Class: Primary 6
Term: 3rd Term
Week: 8
Age: 11 years
Duration: 45 minutes
Subject: Yoruba
Curriculum Theme: Nigerian Languages
Previous Lesson: Oge Siṣe, Ohun Elo Aye Atijo and Ohun Elo Lode Oni.
Topic: ÌMÚRA
Subject Matter: Ìmúra láyé àtijó àti òde òní, Ònà tí a ń gbà múra ní ayé àtijó, Bí a ṣe ń gbà múra ní òde òní, Ìyàtò nínú ìmúra àtijó àti òde òní, Ìjọra láàárín ìmúra méjèèjì

Specific Objectives

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

Cognitive Domain:

Define the term “Ìmúra”.
Describe how people dressed in olden days.
Explain how people dress in modern times.
Identify the differences between olden day and modern dressing.
Identify the similarities between olden day and modern dressing.

Affective Domain:

Appreciate the cultural aspects of olden day dressing.
Value the importance of appropriate dressing for different occasions.

Psychomotor Domain:

Illustrate examples of olden day and modern dressing using pictures.
Participate actively in class discussions about dressing styles.

Collaborate with peers to discuss and compare different dressing styles.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Primary 6 Yoruba
State Unified Scheme of Work for Primary 6 Yoruba
Apata, A.J. et al. (2014). Iwe Ede Yoruba Fun Ile-Iwe Alakobere, Ipele Kefa. Ibadan: University Press PLC.
https://www.youtube.com/watch?v=example-yoruba-dressing
https://www.pinterest.com/pin/example-old-vs-new-yoruba-fashion/

Instructional Materials

The teacher will teach this lesson with the aid of:

Awòrán aso atijo (Pictures of olden day clothes)
Awòrán aso ode oni (Pictures of modern clothes)
Kaadi afiwe (Comparison cards)
Pátákó ìkòwé (Writing board)

Rationale for the Lesson

This lesson helps pupils understand the evolution of dressing styles within the Yoruba culture, from ancient times to the present day. It enables them to appreciate their cultural heritage and also learn about appropriate dressing in contemporary society.

Prerequisite/Previous Knowledge

Pupils have seen various types of clothes worn by people around them and have a basic understanding of what dressing entails.

Lesson Content/Board Summary

ÌMÚRA: ÌYÀTÒ ÀTI ÌJỌRA NÍ ÀÀRÍN ÀTIJÓ ÀTI ÒDE ÒNÍ

Ìmúra Ní Ayé Àtijó (Dressing in Olden Days)

Ìmúra ní ayé àtijó nípa àwọn Yorubá ni ìgbàràdì àti wíwò asọ tí ó bá àṣà àti ìṣe wọn mu. Àwọn aṣọ wọ̀nyí máa ń jẹ́ ti a fi aṣọ àdaní ṣe bí aṣọ àlùbíṣà, àwọ̀tẹ́lẹ̀, àwọ̀tánbọ̀, àti bẹ́ẹ̀bẹ́ẹ̀ lọ.

Àwọn ònà tí a ń gbà múra ní ayé àtijó nínú àwọn Yorubá ni àwọn wọ̀nyí:

Irò àti Buba: Fun àwọn obinrin, tí wọn máa ń fi gele àti ìpélé sí.
Àgbàdà: Fun àwọn ọkùnrin, tí wọn a máa fi fila àti ìbádì múlẹ̀.
Aṣọ àlùbíṣà: Tí a fi òwú àdaní hun.
Ìgbèkè: Tí a fi aṣọ hún sí ìbádì.

Ìmúra Ní Òde Òní (Dressing Nowadays)

Ìmúra ní òde òní nípa àwọn Yorubá ti yí pàtápàtá, tí ó sì gbá àwọn aṣọ àjejì wọlé. Àwọn aṣọ wọ̀nyí máa ń jẹ́ ti a fi aṣọ ìṣédání, tí a ra ní ọjà, tí ó sì bá ti àwọn orilè-ede míràn mu.

Àwọn ònà tí a ń gbà múra ní òde òní ni àwọn wọ̀nyí:

Sókòtò àti T-shirt: Fun àwọn ọkùnrin àti àwọn ọmọdékùnrin.
Gown, Skirt àti Blouse: Fun àwọn obinrin àti àwọn ọmọdébinrin.
Jeans àti Top: Fun àwọn ọdọ.
Aṣọ ìṣédání (ready-made clothes): Àwọn aṣọ tí a ra ní ọjà.

