Class: Primary 5
Term: Second Term
Week: 2
Age: 10 years
Duration: 45 minutes
Subject: Yoruba
Curriculum Theme: Nigerian Languages
Previous Lesson: Asa, Ohun Elo Igbeyawo and Iwure Igbeyawo.
Topic: ÀRÒKỌ
Subject Matter: Àròkọ aṣàríyànjiyàn, Ìtúmò àròkọ aṣàríyànjiyàn, Ìgbésè kíkọ àròkọ aṣàríyànjiyàn, Àpẹẹrẹ àròkọ aṣàríyànjiyàn, Ìmótótó àyíká ilé, Ohun èlò fún ṣíṣe ìmótótó àyíká ilé, Ewu tí àìtójú àyíká lè fà, Orin àti ewì ìmótótó

Specific Objectives

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

Cognitive Domain:

Mọ ìtumò àròkọ aṣàríyànjiyàn.
Kọ àpẹẹrẹ àròkọ aṣàríyànjiyàn.
Mọ ewu tí àìtójú àyíká lè fà.

Affective Domain:

Tétí sí àlàyé olùkó lórí ìgbésè kíkọ àròkọ aṣàríyànjiyàn.
Fi ìmótótó han nínú àyíká ilé àti ilé-ìwé.

Psychomotor Domain:

Lo ohun èlò ìmótótó àyíká dáadáa.
Kọ orin àti ewì ìmótótó.

Ṣe àfàwọ́rán àṣà ìmótótó àyíká nínú àwujò.

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 5 Yoruba.
Àkọ́kó Yèrèsì: Ìwé Kíkó fun Ilé-ìwé Aláàkọ́bẹ́rẹ́ Ìṣàsán Kèjì (Primary 5 Yoruba Textbook).
Federal Ministry of Education Website
Nigerian Educational Research and Development Council (NERDC)

Instructional Materials

The teacher will teach this lesson with the aid of:

Àpẹẹrẹ àròkọ aṣàríyànjiyàn (Example of an argumentative essay).
Ìgbónsè àti pátákó ìkòwé (Broom and dustpan).
Àgbá ìdọ̀tí (Waste bin).
Àwòrán ìmótótó (Cleaning chart).
Pátákó ìkòwé (Whiteboard/Blackboard).

Rationale for the Lesson

This lesson helps pupils to understand how to write an argumentative essay, which is an important skill for expressing opinions clearly. It also teaches them about the importance of keeping their environment clean, which protects their health and makes their surroundings pleasant.

Prerequisite/Previous Knowledge

Pupils are expected to have basic knowledge of Yoruba sentence construction and simple essay writing. They should also be familiar with general hygiene practices and the concept of a clean environment.

Lesson Content/Board Summary

ÀRÒKỌ AṢÀRÍYÀNJIYÀN ÀTI ÌMÓTÓTÓ ÀYÍKÁ

Ìtúmò Àròkọ Aṣàríyànjiyàn

Àròkọ aṣàríyànjiyàn ni àròkọ tí èniyàn tí ń kọ ó ti ní ojú ìwòye kan lórí ọ̀rọ̀ kan, tí ó sì ń gbiyanjú láti fi àwọn àsírí àti àwọn ìdábíìsí rẹ̀ hàn fún àwọn ònyé ìwé láti gbà. Ó máa ń ní ìmúlẹ̀ kan tí ó fẹ́ káwọn èniyàn gbà.

Ìgbésè Kíkọ Àròkọ Aṣàríyànjiyàn

Àwọn ìgbésè wọ̀nyí gbọ́dọ̀ tẹ̀lé nínú kíkọ àròkọ aṣàríyànjiyàn:

Yìn ojú ìwòye rẹ dájú ní ìbẹ̀rẹ̀.
Pese àwọn àsírí àti àwọn ìdábíìsí tó dajú láti ṣe àtílẹ́yìn ojú ìwòye rẹ.
Fi àwọn àpẹẹrẹ tó yé kó mọ́lé àti àwọn ìṣẹlẹ̀ gidi láti fi han pé ojú ìwòye rẹ tọ́.
Parí àròkọ rẹ nípa yínyàn ojú ìwòye rẹ léèkejì, tí ó sì ń pe àwọn ònyé ìwé sí ìṣe.

