Edemede Nduzi and Ịchọ Mma, Njirimara Edemede and Ngwa Ịchọ Mma for Primary 6

Class: Primary 6Term: 3rd Term
Week: 2
Age: 11 yearsDuration: 45 minutes
Subject: Asusu Igbo
Curriculum Theme: Nigerian Language
Previous Lesson: Edemede Nduzi and Ilu Dị Mfe, Ihe Bụ Edemede and Nkọwa Ilu.
Topic: Asụsụ: Edemede Nduzi; Omenala: Ịchọ Mma
Subject Matter: Njirimara edemede dịka isiokwu, nhazi na usoro; atụmatụ ihe mebere edemede dịka aha, afọ, ụdị; nkọwa ịchọ mma; ngwa e ji achọ mma dịka ude, ọla ntị, ncha, uri ọnụ, uri anya, uwe, ughegbe anya, akpụkpọ ụkwụ.

Specific Objectives

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

Cognitive Domain:

• Ịkọwa njirimara edemede.
• Ịmata usoro e si ede edemede.
• Ịkọwa ihe bụ ịchọ mma.
• Ịgụpụta ngwa e ji achọ mma.

Affective Domain:

• Ịghọta mkpa ọ dị ide edemede nke ọma.
• Ịkwanyere omenala ịchọ mma ùgwù.

Psychomotor Domain:

• Ide edemede dị mkpirikpi.
• Ịde aha na afọ n’edemede.

Social Domain:

• Ịjụ na ịza ajụjụ gbasara edemede na ịchọ mma.

Reference Materials

The following resources were used in planning this lesson:

• 9 Years Basic Education Curriculum for Nigerian Languages.
• State Unified Scheme of Work for Primary 5 Asusu Igbo.
• Akwụkwọ Asụsụ Igbo maka Primary 5.
• https://www.igbocentrallibrary.com/igbo-culture-and-traditions/
• https://www.learnigbo.com/writing-igbo-language/

Instructional Materials

The teacher will teach this lesson with the aid of:

• Ihe atụ ude (cream).
• Ncha (soap).
• Ugegbe anya (glasses).
• Foto ejiji (fashion photos).
• Akwụkwọ edemede (writing book).

Rationale for the Lesson

This lesson helps pupils understand how to write well, which is an important skill for communication. It also introduces them to the cultural practice of adornment and the items used, connecting them to their heritage and everyday life.

Prerequisite/Previous Knowledge

Pupils have basic knowledge of the Igbo language, can form simple sentences, and are familiar with some common household items.

Lesson Content/Board Summary

Asụsụ: Edemede Nduzi; Omenala: Ịchọ Mma

Njirimara Edemede (Characteristics of Writing)

Edemede bụ ihe e dere ede iji kọwaara mmadụ ihe. Edemede ọma nwere njirimara ụfọdụ.

Ndị a bụ njirimara edemede:

• Isiokwu: Edemede ọ bụla ga-enwe isiokwu doro anya. Isiokwu ahụ ga-agwa onye na-agụ ya ihe edemede ahụ bụ maka ya.
• Nhazi: Edemede ga-adị n’usoro. Isiokwu ndị ahụ ga-esochi ibe ha n’ụzọ ezi uche dị na ya.
• Usoro: Edemede ga-enwe usoro e si ede ya. Nke a gụnyere iji akara edemede (punctuation marks) na mkpụrụokwu ziri ezi.

Atụmatụ Ihe Mebere Edemede (Elements of Writing)

Mgbe a na-ede edemede, e nwere ihe ụfọdụ dị mkpa a ga-etinye na ya.

Ndị a bụ atụmatụ ihe mebere edemede:

• Aha onye dere: Aha onye dere edemede ahụ.
• Afọ: Afọ onye dere edemede ahụ.
• Ụdị edemede: Ụdị edemede ahụ (dịka akụkọ, akwụkwọ ozi, wdg).

Ịchọ Mma (Adornment)

Ịchọ mma bụ omume ịme ka onwe onye ma ọ bụ ihe dị mma karịa ka ọ dịbu site n’iji ihe dị iche iche chọọ ya mma.

Ngwa E Ji Achọ Mma (Tools Used for Adornment)

E nwere ọtụtụ ngwa e ji achọ mma n’etiti ndị Igbo na n’ụwa niile.

