Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 3rd Term
Week: 1
Age: 15 years
Duration: 45 minutes
Subject: Yoruba
Curriculum Theme: Yoruba Culture
Previous Lesson: .
Topic: Àṣà: Oge Ṣíṣe ní Ayé Àtijọ́ àti Òde Òní (Culture: Adornment in Ancient Times and Modern Day)
Subject Matter: Pàtàkì oge ṣíṣe, ọ̀nà oge ní ayé àtijọ́ (ara fínfín, eyín pípa, tìróò lílé, làálì, òsùn kíkùn, irun dídì, ìlà kíkọ́, irun fífá, irun gígẹ́, irun kíkó, bàtà wíwọ̀ lóríṣiríṣi), ìyípadà oge òde òní (ètè kíkùn, irun díndín, ihò méjì lílu sí etí) àti àléébù rẹ̀.

Specific Objectives

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

Cognitive Domain:

Define ‘oge ṣíṣe’.
State the importance of ‘oge ṣíṣe’ in Yoruba culture.
List at least five traditional methods of adornment.
Identify at least three modern trends in adornment.
Mention at least two disadvantages of some modern adornment practices.

Affective Domain:

Appreciate the cultural significance of traditional adornment.
Participate actively in class discussions about adornment.
Express their opinions on traditional and modern adornment practices.

Psychomotor Domain:

Identify various materials used for both traditional and modern adornment.
Describe how some traditional adornment methods were applied.

Relate adornment practices to societal values and expectations.
Collaborate with peers during group discussions on adornment.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Yoruba Language (JSS 1-3).
Lagos State Unified Scheme of Work for Yoruba Language (SSS 1).
Akinwumi, A. (2010). Ìwé Èkọ́ Èdè Yorùbá Titun fún Ilé-ẹ̀kọ́ Gírámà SSS 1-3. University Press PLC.
Yoruba Traditional Beauty Marks and Adornment
BBC Yoruba on Adornment

Instructional Materials

The teacher will teach this lesson with the aid of:

Real objects such as tìróò (kohl), bèbè (eyebrow pencil), ìlẹ̀kẹ̀ (beads), làálì (henna), òsùn (camwood), wíìgì (wig), lẹ́ẹ̀dì èékánná (nail polish).
Pictures showing various traditional hair braiding (irun dídì) and cutting (irun gígẹ́) styles.
Pictures of different types of traditional and modern footwear (bàtà).
A chart displaying different types of traditional facial marks (ìlà kíkọ́).

Rationale for the Lesson

This lesson helps pupils understand the cultural practice of adornment in Yoruba society, both in the past and present. It enables them to appreciate their cultural heritage and critically examine modern trends in dressing and personal appearance.

Prerequisite/Previous Knowledge

Pupils are familiar with basic Yoruba cultural practices and have observed various forms of personal adornment in their daily lives and communities.

Lesson Content/Board Summary

Àṣà: Oge Ṣíṣe ní Ayé Àtijọ́ àti Òde Òní

Ìtumọ̀ Oge Ṣíṣe

Oge ṣíṣe ni ọ̀nà tí àwọn ènìyàn gbà ṣe ara wọn lọ́ṣọ̀ọ́ tàbí wọ aṣọ láti jẹ́ kí wọ́n rẹwà, láti fi ipò wọn hàn, tàbí láti tẹ̀lé àṣà àti ìṣe ìran wọn.

Pàtàkì Oge Ṣíṣe

Pàtàkì oge ṣíṣe pọ̀ ní Yoruba. Àwọn wọ̀nyí ni:

Láti fi ìwà àti ìhùwàsí ẹni hàn.
Láti fi ipò tàbí oyè ẹni hàn nínú àwùjọ.
Láti jẹ́ kí ara rẹwà, kí ó sì wuni lójú.
Láti tẹ̀lé àṣà àti ìṣe ìran.
Láti fi ọlá àti ọlà hàn.
Láti fi ìgbéyàwó tàbí ayẹyẹ pàtàkì hàn.

