Class: Primary 6
Term: 1st Term
Week: 11
Age: 11 years
Duration: 45 minutes
Subject: Yoruba
Curriculum Theme: Nigerian Languages
Previous Lesson: Asilo Oogun, Anfaani, Ewu and Ona Lilo Tó Yẹ.
Topic: EWÌ
Subject Matter: Ewì àsìkò, Ṣíṣe àlàyé ewì tí a kà, Kókó òrò ajẹmó òrò tó ń lọ láwùjọ, Ààtò ewì, Onà èdè àti ìlò èdè tí akéwì ṣe àmúlò, Ṣíṣe àmì sí òrò kókó, Pín ewì sí ìgbésè ìgbésè.

Specific Objectives

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

Cognitive Domain:

Identify different types of Ewì àsìkò.
Explain the meaning of a given Ewì.
Discuss the main themes or social issues present in a poem.
Recognize and explain the use of literary devices in Ewì.

Affective Domain:

Appreciate the beauty and cultural significance of Yoruba poetry.
Participate actively in discussions about Ewì.

Psychomotor Domain:

Mark out key words in an Ewì.
Divide an Ewì into its appropriate stanzas (ìgbésè).

Collaborate with peers to analyze and interpret Yoruba poetry.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Primary Schools (Yoruba Language)
State Unified Scheme of Work for Primary 6 (Yoruba)
Ìwé Èkọ́ Èdè Yorùbá fun Àwọn Ilé-Ìwé Alákọ́bẹ̀rẹ́ 6

Instructional Materials

The teacher will teach this lesson with the aid of:

Ìwé ewì (Poetry book)
Kaadi òrò kókó (Flashcards of key words)
Pátákó ìkòwé (Whiteboard/Chalkboard)
Pen/pencil

Rationale for the Lesson

This lesson helps pupils understand the beauty and structure of Yoruba poetry, known as Ewì. It enables them to interpret poems, identify important messages, and appreciate how poets use language to convey meaning, which is important for their cultural knowledge and communication skills.

Prerequisite/Previous Knowledge

Pupils have basic knowledge of Yoruba language, simple sentence structures, and have been introduced to various forms of Yoruba oral traditions.

Lesson Content/Board Summary

EWÌ: Ìtumọ̀, Àwọn Òrò Kókó àti Ààtò Rè

Ìtumọ̀ Ewì (Definition of Ewì)

Ewì ni àwọn òrò ìwọ́dé tí akéwì fi ń ṣàlàyé àwọn ìrònú, ìfẹ́, ìbánújẹ́, àti àwọn ìṣèlẹ̀ láwùjọ ní ònà tí ó ní òye àti ààtò. Ó máa ń ní ohun àti àwójúwé tí ó jẹ́ ti rè.

Ewì Àsìkò (Types of Poetry based on Occasion/Time)

Ewì àsìkò ni àwọn ewì tí a máa ń kọ tabá fẹ́ fi bù ọlà fún èniyàn, tàbí tá bá fẹ́ ṣàlàyé ìṣèlẹ̀ kan, tàbí tá bá fẹ́ fi yín Ọlọ́run. Àwọn oríṣí Ewì àsìkò ni àwọn wọ̀nyí:

Ewì Ìyànkúkú: Ewì yí ni a máa ń kọ láti fi yín tàbí bù ọlà fún èniyàn kan tàbí èyíkéyìí ohun tí ó ṣe pàtàkì.
Ewì Ìrántí: Ewì yí ni a máa ń kọ láti fi rantí ìṣèlẹ̀ kan tàbí èniyàn tí ó ti kú.
Ewì Àríwó: Ewì tí a máa ń kọ láti fi ṣàlàyé ìṣèlẹ̀ kan tí ó ṣẹlẹ̀ láwùjọ, ó lè jẹ́ ti ayọ̀ tàbí ti ìbánújẹ́.
Ewì Ìsíní: Ewì tí a máa ń kọ láti fi ṣàlàyé àwọn ìrònú àti ìfẹ́ èniyàn sí èniyàn kejì.

