Curriculum level 2 lesson plan

Curriculum level 1 lesson plans Feelings/States of being Likes and dislikes Location words Name and home Greetings and farewells Days and months Number (1-10) Age Maui’s fish

Curriculum level 1 lesson plans From: TKI | Te reo Māori in the New Zealand Curriculum | Lesson plans http://tereomaori.tki.org.nz/Teacher-resources/Te-reo-Maori-lesson-plans/Curriculum-level-1-lesson-plans© New Zealand Ministry of Education 2010 – copying restricted to use by the New Zealand education sector

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http://tereomaori.tki.org.nz/Teacher-resources/Te-reo-Maori-lesson-plans3/Curriculum-level-1-lesson-plans

Kei te pēhea koe? - How are you?

Achievement objective1.7 Use and respond to simple classroom language.

Learning intentionStudents can:

ask and answer one another about how they are feeling.

ModesAt the end of this lesson, students can:

Whakarongo – Listening Recognise and understand simple, familiar spoken words, phrases, and

sentences.

Kōrero - Speaking Ask simple questions.

MaterialsResource sheet 1A: Kei te pēhea koe?


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Lesson sequenceBefore the lesson, print off copies of Resource sheet 1 and place them on the walls around the room.

Introduce the vocabulary to describe how someone is feeling (see Language to use below). Ask the students to move to the picture that best reflects how they are feeling. Ask the students individually in Māori how they are.

Kei te pēhea koe Joey? How are you Joey?

Kei te pai au. I am good.

Kei te koa au. I am happy.

Kei te hiamoe au. I am sleepy.

Language to use Kei te pēhea koe? How are you?

Adjectiveshiamoe sleepyhiakai hungrypai goodpōuri sadriri angrykoa happy

Nounshoa friendwhaea mothertuahine sister (of a male)tungāne brother (of female)

Pronounsia, koe, au he/she, you (singular), I

Possessivetō your (singular)

Tips


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Identify the local dialect used for the question ‘how are you?’ Do local iwi ask ‘Kei te pēhea koe?’ or ‘E pēwhea ana koe?’ Read the link below that describes these two variations.

VariationWhen out in the play ground, ask how the students are. Greet and ask visitors how they are as they arrive at your room. Note: Consider whether the visitor is confident in doing this.

Further learningExtend the vocabulary by drawing and labelling other pictures. Ask the students how another person is.

Kei te pēhea tō whaea? How is your mum?

Kei te koa ia. She is happy.

Kei te pēhea tō hoa? How is your friend?

Kei te hiakai ia. S/he is hungry.

Kei te pēhea tō tungāne? How is your brother? (of a female)

Kei te pai ia. He is well.

Other resourcesMinistry of Education. (2000). Waiata Kōhungahunga. [Audio Cassette: Side 1 Song 2]. Wellington: Learning Media.

For ways that you can ask ‘How are you?’ (followed by an interactive) see: http://tewhanake.otago.ac.nz/kakano/modules/module01/exercise04.html


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http://tewhanake.otago.ac.nz/kakano/modules/module01/exercise04.html

He tino pai - Very good

Achievement objective1.6 Understand and use simple politeness conventions, for example

complimenting people

Learning intentionsStudents can:

State likes and dislikes Understand when the teacher compliments them.


Whakarongo - Listening Recognise and understand simple, familiar spoken words, phrases,

and sentences. Kōrero - Speaking

Imitate the pronunciation, intonation, stress, and rhythm of te reo Māori words, phrases, and sentences.

Mātakitaki - Viewing Interpret meanings that are conveyed in combinations of words and

images or symbols.


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Lesson sequenceAsk the students to name things they like within chosen categories, e.g. televison characters or programmes, sports teams, singers, food types. Draw a table, similar to the example below, on the board and write the students’ choices in the top horizontal row.

Explain to the students that their preferred choices are shown across the top row and the words ‘he pai’, ‘he tino pai’ and ‘kāo’ are written down the left-hand side of the table.

He pai

He tino pai

Kāo

For example, ask the class their opinion of one of the TV programmes listed:

He pai a ‘_______’? Is ‘________’ good?Āe, he pai. Yes, it’s good.Āe, he tino pai. Yes, it’s very good. Kāo. No.

Using the structure of the question above, continue to ask each student his or her opinion about TV characters/singers/groups/foods/sports etc. Mark each response with a tick.

By the end of the exercise the class will have identified the most popular and least popular choices in the selected category.


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Further learningContinue to use ‘pai’, ‘tino pai’, ‘rawe’ and other phrases to praise students for good work:

He pai. Good. Well done.

