Class: Primary 4
Term: 1st Term
Week: 6
Age: 9 years
Duration: 45 minutes
Subject: Yoruba
Curriculum Theme: Nigerian Languages
Previous Lesson: Ìgbékalẹ̀ àròsọ oníròyìn nípa ìṣẹ̀lẹ̀ àwùjọ tàbí ìrírí ojoojúmọ́.
Topic: ÀKÀYÉ (Comprehension)
Subject Matter: Ìtúmò àkàyé, Kíka ìwé àṣàyàn ọlórò geere ní èdè Yorùbá, Dáhùn ìbéèrè lórí àkàyé, Kíka àyọkà kan nínú àkàyé

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

Define Àkàyé (comprehension).
State steps involved in reading and understanding a comprehension passage.
Answer questions based on a given Yoruba comprehension passage.

Affective Domain:

Appreciate the importance of understanding what they read.
Show interest in reading various Yoruba texts.

Psychomotor Domain:

Read a Yoruba comprehension passage accurately and silently.
Write correct answers to questions from a comprehension passage.

Participate actively in class discussions about the passage.
Collaborate with peers in understanding difficult words.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Primary Schools.
State Unified Scheme of Work for Primary 4.
Àṣàyàn Ìwé Yorùbá Titun fun Ilé Ìwé Alákọ̀bẹ̀rẹ̀ (Book 4).
https://www.education.gov.ng
https://www.nerdc.gov.ng

Instructional Materials

The teacher will teach this lesson with the aid of:

A Yoruba comprehension passage (àkàyé).
Flashcards of new Yoruba words from the passage.
Whiteboard/Chalkboard.

Rationale for the Lesson

This lesson helps pupils develop their reading and understanding skills in Yoruba. It enables them to grasp the meaning of written texts, which is important for their learning across all subjects and for daily communication.

Prerequisite/Previous Knowledge

Pupils can read simple Yoruba sentences and identify some common Yoruba words.

Lesson Content/Board Summary

ÀKÀYÉ (COMPREHENSION)

Ìtúmò Àkàyé (Meaning of Comprehension)

Àkàyé tumò sí oye tàbí ìmò ohun tí èniyàn kà. Ó ní ṣe pẹlú wípé ohun tí a bá kà yé wa dáadáa.

Àwọn Ìgbàlátí Láti Ka Àkàyé Dáadáa (Steps to Read Comprehension Well)

Láti lè ka àkàyé dáadáa, àwọn ìgbàlátí wọ̀nyí ṣe pàtàkì:

Ka àkàyé ní èèmejì tàbí ju bẹ́ẹ̀ lọ láti lè yée dáadáa.
Wa ìtúmò àwọn ọ̀rọ̀ tuntun tàbí àwọn ọ̀rọ̀ tí kò yé ọ nínú àkàyé.
Ka àwọn ìbéèrè tí ó tẹ̀lé àkàyé náà kí o tó dáhùn.
Wa ìdáhùn sí àwọn ìbéèrè náà nínú àkàyé.

Bí A Ti Ń Dáhùn Ìbéèrè Àkàyé (How to Answer Comprehension Questions)

Nínú ìdáhùn ìbéèrè àkàyé, ó yẹ kí a fiyesí àwọn ǹkan wọ̀nyí:

Lo àwọn ọ̀rọ̀ tí ó wà nínú àkàyé fún ìdáhùn rẹ.
Má ṣe fi ohun tí ó wà nínú àkàyé kọjá, má sì ṣe fìdí ìdáhùn rẹ lè ohun tí kò sí nínú àkàyé.
Dáhùn nínú èdè tí a fi bèrè ìbéèrè náà.
Rí dajú pé ìdáhùn rẹ péyè tí ó sì yé kán dáadáa.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and asks them what they understand by reading. The teacher then tells them that today’s lesson will focus on understanding what they read.
Pupils’ Activity: Pupils respond to the teacher’s greetings and share their ideas about reading.
Learning Point: Pupils are prepared for the lesson and understand its relevance.

Step 2: Definition of Àkàyé

Time: 7 minutes
Teaching Skill: Explanation/Definition
Teacher’s Activity: The teacher explains the meaning of Àkàyé (comprehension) in simple Yoruba, writing it on the board. The teacher defines Àkàyé as the understanding of what is read.
Pupils’ Activity: Pupils listen attentively and copy the definition into their notebooks.
Learning Point: Pupils learn the meaning of Àkàyé.

Step 3: Reading the Comprehension Passage

Time: 10 minutes
Teaching Skill: Guided Reading
Teacher’s Activity: The teacher presents a short Yoruba comprehension passage to the pupils (either written on the board or on a handout). The teacher reads the passage aloud, clearly, and then asks some pupils to read it after him/her.
Pupils’ Activity: Pupils listen as the teacher reads and then take turns reading the passage aloud.
Learning Point: Pupils practice reading Yoruba fluently.

Step 4: Silent Reading and Understanding

Time: 8 minutes
Teaching Skill: Observation/Facilitation
Teacher’s Activity: The teacher instructs pupils to read the passage silently to themselves and identify any new or difficult words. The teacher goes around the class, assisting pupils who struggle with pronunciation or understanding. The teacher also explains the meaning of identified new words using flashcards.
Pupils’ Activity: Pupils read the passage silently, identify new words, and ask for clarification.
Learning Point: Pupils understand the content of the passage and learn new vocabulary.

