Class: Primary 4
Term: 3rd Term
Week: 9
Age: 9 years
Duration: 45 minutes
Subject: Yoruba
Curriculum Theme: Nigerian Languages
Previous Lesson: Akaye, Idije Boolu, Afeṣègbà and Oro Kokoro.
Topic: ÌTÈSÍWÁJÚ LÓRÍ ÀṢÀ (Continuation on Culture)
Subject Matter: Àṣà ounjẹ jíjẹ, Oríṣiríṣi ounjẹ tí àwọn Yorùbá ń jẹ, Ìsòrí ounjẹ pẹ̀lú àpẹẹrẹ, Ounjẹ ìpanu, Àpẹẹrẹ ounjẹ mìíràn lábé ìsòrí.

Specific Objectives

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

Cognitive Domain:

Ṣe àlàyé kí ni àṣà ounjẹ jíjẹ.
Dá oríṣiríṣi ounjẹ tí àwọn Yorùbá ń jẹ mọ̀.
Ṣe àlàyé ìsòrí ounjẹ pẹ̀lú àpẹẹrẹ.
Sàtojọ ounjẹ ìpanu.

Affective Domain:

Fífẹ́ran àṣà ounjẹ jíjẹ tíwa.
Tétí sí àlàyé olùkó pẹ̀lú ìfara-balẹ̀.

Psychomotor Domain:

Kọ àwọn àpẹẹrẹ ounjẹ sínú ìwé àkósilẹ̀.
Ya àwọn àwòrán ounjẹ Yorùbá.

Fífi àwọn ounjẹ àti ìsòrí rẹ̀ han ènìkejì.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Primary 4.
State Unified Scheme of Work for Primary 4 Yoruba.
Ìwé Èdè Yorùbá Titun fun Àwọn Ilé-Ìwé Alákòóbẹ̀rẹ̀ 4.

Instructional Materials

The teacher will teach this lesson with the aid of:

Awòrán ounjẹ (pictures of food).
Kaadi ìsòrí ounjẹ (food category cards).
Ìwé asa (culture book).
Pátákó ìkòwé (writing board/chalkboard).

Rationale for the Lesson

This lesson helps pupils understand the cultural importance of food and eating habits in Yoruba society. It enables them to identify and categorize various Yoruba foods, which connects them to their heritage and promotes healthy eating awareness.

Prerequisite/Previous Knowledge

Pupils have prior knowledge of basic Yoruba culture and some common Yoruba foods from previous lessons.

Lesson Content/Board Summary

Àṣà Ounjẹ Jíjẹ ní Ilé Yorùbá

Kí ni Àṣà Ounjẹ Jíjẹ?

Àṣà ounjẹ jíjẹ nínú àwọn Yorùbá ní ìṣèdá àti òfin tí ó rò mọ́ bí àwọn Yorùbá ṣe ń jẹun, irú ounjẹ tí wọ́n ń jẹ, àti bí wọ́n ṣe ń tójú ounjẹ wọn.

Oríṣiríṣi Ounjẹ tí àwọn Yorùbá ń jẹ

Àwọn Yorùbá ní oríṣiríṣi ounjẹ àti òbè tí wọ́n ń jẹ. Àwọn ounjẹ wọ̀nyí pẹ̀lú:

Ìyàn (pounded yam)
Èbà (garri)
Fúfú (fermented cassava meal)
Àmàlà (yam flour meal)
Láfun (cassava flour meal)
Ìrèsì (rice)
Ewà (beans)
Ìsú (yam)
Móímóí (bean pudding)
Àkàrà (bean cake)

Ìsòrí Ounjẹ Pẹ̀lú Àpẹẹrẹ

A lè pin ounjẹ sí oríṣiríṣi ìsòrí gẹ́gẹ́ bí iṣẹ́ tí wọ́n ń ṣe lára wa:

Ounjẹ Alámùúdú (Staple Foods/Carbohydrates): Àwọn wọ̀nyí ní ounjẹ tí ó ń fún wa ní agbára. Àpẹẹrẹ ní: Ìyàn, Èbà, Fúfú, Àmàlà, Láfun, Ìrèsì, Ìsú.
Ounjẹ Òṣèrè (Soups/Protein and Vitamins): Àwọn wọ̀nyí ní òbè tí a fi ń jẹ ounjẹ alámùúdú. Wọ́n ń fún wa ní àwọn èròjà tó ń gbé ara ga. Àpẹẹrẹ ní: Òbè Ègusí, Òbè Ògbònnó, Òbè Èfó, Òbè Atá.
Ounjẹ Èròjà (Protein-rich Foods): Àwọn wọ̀nyí ní ounjẹ tí ó ń kọ́ àti tí ó ń tọ́jú ara. Àpẹẹrẹ ní: Ewà, Móímóí, Àkàrà, Ẹran, Ẹja.

Ounjẹ Ìpanu (Snacks)

Àwọn wọ̀nyí ní ounjẹ kékeré tí a lè jẹ ní ààrin àkokò ounjẹ nlá.

Àwọn ounjẹ ìpanu pẹ̀lú:

Àkàrà
Móímóí
Kòkòró
Chín-chín
Gúgúrú (popcorn)
Kuli-kuli

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 reminds them of the previous lesson on Yoruba culture. The teacher then asks pupils to mention some aspects of culture they remember, specifically mentioning food.
Pupils’ Activity: Pupils respond to greetings and mention aspects of Yoruba culture, including food.
Learning Point: Pupils recall previous knowledge and are introduced to the lesson topic.

