Class: Primary 5
Term: 2nd Term
Week: 10
Age: 10 years
Duration: 45 minutes
Subject: Yoruba
Curriculum Theme: Nigerian Languages
Previous Lesson: Itan Arosọ Kekere, Kika Itan, Akotan and Eko Inu Itan.
Topic: ÌSÒRÍ ÒRÒ
Subject Matter: Òrò atókùn, Oríkì òrò atókùn, Ìṣé tí òrò atókùn ń ṣe nínú gbólóhùn, Àwọn òrò atókùn, Ibi ìfihan òrò atókùn nínú gbólóhùn

Specific Objectives

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

Cognitive Domain:

Define òrò atókùn.
Explain the functions of òrò atókùn in a sentence.
List common òrò atókùn.

Affective Domain:

Appreciate the importance of òrò atókùn in constructing meaningful sentences.
Show willingness to use òrò atókùn correctly in speech and writing.

Psychomotor Domain:

Write sentences correctly using different òrò atókùn.
Identify òrò atókùn in given sentences.

Participate actively in class discussions about òrò atókùn.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Yoruba Language.
State Unified Scheme of Work for Primary 5 Yoruba.
Ìwé Ìrísí Èdè Wa fún Àwọn Ilé-ẹ̀kọ́ Alákọ̀bẹ̀rẹ̀, Ìwé Kejì.
https://www.education.gov.ng/basic-education-curriculum/
https://www.waecdirect.org/yoruba_syllabus.pdf

Instructional Materials

The teacher will teach this lesson with the aid of:

Kaadi òrò (Word cards)
Chart gbólóhùn (Sentence chart)
Pátákó ìkòwé (Writing board)
Ìwé ìṣe (Exercise books)
Chalk/Markers

Rationale for the Lesson

Understanding òrò atókùn helps pupils to correctly form sentences and express themselves clearly in Yoruba. This knowledge enables them to communicate effectively and understand written and spoken Yoruba better in their daily lives.

Prerequisite/Previous Knowledge

Pupils have been taught and are familiar with other categories of words (ìṣòrí òrò) such as òrò-órúkọ (nouns) and òrò-ìṣé (verbs).

Lesson Content/Board Summary

ÌSÒRÍ ÒRÒ: ÒRÒ ATÓKÙN (PREPOSITIONS)

Oríkì Òrò Atókùn (Definition of Preposition)

Òrò atókùn ni àwọn òrò tí a ń lò láti so àwọn òrò méjì tàbí ju bẹ́ẹ̀ lọ pọ̀ nínú gbólóhùn. Wọ́n máa ń fi ìbáṣepọ̀ laarin àwọn òrò han, paapaá laarin òrúkọ àti ìṣé.

Ìṣé Tí Òrò Atókùn Ń Ṣe Nínú Gbólóhùn (Functions of Prepositions in a Sentence)

Àwọn ìṣé tí òrò atókùn ń ṣe nínú gbólóhùn ní àwọn wọ̀nyí:

Wọ́n máa ń fi ìbáṣepọ̀ laarin àwọn òrò han.
Wọ́n ń ṣalayé ibi, àkókó, ọnà tàbí ìdí tí nkan fi ṣẹlẹ̀.
Wọ́n ń so àwọn òrò-órúkọ, àwọn òrò-àrópò tàbí àwọn gbólóhùn ìṣé pọ̀.

Àwọn Òrò Atókùn (Examples of Prepositions)

Àwọn òrò atókùn tí ó wọ́pọ̀ nínú èdè Yùrùbá ní àwọn wọ̀nyí:

Ní (in, at, on) – Àpẹẹrẹ: Òun wà ní ilé. (He is at home.)
Sí (to, into) – Àpẹẹrẹ: Mo lọ sí òjà. (I went to the market.)
Fún (for, to) – Àpẹẹrẹ: Ó fún mi ní owó. (He gave me money.)
Ti (of, from) – Àpẹẹrẹ: Ọmọ ti Adé. (Ade’s child/child of Ade.)
Lórí (on, upon) – Àpẹẹrẹ: Ìwé wà lórí tábù. (The book is on the table.)
Nínú (inside, within) – Àpẹẹrẹ: Àwọn ọmọ wà nínú yara. (The children are in the room.)
Pẹ̀lú (with) – Àpẹẹrẹ: Mo lọ pẹ̀lú rẹ̀. (I went with him/her.)
Láti (from, to) – Àpẹẹrẹ: Ó wá láti Ìbàdàn. (He came from Ibadan.)

