Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 1st Term
Week: 7
Age: 15 years
Duration: 45 minutes
Subject: Yoruba
Curriculum Theme: Yoruba
Previous Lesson: Lítírèśõ Èdè Yorùbá: Àpilêkô àti Alohùn.
Topic: LÍTÍRÈŚÕ: Ìtúpalê ewì alohùn (Àsàyàn ìwé kan)
Subject Matter: àkóónú ewì, kókó õrõ àśà tó súyô, ìhun ewì bí lílé gbígbè àdákô àjùmõkô, ìlò èdè àti ìsôwölo-èdè, ìjçyô àśà, ìpò àwôn akéwì êśìn ìśe àkókò ìkéwì

Specific Objectives

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

Cognitive Domain:

Define oral poetry (ewì alohùn).
Identify the content and cultural themes in a given oral poem.
Explain the language use and figures of speech in oral poetry.
Discuss the cultural significance of oral poetry.

Affective Domain:

Appreciate the artistic and cultural value of Yoruba oral poetry.
Show interest in reading and analyzing selected oral poetry texts.

Psychomotor Domain:

Recite a Yoruba oral poem fluently.
Analyze a given oral poem based on its content, structure, and language.

Participate in group discussions about oral poetry.
Collaborate with peers to analyze oral poetic texts.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Senior Secondary Schools (Yoruba).
State Unified Scheme of Work for Senior Secondary Schools.
Ìwé Yorùbá Titun fún Ilé Ìwé Gíga, Apá Kìíní.

Instructional Materials

The teacher will teach this lesson with the aid of:

Books related to Yoruba oral poetry.
Pictures or images relevant to the selected poems.
Whiteboard and markers/chalk.

Rationale for the Lesson

This lesson helps pupils understand and appreciate a significant part of Yoruba literary tradition. It enables them to develop their analytical skills regarding literary texts and connect with their cultural heritage through poetry.

Prerequisite/Previous Knowledge

Pupils are expected to have a basic understanding of Yoruba language and literature, and may have heard or read simple Yoruba poems or traditional songs before.

Lesson Content/Board Summary

LÍTÍRÈŚÕ: Ìtúpalê ewì alohùn

1. Ìtumò Ewì Alohùn

Ewì alohùn jç irúfç ewì tí a máa ń fi çnu kà tàbí kôrin. Kì í śe ewì tí a kô sílç bí ewì àpilçkô. Ó máa ń gbçkçlé ìrántí, ìdánwò, àti ìgbàlódé láti fi hàn.

2. Àkóónú Ewì Alohùn

Àkóónú ewì alohùn sábà máa ń jç nípa:

Ìtàn àti ìśçlç àwùjô.
Ìyìn àti ìbáwí.
Çsìn àti àròjinlç.
Ọgbôn ìgbçkçgbç àti ìgbçéyàwò.
Àwọn ọrọ ìyanjú àti ìkìlọ.

3. Kókó Õrõ Àśà Tó Súyô nínú Ewì Alohùn

Àwọn kókó õrõ àśà tí ó máa ń súyô nínú ewì alohùn ni wọ̀nyí:

Ìfôwôsowôpô àti ìrçpô àwùjô.
Ìbôwô fún àwôn àgbà.
Ìgbàgbô nínú àwôn òrìśà àti àwôn baba ńlá.
Ìwà rere àti ìdúróśinśin.
Ìgbçyàwó àti ìbí ọmọ.

4. Ìhun Ewì Alohùn

Ìhun ewì alohùn lè jç nípa bí a bá śe n ka tàbí kôrin rç. Àwọn wọ̀nyí ni àwọn ọ̀nà tí a fi ń hun ewì alohùn:

Lílé: Kíkà ewì náà pçlú ohùn gbangba.
Gbígbè: Kíkôrin ewì náà pçlú ohùn didùn.
Àdákô: Ìrántí ewì náà l’orí àti kíkà á láìwo ìwé.
Àjùmõkô: Kíkà ewì náà pçlú ẹgbẹ́ tàbí àwùjọ.

5. Ìlò Èdè àti Ìsôwölo-Èdè

Ewì alohùn máa ń lo èdè Yorùbá pípéye pçlú àwọn ìsôwölo-èdè bíi àfiwé, àrokò, àfìsípò, àfòwe, àti bçbç lọ. Ìlò èdè yìí máa ń mú ewì náà dùn l’étí, ó sì máa ń fi ìfçhàn sí àśà àti èdè.

6. Ìjçyô Àśà nínú Ewì Alohùn

Ewì alohùn jç ààrò fún àśà Yorùbá. Ó máa ń fi ìtàn, ìgbàgbô, ìwà, àti ìlànà àwùjô hàn. Ó sì máa ń rán àwọn ènìyàn létí àwọn ìgbàgbô àti iśç ìran.

