Te Reo Mãori Unit PlanTerm One and Two

Levels: 1 and 2 Year 5 and 6 Duration: 7 WeeksAchievement Objectives

Level One Level Two

Students should be able to:

Greet, farewell, and thank people and respond to greetings and thanks

Introduce themselves and others and respond to introductions

Communicate about number, using days of the week, months, and dates

Communicate about personal information, such as name, age, nationality, and home

Communicate about location Understand and use simple politeness

conventions (for example, ways of thanking people, apologising, excusing themselves, and complimenting people)

Use and respond to simple classroom language (including asking for the word to express something in te reo Mãori)

Communicate about relationships between people

Communicate about possession Communicate about likes and

dislikes, giving reasons where appropriate

Communicate about time, weather, and seasons

Communicate about physical characteristics, personality, and feelings

Key Competencies: - Managing Self - Relating to others - Participating and contributing – Thinking - Using language, symbols and text WALT’s Specific Learning Outcomes- Gain a greater confidence using Te

Reo Mãori in a range of c ontexts by speaking, writing and responding to a range of common sentence structures in Te Reo Mãori

At the end of this unit students will be able to:

Be achieving at or above level 1(See AO’s or Student Profile “I Can Sheet”)TIB’s

- You need to be able to understand and speak one of New Zealand’s official languages

Assessment Strategies, Task(s) and Criteria Observation on the participation and understanding of students during learning and practise games.

Diagnostic/Peer assessment/Self assessment/Summative

Student Profile "I can sheet’’

Level 1 Powerpoint Diagnostic and Summative Test

Te Reo MãoriStudent Profile “I Can Sheet”

Level 1:I can greet and farewell peopleI can say/write the numbers 1 to 100 I can tell people my name and where I come fromI can write vowels with macronsI can correctly say the Mãori names for people and places I know wellI can write the date at the beginning of my workI can compliment and thank peopleI can apologise and excuse myself to others

Level 2:I can ask someone how he or she is feeling and respond when asked myselfI can describe a member of my whanauI can tell people who my friends, tuakana, teina, tungane and tuahine areI can say my mihiI can say what I like and dislikeI can ask for an objectI can say if an object is mine or is someone else’sI can say what the time isI can say what the weather is like

I can say what season it was, is now and will be next

Level 3:I can respond to common commands (turituri, whakarongo mai etc.)

L1 Learning Activities (30 minute sessions…if that):It is good to ensure that all sessions include a written as well

as spoken component to reinforce any new learning.Greetings/Farewells (using the developed posters)Writing up the greetings (and then farewells). Students need to match the English with the Māori + Start eliminating the simple well known ones + Then work through process of elimination + Show the poster(s)

- Practice saying each of them aloud- Greet and farewell 5 people (try to use different sayings each time)

- Write them up in language books creating diagrams to easily explain each of the greetings and farewells.

- Use greetings waiata like “Tena koe, Hello to one”- Embed the greetings/farewells in your classroom language. Eg. When saying the

roll, when greeting or farewelling students. Encourage students to return the greeting/farewell.

Ngā Nama (Numbers) (using the developed posters)*This activity can be split into two: (1 – 10 and 11-100)- Show the poster(s)

- Practice pronouncing the numbers 1 - 1 0

- Introduce and play the ‘tahi, rua game’

- Discuss what changes when the numbers go past 10 to 100

- Practise pronouncing some of the numbers

- Play a game of bingo in Te Reo Māori+ Bingo game available through library “Kei a wai? Who has it? The Māori language learning game. Numbers and Numerals”+ Bingo game available in Syndicate Te Reo Māori kits

- Use number waiata like “Toru, Wha – Nga Pihi 1”- Use the ‘tahi, rua game’ as a daily warm up, as an early finishers game or when

needing to reinvigorate students.- Integrate the Te Reo bingo into your maths class…starting the day with a game

or two.

Days and Months (using the developed posters)- Show the poster(s)

- Practice pronouncing the days and then months

- Challenge students to think about associations and write ways to remember the days e.g. Rāmere Friday is the day that I am ‘merry’ because it is the day before the weekends. (You can also refer to meanings poster)

- Model how it looks when written in date format

- Challenge students to be able to correctly translate and then pronounce date(s) picked at random

- Use days of the week waiata like “Ko nga ra o te wiki nei”- Include in your daily routine. E.g. Write the date up in Mãori, ask a student to

say/translate the date into Mãori once a day etc.

Locations/Place names (Ngā wāhi)*This activity can be split into two: (known names and unknown or NZ place names and other countries)- Based on the provided clues (meanings of names etc.) students need to place

the Maori placenames on the map of NZ

- Discuss

- Explore pronunciation especially of commonly known Maori locations (e.g. Waikanae, Matiu, Whanganui-o-tara , Taupo etc.)

- Based on the provided clues (meanings of names etc.) students need to place the Maori placenames on the map of the world

- Reinforce at a later stage with introductions (below), quiz, random questions etc.

Ko wai koe? No wai koe? (Who are you? Where are you from?)- Discuss the difference between ahau (I), koe (you) and ia (he/she)

- Practice pronouncing Ko wai koe? And No wai koe?

- As a drama activity provide pairs of students with envelopes with a mixture of names and places inside. Students then need to pick out a name and place each. One partner will ask the questions Ko wai koe? And No wai koe? While the other will answer using the provided info. E.g. Ko Sally ahau. No Rotorua ahau.

- Discuss how to say where you live (E noho ana ahau ki te tiriti o Rona = I live on Rona St.)+ Tiriti = street+ Huarahi/Rori = Road+ Ara = Path (and can be used for crescent, aveue etc.)

- Use occasionally while doing the roll.- Create a mihi saying your name, where you’re from, your age, your nationality

etc.

Compliments/Apologies etc.Tino pai – Well doneTumeke – ChoiceKia kaha – Stay strongAtaahua – BeautifulAroha Nui – Much loveKia Ora – Well DoneWhakamiharo – Wonderful/Amazing

Kia Ora – Thank you

Aroha mai - Sorry

L2 Learning Activities (30 minute sessions…if that):It is good to ensure that all sessions include a written as well

as spoken component to reinforce any new learning.Kei te pehea koe? Asking how someone is feeling (using the developed posters)- Writing up the feelings students need to match the English with the Mãori

+ Start eliminating the simple well known ones + Then work through process of elimination + Show the poster

- Practice saying each of them aloud. After the first time practice making faces to easily explain each of the different feelings

- Write them up in language books creating diagrams to easily explain each of the different feelings

- Embed ‘Kei te pehea koe?’ into your classroom language in conjunction with greetings. Eg. When saying the roll or greeting students. Encourage students to return the question.