Ọ̀nà Oge ní Ayé Àtijọ́

Àwọn Yorùbá ní ọ̀nà púpọ̀ láti ṣe oge ní ayé àtijọ́. Àwọn wọ̀nyí ni:

Ara Fínfín: Ṣíṣe àwọn àmì sí ara láti fi ẹwà tàbí ìran hàn.
Eyín Pípa: Gígẹ́ eyín lọ́nà tí yóò fi rẹwà tàbí fi ìran hàn.
Tìróò Lílé: Lílò tìróò fún ojú láti jẹ́ kí ó rẹwà.
Làálì Kíkùn: Lílò làálì láti fi ṣe ọwọ́ àti ẹsẹ̀ lọ́ṣọ̀ọ́.
Òsùn Kíkùn: Lílò òsùn láti fi ṣe ara lọ́ṣọ̀ọ́ tàbí fún àwọn ayẹyẹ.
Irun Dídì: Dídì irun lọ́nà oríṣiríṣi bíi Sùkú, Kọ́ńkọ́, Àdìmú, àti Bùrọ́ọ̀dá.
Ìlà Kíkọ́: Kíkọ́ ìlà sí ojú láti fi ìran tàbí ẹwà hàn.
Irun Fífá/Gígẹ́: Fífá tàbí gígẹ́ irun lọ́nà kan pàtó.
Irun Kíkó: Kíkó irun jọ lọ́nà tí ó rẹwà.
Bàtà Wíwọ̀: Wíwọ̀ bàtà oríṣiríṣi bíi bàtà àkíńgbá àti bàtà aláṣọ.

Ìyípadà Oge ní Òde Òní

Oge ṣíṣe ti yí padà púpọ̀ ní òde òní. Àwọn àyípadà wọ̀nyí ni:

Ètè Kíkùn: Lílò ètè kíkùn (lipstick) láti fi ṣe ètè lọ́ṣọ̀ọ́.
Irun Díndín: Dídín irun (hair relaxing/perming) láti jẹ́ kí ó tẹ́jú.
Ìhò Méjì Lílu sí Etí: Lílù ihò púpọ̀ sí etí fún wíwọ̀ yẹtí.
Wíwọ̀ Aṣọ Òde Òní: Wíwọ̀ àwọn aṣọ ìgbàlódé tí kò bára mu pẹ̀lú àṣà Yorùbá.
Lílò Wíìgì: Wíwọ̀ wíìgì oríṣiríṣi.

Àléébù Oge Òde Òní

Bí ó tilẹ̀ jẹ́ pé oge òde òní ní àwọn àǹfààní tirẹ̀, ó tún ní àwọn àléébù kan. Àwọn wọ̀nyí ni:

Àwọn kan máa ń lo àwọn ohun èlò tí kò dára fún ara.
Ó lè fa àìlera tàbí àrùn fún àwọn kan.
Àwọn kan máa ń fẹ́ fi oge ṣíṣe hàn ju agbára wọn lọ, èyí sì lè yọrí sí gbèsè tàbí jíjẹ́ àwọn ọmọdé lára.
Ó lè pa àṣà ìṣẹ̀mbáyé run.
Àwọn kan máa ń lo oge láti fi tàn án jẹ tàbí fi ṣe ìwà búburú.

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 asks pupils to describe how people dress up or make themselves look good, leading them to the topic of ‘oge ṣíṣe’.
Pupils’ Activity: Pupils respond to greetings, recall the previous lesson, and share their observations about dressing and adornment.
Learning Point: Pupils are prepared for the new lesson and connect it to their prior knowledge.

Step 2: Explanation of ‘Oge Ṣíṣe’ and its Importance

Time: 8 minutes
Teaching Skill: Explanation/Lecture
Teacher’s Activity: The teacher defines ‘oge ṣíṣe’ in Yoruba and explains its importance using examples from the board summary. The teacher encourages pupils to contribute their own points.
Pupils’ Activity: Pupils listen attentively, take notes, and contribute to the discussion on the importance of adornment.
Learning Point: Pupils understand the meaning and significance of adornment.

