Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 3rd Term
Week: 5
Age: 15 years
Duration: 45 minutes
Subject: Yoruba
Curriculum Theme: Yoruba Language and Culture
Previous Lesson: Ìsõrí Õrõ: Õrõ-Orúkô.
Topic: ÈDÈ: Ìhun gbólóhùn nínú àpólà-orúkọ, àpólà-ìṣe, àpólà-atọ́kùn
Subject Matter: Ìhun àpólà, iṣẹ́ tí àpólà ń ṣe nínú gbólóhùn, àpólà-orúkọ, àpólà-ìṣe, àpólà-atọ́kùn, àfiwé àpólà àti àwẹ́-gbólóhùn, àpẹẹrẹ àpólà nínú gbólóhùn

Specific Objectives

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

Cognitive Domain:

Define the term “àpólà” (phrase).
Identify and explain different types of “àpólà” such as “àpólà-orúkọ”, “àpólà-ìṣe”, and “àpólà-atọ́kùn”.
State the functions of “àpólà” in a sentence.
Differentiate between “àpólà” (phrase) and “àwẹ́-gbólóhùn” (clause).

Affective Domain:

Appreciate the importance of correct sentence structure in Yoruba language.
Show interest in identifying different phrases within sentences.

Psychomotor Domain:

Construct sentences using “àpólà-orúkọ”, “àpólà-ìṣe”, and “àpólà-atọ́kùn”.
Provide examples of each type of “àpólà” in Yoruba sentences.

Participate actively in group discussions about sentence construction.
Collaborate with peers to identify and analyze phrases in given texts.

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 Yoruba Language.
Ìwé Èdè Yorùbá fún Ilé Ìwé Gírámà Agbà (Yoruba Language Textbook for Senior Secondary Schools).
WAEC Syllabus for Yoruba Language

Instructional Materials

The teacher will teach this lesson with the aid of:

Pátákó ìkọ́wé (Whiteboard/Blackboard)
Àwọn kádíbọ́ọ̀dù (Cardboards) tí àkọsílẹ̀ àpólà-orúkọ, àpólà-ìṣe, àti àpólà-atọ́kùn wà lórí wọn.
Àwọn àtẹ ìfihàn (Charts) tí ó ní àpẹẹrẹ àpólà oríṣiríṣi nínú gbólóhùn.

Rationale for the Lesson

This lesson helps pupils to understand how sentences are formed in Yoruba. Knowing about phrases enables pupils to construct grammatically correct and meaningful sentences, which is important for effective communication in the language.

Prerequisite/Previous Knowledge

Pupils are assumed to have prior knowledge of basic Yoruba words, parts of speech, and simple sentence formation.

Lesson Content/Board Summary

ÈDÈ: Ìhun gbólóhùn nínú àpólà-orúkọ, àpólà-ìṣe, àpólà-atọ́kùn

Kí ni Àpólà?

Àpólà jẹ́ àkójọpọ̀ àwọn ọ̀rọ̀ tí ó ní ìtumọ̀, ṣùgbọ́n tí kò ní gbólóhùn pípé. Kò ní gbólóhùn-ìṣe tí ó ní olùwà àti ìṣe gẹ́gẹ́ bí ó ti yẹ.

Oríṣiríṣi Àpólà

Àwọn oríṣiríṣi àpólà tí ó wọ́pọ̀ nínú èdè Yorùbá ni:

Àpólà-orúkọ: Èyí ni àpólà tí orúkọ jẹ́ olórí rẹ̀. Ó lè jẹ́ orúkọ-ẹnìyàn, orúkọ-ibi, orúkọ-ohun, tàbí orúkọ-àbùdá.
Àpólà-ìṣe: Èyí ni àpólà tí ìṣe jẹ́ olórí rẹ̀. Ó máa ń fi iṣẹ́ tí a ṣe hàn.
Àpólà-atọ́kùn: Èyí ni àpólà tí atọ́kùn bẹ̀rẹ̀. Ó máa ń fi ibi, àkókò, tàbí ìdí iṣẹ́ hàn.

Iṣẹ́ tí Àpólà ń ṣe nínú Gbólóhùn

Àpólà máa ń ṣe oríṣiríṣi iṣẹ́ nínú gbólóhùn. Díẹ̀ lára wọn ni:

Olùwà gbólóhùn
Aṣe gbólóhùn (Direct Object)
Aláìṣe gbólóhùn (Indirect Object)
Àfikún ìṣe (Adverbial modifier)
Àfikún orúkọ (Adjectival modifier)

Ìyàtọ̀ láàrin Àpólà àti Àwẹ́-gbólóhùn

Ìyàtọ̀ pàtàkì láàrin àpólà àti àwẹ́-gbólóhùn ni pé àwẹ́-gbólóhùn ní gbólóhùn-ìṣe pípé (ìyẹn ni olùwà àti ìṣe) ṣùgbọ́n àpólà kò ní.

Àpólà: Kò ní gbólóhùn-ìṣe pípé (olùwà àti ìṣe).
Àwẹ́-gbólóhùn: Ní gbólóhùn-ìṣe pípé (olùwà àti ìṣe).