Step 2: Àṣà Ounjẹ Jíjẹ ní Ilé Yorùbá

Time: 5 minutes
Teaching Skill: Explanation/Discussion
Teacher’s Activity: The teacher explains what “Àṣà Ounjẹ Jíjẹ” (eating culture) means in the context of the Yoruba people, using simple examples.
Pupils’ Activity: Pupils listen attentively and ask questions for clarity.
Learning Point: Pupils understand the concept of eating culture.

Step 3: Oríṣiríṣi Ounjẹ tí àwọn Yorùbá ń jẹ

Time: 10 minutes
Teaching Skill: Illustration/Listing
Teacher’s Activity: The teacher displays pictures of various Yoruba foods (Awòrán ounjẹ) and lists their names on the board. The teacher asks pupils to identify some of the foods.
Pupils’ Activity: Pupils observe the pictures, identify the foods, and mention other Yoruba foods they know.
Learning Point: Pupils learn about different types of Yoruba foods.

Step 4: Ìsòrí Ounjẹ Pẹ̀lú Àpẹẹrẹ

Time: 10 minutes
Teaching Skill: Categorization/Explanation
Teacher’s Activity: The teacher explains the different categories of food (e.g., Ounjẹ Alámùúdú, Ounjẹ Òṣèrè, Ounjẹ Èròjà) and gives examples for each category, using food category cards (kaadi ìsòrí ounjẹ).
Pupils’ Activity: Pupils listen, observe the cards, and contribute examples under each category.
Learning Point: Pupils understand how Yoruba foods are categorized based on their nutritional value.

Step 5: Ounjẹ Ìpanu

Time: 5 minutes
Teaching Skill: Listing/Identification
Teacher’s Activity: The teacher discusses the concept of “Ounjẹ Ìpanu” (snacks) and lists common Yoruba snacks on the board.
Pupils’ Activity: Pupils listen and mention some of their favourite Yoruba snacks.
Learning Point: Pupils identify various Yoruba snacks.

Step 6: Class Activity/Pupils’ Engagement

Time: 5 minutes
Teaching Skill: Application/Guided Practice
Teacher’s Activity: The teacher instructs pupils to write down two examples for each food category discussed and two examples of snacks in their notebooks. The teacher moves around to provide assistance.
Pupils’ Activity: Pupils write down the examples as instructed.
Learning Point: Pupils practice applying the learned concepts.

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 àṣà ounjẹ jíjẹ?
Sàtojọ ounjẹ Yorùbá mẹ́ta.
Ṣe àlàyé ìsòrí ounjẹ méjì pẹ̀lú àpẹẹrẹ kọ̀ọ̀kan.
Ménuba ounjẹ ìpanu méjì.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: Immediately after evaluation
Teaching Skill: Summarization
Teacher’s Activity: The teacher summarizes the main points of the lesson, emphasizing the importance of knowing and appreciating Yoruba eating culture. The teacher assigns homework: Ask parents/guardians about other traditional Yoruba foods and their categories.
Pupils’ Activity: Pupils listen to the summary and copy down the homework.
Learning Point: The lesson is concluded, and pupils are encouraged to continue learning about their culture.

Lesson Keywords

Àṣà – Culture
Ounjẹ – Food
Jíjẹ – Eating
Ìsòrí – Category
Ìpanu – Snack
Alámùúdú – Staple/Carbohydrate
Òṣèrè – Soup/Stew
Èròjà – Nutrients/Ingredients (in this context, protein-rich foods)

Differentiation

For pupils who learn faster, the teacher can encourage them to research and present on specific Yoruba traditional recipes. For slower learners, the teacher can provide simplified lists of food items and categories, and offer more one-on-one support during class activities.

Note for teachers using this lesson plan

Teachers should ensure they have clear and engaging visual aids, such as actual food items or high-quality pictures, to make the lesson more tangible for the pupils. Encourage pupils to share their family’s traditional dishes to foster a sense of cultural pride and participation. Emphasize the nutritional aspects of each food category in a simple way.

Asa, Orisirisi Ounje Yoruba, Isori and Ipanú 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

Àṣà Ounjẹ Jíjẹ ní Ilé Yorùbá

Kí ni Àṣà Ounjẹ Jíjẹ?

Oríṣiríṣi Ounjẹ tí àwọn Yorùbá ń jẹ

Ìsòrí Ounjẹ Pẹ̀lú Àpẹẹrẹ

Ounjẹ Ìpanu (Snacks)

Teaching Methods/Instructional Techniques

Instructional Procedures

Step 1: Introduction

Step 2: Àṣà Ounjẹ Jíjẹ ní Ilé Yorùbá

Step 3: Oríṣiríṣi Ounjẹ tí àwọn Yorùbá ń jẹ

Step 4: Ìsòrí Ounjẹ Pẹ̀lú Àpẹẹrẹ

Step 5: Ounjẹ Ìpanu

Step 6: Class Activity/Pupils’ Engagement

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

Àṣà Ounjẹ Jíjẹ ní Ilé Yorùbá

Kí ni Àṣà Ounjẹ Jíjẹ?

Oríṣiríṣi Ounjẹ tí àwọn Yorùbá ń jẹ

Ìsòrí Ounjẹ Pẹ̀lú Àpẹẹrẹ

Ounjẹ Ìpanu (Snacks)

Teaching Methods/Instructional Techniques

Instructional Procedures

Step 1: Introduction

Step 2: Àṣà Ounjẹ Jíjẹ ní Ilé Yorùbá

Step 3: Oríṣiríṣi Ounjẹ tí àwọn Yorùbá ń jẹ

Step 4: Ìsòrí Ounjẹ Pẹ̀lú Àpẹẹrẹ

Step 5: Ounjẹ Ìpanu

Step 6: Class Activity/Pupils’ Engagement

Step 7: Evaluation/Review

Step 8: Conclusion

Lesson Keywords

Differentiation

Note for teachers using this lesson plan

Royal Alikor