8 Te Reo Māori
Weekly outline
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Nau Mai ki Te Reo Māori
Welcome to Year 8 Te Reo Māori
Matua Brent will be sharing and giving you a understanding of Te Reo me ona tikanga in te Ao Māori.
I hope you will enjoy a wonderful term with us.
You will have approximately 20 weeks of Te Reo Māori, 1 session per week. During that time you will complete the following:
Whanaungatanga (Relationships) this is a activity for the students to get to know each other and make connections in the classroom.
Achievement Objectives:
3.1 communicate, including comparing and contrasting, about habits, routines and customsWALT(We are learning to)
Building Whanaungatanga (Relationships): This is a activity for the students to get to know each other and make connections in the classroom.Success Criteria:
- Learn to pronounce and say these sentences correctly.
- To give this activity a go to build confidence.
- To give us a good understanding of the students level of knowledge of Te Reo Māori.Nga Ara Reo: Learning modes
Whakarongo: Get the gist of short oral texts that contain some unfamiliar language.
Panui: Get the gist of short written texts that contain some unfamiliar language.
Kōrero: Give short prepared talks on familiar topicsActivity:
This is an intro activity which students can use these 3 sets of basic questions and answers to begin building a connection in their own class.
1- We will practice saying these sentences using the correct pronounciation and tone.
2- students will pair up and the ask each other these questions.
3- Students will then move around the classroom and ask 5 other students in the classroom.
4- The final activity is in your pairs they will introduce each other to the classroom using the last 2 sentences in the resources provided.
Resources:
Patai: Questions
Ko wai Koe? = who are you?
No Hea Koe? = where are you from?
Whakautu: Answers
Ko ...... toku ingoa. = My name is ........
No .......... ahau = I am from ...........
Sentences to introduce your partner:
Ko ......... tona Ingoa = Their name is ............
No .......... ia = His/Her are from .............
Kupu Hou: word List:
Whakautu = Answers
Patai = Question
Ingoa = Name
Toku = Mine
Ia = Him/ Her
Ahau = Me/ My
Kupu Hou = Word list
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Karakia: In Te ao Māori some of the most familiar tikanga we believe is useful in and around a learning enviorment and to build wellbeing and focus in what ever we do is karakia. We will visit this tikanga and learn to adapt and make this apart of our learning routine.
Achievement Objectives:
3.1 communicate, including comparing and contrasting, about habits, routines and customsWALT(We are learning to)
Whakarongo: Get the gist of short oral texts that contain some unfamiliar language.
Kōrero: Use generally appropriate pronunciation, stress, rhythm and intonation.Success Criteria:
3.1 communicate, including comparing and contrasting, about habits, routines and customs
Activity:
-The teacher will display perform an example of how the karakia is said to the students. They will repeat back to the teacher to identify if they are saying the karakia properly.
- Students will work in pairs to build confidence in saying the karakia.
- Students will move into groups where they will learn to listen to each other and say the karakia in sync.
Ongoing Tasks
At the start of every session, we will stand and perform the karakia together to continue to learn the karakia together.
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Karakia: In te ao Māori some of the most familiar tikanga we believe is useful in and around a learning environment and to build wellbeing and focus is whatever we do is karakia. We will visit this tikanga and learn to adapt and make this apart of our learning routine.
Achievement Objectives:
3.1 communicate, including comparing and contrasting, about habits, routines and customsWALT(We are learning to)
Whakarongo: Get the gist of short oral texts that contain some unfamiliar language.
Kōrero: Use generally appropriate pronunciation, stress, rhythm and intonation.Success Criteria:
3.1 communicate, including comparing and contrasting, about habits, routines and customs
Activity:
-The teacher will display perform an example of how the karakia is said to the students. They will repeat back to the teacher to identify if they are saying the karakia properly.
- Students will work in pairs to build confidence in saying the karakia.
- Students will move into groups where they will learn to listen to each other and say the karakia in sync.
Ongoing Tasks
At the start of every session, we will stand and perform the karakia together to continue to learn the karakia together.
Activity:
The teacher will display an example of how the karakia is said.
Students will work in pairs to build confidence in saying the karakia.
Students in groups will learn to listen to each other and say the karakia in sync, to also critique each other.
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Learning the māori word to items that are in a classroom.
Achievement Objectives:
Building a word bank related to classroom items. this is a step to what they are learning.
WALT(We are learning to)
Whakaatū: Identify and respond to some visual and verbal features of texts and the ways these features interact for particular purposesSuccess Criteria:
2.2 communicate about possessions
Activity:Education Perfect is a platform on which students can build a understanding of te reo māori and be apart of a worldwide competition. This platform also has tasks set at different level for which our students can self extend themselves when they want too.
