Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 2nd Term
Week: 8
Age: 15 years
Duration: 45 minutes
Subject: Yoruba
Curriculum Theme: Yoruba Language and Literature
Previous Lesson: Èdè: Àròkô Kíkô àti Lëtà Kíkô.
Topic: LÍTÍRÈŚÕ: Àtúpalê àsàyàn ewì àpilêkô (ìwé méjì)
Subject Matter: Kókó Õrõ Ewì (Theme), Ìhun Ewì Ètò (Structure), Ìlò Èdè (Language Use), Ìjçyô Àśà (Cultural Representation), Àmúyç Àti Àléébù (Merits and Demerits), Ìtumõ Õrõ Pàtàkì Nínú Ewì (Meaning of Key Words in Poems)

Specific Objectives

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

Cognitive Domain:

Mọ àti láti ṣàlàyé kókó õrõ ewì tí a bá kà.
Dá ìhun ewì ètò mọ, kí wọ́n sì lè ṣàlàyé rẹ̀.
Ṣe àtúpalẹ̀ ìlò èdè nínú ewì àpilẹ̀kọ.
Sọ ohun tí ewì náà fi hàn nípa àṣà Yorùbá.
Ṣe àlàyé àmúyẹ àti àléébù ewì tí wọ́n bá kà.
Mọ ìtumọ̀ àwọn ọ̀rọ̀ pàtàkì nínú ewì.

Affective Domain:

Fi ìfẹ́ hàn sí kíkà àti gbígbọ́ ewì àpilẹ̀kọ Yorùbá.
Gbóríyìn fún àṣà àti ìṣe Yorùbá bí ó ti fara hàn nínú ewì.

Psychomotor Domain:

Ka ewì àpilẹ̀kọ pẹ̀lú òye.
Kọ àwọn kókó pàtàkì sílẹ̀ nínú ìwé wọn.

Fi ọgbọ́n wọlé sórí àtúpalẹ̀ ewì pẹ̀lú àwọn ẹgbẹ́ wọn.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Yoruba Language.
Lagos State Unified Scheme of Work for Senior Secondary Schools.
Ìwé Ewì Àpilêkô Fun Ilé Ìwé Gígá.
https://www.education.gov.ng/basic-education-curriculum/
https://www.lasg.gov.ng/education-scheme-of-work/

Instructional Materials

The teacher will teach this lesson with the aid of:

Àsàyàn Ewì Àpilêkô (Selected Written Poems book)
Whiteboard/Blackboard
Markers/Chalk
Chart showing examples of literary devices.

Rationale for the Lesson

This lesson helps pupils to understand and appreciate Yoruba poetry. It enables them to analyze poems critically, identify literary elements, and connect the themes to Yoruba culture and everyday life. This understanding is important for their academic success in Yoruba literature.

Prerequisite/Previous Knowledge

Pupils are assumed to have basic knowledge of Yoruba language and simple literary terms from their previous classes.

Lesson Content/Board Summary

Lítírèśõ: Àtúpalê Àsàyàn Ewì Àpilêkô

Kókó Õrõ Ewì (Theme of the Poem)

Kókó õrõ ewì ni èrò tàbí àsọyé pàtàkì tí òǹkọ̀wé fẹ́ fi kọ́ni nínú ewì rẹ̀. Ó lè jẹ́ nípa ìfẹ́, ogun, ìyà, ìgbé ayé àwùjọ, àti bẹ́ẹ̀bẹ́ẹ̀ lọ.

Àwọn ohun tó lè jẹ́ kókó õrõ ewì:

Ìfẹ́
Òśì
Ìgbàlà
Ìdájọ́ òdodo
Àṣà àti ìṣe

Ìhun Ewì Ètò (Structure of the Poem)

Ìhun ewì ètò ni bí ewì ṣe wà ní àkójọ pọ̀; ó ní àwọn ìlà, àwọn ẹsẹ, àti bí àwọn ọ̀rọ̀ ṣe rí níbẹ̀.

