Course: 10 Te Reo Māori 1

Weekly outline

Select week General

General

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Nau mai, haere mai!
Mihimihi
E te whānau, nau mai hoki mai ki te reo māori 2023. Ko te tūmanako, he tino pai ō tātou haerenga ki te reo i tēnei tau!
Welcome to Year 10 te reo māori this year. I hope that we have an enjoyable journey together.
TOPICS
Mihimihi
Ko au me tōku whānau
Te āhua o ngā tangata
Marae & Pōhwiri
Select week Assessments

Assessments
- Select activity Tōku whānau
  Tōku whānau Assignment
  
  Prepare a profile of a whānau member or ancestor on a google slideshow OR poster.
  You may include (but are not limited to) the following information in your presentation
  Pepeha (of chosen person)
  Whakapapa chart (family tree) showing your connection to them
  Where they were born
  Where they grew up
  Where they went to school
  Their occupation
  Where the person has worked/works now
  Who the person married
  The person’s children, how many (if any)
  Why you have chosen this person
  What do you admire about them?
  A whakatauki to explain something about them.
  Notes:
  Biographical information should. be in te reo māori
  Explanation of your whakatauki and why you admire the person can be written in English
- Select activity Assessment 2: Te Ao Haka Dignitary
  
  Assessment 2: Te Ao Haka Dignitary Assignment
Select week 6 February - 12 February

6 February - 12 February
Whakawhanaungatanga
This week we will some activities to get to know each other better or to become more like a family. It will also mean learning more about who you are and connecting with your whakapapa.
Task
You will research some information about yourself to share with the class. It should include:
name and description of a place that one of your ancestors came from;
whakapapa of your family member that came from that place
description of the place ( geographical features, population etc)
share a well known story about one of your ancestors or a myth or legend from that place.
Select week 13 February - 19 February

13 February - 19 February
Mihimihi

Learning Outcomes:
Students will be able to:
describe tikanga (customs) associated with mihi
mihi to your classmates
perform a waiata tautoko
recite a new karakia
Whakatauki
“He aha te mea nui o te ao? He tangata, he tangata, he tangata!”
What is the most important thing in the world? It is people, it is people, it is people!
Manaakitanga or caring for people is of the utmost importance in te ao Māori. Whakawhanaungatanga is about building relationships, acknowledging people for who they are and trying to make connections.

Tikanga Māori - Inoi / Karakia/ Mihimihi/ Waiata tautoko
In Te Ao Māori karakia are ritual chants invoking spiritual guidance and protection. They are performed in every aspect of life. For example: welcoming the dawn and farewelling the day, to ensure a safe journey, blessing food, carving a wharenui etc. With the introduction of Christianity to New Zealand in the 19th Century, new karakia were written to acknowledge the Christian God and Jesus Christ.
Similarly in most gatherings (hui) it is customary for a person to welcome everyone that is attending by performing a mihi whakatau. Following the mihi a waiata is sung in support of the person who welcomed everyone. In class this year all students will learn waiata and how to give a mihi whakatau.
Select week 20 February - 26 February

20 February - 26 February
Tikanga Māori
Tikanga come form the word 'tika' which means to be correct or true. In te ao Māori, it is tikanga or correct and proper to follow a mihi or speech with a waiata tautoko.
This week we will begin to learn a new waiata to begin our class before karakia.
Ehara i te mea
Ehara i te mea
Nō nāianei te aroha
Nō nga tūpuna
Tuku iho, tuku iho
Te whenua, te whenua
Te oranga o te iwi
Nō nga tūpuna
Tuku iho, tuku iho
Whakapono, tumanako
Te aroha te aroha;
Nō nga tūpuna
Tuku iho, tuku iho.
Select week 27 February - 5 March

27 February - 5 March
Achievement Objectives:
Students should be able to:
1.1 greet, farewell, and acknowledge people and respond to greetings and acknowledgments
1.2 introduce themselves and others and respond to introductions
1.4 communicate about personal information, such as name, parents’ and grandparents’ names, iwi, hapū, mountain and river, or home town and place of family origin

Tōku Pepeha
Over the next few week you will learn about pepeha. In te ao Māori, your pepeha connects you to your whakapapa and goes all the way back to the creation of the world when the sky father Ranginui and mother earth Papatuānuku were separated to allow light to come into the world. We recognise our mountain, river or ocean,waka, iwi, hapū, and our marae (including wharenui & wharekai). The last thing we acknowledge is ourselves because we as humans were created last.
For non-māori, your pepeha should also take you back to where your ancestors came from and acknowledge the mountain, rivers etc that relate to that place.
You will need to do some research about where your ancestors originally came from so that you can connect to them and their home land.
Select week 6 March - 12 March