- Students will connect with the link provided.
- they will work throught the tasks that they are set.
- We will review by playing a game using the words they have learnt on education perfect.
Link: this is a link to our google classroom which will link you to the website:
https://classroom.google.com/u/0/c/Mjc5NTI0MzcyNjZa/p/NDA1MDkxMjMxNzha/details
Ongoing Tasks
Practice by entering on education perfect and review the words till you feel confident. -
This session we will look at the uses of tenei,tena,tera. using these kupu to understand the usages when asking a question of an item/object.
Achievement Objectives:
2.2 communicate about possessionsWALT(We are learning to)
Tuhituhi: Use resources, for example, dictionaries and glossaries to experiment with some new language in writing and to check spelling
Whakarongo: Get the gist of short oral texts that contain some unfamiliar language.
Kōrero: Use generally appropriate pronunciation, stress, rhythm and intonation.
Activity:
we will look at the usage of tenei, tena, tera and the sentence structures relative to these words to help you ask questions in māori. I want you to write the questions and answers, then practice these with the words you have learnt from the classroom items task.
Sentences structure
Patai = Question
To ask someone what item you have you would use:
He aha tenei? = What is this?
To reply you would use this sentence:He ______ tena = That is a __________.
The blank space would be filled with the name of the item/object that you are identifying.
When asking what is that object/item that your partner has you would use tena as seen below.
He aha tena? = What is that?
To answer you would swap it by replying using tenei as you can see below.
He _______ tenei. =This is a ________.
Finally, when you want to ask what an item is away from the both of you, you would ask the question below.
He aha tera? = What is that over there?
To answer you would not use tenei and tena as you dont possess this so you would use Tera as below.He _______ tera. = That over there is a __________.
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This session we will look at the different events that happen on a marae, the most common is the powhiri, an event on which welcomes visitors on to their marae.
Achievement Objectives:
5.3 communicate about past habits and routines;WALT(We are learning to)
Whakarongo
• make use of context and familiar language to work out meaning and relationships between things, events, and ideas;
TuhiTuhi
• write information on familiar topics in a range of contexts, past and present;Success Criteria:
to be confident in understanding the event the powhiri/whakatau process which happens on the marae.
Activity:
The teacher will display an example of each stage in a powhiri. Breaking down each stage and explain the process starting with
Karanga, wero, whaikorero, waiata tautoko, haka powhiri, kai, hongi.
I will be showing video examples of the powhiri process and students will identify who's the responsibility for these important roles and what is needed to perform these roles.
-
This session we will again look at the different events that happen on a marae, we will look at other ways of learning kupu hou related to powhiri.
Achievement Objectives:
4.3 communicate about obligations and responsibilities;WALT(We are learning to)
Whakarongo
• make use of context and familiar language to work out meaning and relationships between things, events, and ideas;
TuhiTuhi
• write information on familiar topics in a range of contexts, past and present;Success Criteria:
to be confident in understanding the key words in maori related to the event the powhiri/whakatau, which happens on the marae.
Activity:
These are fun ways of learning the name relating to powhiri just to see what our students can remember.
Powhiri Names - ProProfs Word Search Puzzle -
The importance of doing a Mihi or a mihi Whakatau is a place where manuhiri share what their intentions are when visiting a marae, who we are and where we are from. For Tangata whenua this is an opportunity to welcome the guest on to the marae and ask the question of what are you here for.
Achievement Objectives
4.3 communicate about obligations and responsibilities;WALT(We are learning to:
Kōrero :
• use generally appropriate pronunciation, stress, rhythm, and intonation.
Panui:
•Understand the overall meaning and specific detail in contexts that may contain some unfamiliar language;
Tuhituhi:
• write short texts on familiar topics;
Success Criteria:
students will learn and understand the mihi role which is apart of the powhiri.
Activity:
I will share with the students the structure of a mihi and explain what each part is and what is the significance. We will also go through the pronunciation of the sentence structure to build confidence for the students.
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This session students will work in pairs or a group to research and create a presentation around powhiri this is apart of their assessment, they will need to explain the roles and responsibilities and who does these roles.
Achievement Objectives:
5.3 communicate about past habits and routines;WALT(We are learning to)
Whakarongo
• make use of context and familiar language to work out meaning and relationships between things, events, and ideas;
TuhiTuhi
• write information on familiar topics in a range of contexts, past and present;Success Criteria:
to be confident in understanding the roles and responsibilities of a powhiri.
