Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 3rd Term
Week: 9
Age: 15 years
Duration: 45 minutes
Subject: Yoruba
Curriculum Theme: Yoruba Language and Literature
Previous Lesson: Àwôn Êyà Ara Fún Ìró Èdè Pípè.
Topic: ÌWÉ KÍKÀ (Reading Comprehension/Literature)
Subject Matter: Àtúpalê ìwé eré-onítàn, wíwá àśà àti ìśe ilê Yorùbá jáde nínú ìwé, àfihàn ìlò èdè àti çwà èdè inú ìwé, ìtúmõ çwà èdè, àpççrç àśà tí ó hàn nínú ìtàn.

Specific Objectives

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

Cognitive Domain:

Explain the meaning of drama text.
Identify literary devices and language use in a given drama text.
Point out Yoruba culture and traditions presented in the drama text.

Affective Domain:

Show appreciation for Yoruba literature and cultural values.
Develop interest in reading Yoruba drama texts.

Psychomotor Domain:

Read and comprehend a selected Yoruba drama text.
Discuss the literary and cultural elements found in the text.

Collaborate with peers in analyzing and discussing the drama text.

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 1.
Ìwé Ìtàn Àròsọ àti Eré-Onítàn fún Ilé-Ẹkọ́ Gíga (A relevant Yoruba literature textbook).

Instructional Materials

The teacher will teach this lesson with the aid of:

Whiteboard or chalkboard.
A selected Yoruba drama text (e.g., Ọba Kò So by Duro Ladipo, or a similar text suitable for SSS 1).
Chalk and duster.

Rationale for the Lesson

This lesson helps pupils to understand and appreciate Yoruba literary works, particularly drama texts. It enables them to identify how Yoruba culture and traditions are preserved and expressed through literature, thereby connecting their learning to their heritage and daily life.

Prerequisite/Previous Knowledge

Pupils are expected to have basic reading and comprehension skills in Yoruba and some prior knowledge of Yoruba culture and traditions.

Lesson Content/Board Summary

ÌWÉ KÍKÀ: Àtúpalê Ìwé Eré-Onítàn

Kí ni Ìwé Eré-Onítàn?

Ìwé eré-onítàn jẹ́ irúfẹ́ ìwé kan tí ó ní ìtàn tí a kọ sílẹ̀ láti ṣe àfihàn rẹ̀ lórí pátákó ìṣàfihàn (stage) tàbí láti fi ṣere. Ó máa ń ní àwọn àfojúsùn, ìfọ̀rọ̀wérọ̀, àti àwọn ìṣẹ̀lẹ̀ tí ó ń tẹ̀lé ara wọn.

Àtúpalê Ìwé Eré-Onítàn

Àtúpalê ìwé eré-onítàn túmọ̀ sí gbígbé ìwé náà yẹ̀wò dáadáa láti lè ní òye rẹ̀ pátápátá. Ó kan gbígbé àwọn apá kọ̀ọ̀kan rẹ̀ yẹ̀wò bíi: ìtàn, àwọn ènìyàn inú rẹ̀, ìlò èdè, àti àṣà tí ó hàn nínú rẹ̀.

Ìlò Èdè àti Çwà Èdè Nínú Ìwé

Ìlò èdè nínu ìwé eré-onítàn tọ́ka sí bí a ṣe lo èdè láti fi ọ̀rọ̀ hàn tàbí láti ṣàpèjúwe. Çwà èdè sì jẹ́ ọ̀nà tí a gbà lo èdè lọ́nà tí ó dára, tí ó sì mú ìwé náà dùn ún kà.