Àpẹẹrẹ Àròkọ Aṣàríyànjiyàn

Àpẹẹrẹ àròkọ aṣàríyànjiyàn ni àròkọ tí a kọ lórí ọ̀rọ̀ kan bíi “Ìmótótó Àyíká Ni Òògùn Àrùn” níbi tí a ti lé ní àwọn àsírí tó dajú tí ó sì ní ìmúlẹ̀ kan tí ó fẹ́ káwọn èniyàn gbà.

Ìmótótó Àyíká Ilé

Ìmótótó àyíká ilé ni wíwẹ̀ àti wíwọ̀ àyíká ilé wa láti rí dajú pé ó mọ́, kò sí ìdọ̀tí, kò sí àwọn kokoro tó lè fa àrùn. Ó ṣe patakì fún ìlera wa àti àlàáfíà wa.

Ohun Èlò Fún Ṣíṣe Ìmótótó Àyíká Ilé

Àwọn ohun èlò wọ̀nyí ṣe patakì fún ṣíṣe ìmótótó àyíká ilé:

Ìgbónsè (Broom)
Pátákó ìkòwé (Dustpan)
Òrukàn/Aṣọ nlá (Mop/Rag)
Àgbá ìdọ̀tí (Waste bin)
Omi àti ọṣẹ (Water and soap/detergent)
Àwọn ohun èlò ìwẹnumọ́ (Disinfectants)

Ewu Tí Àìtójú Àyíká Lè Fà

Àìtójú àyíká lè fa àwọn ewu wọ̀nyí:

Ìtanjá àwọn àrùn bíi kólérà, àti àrùn inú-fúnfún (typhoid).
Ojú ìrírí ti kò dára àti ìdọ̀tí ní àwọn àyíká.
Olúrun burúkú tí ó ń ti ibi ìdọ̀tí jáde.
Ìfóró àwọn kokoro bíi èeṣan, èfọn, àti àwọn eku.
Ìparun ìlera àwọn ará-ìlú.

Orin Àti Ewì Ìmótótó

Orin àti ewì ìmótótó jẹ́ ọnà kan láti kọ́ àwọn ọmọdé nípa patakì ìmótótó. Wọ́n máa ń ní àwọn ìwárá tí ó rọrun láti rantí tí ó sì ń kọ́ni nípa bí a ṣe lè jẹ́ kí àyíká wa mọ́.

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: Olùkó yoo bèrè fún àwọn ọmọ ilé-ìwé latí sọ àwọn ọnà tí wọ́n fi ń tójú àyíká ilé wọn. Ó sì yoo kọ ọ̀rọ̀ “Àròkọ” àti “Ìmótótó Àyíká” sí orí pátákó ìkòwé.

Pupils’ Activity: Àwọn ọmọ ilé-ìwé yoo dáhùn nípa síso ìdí tí ìmótótó fi ṣe patakì àti àwọn ohun tí wọ́n ń lo láti ṣe ìmótótó. Wọ́n yoo sì gbiyanjú láti sọ ohun tí àròkọ jẹ́.

Learning Point: Pupils recall previous knowledge about cleanliness and are introduced to the lesson’s main topics.

Step 2: Àlàyé Lórí Àròkọ Aṣàríyànjiyàn

Time: 10 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: Olùkó yoo sọ ìtumò àròkọ aṣàríyànjiyàn, yoo sì fi àpẹẹrẹ kan han àwọn ọmọ ilé-ìwé. Yoo ṣe àlàyé pé àròkọ yìí ní ìmúlẹ̀ tó dajú tí ó sì ń gbiyanjú láti yí ojú ìwòye àwọn èniyàn padà.