Àpẹẹrẹ Àpólà Orúkọ, Àpólà Ìṣe, àti Àpólà Atọ́kùn nínú Gbólóhùn

Àwọn àpẹẹrẹ àpólà nínú gbólóhùn ni:

Àpólà Orúkọ:
“Ọmọ náà ń jẹun.” (Ọmọ náà = Àpólà Orúkọ)
“Mo rí ìwé pupa yẹn.” (ìwé pupa yẹn = Àpólà Orúkọ)
Àpólà Ìṣe:
“Olú ń lọ sí ọjà.” (ń lọ sí ọjà = Àpólà Ìṣe)
“Wọ́n ti parí iṣẹ́ náà.” (ti parí iṣẹ́ náà = Àpólà Ìṣe)
Àpólà Atọ́kùn:
“Ó fi owó sí abẹ́ àga.” (abẹ́ àga = Àpólà Atọ́kùn)
“Wọ́n wá láti Ìbàdàn.” (láti Ìbàdàn = Àpólà Atọ́kùn)

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 introduces the new topic by asking pupils to identify groups of words in simple sentences and if they form a complete thought.
Pupils’ Activity: Pupils respond to greetings and questions, recalling previous knowledge and attempting to identify word groups.
Learning Point: Pupils are prepared for the new lesson and connect it to prior knowledge.

Step 2: Definition of Àpólà (Phrase)

Time: 7 minutes
Teaching Skill: Explanation/Definition
Teacher’s Activity: The teacher defines “àpólà” (phrase) in Yoruba, explaining that it is a group of words with meaning but without a complete predicate (subject and verb). The teacher writes the definition on the board.
Pupils’ Activity: Pupils listen attentively, copy notes from the board, and ask questions for clarity.
Learning Point: Pupils understand the basic meaning of “àpólà”.

Step 3: Types of Àpólà

Time: 10 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher explains and gives examples of the three main types of “àpólà”: “àpólà-orúkọ” (noun phrase), “àpólà-ìṣe” (verb phrase), and “àpólà-atọ́kùn” (prepositional phrase), using the instructional charts. Examples are written on the board.
Pupils’ Activity: Pupils observe the charts, listen to explanations, and copy the examples from the board.
Learning Point: Pupils can identify and differentiate between various types of “àpólà”.

Step 4: Functions of Àpólà in a Sentence

Time: 7 minutes
Teaching Skill: Elaboration/Illustration
Teacher’s Activity: The teacher explains the different functions that “àpólà” can perform within a sentence, such as acting as the subject, object, or modifier. The teacher provides clear examples for each function.
Pupils’ Activity: Pupils listen and note the functions, attempting to identify them in given sentences.
Learning Point: Pupils understand how “àpólà” contributes to the meaning and structure of a sentence.

Step 5: Difference between Àpólà and Àwẹ́-gbólóhùn

Time: 6 minutes
Teaching Skill: Comparison/Contrast
Teacher’s Activity: The teacher highlights the key difference between “àpólà” (phrase) and “àwẹ́-gbólóhùn” (clause), emphasizing that a clause contains a complete subject-verb unit, while a phrase does not. The teacher provides contrasting examples.
Pupils’ Activity: Pupils pay close attention to the distinctions, comparing the examples provided.
Learning Point: Pupils can clearly differentiate between a phrase and a clause.

Step 6: Examples of Àpólà in Sentences

Time: 5 minutes
Teaching Skill: Practical Application
Teacher’s Activity: The teacher provides more sentences and asks pupils to identify the different types of “àpólà” within them. The teacher guides them in constructing new sentences incorporating various phrases.
Pupils’ Activity: Pupils actively participate by identifying phrases and constructing sentences, demonstrating their understanding.
Learning Point: Pupils practice applying their knowledge by identifying and forming phrases.

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 àpólà?
Darúkọ oríṣi àpólà mẹ́ta tí o mọ̀.
Fi àpólà orúkọ àti àwẹ́-gbólóhùn wé ara wọn láti fi ìyàtọ̀ wọn hàn.
Kọ gbólóhùn méjì, kí o sì tẹ́nu mọ́ àpólà ìṣe nínú wọn.

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 main points of the lesson, reiterating the definition of “àpólà”, its types, functions, and distinction from “àwẹ́-gbólóhùn”. The teacher gives an assignment to reinforce learning.
Pupils’ Activity: Pupils listen to the summary, ask final questions, and note the assignment.
Learning Point: Pupils consolidate their understanding of the lesson and are given further practice.

Lesson Keywords

Àpólà – A group of words that forms a constituent of a sentence but does not contain a finite verb and its subject.
Àpólà-orúkọ – A phrase that has a noun as its head.
Àpólà-ìṣe – A phrase that has a verb as its head.
Àpólà-atọ́kùn – A phrase that begins with a preposition.
Àwẹ́-gbólóhùn – A group of words that contains a subject and a finite verb, forming part of a complex or compound sentence.
Ìhun gbólóhùn – Sentence structure.

Differentiation

For pupils who grasp concepts quickly, they will be challenged to identify complex phrases in longer sentences and create their own complex sentences using multiple types of phrases. For pupils who need more support, the teacher will provide simplified examples, offer one-on-one guidance, and use visual aids more extensively to clarify concepts.

Note for teachers using this lesson plan

Teachers should ensure that they use clear, simple Yoruba to explain concepts and provide numerous practical examples relevant to the pupils’ daily lives. Encourage active participation and group work to foster a collaborative learning environment. Pay attention to pupils’ pronunciation and intonation when constructing sentences.