Àwọn ohun tó wà nínú ìhun ewì:

Àwọn Ìlà (Lines)
Àwọn Ẹsẹ (Stanzas)
Ìró Àìpẹ́ (Rhyme Scheme)
Ìwọ̀n Ìlà (Meter)

Ìlò Èdè Nínú Ewì (Language Use in Poetry)

Ewì sábà máa ń lo èdè lọ́nà àrà ọ̀tọ̀ láti mú kí ìwé náà dùn ún kà, ó sì máa ń lo àwọn àfọwọ́fà àti àwọn ọ̀rọ̀ ìṣàpẹẹrẹ.

Àwọn ọ̀nà tí a fi ń lo èdè nínú ewì:

Ìfiwéra (Simile)
Ìṣàpẹẹrẹ (Metaphor)
Ìsọníyè (Personification)
Ìfòyejì (Irony)
Ìtúndè (Repetition)
Òwe àti Àmọ̀ràn (Proverbs and Idioms)

Ìjçyô Àśà Nínú Ewì (Cultural Representation in Poetry)

Ọ̀pọ̀lọpọ̀ ewì Yorùbá ló máa ń fi àṣà, ìṣe, ìgbàgbọ́, àti ìtàn àwọn Yorùbá hàn.

Àwọn ohun tí ewì lè fi àṣà hàn:

Oríkì
Àwọn àríyá àti ayẹyẹ
Ìgbàgbọ́ àti ẹ̀sìn
Àwọn òfin àti ìlànà àwùjọ

Àmúyç Àti Àléébù Ewì (Merits and Demerits of the Poem)

Àmúyẹ ewì ni àwọn ohun tó jẹ́ kó dára, nígbà tí àléébù jẹ́ àwọn àìpé tàbí àwọn ohun tí kò fi bẹ́ẹ̀ dára nínú ewì náà.

Àwọn àmúyẹ tó lè wà nínú ewì:

Ìlò èdè tó dára
Kókó õrõ tó ṣe kókó
Ìhun tó wà létòlétò

Àwọn àléébù tó lè wà nínú ewì:

Èdè tó le koko
Kókó õrõ tí kò yé ni
Ìhun tí kò tò létòlétò

Ìtumõ Õrõ Pàtàkì Nínú Ewì (Meaning of Key Words in Poetry)

Òǹkọ̀wé ewì sábà máa ń lo àwọn ọ̀rọ̀ kan tí ó ní ìtumọ̀ jíjinlẹ̀ tàbí ìtumọ̀ àkànṣe nínú ewì rẹ̀. Ó ṣe pàtàkì láti mọ ìtumọ̀ àwọn ọ̀rọ̀ wọ̀nyí láti le lóye ewì náà dáradára.

Àwọn ọ̀nà láti mọ ìtumọ̀ ọ̀rọ̀ pàtàkì:

Lílo ìwé atúmọ̀ èdè (dictionary)
Wíwo ọ̀rọ̀ tó yí i ká (context)
Bíbèèrè lọ́wọ́ olùkọ́

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. The teacher then introduces the topic of the day, “Lítírèśõ: Àtúpalê àsàyàn ewì àpilêkô (ìwé méjì)”, and explains its relevance.
Pupils’ Activity: Pupils respond to greetings, recall the previous lesson, and listen attentively to the new topic.
Learning Point: Pupils are prepared for the new lesson and connect it to prior knowledge.

Step 2: Kókó Õrõ Ewì (Theme) and Ìhun Ewì Ètò (Structure)

Time: 10 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher explains what “Kókó Õrõ Ewì” means, giving examples of common themes. The teacher then defines “Ìhun Ewì Ètò” and discusses elements like lines, stanzas, and rhyme scheme, using a selected poem from the recommended text as an example. The teacher writes key points on the board.
Pupils’ Activity: Pupils listen, ask questions, and copy notes from the board.
Learning Point: Pupils understand the concepts of theme and structure in a poem.

