Section outline

  • This session we will continue to concentrate on what is needed for the assessment. our focus to is to have a strong understanding of what is required for their final assessment.

    Achievement Objectives:
    3.1 communicate, including comparing and contrasting, about habits, routines and customs

    WALT(We are learning to)

    Tuhituhi: 
    - Use resources, for example, dictionaries and glossaries to experiment with some new language in writing and to check spelling,
    - Prepare and write short texts on familiar topics

    Whakarongo: 
    - Get the gist of short oral texts that contain some unfamiliar language.

    Kōrero: 
    - Give short prepared talks on familiar topics,
    - Generally appropriate pronunciation, stress, rhythm and intonation.


    Success Criteria:

    3.1 communicate, including comparing and contrasting, about habits, routines and customs

    Activity:

    Carrying on with the pepeha mahi we will carry on looking at the sentence structure, which is the right one to use for different situations. You will research their waka, awa etc and place the names and what they are in the sentences structure that they are shown. If there is information that you don't know it would be good to ask your parents as the pepeha you are writing is about them because they are you.

    Kupu hou needed for their pepeha and what we are looking for:

    Sentence structure 

    Ko   .......... tōku     - ............ is my ..............

    Ko ............. me ........... ōku -  ............. and ............... are both my .........

    Example of structure below:

    Ko Hūnoke tōku Maunga - Hūnoke is my Mountain

    Ko Te Ruki Dunn me Te Rangahau Dunn ōku Mātua - Te Ruki Dunn and Te Rangahau Dunn are both my parents

    If students have only one parent they can use the above sentence structure and the correct kupu to help Identify what parent they have

    Example:

    Ko Te Ruki Dunn tōku pāpa 

    or

    Ko Te Rangahau Dunn tōku Māma