Class: Primary 6
Term: 2nd Term
Week: 2
Age: 11 years
Duration: 45 minutes
Subject: Yoruba
Curriculum Theme: Nigerian Languages
Previous Lesson: Gbolohun Alakanpo, Itumo and Apeere Gbolohun.
Topic: ÀKÀYÉ (Reading Comprehension)
Subject Matter: Kíka àyọkà tí olùkó pèsè ní àkàyé, Béère ìbéère lórí ohun tí kò yé, Dáhùn ìbéère lórí àyọkà, Ìmò itumò àwọn òrò inú àyọkà

Specific Objectives

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

Cognitive Domain:

Ka àyọkà ní àṣeṣèyè.
Dáhùn àwọn ìbéèrè lórí àyọkà náà dáadáa.
Ṣe àlàyé ìtúmọ̀ àwọn òrò tuntun inú àyọkà.

Affective Domain:

Fi ìfẹ́ hàn sí kíka àwọn àyọkà Yorùbá.
Béère ìbéère lórí ohun tí kò yé nínú àyọkà.

Psychomotor Domain:

Ka àyọkà ní òfòfò láìṣe àṣìṣe.
Ko àwọn ìdáhùn sí ìbéèrè sílẹ̀ ní Yorùbá tó dára.

Kopa ninu ijiroro kilasi lori ayoka.
Fọwọ́sowọ́pọ̀ pẹ̀lú àwọn ẹlíṣèsí láti ye àyọkà.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Primary Schools (Yoruba Language)
State Unified Scheme of Work for Primary 6 (Yoruba Language)
Ìwé Èdè Yorùbá fun Ilé-Èkọ́ Aláàkọ́bẹ̀rẹ̀

Instructional Materials

The teacher will teach this lesson with the aid of:

Ayoka kika (reading passage)
Ìwé kika (reading book)
Kaadi oro tuntun (new word cards)
Pátákó ìkòwé (writing board/whiteboard)

Rationale for the Lesson

This lesson helps pupils develop their reading skills and understand written Yoruba texts. It enables them to grasp information from passages and express their understanding, which is important for learning in all subjects and for daily communication.

Prerequisite/Previous Knowledge

Pupils have basic knowledge of reading and writing simple sentences in Yoruba.

Lesson Content/Board Summary

ÀKÀYÉ (Reading Comprehension)

Kí ni Àkàyé? (What is Reading Comprehension?)

Àkàyé ní ó ń tọ́ka sí òye tí a ní lórí ohun tí a bá kà. Ó tumọ̀ sí pé a ye ohun tí a kà yẹn, a sì lè dáhùn àwọn ìbéèrè lórí rẹ̀.

Àwọn Ìgbàlọ́wọ́ nínú Kíka Àkàyé (Steps in Reading Comprehension)

Àwọn ìgbàlọ́wọ́ wọ̀nyí ṣe pàtàkì fún kíka àkàyé tó péyè:

Ka àyọkà náà ní ẹẹ́kan sí méjì tabá ju bẹ́ẹ̀ lọ láti yé e dáadáa.
Wa àwọn òrò tuntun tabá sì rí ìtúmọ̀ wọn.
Ka àwọn ìbéèrè náà dáadáa.
Wa àwọn ìdáhùn sí àwọn ìbéèrè náà láti inú àyọkà.
Ko àwọn ìdáhùn sílẹ̀ ní ọnà tó yéni.

Àpẹrẹ Àyọkà Àti Ìbéèrè (Example Passage and Questions)

Àyọkà:

Ojó kan ní ilé-iwé kan, àwọn ọmọdé ń ṣeré nínú papa ìṣeré. Olúwàfẹ́ wá sí ilé-iwé ní ọjọ́ yẹn. Ó ní àìsàn kan tí ó ń tan káakiri. Àìsàn náà ní àjàkálẹ̀ àrùn. Olúwàfẹ́ kò dárá mọ́. Ó ń kọ́, ó sì ń yẹ. Gbogbo àwọn ọmọdé tí wọ́n ṣeré pẹ̀lú rẹ̀ ni wọ́n bẹ̀rẹ̀ sí ní àìsàn náà láṣèjè. Olùkó wọn, Mádám Ojó, dárá àwọn ọmọdé tí wọ́n ní àìsàn náà sí ilé. Ó sì gbà wọ́n ní ìmọ̀ràn láti lọ sí ilé-ìwòsàn. Ó tuń sọ fuń wọn láti máa fọ ọwọ́ wọn dáadáa kí wọ́n tó jẹun, kí wọ́n sì máa pámọ́ tó gbogbo àwọn ohun èlò wọn.

Ìbéèrè:

Kí ni Olúwàfẹ́ ní?
Kí ni Olúwàfẹ́ ń ṣe?
Ta ni olùkó àwọn ọmọdé náà?
Kí ni Mádám Ojó gbà wọ́n ní ìmọ̀ràn?
Kí ni ìtúmọ̀ òrò “àjàkálẹ̀ àrùn”?

Báwo ni àwọn ìdáhùn ṣe ń rí:

Àwọn ìdáhùn sí àwọn ìbéèrè náà gbọ́dọ̀ wá láti inú àyọkà. Fun àpẹrẹ:

Ìdáhùn 1: Olúwàfẹ́ ní àìsàn tí ó ń tan káakiri, tí a pè ní àjàkálẹ̀ àrùn.

