Class: Primary 5
Term: 3rd Term
Week: 9
Age: 10 years
Duration: 45 minutes
Subject: Yoruba
Curriculum Theme: Nigerian Languages
Previous Lesson: Orin Ibìlè, Orin Ayeye, Gbigbo Foonran and Kiko Orin.
Topic: EWÌ (Poetry)
Subject Matter: Àkànlò èdè, Oríkì àkànlò èdè, Ibi tí àkànlò èdè ti lè jẹyọ, Àkànlò èdè àti ìtumọ̀ wọn, Lilo àkànlò èdè nínú gbólóhùn

Specific Objectives

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

Cognitive Domain:

Define Àkànlò èdè (idioms) in Yoruba.
State places where Àkànlò èdè (idioms) can appear.
Identify various Àkànlò èdè (idioms) and their meanings.

Affective Domain:

Appreciate the richness and beauty of the Yoruba language through idioms.
Show interest in learning and using Àkànlò èdè (idioms) correctly.

Psychomotor Domain:

Write down Àkànlò èdè (idioms) and their meanings.
Construct correct sentences using various Àkànlò èdè (idioms).

Use Àkànlò èdè (idioms) appropriately in everyday conversations.
Communicate effectively using figurative language in Yoruba.

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 Language.
Ijinle Ede Yoruba fun Ipele Alakobere 5.
Àṣà Àti Èdè Yoruba fun ilé-ìwé Alákọ̀bẹ̀rẹ̀ ìwé kejì.

Instructional Materials

The teacher will teach this lesson with the aid of:

Kaadi àkànlò èdè (Idiom cards)
Chart ìtumọ̀ (Meaning chart)
Ìwé ewì (Poetry book)
Pátákó ìkòwé (Writing board)

Rationale for the Lesson

This lesson helps pupils understand and appreciate the deeper meanings and expressions in the Yoruba language. Learning idioms enables them to communicate more effectively and to understand traditional Yoruba literature and conversations better.

Prerequisite/Previous Knowledge

Pupils are familiar with basic Yoruba vocabulary, sentence construction, and simple poetic expressions.

Lesson Content/Board Summary

Àkànlò Èdè (Idioms)

Oríkì Àkànlò Èdè (Definition of Idioms)

Àkànlò èdè jẹ́ ọ̀rọ̀ tabí àwọn ọ̀rọ̀ kan tí ìtumọ̀ wọn yatò sí ìtumọ̀ gbàngà ọ̀kọ̀ọ̀kan ọ̀rọ̀ nínú wọn. Wọ́n máa ń fi àwórán tabí ìfurán han.

Idioms are phrases or expressions whose meaning cannot be understood from the literal meaning of their individual words. They often convey a figurative or hidden meaning.

Ibi tí Àkànlò Èdè ti lè Jẹyọ (Where Idioms can Appear)

Àkànlò èdè lè jẹyọ ní àwọn ibi wọ̀nyí:

Nínú ìwáṣọ̀rọ̀ àwọn ènìyàn lójoojúmọ́ (In people’s daily conversations).
Nínú ìwé àtijọ́ àti ti òde òní (In old and modern books).
Nínú ewì, àròfò àti òwe (In poetry, prose, and proverbs).
Nínú àwọn eré òwújọ (In plays/dramas).

Àwọn Àkànlò Èdè Àti Ìtumọ̀ Wọn (Idioms and their Meanings)

Àwọn àkànlò èdè wọ̀nyí ní àwọn ìtumọ̀ wọn:

Jẹ owó Olúwa – Latì jẹ gbesé (To owe money).
Fi ọwọ́ kan ìdí iṣú – Latì loyún (To be pregnant).
Fi àgbadá bọ́ ọ̀rọ̀ – Latì fi òtitó pamọ́ (To hide the truth).
Pàyà – Latì ní ìgboyà (To be brave/courageous).
Gbàgbẹ́ ìbàjẹ́ – Latì darijìn, latì gbàgbé ohun burukú (To forgive, to forget past wrongs).

