Class: Primary 6
Term: 1st Term
Week: 3
Age: 11 years
Duration: 45 minutes
Subject: Yoruba
Curriculum Theme: Nigerian Languages
Previous Lesson: Akaye, Iwe Asayan, Owe and Akanlo Ede.
Topic: LÉTÀ GBÈFÈ
Subject Matter: Oríkì létà gbèfè, Ìtúmò létà gbèfè, Ìlànà àti ìgbésè létà gbèfè, Ìgbésè inú létà gbèfè, Kíkọ àpẹẹrẹ létà gbèfè

Specific Objectives

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

Cognitive Domain:

Define what an informal letter (létà gbèfè) is.
Identify the characteristics of an informal letter.
State the parts of an informal letter.

Affective Domain:

Appreciate the importance of writing informal letters for communication.
Show interest in writing informal letters correctly.

Psychomotor Domain:

Write a simple informal letter following the correct format.

Communicate personal messages effectively using informal letters.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Primary Schools.
State Unified Scheme of Work for Primary 6 Yoruba.
Ìwé Èkọ Èdè Yorubá fun Àkókọbápàtá Kẹfà.
www.ycb.org.ng

Instructional Materials

The teacher will teach this lesson with the aid of:

Àpẹẹrẹ létà (Sample letter)
Envelope
Writing paper
Pátákó ìkòwé (Writing board)
Kaadi ilana (Format cards/charts)

Rationale for the Lesson

This lesson helps pupils to understand how to write letters to friends and family members. Learning to write informal letters enables pupils to communicate personal news, share experiences, and maintain relationships with people they know.

Prerequisite/Previous Knowledge

Pupils are expected to have basic knowledge of writing simple sentences in Yoruba and identifying different types of written communication.

Lesson Content/Board Summary

LÉTÀ GBÈFÈ (INFORMAL LETTER)

Oríkì àti Ìtúmò Létà Gbèfè

Létà gbèfè ní létà tí a máa ń kọ sí àwọn ènìyàn tí a mọ̀ dáadáa bí àwọn ọ̀rẹ́, ẹbí, àti àwọn mọlẹ́bí. Kò sí ìlànà tí ó lé kóoro tí ó fi dàbí létà aláànà.

A máa ń lo èdè tí kò lé kóoro nínú rẹ, a sì lè fi àwọn gbólóhùn èdè àjọlọ àti àwọn ọ̀rọ̀ ìfìbára-ẹni-lẹ́nù-já sínú rẹ.

Ìlànà Àti Ìgbésè Létà Gbèfè (Parts of an Informal Letter)

Létà gbèfè ní àwọn ìgbésè tí ó ṣe pàtàkì. Àwọn ìgbésè wọ̀nyí ní:

Àdirásì Olùkọwé àti Ojóọjọ́ (Writer’s Address and Date): Èyí ní àdirásì ẹni tó ń kọ létà àti ọjọ́ tí a kọ létà náà. O máa ń wà ní apá ọ̀tún okè létà.
Ìkíni (Salutation): Èyí ní bí a ṣe kí ẹni tí a ń kọ létà sí. A máa ń lo àwọn ọ̀rọ̀ bí “Ọ̀wọ́n…”, “Ẹ̀mí ọ̀rẹ́ mi…”, “Baba mi ọ̀wọ́n…”
Ìfihanu ara ẹni àti Ìbéèrè (Self-introduction and Inquiry): Èyí ní ibi tí a ti lè fi ara wa hàn, tí a sì lè béèrè bí ara ṣe wà àti bí àwọn ènìyàn míì ṣe wà.
Àkọ́lé Létà (Body of the Letter): Èyí ní gbogbo ohun tí a fẹ́ sọ nínú létà. A gbọ́dọ̀ pin sí àwọn ipin kékeré (paragraphs) tí ó ní àlàyé kòkórò kọ̀ọ̀kan.
Ìparí Létà (Conclusion): Èyí ní bí a ṣe parí létà náà. A máa ń fi àwọn gbólóhùn bí “Fi kí àwọn ènìyàn mi…”, “Èmi ni òun tìrẹ…”, “Màa rí ọ láìpẹ́…”
Ìfìgbàgbọ́ Hàn (Subscription/Closing): Èyí ní ọ̀rọ̀ ìfìgbàgbọ́ hàn bí “Ẹni tìrẹ”, “Ọ̀rẹ́ rẹ”, “Ọmọ rẹ”.
Orúkọ Olùkọwé (Writer’s Name): Èyí ní orúkọ ẹni tó kọ létà náà.

Àpẹẹrẹ Ìlànà Létà Gbèfè

Àdirásì Olùkọwé,
Ojóọjọ́.

Ọ̀wọ́n [Orúkọ ẹni tí a ń kọ sí],

Báwo ni ara? Mo ní ire ni. Mo rí wípé o wà lára aláfíà.

[Àkọ́lé Létà: Ohun tí o fẹ́ sọ nínú létà]

Fi kí àwọn ènìyàn mi.

Ẹni tìrẹ,
[Orúkọ Olùkọwé]

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 have ever written a letter or received one. The teacher asks what kind of people they usually write letters to.
Pupils’ Activity: Pupils respond to the teacher’s questions, sharing their experiences with letters.
Learning Point: Pupils recall prior knowledge about letter writing and its purpose.