Pupils’ Activity: Àwọn ọmọ ilé-ìwé yoo tétí sí àlàyé olùkó, yoo sì bèrè àwọn ìbéèrè fún ìyésíwajú.

Learning Point: Pupils understand the meaning and purpose of an argumentative essay.

Step 3: Ìgbésè Kíkọ Àròkọ Aṣàríyànjiyàn

Time: 7 minutes

Teaching Skill: Instruction/Listing

Teacher’s Activity: Olùkó yoo kọ àwọn ìgbésè tí ó wà nínú kíkọ àròkọ aṣàríyànjiyàn sí orí pátákó ìkòwé, ó sì yoo ṣe àlàyé wọn ní òkọ̀ọ̀kan, bíi yínyàn ojú ìwòye, pípèse àsírí, àti wíwí àpẹẹrẹ.

Pupils’ Activity: Àwọn ọmọ ilé-ìwé yoo kọ àwọn ìgbésè náà sínú ìwé àkósilẹ̀ wọn, wọ́n sì yoo bèrè àwọn ìbéèrè fún oye tí ó kún.

Learning Point: Pupils learn the structured steps for writing an argumentative essay.

Step 4: Ìfihun Lórí Ìmótótó Àyíká Ilé

Time: 5 minutes

Teaching Skill: Explanation/Discussion

Teacher’s Activity: Olùkó yoo ṣàlàyé ohun tí ìmótótó àyíká ilé jẹ́ àti ìdí tí ó fi ṣe patakì fún ìlera àti àlàáfíà. Yoo fi àwòrán ìmótótó han àwọn ọmọ ilé-ìwé.

Pupils’ Activity: Àwọn ọmọ ilé-ìwé yoo sọ àwọn ìrònú wọn lórí ìmótótó àyíká àti bí ó ṣe lè ran wọn lọ́wọ́.

Learning Point: Pupils grasp the definition and importance of environmental cleanliness.

Step 5: Ohun Èlò Àti Ewu Àìtójú Àyíká

Time: 8 minutes

Teaching Skill: Demonstration/Problem-solving

Teacher’s Activity: Olùkó yoo fi àwọn ohun èlò ìmótótó bíi ìgbónsè, pátákó ìkòwé, àti àgbá ìdọ̀tí han. Yoo sì ṣàlàyé ewu tí àìtójú àyíká lè fà, bíi àwọn àrùn àti ojú ìrírí ti kò dára.

Pupils’ Activity: Àwọn ọmọ ilé-ìwé yoo darukọ àwọn ohun èlò ìmótótó, wọ́n sì yoo sọ àwọn ewu tí àìtójú àyíká lè fà.

Learning Point: Pupils identify cleaning tools and understand the dangers of an unclean environment.

Step 6: Orin Àti Ewì Ìmótótó

Time: 5 minutes

Teaching Skill: Singing/Recitation

Teacher’s Activity: Olùkó yoo kọ orin ìmótótó kan àti ewì kukuru kan fún àwọn ọmọ ilé-ìwé. Yoo sì pe wọn láti kọrin àti ka ewì náà pẹ̀lú rẹ̀.

Pupils’ Activity: Àwọn ọmọ ilé-ìwé yoo kọrin àti ka ewì ìmótótó náà pẹ̀lú olùkó, wọ́n sì yoo yé àwọn ìtumọ̀ wọn.

Learning Point: Pupils learn a song/poem about cleanliness, reinforcing the message in an engaging way.

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 àròkọ aṣàríyànjiyàn?
Sọ méjì nínú àwọn ìgbésè kíkọ àròkọ aṣàríyànjiyàn.
Darukọ méjì nínú ohun èlò fún ṣíṣe ìmótótó àyíká ilé.
Sọ ewu méjì tí àìtójú àyíká lè fà.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Summarization

Teacher’s Activity: Olùkó yoo ṣe àkójópọ̀ àwọn kọ́kọ́ ìkọ́ni tí wọ́n ti kọ́ nínú kilasì lórí àròkọ aṣàríyànjiyàn àti patakì ìmótótó àyíká. Yoo sì fún wọn ní iṣẹ́ ilé.

