Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 2nd Term
Week: 5
Age: 15 years
Duration: 45 minutes
Subject: Yoruba
Curriculum Theme: Yoruba Lítírèśõ
Previous Lesson: Èdè: Aáyan Ògbufõ.
Topic: LÍTÍRÈŚÕ: Àtúpalê ìwé ìtàn àròsô (ìwé méjì)
Subject Matter: Kókó õrõ, ìfìwàwêdá, àhunpõ ìtàn, ibùdó ìtàn, ôgbön ìsõtàn, êdá ìtàn, ìlò èdè, ìjçyô àśà, àmúyç àti àléébù

Specific Objectives

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

Cognitive Domain:

Define literary analysis (àtúpalê lítírèśõ).
Identify and explain the key elements of a novel, such as themes (kókó õrõ), characterization (ìfìwàwêdá), plot (àhunpõ ìtàn), and setting (ibùdó ìtàn).
Discuss narrative technique (ôgbön ìsõtàn), characters (êdá ìtàn), and language use (ìlò èdè) in Yoruba novels.
Identify and explain cultural depiction (ìjçyô àśà), strengths (àwọn àmúyç), and weaknesses (àwọn àléébù) in selected novels.

Affective Domain:

Appreciate the importance of analyzing Yoruba novels to understand culture and societal values.
Develop interest in reading and critically evaluating Yoruba literary works.

Psychomotor Domain:

Read excerpts from Yoruba novels and identify specific literary elements.
Write down important points and definitions related to literary analysis.

Participate in discussions about the literary elements of Yoruba novels with their peers.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Senior Secondary Schools.
Lagos State Unified Scheme of Work for Senior Secondary School 1 (Yoruba).
Ìwé Èdè àti Lítírèśõ Yorùbá fún Ilé-ìwé Gírámà SSS 1.
Selected Yoruba novels (e.g., Òmìnràn by Fagunwa, Adììtú Olódùmarè by Fagunwa).

Instructional Materials

The teacher will teach this lesson with the aid of:

Copies of selected Yoruba novels (ìwé ìtàn àròsô).
Whiteboard/Blackboard and markers/chalk.
Charts showing literary elements.

Rationale for the Lesson

This lesson helps pupils to understand how to critically analyze Yoruba novels. It enables them to identify the various elements that make up a story, which improves their comprehension and appreciation of Yoruba literature and culture.

Prerequisite/Previous Knowledge

Pupils have basic knowledge of Yoruba language and have read some simple Yoruba stories or narratives.

Lesson Content/Board Summary

LÍTÍRÈŚÕ: Àtúpalê ìwé ìtàn àròsô

Àtúpalê ìwé ìtàn àròsô jé iśë àyçwò àti ìtumõ àwọn àkóónú inú ìwé ìtàn kan. Ó jé kíkà ìwé ìtàn pëlú èrò láti mọ àwọn ohun tó jé kókó nínú rë.

Kókó Õrõ (Themes)

Kókó õrõ ni èrò tàbí ifçsçwõńśç pàtàkì tí òǹkõwé fë fi kóńńgbà nípasë ìtàn rë. Ó jé àwọn àkóónú tí ó máa ń farahàn nínú ìtàn láti ìbërë dé òpin.

Àwọn òǹkõwé máa ń lo kókó õrõ láti fi kọ́ni lëkọ̀ọ́ tàbí láti ṣàlàyé nǹkan kan nípa ìgbésí ayé.

Ìfìwàwêdá (Characterization)

Ìfìwàwêdá ni bí òǹkõwé ṣe ń fi àwọn ìwà àwọn êdá ìtàn hàn fún àwọn òǹkàwé. Ó lè jé tààràtà tàbí àìtaraàtà.

Àwọn ònà tí òǹkõwé fi ń fi ìwà hàn ni:

Nípasë ohun tí êdá ìtàn náà bá sọ.
Nípasë ìṣe tàbí ìhùwàsí êdá ìtàn náà.
Nípasë bí àwọn êdá ìtàn mìíràn ṣe wo tàbí sọ nípa rë.
Nípasë àlàyé tààràtà láti õdò òǹkõwé.

Àhunpõ Ìtàn (Plot Structure)

Àhunpõ ìtàn ni bí àwọn ìṣëlë inú ìtàn ṣe tò lësçęlësçę. Ó máa ń ní ìbërë, àárín, àti òpin.

Àwọn apá pàtàkì inú àhunpõ ìtàn ni:

Ìfihàn/Ìbërë (Exposition)
Ìdàgbàsókè ìṣëlë (Rising action)
Ìdòpín ìṣëlë/Gbòńgán (Climax)
Ìdínkù ìṣëlë (Falling action)
Ìparí/Ìgbçrò (Resolution)

Ibùdó Ìtàn (Setting)

Ibùdó ìtàn ni àkókò àti ibi tí ìtàn ti wáyé. Ó lè jé ìlú, abúlé, tàbí àyíká kan.