Àwọn kan lára àwọn çwà èdè tí ó wọ́pọ̀ nínú ìwé Yorùbá ni:

Òwe (Proverb)
Àrokò (Idiom)
Àfiwé (Simile)
Ìfìwéra (Metaphor)
Ìsòro-gbólóhùn (Riddle)

Wíwá Àśà àti Ìśe Ilê Yorùbá Jáde Nínú Ìwé

Ìwé eré-onítàn sábà máa ń fi àṣà àti ìṣe àwọn Yorùbá hàn. Àwọn wọ̀nyí ni àwọn ọ̀nà ìgbésí ayé, ìgbàgbọ́, ìṣe, àti àwọn ohun tí ó ṣe pàtàkì fún àwùjọ Yorùbá.

Àwọn nǹkan tí a lè wá jáde nípa àṣà àti ìṣe ni:

Ọ̀nà ìgbéyàwó
Ayẹyẹ ìbí ọmọ
Ìṣe ìsìn
Ọ̀nà ìkíni
Ìgbàgbọ́ nínú àwọn òrìṣà tàbí àwọn àtọ̀húnrìnwá
Àwọn ọ̀nà ìdájọ́
Ọ̀nà ìjọba

Àpççrç Àśà Tí Ó Hàn Nínú Ìtàn

Nínú ìwé eré-onítàn tí a kà, àwọn àṣà wọ̀nyí lè hàn:

Ìgbéyàwó: Bí wọ́n ṣe ń fẹ́ ìyàwó, bí wọ́n ṣe ń ṣe ìdánilókòó, àti bí àwọn òbí ṣe ń kópa nínú rẹ̀.
Ìsìn: Ìgbàgbọ́ nínú àwọn òrìṣà bí Ṣàngó, Ògún, tàbí Ọbàtálá, àti bí wọ́n ṣe ń bọ wọ́n.
Ọ̀nà Ìkíni: Bí àwọn ènìyàn ṣe ń kí ara wọn nípa títẹríba, kíkúnlẹ̀, tàbí gbígbéjúwọ́, gẹ́gẹ́ bí ọjọ́ orí tàbí ipò.
Ìdájọ́: Bí wọ́n ṣe ń yan ìgbìmọ̀ tàbí ọba láti dájọ́ láàrin àwọn ènìyàn.

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 literary works they know. The teacher then introduces the topic, “ÌWÉ KÍKÀ: Àtúpalê Ìwé Eré-Onítàn,” explaining that they will be analyzing a drama text to understand its story, language, and cultural elements.
Pupils’ Activity: Pupils respond to greetings, mention literary works, and listen attentively to the introduction.
Learning Point: Pupils are prepared for the lesson and understand the topic.

Step 2: Ìlò Èdè àti Çwà Èdè

Time: 10 minutes
Teaching Skill: Explanation/Illustration
Teacher’s Activity: The teacher explains what language use (ìlò èdè) and literary devices (çwà èdè) mean in Yoruba drama texts. The teacher gives examples of common literary devices like òwe, àrokò, àfiwé, and ìfìwéra, explaining each with simple examples from the selected drama text or general Yoruba usage.
Pupils’ Activity: Pupils listen, ask questions for clarification, and take notes. They try to identify the literary devices as the teacher explains.
Learning Point: Pupils understand the concepts of language use and literary devices in Yoruba literature.

Step 3: Àtúpalê Ìwé Eré-Onítàn

Time: 10 minutes
Teaching Skill: Guided Practice/Reading
Teacher’s Activity: The teacher guides the pupils to read a selected portion of the drama text. As they read, the teacher helps them to identify the main characters, the plot, and the setting of the story. The teacher also points out specific instances of language use and literary devices within the text.
Pupils’ Activity: Pupils read the drama text, either individually or in groups, and participate in identifying the story elements and literary devices with the teacher’s guidance.
Learning Point: Pupils begin to analyze a Yoruba drama text for its basic components.

