AL-QURRAA COLLEGE, IBADAN.

LESSON NOTE

WEEK: TWO
DATE: JANUARY 13-17, 2025
CLASS: JSS 1
SUBJECT: ISLAMIC STUDIES
LESSON TITLE: HADITH AND SUNNAH
SUBTITLE (IF ANY): DEFINITION OF HADITH AND SUNNAH, DIFFERENCES BETWEEN HADITH AND
THE QUR'AN.

PERIODS DURATIONS
MONDAY 6TH PERIOD 40 MINUTES
THURSDAY 7TH PERIOD 40 MINUTES

LEARNING OBJECTIVES: By the end of the lesson, students will be able to:
1. DEFINE HADĪTH AND SUNNAH;

2. EXPLAIN THE MEANING OF HADĪTH AND SUNNAH; AND

3. DISTINGUISH BETWEEN HADĪTH AND QUR'ẦN.

KEY VOCABULARY WORDS: JADID (NEW), QISSAH (STORY), TAHADUUTH (DISCUSSION),

ÃDATUN(TRADITION), TARIQAH (WAY THROUGH WHICH SOMETHING IS DONE).

RESOURCES & REFERENCE MATERIALS:

INSTRUCTIONAL MATERIALS: A COPY OF THE QUR'AN, A COPY OF HADITH AN-NAWAWI
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE: Students are
familiar with the topic. They have knowledge of some selected Hadith and Verses of the Qur'an
from their Basic level of education.

PRESENTATION/CONTENT:
DAY 1: (MONDAYDAY 6TH PERIOD)
STEP 1: THE TEACHER INTRODUCE THE TOPIC BY ASKING THE STUDENTS TO
READ ANY HADĪTH THEY ARE FAMILIAR WITH.
STEP 2: THE TEACHER THEN PROCEEDS TO GIVING THE DEFINITION OF
HADITH AND SUNNAH WITH THERE DIFFERENCES.
HADITH AND SUNNAH IN ARABIC
HADITH AND SUNNAH ARE TWO ARABIC TERMS USED INTERCHANGEABLY BY
THE SCHOLARS. THEREFORE, THEIR DEFINITION BY SCHOLARS DOES NOT
DIFFER MUCH. SOME OF THE DEFINITIONS HAVE BEEN GIVEN BELOW:
1.DEFINITION OF HADITH
THE WORD HADĪTH HAS SEVERAL DEFINITIONS. SOME OF THEM ARE GIVEN
BELOW:
1. HADĪTH IS DEFINED AS JADID WHICH MEANS NEW. FOR EXAMPLE, YOU CAN
SAY 'BAITUN JADIDUN' WHICH MEANS 'A NEW HOUSE' OR SAYYĀRATUN
JADIDATUN' WHICH MEANS 'A NEW CAR.
2. HADĪTH CAN ALSO BE DEFINED AS QISSAH' WHICH MEANS 'STORY'. FOR
EXAMPLE, YOU CAN SAY HADĪTHU MASA WHICH MEANS THE STORY OF MŪSA
OR 'HADITHUL QAUMI WHICH MEANS THE STORY OF THE PEOPLE'.
3. HADĪTH MAY BE DEFINED AS TAHADDUTH' WHICH MEANS DISCUSSION'. FOR
EXAMPLE, YOU CAN SAY TAHADDATHA AL-ULAMAU WHICH MEANS 'SCHOLARS
HELD DISCUSSION'.

2. DEFINITION OF SUNNAH
SUNNAH, LIKE HADĪTH, HAS VARIOUS DEFINITIONS. TWO OF THEM ARE
PROVIDED BELOW:
1. SUNNAH IS DEFINED AS TARIQAH' WHICH MEANS 'WAY'. FOR EXAMPLE, YOU
CAN SAY 'SUNNATU ALLAH' WHICH MEANS THE WAY OF ALLAH.
2. SUNNAH CAN ALSO BE DEFINED AS ADATUN' WHICH MEANS 'TRADITION'. FOR
EXAMPLE, YOU CAN SAY SUNNATU AL-QAUMI WHICH MEANS TRADITION OF
THE PEOPLE'.

STEP 3: THE TEACHER PROCEEDS TO THE TECHNICAL MEANING OF HADITH

AND SUNNAH
MEANING OF HADĪTH
ACCORDING TO SCHOLARS OF HADĪTH, HADITH MEANS THE SAYINGS AND
DEEDS OF THE PROPHET (S.A.W.). IT ALSO MEANS THE CONFIRMATION OF WHAT
THE ŞAHABA (THE COMPANIONS OF THE PROPHET) DID BY PROPHET
MUHAMMAD (S.A.W.). SOME SCHOLARS ALSO CALLED THE SAYINGS, DEEDS AND
TACIT APPROVAL OF THE ŞAHĀBA HADĪTH.
AN EXAMPLE OF A SAYING OF THE PROPHET IS THAT WHERE HE SAID 'ISLAM IS
BUILT UPON FIVE PILLARS... THE PRACTICAL OBSERVANCE OF PRAYER AND HAJJ
RITES ARE EXAMPLE OF THE PROPET'S DEEDS WHILE AN EXAMPLE OF HIS
CONFIRMATION OR APPROVAL OF AN ACT IS WHERE SOMETHING WAS DONE IN
FRONT OF HIM AND HE DID NOT REJECT IT.
MEANING OF SUNNAH
SUNNAH, ACCORDING TO SCHOLARS OF HADĪTH, MEANS WHATEVER IS
REPORTED FROM THE PROPHET (S.A.W.) CONCERNING HIS SAYINGS, DEEDS AND
CONFIRMATION OF ACTIONS.
IT ALSO INCLUDES HIS PHYSICAL APPEARANCE, NOBLE CHARACTERS AS WELL
AS HIS CONDUCT BEFORE AND AFTER HE WAS MADE A MESSENGER BY ALLAH
AS DESCRIBED BY THE SAHABA.

