Class: Primary 6
Term: First Term
Week: 6
Age: 11 years
Duration: 45 minutes
Subject: Yoruba
Curriculum Theme: Nigerian Languages
Previous Lesson: Arokọ, Arokọ Alariiyanjiyan, Apeere and Ilana Kiko.
Topic: ERÉ ONÍTÀN
Subject Matter: Eré onítàn kékeré, Oríkì eré onítàn, Pàtàkì àti ìwúlò eré onítàn ní àwùjọ, Àléébù àṣà tí ó ṣúyọ, Onà èdè àti ìlò èdè tí a ṣe àmúlò rè

Specific Objectives

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

Cognitive Domain:

Define “Eré onítàn” (Yoruba drama).
Identify the characteristics of a short drama (Eré onítàn kékeré).
Mention the importance and uses of drama in society.
Explain how culture, literary style, and language are used in Yoruba drama.

Affective Domain:

Appreciate the cultural value and entertainment provided by Yoruba drama.
Show interest in participating in or watching Yoruba drama.

Psychomotor Domain:

Participate in a short role-play or dramatic presentation.
Demonstrate understanding of basic dramatic elements through action.

Collaborate with peers to perform a short dramatic scene.
Develop communication skills through dramatic expression.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Primary Schools (Yoruba).
State Unified Scheme of Work for Primary 6 (Yoruba).
Ìwé Èdè Yorùbá fun Àkóbẹ́rẹ́ Ìwé Kẹfà.

Instructional Materials

The teacher will teach this lesson with the aid of:

Ìwé ere (play scripts)
Kaadi ipa (role cards)
Props rorun (simple props)
Pátákó ìkòwé (chalkboard/whiteboard)
Awòrán ere (pictures of plays)

Rationale for the Lesson

This lesson helps pupils understand the concept of Yoruba drama, which is an important part of their cultural heritage. It enables them to appreciate storytelling, learn moral lessons, and improve their Yoruba language skills through practical engagement with dramatic expression.

Prerequisite/Previous Knowledge

Pupils are expected to have basic knowledge of the Yoruba language, including simple vocabulary and sentence structures, and an understanding of storytelling.

Lesson Content/Board Summary

ERÉ ONÍTÀN (YORUBA DRAMA/PLAY)

Oríkì Eré Onítàn (Definition of Drama)

Eré onítàn ni eré tí a máa ń ṣe láti fi han ìṣèlẹ̀ kan tabi ọ̀rọ̀ kan láwùjọ. Ó máa ń ní àwọn òṣèré, ìtàn, àti aayé tí eré náà ti ń lọ. Eré onítàn lè jẹ́ láti kọ́ni ní ẹ̀kọ́, láti fi àṣà han, tabi láti ṣe ìdáráràn.

Eré Onítàn Kékeré (Short Drama)

Eré onítàn kékeré jẹ́ eré tí kò gùn, tí ó máa ń ní ìtàn kékeré kan, àwọn òṣèré díẹ̀, àti aayé tí kò fi bẹ́ẹ̀ pọ̀. Ó máa ń wá ní àṣà tí ó rọrùn láti ṣe, tí ó sì máa ń ní ìdáráràn tabi ẹ̀kọ́ tí ó yé ni lójú kẹ̀kẹ̀.

Pàtàkì àti Ìwúlò Eré Onítàn ní Àwùjọ (Importance and Uses of Drama in Society)

Àwọn pàtàkì àti ìwúlò eré onítàn ní àwùjọ nínú:

Ó ń kọ́ni ní ìwà rere àti ìtọ́ni.
Ó ń fi àṣà àti iṣé àwọn ènìyàn han fun àwọn tí kò mọ̀.
Ó ń fi àwọn iṣoro àwùjọ han láti lè rí ìyànjú sí.
Ó ń ṣe ìdáráràn àti eré dárúdápò fún àwọn ènìyàn.
Ó ń mú kí èdè Yorùbá gbile, ó sì ń kọ́ni ní bí àti ṣe ń lo èdè lọ́nà tó tọ́.

