If this scheme pleases you, click here to download.
| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 |
Opening of the school |
|||||||
| 2 | 4 |
The Quran
|
Ulumul Quran-Wahyi
Modes of Wahyi |
By the end of the lesson, the learner should be able to:
able to: Define Wahyi Identify modes of communication available Discuss ways in which Allah communicated to human beings Discuss ways in which Allah communicated with his prophets Discuss the significance of communication between Allah and the prophets |
Defining
Explanation Discussion Identifying Defining Demonstration |
Class notes
Class text book Chalks Charts The Quran |
KLB IRE book 2 Pg. 1
|
|
| 3 | 1 |
The Quran
|
Revelation of the Quran
|
By the end of the lesson, the learner should be able to:
able to: Read Quran 4:163-165 Discuss the two stages in which the Quran was sent ;From lahhul mafudh to Baitul Izzah and From Baitul izza to the prophet |
Defining
Explanation Discussion Demonstration |
Class notes
Class text book Chalks Charts The Quran |
KLB IRE book 2 Pg.4-5
|
|
| 3 | 2 |
The Quran
|
Recording and compilation of the Quran
Compilation of the Quran |
By the end of the lesson, the learner should be able to:
able to: Discuss importance of keeping records in daily lives. Describe how the Quran verses were recorded i.e through recitation, memorization ,oral communication and written forms of communication Define compilation Discuss the role of prophet Jibril in compilation of the Quran Explain the reasons why there was no compiled volume of the Quran |
Defining
Explanation Discussion Defining Demonstration |
Class notes
Class text book Chalks Charts The Quran |
KLB IRE book 2 Pg. 5-6
|
|
| 3 | 3 |
The Quran
|
Ayat ul Kursiy
|
By the end of the lesson, the learner should be able to:
able to: Recite Q3 Explain the role Ayat ul Kursiy Identify Allahs names in the Ayat |
Defining
Explanation Discussion |
Class notes
Class text book Chalks Charts The Quran |
KLB IRE book 2 Pg. 8-10
|
|
| 3 | 4 |
The Quran
|
Reflections of the Ayat ul Kusiy
The last three ayats of Surat ul Baqra (Q.2:284-286) |
By the end of the lesson, the learner should be able to:
able to: Discuss the benefits of reciting Ayatul Kursiy Identify the times when Ayatul Kursiy should be recited according to the Hadith Explain the teachings of Ayat ul Kursiy Discuss the three Ayats of surat ul Baqara Explain the teachings of the verses Memorize and recite the last three verses of surah al Baqara |
Defining
Explanation Discussion Demonstration |
Class notes
Class text book Chalks Charts The Quran |
KLB 1RE book 2 Pg.10-11
|
|
| 4 | 1 |
Hadith
|
Ulumul Hadith
|
By the end of the lesson, the learner should be able to:
able to: Define Ulumul Discuss qualities of Muhadith |
Defining
Explanation Discussion |
Class notes
Class text book Chalks Charts The Quran |
KLB IRE book 2 Pg. 14
|
|
| 4 | 2 |
Hadith
|
Growth and development of Hadith literature
Factors that necessitated the collection and compilation of Hadith |
By the end of the lesson, the learner should be able to:
able to: Explain what growth of hadith means Identify methods used by the prophet to ensure that his hadith and sunnah was learnt Discuss the different stages through which the Hadith literature passed to eventually be put to different classes Discuss factors that necessitated the collection and compilation of Hadith Explain the significance of Hadith |
Defining
Explanation Discussion Demonstration |
Class notes
Class text book Chalks Charts The Quran |
KLB 1RE book 2 Pg.14-16
|
|
| 4 | 3 |
Hadith
|
Components of Hadith
|
By the end of the lesson, the learner should be able to:
able to: Define the term components Discuss the elements of Hadith Identify components of Hadith |
Defining
Explanation Discussion |
Class notes
Class text book Chalks Charts The Quran |
KLB IRE book 2 Pg. 17-18
|
|
| 4 | 4 |
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 -Explain the factors that influenced the spread of Islam in North Eastern and Central |
-Discussion
-Explanation -Asking and answering oral questions -note taking -Discussion -Asking and answering oral questions |
-Lesson notes
-pupils text book -Chalkboard -Lesson notes -Chalkboard |
IRE ppls bk F3 by A.Saman :JURREY PUBLISHERS pg. 77
|
|
| 5 | 1 |
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 |
-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
|
|
| 5 | 2 |
Islam In East Africa
|
- Western Kenya
- 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 - - Examine the contributions of Muslims in these regions |
-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
|
|
| 5 | 3 |
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 -Examine the role of Kabaka Mutesa in development of Islam in Uganda |
-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
|
|
| 5 | 4 |
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 |
-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
|
|
| 6 | 1 |
Islam In East Africa
|
Spread of Islam in the interior of Tanzania
Ujiji
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 Examine the contributions of Muslims in these region - |
-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 | 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; Identify the challenges faced by Muslims in these region |
-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 | 3 |
Islam In East Africa
|
- Spread of Islam in the interior of Tanzania
-Tabora
- 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 Examine the contributions of Muslims in these region |
-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 | 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; Identify the challenges faced by Muslims in these region |
-Discussion
-Asking and answering oral questions -Note taking |
-Lesson notes
-pupils text book -Chalkboard |
IRE ppls bk F3 by A.Saman :JURREY PUBLISHERS pg.
|
|
| 7 | 1 |
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 -Examine political contributions of muslims in East Africa |
-Discussion
-Asking and answering oral questions -Note taking |
-Lesson notes
-pupils text book -Chalkboard |
IRE ppls bk F3 by A.Saman :JURREY PUBLISHERS pg.
|
|
| 7 | 2 |
Islam In East Africa
|
Contributions of muslims in East Africa
-Social
|
By the end of the lesson, the learner should be able to:
able to; Examine social contributions of muslims in East Africa |
-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.
|
|
| 7 | 3 |
Islam In East Africa
|
Contributions of muslims in East Africa
-Economic
Challenges faced by Muslims in East Africa |
By the end of the lesson, the learner should be able to:
able to; Examine economic contributions of muslims in East Africa able to ; -Identify Challenges faced by Muslims in East Africa |
-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 | 4 |
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 |
-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.
|
|
| 8-9 |
Examination and closing |
|||||||
Your Name Comes Here