6 March - 12 March
Whakapapa
Whakapapa is our family history or genealogy. It’s knowing who we are and where we’re from. It provides us with identity and history, and connects us with our tūpuna with our tūpuna, whānau, whenua, iwi and marae.
Whakapapa was traditionally passed down through kōrero and waiata, as well as shared through carvings and karakia.
Select week 13 March - 19 March

13 March - 19 March
Whakapapa
Learning outcomes
You will be able to:
draw a whakapapa chart accurately with correct symbols from a given text
say who different people are on a family tree
Tasks on google classroom
Select week 20 March - 26 March

20 March - 26 March
Learning outcomes
This week you will learn:
how to say where someone was born
where a person grew up
where they come from originally
Sentence patterns:
Birth year & place: I whānau mai (person) i te tau (year) i (place)
I whānau mai ahau i te tau 1990 i Tāmaki Makaurau. I was born in the year 1990 in Auckland
Where you grew up: I tipu ake (person) i (place)
I tipu ake ahau i Ahitereiria. I grew up in Australia
Nō (iwi or place of ancestors origin) person
Nō Ngātikahungnu ahau I am from Ngāti Kahungnu
Select week 27 March - 2 April

27 March - 2 April
Likes & Dislikes
This week you will learn how to say what people like and dislike.
He pai ki au te [noun] I like [.......] He pai ki ahau ngā kina I like kinas
Kāore e pai ki ahau te/ngā [noun] I don't like [........] Kāore e pai ki ahau ngā huawhenua I don't like vegetables
Select week 3 April - 9 April

3 April - 9 April
This week you will be working on your assessment in class.
Select week 10 April - 16 April

10 April - 16 April
Select week 17 April - 23 April

17 April - 23 April
Select week Term 2 Week 1

Term 2 Week 1
Nau mai hoki mai whānau
Over the next three weeks you will be putting together your self-profile for your assessment
Select week Term 2 Week 2

Term 2 Week 2
Select week Term 2 Week 3

Term 2 Week 3
Ko wai au?
Assessment due
Select week Term 2 Week 4

Term 2 Week 4
Select week Term 2 Week 5

Term 2 Week 5
- Select activity Learning outcome:How to recite karakiaFor the rest...
  Learning outcome:
  How to recite karakia
  
  For the rest of term 2:
  You will recite both beginning karakia 'Tukua te wairua' and ending prayer 'Kia tau' in class
  Everyone will take turns to recite both karakia in different classes
- Select activity Karakia (Tukua te wairua)
  
  Karakia (Tukua te wairua) File
- Select activity Karakia (Kia Tau)
  
  Karakia (Kia Tau) File
Select week Term 2 Week 6

Term 2 Week 6
- Select activity Learning outcome:For a few sessions we will learn ...
  
  Learning outcome:
  For a few sessions we will learn how to use the two counting sentence structures in different contexts to help give a range of details about yourself and family members
Select week Term 2 Week 7

Term 2 Week 7
- Select activity Learning Outcomes:For the remainder of the term, w...
  
  Learning Outcomes:
  For the remainder of the term, we will accurately use the A/O category when describing relationships between family members
Select week Term 2 Week 8

Term 2 Week 8
- Select activity Learning outcome:Mihi to your classPerform a waiat...
  Learning outcome:
  Mihi to your class
  Perform a waiata tautoko
  For the remainder of the term, you will create a 1 minute mihi about you (Ko wai koe? Whakapapa and pepeha and find a waiata tautoko to perform and support your mihi
Select week Term 2 Week 9

Term 2 Week 9
Select week Term 2 Week 10

Term 2 Week 10
Select week Hararei (wiki tua1)

Hararei (wiki tua1)
- Select activity Text and media area
Select week Hararei (wiki tua2)

Hararei (wiki tua2)
- Select activity Text and media area
Select week Term 3 Week 1

Term 3 Week 1
- Select activity Nau mai hoki mai ki te wahanga tua3 o te tauKō te ...
  Nau mai hoki mai ki te wahanga tua3 o te tau
  Kō te tūamanako kia pai, kia tau hoki i tāu wā whakatā
  ko tēnei wahanga kei tūhura tātou i ngā āhua o te tangata
  
  Welcome back to Term 3 2023
  I hope you had an awesome and restful holiday
  
  Achievement Objective:
  We will be able to communicate about physical characteristics, personality and feelings
  
  Learning Outcomes:
  We will be able to:
  Name body parts
  Describe in detail themselves and other people
  (Height, hair, eyes, features, what they are wearing)
  Compare peopleDescribe how they are feeling (health)
  Describe people’s characteristics
  Ask and reply about age
  Whakatauki
  “He aha te mea nui o te ao? He tāngata, he tāngata, he tāngata!”
  What is the most important thing in the world? It is people, it is people, it is people!
  Manaakitanga or caring for people is of the utmost importance in te ao Māori. Whakawhanaungatanga is about building relationships, acknowledging people for who they are and trying to make connections.
  Te Tīnana (The body)
  Over the next few weeks you will learn to name all the different body parts using sentence structures to describe them
  Ngā Rerenga kōrero (sentences)
  He ______ tēnei/ēnei
  (This/these are ______)
  Kōtahi tōku ______ (singular)
  (I have one ______)
  E _____ ōku _____ (Plural)
  (I have __ ____)
  Tōku, ōku, Tōna, ōna, Tōu, ōu
  Success criteria:
  Know the different body parts
  Use singular possessive accurately
Select week Term 3 Week 2