Pupils’ Activity: Àwọn ọmọ ilé-ìwé yoo ṣe àkójópọ̀ àwọn ìkọ́ni, wọ́n sì yoo kọ iṣẹ́ ilé wọn sílẹ̀.

Learning Point: Pupils consolidate their learning and receive assignments to reinforce understanding.

Lesson Keywords

Àròkọ – Essay/Composition
Aṣàríyànjiyàn – Argumentative
Ìtúmò – Meaning/Definition
Ìgbésè – Steps/Procedures
Ìmótótó – Cleanliness/Hygiene
Àyíká – Environment/Surroundings
Ewu – Danger/Risk
Ohun èlò – Tools/Materials

Differentiation

For pupils who learn faster, the teacher will encourage them to write a short argumentative paragraph on “Why cleanliness is important.” For pupils who need more support, the teacher will provide simplified definitions and guided assistance in identifying the cleaning tools and dangers of an untidy environment.

Note for teachers using this lesson plan

Teachers should ensure all Yoruba terms are pronounced correctly and that the cultural context of environmental cleanliness in Nigeria is emphasized. Encourage active participation and provide constructive feedback on pupils’ responses. The use of visual aids and real-life examples will greatly enhance understanding.

Arokọ, Aṣariyajiyan and Imotòtò Ayika Ile for Primary 5

Specific Objectives

Cognitive Domain:

Affective Domain:

Psychomotor Domain:

Reference Materials

Instructional Materials

Rationale for the Lesson

Prerequisite/Previous Knowledge

Lesson Content/Board Summary

ÀRÒKỌ AṢÀRÍYÀNJIYÀN ÀTI ÌMÓTÓTÓ ÀYÍKÁ

Ìtúmò Àròkọ Aṣàríyànjiyàn

Ìgbésè Kíkọ Àròkọ Aṣàríyànjiyàn

Àpẹẹrẹ Àròkọ Aṣàríyànjiyàn

Ìmótótó Àyíká Ilé

Ohun Èlò Fún Ṣíṣe Ìmótótó Àyíká Ilé

Ewu Tí Àìtójú Àyíká Lè Fà

Orin Àti Ewì Ìmótótó

Teaching Methods/Instructional Techniques

Instructional Procedures

Step 1: Introduction

Step 2: Àlàyé Lórí Àròkọ Aṣàríyànjiyàn

Step 3: Ìgbésè Kíkọ Àròkọ Aṣàríyànjiyàn

Step 4: Ìfihun Lórí Ìmótótó Àyíká Ilé

Step 5: Ohun Èlò Àti Ewu Àìtójú Àyíká

Step 6: Orin Àti Ewì Ìmótótó

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

ÀRÒKỌ AṢÀRÍYÀNJIYÀN ÀTI ÌMÓTÓTÓ ÀYÍKÁ

Ìtúmò Àròkọ Aṣàríyànjiyàn

Ìgbésè Kíkọ Àròkọ Aṣàríyànjiyàn

Àpẹẹrẹ Àròkọ Aṣàríyànjiyàn

Ìmótótó Àyíká Ilé

Ohun Èlò Fún Ṣíṣe Ìmótótó Àyíká Ilé

Ewu Tí Àìtójú Àyíká Lè Fà

Orin Àti Ewì Ìmótótó

Teaching Methods/Instructional Techniques

Instructional Procedures

Step 1: Introduction

Step 2: Àlàyé Lórí Àròkọ Aṣàríyànjiyàn

Step 3: Ìgbésè Kíkọ Àròkọ Aṣàríyànjiyàn

Step 4: Ìfihun Lórí Ìmótótó Àyíká Ilé

Step 5: Ohun Èlò Àti Ewu Àìtójú Àyíká

Step 6: Orin Àti Ewì Ìmótótó

Step 7: Evaluation/Review

Step 8: Conclusion

Lesson Keywords

Differentiation

Note for teachers using this lesson plan

Royal Alikor