Ṣíṣe Àlàyé Ewì Tí A Kà (Explaining Read Poetry)

Láti ṣe àlàyé ewì tí a kà, ó yẹ kí a yé kókó òrò ewì náà, àwọn òrò tí akéwì lò, àti ohun tí akéwì fẹ́ fi sọ fún wa. A gbọ́dọ̀ ka ewì náà dáadáa, ká sì wo àwọn òrò tí ó lè ní ìtumọ̀ mejì.

Kókó Òrò Ajẹmó Òrò Tó Ń Lọ Láwùjọ (Themes/Social Issues in Poetry)

Kókó òrò ewì ni ìrònú tàbí ìṣèlẹ̀ tí ewì náà da lé lorí. Ó lè jẹ́ nipá ìfẹ́, ìbánújẹ́, ìwáṣè, ìwà-òwújẹ́, ìṣòró, tàbí ìṣèlẹ̀ kan tí ó ṣẹlẹ̀ láwùjọ. Akéwì máa ń lo ewì láti fi kó àwọn èniyàn lókúkun, láti kọ́ wọn, àti láti sọ àwọn òrò tí ó ń lọ láwùjọ.

Ààtò Ewì (Structure of Poetry)

Ààtò ewì ni bí a ṣe tó àwọn òrò ewì sílẹ̀. Ewì máa ń ní àwọn ìgbésè (stanzas) àti àwọn ilà (lines). Ìgbésè kọ̀ọ̀kan máa ń ní ìrònú tàbí apakan ìrònú kan tí ó jẹ́ ti rè.

Onà Èdè Àti Ìlò Èdè Tí Akéwì Ṣe Àmúlò (Literary Devices and Language Use by the Poet)

Akéwì máa ń lo onà èdè oríṣíríṣi láti mú ewì wọn dun àti láti mú ìtumọ̀ wọn yé ni sí i. Àwọn onà èdè wọ̀nyí ni a máa ń pè ní àwọn àròfò tàbí ìdìnà èdè. Àwọn ìlò èdè tí akéwì máa ń ṣe àmúlò ni àwọn wọ̀nyí:

Ìfìweràn (Simile): Fífi ohun mejì weràn pẹ̀lú “bí” tàbí “gẹ́gé bí”. Apẹẹrẹ: “Ó rẹwà bí òṣùpà.”
Ìfìpè-ní-óhun (Metaphor): Fífi ohun kan pè ní ohun míìràn láì lo “bí” tàbí “gẹ́gé bí”. Apẹẹrẹ: “Òwúrọ̀ ni àṣá, ó ń lọ lóòjó.”
Ìfìsọ̀rọ̀-sọ́hun (Personification): Fífi ìwà èniyàn fún ohun tí kì í ṣe èniyàn. Apẹẹrẹ: “Ìpọnjú ń kọrin ìbánújẹ́.”
Ìsọrọ̀-àṣejù (Hyperbole): Fífi òrò sọ̀rọ̀ ju bí ó ti rí lọ. Apẹẹrẹ: “Ó ti jẹ́un tití ikún rẹ̀ fi yá.”
Ìfọ́kànbàlé (Imagery): Ìlò òrò tí ó mú kí àwọn èniyàn lè rí ohun tí akéwì ń sọ ní ojú ìrònú wọn.

Ṣíṣe Àmì sí Òrò Kókó (Marking Key Words)

Òrò kókó ni àwọn òrò tí ó ṣe pàtàkì julọ nínú ewì, àwọn tí ó gbé ìtumọ̀ ewì náà jáde. Láti ṣe àmì sí òrò kókó, a gbọ́dọ̀ ka ewì náà dáadáa, ká sì wá àwọn òrò tí ó gbé kókó ìrònú tàbí ìṣèlẹ̀ ewì náà jáde.

Pín Ewì sí Ìgbésè Ìgbésè (Dividing Poetry into Stanzas)

Ìgbésè ni apakan ewì kan tí ó ní àwọn ilà kan tí ó jọra wọn ní ìrònú tàbí tí wọn gbé ìrònú kan jáde. Láti pin ewì sí ìgbésè, a máa ń wo ibi tí ìrònú kan ti parí tí èyí míìràn sì ti bẹ́rẹ̀. Ìgbésè kọ̀ọ̀kan máa ń ní àlàfò laarin rè àti ìgbésè míìràn.

