Class: Primary 6
Term: 1st Term
Week: 8
Age: 11 years
Duration: 45 minutes
Subject: Yoruba
Curriculum Theme: Nigerian Languages
Previous Lesson: Asa, Imo Oose, Abuda Aseyori and Ise Asekarà.
Topic: ÀWỌN ÒNÀ ÌBÁRA ẸNI SÒRÒ (Means of Communication)
Subject Matter: Ìtúmò ìbára ẹni sòrò, Èyà ara tí a ń lò láti bára ẹni sòrò, Àpẹẹrẹ ojú ọwó èjìka imú, Ohun èlò àfojúrí tí a ń lò láti fi bára ẹni sòrò láyé àtijó

Specific Objectives

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

Cognitive Domain:

Define “ìbára ẹni sòrò” (communication).
Identify body parts used for communication.
List examples of visual communication tools used in the past.

Affective Domain:

Appreciate the importance of different communication methods.
Participate actively in class discussions about communication.

Psychomotor Domain:

Demonstrate some body signs used for communication.

Collaborate with peers to identify various communication methods.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum
State Unified Scheme of Work
Ijinle Ede Yoruba fun Ile-eko Alakobere 6

Instructional Materials

The teacher will teach this lesson with the aid of:

Awòrán ami ara (pictures of body signs)
Kaadi itumo (meaning cards)
Aworan ohun elo atijo (pictures of old tools)
Pátákó ìkòwé (writing board)

Rationale for the Lesson

This lesson helps pupils understand how people share information and ideas, both with their bodies and with tools. It enables them to recognize that communication is an important part of daily life and has changed over time.

Prerequisite/Previous Knowledge

Pupils are familiar with basic Yoruba words and have experience interacting with others using simple gestures and speech.

Lesson Content/Board Summary

ÀWỌN ÒNÀ ÌBÁRA ẸNI SÒRÒ (Means of Communication)

Ìtúmò ìbára ẹni sòrò (Meaning of Communication)

Ìbára ẹni sòrò ni ọnà tí a fi ń fi ìrònú, èrò, ìmòràn, àti àwọn ìfọkànbàlẹ́ han ara wa. O lè jẹ́ nípa ọ̀rọ̀, ìṣe, àmi ara, tàbí ohun èlò.

Èyà ara tí a ń lò láti bára ẹni sòrò (Body Parts Used for Communication)

A máa ń lo àwọn èyà ara wa láti fi bára ẹni sòrò láwọn ọnà oríṣiríṣi. Àwọn wọ̀nyí ni:

Ojú: A máa ń lo ojú láti fi wòran, láti fi han ìmòràn bí ìbànújẹ́, ayọ̀, tàbí ìyànú.
Ọwọ́: A máa ń lo ọwọ́ láti fi ṣàmi, láti fi tọ́ka, tàbí láti fi kí èniyàn.
Ìmú: A máa ń lo ìmú láti fi gbọ́fùn, tàbí láti fi han ìkọ̀wọ́sí nípa títí ìmú.
Ẹnu: A máa ń lo ẹnu láti fi sọ ọ̀rọ̀, láti fi rẹ́rìn-ín, tàbí láti fi kọrin.
Èjìka: A máa ń lo èjìka láti fi rọ́ ọ́ sílẹ̀ láti fi han àìní àfojúba tàbí àìní ìmò.

Ohun èlò àfojúrí tí a ń lò láti fi bára ẹni sòrò láyé àtijó (Visual Communication Tools Used in the Past)

Ní àtijó, kí ó tó di pé tẹlifoonu àti Intanẹẹti dé, àwọn èniyàn máa ń lo àwọn ohun èlò kan láti fi bára wọn sòrò nípa wíwòran. Àwọn wọ̀nyí ni:

Ìlù: A máa ń lu ìlù láti fi ranṣẹ́ sí àwọn èniyàn ní ìránmọ̀nnà.
Àròkò: Èyí jẹ́ àwọn àmi tàbí àwòrán tí a fi ń ranṣẹ́ láti fi ìrònú han.
Ìfàjẹ̀: A máa ń fi àwọn ohun kan sí ojú ọnà láti fi tọ́ka tàbí láti fi ìrántú ranṣẹ́.
Àkàsà: A máa ń lu àkàsà láti fi pe àwọn èniyàn jọ tàbí láti fi ranṣẹ́.

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 ways people share information with each other. The teacher then introduces the topic: ÀWỌN ÒNÀ ÌBÁRA ẸNI SÒRÒ.
Pupils’ Activity: Pupils respond to the teacher’s greeting and mention ways people communicate. They listen attentively to the topic introduction.
Learning Point: Pupils are engaged and introduced to the concept of communication.

Step 2: Àlàyé Ìtúmò ìbára ẹni sòrò (Explanation of the Meaning of Communication)

Time: 10 minutes
Teaching Skill: Explanation/Lecture
Teacher’s Activity: The teacher explains the meaning of “ìbára ẹni sòrò” (communication) in simple Yoruba, using examples. The teacher writes the definition on the board.
Pupils’ Activity: Pupils listen to the explanation, ask questions for clarification, and copy the definition into their notebooks.
Learning Point: Pupils understand the definition of communication.