Tēnā koe e Rewi. Thank you Rewi.

He tino pai tō kōrero. What you have said is very good.

He tino pai tō pikitia. Your picture is great.

He tino pai tō mahi. Your work is great.

He rawe tō kōrero. What you have said is excellent.


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Kei hea a Amo? - Where is Amo?

Achievement objective1.5 Communicate about location


Understand, and use, location words.


Whakarongo - Listening Recognise and understand simple, familiar spoken words, phrases, and

sentences.

Kōrero - Speaking Respond appropriately to simple, familiar instructions and simple

questions.


images or symbols.

Lesson sequence


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In this series of activities, introduce prepositions or location words over several lessons, for example: Where is Amo? Amo is outside.

Ask a student (e.g. Amo) to stand just outside the classroom. Then ask the students ‘Kei hea a Amo?’, ‘Where is Amo?’

The students reply: Kei waho. Outside.Kei waho a Amo. Amo is outside.

Have the students take turns standing outside the classroom while the others ask where she or he is.

Integrate ‘waho’ into everyday classroom dialogue, e.g. when going to the playing field say ‘Me haere tātou ki waho’, ‘Let’s go outside’, ‘Me haere koutou ki waho’, ‘You should go outside’.

Language to use

Prepositionsraro underroto insiderunga on/abovewaho outside

Kei hea a Amo? Where is Amo? Kei waho a Amo. Amo is outside. Kei waho a Amo i te ruma. Amo is outside the room.

Tips


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Second language learning theory suggests that opposites should not be taught together, as this makes it more difficult for the learner, for example: outside, inside.

Consider local variations of the question e.g. Kai hea …? (Ngāti Kahungunu, Ngāi Tūhoe etc.), Kei whea …? (Tainui).

Further learningContinue to introduce other prepositions during subsequent lessons. For example, introduce the Māori word for ‘under’ by playing an under the mat activity:Kei hea ngā pene? Where are the pens? Kei raro. Under. Kei raro ngā pene i te whāriki. The pens are under the mat.

Continue to reinforce this vocabulary by using questions that ask where people and things are, e.g.Kei hea a Hone? Where is Hone?Kei hea te tumuaki? Where is the principal?Kei waho te tumuaki. The principal is outside.

Introduce runga (on/above) and roto (inside) in two further sessions. Kei hea te kai? Where is the food?Kei roto te kai. The food is inside. Kei roto te kai i te kāpata. The food is in the cupboard. Me haere tātou ki roto. Let’s go inside. Kei runga te pukapuka i te tēpu. The book is on the table.


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Kei Ōtara taku kāinga - My home is at ŌtaraAchievement objectives1.2 Introduce themselves and others and respond to introductions1.4 Communicate about personal information such as name and home.


Respond to questions asking about personal information.

Modes At the end of this lesson, students can:

Kōrero - Speaking Respond appropriately to simple, familiar instructions and simple

questions.

Pānui - Reading Identify letters of the Māori alphabet (arapū), letter combinations,

basic written language conventions, and simple punctuation.

Tuhituhi - Writing Write simple, familiar words, phrases, and sentences using the

conventions of written language, such as appropriate spelling and punctuation.

MaterialsResource sheet 1B: Ngā ingoa Resource sheet 1C: Kei Ōtara taku kāingaPhotos of people and places from magazines, etc (optional).


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Lesson sequenceBefore the lesson, cut up Resource sheet 1B: Ngā ingoa, and make copies of Resource sheet 1C: Kei Ōtara taku kāinga.

Place the cards of the people’s names and place names in two piles, face down in front of the group of students. Tell them to take turns selecting a name and a place card. They are to pretend to be that person and introduce themselves:

Introduce these sentences in Māori.

Ko _______ taku ingoa. My name is ________.

Kei _______ taku kāinga. My home is in ________.

Asks them to introduce themselves (in their character roles) in Māori, placing the names in the sentences.

For example,Ko Lilo taku ingoa. Kei Ōtara taku kāinga.

When the students have had the opportunity to practise saying these sentences have them draw self portraits. If they are able, ask them to write their real name underneath their portrait, and where they live, in Māori.

Language to use

Ko wai tō ingoa? What is your name?Kei (w)hea tō kāinga? Where is your home?

TipsMāori often ask where someone is from, before they ask what their name is.

Nō hea koe? Where are you from?Nō Taranaki ahau. I am from Taranaki.

Variation


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Cut out characters from magazines as substitutes for written names. Ensure a broad representation of characters.

