Mkparịtaụka, Uru Akụkọ Ifo Bara and Uru Omenala for Primary 4

Class: Primary 4
Term: 3rd Term
Week: 1
Age: 9 years
Duration: 45 minutes
Subject: Asụsụ Igbo
Curriculum Theme: Nigerian Language
Previous Lesson: .
Topic: A) ASỤSỤ: Ekwumekwu B) AGỤMAGỤ: Akụkọ ịfo
Subject Matter: Nkọwa mkparịtaụka na ndị na-akparịtaụka, usoro mkparịtaụka dịka ekele na ịjụ ase, nkwulite isiokwu ụka, nzaghachi na ntule uche, nkọwa akụkọ ifo, uru akụkọ ifo na-abara ndị Igbo, ịkọpụta nkenke akụkọ ifo, imepụta ajụjụ na azịza gbasara akụkọ

Specific Objectives

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

Cognitive Domain:

• Define ‘mkparịtaụka’ (conversation) and ‘akụkọ ifo’ (folktale).
• Identify the main steps involved in a conversation.
• State at least two benefits of folktales to the Igbo people.

Affective Domain:

• Appreciate the importance of polite and effective communication in daily life.
• Show interest in learning about and sharing Igbo folktales.

Psychomotor Domain:

• Demonstrate a simple conversation with a classmate.
• Tell a short, familiar folktale in Igbo.
• Write down key points from the lesson on the board.

Social Domain:

• Participate actively in conversational exchanges.
• Ask and answer questions related to folktales.

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 4 Asụsụ Igbo.
• Akwụkwọ Asụsụ Igbo Maka Praịmarị 4.
• https://www.education.gov.ng/curriculum
• https://www.nerdc.gov.ng

Instructional Materials

The teacher will teach this lesson with the aid of:

• Kaadị mkparịtaụka (conversation cards) showing different dialogue scenarios.
• Akwụkwọ akụkọ ifo (folktale book) or printed folktales.
• Chalk/marker and a whiteboard/blackboard.

Rationale for the Lesson

This lesson helps pupils understand how to communicate effectively through conversation, which is important for daily interactions with others. It also introduces them to Igbo folktales, helping them learn about their culture, history, and develop their listening and speaking skills.

Prerequisite/Previous Knowledge

Pupils can speak simple Igbo sentences and have heard some stories in Igbo from their homes or previous classes.

Lesson Content/Board Summary

A) ASỤSỤ: Ekwumekwu na B) AGỤMAGỤ: Akụkọ ịfo

A) Ekwumekwu (Mkparịtaụka)

Mkparịtaụka bụ nkwukọrịta okwu n’etiti mmadụ abụọ ma ọ bụ karịa. Ndị na-akparịtaụka bụ mmadụ ndị ahụ na-ekwurịta okwu.

Usoro mkparịtaụka dị mkpa maka nkwukọrịta dị mma. Usoro ndị a bụ:

• Ekele (Greeting)
• Ịjụ ase (Asking about welfare)
• Nkwulite isiokwu ụka (Introducing the topic of discussion)
• Nzaghachi (Responding to what is said)
• Ntule uche (Expressing opinion or thought)

B) Akụkọ Ifo

Akụkọ ifo bụ akụkọ ochie ndị nna nna anyị na-akọ n’oge gboo. Ha na-abụkarị akụkọ e chepụtara echepụta, ha na-akụzikwa ihe gbasara ndụ.

Uru akụkọ ifo na-abara ndị Igbo gụnyere:

• Ịkụzi ezi omume na ịdị mma (Teaching good morals and values).
• Ịkụzi akụkọ ihe mere eme na omenala Igbo (Teaching Igbo history and culture).
• Ịkwalite asụsụ Igbo (Promoting the Igbo language).
• Inye ntụrụndụ na obi ụtọ (Providing entertainment and joy).
• Ịkụzi amamihe na ịkpachara anya (Teaching wisdom and caution).

Ịkọpụta akụkọ ifo bụ ikwu akụkọ ifo n’ụzọ na-atọ ụtọ. Anyị nwere ike imepụta ajụjụ na azịza gbasara akụkọ ifo iji ghọta ha nke ọma.

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 in Igbo and asks them to greet each other. The teacher then asks what they think they will learn today by looking at the topic “Ekwumekwu na Akụkọ Ifo”.
Pupils’ Activity: Pupils greet the teacher and each other. They attempt to suggest what the topic might be about.
Learning Point: Pupils are introduced to the topic and begin to think about its meaning.