Term 3 Week 2
FOCUS / ARONGA learning intentions:

We are FOCUSING.. electing and using language, symbols, and texts to communicate
Select week Term 3 Week 3

Term 3 Week 3
EXPLORE / TŪHURA learning intentions:

We are EXPLORING physical characteristics, personality and feelings
Select week Term 3 Week 4

Term 3 Week 4
Select week Term 3 Week 5

Term 3 Week 5
PLAN & DO / WHAKAMAHI learning intentions:

We are PLANNING so that we can demonstrate our final presentation
Select week Term 3 Week 6

Term 3 Week 6
Select week Hararei Wiki 1

Hararei Wiki 1
- Select activity Text and media area
Select week Hararei wiki 2

Hararei wiki 2
- Select activity Text and media area
Select week Term 4 Week 2

Term 4 Week 2
EXPLORE / TŪHURA learning intentions:

We are EXPLORING to find and Identify and describe the characteristics of music associated with cultural contexts.
We are EXPLORING to analyse and interpret knowledge of people associated with Te Ao Haka

Paearu Angitu / Success Criteria: I can/have...
Identify and describe the characteristics of music associated with a range of sound environments, in relation to historical, social, and cultural contexts.
Demonstrate knowledge of people associated with Māori performing arts
Hei Mahi / Activities:

Look into Assessment 2: Te Ao Haka Dignitary
Research about one Māori Dignitary

Mahi Kāinga / Homework:
Assessment 2: Te Ao Haka Dignitary
Select week Term 4 Week 3

Term 4 Week 3
EXPLORE / TŪHURA learning intentions:

We are EXPLORING to find and Identify and describe the characteristics of music associated with cultural contexts.
We are EXPLORING to analyse and interpret knowledge of people associated with Te Ao Haka

Paearu Angitu / Success Criteria: I can/have...
Identify and describe the characteristics of music associated with a range of sound environments, in relation to historical, social, and cultural contexts.
Demonstrate knowledge of people associated within Te Ao Haka
Hei Mahi / Activities:
Video analyse

- Meaning
- Effect
- Representation
Quickfire Case Study
- Split into 2 groups
- 10 mins to research
* Date of birth
* Place of birth
* Kapa Haka associated with
* Song they may have composed
(Reason behind their composition)
* Find a video of their song or them performing
- Dignitaries: Rob Ruha, Pere Wihongi
Mahi Kāinga / Homework:
Assessment 2: Te Ao Haka Dignitary
Select week Term 4 Week 4

Term 4 Week 4
EXPLORE / TŪHURA learning intentions:

We are EXPLORING to find and Identify and describe the characteristics of music associated with cultural contexts.
We are EXPLORING to analyse and interpret knowledge of people associated with Te Ao Haka

Paearu Angitu / Success Criteria: I can/have...

Identify and describe the characteristics of music associated with a range of sound environments, in relation to historical, social, and cultural contexts.
Demonstrate knowledge of people associated within Te Ao Haka
Hei Mahi / Activities:

Video
Te Ao Haka Journey
Waiata Hou
He aha te hau?
- Tikanga
- Words
- Rangi
He aha te hau link

Mahi Kāinga / Homework:
Assessment 2: Te Ao Haka Dignitary

Weekly outline

General

Nau mai, haere mai!

Mihimihi

Assessments

6 February - 12 February

13 February - 19 February

Mihimihi

Learning Outcomes:

Whakatauki

Tikanga Māori - Inoi / Karakia/ Mihimihi/ Waiata tautoko

20 February - 26 February

27 February - 5 March

6 March - 12 March

13 March - 19 March

20 March - 26 March

27 March - 2 April

3 April - 9 April

10 April - 16 April

17 April - 23 April

Term 2 Week 1

Term 2 Week 2

Term 2 Week 3

Term 2 Week 4

Term 2 Week 5

Term 2 Week 6

Term 2 Week 7

Term 2 Week 8

Term 2 Week 9

Term 2 Week 10

Hararei (wiki tua1)

Hararei (wiki tua2)

Term 3 Week 1

Term 3 Week 2

Term 3 Week 3

Term 3 Week 4

Term 3 Week 5

Term 3 Week 6

Hararei Wiki 1

Hararei wiki 2

Term 4 Week 2

Term 4 Week 3

Term 4 Week 4