Further learningIntroduce questions to initiate discussion.

Ko wai tō ingoa? What is your name?Kei hea tō kāinga? Where is your home?

Students answer these questions in character, or simply introduce themselves, e.g.

Ko Kate taku ingoa. Kei Smith Street taku kāinga.

Other resourcesQuestion four of the short interactive quiz below models pronunciation for ‘Ko wai tō ingoa?’:http://www.korero.maori.nz/forlearners/basics/lessons/tahi-phrase.html

The target questions are modeled in this brief cartoon below: http://tewhanake.otago.ac.nz/kakano/modules/module01/movie.html


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http://tewhanake.otago.ac.nz/kakano/modules/module01/movie.html

http://www.korero.maori.nz/forlearners/basics/lessons/tahi-phrase.html

Kia ora - Hi

Achievement objective1.1 Greet, farewell, and thank people and respond to greetings and

acknowledgements.


use and respond to formal and informal greetings.



sentences.Kōrero - Speaking

Imitate the pronunciation, intonation, stress, and rhythm of te reo Māori words, phrases, and sentences.


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Lesson SequenceIn this roll call exercise, greet each student in Māori using ‘Kia ora’, e.g. ‘Kia ora Sarah’.

The students should respond by saying ‘Kia ora (Ms/Mrs/Mr) _________.’

After a few days introduce ‘Tēnā koe’ as an alternative greeting when calling the roll. Note that this is more formal than ‘Kia ora’.

Use the greetings around the playground and to greet visitors to the room e.g. ‘Tēnā koe Ms Smith’.

Language to use Kia ora Hello Tēnā koe More formal form of hello, to one personTēnā kōrua Greeting to two peopleTēnā koutou Greeting to three or more people Tēnā koe e hoa Hello friendTēnā koe Sarah Hello SarahTēnā koutou tamariki mā Hello children (three or more)

Further learningUse Kia ora for thank you or to praise.e.g. ‘Kia ora Sian’. Well done Sian!

Other resourcesMinistry of Education. (2009). Hei Waiata Hei Whakakoakoa [CD-Rom]. Wellington: Learning Media: http://tereomaori.tki.org.nz/Teacher-resources/Hei-Waiata

Phrase drills/greetings – mihi: http://www.maorilanguage.net/phrase_drills/phrase_drills_lesson.cfm?learningsubcategoryid=1#

Interactive quiz that models pronunciation of greetings: http://www.korero.maori.nz/forlearners/basics/lessons/tahi-phrase.html

Māori greetings are modeled in this brief cartoon: http://tewhanake.otago.ac.nz/kakano/modules/module01/movie.html


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http://tewhanake.otago.ac.nz/kakano/modules/module01/movie.html

http://www.korero.maori.nz/forlearners/basics/lessons/tahi-phrase.html

http://www.maorilanguage.net/phrase_drills/phrase_drills_lesson.cfm?learningsubcategoryid=1#


http://tereomaori.tki.org.nz/Teacher-resources/Hei-Waiata

Ko te aha tēnei rā? - What day is this?

Achievement objective1.3 Communicate about number, using days of the week, months and

dates


specify the date



images or symbols.Kōrero - Speaking

Respond appropriately to simple, familiar instructions and simple questions.

Whakaatu - Presenting Use selected features of visual language to add meaning to simple

written or oral text.

MaterialsResource sheet 1D: Ngā rā o te wikiResource sheet 1E: Ngā marama o te tau Māori (The months of the Māori year).

Lesson sequence


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At the start of each school day, ask the class what day it is. Encourage them to answer using the names on Resource sheet 1D: Ngā rā o te wiki.

Ko te aha tēnei ra? What day is this? Ko te Rāhina tēnei rā. Today is Monday.

Ko te Rāhina tēnei rā, te 8 o Kohitātea. It is Monday today, the eighth of January.

TipsThe forms of the days and months used in this activity are favoured by the Māori Language Commission.

The Māori New Year (Matariki) is in June (Pipiri), so the Māori calendar attached (as Resource sheet 1E: Ngā marama o te tau) begins in the month of Pipiri.

Further learningAllocate students the job of asking the daily question about the date. Each week, a different student takes the role of asking what day it is in the morning.

Create a ‘day of the week’ corner on the wall. Create large flash cards with the days of the week on each one, laminate them, and place velcro on the backs so that the students can place them in the blank space on the statement ‘Ko te ___________ tēnei rā’.

This activity could be extended by introducing the names of the months listed on Resource sheet 1E: Ngā marama o te tau Māori.

