Edemede Nduzi and Ejije, Ide Edemede “Onwe M” and Ihe Mmụta n’Ejije for Primary 5

Class: Primary 5
Term: Second Term
Week: 9
Age: 10 years
Duration: 45 minutes
Subject: Asụsụ Igbo
Curriculum Theme: Nigerian Language
Previous Lesson: Edemede Nduzi and Ịgụ Aha, Njirimara Edemede Nduzi and Usoro Ịgụ Aha.
Topic: A) ASỤSỤ: Edemede Nduzi B) AGỤMAGỤ: Ejije
Subject Matter: edemede nduzi gbasara isiokwu ọ bụla, ide edemede “Onwe m”, usoro e si ede edemede nduzi, nkọwa agwa dị n’ejije, ihe mmụta dị n’ejije, ịchọpụtasị agwa pụtara ihe

Specific Objectives

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

Cognitive Domain:

• Ịkọwa ihe Edemede Nduzi bụ.
• Ịkọwa usoro e si ede Edemede Nduzi.
• Ịmata agwa dị iche iche n’ime ejije.
• Ịkọwa ihe mmụta dị n’ime ejije a gụrụ.

Affective Domain:

• Ịgosi mmasị n’ịgụ na ide edemede Igbo.
• Ịghọta mkpa ọ dị ide edemede nke ọma.

Psychomotor Domain:

• Ide edemede nduzi dị mkpirikpi akpọrọ “Onwe m”.
• Ịgụ akụkụ ụfọdụ n’ime ejije a họpụtara.

Social Domain:

• Ịjụ na ịza ajụjụ gbasara edemede na ejije.
• Ịrụkọ ọrụ ọnụ n’ịchọpụta agwa na ihe mmụta n’ejije.

Reference Materials

The following resources were used in planning this lesson:

• 9 Years Basic Education Curriculum
• State Unified Scheme of Work
• Mkpụrụ Akwụkwọ Igbo maka Primary 5

Instructional Materials

The teacher will teach this lesson with the aid of:

• akwụkwọ edemede (composition book)
• akwụkwọ ejije (play book)
• mpempe akwụkwọ (sheets of paper)
• ụgbọ ojii (chalkboard/whiteboard)

Rationale for the Lesson

This lesson helps pupils to develop their writing skills through guided composition, enabling them to express themselves clearly in Igbo. It also introduces them to Igbo drama, which helps them understand storytelling, characters, and moral lessons within their culture.

Prerequisite/Previous Knowledge

Pupils should have basic knowledge of Igbo language structure and simple sentence formation. They should also have some experience reading short Igbo stories.

Lesson Content/Board Summary

A) ASỤSỤ: Edemede Nduzi na B) AGỤMAGỤ: Ejije

Edemede Nduzi (Guided Composition)

Edemede nduzi bụ ụdị edemede a na-enye ụmụ akwụkwọ isiokwu maọbụ ihe ga-eduzi ha n’ide ya. O na-enyere aka ime ka edemede ha dị mfe na nke doro anya.

Usoro e si ede edemede nduzi bụ:

• Ịgụ na ịghọta isiokwu nke ọma.
• Ịchịkọta echiche dị mkpa gbasara isiokwu ahụ.
• Ịhazi echiche ndị ahụ n’usoro kwesịrị ekwesị.
• Idebe isi edemede (introduction), mkpụkọ edemede (body paragraphs), na mmechi edemede (conclusion).
• Ịgụgharị edemede ahụ na imezi mmejọ ọ bụla.

Ihe atụ: Edemede “Onwe m” (Composition “Myself”)

Ụmụ akwụkwọ nwere ike ide gbasara:

• Aha ha na ebe ha si.
• Afọ ole ha dị.
• Ụlọ akwụkwọ ha na klas ha.
• Ihe ha hụrụ n’anya ime (hobby).
• Ihe ha chọrọ ịbụ n’ọdịnihu.

Ejije (Play/Drama)

Ejije bụ akụkọ a na-eme ka ọ bụrụ ihe nkiri n’elu ogbo, ebe ndị mmadụ na-eme agwa dị iche iche na-ekwu okwu ma na-eme ihe.

Agwa Dị N’ejije (Characters in a play)

Agwa bụ ndị na-eme ihe nkiri n’ime ejije. Ha na-eme ka akụkọ ahụ dị ndụ. E nwere agwa bụ isi (main characters) na agwa ndị ọzọ (minor characters).

Ịchọpụta Agwa Pụtara Ihe (Identifying prominent characters)

Agwa pụtara ihe bụ agwa ndị kacha mee ihe n’ejije maọbụ ndị akụkọ ahụ na-elekwasị anya. A na-achọpụta ha site n’ileba anya n’ihe ha kwuru, ihe ha mere, na ka akụkọ ahụ si metụta ha.