EVALUATION: Students are assessed by answering the following questions:

1. What does Jadid means?

2. Give the definition of Hadith

SUMMARY: Teacher gives a short review of the lesson noting all important points that form the
new knowledge acquired.
CONCLUSION: Teacher guides the students to do their class work, marks their books and
corrects them where necessary as he concludes the class.

ASSIGNMENT

DAY 2: (THURSDAY 7TH PERIOD)

STEP 1: THE TEACHER STARTS BY REVISING THE LAST LESSON BY ASKING
THE STUDENTS QUESTIONS.
STEP 2: THE TEACHER PROCEEDS TO THE TOPIC OF THE DAY BY ASKING THE
STUDENTS THE DIFFERENCES BETWEEN THE QUR’AN AND THE HADITH.
STEP 3: THE TEACHER PROCEEDS TO GIVING NOTES AND EXPLAINING THE
DIFFERENCES.
 THE DIFFERENCES BETWEEN THE HADITH AND THE QUR'AN
THE HOLY QUR ĀN AND HADĪTH ARE THE MAJOR SOURCES OF ISLAM. THE TWO
SOURCES WERE USED BY THE PROPHET TO PROPAGATE THE RELIGION OF
ISLAM. HOWEVER, THE QUR ÂN AND HADĪTH DIFFER IN SOME WAYS. THE
FOLLOWING ARE THE MAJOR DIFFERENCES BETWEEN THEM:
1. THE HOLY QUR' ÄN CONTAINS THE WORDS OF ALLAH BROUGHT BY ANGEL
JIBRIL TO PROPHET MUHAMMAD WHILE HADĪTH CONTAINS THE WORDS OF
PROPHET MUHAMMAD WHICH HE UTTERED THROUGH THE GUIDANCE OF
ALLAH.
2. SOME VERSES OR CHAPTERS OF THE QUR ÂN CAN BE RECITED IN THE FIVE
DAILY PRAYERS AND OTHER SUPEREROGATORY PRAYERS, WHILE HADĪTH CAN
NOT BE RECITED IN THE FIVE DAILY PRAYERS OR SUPEREROGATORY PRAYERS.
3. RECITATION OFTHE QUR'ĀN IS A FORM OF WORSHIP TO ALLAH WHICH
ATTRACTS REWARDS FROM HIM. HOWEVER, READING OR STUDYING OF HADITH
IS NOT A FORM OF WORSHIP ON THE SAME LEVEL AS THE RECITATION OF THE
QUR'ÄN.
4. THE HOLY QURÄN IS A MIRACLE L OR INTERPOLATED,IN ITSELF AND CANNOT
BE FORGED WHILE HADĪTH IS NOT A MIRACLE AND IT CAN BE FORGED AND
CHANGED.
EVALUATION: Students are assessed by answering the following questions
1. Mention three differences between Qur'an and Hadith

SUMMARY: Teacher gives a short review of the lesson noting all important points that form the
new knowledge acquired
CONCLUSION: Teacher guides the students to do their class work, marks their books and
corrects them where necessary as she concludes the class.

ASSIGNMENT

1. HADITH IS THE ___ SOURCE OF SHARI’AH

A. FIRST B. FOURTH C. LAST D. SECOND

2. SUNNAH SIMPLY MEANS THE ___OF THE PROPHET(SAW)

A. APPROVAL B. DISAPPROVAL C. PRACTICE D. SAYING

 AL-QURRAA COLLEGE, IBADAN.
LESSON NOTE

WEEK: THREE
DATE: JANUARY 20-24, 2025

CLASS: JSS 1
SUBJECT: ISLAMIC STUDIES
LESSON TITLE: PRESERVATION AND COLLECTION OF HADITH
SUBTITLE (IF ANY):

PERIODS DURATIONS
MONDAY SIXTH PERIOD 40 MINUTES
THURSDAY SEVENTH PERIOD 40 MINUTES

LEARNING OBJECTIVES: By the end of the lesson, students will be able to:
1. RECALL HOW HADĪTH WAS COLLECTED; AND

2. MENTION THE NAMES OF THE SIX IMPORTANT COLLECTORS OF HADĪTH.

RESOURCES & REFERENCE MATERIALS:

INSTRUCTIONAL MATERIALS: A CHART DISPLAYING THE NAMES OF THE SIX FAMOUS
COLLECTORS OF HADITH, A COPY OF HADITH AN-NAWAWI

BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE: Students are

familiar with the topic. They have knowledge of hadith of the Prophet Muhammad

PRESENTATION/CONTENT:
DAY 1: (MONDAY 7TH PERIOD)
STEP 1: THE TEACHER STARTS BY REVISING THE LAST LESSON
STEP 2: THE TEACHER ASKED THE STUDENTS THE MEANING OF ‘
PRESERVATION’
STEP 3: THE TEACHER GIVES THE MEANING OF PRESERVATION AND
EXPLANATION ON HOW THE HADITH OF THE PROPHET WAS PRESERVED.
 PRESERVATION AND COLLECTION OF HADITH

PRESERVATION AND COLLECTION ARE TWO IMPORTANT TERMS USED BY

HADĪTH SCHOLARS.

PRESERVATION MEANS TO PROTECT AND MAINTAIN SOMETHING SO THAT IT

WILL NOT DISAPPEAR WHILE COLLECTION MEANS TO GATHER SOMETHING IN
ONE PLACE AND COMPILE IT SO THAT IT CAN BE RETAINED FOR USE BY OTHERS.
THE PROCESS INVOLVED IN THE PRESERVATION AND COLLECTION OF HADĪTH IS
DISCUSSED BELOW:

1. PRESERVATION OF HADĪTH

HADITH WAS PRESERVED AGAINST LOST DURING THE TIME OF THE PROPHET
AND THE PERIOD OF THE ŞAHABA THROUGH MEMORISATION AND WRITING. THE
PROPHET COMMANDED THE SAHĀBA TO MEMORISE HADĪTH ONLY AND NOT TO
RECORD IT IN THE EARLY PERIOD OF ISLAM. HE DID THIS BECAUSE OF FEAR
THAT THE SAHĀBA COULD NOT DISTINGUISH BETWEEN QUR' ĀN AND HADĪTH IN
THE INITIAL PERIOD. HE EVEN COMMANDED THAT WHOEVER WROTE DOWN
SOMETHING APART FROM THE QUR'ĀN SHOULD DELETE IT'. SOME OF THE
SAHABA WHO RECORDED HADĪTH BURNT THEIR COPIES. WHAT THEN ASSISTED
THE ŞAHĀBA IN THE PRESERVATION OF HADĪTH THROUGH MEMORISATION
INCLUDE THEIR RETENTIVE MEMORY AND ABSENCE OF SUFFICIENT WRITING
MATERIALS. THE ARABS WERE WELL- KNOWN FOR THEIR RETENTIVE MEMORY
IN THE JAHILIYYAH PERIOD (PERIOD BEFORE ISLAM) AND THEIR ABILITY TO
MEMORISE EVERYTHING FROM POETRY AND PROVERBS TO SERMONS. THIS
SAME RETENTIVE MEMORY WAS ALSO USED IN THE PRESERVATION OF HADĪTH
BY THE ŞAHĀBA. WRITING MATERIALS WERE VERY SCARCE AT THAT TIME.
MAJORITY OF THE ŞAHĀBA COULD NOT HAVE ACCESS TO THEM. THEREFORE,
THE ONLY ALTERNATIVE FOR THEM WAS TO USE THEIR RETENTIVE MEMORY TO
PRESERVE HADĪTH.

HOWEVER, TOWARDS THE END OF THE PERIOD OF THE SAHABA, PERMISSION

WAS FOR THE RECORDING OF HADĪTH. BY THAT TIME, THE QUR AN HAD
ALREADY BEEN COMPILED AND THE FEAR OF MIXING THE QURĀN WITH HADĪTH
NO LONGER EXISTED. SOME OF THE REMAINING ŞAHĀBA HAD LOST THEIR
RETENTIVE MEMNORY AND COULD NOT MEMORISE A GOOD NUMBER OF
AHADĪTH. THEREFORE, PERMISSION WAS GIVEN TO THEM TO WRITE DOWN
HADĪTH. SIMILARLY, WRITING MATERIALS BECAME ABUNDANT AND EVERY
MUSLIM COULD ACCESS THEM. THUS, THE PRESERVATION OF HADĪTH WAS
SHIFTED FROM MEMORISATION TO RECORDING.

EVALUATION: Students are assessed by answering the following questions

1. HOW WAS THE QUR’AN PRESERVED DURING THE PROPHET ERA?
SUMMARY: Teacher gives a short review of the lesson noting all important points that form the
new knowledge acquired
CONCLUSION: Teacher guides the students to do their class work, marks their books and
corrects them where necessary as she concludes the class.