Activity:
Students are to research and create a google slide presentation about the roles and responsibilities of a pōwhiri. You are to put them in order and have images and at least a paragraph of information. You can present this as an individual in pairs or a group. You must provide efficient information as you will be sharing this in your presentation.
Use the roles as headings for each slide:
Marae:
Wero:
Karanga:
Haka Powhiri:
Manuhiri:
Tangata whenua:
Whaikōrero
Waiata tautoko:
Hongi:
Hakari:
Kaumatua:
Koha:
poropororaki:
Links:
Below are some links to help research information.$$-false-false-false-false-$-https://maaori.com/misc/powhiri.htm"> -
Reo Māori Assessment Task
For this task, you will Present your understanding of the tikanga of a powhiri process. You present as a group.
Your presentation must include the following information:
Explain the roles and responsibilities of a powhiri process.
Assessment Conditions
The information must be valid and correct.
Must present as a group in front of the class.
Must use the appropriate pronunciation of Te Reo Māori.
Achievement Objectives:
5.3 communicate about past habits and routines;WALT(We are learning to)
Korero• use appropriate pronunciation, stress, rhythm, and intonation.
Whakaatu:
• communicate information, ideas, or narrative through texts in which visual and verbal features interact to produce particular meanings and effects;
Success Criteria:
to be confident in presenting their information on the powhiri/whakatau process.
Activity:
Students will stand as a group and present to the class their understanding of the powhiri process and the roles and responsibilities.
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Powhiri Process Presentation. Assignment
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Powhiri Process Presentation. Assignment
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This week is looking at the past and present marae around Aotearoa. we would look at the different whakairo (carvings) and what they mean to the marae.
Achievement Objectives:
5.4 describe, compare, and contrast people, places, and things.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
Pānui: understand specific details in contexts that may contain some unfamiliar language.Activity:
to look at the marae itself and look at different
Sentences structure
whakairo- Carving
Marae- spiritual building
Kowhaiwhai- a Spiral artform
Tekoteko - carved statue
Kaitiaki- guardian
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Learning the māori word to items that are in a classroom.
Achievement Objectives:
Building a word bank related to Te Marae. this is a fun way of learning.
WALT(We are learning to)
Whakaatū: Identify and respond to some visual and verbal features of texts and the ways these features interact for particular purposesSuccess Criteria:
2.2 communicate about possessions
Activity:Quizlet: marae this is to look into the parts of the marae and the history that this building carries for our māori people. The idea is to build the students kupu hou (word) bank to build understanding.
- Students will connect with the link provided.- they will work through the tasks that they are set.
- We will review by playing a game using the words they have learned on Quizlet
Link: this is a link to our google classroom which will link you to the website:
https://classroom.google.com/u/0/c/Mjc5NTI0MzcyNjZa/p/NDA3NDYxMDI3MDRa/detailsOngoing Tasks
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We have Detox this week which means no computers but we have worksheets that we can work on it helps you to look at sentences and words related to how you are feeling and you can identify them. You can work through the word find and crosswords to build your word banks and also begin to see the sentence structures and practice writing.
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Nau Mai ki Te Reo Māori
Welcome to Year 8 Te Reo Māori
Matua Brent will be sharing and giving you an understanding of Te Reo me ona tikanga in te Ao Māori.
I hope you will enjoy a wonderful term with us.
You will have approximately 20 weeks of Te Reo Māori, 1 session per week. During that time you will complete the following:
Whanaungatanga (Relationships) is an activity for the students to get to know each other and make connections in the classroom.
Achievement Objectives:
3.1 communicate, including comparing and contrasting, about habits, routines and customsWALT(We are learning to)
Building Whanaungatanga (Relationships): This is a activity for the students to get to know each other and make connections in the classroom.Success Criteria:
- Learn to pronounce and say these sentences correctly.
- To give this activity a go to build confidence.
- To give us a good understanding of the students level of knowledge of Te Reo Māori.Nga Ara Reo: Learning modes
Whakarongo: Get the gist of short oral texts that contain some unfamiliar language.
Panui: Get the gist of short written texts that contain some unfamiliar language.
Kōrero: Give short prepared talks on familiar topicsActivity:
This is an intro activity which students can use these 3 sets of basic questions and answers to begin building a connection in their own class.
1- We will practice saying these sentences using the correct pronounciation and tone.
2- students will pair up and the ask each other these questions.
3- Students will then move around the classroom and ask 5 other students in the classroom.
4- The final activity is in your pairs they will introduce each other to the classroom using the last 2 sentences in the resources provided.
Resources:
Patai: Questions
Ko wai Koe? = who are you?