Ko te aha tēnei marama? What month is this? Ko Haratua tēnei marama. This month is May/It is May.


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Other resourcesMatariki calendars, such as those produced by Te Papa.

Ministry of Education. (2009). Hei Waiata Hei Whakakoakoa [CD-Rom]. Wellington: Learning Media. Online at: http://tereomaori.tki.org.nz/Teacher-resources/Hei-Waiata


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Kotahi te rākau - There is one tree

Achievement objective1.3 Communicate about number.

Learning intentionsStudents can: ask, and answer, questions about numbers (1-10)



sentences. Kōrero - Speaking Imitate the pronunciation, intonation, stress, and rhythm of te reo

Māori words, phrases, and sentences. Mātakitaki - Viewing Interpret meanings that are conveyed in combinations of words and

images or symbols.

MaterialsResource sheet 1F: Kotahi te rākau


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Lesson sequenceThis is a group activity. Arrange the students into groups of six. Give out to each student one illustration from Resource sheet 1F: Kotahi te rākau.

Ask the students to colour in the illustrations as you model the questions and answers about how many items there are.

Repeat the simple questions about the number of items there are, ‘E hia ngā kau?’ ‘How many cows are there?’ The students who have the corresponding illustration should respond, ‘E whā ngā kau’ There are four cows’.

E hia ngā rākau? How many trees are there?Kotahi te rākau. There is one tree.E hia ngā ipu? How many bowls are there? E rua ngā ipu. There are two bowlsE hia ngā pea? How many pears are there?E toru ngā pea. There are three pears.E hia ngā kau? How many cows are there?E whā ngā kau. There are four cows.E hia ngā hēki? How many eggs are there?E rima ngā hēki. There are five eggs.E hia ngā pōtae? How many hats are there?E ono ngā pōtae. There are six hats.

Encourage the members of each group to ask each other about the number of items there are.

E hia ngā hēki? E rima ngā hēki.

Language to use

Nounsrākau tree pene penpea pear motokā carhēki egg tūru seatpōtae hat paoro ballipu bowl kūaha doorkau cow whare house/building

Ngā tatau Numbers


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kotahi one ono sixrua two whitu seventoru toru waru eightwhā four iwa ninerima five tekau ten

TipsWhile there is only one tree in the illustration used in this exercise, it is correct to ask in Māori, E hia ngā rākau?. This means ‘How many trees are there?’

Discuss real life items from around the school.

Further learningTo discuss possession of items, introduce names to the question:

E hia ngā pea a Tio? How many pears does Tio have? E toru ngā pea a Tio. Tio has three pears. E hia ngā kau a Tinirau? How many cows does Tinirau have?E whā ngā kau a Tinirau. Tinirau has four cows.

Note: When asking about numbers of people, you must begin the question with the word ‘Tokohia’

‘Tokohia ngā tamariki?’ How many children are there?

‘Tokorima ngā tamariki’ There are five children.

‘Kotahi te kiahautū’ There is one principal.

‘Tokotoru ngā kaiako’ There are three teachers.


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Taku rā whānau - My birthday

Achievement objective1.4 Communicate about personal information, such as… age…


respond appropriately to a question about their age communicate about other people’s ages.



sentences. Kōrero - Speaking


Pānui - Reading Recognise and understand simple, familiar written words, phrases, and

sentences.

MaterialsResource sheet 1G: Ngā Marama Resource sheet 1H: Rā whānau


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Lesson sequenceAsk the students how old they are. Ask them to stand in groups of the same age, holding a large card with their age on it:

7

E whitu aku tau I am 7 years old

Ask individual students in each group how old they are.E hia ō tau Jeremy? How old are you Jeremy?E whitu aku tau. I am 7 years old.

Create a class maramataka, or calendar, along the wall. Have the students write their names on cards and place them on larger cards with the Māori names of their month of birth (see Resource sheet 1G: Ngā marama).

Language to useE hia ō tau? How old are you?

Kotahi 1 Kotahi taku tau (‘my’ singular) I am one. E rua 2 E rua aku tau (‘my’ plural) I am two. E toru 3 E toru aku tau I am three. E whā 4 E whā aku tau I am four.E rima 5E ono 6E whitu 7E waru 8E iwa 9Tekau 10

TipMatariki, the Māori new year, is in Pipiri (June) so begin your maramataka (calendar) in Pipiri.


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Further learningHold a class party. Discuss plans for the party with the class. Have the party on the first Monday of each month.