Step 3: Àlàyé Èyà ara tí a ń lò láti bára ẹni sòrò (Explanation of Body Parts Used for Communication)

Time: 10 minutes
Teaching Skill: Demonstration/Discussion
Teacher’s Activity: The teacher lists and explains various body parts used for communication (ojú, ọwọ́, ìmú, ẹnu, èjìka). The teacher demonstrates how each body part can be used to communicate (e.g., shrugging shoulders, pointing with a hand, making eye contact).
Pupils’ Activity: Pupils identify the body parts, observe the demonstrations, and practice some of the body signs. They also contribute other examples.
Learning Point: Pupils identify and understand the use of body parts in communication.

Step 4: Àlàyé Ohun èlò àfojúrí tí a ń lò láti fi bára ẹni sòrò láyé àtijó (Explanation of Visual Communication Tools Used in the Past)

Time: 10 minutes
Teaching Skill: Visual Aids/Explanation
Teacher’s Activity: The teacher shows pictures of old communication tools (if available) such as ìlù (drum), àròkò (symbolic messages), àkàsà (gong). The teacher explains how these tools were used for visual communication in the past.
Pupils’ Activity: Pupils observe the pictures, listen to the explanations, and ask questions about the old communication methods.
Learning Point: Pupils learn about traditional visual communication tools.

Step 5: Iṣẹ́ Șíṣe Nínú Kilasì (Classwork)

Time: 5 minutes
Teaching Skill: Activity/Application
Teacher’s Activity: The teacher asks pupils to work in pairs and identify two modern ways of communication and two traditional ways they know.
Pupils’ Activity: Pupils work in pairs to discuss and write down their answers.
Learning Point: Pupils apply their knowledge to identify various communication methods.

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 ìbára ẹni sòrò? (What is communication?)
Ménuba èyà ara mẹ́ta tí a lè lò láti fi bára ẹni sòrò. (Mention three body parts that can be used for communication.)
Sọ àpẹẹrẹ ohun èlò àfojúrí méjì tí a ń lò láti fi bára ẹni sòrò láyé àtijó. (State two examples of visual communication tools used in the past.)

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 0 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher summarizes the key points of the lesson and gives pupils homework to draw and label two body parts used for communication.
Pupils’ Activity: Pupils listen to the summary and copy the homework.
Learning Point: Pupils consolidate their learning and are given an opportunity for further practice.

Lesson Keywords

Ìbára ẹni sòrò – Ọnà tí a fi ń fi ìrònú han ara wa. (Communication – The way we express our thoughts to each other.)
Èyà ara – Àwọn apá ara èniyàn. (Body parts – Parts of the human body.)
Àròkò – Àwọn àmi tàbí àwòrán tí a fi ń ranṣẹ́ láti fi ìrònú han. (Symbolic message – Signs or pictures used to send thoughts.)
Ìlù – Ohun èlò tí a máa ń lu láti fi ranṣẹ́. (Drum – An instrument used to send messages by beating it.)

Differentiation

For pupils who grasp concepts quickly, the teacher can ask them to research more modern communication methods. For pupils who need more support, the teacher will provide additional visual aids and simplified explanations, encouraging them to demonstrate body signs rather than just verbalizing.

Note for teachers using this lesson plan

Ensure that the Yoruba explanations are clear and simple, suitable for Primary 6 pupils. Encourage active participation and allow pupils to share their own experiences with different forms of communication. Use real-life examples to make the lesson relatable.

Ona Ibara Ẹni Soro, Ara Ti A N Lo and Ohun Elo Afojuri 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

ÀWỌN ÒNÀ ÌBÁRA ẸNI SÒRÒ (Means of Communication)

Ìtúmò ìbára ẹni sòrò (Meaning of Communication)

Èyà ara tí a ń lò láti bára ẹni sòrò (Body Parts Used for Communication)

Ohun èlò àfojúrí tí a ń lò láti fi bára ẹni sòrò láyé àtijó (Visual Communication Tools Used in the Past)

Teaching Methods/Instructional Techniques

Instructional Procedures

Step 1: Introduction

Step 2: Àlàyé Ìtúmò ìbára ẹni sòrò (Explanation of the Meaning of Communication)

Step 3: Àlàyé Èyà ara tí a ń lò láti bára ẹni sòrò (Explanation of Body Parts Used for Communication)

Step 4: Àlàyé Ohun èlò àfojúrí tí a ń lò láti fi bára ẹni sòrò láyé àtijó (Explanation of Visual Communication Tools Used in the Past)

Step 5: Iṣẹ́ Șíṣe Nínú Kilasì (Classwork)

Step 6: Evaluation/Review

Step 8: 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

ÀWỌN ÒNÀ ÌBÁRA ẸNI SÒRÒ (Means of Communication)

Ìtúmò ìbára ẹni sòrò (Meaning of Communication)

Èyà ara tí a ń lò láti bára ẹni sòrò (Body Parts Used for Communication)

Ohun èlò àfojúrí tí a ń lò láti fi bára ẹni sòrò láyé àtijó (Visual Communication Tools Used in the Past)

Teaching Methods/Instructional Techniques

Instructional Procedures

Step 1: Introduction

Step 2: Àlàyé Ìtúmò ìbára ẹni sòrò (Explanation of the Meaning of Communication)

Step 3: Àlàyé Èyà ara tí a ń lò láti bára ẹni sòrò (Explanation of Body Parts Used for Communication)

Step 4: Àlàyé Ohun èlò àfojúrí tí a ń lò láti fi bára ẹni sòrò láyé àtijó (Explanation of Visual Communication Tools Used in the Past)

Step 5: Iṣẹ́ Șíṣe Nínú Kilasì (Classwork)

Step 6: Evaluation/Review

Step 8: Conclusion

Lesson Keywords

Differentiation

Note for teachers using this lesson plan

Royal Alikor