Ìyàtò Nínú Ìmúra Àtijó Àti Òde Òní (Differences in Olden Day and Modern Dressing)

Àwọn ìyàtò láàárín ìmúra àtijó àti òde òní ni àwọn wọ̀nyí:

Irú aṣọ: Àtijó lo aṣọ àdaní (e.g., àlùbíṣà), òde òní lo aṣọ ìṣédání (e.g., jeans).
Irú ìranṣọ: Àtijó ní aṣọ tí a hun nílé, òde òní ní aṣọ tí a ra ní ọjà.
Irú àṣà: Àtijó tẹ́lé àṣà Yorubá dáadáa, òde òní tí gbá àṣà àwọn orilè-ede míràn wọlé.
Bí a ṣe ń wọ̀: Àtijó ní ònà tí ó mọ́ àṣà lara, òde òní ní ònà tí ó rọrùn tí ó sì yara.

Ìjọra Nínú Ìmúra Àtijó Àti Òde Òní (Similarities in Olden Day and Modern Dressing)

Bí ó tilẹ̀ jẹ́ pé ìyàtò pọ̀, àwọn ìjọra kan wà láàárín ìmúra àtijó àti òde òní. Àwọn ìjọra wọ̀nyí ni:

Fífi bo ara: Méjèèjì ní èròjà fífi bo ara.
Fun ẹwà: Méjèèjì ní àwọn ènìyàn ń wọ̀ láti jẹ́ ẹlẹ́wà.
Fun àbàwọn: Méjèèjì ní a máa ń wọ̀ láti dá ara bò fún òjò, ooru, àti otútù.
Fun ìṣẹ̀lẹ̀ pàtàkì: Méjèèjì ní a máa ń ní aṣọ pàtàkì fún ìṣẹ̀lẹ̀ bí ìgbàléyà, ìgbéyàwó, àti bẹ́ẹ̀bẹ́ẹ̀ lọ.

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 to mention different types of clothes they know. The teacher then asks them if they think people dressed the same way in their grandparents’ time. This leads to the topic of “Ìmúra” (Dressing).

Pupils’ Activity: Pupils respond to the greetings, mention types of clothes, and share their thoughts on olden day dressing.

Learning Point: Pupils are introduced to the concept of dressing and its historical context.

Step 2: Ìmúra Ní Ayé Àtijó

Time: 10 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains what dressing in olden days meant among the Yoruba people, showing pictures of traditional attire (e.g., Irò àti Buba, Àgbàdà, fila, gele). The teacher describes the materials and styles commonly used.

Pupils’ Activity: Pupils listen attentively, observe the pictures, and ask questions for clarification.

Learning Point: Pupils gain knowledge about traditional Yoruba dressing styles.

Step 3: Ìmúra Ní Òde Òní

Time: 10 minutes

Teaching Skill: Explanation/Illustration

Teacher’s Activity: The teacher explains how dressing has evolved in modern times, showing pictures of contemporary clothing styles (e.g., Sókòtò àti T-shirt, Gown, Jeans). The teacher discusses the influence of foreign cultures and ready-made clothes.

Pupils’ Activity: Pupils listen, observe the modern clothing pictures, and relate them to their daily experiences.

Learning Point: Pupils understand modern dressing styles and their origins.

Step 4: Ìyàtò Nínú Ìmúra Àtijó Àti Òde Òní

Time: 8 minutes

Teaching Skill: Comparison/Discussion

Teacher’s Activity: The teacher uses comparison cards or the board to highlight the key differences between olden day and modern dressing, focusing on materials, styles, and cultural influences. The teacher encourages pupils to identify these differences.

Pupils’ Activity: Pupils actively participate in identifying and discussing the differences between the two dressing styles.

Learning Point: Pupils can differentiate between olden day and modern dressing.

Step 5: Ìjọra Nínú Ìmúra Àtijó Àti Òde Òní

Time: 5 minutes

Teaching Skill: Analysis/Synthesis

Teacher’s Activity: The teacher guides the pupils to identify similarities that still exist in the purpose of dressing, such as covering the body, for beauty, protection from weather, and for special occasions, despite the changes in style.

Pupils’ Activity: Pupils identify and state the similarities between the olden day and modern dressing styles.

Learning Point: Pupils understand that despite changes, some core purposes of dressing remain constant.