Ask the students to discuss what they might bring to a shared morning tea. Learn the words to Happy Birthday in Māori (attached as Resource sheet 1H: Rā Whānau).

Have the students talk about the ages of their classmates or siblings:E hia ngā tau o Sina? How old is Sina?E rua ngā tau o Sina. Sina is two.E waru ngā tau o Sina. Sina is eight. Kotahi te tau o Sina. Sina is one.

Note the singular form when Sina is one year old.

Talk about special days in the year. They might mention:April Fool's Day, anniversaries, hui, funerals, Mothers' Day, Waitangi Day, ANZAC Day, Queen's Birthday, New Year, Halloween, Guy Fawkes, tangi, openings, Christmas, Matariki, Easter, Chinese New Year, Ramadan, Hanukkah, St Patrick's Day, White Sunday, christenings, Valentine's Day, Diwali etc.

Other resourcesMinistry of Education. (2000). Waiata Kōhungahunga. [Audio Cassette]. Side 1 Songs 2, 4 & 5. Wellington: Learning Media.

Rasmussen, L. (1995). Birthday party. School Journal Part 2, No 3. This story tells how Boysie and the narrator meet their ninety year old uncle at a large family gathering on a marae.

Raerino, K. (1997). Birthday party. School Journal Part 2, No 2. Listen to Māori numbers: http://www.maorilanguage.net/phrase_drills/phrase_drills_lesson.cfm?learningsubcategoryid=6#

Question three in this interactive quiz states that she/he is eight years old: http://www.korero.maori.nz/forlearners/basics/lessons/rua-phrase.html


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http://www.korero.maori.nz/forlearners/basics/lessons/rua-phrase.html



Te Ika a Māui - Māui’s fish

Achievement objective1.5 Communicate about Location.


ask and answer questions about where things are.



sentences. Kōrero - Speaking


Pānui - Reading Recognise and understand simple, familiar written words, phrases, and

sentences. Tuhituhi - Writing

Write simple, familiar words, phrases, and sentences using the conventions of written language, such as appropriate spelling and punctuation.

MaterialsResource sheet 1I: Te Waka me Te Ika-a-Māui


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Lesson sequenceTell the students the story of Māui fishing up Te Ika-a-Māui, the North Island.

Create a class mural of the North and South Islands, drawing them as a fish and a canoe. See Resource sheet 1I: Te Waka me Te Ika-a-Māui for ideas.

Have the students label the parts of the fish.te upoko o te ika the head of the fishte hiku o te ika the tail of the fishte parirau o te ika the wing of the fish (x 2)te puku o te ika the stomach of the fish

Ask the students questions, and provide answers, relating to locations:

Kei hea a Taranaki? Where is Taranaki?Kei te parirau o te ika. At the wing of the fish. Kei hea a Kaitaia? Kei te hiku o te ika.Kei hea a Taupō? Kei te puku o te ikaKei hea a Te Whanganui-a-Tara? Kei te upoko o te ika.

The students should attach labels of the parts of the fish as they answer the questions.

Language to use hiku tailika fishKei (w)hea? Where is?Māui Māuimoana oceanparirau wingpuku stomachroto insideTaranaki Taranakitauihu bowTaupō Taupōtaurapa sternpostTe Whanganui-a-Tara Wellingtonwaho outsidewai water

Tips


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Some Māori say that the head of the fish is above the tail. This means we travel up to Wellington from Auckland.

Te Upoko-o-te-ika and Te Hiku-o-te-ika are place names for the Wellington and Northland regions.

VariationDiscuss locations in Te Waka-a-Māui, the South Island:

Kei hea a Waihopai? Where is Invercargill?Kei te taurapa o te waka. At the sternpost of the canoe.Kei hea a Whakatū? Where is Nelson?Kei te tauihu o te waka. At the bow of the canoe. Kei hea a Waikawa? Where is Blenheim?Kei te tauihu o te waka. At the bow of the canoe.

Further learningAsk the students where other people are, using the same question:

Kei hea a Anna? Where is Anna?Kei waho. Outside. Kei hea a Mrs Tribblebank? Where is Mrs Tribblebank?Kei waho. Outside. Kei hea a Nita? Where is Nita?Kei roto. Inside. Kei hea a Tina? Where is Tina?Kei roto. Inside.

Other resourcesThe story of Māui and the giant fish: http://www.tki.org.nz/r/maori/nga_pakiwaitara/maui-ika/index_e.php


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http://www.tki.org.nz/r/maori/nga_pakiwaitara/maui-ika/index_e.php

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Curriculum level 2 lesson plan