Ibi Ìfihan Òrò Atókùn Nínú Gbólóhùn (Placement of Prepositions in a Sentence)

Òrò atókùn máa ń wá ṣájú òrò tàbí gbólóhùn tí ó ń ṣalayé.

Àpẹẹrẹ:

Ọmọ náà wà ní ilé ìwé. (The child is at school.) – “ní” wá ṣájú “ilé ìwé”.
Wọ́n lọ sí òjà lánàá. (They went to the market yesterday.) – “sí” wá ṣájú “òjà”.
Èmi yoó fún ọ ní àṣẹ. (I will give you an order.) – “ní” wá ṣájú “àṣẹ”.

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, checks their previous knowledge by asking them to mention some other word categories they have learned (e.g., òrò-órúkọ, òrò-ìṣé). The teacher then introduces the topic of the day, “Òrò Atókùn”, as another important word category in Yoruba.

Pupils’ Activity: Pupils respond to greetings, mention various word categories, and listen attentively to the introduction of the new topic.

Learning Point: Pupils recall previous knowledge and are prepared for the new lesson.

Step 2: Oríkì Òrò Atókùn

Time: 6 minutes

Teaching Skill: Explanation/Definition

Teacher’s Activity: The teacher defines òrò atókùn, explaining that they are words used to connect other words or phrases in a sentence, showing relationships like location, time, or manner. The definition is written on the board.

Pupils’ Activity: Pupils listen, copy the definition from the board, and ask questions for clarification.

Learning Point: Pupils understand the definition of òrò atókùn.

Step 3: Ìṣé Tí Òrò Atókùn Ń Ṣe Nínú Gbólóhùn

Time: 6 minutes

Teaching Skill: Elucidation/Illustration

Teacher’s Activity: The teacher explains the various functions of òrò atókùn in a sentence, such as showing relationship between words, indicating place, time, or reason, and linking different parts of a sentence. Examples are given orally.

Pupils’ Activity: Pupils listen to the explanations and try to understand the functions of òrò atókùn.

Learning Point: Pupils understand the roles and importance of òrò atókùn in sentence construction.

Step 4: Àwọn Òrò Atókùn

Time: 7 minutes

Teaching Skill: Listing/Demonstration

Teacher’s Activity: The teacher lists common òrò atókùn like “ní”, “sí”, “fún”, “pẹ̀lú”, “lórí”, “nínú”, “láti” on the board. For each òrò atókùn, the teacher provides clear example sentences and translates them.

Pupils’ Activity: Pupils observe the òrò atókùn and their examples, copying them into their exercise books.

Learning Point: Pupils learn specific examples of òrò atókùn and how they are used.

Step 5: Ibi Ìfihan Òrò Atókùn Nínú Gbólóhùn

Time: 7 minutes

Teaching Skill: Application/Guidance

Teacher’s Activity: The teacher explains that òrò atókùn usually comes before the word or phrase it modifies. The teacher writes several sentences on the board and asks pupils to identify the òrò atókùn and the word it relates to.

Pupils’ Activity: Pupils listen to the explanation and actively participate in identifying òrò atókùn in sentences provided by the teacher.

Learning Point: Pupils understand the placement of òrò atókùn within sentences.

Step 6: Practice

Time: 6 minutes

Teaching Skill: Practice/Reinforcement

Teacher’s Activity: The teacher writes incomplete sentences on the board and asks pupils to fill in the blanks with appropriate òrò atókùn. The teacher also asks pupils to construct simple sentences using different òrò atókùn.