Ibùdó ìtàn lè jé:

Àkókò (Time): Ìgbà àtijó, ìgbà òde òní, ọjọ́ ọ̀la.
Ibi (Place): Ìlú, abúlé, igbó, ilé-ìwé.
Àyíká àwùjo (Social environment): Àśà, ìgbàgbọ́, ìṣèlú.

Õgbön Ìsõtàn (Narrative Technique/Point of View)

Õgbön ìsõtàn ni ònà tí òǹkõwé gbà śe àlàyé ìtàn náà. Ó tún lè jé ojú ìwòye tí òǹkõwé fi ń sọ ìtàn.

Àwọn irú õgbön ìsõtàn tí ó wọ́pọ̀ ni:

Ojú ìwòye çni àkọ́kọ́ (First-person point of view): “Èmi” ni ó ń sọ ìtàn.
Ojú ìwòye çni kçta tí ó mọ gbogbo rë (Third-person omniscient): Òǹkõwé mọ èrò gbogbo êdá ìtàn.
Ojú ìwòye çni kçta tí ó mọ díë (Third-person limited): Òǹkõwé mọ èrò êdá ìtàn kan tàbí méjì.

Êdá Ìtàn (Characters)

Êdá ìtàn ni àwọn ènìyàn tàbí ohun tí ó ń kópa nínú ìtàn. Wọn ni wọ́n ń fi ìwà àti ìṣe wọn mú ìtàn náà lọ síwájú.

Àwọn oríṣi êdá ìtàn ni:

Olú-èdá ìtàn (Protagonist): Êdá ìtàn pàtàkì tí ìtàn dá lé.
Alátakò (Antagonist): Êdá ìtàn tí ó ń tako olú-èdá ìtàn.
Êdá ìtàn pàtàkì (Major characters): Àwọn tí wọ́n kópa púpò.
Êdá ìtàn kékeré (Minor characters): Àwọn tí wọ́n kópa díë.
Êdá ìtàn tí kò yí padà (Flat characters): Àwọn tí ìwà wọn kò yí padà.
Êdá ìtàn tí ó yí padà (Round characters): Àwọn tí ìwà wọn ń yí padà.

Ìlò Èdè (Language Use)

Ìlò èdè ni ònà tí òǹkõwé gbà lo èdè láti fi kọ ìtàn rë. Èyí kan lilo àwọn àrokò, òwe, àti àśà ìsọ̀rọ̀.

Àwọn ohun tó máa ń farahàn nínú ìlò èdè ni:

Àrokò (Figures of speech): Òwe, àfiwé, ìfiṣèdá-ènìyàn.
Òwe àti Àśà ìsọ̀rọ̀ (Proverbs and Idioms).
Ìtumọ̀ ọ̀rọ̀ (Word choice).

Ìjçyô Àśà (Cultural Depiction)

Ìjçyô àśà ni bí òǹkõwé ṣe ń fi àwọn àśà, ìgbàgbọ́, àti ìṣe àwọn ènìyàn hàn nínú ìtàn rë.

Àwọn àpẹẹrẹ ìjçyô àśà ni:

Ìgbéyàwó, ìsìnkú, ìkọmọdé.
Àwọn oúnjẹ, aśọ, orin, ijó.
Àwọn ìgbàgbọ́ àti àśà ìbílë.

Àmúyç àti Àléébù (Strengths and Weaknesses)

Àmúyç ni àwọn ibi tí ìwé ìtàn náà ti tayọ, nígbà tí àléébù jẹ́ àwọn àìpé tàbí àwọn ibi tí ìwé náà ti kù díë.

Láti mọ àmúyç àti àléébù, a gbọ́dọ̀ wo:

Bí òǹkõwé ṣe kọ ìtàn rë.
Bí ìtàn náà ṣe ní ẹ̀kọ́ fún àwùjọ.
Bí èdè tí a lò ṣe rọrùn tàbí le.
Bí àwọn êdá ìtàn ṣe ní ìgbàgbọ́.

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 have read any Yoruba novels recently. The teacher then briefly reviews the previous lesson and introduces the topic for the day: LÍTÍRÈŚÕ: Àtúpalê ìwé ìtàn àròsô (Literary Analysis: Analysis of two prose novels).
Pupils’ Activity: Pupils respond to the teacher’s greetings and questions, and listen attentively to the introduction of the new topic.
Learning Point: Pupils are prepared for the day’s lesson and connect with previous knowledge.

Step 2: Explanation of Àtúpalê ìwé ìtàn àròsô

Time: 5 minutes
Teaching Skill: Explanation/Definition
Teacher’s Activity: The teacher defines “Àtúpalê ìwé ìtàn àròsô” as the critical examination and interpretation of the content of a novel. The teacher emphasizes that it involves reading with the aim of understanding the core aspects of the story. The teacher writes the definition on the board.
Pupils’ Activity: Pupils listen to the explanation and copy the definition into their notebooks.
Learning Point: Pupils understand the meaning of literary analysis.