Lilo Àkànlò Èdè nínú Gbólóhùn (Using Idioms in Sentences)

A lè lo àwọn àkànlò èdè wọ̀nyí nínú gbólóhùn bí àwọn àpẹrẹ wọ̀nyí:

Jẹ owó Olúwa: Olúwa rèé ti jẹ mí owó Olúwa lórí ọgọ́run méjì náà. (He has owed me two hundred naira.)
Fi ọwọ́ kan ìdí iṣú: Àrábinrin Ayọ̀ ti fi ọwọ́ kan ìdí iṣú, ó ń retí ọmọ. (Mrs. Ayo is pregnant, she is expecting a child.)
Fi àgbadá bọ́ ọ̀rọ̀: Má fi àgbadá bọ́ ọ̀rọ̀ fún mi, sọ òtitó. (Don’t hide the truth from me, say the truth.)
Pàyà: Ó pàyà lójú ewu, kò sá. (He was brave in the face of danger, he did not run.)
Gbàgbẹ́ ìbàjẹ́: Jẹ́ ka gbàgbẹ́ ìbàjẹ́ àtijọ́ kí á lè jọ ṣiṣẹ́ pò. (Let us forget past wrongs so we can work together.)

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, reviews the previous lesson briefly, and then introduces the new topic, Àkànlò Èdè, by asking if they know any interesting Yoruba expressions that do not mean exactly what the words say.
Pupils’ Activity: Pupils respond to greetings, recall the previous lesson, and attempt to answer the teacher’s question.
Learning Point: Pupils are prepared for the new lesson and their interest is piqued.

Step 2: Oríkì Àkànlò Èdè (Definition of Idioms)

Time: 5 minutes
Teaching Skill: Explanation/Definition
Teacher’s Activity: The teacher defines Àkànlò èdè, explaining that it is a group of words whose meaning is not obvious from the individual words. The teacher writes the definition on the board.
Pupils’ Activity: Pupils listen attentively, ask questions for clarity, and copy the definition from the board.
Learning Point: Pupils understand the basic meaning of Àkànlò èdè.

Step 3: Ibi tí Àkànlò Èdè ti lè Jẹyọ (Where Idioms can Appear)

Time: 5 minutes
Teaching Skill: Listing/Illustration
Teacher’s Activity: The teacher explains different contexts where idioms are commonly used, such as in daily conversations, books, poetry, and dramas. The teacher lists these points on the board.
Pupils’ Activity: Pupils listen and identify where they have heard or seen idioms before. They copy the points from the board.
Learning Point: Pupils know the common occurrences of idioms in Yoruba.

Step 4: Àwọn Àkànlò Èdè Àti Ìtumọ̀ Wọn (Idioms and their Meanings)

Time: 10 minutes
Teaching Skill: Demonstration/Explanation
Teacher’s Activity: The teacher displays idiom cards (Kaadi Àkànlò Èdè) and a meaning chart (Chart Ìtumọ̀). The teacher presents several common Yoruba idioms, explains their figurative meanings, and writes them on the board for pupils to copy.
Pupils’ Activity: Pupils observe the cards, listen to the explanations, repeat the idioms and meanings, and copy them into their notebooks.
Learning Point: Pupils learn specific Yoruba idioms and their meanings.

Step 5: Lilo Àkànlò Èdè nínú Gbólóhùn (Using Idioms in Sentences)

Time: 10 minutes
Teaching Skill: Modeling/Application
Teacher’s Activity: The teacher demonstrates how to use the previously taught idioms correctly in sentences. The teacher provides clear examples for each idiom on the board.
Pupils’ Activity: Pupils observe the sentence structures, read the examples aloud, and ask questions about usage. They copy the example sentences.
Learning Point: Pupils understand how to apply idioms in practical sentence construction.

Step 6: Ìṣeṣe Àti Ìṣiṣẹ́dáà (Practice and Application)

Time: 5 minutes
Teaching Skill: Guided Practice
Teacher’s Activity: The teacher gives pupils a few idioms and asks them to form their own sentences individually or in small groups. The teacher moves around to provide guidance and correction.
Pupils’ Activity: Pupils attempt to create sentences using the given idioms, seeking help when necessary.
Learning Point: Pupils practice and reinforce their ability to use idioms correctly.

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 Àkànlò èdè? (What is an idiom?)
Sọ ibi méjì tí àkànlò èdè ti lè jẹyọ. (Mention two places where idioms can appear.)
Fun mi ní àkànlò èdè méjì àti ìtumọ̀ wọn. (Give me two idioms and their meanings.)
Lo àkànlò èdè “Fi ọwọ́ kan ìdí iṣú” nínú gbólóhùn. (Use the idiom “Fi ọwọ́ kan ìdí iṣú” in a sentence.)