Pupils’ Activity: Pupils complete the sentences and construct their own sentences, demonstrating their understanding of òrò atókùn.

Learning Point: Pupils apply their knowledge to use òrò atókùn correctly in sentences.

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 òrò atókùn? (What is a preposition?)
Ṣàlàyé ìṣé méjì tí òrò atókùn ń ṣe nínú gbólóhùn. (Explain two functions of a preposition in a sentence.)
Da àwọn òrò atókùn méta sí. (Mention three prepositions.)
Kọ gbólóhùn kan tí ó ní òrò atókùn “sí” nínú rẹ̀. (Write a sentence containing the preposition “sí”.)

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

Teacher’s Activity: The teacher summarizes the key points of the lesson, reiterating the definition, functions, and common examples of òrò atókùn. The teacher encourages pupils to practice using òrò atókùn in their daily conversations.

Pupils’ Activity: Pupils listen attentively and take note of the summary.

Learning Point: Pupils consolidate their understanding of òrò atókùn.

Lesson Keywords

Òrò atókùn – Preposition
Gbólóhùn – Sentence
Ìṣé – Function
Oríkì – Definition
Ní – In, at, on
Sí – To, into
Fún – For, to
Pẹ̀lú – With

Differentiation

For advanced learners, the teacher will encourage them to construct more complex sentences using multiple òrò atókùn and explore subtle differences in their meanings. For struggling learners, the teacher will provide simplified sentences and additional visual aids, focusing on understanding and using the most common òrò atókùn through guided practice.

Note for teachers using this lesson plan

Teachers should ensure active participation from all pupils by encouraging them to speak Yoruba and provide their own examples. Using real-life scenarios for sentences will make the lesson more relatable and engaging. Constant practice and revision of òrò atókùn are important for mastery.

Isori Oro, Oro Atokun, Ise Re and Ibi Ifihan 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

ÌSÒRÍ ÒRÒ: ÒRÒ ATÓKÙN (PREPOSITIONS)

Oríkì Òrò Atókùn (Definition of Preposition)

Ìṣé Tí Òrò Atókùn Ń Ṣe Nínú Gbólóhùn (Functions of Prepositions in a Sentence)

Àwọn Òrò Atókùn (Examples of Prepositions)

Ibi Ìfihan Òrò Atókùn Nínú Gbólóhùn (Placement of Prepositions in a Sentence)

Teaching Methods/Instructional Techniques

Instructional Procedures

Step 1: Introduction

Step 2: Oríkì Òrò Atókùn

Step 3: Ìṣé Tí Òrò Atókùn Ń Ṣe Nínú Gbólóhùn

Step 4: Àwọn Òrò Atókùn

Step 5: Ibi Ìfihan Òrò Atókùn Nínú Gbólóhùn

Step 6: Practice

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

ÌSÒRÍ ÒRÒ: ÒRÒ ATÓKÙN (PREPOSITIONS)

Oríkì Òrò Atókùn (Definition of Preposition)

Ìṣé Tí Òrò Atókùn Ń Ṣe Nínú Gbólóhùn (Functions of Prepositions in a Sentence)

Àwọn Òrò Atókùn (Examples of Prepositions)

Ibi Ìfihan Òrò Atókùn Nínú Gbólóhùn (Placement of Prepositions in a Sentence)

Teaching Methods/Instructional Techniques

Instructional Procedures

Step 1: Introduction

Step 2: Oríkì Òrò Atókùn

Step 3: Ìṣé Tí Òrò Atókùn Ń Ṣe Nínú Gbólóhùn

Step 4: Àwọn Òrò Atókùn

Step 5: Ibi Ìfihan Òrò Atókùn Nínú Gbólóhùn

Step 6: Practice

Step 7: Evaluation/Review

Step 8: Conclusion

Lesson Keywords

Differentiation

Note for teachers using this lesson plan

Royal Alikor