Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 1st Term
Week: 9
Age: 15 years
Duration: 45 minutes
Subject: Yoruba
Curriculum Theme: Yoruba Language and Culture
Previous Lesson: Ìhun Õrõ: Möfíìmù àti Ìśêdá Õrõ-Orúkô.
Topic: IŚË ABÍNIBÍ (Indigenous Occupations)
Subject Matter: Onírúurú iśë ilê Yorùbá bí àgbê, alágbêdç, onídìrí, aśô híhun, aró dídá, awakõ; ìkíni àti ìdáhùn fún onírúurú iśë; oríkì iśë abínibí; bí a ti ń kö iśë; ìwúlò iśë kíkö; iśë ôkùnrin àti obìnrin ní àtijö àti lóde òní.

Specific Objectives

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

Cognitive Domain:

Define Iśë Abínibí.
List various indigenous occupations in Yorubaland.
Explain how skills are acquired.
State the importance of skill acquisition.
Differentiate between ancient and modern occupations for men and women.

Affective Domain:

Appreciate the cultural value of indigenous occupations.
Show interest in acquiring traditional skills.
Respect individuals in various indigenous professions.

Psychomotor Domain:

Identify tools used in specific indigenous occupations.
Demonstrate appropriate greetings and responses for people in different professions.
Compare and contrast indigenous and modern occupations.

Discuss the roles of men and women in traditional occupations.
Interact respectfully with people from different professional backgrounds.

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 Senior Secondary School Yoruba.
Aláwòrán, K. (2010). Èkó Èdè àti Àśà Yorùbá fún Ilé-ìwé Gírámà SSS 1-3. Ibadan: Evans Brothers (Nigeria Publishers) Limited.
www.waeconline.org.ng
www.nerdc.gov.ng
www.lagos-state.gov.ng/education

Instructional Materials

The teacher will teach this lesson with the aid of:

Pictures or realia of indigenous tools such as cutlass (àdá), basket (àkàtàýpò), cotton thread (ômô-owú), pliers (êmú), hoe (ôkö).
Charts showing images of people engaged in different indigenous occupations.
Visual aids displaying examples of greetings and praise names for various occupations.

Rationale for the Lesson

This lesson helps pupils understand and appreciate the traditional occupations that are part of their cultural heritage. It enables them to recognize the value of skills and how they contribute to society, both in the past and in the present day.

Prerequisite/Previous Knowledge

Pupils have a general understanding of different types of work people do in their communities.

Lesson Content/Board Summary

IŚË ABÍNIBÍ (Indigenous Occupations)

Ìtumõ Iśë Abínibí (Meaning of Indigenous Occupations)

Iśë Abínibí refers to traditional occupations or vocations that are native to a particular culture or community. These are skills and trades passed down through generations, often using traditional methods and tools.

Onírúurú Iśë Ilê Yorùbá (Various Yoruba Indigenous Occupations)

The following are common indigenous occupations in Yorubaland:

Àgbê (Farmer)
Alágbêdç (Blacksmith)
Onídìrí (Hairdresser/Barber)
Aśô Híhun (Weaver)
Aró Dídá (Dyeing/Dyer)
Apçja (Fisherman)
Gbçñgbçñ (Carver)
Olóògùn (Herbalist)
Oníṣòwò (Trader)

Oríkì Iśë Abínibí (Praise Names for Indigenous Occupations)

Oríkì are praise names or appellations used to acknowledge and celebrate individuals in specific occupations. They highlight the characteristics or importance of the work.

Examples include:

Àgbê: Aláróko (owner of the farm), Eléko (owner of pap).
Alágbêdç: Olóńjú irin (one with metal eyes), Akólàágbà (the elder who marks the body).
Onídìrí: Olówó orí (one with skillful hands on the head).
Aró Dídá: Ìyá Àláárò (mother of the dyers).

Bí A Ti Ń Kö Iśë (How Skills are Acquired)

Skills can be acquired through various means, especially in indigenous contexts:

Apprenticeship (kíkö iśë): Learning under a master for a period.
Inheritance: Skills passed down from parents or family members.
Observation and practice: Learning by watching and imitating experienced individuals.
Formal training: Attending vocational schools or workshops (more modern).

Ìwúlò Iśë Kíkö (Importance of Skill Acquisition)

Acquiring a skill offers several benefits:

Self-reliance: It enables individuals to be independent and self-employed.
Income generation: It provides a means of livelihood and wealth creation.
Poverty reduction: It helps combat unemployment and poverty.
Economic development: Skilled individuals contribute to the growth of the community and nation.
Preservation of culture: It helps in maintaining traditional knowledge and practices.

Ìkíni àti Ìdáhùn fún Onírúurú Iśë (Greetings and Responses for Various Occupations)

Yoruba culture has specific greetings for people engaged in different occupations, showing respect and acknowledging their effort. The response is usually a thank you or a blessing.

Examples:

Fún Àgbê (Farmer): Ìyá/Bàbá àgbê, èkó àrò (Good morning, farmer, greetings on the farm). Response: E é kú iśé o (Thank you for your work).
Fún Alágbêdç (Blacksmith): Èkó àgbêdç (Greetings, blacksmith). Response: E é kú iśé (Thank you for your work).
Fún Onídìrí (Hairdresser): Ìyá/Bàbá onídìrí, èkó iśé (Greetings, hairdresser). Response: E é kú iśé (Thank you for your work).