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 if they know any Yoruba songs or chants. The teacher then introduces the topic “Ewì” as a form of spoken or written art that is similar to songs but often deeper in meaning and structure.
Pupils’ Activity: Pupils respond to the teacher’s greeting and share any Yoruba songs or chants they know. They listen attentively to the introduction.
Learning Point: Pupils are introduced to the concept of Ewì and relate it to familiar oral traditions.

Step 2: Ìtumọ̀ àti Àwọn Oríṣí Ewì (Definition and Types of Ewì)

Time: 10 minutes
Teaching Skill: Explanation/Lecture
Teacher’s Activity: The teacher defines Ewì and explains the concept of Ewì àsìkò, giving examples of different types like Ewì Ìyànkúkú and Ewì Ìrántí. The teacher uses flashcards with names of different Ewì types.
Pupils’ Activity: Pupils listen to the definitions and explanations, copy notes, and ask questions for clarification. They observe the flashcards.
Learning Point: Pupils understand the definition of Ewì and can identify various types of Ewì àsìkò.

Step 3: Kókó Òrò àti Ààtò Ewì (Themes and Structure of Poetry)

Time: 10 minutes
Teaching Skill: Discussion/Illustration
Teacher’s Activity: The teacher explains what “kókó òrò” (theme) means in Ewì and how it relates to social issues. The teacher also discusses the “ààtò ewì” (structure), explaining terms like ìgbésè (stanza) and ilà (line) using a sample poem on the board.
Pupils’ Activity: Pupils listen, participate in the discussion about themes, and identify stanzas and lines in the sample poem on the board.
Learning Point: Pupils learn to identify the theme and understand the basic structural elements of an Ewì.

Step 4: Onà Èdè àti Ìlò Èdè (Literary Devices and Language Use)

Time: 7 minutes
Teaching Skill: Explanation/Examples
Teacher’s Activity: The teacher explains common literary devices (onà èdè) used in Ewì, such as ìfìweràn (simile) and ìfìpè-ní-óhun (metaphor), providing simple Yoruba examples for each.
Pupils’ Activity: Pupils listen to the explanations and examples, and try to identify these devices in the sample poem or other short examples provided.
Learning Point: Pupils recognize and understand the use of basic literary devices in Ewì.

Step 5: Ṣíṣe Àmì sí Òrò Kókó (Marking Key Words)

Time: 5 minutes
Teaching Skill: Demonstration
Teacher’s Activity: The teacher reads a short Ewì aloud and demonstrates on the board how to identify and mark the “òrò kókó” (key words) that carry the main message of the poem.
Pupils’ Activity: Pupils listen to the Ewì and observe how the teacher marks the key words on the board. They practice identifying key words in their minds.
Learning Point: Pupils learn the practical skill of identifying and marking key words in an Ewì.

Step 6: Pípín Ewì sí Ìgbésè Ìgbésè (Dividing Poetry into Stanzas)

Time: 5 minutes
Teaching Skill: Demonstration/Guided Practice
Teacher’s Activity: The teacher takes another short Ewì and demonstrates how to divide it into “ìgbésè” (stanzas) based on thematic breaks or structural pauses. The teacher guides pupils to do the same with a short poem.
Pupils’ Activity: Pupils observe the teacher’s demonstration and then attempt to divide a short Ewì into stanzas as guided by the teacher.
Learning Point: Pupils acquire the skill of dividing an Ewì into its correct stanzas.

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 Ewì? (What is Ewì?)
Darukọ oríṣí Ewì àsìkò mejì. (Mention two types of Ewì àsìkò.)
Kí ni kókó òrò ewì? (What is the theme of a poem?)
Báwo lá ṣe ń ṣe àmì sí òrò kókó nínú ewì? (How do we mark key words in a poem?)

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 3 minutes
Teaching Skill: Summarization/Assignment
Teacher’s Activity: The teacher briefly summarizes the key points of the lesson on Ewì, its types, structure, and how to analyze it. The teacher gives pupils a short poem as homework to mark key words and divide into stanzas.
Pupils’ Activity: Pupils listen to the summary and copy down the homework assignment.
Learning Point: Pupils consolidate their learning and are given an opportunity to practice independently.