Step 3: Ìlò Èdè Nínú Ewì (Language Use) and Ìjçyô Àśà Nínú Ewì (Cultural Representation)

Time: 10 minutes
Teaching Skill: Discussion/Analysis
Teacher’s Activity: The teacher guides pupils to identify and explain various literary devices (àfọwọ́fà) used in the selected poem, such as simile, metaphor, and personification. The teacher also discusses how the poem reflects Yoruba culture, traditions, and beliefs.
Pupils’ Activity: Pupils actively participate in the discussion, identify literary devices, and point out cultural elements in the poem.
Learning Point: Pupils can analyze language use and cultural representation in Yoruba poetry.

Step 4: Àmúyç Àti Àléébù Ewì (Merits and Demerits)

Time: 5 minutes
Teaching Skill: Explanation
Teacher’s Activity: The teacher explains what constitutes the merits (àmúyẹ) and demerits (àléébù) of a poem, encouraging pupils to think critically about the strengths and weaknesses of the selected poem based on the analysis so far.
Pupils’ Activity: Pupils listen and contribute their thoughts on the poem’s good and bad points.
Learning Point: Pupils learn to critically evaluate poems.

Step 5: Ìtumõ Õrõ Pàtàkì Nínú Ewì (Meaning of Key Words)

Time: 5 minutes
Teaching Skill: Vocabulary Development
Teacher’s Activity: The teacher identifies specific complex or culturally significant words from the selected poem and explains their meanings, noting them on the board. Pupils are encouraged to use dictionaries for unfamiliar words.
Pupils’ Activity: Pupils copy the words and their meanings, and ask for clarification where needed.
Learning Point: Pupils expand their vocabulary and understand the deeper meaning of the poem.

Step 6: Summary

Time: 5 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher briefly summarizes the main points of the lesson, reiterating the importance of understanding the theme, structure, language use, cultural aspects, and key vocabulary in analyzing written poems.
Pupils’ Activity: Pupils listen and ask any lingering questions.
Learning Point: Pupils review and consolidate their understanding of the lesson.

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 kókó õrõ ewì?
Mẹ́nu ba àwọn ohun méjì tó jẹ́ ara ìhun ewì ètò.
Ṣe àlàyé ọ̀nà méjì tí a fi ń lo èdè nínú ewì.
Báwo ni ewì ṣe lè fi àṣà Yorùbá hàn?
Dá àmúyẹ ewì kan àti àléébù rẹ̀ kan mọ.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 5 minutes
Teaching Skill: Reinforcement
Teacher’s Activity: The teacher assigns homework, asking pupils to choose another poem from their textbook and identify its theme, structure, and two key words with their meanings. The teacher then dismisses the class.
Pupils’ Activity: Pupils copy down the homework and prepare for dismissal.
Learning Point: Pupils practice and apply the knowledge gained from the lesson.

Lesson Keywords

Ewì Àpilêkô – Written poem
Kókó Õrõ – Theme/Main point
Ìhun Ewì – Structure of a poem
Ìlò Èdè – Language use
Àfọwọ́fà – Literary devices
Ìjçyô Àśà – Cultural representation
Àmúyç – Merits/Advantages
Àléébù – Demerits/Disadvantages
Òwe – Proverb
Àmọ̀ràn – Idiom

Differentiation

For pupils who grasp concepts quickly, the teacher can encourage them to analyze more complex poems or write short critiques. For those who need more support, the teacher will provide simplified examples, offer one-on-one assistance, or allow peer tutoring during activities.

Note for teachers using this lesson plan

Teachers should ensure they have selected two appropriate written poems from the recommended textbook for analysis. They should also be familiar with the poems’ themes, structures, language use, and cultural contexts to guide pupils effectively. Encourage active participation and critical thinking.