No Hea Koe? = where are you from?
Whakautu: Answers
Ko ...... toku ingoa. = My name is ........
No .......... ahau = I am from ...........
Sentences to introduce your partner:
Ko ......... tona Ingoa = Their name is ............
No .......... ia = His/Her are from .............
Kupu Hou: word List:
Whakautu = Answers
Patai = Question
Ingoa = Name
Toku = Mine
Ia = Him/ Her
Ahau = Me/ My
Kupu Hou = Word list
-
Karakia: In Te ao Māori some of the most familiar tikanga we believe is useful in and around a learning enviorment and to build wellbeing and focus in what ever we do is karakia. We will visit this tikanga and learn to adapt and make this apart of our learning routine.
Achievement Objectives:
3.1 communicate, including comparing and contrasting, about habits, routines and customsWALT(We are learning to)
Whakarongo: Get the gist of short oral texts that contain some unfamiliar language.
Kōrero: Use generally appropriate pronunciation, stress, rhythm and intonation.Success Criteria:
3.1 communicate, including comparing and contrasting, about habits, routines and customs
Activity:
-The teacher will display perform an example of how the karakia is said to the students. They will repeat back to the teacher to identify if they are saying the karakia properly.
- Students will work in pairs to build confidence in saying the karakia.
- Students will move into groups where they will learn to listen to each other and say the karakia in sync.
Ongoing Tasks
At the start of every session, we will stand and perform the karakia together to continue to learn the karakia together.
-
Karakia: In te ao Māori some of the most familiar tikanga we believe is useful in and around a learning environment and to build wellbeing and focus is whatever we do is karakia. We will visit this tikanga and learn to adapt and make this apart of our learning routine.
Achievement Objectives:
3.1 communicate, including comparing and contrasting, about habits, routines and customsWALT(We are learning to)
Whakarongo: Get the gist of short oral texts that contain some unfamiliar language.
Kōrero: Use generally appropriate pronunciation, stress, rhythm and intonation.Success Criteria:
3.1 communicate, including comparing and contrasting, about habits, routines and customs
Activity:
-The teacher will display perform an example of how the karakia is said to the students. They will repeat back to the teacher to identify if they are saying the karakia properly.
- Students will work in pairs to build confidence in saying the karakia.
- Students will move into groups where they will learn to listen to each other and say the karakia in sync.
Ongoing Tasks
At the start of every session, we will stand and perform the karakia together to continue to learn the karakia together.
Activity:
The teacher will display an example of how the karakia is said.
Students will work in pairs to build confidence in saying the karakia.
Students in groups will learn to listen to each other and say the karakia in sync, to also critique each other.
-
Learning the māori word to items that are in a classroom.
Achievement Objectives:
Building a word bank related to classroom items. this is a step to what they are learning.
WALT(We are learning to)
Whakaatū: Identify and respond to some visual and verbal features of texts and the ways these features interact for particular purposesSuccess Criteria:
2.2 communicate about possessions
Activity:Education Perfect is a platform on which students can build a understanding of te reo māori and be apart of a worldwide competition. This platform also has tasks set at different level for which our students can self extend themselves when they want too.
- Students will connect with the link provided.
- they will work throught the tasks that they are set.
- We will review by playing a game using the words they have learnt on education perfect.
Link: this is a link to our google classroom which will link you to the website:
https://classroom.google.com/u/0/c/Mjc5NTI0MzcyNjZa/p/NDA1MDkxMjMxNzha/details
Ongoing Tasks
Practice by entering on education perfect and review the words till you feel confident. -
This session we will look at the uses of tenei,tena,tera. using these kupu to understand the usages when asking a question of an item/object.
Achievement Objectives:
2.2 communicate about possessionsWALT(We are learning to)
Tuhituhi: Use resources, for example, dictionaries and glossaries to experiment with some new language in writing and to check spelling
Whakarongo: Get the gist of short oral texts that contain some unfamiliar language.
Kōrero: Use generally appropriate pronunciation, stress, rhythm and intonation.
Activity:
we will look at the usage of tenei, tena, tera and the sentence structures relative to these words to help you ask questions in māori. I want you to write the questions and answers, then practice these with the words you have learnt from the classroom items task.
Sentences structure
Patai = Question
To ask someone what item you have you would use:
He aha tenei? = What is this?
To reply you would use this sentence:He ______ tena = That is a __________.
The blank space would be filled with the name of the item/object that you are identifying.
When asking what is that object/item that your partner has you would use tena as seen below.
He aha tena? = What is that?
To answer you would swap it by replying using tenei as you can see below.