ASSIGNMENT

DAY 2: (THURSDAY 6TH PERIOD)

STEP 1: THE TEACHER REVISES THE LAST LESSON.
STEP 2: THE TEACHER PROCEEDS TO THE TOPIC OF THE DAY BY ASKING THE
STUDENTS THE MEANING OF ‘COLLECTION’.
STEP 3: THE TEACHER GIVES THE MEANING OF COLLECTION IN RELATED
TO HADITH COLLECTION.
2. COLLECTION OF HADITH

COLLECTION OF HADĪTH MEANS BRINGING TOGETHER SCATTERED AHADĪTH

(PLURAL OF HADĪTH) OF THE PROPHET. THE COLLECTION BECAME NECESSARY
TOWARDS THE END OF THE PERIOD OF THE SAHABA AND DURING THE PERIOD
OF THE FOLLOWERS OF THE SAHĀBA. THE REASON WAS THAT THE SAHABA HAD
TRAVELLED TO DIFFERENT PROVINCES IN THE COURSE OF SPREADING ISLAM
DURING AND AFTER THE LIFETIME OF THE PROPHET. THEY WENT TO THESE
AREAS CARRYING HADĪTH OF THE PROPHET WITH THEM. THEREFORE, THE NEED
TO COLLECT THE HADĪTH MADE SOME SAHABA AND FOLLOWERS OF THE
SAHĀBA TO TRAVEL TO DIFFERENT PROVINCES IN SEARCH OF HADĪTH. IT WAS
THROUGH SUCH TRAVELS THAT THE COMPILERS OF THE SIX GREAT
COLLECTIONS OF HADITH WERE ABLE TO GATHER HADĪTH WHICH THEY
COMPILED INTO THEIR VARIOUS COLLECTIONS.

STEP 4: THE TEACHER PROCEEDS TO GIVING THE STUDENTS NAMES OF THE

SIX FAMOUS HADITH COLLECTORS

NAMES OF SOME FAMOUS COLLECTORS OF HADITH

1. MUHAMMAD IBN ISMA’IL AL-BUKHARI

2. MUSLIM IBN AL-HAJJAJ
3. ABU DAWUD IBN AL-ASH’ATH
4. MUHAMMAD IBN ISA AT-TIRMIDHI
5. AHMAD IBN SHU’AYB AN-NASA’I
6. MUHAMMAD IBN YAZID IBN MAJAH.

EVALUATION: Students are assessed by answering the following questions

1. THE PERMISSION FOR THE COLLECTION OF HADITH WAS GIVEN BY ____?
SUMMARY: Teacher gives a short review of the lesson noting all important points that form the
new knowledge acquired
CONCLUSION: Teacher guides the students to do their class work, marks their books and
corrects them where necessary as she concludes the class.

ASSIGNMENT:

1. The earliest form of Hadith transmission was through

A. telegram B. oral C. radio D. television E. writing

2. Writing and collection of Hadith was further encouraged by caliph

A. Abu Bakr bin Abi Quhafah B. 'Aliyu bin 'Abi Talib C. Umar bin 'Abdul 'Aziz D. Umar bin Khattab
 AL-QURRAA COLLEGE, IBADAN.
LESSON NOTE

WEEK: FOUR
DATE: 27-31 JANUARY, 2025
CLASS: JSS 1
SUBJECT: ISLAMIC STUDIES
LESSON TITLE: BRIEF ACCOUNT ON THE SIX FAMOURS COLLECTIONS
SUBTITLE (IF ANY):

PERIODS DURATIONS
MONDAY SIXTH PERIOD 40 MINUTES
THURSDAY SEVENTH PERIOD 40 MINUTES

LEARNING OBJECTIVES: By the end of the lesson, students will be able to:
1. Mention the names of the six collections of hadith
2. Give detailed account on each of the famous collections of hadith
RESOURCES & REFERENCE MATERIALS : A chart contained the names of the six
collections.
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE: Students are
familiar with the topic. They have knowledge of some of the six collectors of hadith and
their collections.

PRESENTATION/CONTENT:
DAY 1: ( MONDAY 6TH PERIOD )
STEP 1: The teacher commences the class by revising the previous by asking the students
questions.
STEP 2: The hadith proceeds to asking the students to mention the names of the six famous
collections.
STEP 3: The teacher writes brief account on each of the famous collections for the
students.
 Names of the Six Famous Collections of Hadīth

The travel in search of hadīth and its collection undertaken by scholars of hadīth made it
possible tor us to have the six famous collections of hadīth.

1.Al-Jāmi al-Şahīh of Bukhäri

This is the hadīth collection by Imãm AI-Bukhāri. It is considered the most authentic collection
of hadīth. The ahadīth contained in this collection are regarded as the most reliable compared to
those in other collections. There are 7,563 (seven-thousand, five hundred and sixty-three) ahadīth
in Al-Jami al-Şahih Al-Bukhārī which he sifted out of 16,000 (sixteen thousand) ahadıth. The
collection is based on chapters under which ahadth on each chapter are brought together.
Sometimes, a hadīth can be used under more than one chapter if its contents cover all the
chapters. This collection can be considered as a book of jurisprudence because it covers fiqh
(Islamic jurisprudence) issues.

2. Al-Jämi' al-Şahih of Muslim

This collection is regarded as the second most authentic collection of hadīth after that of Imām
Al-Bukhār. There are ll,000 (eleven thousand) ahadith in this collection spread over 2,324 (two
thousand, three hundred and twenty-four) pages. The collection is divided into kutub (books)
with each book sub-divided into abwab (sections). There are 54 books in the collection. The first
book is on Iman (faith) while the last one is on tafsir (exegesis of the Qur'an).