Step 3: Discussion on Kókó Õrõ and Ìfìwàwêdá

Time: 8 minutes
Teaching Skill: Explanation/Illustration
Teacher’s Activity: The teacher explains “Kókó Õrõ” (Themes) as the main idea or message the author intends to convey. The teacher then explains “Ìfìwàwêdá” (Characterization) as the way an author reveals the personality of characters. The teacher gives examples from a well-known Yoruba novel to illustrate these concepts.
Pupils’ Activity: Pupils listen, ask questions for clarity, and identify examples from novels they have read.
Learning Point: Pupils understand how to identify themes and characterization in a novel.

Step 4: Discussion on Àhunpõ ìtàn and Ibùdó ìtàn

Time: 8 minutes
Teaching Skill: Elaboration/Questioning
Teacher’s Activity: The teacher explains “Àhunpõ ìtàn” (Plot Structure) as the sequence of events in a story, outlining its components (exposition, rising action, climax, falling action, resolution). The teacher also explains “Ibùdó ìtàn” (Setting) as the time and place of the story. The teacher asks pupils to mention examples of settings from novels.
Pupils’ Activity: Pupils listen, contribute to the discussion by providing examples, and take notes.
Learning Point: Pupils can identify and explain the plot and setting of a novel.

Step 5: Discussion on Õgbön Ìsõtàn, Êdá ìtàn, and Ìlò Èdè

Time: 8 minutes
Teaching Skill: Explanation/Interactive
Teacher’s Activity: The teacher explains “Õgbön ìsõtàn” (Narrative Technique/Point of View), “Êdá ìtàn” (Characters), and “Ìlò Èdè” (Language Use), providing definitions and types for each. The teacher encourages pupils to identify different narrative points of view, types of characters, and examples of figures of speech in Yoruba.
Pupils’ Activity: Pupils actively participate, answer questions, and write down the key points.
Learning Point: Pupils understand narrative techniques, character types, and language use in novels.

Step 6: Discussion on Ìjçyô Àśà, Àmúyç àti Àléébù

Time: 6 minutes
Teaching Skill: Explanation/Analysis
Teacher’s Activity: The teacher explains “Ìjçyô Àśà” (Cultural Depiction) as how the author portrays the culture, beliefs, and practices of a people. The teacher then explains “Àmúyç àti Àléébù” (Strengths and Weaknesses) as the positive and negative aspects of the novel. The teacher provides examples of cultural elements and asks pupils to consider what makes a novel strong or weak.
Pupils’ Activity: Pupils listen, contribute their ideas on cultural aspects, and learn to critically assess novels.
Learning Point: Pupils can identify cultural elements and evaluate the strengths and weaknesses of a novel.

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 àtúpalê ìwé ìtàn àròsô túmọ̀ sí?
Darúkọ àwọn kókó õrõ méjì tí ó sábà máa ń farahàn nínú ìtàn àròsô Yorùbá.
Ṣàlàyé ìtumọ̀ ìfìwàwêdá.
Nípa kíkọ́kọ́ darúkọ rë, ṣàlàyé àhunpõ ìtàn.
Mẹ́nu ba àwọn oríṣi ibùdó ìtàn méjì.
Ṣàlàyé ìlò èdè pëlú àpẹẹrẹ kan.

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/Assignment
Teacher’s Activity: The teacher summarizes the main points of the lesson, reiterating the importance of literary analysis in understanding Yoruba novels. The teacher then gives an assignment: “Yan ìwé ìtàn àròsô Yorùbá kan tí o ti kà, kí o sì śe àtúpalê rë nípa kíkọ́kọ́ sọ kókó õrõ, ìfìwàwêdá, àhunpõ ìtàn, àti ibùdó ìtàn rë.” (Choose a Yoruba novel you have read and analyze it by identifying its themes, characterization, plot, and setting).
Pupils’ Activity: Pupils listen to the summary and copy down the assignment.
Learning Point: Pupils consolidate their learning and are given an opportunity for further practice.

Lesson Keywords

Àtúpalê – Analysis/Examination
Ìwé ìtàn àròsô – Novel/Prose fiction
Kókó õrõ – Themes
Ìfìwàwêdá – Characterization
Àhunpõ ìtàn – Plot structure
Ibùdó ìtàn – Setting
Õgbön ìsõtàn – Narrative technique/Point of view
Êdá ìtàn – Characters
Ìlò èdè – Language use
Ìjçyô àśà – Cultural depiction
Àmúyç – Strengths/Advantages
Àléébù – Weaknesses/Disadvantages

Differentiation

For pupils who grasp concepts quickly, the teacher can encourage them to identify more complex literary devices or analyze additional novels. For pupils who need more support, the teacher can provide simpler excerpts, guide them through the analysis of one element at a time, or offer one-on-one assistance to ensure understanding.

Note for teachers using this lesson plan

Teachers should ensure they have selected Yoruba novels readily available for pupils or encourage pupils to bring their own. Practical examples from these novels throughout the lesson will help pupils understand abstract concepts better. Encourage active participation and critical thinking.