He _______ tenei. =This is a ________.
Finally, when you want to ask what an item is away from the both of you, you would ask the question below.
He aha tera? = What is that over there?
To answer you would not use tenei and tena as you dont possess this so you would use Tera as below.He _______ tera. = That over there is a __________.
-
This session we will look at the different events that happen on a marae, the most common is the powhiri, an event on which welcomes visitors on to their marae.
Achievement Objectives:
5.3 communicate about past habits and routines;WALT(We are learning to)
Whakarongo
• make use of context and familiar language to work out meaning and relationships between things, events, and ideas;
TuhiTuhi
• write information on familiar topics in a range of contexts, past and present;Success Criteria:
to be confident in understanding the event the powhiri/whakatau process which happens on the marae.
Activity:
The teacher will display an example of each stage in a powhiri. Breaking down each stage and explain the process starting with
Karanga, wero, whaikorero, waiata tautoko, haka powhiri, kai, hongi.
I will be showing video examples of the powhiri process and students will identify who's the responsibility for these important roles and what is needed to perform these roles.
-
This session we will again look at the different events that happen on a marae, we will look at other ways of learning kupu hou related to powhiri.
Achievement Objectives:
4.3 communicate about obligations and responsibilities;WALT(We are learning to)
Whakarongo
• make use of context and familiar language to work out meaning and relationships between things, events, and ideas;
TuhiTuhi
• write information on familiar topics in a range of contexts, past and present;Success Criteria:
to be confident in understanding the key words in maori related to the event the powhiri/whakatau, which happens on the marae.
Activity:
These are fun ways of learning the name relating to powhiri just to see what our students can remember.
Powhiri Names - ProProfs Word Search Puzzle -
The importance of doing a Mihi or a mihi Whakatau is a place where manuhiri share what their intentions are when visiting a marae, who we are and where we are from. For Tangata whenua, this is an opportunity to welcome the guest on to the marae and ask the question of what are you here for.
Achievement Objectives
4.3 communicate about obligations and responsibilities;WALT(We are learning to:
Kōrero :
• use generally appropriate pronunciation, stress, rhythm, and intonation.
Panui:
•Understand the overall meaning and specific detail in contexts that may contain some unfamiliar language;
Tuhituhi:
• write short texts on familiar topics;
Success Criteria:
students will learn and understand the mihi role which is apart of the powhiri.
Activity:
I will share with the students the structure of a mihi and explain what each part is and what is the significance. We will also go through the pronunciation of the sentence structure to build confidence for the students.
-
-
-
This session students will work in pairs or a group to research and create a presentation around powhiri this is apart of their assessment, they will need to explain the roles and responsibilities and who does these roles.
Achievement Objectives:
5.3 communicate about past habits and routines;WALT(We are learning to)
Whakarongo
• make use of context and familiar language to work out meaning and relationships between things, events, and ideas;
TuhiTuhi
• write information on familiar topics in a range of contexts, past and present;Success Criteria:
to be confident in understanding the roles and responsibilities of a powhiri.
Activity:
Students are to research and create a google slide presentation about the roles and responsibilities of a pōwhiri. You are to put them in order and have images and at least a paragraph of information. You can present this as an individual in pairs or a group. You must provide efficient information as you will be sharing this in your presentation.
Use the roles as headings for each slide:
Marae:
Wero:
Karanga:
Haka Powhiri:
Manuhiri:
Tangata whenua:
Whaikōrero
Waiata tautoko:
Hongi:
Hakari:
Kaumatua:
Koha:
poropororaki:
Links:
Below are some links to help research information.$$-false-false-false-false-$-https://maaori.com/misc/powhiri.htm">
-
Reo Māori Assessment Task
For this task, you will Present your understanding of the tikanga of a powhiri process. You present as a group.
Your presentation must include the following information:
Explain the roles and responsibilities of a powhiri process.
Assessment Conditions
The information must be valid and correct.
Must present as a group in front of the class.
Must use the appropriate pronunciation of Te Reo Māori.
Achievement Objectives:
5.3 communicate about past habits and routines;WALT(We are learning to)
Korero• use appropriate pronunciation, stress, rhythm, and intonation.
Whakaatu:
• communicate information, ideas, or narrative through texts in which visual and verbal features interact to produce particular meanings and effects;
Success Criteria:
to be confident in presenting their information on the powhiri/whakatau process.
Activity:
Students will stand as a group and present to the class their understanding of the powhiri process and the roles and responsibilities.
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Powhiri Assessment Term 4 Assignment
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Powhiri Assessment Term 4 Assignment
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