3. Al-Sunan of Abũ Dāwüd

The collection of Abu Dāwūd contains hadīth on Ahkam (juristic rulings) with some few on
Zuhd (renunciation). Emphasis is given in the collection on hadīth used by jurists. The total
number of ahadīth in the collection is 5,274 (five thousand, two hundred and seventy-four) which
he chose from 500,000 (five hundred thousand) ahadīth he collected. Some of the ahadth are
Sahih (authentic) while others are not.Some of them are linked up to the Prophet (S.A.W.) while
some are to the Şahāba.The collection is based on kutub and abwab arrangement. The number of
books in the collection is thirty-five while the number of sections is 1,871 (one thousand,eight
hundred and seventy-one).

STEP 4: The teachers gives explanation on the first three collections

EVALUATION: Students are assessed by answering the following questions

1. HOW MANY HADITH IS CONATAINED IN SAHIH BUKHARI.
SUMMARY: Teacher gives a short review of the lesson noting all important points that form the
new knowledge acquired
CONCLUSION: Teacher guides the students to do their class work, marks their books and
corrects them where necessary as she concludes the class.

ASSIGNMENT
 DAY 2: (THURSDAY 6TH PERIOD)
STEP 1: The teacher revises the previous lesson by asking the students questions.
STEP 2: The teacher proceeds to writing the note of the remaining three collections for thr
students
4. Al-Jāmi al-Sahīh of Tirmidhi

Al-Jāmi al-Sahīh of Tirmidhĩ is the best of all books, the most useful, well arranged and has less
repetition of ahadīth according to scholars. It also contains information about schools of law and
their method of derivation of law from the sources. The quality of each hadrth is indicated.

5. Al-Sunan of Nasa'i

This collection contains hadith on juristic rulings and is divided into fifty-eight chapters which
are further divided into sections. The collection has less weak ahadith after the collections of
Bukhãrī and Muslim.

6. As-Sunan of Ibn Mäjah

Ibn Mājah compiled in his book 4,341(four thousand, three hundred and fourty-one) ahadīth. Out
of this number, 3,002 ahadīth are found in the earlier five collections. Out of the remaining l,339
(one thousand, three hundred and thirty-nine) ahadrth, only 428 are authentic and 199 (one
hundred and ninety-nine) are Hasan. The remaining 712 ahadith are either weak or fabricated.
Scholars of hadrth consider the collection as infamous because most of the ahadith in it that are
not in the earlier five collections are weak.
EVALUATION: Students are assessed by answering the following questions
1. Give brief account on Abu Dawud’s collection.
SUMMARY: Teacher gives a short review of the lesson noting all important points that form the
new knowledge acquired
CONCLUSION: Teacher guides the students to do their class work, marks their books and
corrects them where necessary as she concludes the class.

ASSIGNMENT:

1. The Hadith c collection of al-Bukhari and Muslim are referred to as (a) Musanaf (b) Sunan (c)
Sahih (d) Tawatur ( Bece 2018 )
2. As-Sihah al-Sittah means the Hadith (a) Collection (b) Science (c) Seven collections (d) Six
collections (e) Six sound collections
 AL-QURRAA COLLEGE, IBADAN.
LESSON NOTE

WEEK: FIVE
DATE: 3-7 FEBUARY, 2025
CLASS: JSS 1
SUBJECT: ISLAMIC STUDIES
LESSON TITLE: BRIEF HISTORY ON EACH COLLECTOR OF HADITH
SUBTITLE (IF ANY):

PERIODS DURATIONS
MONDAY 40 MINUTES
THURSDAY 40 MINUTES

LEARNING OBJECTIVES: By the end of the lesson, students will be able to:
1. Mention the names of the six collectors of Hadith
2. Give brief history of the six collectors of Hadith
RESOURCES & REFERENCE MATERIALS : Islamic Religious Studies and National
Values for Junior Secondary Schools 1
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE: Students are
familiar with the topic. They have knowledge of the names of the collectors and their
collections.

PRESENTATION/CONTENT:
DAY 1:
STEP 1: The teacher commenced the class by revising the previous lesson.
STEP 2: The teacher proceeds to writing about three out of the six collectors
Brief Account on Each Collector of Hadıth

The collectors of the six famous collections of hadith discussed above are eminent scholars who
contributed to the field of knowledge generally and the field of hadith in particular. A brief history of
each of them is given below:

1. Imäm Bukhãri
The full name of Imām Al-Bukhāri is Abu Abdullahi Muhammad bin Isma'il bin Al-Mughira bin
Bardizbah Al-Bukhari. The Imām is regarded as the Hafiz (protector) of al-Islam and the leader of
scholars of his time. He was born in Bukhara in the present day Iraq in the year 194 A.H, and died in the
year 256 A.H. Bukhari started his search for knowledge very early in life. He travelled far and wide in
search of knowledge. Some of the places he visited include Khurasan, Iraq, Makkah, Madinah, Syria and
Egypt. Throughout these journeys, he collected about sixteen thousand (16,000) ahadith. He then settled
down to work on them. According to him he only considered a hadīth fit for inclusion in his collection
after he prayed two raka'ats and sought for Allah's guidance. His intention was to collect only authentic
hadith of the Prophet. By the time he completed tlhe book, it gained acceptance more than any other
collection of hadīth.