Àṣà, Onà Èdè àti Ìlò Èdè nínú Eré Onítàn (Culture, Literary Style and Language Use in Drama)

Eré onítàn máa ń fi àṣà àwọn ènìyàn han. Àwọn àṣà bíi ìkini, ìgbeyàwó, ìsìnkú, ìjọba, àti àwọn àṣà míìràn ní ó máa ń ṣúyọ nínú eré. Onà èdè tí a máa ń lò nínú eré onítàn ní ó máa ń jẹ́ èdè tí ó wá ní àṣà, tí ó sì ní àwọn òwe, àròkọ, àti àyàwísí èdè. Ìlò èdè máa ń bá ipa tí òṣèré kọ mu, ó sì máa ń jẹ́ èdè tí ó yé àwọn àwùjọ.

Àléébù: Nínú eré onítàn kan, a lè rí àwọn àléébù bíi ìwà ìjẹgaba, ìwà àfojúdí, ìwà-òlè, àti àwọn ìwà burúkú míìràn tí ó lè kọ́ni ní ẹ̀kọ́ láti yẹra fún.

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, “Eré Onítàn,” by asking pupils if they have ever watched a play or acted in one, or if they know what a story told through action is called.

Pupils’ Activity: Pupils respond to the teacher’s greetings and questions, recalling the previous lesson and sharing their experiences with plays or stories.

Learning Point: Pupils are prepared for the new lesson and connect it to their prior knowledge.

Step 2: Oríkì Eré Onítàn (Definition of Drama)

Time: 7 minutes

Teaching Skill: Explanation/Definition

Teacher’s Activity: The teacher defines “Eré Onítàn” in Yoruba, explaining that it is a performance where a story is told through characters and actions. The teacher writes the definition on the board.

Pupils’ Activity: Pupils listen attentively, repeat the definition, and copy it from the board.

Learning Point: Pupils learn the definition of Yoruba drama.

Step 3: Eré Onítàn Kékeré (Short Drama)

Time: 7 minutes

Teaching Skill: Elaboration/Illustration

Teacher’s Activity: The teacher explains what a “Eré Onítàn Kékeré” is, emphasizing its brevity, simple plot, and few characters. The teacher may give an example of a simple scenario.

Pupils’ Activity: Pupils listen and ask questions for clarification. They note the characteristics of a short drama.

Learning Point: Pupils understand the concept of a short drama.

Step 4: Pàtàkì àti Ìwúlò Eré Onítàn ní Àwùjọ (Importance and Uses of Drama in Society)

Time: 8 minutes

Teaching Skill: Listing/Discussion

Teacher’s Activity: The teacher lists and explains the importance and uses of drama in society, such as teaching morals, preserving culture, highlighting societal problems, entertainment, and promoting the Yoruba language. The teacher writes these points on the board.

Pupils’ Activity: Pupils listen, contribute to the discussion, and copy the points from the board.

Learning Point: Pupils understand why drama is important in their community.

Step 5: Àṣà, Onà Èdè àti Ìlò Èdè nínú Eré Onítàn (Culture, Literary Style and Language Use in Drama)

Time: 8 minutes

Teaching Skill: Explanation/Analysis

Teacher’s Activity: The teacher explains how cultural elements (like greetings, marriage, funerals) are portrayed in drama. The teacher also discusses the literary style (e.g., use of proverbs, metaphors) and how language is used to suit different characters and situations, including how “àléébù” (flaws/issues) can be shown.

Pupils’ Activity: Pupils listen, identify cultural elements from their experiences, and note how language is used.

Learning Point: Pupils learn how culture, literary style, and language function within Yoruba drama.

Step 6: Role Play/Practical Application

Time: 5 minutes

Teaching Skill: Demonstration/Practical Activity

Teacher’s Activity: The teacher divides pupils into small groups and gives them simple role cards or a very short scenario to act out, demonstrating a cultural interaction or a simple moral lesson. The teacher guides them.

Pupils’ Activity: Pupils work in groups to act out the given scenario, applying what they have learned about drama and language use.

Learning Point: Pupils engage practically with drama and apply their understanding.

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 eré onítàn? (What is drama?)
Darukọ àwọn pàtàkì méjì tí eré onítàn ní láwùjọ. (Mention two importances of drama in society.)
Báwo ni àṣà ṣe ń ṣúyọ nínú eré onítàn? (How is culture portrayed in drama?)
Sọ ònà èdè kan tí a máa ń lò nínú eré onítàn. (State one literary style used in drama.)