Step 2: Presentation of Ekwumekwu (Conversation)

Time: 10 minutes
Teaching Skill: Explanation/Illustration
Teacher’s Activity: The teacher defines ‘mkparịtaụka’ and explains the ‘ndị na-akparịtaụka’. The teacher then lists and explains the steps in a conversation, using simple examples for each step (e.g., how to greet, how to ask about someone’s day, how to introduce a topic).
Pupils’ Activity: Pupils listen attentively, ask questions for clarity, and repeat the terms and steps after the teacher.
Learning Point: Pupils understand the definition and structure of a conversation.

Step 3: Demonstration and Practice of Ekwumekwu

Time: 8 minutes
Teaching Skill: Demonstration/Practice
Teacher’s Activity: The teacher demonstrates a short, simple conversation with a pupil, following the steps discussed. The teacher then pairs pupils and asks them to practice a short conversation (e.g., greeting and asking about their weekend). The teacher moves around to observe and offer guidance.
Pupils’ Activity: Pupils observe the demonstration and then practice simple conversations in pairs, applying the learned steps.
Learning Point: Pupils develop practical skills in engaging in simple conversations.

Step 4: Introduction to Akụkọ Ifo (Folktales)

Time: 7 minutes
Teaching Skill: Explanation/Questioning
Teacher’s Activity: The teacher asks pupils if they know any ‘akụkọ ifo’ (folktales) and what they understand by the term. The teacher then explains what ‘akụkọ ifo’ means and gives examples of common Igbo folktale characters or themes.
Pupils’ Activity: Pupils mention any folktales they know and listen to the teacher’s explanation.
Learning Point: Pupils understand the definition and nature of Igbo folktales.

Step 5: Discussion of Uru Akụkọ Ifo

Time: 5 minutes
Teaching Skill: Discussion/Analysis
Teacher’s Activity: The teacher leads a discussion on the benefits of folktales to the Igbo people, listing them on the board as pupils contribute or as explained by the teacher.
Pupils’ Activity: Pupils contribute ideas on why folktales are important and copy the points from the board.
Learning Point: Pupils identify and understand the cultural and educational value of folktales.

Step 6: Telling/Discussing a Folktale

Time: 5 minutes
Teaching Skill: Narration/Engagement
Teacher’s Activity: The teacher tells a short, simple Igbo folktale from the instructional materials. After the story, the teacher asks a few simple questions about the story’s characters or moral.
Pupils’ Activity: Pupils listen to the folktale and answer the questions asked by the teacher.
Learning Point: Pupils engage with a folktale and practice listening comprehension.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

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

1. Gịnị bụ mkparịtaụka? (What is a conversation?)
2. Depụta usoro abụọ dị mkpa na mkparịtaụka. (List two important steps in a conversation.)
3. Kọwaa ihe bụ akụkọ ifo. (Explain what a folktale is.)
4. Kwuo uru abụọ akụkọ ifo na-abara ndị Igbo. (State two benefits of folktales to the Igbo people.)

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute
Teaching Skill: Summarization
Teacher’s Activity: The teacher briefly summarizes the key points of the lesson, emphasizing the importance of good communication and cultural stories. The teacher assigns homework: Ask parents or guardians to tell them an Igbo folktale and be ready to share it in class next time.
Pupils’ Activity: Pupils listen to the summary and copy down the homework.
Learning Point: Pupils recall the main aspects of the lesson and are encouraged to continue learning outside the classroom.

Lesson Keywords

• Mkparịtaụka – Conversation, a talk between two or more people.
• Ekwumekwu – Another term for conversation or communication.
• Akụkọ Ifo – Folktale, traditional stories passed down through generations.
• Ekele – Greeting, the act of saying hello.
• Nzaghachi – Response, an answer or reply.
• Omume – Morals or good character.

Differentiation

For pupils who grasp concepts quickly, the teacher can challenge them to create a longer conversation or tell a more detailed folktale. For pupils who need more support, the teacher can provide simpler conversation prompts, offer more direct assistance during practice, and provide shorter folktales or pictures to aid comprehension.

Note for teachers using this lesson plan

Encourage pupils to use Igbo as much as possible throughout the lesson to improve their fluency. Be flexible with the time allocated for each step, especially during the practice sessions, to allow for full pupil participation. Use engaging storytelling techniques when recounting the folktale to capture pupils’ attention.