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OPTIMIZING �THE LEARNING OUTCOME �IN QUR’AN CLASS

Session 2: Planning

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ROAD MAP FOR ARTICULATING K-12 �QUR’AN CURRICULM

Identifying Key Areas

of the Qur’an curriculum

Designating the Desired LO in Each Area�And Set Content Standards

Sequencing Grade Level Objectives as

Aligning Standards/ Benchmarks for Each Grade Level

Setting Annual Plan

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SESSION OBJECTIVES

  • What is A Skill-Based Annual Plan
  • How To Design Lesson Plans
  • What is Differentiated Instruction� How to implement it in the Qur’an class

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PLANNING

  • Bench Marks and Learning Outcomes √
  • Annual Plan
  • Unit Plan
  • Lesson Plan
  • Teaching Methods
  • Learning Activities
  • Assessment

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CURRICULUM MAPPING

  • Identifying Desired Outcome
  • Design the Curriculum with the End in Mind: “Backward designing”

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NURANIYA INTEGRATION

Letter�Identification

-Harakaat�-Tanween

Madd

Sukoun

-Shadda �-Special Skills

Nurania Lessons 1-6

Lessons 7-9

Lessons 12-17

L 10-11

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MEASURABLE LEARNING OUTCOME LO

A “Learning Outcome” should start with an Action Verb that suggests a particular measurement method. �

  • An outcome starting with the verb "list" could be measured by a question in which the students produce a list of desired knowledge or skills they have learned. (e.g. List letters of Tafkheem حروف الاستعلاء or letters of Idgham حروف الادغام)

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  • An outcome starting with the verb "demonstrate" suggests that students would have to perform a demonstration of a skill they have learned (e.g. Recite observing Rules of Noonمراعاة أحكام النون))

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Essential Questions

Bottom skills in Bloom's Taxonomy require students to:

. Remember (repeat, recall, list, define … )

. Understand (describe, identify, select, explain,

classify …)

. Apply - Use information in new situation (implement,

solve, interpret, sketch…)

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Essential Questions

Top skills in Bloom's Taxonomy require students to:�

. Evaluate - Make a choice between options based on

criteria (select, defend, argue, support…)

. Analyze - Develop a conclusion through questioning

(differentiate, relate, compare, contrast, distinguish)

. Create – Produce original work ( design, develop,

construct, formulate, author)

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SETTING CLEAR SPECIFIC BENCHMARKS IN EACH AREA

  • Reading/Tilawa:

. Integrating the Nuraniyah in Qur’an curriculum provides

a skill-based skeleton & allowes efficient utilization of time

. The implementation of the Nuraniyah method is the main

initiating force behind current reform

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NURANIYA PUBLICATIONS

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READING AND TILAWA BENCHMARKS SEQUENCING

1A

    • Reading & Tilawa Skills Related to Identification & Pronunciation of the Separate Arabic Letters المفردة
    • Reading & Tilawa Skills Related to Identification of combined Alphabet letters الحروف المركبة والمقطعة

1B

    • Reading & Tilawa Skills Related to Harakaat and Tanween الحركات والتنوين
    • Reading & Tilawa Skills Related to Tafkheem and Tarqeeq (Heavy & light letters) التفخيم والترقيق

2

    • Reading & Tilawa Skills Related to Natural Madd المد الطبيعى وحروف المد الصغيرة
    • Reading & Tilawa Skills Related additional Madd caused by Hamza المد الفرعى بسبب الهمزة

3

    • Reading & Tilawa Skills Related to Sukoon – Makharij and Features السكون: المخارج والصفات
    • Reading & Tilawa Skills Related to Sukoon – Rules of Noon- HWالسكون : أحكام النون ، همزة الوصل

4

    • RT Skills Related to Shadda Rules of Noon and Tanween الشدة: أحكام التون الساكنة والتنوين من كلمتين، نّ مّ
    • RT Skills Related to Shadda Madd Lazimشدة: المد اللازم - Connecting and Stopping on Word endings

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ANNUAL PLAN

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AQA HIFDH PROGRAM ANNUAL PLAN 2016/2017�

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-Identify separate and combined Arabic Alphabet

letters and pronounce them with Harakat & Tanween.

Sort letters to heavy & light. -Identify the first, middle, and last letter in a

word by listening.

-Read 3-5 letter words with Harkat & Tanween,

perfecting the Harakat and observing Tafkheem.

-Analyze words to component letters and combine

letters to make words.

-Read Level 1 words on reading lists and in Juz’

Amma. Read text or stories with Level 1 words.

-Identify the Sukoon sign.

-Read words with Lam Qamariya and Hmzatul Wasl.�-List types of additional Madd caused by Sukoon.

-Extract examples from the Quran for Madd caused by Sukoon.

-Observe proper pronunciation of words with Madd caused by Sukoon.