Ihe Mmụta Dị N’ejije (Lessons from a play)

Ihe mmụta bụ ozi maọbụ nkuzi ejije ahụ na-enye ndị na-ekiri maọbụ na-agụ ya. Ihe mmụta ndị a nwere ike ịbụ gbasara eziokwu, ịdị uchu, ịhụnanya, mgbaghara, maọbụ ihe ọjọọ na ihe ọma.

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 reviews the previous lesson briefly. The teacher then introduces the new topic, “Edemede Nduzi na Ejije,” and explains its relevance to their daily communication and cultural understanding.

Pupils’ Activity: Pupils respond to greetings, recall the previous lesson, and listen attentively to the introduction of the new topic.

Learning Point: Pupils are prepared for the day’s lesson and connect it to previous knowledge.

Step 2: Presentation of Edemede Nduzi

Time: 10 minutes

Teaching Skill: Explanation/Lecture

Teacher’s Activity: The teacher explains what “Edemede Nduzi” (Guided Composition) means in Igbo and outlines the steps involved in writing a good guided composition, writing the key points on the board. The teacher gives examples of topics for guided composition.

Pupils’ Activity: Pupils listen, ask questions for clarification, and copy the definition and steps from the board.

Learning Point: Pupils understand the concept of guided composition and its writing process.

Step 3: Guided Practice – “Onwe m”

Time: 10 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher guides the pupils to write a short guided composition on “Onwe m” (Myself) by providing guiding points such as “Aha m”, “Ebe m si”, “Afọ ole m dị”, “Ihe m hụrụ n’anya ime”, “Olileanya m”. The teacher moves around to assist pupils.

Pupils’ Activity: Pupils attempt to write their “Onwe m” composition based on the teacher’s guidance and the points provided.

Learning Point: Pupils practice writing a guided composition using a personal topic.

Step 4: Introduction to Ejije

Time: 5 minutes

Teaching Skill: Reading/Explanation

Teacher’s Activity: The teacher introduces “Ejije” (Play/Drama) and reads a short, simple excerpt from a selected Igbo play to the class. The teacher explains that Ejije is a story acted out by characters.

Pupils’ Activity: Pupils listen to the excerpt and the teacher’s explanation of Ejije.

Learning Point: Pupils are introduced to the concept of a play in Igbo.

Step 5: Characters and Lessons in Ejije

Time: 5 minutes

Teaching Skill: Explanation/Discussion

Teacher’s Activity: The teacher explains what “agwa” (characters) are in an Ejije and how to identify “agwa pụtara ihe” (prominent characters). The teacher also discusses that plays often contain “ihe mmụta” (lessons) and gives examples of common lessons found in stories.

Pupils’ Activity: Pupils listen and contribute by mentioning characters they know from other stories or plays.

Learning Point: Pupils understand the role of characters and the presence of lessons in a play.

Step 6: Discussion/Pupil Activity on Ejije

Time: 5 minutes

Teaching Skill: Question and Answer

Teacher’s Activity: Using the short excerpt read in Step 4 or a well-known simple story, the teacher asks pupils to identify the characters and suggest any potential lessons from the story. The teacher facilitates a brief discussion.

Pupils’ Activity: Pupils identify characters and discuss possible lessons, asking and answering questions.

Learning Point: Pupils apply their understanding of characters and lessons to a practical example.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

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

1. Kọwaa ihe Edemede Nduzi bụ.
2. Depụta usoro abụọ e si ede Edemede Nduzi.
3. Kedu ihe Ejije bụ?
4. Gịnị ka anyị na-akpọ ndị na-eme ihe nkiri n’ime ejije?
5. Kwuo otu ihe mmụta anyị nwere ike isi n’ejije mụta.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: (Immediately after review, brief)

Teaching Skill: Summarization

Teacher’s Activity: The teacher briefly summarizes the key points of the lesson on Edemede Nduzi and Ejije. The teacher gives an assignment to write a short guided composition on “Ụbọchị Ahịa” (Market Day) or read a simple Igbo play at home.

Pupils’ Activity: Pupils listen to the summary and copy the assignment.

Learning Point: Pupils consolidate their learning and receive further practice.

Lesson Keywords

• Edemede Nduzi – Ụdị edemede a na-enye ụmụ akwụkwọ isiokwu maọbụ ihe ga-eduzi ha n’ide ya.
• Ejije – Akụkọ a na-eme ka ọ bụrụ ihe nkiri n’elu ogbo.
• Agwa – Ndị na-eme ihe nkiri n’ime ejije.
• Ihe Mmụta – Ozi maọbụ nkuzi ejije ahụ na-enye.
• Onwe m – Gbasara onye n’onwe ya (Myself).

Differentiation

For pupils who are struggling, the teacher will provide more direct guidance during the writing activity and simplify the questions asked during the Ejije discussion. For advanced pupils, the teacher will encourage them to write longer compositions or analyze the characters and themes in the play more deeply.

Note for teachers using this lesson plan

Ensure you have a suitable, simple Igbo play or a short story excerpt ready to read for the Ejije section. Encourage pupils to use their own words when writing their compositions. Emphasize active participation in both writing and discussion segments of the lesson.