Step 4: Wíwá Àśà àti Ìśe Ilê Yorùbá

Time: 8 minutes
Teaching Skill: Discussion/Facilitation
Teacher’s Activity: The teacher leads a discussion on how to identify Yoruba culture and traditions within the drama text. The teacher explains that drama often reflects societal norms, beliefs, and practices. The teacher prompts pupils to look for examples of ceremonies, greetings, religious practices, or systems of governance mentioned in the text.
Pupils’ Activity: Pupils contribute to the discussion by suggesting ways to identify cultural elements and by actively looking for them in the text.
Learning Point: Pupils learn methods for identifying cultural and traditional aspects in literary works.

Step 5: Àpççrç Àśà

Time: 7 minutes
Teaching Skill: Demonstration/Examples
Teacher’s Activity: Using the drama text, the teacher points out specific examples of Yoruba culture and traditions that are evident. For instance, if the text mentions a traditional wedding, the teacher highlights it and discusses its significance. If it shows a particular way of greeting, the teacher explains its cultural context.
Pupils’ Activity: Pupils identify and discuss the examples of culture and traditions shown in the drama text, relating them to their own understanding of Yoruba culture.
Learning Point: Pupils deepen their understanding of how Yoruba culture is embedded in literature.

Step 6: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

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

Kí ni ìwé eré-onítàn? (What is a drama text?)
Darúkọ àwọn çwà èdè méjì tí o rí nínú ìwé eré-onítàn tí a kà. (Mention two literary devices you found in the drama text we read.)
Ṣàlàyé bí a ṣe lè wá àṣà àti ìṣe ilẹ̀ Yorùbá jáde nínú ìwé. (Explain how Yoruba culture and traditions can be identified in a book.)
Fún mi ní àpẹẹrẹ àṣà Yorùbá kan tí ó hàn nínú ìtàn. (Give me one example of Yoruba culture that appeared in the story.)

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 7: Conclusion

Time: 2 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher summarizes the key points of the lesson, emphasizing the importance of analyzing drama texts to understand both their literary qualities and their cultural significance. The teacher assigns homework: “Ka ìwé eré-onítàn tí a kà lónìí tán, kí o sì kọ àwọn àṣà Yorùbá mẹ́ta tí o rí nínú rẹ̀ sílẹ̀.” (Finish reading the drama text we read today and write down three Yoruba cultures you found in it.)
Pupils’ Activity: Pupils listen to the summary and copy the homework.
Learning Point: Pupils consolidate their learning and have an assignment to reinforce understanding.

Lesson Keywords

Ìwé Eré-Onítàn – Ìwé ìtàn tí a kọ láti ṣeré lórí pátákó ìṣàfihàn.
Àtúpalê – Gbígbé ohun kan yẹ̀wò dáadáa láti ní òye rẹ̀.
Àśà Yorùbá – Ọ̀nà ìgbésí ayé àti ìgbàgbọ́ àwọn Yorùbá.
Ìśe Yorùbá – Àwọn ìṣe tàbí ìwà tí ó jẹ́ ti àwọn Yorùbá.
Çwà Èdè – Ọ̀nà tí a gbà lo èdè lọ́nà tí ó dùn ún gbọ́ tàbí kà.
Òwe – Ọ̀rọ̀ àṣàjù tí ó ní ẹ̀kọ́ nínú.
Àrokò – Àgbékalẹ̀ ọ̀rọ̀ tí ìtumọ̀ rẹ̀ yàtọ̀ sí ohun tí ó hàn lójú.

Differentiation

For pupils who grasp concepts quickly, the teacher can encourage them to identify more complex literary devices or to compare cultural elements across different Yoruba drama texts. For pupils who need more support, the teacher will provide simplified explanations and guide them more closely in identifying basic story elements and cultural examples, possibly by focusing on shorter, more accessible passages.

Note for teachers using this lesson plan

Teachers should ensure they have a suitable Yoruba drama text available for all pupils. It is important to encourage active participation and discussion, allowing pupils to share their interpretations and findings. The teacher should be prepared to explain Yoruba cultural concepts that may be unfamiliar to some pupils.