Ìdáhùn 2: Olúwàfẹ́ ń kọ́, ó sì ń yẹ.

Ìdáhùn 3: Olùkó àwọn ọmọdé náà ni Mádám Ojó.

Ìdáhùn 4: Mádám Ojó gbà wọ́n ní ìmọ̀ràn láti lọ sí ilé-ìwòsàn, kí wọ́n máa fọ ọwọ́ wọn dáadáa kí wọ́n tó jẹun, kí wọ́n sì máa pámọ́ tó gbogbo àwọn ohun èlò wọn.

Ìdáhùn 5: Ìtúmọ̀ òrò “àjàkálẹ̀ àrùn” ní àìsàn tí ó ń tàn káakiri láàrin àwọn ènìyàn ní àkokò kan.

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 a story and answering questions about it” in Yoruba. The teacher writes the topic “ÀKÀYÉ” on the board.

Pupils’ Activity: Pupils respond to the teacher’s questions and listen attentively.

Learning Point: Pupils are introduced to the lesson topic and connect it to their prior knowledge.

Step 2: Presentation of Passage

Time: 7 minutes

Teaching Skill: Narration/Reading Aloud

Teacher’s Activity: The teacher distributes a prepared Yoruba reading passage (àyọkà) to each pupil or writes it on the board. The teacher then reads the passage aloud clearly, paying attention to pronunciation and tone.

Pupils’ Activity: Pupils listen carefully as the teacher reads the passage, following along in their copies or on the board.

Learning Point: Pupils get familiar with the passage and hear correct Yoruba pronunciation.

Step 3: Pupils Read Passages

Time: 7 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher calls on individual pupils to read the passage aloud. The teacher provides correction and guidance on pronunciation and fluency where necessary.

Pupils’ Activity: Pupils take turns reading the passage aloud, practicing their Yoruba reading skills.

Learning Point: Pupils develop confidence and fluency in reading Yoruba.

Step 4: Discussion of Passage and New Words

Time: 8 minutes

Teaching Skill: Explanation/Questioning

Teacher’s Activity: The teacher leads a discussion on the passage, asking general questions to check for understanding. The teacher also identifies new or difficult words from the passage, explains their meanings, and writes them on the board (e.g., using word cards).

Pupils’ Activity: Pupils participate in the discussion, ask questions about what they do not understand, and learn the meanings of new words.

Learning Point: Pupils understand the main ideas of the passage and expand their Yoruba vocabulary.

Step 5: Answering Questions

Time: 8 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher writes comprehension questions related to the passage on the board. The teacher guides the pupils on how to find the answers within the passage and form correct responses.

Pupils’ Activity: Pupils identify the questions, locate answers in the passage, and formulate their responses orally with the teacher’s help.

Learning Point: Pupils learn how to extract specific information from a text to answer questions.

Step 6: Classwork/Practice

Time: 5 minutes

Teaching Skill: Independent Practice

Teacher’s Activity: The teacher instructs pupils to write down the answers to the questions in their notebooks.

Pupils’ Activity: Pupils write the answers to the comprehension questions in their exercise books.

Learning Point: Pupils practice writing their answers in Yoruba.

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 ìtúmọ̀ Àkàyé?
Ṣe àtoká àwọn ìgbàlọ́wọ́ méjì nínú kíka àkàyé.
Dáhùn ìbéèrè yí láti inú àyọkà tí a kà: Ta ni olùkó àwọn ọmọdé náà?
Ṣe àlàyé ìtúmọ̀ òrò “àjàkálẹ̀ àrùn” gẹ́gẹ́ bí ó ṣe wà nínú àyọkà náà.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Akaye, Kika Ayoka, Ibeere and Idahun for Primary 6

Specific Objectives

Cognitive Domain:

Affective Domain:

Psychomotor Domain:

Reference Materials

Instructional Materials

Rationale for the Lesson

Prerequisite/Previous Knowledge

Lesson Content/Board Summary

ÀKÀYÉ (Reading Comprehension)

Kí ni Àkàyé? (What is Reading Comprehension?)

Àwọn Ìgbàlọ́wọ́ nínú Kíka Àkàyé (Steps in Reading Comprehension)

Àpẹrẹ Àyọkà Àti Ìbéèrè (Example Passage and Questions)

Teaching Methods/Instructional Techniques

Instructional Procedures

Step 1: Introduction

Step 2: Presentation of Passage

Step 3: Pupils Read Passages

Step 4: Discussion of Passage and New Words

Step 5: Answering Questions

Step 6: Classwork/Practice

Step 7: Evaluation/Review

Step 8: Conclusion

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 (Reading Comprehension)

Kí ni Àkàyé? (What is Reading Comprehension?)

Àwọn Ìgbàlọ́wọ́ nínú Kíka Àkàyé (Steps in Reading Comprehension)

Àpẹrẹ Àyọkà Àti Ìbéèrè (Example Passage and Questions)

Teaching Methods/Instructional Techniques

Instructional Procedures

Step 1: Introduction

Step 2: Presentation of Passage

Step 3: Pupils Read Passages

Step 4: Discussion of Passage and New Words

Step 5: Answering Questions

Step 6: Classwork/Practice

Step 7: Evaluation/Review

Step 8: Conclusion

Royal Alikor