Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 1st Term
Week: 8
Age: 15 years
Duration: 45 minutes
Subject: Yoruba
Curriculum Theme: Yoruba Language Structure
Previous Lesson: Ìtúpalê Ewì Alohùn.
Topic: ÌHUN ÕRÕ (Word Structure)
Subject Matter: Möfíìmù ní èdè Yorùbá, oríkì möfíìmù, ìśêdá õrõ-orúkô pêlú àfòmö ìbêrê bí a, on, o, oní, àì àti àfòmö àárin, àpètúnpè kíkún, àpètúnpè çlëbç, àpççrç õrõ ìśêdá.

Specific Objectives

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

Cognitive Domain:

Define morpheme (möfíìmù) in Yoruba.
Explain how words are formed (ìśêdá õrõ) in Yoruba.
List different types of word formation, including the use of prefixes and reduplication.

Affective Domain:

Show interest in understanding the structure of Yoruba words.
Appreciate the richness of the Yoruba language through its word formation processes.

Psychomotor Domain:

Form new nouns using various prefixes (àfòmö ìbêrê) such as ‘a-‘, ‘on-‘, ‘o-‘, ‘oní-‘, ‘àì-‘.
Construct new words through full (àpètúnpè kíkún) and partial (àpètúnpè çlëbç) reduplication.

Participate actively in class discussions on Yoruba word formation.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum (Yoruba Language)
State Unified Scheme of Work for Senior Secondary Schools (Yoruba)
Aláwiyé Lítíréśö Yorùbá fun Ilé-ìwé Gíga Kêta (SSS 1)
Ìwé Ìtöwögbà fún Èdè Yorùbá, Ìpele Kêta (SSS 1)

Instructional Materials

The teacher will teach this lesson with the aid of:

Pátákó ìkõwé (whiteboard/blackboard)
Kádíböõdù (cardboard) showing examples of root words and formed words
Àpççrç õrõ ìpìlê àti õrõ alápètúnpè (examples of root words and reduplicated words)

Rationale for the Lesson

This lesson helps pupils understand how Yoruba words are built from smaller units. Knowing word structure enables pupils to understand the meanings of new words and to form words correctly, which is important for fluent communication and good writing in Yoruba.

Prerequisite/Previous Knowledge

Pupils have basic knowledge of simple Yoruba words, their meanings, and can identify nouns in sentences.

Lesson Content/Board Summary

ÌHUN ÕRÕ (Word Structure)

Möfíìmù ní Èdè Yorùbá (Morpheme in Yoruba Language)

Möfíìmù ni ìhùn õrõ tó kéré jùlõ tí ó ní ìtumõ. Ó jê ìpín õrõ tí a kò lè pín síwájú sí i láìfi ìtumõ rç dù ú.

Oríkì Möfíìmù (Definition of Morpheme)

Möfíìmù jê ohun tó kéré jùlõ nínú èdè tí ó ní ìtumõ, yálà ó jê õrõ gan-an tàbí apá kan nínú õrõ tí ó lè yí ìtumõ õrõ padà.

Ìśêdá Õrõ-orúkô (Formation of Nouns)

Ìśêdá õrõ jê bí a śe ń fi möfíìmù papõ láti fi śe õrõ tuntun. Àwõn õnà ìśêdá õrõ-orúkô púpõ wà ní èdè Yorùbá.

Àwõn õnà ìśêdá õrõ-orúkô ni wõnyí:

Lílo Àfòmö Ìbêrê (Use of Prefixes): Àfòmö ìbêrê jê möfíìmù tí a máa ń fi sí iwájú õrõ ìpìlê láti dá õrõ tuntun.

Àwõn àpççrç àfòmö ìbêrê tí a fi ń dá õrõ-orúkô:

A-: (ń yí õrõ-ìśe sí õrõ-orúkô)
- Láti ‘jç’ (to eat) → ‘àjç’ (food/eating)
- Láti ‘lọ’ (to go) → ‘àlọ’ (going)
On-: (ń tọ́ka sí çni tó ń śe iśê náà tàbí ẹni tó ní ohun náà)
- Láti ‘kọ’ (to write) → ‘oníkọ’ (writer)
- Láti ‘iśu’ (yam) → ‘oniśu’ (yam seller)
O-: (ń yí õrõ-ìśe sí õrõ-orúkô)
- Láti ‘wè’ (to bathe) → ‘òwè’ (bath)
- Láti ‘gbé’ (to carry) → ‘ògbé’ (a load)
Oní-: (ń tọ́ka sí çni tó ní nǹkan tàbí olùdá nǹkan)
- Láti ‘ilé’ (house) → ‘onílé’ (landlord/owner of a house)
- Láti ‘kàkàkí’ (trumpet) → ‘oníkàkàkí’ (trumpeter)
Àì-: (ń tọ́ka sí àìsí tàbí ìdàkejì)
- Láti ‘fç’ (to love) → ‘àìfç’ (hatred/not loving)
- Láti ‘lóye’ (to understand) → ‘àìlóye’ (lack of understanding)

Lílo Àfòmö Àárín (Use of Infixes): Àfòmö àárín jê möfíìmù tí a máa ń fi sí àárín õrõ ìpìlê. Ó kéré jùlõ fún ìśêdá õrõ-orúkô ní èdè Yorùbá; àwõn ìyípadà inú õrõ ni ó sábà máa ń wáyé.

Àpètúnpè Kíkún (Full Reduplication): Èyí ni fífi gbogbo õrõ ìpìlê papõ lççméjì láti dá õrõ tuntun.

Àwõn àpççrç:

‘ilé’ (house) → ‘ilè-ilé’ (houses)
‘õdç’ (hunter) → ‘õdç-õdç’ (hunters)

Àpètúnpè Ẹlẹbẹ (Partial Reduplication): Èyí ni fífi apá kan õrõ ìpìlê papõ lççméjì láti dá õrõ tuntun.