Lesson Keywords

Ewì – Yoruba poetry, a form of artistic expression using structured language.
Ewì àsìkò – Poetry based on specific times or occasions.
Kókó òrò – The main theme or central idea of a poem.
Ààtò ewì – The structure or arrangement of a poem.
Ìgbésè – A stanza or verse in a poem.
Onà èdè – Literary devices or figures of speech used in language.
Òrò kókó – Key words or important words in a text.

Differentiation

For pupils who are fast learners, the teacher can provide more complex Ewì for analysis and encourage them to identify more advanced literary devices. For pupils who need more support, the teacher will provide simpler Ewì, offer more direct guidance in identifying key words and stanzas, and work with them in small groups.

Note for teachers using this lesson plan

Ensure to bring actual Yoruba poetry books or printed poems to the class for practical demonstrations. Encourage pupils to read Ewì aloud to help them appreciate the rhythm and tone. Emphasize that understanding the cultural context can greatly enhance their interpretation of the poems.

Ewi Asiko, Koko Oro, Aato 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

EWÌ: Ìtumọ̀, Àwọn Òrò Kókó àti Ààtò Rè

Ìtumọ̀ Ewì (Definition of Ewì)

Ewì Àsìkò (Types of Poetry based on Occasion/Time)

Ṣíṣe Àlàyé Ewì Tí A Kà (Explaining Read Poetry)

Kókó Òrò Ajẹmó Òrò Tó Ń Lọ Láwùjọ (Themes/Social Issues in Poetry)

Ààtò Ewì (Structure of Poetry)

Onà Èdè Àti Ìlò Èdè Tí Akéwì Ṣe Àmúlò (Literary Devices and Language Use by the Poet)

Ṣíṣe Àmì sí Òrò Kókó (Marking Key Words)

Pín Ewì sí Ìgbésè Ìgbésè (Dividing Poetry into Stanzas)

Teaching Methods/Instructional Techniques

Instructional Procedures

Step 1: Introduction

Step 2: Ìtumọ̀ àti Àwọn Oríṣí Ewì (Definition and Types of Ewì)

Step 3: Kókó Òrò àti Ààtò Ewì (Themes and Structure of Poetry)

Step 4: Onà Èdè àti Ìlò Èdè (Literary Devices and Language Use)

Step 5: Ṣíṣe Àmì sí Òrò Kókó (Marking Key Words)

Step 6: Pípín Ewì sí Ìgbésè Ìgbésè (Dividing Poetry into Stanzas)

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

EWÌ: Ìtumọ̀, Àwọn Òrò Kókó àti Ààtò Rè

Ìtumọ̀ Ewì (Definition of Ewì)

Ewì Àsìkò (Types of Poetry based on Occasion/Time)

Ṣíṣe Àlàyé Ewì Tí A Kà (Explaining Read Poetry)

Kókó Òrò Ajẹmó Òrò Tó Ń Lọ Láwùjọ (Themes/Social Issues in Poetry)

Ààtò Ewì (Structure of Poetry)

Onà Èdè Àti Ìlò Èdè Tí Akéwì Ṣe Àmúlò (Literary Devices and Language Use by the Poet)

Ṣíṣe Àmì sí Òrò Kókó (Marking Key Words)

Pín Ewì sí Ìgbésè Ìgbésè (Dividing Poetry into Stanzas)

Teaching Methods/Instructional Techniques

Instructional Procedures

Step 1: Introduction

Step 2: Ìtumọ̀ àti Àwọn Oríṣí Ewì (Definition and Types of Ewì)

Step 3: Kókó Òrò àti Ààtò Ewì (Themes and Structure of Poetry)

Step 4: Onà Èdè àti Ìlò Èdè (Literary Devices and Language Use)

Step 5: Ṣíṣe Àmì sí Òrò Kókó (Marking Key Words)

Step 6: Pípín Ewì sí Ìgbésè Ìgbésè (Dividing Poetry into Stanzas)

Step 7: Evaluation/Review

Step 8: Conclusion

Lesson Keywords

Differentiation

Note for teachers using this lesson plan

Royal Alikor