7. Ìpò Àwôn Akéwì, Çsìn àti Àkókò Ìkéwì

Àwọn akéwì alohùn ní ipò pàtàkì nínú àwùjô. Wọ́n jç olùśô ìtàn àti àśà. Çsìn máa ń ní ipa lórí àkóónú ewì alohùn, pàápàá àwọn ewì oríkì òrìśà tàbí ìjúbà. Àkókò ìkéwì tún máa ń fi hàn bí ewì náà bá ti gbòde kan.

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 know any traditional Yoruba songs or poems, and if they have ever heard anyone recite praise poetry (oríkì). The teacher then introduces the topic: “LÍTÍRÈŚÕ: Ìtúpalê ewì alohùn.”
Pupils’ Activity: Pupils respond to the teacher’s questions and share any songs or poems they know. They listen attentively to the introduction of the topic.
Learning Point: Pupils are engaged and their prior knowledge is activated, linking it to the new lesson.

Step 2: Definition of Oral Poetry (Ewì Alohùn)

Time: 5 minutes
Teaching Skill: Explanation/Definition
Teacher’s Activity: The teacher defines oral poetry (ewì alohùn) as poetry recited or sung, not written, emphasizing its reliance on memory and performance. The teacher provides examples.
Pupils’ Activity: Pupils listen, take notes, and ask questions for clarification. They attempt to state the definition in their own words.
Learning Point: Pupils understand the basic concept of oral poetry.

Step 3: Content and Cultural Themes of Oral Poetry

Time: 10 minutes
Teaching Skill: Explanation/Illustration
Teacher’s Activity: The teacher explains the common content areas of oral poetry (history, social events, religion, wisdom) and highlights the cultural themes that often appear (communal living, respect for elders, traditional beliefs). The teacher may recite a short excerpt to illustrate.
Pupils’ Activity: Pupils listen, identify examples of content and themes, and contribute their own ideas based on the excerpt or their knowledge.
Learning Point: Pupils can identify the themes and content within oral poetry.

Step 4: Structure of Oral Poetry (Ìhun Ewì Alohùn)

Time: 5 minutes
Teaching Skill: Demonstration/Explanation
Teacher’s Activity: The teacher explains different ways oral poetry is presented, such as recitation (lílé), singing (gbígbè), memorization (àdákô), and communal recitation (àjùmõkô). The teacher may demonstrate each style briefly.
Pupils’ Activity: Pupils observe the demonstrations and try to differentiate between the various structures. They may practice a simple line in different styles.
Learning Point: Pupils understand the different performance structures of oral poetry.

Step 5: Language Use and Figures of Speech

Time: 5 minutes
Teaching Skill: Analysis/Explanation
Teacher’s Activity: The teacher explains how rich Yoruba language and figures of speech (ìsôwölo-èdè) like simile, metaphor, personification are used in oral poetry to enhance its beauty and meaning. The teacher provides simple examples.
Pupils’ Activity: Pupils listen and identify figures of speech in examples provided by the teacher. They ask questions about unfamiliar terms.
Learning Point: Pupils can identify and explain the use of language and figures of speech in oral poetry.

Step 6: Cultural Significance and Poets’ Roles

Time: 5 minutes
Teaching Skill: Discussion/Elaboration
Teacher’s Activity: The teacher discusses the cultural significance of oral poetry as a preserver of history and tradition. The teacher also explains the important position of oral poets in society and how religion and historical periods influence their work.
Pupils’ Activity: Pupils contribute to the discussion, sharing their understanding of the roles of poets and the importance of oral tradition in their communities.
Learning Point: Pupils appreciate the cultural significance of oral poetry and the role of oral poets.

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 ewì alohùn.
Mention three common contents of oral poetry.
List two cultural themes that often emerge in Yoruba oral poetry.
Explain two ways oral poetry can be structured or performed.
State one importance of oral poetry to Yoruba culture.

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 key points of the lesson, reiterating the definition, content, structure, and cultural importance of oral poetry. The teacher assigns homework: “Pupils should find an example of a Yoruba oral poem (e.g., oríkì or ìjálá) and be prepared to discuss its content and cultural themes in the next class.”
Pupils’ Activity: Pupils listen to the summary and copy the homework assignment.
Learning Point: Pupils consolidate their learning and are given a task to reinforce understanding.

Lesson Keywords

Ewì Alohùn – Oral poetry
Àkóónú – Content
Kókó Õrõ Àśà – Cultural themes
Ìhun – Structure/Form
Ìlò Èdè – Language use
Ìsôwölo-Èdè – Figures of speech
Ìjçyô Àśà – Cultural significance

Differentiation

For pupils who are struggling, the teacher will provide simplified examples and focused questions, encouraging peer support. More advanced pupils will be challenged to identify complex figures of speech or compare different forms of oral poetry.

Note for teachers using this lesson plan

Teachers should ensure they are familiar with various Yoruba oral poetic forms and be prepared to recite or play audio recordings of examples to enhance pupil understanding and engagement. Encourage pupils to bring examples from their local communities.