Àwõn àpççrç:

‘dàgbà’ (to grow) → ‘dà-dàgbà’ (to grow gradually/to be fully grown)
‘rín’ (to laugh) → ‘rì-rín’ (to laugh continuously)

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 writes the topic “ÌHUN ÕRÕ” on the board and asks pupils what they think it means.
Pupils’ Activity: Pupils respond to the greetings, recall points from the previous lesson, and offer their ideas about the meaning of “ÌHUN ÕRÕ”.
Learning Point: Pupils are introduced to the topic and their prior knowledge is activated.

Step 2: Presentation of Möfíìmù (Morpheme)

Time: 8 minutes
Teaching Skill: Explanation/Definition
Teacher’s Activity: The teacher defines “möfíìmù” and explains its importance as the smallest meaningful unit in a language. The teacher provides simple examples to illustrate.
Pupils’ Activity: Pupils listen attentively, ask questions for clarification, and write down the definition and examples.
Learning Point: Pupils understand the concept and definition of a morpheme.

Step 3: Explanation of Noun Formation with Prefixes (Àfòmö Ìbêrê)

Time: 8 minutes
Teaching Skill: Demonstration/Elaboration
Teacher’s Activity: The teacher explains how nouns are formed using various prefixes (àfòmö ìbêrê) such as ‘a-‘, ‘on-‘, ‘o-‘, ‘oní-‘, and ‘àì-‘. The teacher writes several examples on the board, showing the root word and the formed noun.
Pupils’ Activity: Pupils observe the examples, copy them into their notebooks, and attempt to form new words with guidance.
Learning Point: Pupils learn to form nouns using common Yoruba prefixes.

Step 4: Explanation of Reduplication (Àpètúnpè)

Time: 8 minutes
Teaching Skill: Explanation/Illustration
Teacher’s Activity: The teacher explains full reduplication (àpètúnpè kíkún) and partial reduplication (àpètúnpè çlëbç) as methods of word formation. The teacher provides clear examples for each, using the cardboard instructional material.
Pupils’ Activity: Pupils pay attention to the explanations and examples, noting the differences between full and partial reduplication. They copy the examples.
Learning Point: Pupils understand the concepts and application of full and partial reduplication in Yoruba.

Step 5: Practice and Discussion

Time: 8 minutes
Teaching Skill: Guided Practice/Collaboration
Teacher’s Activity: The teacher asks pupils to work in pairs or small groups to generate more examples of words formed using prefixes and reduplication. The teacher walks around, providing support and correcting errors.
Pupils’ Activity: Pupils discuss with their peers and attempt to form new words, presenting their examples to the class.
Learning Point: Pupils apply their knowledge and reinforce their understanding through practice.

Step 6: Class Work/Application

Time: 4 minutes
Teaching Skill: Application
Teacher’s Activity: The teacher writes a few root words on the board and asks pupils to form nouns from them using appropriate prefixes or reduplication.
Pupils’ Activity: Pupils individually write down the formed words in their notebooks.
Learning Point: Pupils demonstrate their ability to apply the word formation rules.

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 möfíìmù? (What is a morpheme?)
Śàlàyé bí a śe ń śêdá õrõ-orúkô ní èdè Yorùbá. (Explain how nouns are formed in Yoruba.)
Darúkọ àfòmö ìbêrê méjì tí a fi ń dá õrõ-orúkô, kí o sì fi àpççrç han. (Mention two prefixes used to form nouns, and give examples.)
Kí ni ìyàtõ wà láàrin àpètúnpè kíkún àti àpètúnpè çlëbç? Fún àpççrç fún kòõkan. (What is the difference between full and partial reduplication? Give examples for each.)

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
Teacher’s Activity: The teacher summarizes the key learning points of the lesson and gives an assignment: “Kọ àwõn õrõ-orúkô márùn-ún tí a fi àfòmö ìbêrê dá àti márùn-ún tí a fi àpètúnpè dá.” (Write five nouns formed by prefixes and five formed by reduplication.)
Pupils’ Activity: Pupils listen to the summary and copy the assignment.
Learning Point: Pupils consolidate their learning and prepare for further practice.

Lesson Keywords

Möfíìmù – Ìhùn õrõ tó kéré jùlõ tí ó ní ìtumõ. (The smallest meaningful unit of a word.)
Ìhun Õrõ – Bí a śe ń kọ́ àwõn õrõ. (How words are constructed.)
Ìśêdá Õrõ – Ọ̀nà tí a gbà ń fi möfíìmù papõ láti dá õrõ tuntun. (The process of combining morphemes to form new words.)
Àfòmö Ìbêrê – Möfíìmù tí a máa ń fi sí iwájú õrõ ìpìlê. (A morpheme placed at the beginning of a root word.)
Àpètúnpè Kíkún – Ìgbà tí a bá fi gbogbo õrõ ìpìlê papõ lççméjì. (When an entire root word is repeated.)
Àpètúnpè Ẹlẹbẹ – Ìgbà tí a bá fi apá kan õrõ ìpìlê papõ lççméjì. (When only a part of a root word is repeated.)

Differentiation

For pupils who are struggling, the teacher will provide additional simpler examples and individual attention. They may also be given pre-made flashcards with root words and affixes. For advanced learners, the teacher will challenge them to find more complex examples of word formation or to explain the nuances of meaning changes when affixes are added.

Note for teachers using this lesson plan

Ensure that the examples provided are culturally relevant and easy for pupils to understand. Encourage active participation and use visual aids to make abstract concepts of word structure more concrete. Emphasize the practical application of word formation in everyday communication.