |
| Hadith 18 to 21 of an Nawawi collection | By the end of the lesson, student should be able to: .translate Hadith 18 to 21 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 . student in small group brainstorm on the lesson therein | . communication and collaboration skills. . 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.edublogs.org; . www.u-smart.com.ng | |
| Suratual Duha and Inshirah | By the end of the lesson students should be able to: , recite Arabic text (or transliteration) suratual – Duha and Inshirah and translate the surah to English language . discuss suratual Maun . evaluate the lessons containeSd therein | . student in pair read the chapter in Arabic (or transliteration)/ translation concurrently . students in small group discuss the subject matter of the surah . student as a class brainstorm on the lessons therein | . communication and collaboration skills. . critical thinking and problem solving . leadership and personal development | Audio Visual Resources . a chart of the Arabic text and English translation of suratual Duha and Inshirah . flashcards of the key vocabulary words Web Resources . www.natais.edublogs.org; . www.u-smart.com.ng | |
| Revision | |||||
| Examination |
Lagos State Unified IRS Scheme of Work for Junior Secondary School (JSS Three). Islamic Studies Scheme of work JSS3 (AGE 14)
ISLAMIC STUDIES SCHEME OF WORK JSS3 THIRD TERM
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| . consequences of not being truthful . attribute of fair play | And activities 3. compare and contrast the reward of truthfulness and not being truthful in business and daily lives. Analyze the attributes of fair play | And its reward in business and one lives. . class presentation on reward of truthful and fair play by some group of student | . Creativity and Innovation . Citizenship | https://youtu.be/FV4Kd2KXWkc https://youtu:be/Qhomjw2P-V0 | |
| 5. | ENTREPRENEURSHIP . Meaning of Entrepreneurship . Meaning of entrepreneur . self employment . Successful Entrepreneur | By the end of the lesson student should be able to: . explain the concept of entrepreneur . analyze the need to be self employed . enumerate the successful entrepreneur in their locality Nigeria and Internationally . justify the importance of entrepreneurship in the society | . students in pairs discuss the meaning of entrepreneur and share with class . student in small group appraise the need to be self employed using known individual / business as examples | . critical thinking and problem solving . collaboration and communication | AUDIO VISUAL Charts and flash card VIDEO CLIPS https://youtu.be/ka7cWWyt |
| 6. | BUSINESS ORGANISATION . Forms . Advantages Disadvantage | By the end of the lesson student should be able to: Explain each of the forms of Business OrganizationAnalyze the features of each of forms Evaluate the advantages and disadvantages of each of the forms of business organization | Whole class brainstorm on the various forms of business organization in Nigeria and other countries and share with the class . student in small group use the link below to distinguish the various forms discuss the advantages and disadvantages of each forms. Of business organization. | .Collaboration and communication skill .Critical thinking and problem solving .Digital literacy | Audio Visual Picture /image of different forms of business organization Web Link |
| 7. | MID | TERM | BREAK | ||
| 8. | CONSUMER MARKET AND SOCIETY . meaning of ethics . meaning of chemical substances . Ethics of sourcing chemicals | By the end of the lesson, student should be able to: Define consumerExplain the meaning of society and market in businessJustify the need for consumer education Enumerate the consequences of lack of consumer education | . student as a class, discuss the meaning of consumer, market and society relating to business view . student in groups defend the need for consumer education student in pair evaluate the consequences of lack of Consumer education and relate it to how it can affect the Business | Collaboration/communication Critical thinking and problem Leadership and personal development Creativity and imgination | Audio Visual Posters, charts, fliers showing market scene, newspaper on consumer and society Web Link |
| ETHICS OF SOURCING CHEMICALS Meaning of ethics Meaning of chemical substances Ethics of sourcing chemicals | By the end of the lesson, student should be able to: Explain the meaning of ethics and chemicalsEnumerate ways by which chemicals can be handled distributed and disposed Identify consequences of improper handling distribution and disposing of chemicals on the environment society | . student as a class embark on trip to a company / chemical shop in their vicinity to learn on the Ethics of sourcing chemicals . student as a class discuss and present their observation from the visit in the class . student in groups identify and discuss the effect of mishandling of chemicals | Critical thinking and problem solving Collaboration and communication | Audio Visual Pictures / images of different chemical substances used at home and company Web Link | |
| NEED FOR MONITORING AND CONTROLLING OF CHEMICALS | By the end of the lesson, student should be able to: Explain the meaning of monitoring and controlling Distinguish between chemical suitable and not suitable for use Justify the need for monitoring and controlling chemicals | . student as a class deliberate the meaning of monitoring and controlling . student in small pairs categorize chemicals into suitable and not suitable chemical with examples . student in groups evaluate the need for chemicals monitoring and controlling . for further understanding of the topic, student can visit the provided site below | Collaboration and communication skill Critical thinking and solving Leadership and personal development Digital literacy | Audio Visual Posters chart fliers showing chemicals sample of chemical (harmful and harmless) | |
| INTRODUCTION TO BOOK KEEPING Meaning of book keeping Importance Essential qualities of a book keeper Common book – keeping practices | By the end of the lesson, student should able to: Analyze the meaning of book – keeping Justify the importance of book –keeping in business transaction Enumerate the essential qualities of a book keeperMention common book keeping practices | . student as a class discuss the meaning and definition of book keeping and its importance. . student in small group dissect the essential qualities expected of a book keeper . student demonstrate how they help their parents to take records of sales and purchase in their business and stock at home | . collaboration and communication Critical thinking and problem solving Leadership and personal development Citizenship | Audio Visual Records of invoice receipt etc Web Link | |
| Revision | |||||
| Examination |