2.Imäm Muslim

He is Muslim bin Al-Hajjaj bin Muslimal-Qushairi al-Naisaburi Abu'l-Husayn. He was born into a
Persian family in 204 A.H. in Nishapur in present day Iran and died in 261 A.H, in the city of his birth.
He is one of the eminent scholars of hadīth. He started his search for knowledge from his home town
before travelling to other centers of Islamic learning, Some of the teachers he studied under included
Ishaq bin Rahwaih, Ahmad bin Hanbal and Sa'id bin Mansur. Among the scholars of hadrth he reported
hadīth from were Al-Tirmidhī, Abü Hatim Al-Razi and Ibn Huzaimah.

Imām Muslim wrote many books. The most famous ofhis books is his hadīth collection, Al-Jāmi al-
Sahih of Muslim. He collected in it only ahadith he consicdered to be authentic. He arranged them in such
a way that different ahadith on a particular topic are grouped together.

3. Imäm Abü Däwüd

Aba Dawüd's name is Ab0 Dawüd Sulaiman bin al-Ash'as Al-Sijistani. He was born in Sijistan in 202
A.H. and died in 275 A.H. He was one of the great scholars of his time and a memoriser of hadīth. He
travelled widely in search of hadrth and was able to collect 500,000 (five hundred thousand) ahadith. He
chose 5,274 abadith which he adjudged to be Sahih or close to Sahih and put them in his collection. He
wrote a letter to the people of Makkah in which he described his collection saying These are the ahadith
which are all in the area of juristic decisions, but as for other ahadrth (which I collected) on renunciation
and superiority, I did not include them (in this collection)'.

STEP 3: The teacher gives explanation to the students.

EVALUATION: Students are assessed by answering the following questions:
1. WRITE ABOUT IMAM BUKHARI
SUMMARY: Teacher gives a short review of the lesson noting all important points that form the
new knowledge acquired
CONCLUSION: Teacher guides the students to do their class work, marks their books and
corrects them where necessary as she concludes the class.
DAY 2: (TUESDAY 5TH PERIOD)
STEP 1: The teacher commences the class by revising the last lesson.
STEP 2: The teacher writes about the remaining three collectors.
4. Imäm AI-Tirmidhi

The name of the scholar is Abu Isa Muhammad bin Isa bin Surah al-Tirmidhi. He was born in Tirmidhī in
the year 209 A.H. He occupied himself with the search for knowledge from his early age. He studied
under many scholars and met hadith reporters from whom he collected ahadīth. He was concerned about
the collection of hadīth on juristic decisions just like his predecessor Imäm Aba Däwd. As a jurist, Al-
Tirmidhi discussed fiqh (Islamic jurisprudence) issues in connection to the hadīth by giving the views of
diferent scholars and what they relied on in arriving at their decisions. His diligence in the choice of
hadith and his good arrangement of his collection, among other things, made scholars to commend his
collection. Imam Al-Tirmidhi died in 279 A.H.

5. Imäm Nasa'i

His name is Abu 'Abdullahi Ahmad bin Shu'aib bin 'Ali bn Bahar bin Sinan al-Nasa'i. He was born in
Nāsa' a town in Khurasan in the year 215 A.H. He died in a town called al-Ramallah in Palestine in 302
A.H. He started his search for knowledge at an early age and visited important Islamic centres where he
met and studied under famous scholars. He also collected hadith from eminent hadīth scholars. Imām
Nasa'i compiled in his book abhadth on juristic decisions which he spread over 58 chapters and many
sections. He was noted for considering only very few weak hadīth in his collection unlike other collectors
of hadīth.

6. Imäm Ibn Majah

He is Abu Abdullahi Muhammad bin Yazid bin Maiah. He was born in Qazwain in the year 209 A.H. and
died in 273 A.H. He grew up as a lover of the sunnah of the Prophet (S.A.W.). His collection contains
many ahadith that are found in the earlier collections of hadīth. The new ahadīth he added in the
collection consisted of Sahīh, Hasan, Da'if (weak) and fabricated ahadith. According to San'a'ni, Ibn
Majah was among notable scholars. He authored the Sunnah (his book), but it does not have the quality of
the books that were written before it, because there are weak and rejected ahadrth in it. Al-Hafith al-
Muziyi also said 'certainly most of the ahadith (Ibn Majah) exclusively reported are weak'.

STEP 3: The teacher explains to the students.

EVALUATION: Students are assessed by answering the following questions
1. Write about Abu Dawud
SUMMARY: Teacher gives a short review of the lesson noting all important points that form the
new knowledge acquired
CONCLUSION: Teacher guides the students to do their class work, marks their books and
corrects them where necessary as she concludes the class.