Step 6: Class Activity/Discussion

Time: 3 minutes

Teaching Skill: Group Work/Collaboration

Teacher’s Activity: The teacher divides pupils into small groups and asks them to discuss which dressing style they prefer and why, encouraging them to think about comfort, occasion, and cultural pride.

Pupils’ Activity: Pupils discuss their preferences within their groups and prepare to share their thoughts with the class.

Learning Point: Pupils express personal opinions and engage in collaborative learning.

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 ìmúra? (What is dressing?)
Sọ ònà méjì tí a ń gbà múra ní ayé àtijó. (Mention two ways people dressed in olden days.)
Ṣàlàyé bí a ṣe ń múra ní òde òní. (Explain how people dress in modern times.)
Sọ ìyàtò kan láàárín ìmúra àtijó àti òde òní. (State one difference between olden day and modern dressing.)
Sọ ìjọra kan láàárín ìmúra àtijó àti òde òní. (State one similarity between olden day and modern dressing.)

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 main points of the lesson, emphasizing the changes and continuities in Yoruba dressing. The teacher assigns homework: Ask your parents or grandparents to describe one olden day dressing style they remember.

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

Learning Point: Pupils consolidate their learning and are encouraged to extend their knowledge outside the classroom.

Lesson Keywords

Ìmúra – Dressing or preparation
Àtijó – Olden days or ancient times
Òde òní – Modern times or present day
Ìyàtò – Difference or variation
Ìjọra – Similarity or resemblance
Irò àti Buba – Traditional female attire (wrapper and blouse)
Àgbàdà – Traditional male flowing gown

Differentiation

For pupils who grasp concepts quickly, the teacher can ask them to draw examples of both olden day and modern dressing. For pupils who need more support, the teacher can provide simplified picture cards with labels and guide them through identifying differences and similarities more directly.

Note for teachers using this lesson plan

Teachers should ensure they have clear and diverse pictures of both olden day and modern Yoruba attire to make the lesson engaging and visually stimulating. Encourage pupils to share personal stories or observations about dressing within their families to foster a deeper connection to the topic. Emphasize that all dressing styles have their place and cultural significance.

Imura, Aye Atijo, Lode Oni and Iyato Mejeeji 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

ÌMÚRA: ÌYÀTÒ ÀTI ÌJỌRA NÍ ÀÀRÍN ÀTIJÓ ÀTI ÒDE ÒNÍ

Ìmúra Ní Ayé Àtijó (Dressing in Olden Days)

Ìmúra Ní Òde Òní (Dressing Nowadays)

Ìyàtò Nínú Ìmúra Àtijó Àti Òde Òní (Differences in Olden Day and Modern Dressing)

Ìjọra Nínú Ìmúra Àtijó Àti Òde Òní (Similarities in Olden Day and Modern Dressing)

Teaching Methods/Instructional Techniques

Instructional Procedures

Step 1: Introduction

Step 2: Ìmúra Ní Ayé Àtijó

Step 3: Ìmúra Ní Òde Òní

Step 4: Ìyàtò Nínú Ìmúra Àtijó Àti Òde Òní

Step 5: Ìjọra Nínú Ìmúra Àtijó Àti Òde Òní

Step 6: Class Activity/Discussion

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

ÌMÚRA: ÌYÀTÒ ÀTI ÌJỌRA NÍ ÀÀRÍN ÀTIJÓ ÀTI ÒDE ÒNÍ

Ìmúra Ní Ayé Àtijó (Dressing in Olden Days)

Ìmúra Ní Òde Òní (Dressing Nowadays)

Ìyàtò Nínú Ìmúra Àtijó Àti Òde Òní (Differences in Olden Day and Modern Dressing)

Ìjọra Nínú Ìmúra Àtijó Àti Òde Òní (Similarities in Olden Day and Modern Dressing)

Teaching Methods/Instructional Techniques

Instructional Procedures

Step 1: Introduction

Step 2: Ìmúra Ní Ayé Àtijó

Step 3: Ìmúra Ní Òde Òní

Step 4: Ìyàtò Nínú Ìmúra Àtijó Àti Òde Òní

Step 5: Ìjọra Nínú Ìmúra Àtijó Àti Òde Òní

Step 6: Class Activity/Discussion

Step 7: Evaluation/Review

Step 8: Conclusion

Lesson Keywords

Differentiation

Note for teachers using this lesson plan

Royal Alikor