Class: Junior Secondary School 1 (JSS1, JSS 1)
Term: 2nd Term
Week: 10
Age: 12 years
Duration: 45 minutes
Subject: Yoruba
Curriculum Theme: Yoruba Language Structure
Previous Lesson: Àśà: Ìtöjú Ara àti Ewu Òògùn Olóró.
Topic: ÈDÈ: Àwôn ìsõrí õrõ nínú èdè Yorùbá
Subject Matter: õrõ-orúkô, õrõ-ìśe, õrõ-aröpò orúkô, õrõ-aröpò afarajorúkô, õrõ-àpönlé, õrõ-atökùn, õrõ-àsopõ

Specific Objectives

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

Cognitive Domain:

Define what is meant by ‘ìsõrí õrõ’ (parts of speech) in Yoruba.
Identify and explain at least five parts of speech in Yoruba.
Differentiate between different parts of speech when used in sentences.

Affective Domain:

Appreciate the importance of understanding parts of speech for proper communication.
Participate actively in class discussions and activities.

Psychomotor Domain:

Construct simple Yoruba sentences using various parts of speech correctly.
Write down examples of each part of speech as taught.

Collaborate with peers to identify parts of speech in given texts.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Junior Secondary Schools.
State Unified Scheme of Work for Junior Secondary School Yoruba Language.
Alawiye Yoruba fun JSS 1-3.
Ìwé Girama Òde Òní.
Ìwé Èdè-Ìperí Yorùbá.

Instructional Materials

The teacher will teach this lesson with the aid of:

Whiteboard or blackboard.
Markers or chalk.
Charts showing examples of pronouns (õrõ-aröpò orúkô) and adjectives (õrõ-aröpò afarajorúkô).
Textbooks.

Rationale for the Lesson

This lesson helps pupils to understand the building blocks of the Yoruba language. Knowing the different parts of speech enables them to construct correct sentences and communicate effectively in Yoruba, which is important for both academic success and daily interactions.

Prerequisite/Previous Knowledge

Pupils have a basic understanding of Yoruba words and can construct simple sentences.

Lesson Content/Board Summary

ÈDÈ: Àwôn ìsõrí õrõ nínú èdè Yorùbá (Parts of Speech in Yoruba)

Àwôn ìsõrí õrõ ni orúkõ tí a fún àwôn õrõ nípa iśe tí wõn nśe nínú gbólóhùn. Wõn pín sí oríśi méje pàtàkì:

1. Õrõ-orúkõ (Noun)

Õrõ-orúkõ ni õrõ tí a fi npe orúkõ ènìyàn, eranko, ohun, ibi tàbí èrò. Ó lè jé orúkõ àpèwá (common noun) tàbí orúkõ àpèfún (proper noun).

Àwôn àpęęrę õrõ-orúkõ ni:

Ènìyàn: Bola, Bàbá, Olú, Õmõdé
Eranko: Ajá, Ewúrę, Ękùn
Ohun: Kàlámù, Ìwé, Àga
Ibi: Ìlú, Ilé-ìwé, Õjà, Èkó

2. Õrõ-ìśe (Verb)

Õrõ-ìśe ni õrõ tí ó nfi iśe tàbí ìśęlę hàn nínú gbólóhùn. Ó sô ohun tí õrõ-orúkõ tàbí õrõ-aröpò orúkô nśe.

Àwôn àpęęrę õrõ-ìśe ni:

Ję (eat)
Ló (go)
Wá (come)
Gbà (receive)
Kõ (write)

3. Õrõ-aröpò orúkô (Pronoun)

Õrõ-aröpò orúkô ni õrõ tí ó dúró fún õrõ-orúkõ tàbí tí ó rípò õrõ-orúkõ nínú gbólóhùn láti yęra fún mímú orúkõ náà padà léraléra.

Àwôn àpęęrę õrõ-aröpò orúkô ni:

Ó (he/she/it)
Wõn (they)
Èmi (I)
Ìwõ (you – singular)
Àwa (we)

4. Õrõ-aröpò afarajorúkô (Adjective)

Õrõ-aröpò afarajorúkô ni õrõ tí ó nśe àlàyé síwájú síi lórí õrõ-orúkô tàbí õrõ-aröpò orúkô. Ó nfi ìwà, ìrí tàbí iye hàn.

Àwôn àpęęrę õrõ-aröpò afarajorúkô ni:

Pupa (red)
Tóbi (big)
Kékéré (small)
Rere (good)
Méjì (two)

5. Õrõ-àpönlé (Adverb)

Õrõ-àpönlé ni õrõ tí ó nśe àlàyé lórí õrõ-ìśe, õrõ-àpönlé mìíràn tàbí õrõ-aröpò afarajorúkô. Ó nfi bí, níbo, nígbà tàbí iye hàn.

Àwôn àpęęrę õrõ-àpönlé ni:

Kíákíá (quickly)
Lónìí (today)
Níbí (here)
Púpõ (much/many)
Díè (a little)

6. Õrõ-atökùn (Preposition)

Õrõ-atökùn ni õrõ tí ó so õrõ-orúkô tàbí õrõ-aröpò orúkô põ mõ õrõ mìíràn nínú gbólóhùn. Ó nfi ipò, ibi tàbí àkókò hàn.

Àwôn àpęęrę õrõ-atökùn ni:

Ní (in/at/on)
Fún (for)
Láti (from)
Pèlú (with)
Sí (to)

7. Õrõ-àsopõ (Conjunction)

Õrõ-àsopõ ni õrõ tí ó nso àwôn õrõ, gbólóhùn kékeré tàbí gbólóhùn méjì põ.