-Identify the 5 general articulation points (المخارج العامة الخمسة) and demonstrate features of the letters.

-Read level 3 words in reading lists and in Juz’Amma.

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-Define Madd letters.�-List Madd letters and state their features. -Identify Madd letters and small Madd letters in words.�-Identify Leen letters. �-Compare and contrast Madd and Leen letters.

-Join Madd and Leen letters with the previous letter in

syllables. �-Read Level 2 words with Natural Madd and Leen �- List reasons for additional Madd.

-Read words with additional Madd caused by Hamza in reading list and in Juz’Amma.

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-Recognize four rules of An-Noon As-Sakenah & At-Tanween and distribute the alphabet letters accordingly. احكام النون الساكنة والتنوين

الاظهار – الادغام- الاخفاء- الاقلاب

-Extract examples from the Quran for

الاظهار – الادغام- الاخفاء- الاقلاب

-Observe proper pronunciation of Level 3 words with

الاطهار – الادغام- الاخفاء- الاقلاب in the reading lists and Qur’an.

Q1 Q3

Q2 Q4

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ANNUAL�� PLAN

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ANNUAL LO – READING AND TILAWA HIGHER ELEMENTARY

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Q1�LO��

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QUARTER SYLLABUS

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UNIT PLAN ORGANIZER

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UNIT PLAN ORGANIZER

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PLANNING YOUR LESSON

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AGE + 2 OR 3�

If the age of the class is 7 years old.

The maximum continuous instruction should be 9 or 10 minutes.

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LESSON TIME DISTRIBUTION

  • Introductory Activity
  • Instruction
  • Practice Time (Activities: Individual, Collaborative, Class)
  • Instruction 2 (Recap)
  • Formative Assessment

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Introductory Activity: Can’t or Can’t?

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Instruction

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HEAVY AND LIGHT LETTERS التفخيم والترقيق

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HEAVY AND LIGHT LETTERS التفخيم والترقيق

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Practice Time

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7 STYLES�OF �LEARNING

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PRACTICE� LEARNING ACTIVITY: 3-PART CARD�COOPERATIVE GROUPS

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PRACTICE - LEARNING ACTIVITY: TWO SIDED READING LIST FLEXIBLE PAIRING

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FLASH CARD PRACTICE

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PRACTICE

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PRACTICE

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SPINNER PRACTICE - MADD

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PRACTICE�LEARNING ACTIVITY: WORD SPINNER

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LISTENING PRACTICE �ON THE NURANIYA DEVICE

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PRACTICE: LETTER MARBLES

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LESSON 6 WORD BINGO IN KG

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BOARD GAME PRACTICE �NURANIYA LESSON 6

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BOARD GAME PRACTICE NURANIYA LESSON 11

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PALS PRACTICE

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TWO SIDED RL PRACTICE

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TWO SIDED RL PRACTICE

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TWO SIDED READING LIST – FLEXIBLE PAIRS

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بِسْمِ ٱللَّـهِ ٱلرَّحْمَـٰنِ ٱلرَّحِيمِ

قُلْ يَـٰٓأَيُّهَا ٱلْكَـٰفِرُونَ ﴿١﴾ لَآ أَعْبُدُ مَا تَعْبُدُونَ  ﴿٢﴾� وَ لَآ أَنتُمْ عَـٰبِدُونَ مَآ أَعْبُدُ ﴿٣﴾ وَ لَآ أَنَا۠ عَابِدٌ مَّا عَبَدتُّمْ ﴿٤﴾� وَ لَآ أَنتُمْ عَـٰبِدُونَ مَآ أَعْبُدُ ﴿٥﴾ لَكُمْ دِينُكُمْ وَلِىَ دِينِ ﴿٦﴾

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سُورَةُ ﭐلْكَافِرُون

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DIFFERENTIATION CUBES

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Instruction 2 (Recap)

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Formative Assessment

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�PRE-ASSESSMENT/POST ASSESSMENT KWL FORM

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FORMATIVE ASSESSMENT�� TAJWEED� PROJECT

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ASSESSMENT

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ASSESSMENT

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READING LIST RULES OF NOUN

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SAMPLE BELL WORK

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SAMPLE BELL WORK

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SUMMATIVE ASSESSMENT: NURANIYA EVALUATION

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FORMATIVE/�SUMMATIVE�ASSESSMENT��READING� LIST

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SUMMATIVE� ASSESSMENT��WRITTEN �TAJWEED �TEST

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SUMMATIVE� ASSESSMENT��WRITTEN �TAJWEED �TEST

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SUMMATIVE� ASSESSMENT��WRITTEN �TAJWEED �TEST

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LESSON PLAN ORGANIZER

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LESSON PLAN

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SELECT THE SUITABLE SURA FOR REQUIRED LO