ASSIGNMENT

1. Imam lbn Majah was born in the year A.H (a) 190 (b) 200 (c) 203 (d) 209 (e) 211
2.. The first among the six collections of Hadith is Sahih/Sunan (a) Abu Dawud (b) Bukhari (c)
Muslim (d) Nasa'i (e) Tirmididhi
 AL-QURRAA COLLEGE, IBADAN.
LESSON NOTE

WEEK: SIX
DATE: 10-14 FEBUARY, 2025
CLASS: JSS 1
SUBJECT: ISLAMIC STUDIES
LESSON TITLE: Brief History of the Birth of Prophet Muhammad (S.A.W.)
SUBTITLE (IF ANY):

PERIODS DURATIONS
MONDAY 40 MINUTES
THURSDAY 40 MINUTES

LEARNING OBJECTIVES: By the end of the lesson, students will be able to:
1. narrate the story of the birth of Prophet Muhammad (S.A.W.); and

2. appreciate the lessons learn from the Prophet's childhood.

RESOURCES & REFERENCE MATERIALS

BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE: Students are
familiar with the topic. They have knowledge of some history of Prophet Muhammad.

PRESENTATION/CONTENT:
DAY 1:
STEP 1: The teacher commences the class with revision of the previous lesson.
STEP 2: The teacher Proceed to the new topic by asking the students about Prophet
Muhammad.
STEP 3: The teacher writes note for the students on Prophet Muhammad’s birth.
Prophet Muhammad's Birth

Prophet Muhammad (peace be upon him) was born in Makkah on the 12th of Rabi'ul Awwal, 570 A.D.
His father's name was Abdullah. The name of his mother was Aminah. Prophet Muhammad's father died
before he was born. His grandfather's name was Abdulmuttalib. As soon as Aminah gave birth to her
baby, she sent a message to Abdulmuțtalib, announcing to him the birth of a grandson. Abdulmuțtalib was
happy on hearing the news. He rushed to Aminah, took her new born baby in his hands, went into the
Ka'bah and then named him 'Muhammad meaning the praised one Abdulmuttalib returned the baby to his
mother and waited by her side for the arrival of bedouin wet nurses from the tribe of Banū Sa'd in order to
choose one of them to take care of the new baby as was the practice of the nobles of Makkah. Before the
arrival of the wet nurses, Aminah gave her baby to Thuwaybah, a servant of Muhammad's uncle Abu
Lahab, who nursed him for a while.

When the wet nurses arrived in Makkah to take infants to nurse, the infants of widows, such as
Muhammad, were not attractive to them. None of the wet nurses wanted to accept Muhammad into her
care. They preferred the infants of the living and rich parents who would give them a lot of money. One
of the wet nurses called Halīmah al-Sa diyya finally accepted Muhammad because she could not get any
other infant. She therefore carried Muhammad and took him with her to the desert. Halimah related that
after she took Muhammad, she received all kinds of blessings. She said that her animals became fat and
multiplied and that she became prosperous. Halimah nursed Muhammad in the desert for four years. The
pure air of the desert and the desert living conditions contributed to Muhammad's quick growth and
discipline.

STEP 4: The teacher explains the note to the students.

EVALUATION: Students are assessed by answering the following questions

1. What is the name of Prophet Muhammad’s father?
2. Prophet Muhammad was born in what year?
SUMMARY: Teacher gives a short review of the lesson noting all important points that form the
new knowledge acquired
CONCLUSION: Teacher guides the students to do their class work, marks their books and
corrects them where necessary as she concludes the class.

ASSIGNMENT:

1. Write on Prophet Muhammad’s birth.

DAY 2: (TUESDAY 5TH PERIOD)

STEP 1: The teacher revises the previous lesson.
STEP 2: The teacher proceeds to Prophet Muhammad’s childhood.
Prophet Muhammad's Childhood

When Muhammad was six years old, his mother died. After the death of Muhammad's mother, his
grandfather, Abdulmuțțalib took care of him. Abdulmuțțalib loved Muhammad so much and did
everything to protect him. When Muhammad was eight years old, his grandfather also died. The care of
Muhammad was now passed on to his uncle, Abi Talib. He loved Muhammad just as Abdulmuțțalib had
done before him. In his early years, Muhammad was not free from the cares of life. Formal educational
was very rare then, so he had to watch the flocks of his uncle. This suited his thoughtful nature and habit
of solitary medication. Ever since Muhammad was a youth, his conduct was very good and perfect. It was
because of his honesty and truthfulness that the people of Makkah agreed to call him Al-'Amin' which
means 'the truthful' or the trustworthy'.

STEP 3: The teacher explains and then discuss the lessons from Prophet Muhammad’s
History.
Lessons learn from Prophet Muhammad's Childhood

There are many lessons that could be learn from Prophet Muhammad's childhood.

Some of the lessons are:

1. Truthfulness: Muhammad was very truthful and trustworthy in his childhood. He was faithful in respect
of all trusts and promises. That was why the people of Makkah named him 'AI-Amin'. We should emulate
Muhammad and be truthful and trustworthy like him.

2. Honesty: Muhammad was very honest in his chil dhood. He did not lie to others or cheat on them.

3. Obedience: Muhammad was very obedient as a child. He does the good thingsthat others want him to
do.

4. Avoiding bad deeds: Muhammad avoided doing bad deeds in his childhood. We should therefore be
disciplined and do only good deeds.