Àwôn àpęęrę õrõ-àsopõ ni:

Àti (and)
Tàbí (or)
Śùgbõn (but)
Nítorí (because)
Bíótilęjépé (although)

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 some Yoruba words they know. The teacher then explains that words have different roles in a sentence and introduces the topic: “Àwôn ìsõrí õrõ nínú èdè Yorùbá”.
Pupils’ Activity: Pupils respond to greetings, mention various Yoruba words, and listen attentively to the introduction.
Learning Point: Pupils are prepared for the lesson and understand the lesson’s focus.

Step 2: Presentation of Õrõ-orúkõ (Noun) and Õrõ-ìśe (Verb)

Time: 10 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher defines ‘õrõ-orúkõ’ and ‘õrõ-ìśe’ with clear examples, writing them on the board. The teacher uses the instructional chart to demonstrate. The teacher asks pupils to give more examples.
Pupils’ Activity: Pupils listen to the definitions, observe the examples on the board and chart, and provide their own examples of nouns and verbs.
Learning Point: Pupils learn to define and identify nouns and verbs in Yoruba.

Step 3: Presentation of Õrõ-aröpò orúkô (Pronoun) and Õrõ-aröpò afarajorúkô (Adjective)

Time: 10 minutes
Teaching Skill: Explanation/Illustration
Teacher’s Activity: The teacher explains ‘õrõ-aröpò orúkô’ and ‘õrõ-aröpò afarajorúkô’, using the charts for visual aid, and provides examples of each on the board. The teacher guides pupils to understand their functions in sentences.
Pupils’ Activity: Pupils listen, observe the charts, copy notes, and identify pronouns and adjectives in sentences given by the teacher.
Learning Point: Pupils understand the concepts of pronouns and adjectives and how they modify nouns.

Step 4: Presentation of Õrõ-àpönlé (Adverb) and Õrõ-atökùn (Preposition)

Time: 5 minutes
Teaching Skill: Explanation/Questioning
Teacher’s Activity: The teacher defines ‘õrõ-àpönlé’ and ‘õrõ-atökùn’, giving relevant examples and explaining their roles in expressing manner, place, time, or relationship. The teacher asks questions to check understanding.
Pupils’ Activity: Pupils listen, answer questions, and take notes on adverbs and prepositions.
Learning Point: Pupils learn to define and recognise adverbs and prepositions.

Step 5: Presentation of Õrõ-àsopõ (Conjunction)

Time: 3 minutes
Teaching Skill: Explanation
Teacher’s Activity: The teacher explains ‘õrõ-àsopõ’ as words that connect other words or sentences, providing common examples such as ‘àti’, ‘tàbí’, and ‘śùgbõn’.
Pupils’ Activity: Pupils listen to the explanation and copy the examples.
Learning Point: Pupils understand the function of conjunctions in linking words and sentences.

Step 6: Class Activity

Time: 5 minutes
Teaching Skill: Application/Group Work
Teacher’s Activity: The teacher writes a few Yoruba sentences on the board and asks pupils, in pairs or small groups, to identify different parts of speech within those sentences.
Pupils’ Activity: Pupils work together to identify and state the parts of speech in the given sentences.
Learning Point: Pupils apply their knowledge to identify parts of speech in practical contexts.

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 ìtumõ ‘õrõ-orúkõ’? Fun àpęęrę méjì. (What is the meaning of ‘noun’? Give two examples.)
Sô õrõ-aröpò orúkô méta tí ó wõpõ. (Mention three common pronouns.)
Báwo ni õrõ-ìśe śe yàtõ sí õrõ-àpönlé? (How does a verb differ from an adverb?)
Dá àwôn ìsõrí õrõ mímõ nínú gbólóhùn yìí: “Bólá àti Olú jęun kíákíá ní ilé-ìwé.” (Identify the parts of speech in this sentence: “Bólá and Olú ate quickly at school.”)

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, emphasizing the importance of understanding parts of speech. The teacher then gives homework: “Kõ gbólóhùn márùn-ún, kí o sì dá àwôn ìsõrí õrõ mímõ nínú wõn.” (Write five sentences and identify the parts of speech in them.)
Pupils’ Activity: Pupils listen to the summary and copy the homework assignment.
Learning Point: Pupils consolidate their learning and prepare for further practice.

Lesson Keywords

Õrõ-orúkõ – Noun, a word that names a person, animal, place, thing, or idea.
Õrõ-ìśe – Verb, a word that describes an action or state of being.
Õrõ-aröpò orúkô – Pronoun, a word that replaces a noun.
Õrõ-aröpò afarajorúkô – Adjective, a word that describes a noun or pronoun.
Õrõ-àpönlé – Adverb, a word that modifies a verb, adjective, or another adverb.
Õrõ-atökùn – Preposition, a word that shows the relationship between a noun/pronoun and other words.
Õrõ-àsopõ – Conjunction, a word that connects words, phrases, or clauses.

Differentiation

For pupils who grasp concepts quickly, the teacher can challenge them to construct more complex sentences using different parts of speech. For pupils who need more support, the teacher will provide simpler sentences and more direct guidance, possibly using flashcards with words and their categories.

Note for teachers using this lesson plan

Ensure that the Yoruba terms are pronounced correctly and that pupils understand the English equivalents for clarity. Encourage active participation and use real-life examples to make the lesson relatable. Visual aids are very helpful for this topic.