Step 5: Question and Answer Session

Time: 10 minutes
Teaching Skill: Questioning/Discussion
Teacher’s Activity: The teacher writes some questions based on the comprehension passage on the board. The teacher guides pupils on how to answer comprehension questions correctly, emphasizing finding answers directly from the text. The teacher then asks pupils to answer the questions orally.
Pupils’ Activity: Pupils read the questions and take turns answering them orally, referring back to the passage.
Learning Point: Pupils practice answering comprehension questions using information from the text.

Step 6: Board Summary

Time: 3 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher writes down the key points of the lesson on the board, including the definition of Àkàyé and the steps to read and answer.
Pupils’ Activity: Pupils copy the board summary into their notebooks.
Learning Point: Pupils have a concise record of the lesson’s main points.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

Kí ni ìtúmò àkàyé? (What is the meaning of comprehension?)
Mẹ́nuba àwọn ìgbàlátí méjì láti ka àkàyé dáadáa. (Mention two steps to read comprehension well.)
Báwo ni ó ṣe yẹ kí ó dáhùn ìbéèrè àkàyé? (How should you answer comprehension questions?)
Ka àyọkà àkàyé tí a lo lónìí kí o sì dáhùn ìbéèrè kan tí ó wà nínú rẹ. (Read the comprehension passage used today and answer one question from it.)

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes
Teaching Skill: Consolidation
Teacher’s Activity: The teacher summarizes the lesson, reiterating the importance of reading and understanding. The teacher assigns homework, asking pupils to read a short Yoruba story at home and identify new words.
Pupils’ Activity: Pupils listen to the summary and note down the homework.
Learning Point: Pupils consolidate their learning and are encouraged to practice further.

Lesson Keywords

Àkàyé – Comprehension; understanding of what is read.
Ìtúmò – Meaning; definition.
Àyọkà – Passage; a section of text.
Ìbéèrè – Question.
Ìdáhùn – Answer.

Differentiation

For pupils who find it difficult to read, the teacher will provide simpler Yoruba passages or spend more time assisting them with phonics and word recognition. Advanced pupils will be encouraged to read longer passages and write more detailed answers to comprehension questions.

Note for teachers using this lesson plan

Teachers should ensure they have a suitable Yoruba comprehension passage prepared before the lesson. The passage should be appropriate for Primary 4 level, with clear sentences and a manageable number of new words. Encourage pupils to use context clues to guess the meaning of new words before providing direct definitions.

Akaye, Itumo, Kika Ayoka and Idahun Ibeere for Primary 4

Specific Objectives

Cognitive Domain:

Affective Domain:

Psychomotor Domain:

Reference Materials

Instructional Materials

Rationale for the Lesson

Prerequisite/Previous Knowledge

Lesson Content/Board Summary

ÀKÀYÉ (COMPREHENSION)

Ìtúmò Àkàyé (Meaning of Comprehension)

Àwọn Ìgbàlátí Láti Ka Àkàyé Dáadáa (Steps to Read Comprehension Well)

Bí A Ti Ń Dáhùn Ìbéèrè Àkàyé (How to Answer Comprehension Questions)

Teaching Methods/Instructional Techniques

Instructional Procedures

Step 1: Introduction

Step 2: Definition of Àkàyé

Step 3: Reading the Comprehension Passage

Step 4: Silent Reading and Understanding

Step 5: Question and Answer Session

Step 6: Board Summary

Step 7: Evaluation/Review

Step 8: Conclusion

Lesson Keywords

Differentiation

Note for teachers using this lesson plan

Royal Alikor

Specific Objectives

Cognitive Domain:

Affective Domain:

Psychomotor Domain:

Social Domain:

Reference Materials

Instructional Materials

Rationale for the Lesson

Prerequisite/Previous Knowledge

Lesson Content/Board Summary

ÀKÀYÉ (COMPREHENSION)

Ìtúmò Àkàyé (Meaning of Comprehension)

Àwọn Ìgbàlátí Láti Ka Àkàyé Dáadáa (Steps to Read Comprehension Well)

Bí A Ti Ń Dáhùn Ìbéèrè Àkàyé (How to Answer Comprehension Questions)

Teaching Methods/Instructional Techniques

Instructional Procedures

Step 1: Introduction

Step 2: Definition of Àkàyé

Step 3: Reading the Comprehension Passage

Step 4: Silent Reading and Understanding

Step 5: Question and Answer Session

Step 6: Board Summary

Step 7: Evaluation/Review

Step 8: Conclusion

Lesson Keywords

Differentiation

Note for teachers using this lesson plan

Royal Alikor

Lesson Note on Èdè: Àkàyé for SS1 (SSS 1)

Akaye, Kika Ayoka, Ibeere and Idahun for Primary 6

Akaye, Iwe Kika, Ayoka and Oro Kokoro for Primary 4

Àkàyé Kíka àti Ìbéèrè Lórí Àyôkà (L2) for JSS 3