Ndị a bụ ụfọdụ ngwa e ji achọ mma:

• Ude (cream/lotion)
• Ọla ntị (earrings)
• Ncha (soap)
• Uri ọnụ (lipstick)
• Uri anya (eyeliner/kohl)
• Uwe (clothes)
• Ugegbe anya (glasses/spectacles)
• Akpụkpọ ụkwụ (shoes)
• Mkpụrụ olu (necklaces)
• Mkpịsị aka (rings)
• Maka (beads)

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 like to do to make themselves look good before coming to school. The teacher also asks if they know what makes a written message easy to understand.

Pupils’ Activity: Pupils respond by mentioning things like bathing, wearing clean clothes, combing hair, and say that clear writing makes a message easy to understand.

Learning Point: Pupils are prepared for the lesson on writing and adornment.

Step 2: Presentation of Lesson Topic

Time: 5 minutes

Teaching Skill: Explanation/Introduction

Teacher’s Activity: The teacher writes the topic “Asụsụ: Edemede Nduzi; Omenala: Ịchọ Mma” on the board and explains that the lesson will cover how to write well and the meaning of adornment and its tools.

Pupils’ Activity: Pupils listen attentively and copy the topic into their notebooks.

Learning Point: Pupils know the topic of the lesson.

Step 3: Explanation of Njirimara Edemede

Time: 10 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains what characteristics of writing are, focusing on isiokwu (topic), nhazi (organization), and usoro (style/structure). The teacher gives examples of good and bad writing to illustrate the points.

Pupils’ Activity: Pupils listen, ask questions, and contribute ideas on what makes good writing.

Learning Point: Pupils understand the characteristics of good writing.

Step 4: Explanation of Atụmatụ Ihe Mebere Edemede

Time: 5 minutes

Teaching Skill: Explanation/Questioning

Teacher’s Activity: The teacher explains the important elements to include when writing, such as the writer’s name, age, and type of writing. The teacher asks pupils why these details are important.

Pupils’ Activity: Pupils listen and answer questions, explaining the importance of each element.

Learning Point: Pupils can identify the essential elements of a written piece.

Step 5: Explanation of Ịchọ Mma

Time: 5 minutes

Teaching Skill: Definition/Discussion

Teacher’s Activity: The teacher defines “Ịchọ Mma” (adornment) and discusses with pupils how people adorn themselves and why it is done.

Pupils’ Activity: Pupils provide examples of adornment and discuss its purpose.

Learning Point: Pupils understand the meaning of adornment.

Step 6: Listing Ngwa E Ji Achọ Mma

Time: 5 minutes

Teaching Skill: Listing/Demonstration

Teacher’s Activity: The teacher displays the instructional materials (cream, soap, glasses, fashion photos) and asks pupils to identify them. The teacher then lists other common tools for adornment on the board, ensuring pupils understand each item.

Pupils’ Activity: Pupils identify the displayed items and listen as the teacher lists other adornment tools, copying them into their notebooks.

Learning Point: Pupils can identify and list various tools used for adornment.

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 njirimara edemede abụọ.
2. Gịnị bụ ịchọ mma?
3. Gụpụta ngwa e ji achọ mma atọ.
4. Gịnị bụ atụmatụ ihe mebere edemede abụọ?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 5 minutes

Teaching Skill: Summarization/Assignment

Teacher’s Activity: The teacher summarizes the key points of the lesson, emphasizing the importance of good writing and understanding cultural practices of adornment. The teacher gives homework: “Debe edemede dị mkpirikpi gbasara ‘Ụbọchị M Teta n’Ụra’ ma tinye aha gị na afọ gị.” (Write a short composition about ‘My Day Waking Up’ and include your name and age).

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

Learning Point: Pupils consolidate their learning and apply it through homework.

Lesson Keywords

• Edemede – Writing/Composition
• Isiokwu – Topic
• Nhazi – Organization
• Usoro – Style/Structure
• Ịchọ Mma – Adornment/Beautification
• Ngwa – Tools/Items
• Ude – Cream/Lotion
• Ọla ntị – Earrings
• Uwe – Clothes

Differentiation

For pupils who grasp concepts quickly, the teacher will encourage them to write longer compositions or describe more items of adornment. For pupils who need more support, the teacher will provide simpler sentence structures for writing and give additional examples of adornment items, using visual aids to support understanding.

Note for teachers using this lesson plan

Encourage pupils to use their own experiences when discussing adornment. For the writing section, focus on getting the core ideas across before correcting minor grammatical errors. Use real-life examples of writing (e.g., letters, notes) to make the lesson relatable.