Step 3: Discussion on Traditional Adornment Methods

Time: 10 minutes
Teaching Skill: Discussion/Questioning
Teacher’s Activity: The teacher leads a discussion on various traditional methods of adornment in Yoruba land, such as ‘ara fínfín’, ‘eyín pípa’, ‘irun dídì’, ‘ìlà kíkọ́’, using the instructional materials (charts, pictures) to illustrate. The teacher asks pupils if they have seen any of these practices.
Pupils’ Activity: Pupils identify the traditional methods, ask questions, and share their experiences or knowledge about these practices.
Learning Point: Pupils identify and describe traditional adornment methods.

Step 4: Identification of Traditional Adornment Materials

Time: 5 minutes
Teaching Skill: Demonstration/Identification
Teacher’s Activity: The teacher presents real objects like ‘tìróò’, ‘làálì’, ‘òsùn’, and ‘ìlẹ̀kẹ̀’, explaining their uses in traditional adornment. Pupils are encouraged to touch and observe these materials.
Pupils’ Activity: Pupils identify the materials, observe their features, and listen to explanations of their uses.
Learning Point: Pupils identify and understand the use of traditional adornment materials.

Step 5: Discussion on Modern Adornment Trends

Time: 7 minutes
Teaching Skill: Discussion/Comparative Analysis
Teacher’s Activity: The teacher discusses modern trends in adornment, such as ‘ètè kíkùn’, ‘irun díndín’, and ‘ihò méjì lílu sí etí’. The teacher compares these with traditional methods and highlights the changes over time.
Pupils’ Activity: Pupils mention modern adornment styles they know, compare them with traditional ones, and discuss the changes.
Learning Point: Pupils identify modern adornment trends and recognize the evolution of adornment practices.

Step 6: Analysis of Disadvantages of Modern Adornment

Time: 5 minutes
Teaching Skill: Critical Thinking/Problem Solving
Teacher’s Activity: The teacher guides pupils to discuss the potential disadvantages or negative effects of some modern adornment practices, such as health risks or societal implications. The teacher encourages critical thinking.
Pupils’ Activity: Pupils express their opinions and identify potential problems associated with certain modern adornment practices.
Learning Point: Pupils critically evaluate modern adornment practices and their potential drawbacks.

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 ìtumọ̀ ‘oge ṣíṣe’?
Sọ pàtàkì mẹ́ta tí oge ṣíṣe ní nínú àṣà Yorùbá.
Darúkọ ọ̀nà oge mẹ́rin ní ayé àtijọ́.
Mẹ́nu ba ohun èlò oge mẹ́ta tí a lò ní ayé àtijọ́.
Ṣe àlàyé ìyípadà oge méjì tí ó wà ní òde òní.
Kí ni àléébù kan tí ó lè wà nínú oge òde òní?

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/Consolidation
Teacher’s Activity: The teacher summarizes the key points of the lesson, emphasizing the importance of understanding both traditional and modern adornment practices. The teacher assigns homework: Ask your parents or elders about any traditional adornment practices they remember.
Pupils’ Activity: Pupils listen to the summary and copy the homework.
Learning Point: Pupils consolidate their learning and prepare for further exploration of the topic.

Lesson Keywords

Oge ṣíṣe – Adornment/Dressing up/Beautification
Ayé Àtijọ́ – Ancient times/Olden days
Òde Òní – Modern day/Contemporary times
Làálì – Henna (a dye used for temporary skin decoration)
Òsùn – Camwood (a reddish powder used for body decoration)
Tìróò – Kohl/Eyeliner (used for eye adornment)
Ìlà kíkọ́ – Facial marks/Scarification (traditional tribal marks)
Irun dídì – Hair braiding/plaiting
Ara fínfín – Body scarification/Tattooing
Eyín pípa – Teeth filing (a traditional practice of shaping teeth)
Àléébù – Disadvantage/Flaw/Drawback

Differentiation

For pupils who grasp concepts quickly, the teacher will encourage them to research and present on specific historical figures known for their unique adornment styles. For pupils who require more support, the teacher will provide simplified explanations and visual aids, allowing them to focus on identifying key terms and basic concepts.

Note for teachers using this lesson plan

Teachers should ensure they have adequate visual aids and realia to make the lesson engaging and concrete, especially when discussing traditional adornment practices. Encourage pupils to share their family’s cultural practices related to adornment, fostering an inclusive classroom environment. Emphasize respect for diverse cultural practices while also promoting critical thinking about the impacts of modern trends.