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: The teacher summarizes the key points of the lesson, reiterating the definition, importance, and elements of Yoruba drama. The teacher then gives homework: “Ṣe àtọ́kà àwọn eré onítàn Yorùbá méjì tí o mọ̀.” (List two Yoruba dramas you know.)

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

Learning Point: Pupils consolidate their learning and prepare for future study.

Lesson Keywords

Eré onítàn – Eré tí a máa ń ṣe láti fi ìtàn kan han. (A play performed to show a story.)
Oríkì – Ìtumọ̀ tabi ìyàjúmọ̀ ohun kan. (Definition or meaning of something.)
Pàtàkì – Ìwúlò tabi ànfani ohun kan. (Importance or benefit of something.)
Ìwúlò – Bí ohun kan ṣe ṣé èlò. (How something is useful.)
Àṣà – Ìṣe tabi ìṣòro tí ó wọ́pọ̀ nínú àwùjọ kan. (Traditions or customs common in a society.)
Onà èdè – Ìrísí tabi àyàwísí tí a fi ń lo èdè. (Literary style or figure of speech.)
Ìlò èdè – Bí a ṣe ń lo èdè nínú ọ̀rọ̀. (How language is used in speech.)
Àléébù – Àsìṣe tabi àṣà burúkú tí ó ṣúyọ nínú eré. (Flaw or bad habit portrayed in a play.)

Differentiation

For pupils who are fast learners, the teacher can encourage them to create a short dialogue for a simple scenario. For pupils who need more support, the teacher can provide them with pre-written role cards with simpler lines and pair them with stronger pupils during the role-play activity.

Note for teachers using this lesson plan

Teachers should ensure they have simple props and role cards ready for the practical activity to make the lesson engaging. Encouraging pupils to express themselves in Yoruba during the role-play is important. The “àléébù” section can be made more concrete by referencing a short, well-known Yoruba folk tale or a specific cultural issue familiar to the pupils.

Ere Onitan, Pataki, Iwulo and Ona Ede 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

ERÉ ONÍTÀN (YORUBA DRAMA/PLAY)

Oríkì Eré Onítàn (Definition of Drama)

Eré Onítàn Kékeré (Short Drama)

Pàtàkì àti Ìwúlò Eré Onítàn ní Àwùjọ (Importance and Uses of Drama in Society)

Àṣà, Onà Èdè àti Ìlò Èdè nínú Eré Onítàn (Culture, Literary Style and Language Use in Drama)

Teaching Methods/Instructional Techniques

Instructional Procedures

Step 1: Introduction

Step 2: Oríkì Eré Onítàn (Definition of Drama)

Step 3: Eré Onítàn Kékeré (Short Drama)

Step 4: Pàtàkì àti Ìwúlò Eré Onítàn ní Àwùjọ (Importance and Uses of Drama in Society)

Step 5: Àṣà, Onà Èdè àti Ìlò Èdè nínú Eré Onítàn (Culture, Literary Style and Language Use in Drama)

Step 6: Role Play/Practical Application

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

ERÉ ONÍTÀN (YORUBA DRAMA/PLAY)

Oríkì Eré Onítàn (Definition of Drama)

Eré Onítàn Kékeré (Short Drama)

Pàtàkì àti Ìwúlò Eré Onítàn ní Àwùjọ (Importance and Uses of Drama in Society)

Àṣà, Onà Èdè àti Ìlò Èdè nínú Eré Onítàn (Culture, Literary Style and Language Use in Drama)

Teaching Methods/Instructional Techniques

Instructional Procedures

Step 1: Introduction

Step 2: Oríkì Eré Onítàn (Definition of Drama)

Step 3: Eré Onítàn Kékeré (Short Drama)

Step 4: Pàtàkì àti Ìwúlò Eré Onítàn ní Àwùjọ (Importance and Uses of Drama in Society)

Step 5: Àṣà, Onà Èdè àti Ìlò Èdè nínú Eré Onítàn (Culture, Literary Style and Language Use in Drama)

Step 6: Role Play/Practical Application

Step 7: Evaluation/Review

Step 8: Conclusion

Lesson Keywords

Differentiation

Note for teachers using this lesson plan

Royal Alikor