Step 2: Topic Introduction

Time: 5 minutes
Teaching Skill: Explanation/Introduction
Teacher’s Activity: The teacher introduces the topic “Létà Gbèfè” (Informal Letter) and writes it on the board. The teacher explains that this lesson will focus on writing letters to people we know well.
Pupils’ Activity: Pupils listen attentively and copy the topic into their notebooks.
Learning Point: Pupils are introduced to the lesson’s topic.

Step 3: Oríkì àti Ìtúmò Létà Gbèfè

Time: 10 minutes
Teaching Skill: Explanation/Definition
Teacher’s Activity: The teacher defines what an informal letter is, explaining that it is for close relations and uses simple, informal language. The teacher uses the sample letter to show how the language differs from formal letters.
Pupils’ Activity: Pupils listen, ask questions, and take notes on the definition and characteristics of informal letters.
Learning Point: Pupils understand the meaning and nature of an informal letter.

Step 4: Ìlànà Àti Ìgbésè Létà Gbèfè

Time: 10 minutes
Teaching Skill: Demonstration/Explanation
Teacher’s Activity: The teacher explains each part of an informal letter (writer’s address and date, salutation, body, conclusion, closing, and writer’s name) using the sample letter and format cards. The teacher demonstrates where each part should be placed on the writing paper.
Pupils’ Activity: Pupils observe the demonstration, identify the parts of the letter, and write down the steps in their notebooks.
Learning Point: Pupils learn the correct format and structure of an informal letter.

Step 5: Practice Writing

Time: 5 minutes
Teaching Skill: Guided Practice
Teacher’s Activity: The teacher guides the pupils to collectively write a short, simple informal letter to a friend or family member on the board, following the explained format. The teacher corrects errors as they arise.
Pupils’ Activity: Pupils participate in writing the sample letter on the board and contribute ideas for the content.
Learning Point: Pupils apply the learned format in a practical writing exercise.

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 létà gbèfè? (What is an informal letter?)
Mẹ́nuba mẹ́ta ninu àwọn ìgbésè létà gbèfè. (Mention three parts of an informal letter.)
Ta ní a máa ń kọ létà gbèfè sí? (Who do we usually write informal letters to?)

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 7: Conclusion

Time: 5 minutes
Teaching Skill: Summarization/Assignment
Teacher’s Activity: The teacher summarizes the key points of the lesson on informal letters and assigns homework: “Kọ létà gbèfè sí ọ̀rẹ́ rẹ kan nípa bí ìgbàbábá rẹ ṣe lọ.” (Write an informal letter to your friend about how your holiday went.)
Pupils’ Activity: Pupils listen to the summary and copy the homework assignment.
Learning Point: Pupils consolidate their learning and are given an opportunity to practice independently.

Lesson Keywords

Létà Gbèfè – Informal letter
Àdirásì – Address
Ojóọjọ́ – Date
Ìkíni – Salutation
Àkọ́lé – Body (of letter)
Ìparí – Conclusion/Ending
Orúkọ Olùkọwé – Writer’s name

Differentiation

For pupils who are struggling, the teacher will provide simpler sentence starters and a more structured template. For advanced pupils, the teacher will encourage them to write longer letters with more descriptive language and complex sentences.

Note for teachers using this lesson plan

Ensure that pupils understand the difference between formal and informal language. Encourage them to use Yoruba words and expressions commonly used in everyday communication for informal letters. Provide clear examples and allow ample practice time for writing each part of the letter.

Leta Gbèfè, Oriki, Ilana and Igbese Inu Leta for Primary 6

Specific Objectives

Cognitive Domain:

Affective Domain:

Psychomotor Domain:

Reference Materials

Instructional Materials

Rationale for the Lesson

Prerequisite/Previous Knowledge

Lesson Content/Board Summary

LÉTÀ GBÈFÈ (INFORMAL LETTER)

Oríkì àti Ìtúmò Létà Gbèfè

Ìlànà Àti Ìgbésè Létà Gbèfè (Parts of an Informal Letter)

Àpẹẹrẹ Ìlànà Létà Gbèfè

Teaching Methods/Instructional Techniques

Instructional Procedures

Step 1: Introduction

Step 2: Topic Introduction

Step 3: Oríkì àti Ìtúmò Létà Gbèfè

Step 4: Ìlànà Àti Ìgbésè Létà Gbèfè

Step 5: Practice Writing

Step 6: Evaluation/Review

Step 7: Conclusion

Lesson Keywords

Differentiation

Note for teachers using this lesson plan

Royal Alikor

Specific Objectives

Cognitive Domain:

Affective Domain:

Psychomotor Domain:

Social Domain:

Reference Materials

Instructional Materials

Rationale for the Lesson

Prerequisite/Previous Knowledge

Lesson Content/Board Summary

LÉTÀ GBÈFÈ (INFORMAL LETTER)

Oríkì àti Ìtúmò Létà Gbèfè

Ìlànà Àti Ìgbésè Létà Gbèfè (Parts of an Informal Letter)

Àpẹẹrẹ Ìlànà Létà Gbèfè

Teaching Methods/Instructional Techniques

Instructional Procedures

Step 1: Introduction

Step 2: Topic Introduction

Step 3: Oríkì àti Ìtúmò Létà Gbèfè

Step 4: Ìlànà Àti Ìgbésè Létà Gbèfè

Step 5: Practice Writing

Step 6: Evaluation/Review

Step 7: Conclusion

Lesson Keywords

Differentiation

Note for teachers using this lesson plan

Royal Alikor