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
Teacher’s Activity: The teacher briefly summarizes the key points of the lesson on Àkànlò Èdè and assigns homework, asking pupils to find three new Yoruba idioms and their meanings.
Pupils’ Activity: Pupils listen to the summary and note down the homework.
Learning Point: Pupils consolidate their learning and are given a task to extend their knowledge.

Lesson Keywords

Àkànlò èdè – Ọ̀rọ̀ tabí àwọn ọ̀rọ̀ tí ìtumọ̀ wọn yatò sí ìtumọ̀ gbàngà wọn (Idioms – phrases or expressions whose meaning is not literal).
Ìtumọ̀ – Àlàyé tabí ìjẹ́rìí sí ohun kan (Meaning – explanation or interpretation of something).
Gbólóhùn – Àpapọ̀ àwọn ọ̀rọ̀ tí ó ní ìtumọ̀ pépéré (Sentence – a group of words that forms a complete thought).
Ewì – Ìwé tabí ọ̀rọ̀ tí wọ́n fi àwọn ọ̀nà àṣà àti ìṣe kan kọ (Poetry – literary work or expression written in a particular style).

Differentiation

For pupils who grasp concepts quickly, the teacher will encourage them to create more complex sentences with idioms or identify idioms in a short Yoruba story. For pupils who need more support, the teacher will provide simplified idiom cards with pictures and offer one-on-one assistance in forming basic sentences.

Note for teachers using this lesson plan

Teachers should ensure to use clear and audible Yoruba when explaining concepts and providing examples. Encourage pupils to speak Yoruba during the lesson to improve their fluency. Visual aids like idiom cards are important for this lesson to help pupils understand abstract meanings.

Ewi, Akanlo Ede, Itumo and Lilo in Gbolohun 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

Àkànlò Èdè (Idioms)

Oríkì Àkànlò Èdè (Definition of Idioms)

Ibi tí Àkànlò Èdè ti lè Jẹyọ (Where Idioms can Appear)

Àwọn Àkànlò Èdè Àti Ìtumọ̀ Wọn (Idioms and their Meanings)

Lilo Àkànlò Èdè nínú Gbólóhùn (Using Idioms in Sentences)

Teaching Methods/Instructional Techniques

Instructional Procedures

Step 1: Introduction

Step 2: Oríkì Àkànlò Èdè (Definition of Idioms)

Step 3: Ibi tí Àkànlò Èdè ti lè Jẹyọ (Where Idioms can Appear)

Step 4: Àwọn Àkànlò Èdè Àti Ìtumọ̀ Wọn (Idioms and their Meanings)

Step 5: Lilo Àkànlò Èdè nínú Gbólóhùn (Using Idioms in Sentences)

Step 6: Ìṣeṣe Àti Ìṣiṣẹ́dáà (Practice and 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

Àkànlò Èdè (Idioms)

Oríkì Àkànlò Èdè (Definition of Idioms)

Ibi tí Àkànlò Èdè ti lè Jẹyọ (Where Idioms can Appear)

Àwọn Àkànlò Èdè Àti Ìtumọ̀ Wọn (Idioms and their Meanings)

Lilo Àkànlò Èdè nínú Gbólóhùn (Using Idioms in Sentences)

Teaching Methods/Instructional Techniques

Instructional Procedures

Step 1: Introduction

Step 2: Oríkì Àkànlò Èdè (Definition of Idioms)

Step 3: Ibi tí Àkànlò Èdè ti lè Jẹyọ (Where Idioms can Appear)

Step 4: Àwọn Àkànlò Èdè Àti Ìtumọ̀ Wọn (Idioms and their Meanings)

Step 5: Lilo Àkànlò Èdè nínú Gbólóhùn (Using Idioms in Sentences)

Step 6: Ìṣeṣe Àti Ìṣiṣẹ́dáà (Practice and Application)

Step 7: Evaluation/Review

Step 8: Conclusion

Lesson Keywords

Differentiation

Note for teachers using this lesson plan

Royal Alikor

Lesson Note on Èdè: Àkànlò Èdè for SS1 (SSS 1)

Akaye, Iwe Asayan, Owe and Akanlo Ede for Primary 6

Third Term Yorùbá (Level 2) Scheme for JSS 3

Àtúnyêwò Êkö for Primary 3