5. Thinking of Allah and remembering Him: Muhammad was always thinking of Allah and remembering
Him, We should think of Allah and remember Him always as Muhammad used to do.

EVALUATION: Students are assessed by answering the following questions

1. The Prophet spent how many years with Halimah?
2. Halimah is from what clan?
SUMMARY: Teacher gives a short review of the lesson noting all important points that form the
new knowledge acquired
CONCLUSION: Teacher guides the students to do their class work, marks their books and
corrects them where necessary as she concludes the class.

ASSIGNMENT:
 AL-QURRAA COLLEGE, IBADAN.
LESSON NOTE

WEEK: EIGHT
DATE: 24-28 JANUARY, 2025
CLASS: JSS 1
SUBJECT: ISLAMIC STUDIES
LESSON TITLE: PROPHET’S MARRIAGE TO KHADIJAT
SUBTITLE (IF ANY): PROPHET’S YOUTH

PERIODS DURATIONS
MONDAY 40 MINUTES
THURSDAY 40 MINUTES

LEARNING OBJECTIVES: By the end of the lesson, students will be able to:
1. Narrate how Prophet Muhammad spent his youth life
2. Discuss how he got married to Khadijah
RESOURCES & REFERENCE MATERIALS
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE: Students are
familiar with the topic. They have knowledge of Prophet Muhammad’s birth.

PRESENTATION/CONTENT:
DAY 1:
STEP 1: The teacher starts by revising the previous lesson.
STEP 2: The teacher asks the student how the Prophet got married to Khadijah
STEP 3: The teacher writes note on the Prophet’s marriage to Khadijah
The Prophet's Marriage to Khadijah

Muhammad lived a quiet life in the family of Abi Talib, his uncle. Although Abi Talib was not rich, the
responsibility of feeding a large family was upon him.
Therefore, Muhammad was always anxious to help his uncle. When Muhammad was twenty-five years
old, Abi Talib decided to get him a higher paying job than herdsmanship. Having heard that Khadijah, a
very rich Makkan woman and daughter of Khuwaylid was hiring men of the Quraish tribe to work for her
in her trade, Abi Talib went to Khadijah and requested her to employ Muhammad. Khadijah, who had
already heard of the honesty, trustworthiness and high moral character of Muhammad accepted him
and promised to give him twice of what she would give to the other men.

On Muhammad's first caravan trip to Syria, Maysarah, the servant of Khadijah accompanied him.
Muhammad conducted Khadijah's business in Syria with honesty and great sense of duty such that he
returned from the trade journey with an amount of profit more than anyone had ever done. Maysarah
also gave good report about Muhammad's kind treatment of her and his loyalty to Khadijah.

Muhammad was very honest, loyal and truthful while he was working with Khadijah. Khadijah was so
deeply impressed by the intelligence, honesty and truthfulness of Muhammad that she decided to marry
him. With his marriage to Khadijah, Muhammad began a new period of his life. It was the period of
marriage and family life which brought great happiness to him as well as to Khadijah.

Khadijah had six children for Muhammad; two boys and four girls. Their names were Qāsim, Abdullah,
Zainab, Ruqayyah, Ummu Kulthūm and Fatimah.

STEP 4: The teacher explains the lesson to the students.

EVALUATION: Students are assessed by answering the following questions

1.
SUMMARY: Teacher gives a short review of the lesson noting all important points that form the
new knowledge acquired
CONCLUSION: Teacher guides the students to do their class work, marks their books and
corrects them where necessary as she concludes the class.

ASSIGNMENT

DAY 2: (TUESDAY 5TH PERIOD)

STEP 1: The teacher revises the previous lesson
STEP 2: The teacher writes note on prophet Muhammad Character
The Character of Prophet Muhammad (S.A.W.) in his Youth

As a young adult, Muhammad led an almost solitary life. He was well known for his modesty and good
manners. He was never known for bad manners common among youths. He possessed a noble
character and was an absolute believer in one God (Allah). The Prophet was very truthful and
trustworthy in his youth. He was sincere and faithful in respect of all trusts. He was also very humble.
Prophet Muhammad was very shy. He would never use offensive words when talking to other people.
He would forgive those who offend him and show kindness to them. He supported and loved the
helpless people and the distressed ones. Muhammad's (peace be upon him) display of intelligence and
honesty made Khadijah to be deeply impressed that she proposed to marry him.

STEP 3: The teacher explains the lesson to the students.

EVALUATION: Students are assessed by answering the following questions

SUMMARY: Teacher gives a short review of the lesson noting all important points that form the
new knowledge acquired
CONCLUSION: Teacher guides the students to do their class work, marks their books and
corrects them where necessary as she concludes the class.

ASSIGNMENT

1. The mother of Zaynab, the Prophet's (SAW) daughter, was (a) Aishan (b) Hafsah (c) Khadijah (d)
Mariyah al Qibtiyah

2. Khadijah (R.A) married Prophet Muhammad because he was (a) handsome (b) honest (c) Strong (d)
wealthy