Iśë Òkùnrin àti Òbìnrin ní Àtijö àti Lóde Òní (Male and Female Occupations in Ancient and Modern Times)

Traditionally, some occupations were gender-specific, but this has changed over time.

Àtijö (Ancient Times):
- Òkùnrin (Male): Farming (especially large-scale), hunting, blacksmithing, carving, drumming.
- Òbìnrin (Female): Dyeing, weaving, pottery, trading (small scale), hairdressing.
Lóde Òní (Modern Times):
- Many occupations are now open to both genders, such as farming, trading, hairdressing, and even blacksmithing, though some gender biases may still exist.
- New occupations have emerged due to technological advancements, and these are generally accessible to both men and women.

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 different types of work their parents or guardians do to earn a living. The teacher then relates their answers to the concept of occupations.
Pupils’ Activity: Pupils respond to the teacher’s greeting and mention various occupations they know.
Learning Point: Pupils recall prior knowledge about different types of work.

Step 2: Meaning of Iśë Abínibí

Time: 7 minutes
Teaching Skill: Explanation/Definition
Teacher’s Activity: The teacher defines Iśë Abínibí (indigenous occupations) and explains its cultural significance, using simple Yoruba and English terms. The teacher writes the definition on the board.
Pupils’ Activity: Pupils listen attentively, ask questions for clarification, and copy the definition into their notebooks.
Learning Point: Pupils understand the meaning of Iśë Abínibí.

Step 3: Various Indigenous Occupations

Time: 8 minutes
Teaching Skill: Listing/Identification
Teacher’s Activity: The teacher displays pictures or realia of indigenous tools and asks pupils to identify the occupations associated with them. The teacher then lists and explains various indigenous occupations in Yorubaland, such as Àgbê, Alágbêdç, Onídìrí, Aşô Híhun, Aró Dídá, etc., and writes them on the board.
Pupils’ Activity: Pupils identify the tools and occupations, listen to the explanations, and copy the list of occupations.
Learning Point: Pupils can identify and list different Yoruba indigenous occupations.

Step 4: Importance of Skill Acquisition & How Skills are Acquired

Time: 8 minutes
Teaching Skill: Explanation/Discussion
Teacher’s Activity: The teacher explains the importance of acquiring a skill (ìwúlò iśë kíkö) for self-reliance and community development. The teacher also discusses different ways skills are acquired (bí a ti ń kö iśë), such as through apprenticeship, inheritance, or observation. These points are written on the board.
Pupils’ Activity: Pupils participate in the discussion, ask questions, and note down the importance and methods of skill acquisition.
Learning Point: Pupils understand the benefits of skill acquisition and how skills are learned.

Step 5: Oríkì Iśë Abínibí & Greetings

Time: 7 minutes
Teaching Skill: Cultural Connection/Role-play
Teacher’s Activity: The teacher introduces Oríkì (praise names) for specific indigenous occupations and explains their cultural relevance. The teacher also teaches appropriate greetings and responses for people in various professions, encouraging pupils to practice.
Pupils’ Activity: Pupils listen, repeat the Oríkì and greetings, and practice them in short role-plays with their peers.
Learning Point: Pupils learn and practice cultural greetings and praise names related to occupations.

Step 6: Male and Female Occupations

Time: 5 minutes
Teaching Skill: Comparison/Discussion
Teacher’s Activity: The teacher leads a discussion on the traditional roles of men and women in various occupations (iśë ôkùnrin àti obìnrin ní àtijö àti lóde òní) and how these roles have evolved in modern times. The teacher highlights both similarities and differences.
Pupils’ Activity: Pupils contribute to the discussion, comparing and contrasting traditional and modern gender roles in occupations.
Learning Point: Pupils understand the historical and contemporary roles of men and women in different occupations.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

Define Iśë Abínibí.
List four examples of indigenous occupations in Yorubaland.
State two ways through which skills can be acquired.
Mention three importance of learning a skill.
Give an example of a greeting for a farmer (Àgbê) and its response.

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/Assignment
Teacher’s Activity: The teacher summarizes the key points of the lesson, reiterating the importance of indigenous occupations and skill acquisition. The teacher then gives homework: “Ask your parents or elders about one indigenous occupation prevalent in your community and write down its importance.”
Pupils’ Activity: Pupils listen to the summary and copy the homework assignment.
Learning Point: Pupils consolidate their learning and apply it to their local context.

Lesson Keywords

Iśë Abínibí – Indigenous occupations or traditional skills.
Àgbê – Farmer.
Alágbêdç – Blacksmith.
Onídìrí – Hairdresser/Barber.
Aśô Híhun – Weaving (the act of weaving cloth).
Aró Dídá – Dyeing (the act of dyeing cloth).
Awakõ – Driver (though can be indigenous, often refers to modern transport).
Oríkì – Praise names or appellations.
Ìwúlò – Importance/Usefulness.
Ìkíni – Greeting.

Differentiation

The teacher will provide additional support to struggling pupils by simplifying explanations and offering more examples. Advanced pupils will be encouraged to research and present on a specific indigenous occupation in more detail.

Note for teachers using this lesson plan

Teachers should adapt the content and activities to suit the specific needs and context of their pupils. Encourage pupils to engage with elders in their communities to gather information on local indigenous occupations.