7 Te Reo Māori
Weekly outline
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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.
Kupu (words)
Whakataka te hau
Ki Te uru
Whakataka te hau
Ki Te Tonga
Kia Mākinakina ki uta
Kia mātaratara ki tai
E hī ake ana te atākura
He tio, he huka, he hau hū.
Tīhei maūri ora.
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Today we are looking at days, months colours and numbers in Te Reo Māori. Our aim is to carry on building on our foundation of kupu hou. This will also give us a guideline on what level you are at.
Achievement Objectives:
1.3 communicate about a number, using days of the week, months, and dates;
WALT(We are learning to)
Pānui
• identify letters of the Māori alphabet (arapū), letter combinations, basic written language conventions, and simple punctuation;Tuhituhi
• write letters and numbers
Whakarongo
• identify the sounds of letters of the Māori alphabet (arapū), letter combinations, intonation, and stress patterns;
Success Criteria:Students will be able to identify names, images and sounds relating to days, months numbers and colours.
Activity:
Students will visit education perfect as is good learning tool for our students they can learn and have fun learning.
Links:
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This week we will carry on with creating some kawa on which we will live by while we learn in our class. This will help the students to create an environment in which they will feel safe to work in.
Achievement Objectives:
2.1 communicate about relationships between people
WALT(We are learning to)
Creating Kawa (rules) in the classroom.Success Criteria:
Students will create and constructe a treaty on which we all as a akomanga agree on to build trust and correct behaviour in a classroom.
Activity:
Students will
- brainstorm Ideas, talk and share ideas to the classroom.
- combine ideas and themes to finalise what we believe are correct kawa for our classroom.
- we finalise and create our treaty for our akomanga.
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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 concentrate on basic greetings and building your understand of the different ways of how to greet people in different occasions.
Achievement Objectives:
3.1 communicate, including comparing and contrasting, about habits, routines and customsWALT(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.
Whakaatū: Identify and respond to some visual and verbal features of texts and the ways these features interact for particular purposesSuccess Criteria:
3.1 communicate, including comparing and contrasting, about habits, routines and customs
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 greetings they have learnt on education perfect.
Ongoing Tasks
The challenge for you is to try and use these greetings in and around the school to build confidence with He mihi.Link:
https://classroom.google.com/u/0/c/Mjc5NTI0MzcyNjZa/p/MzI0NzI2NTk1MDla/details
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This session we will 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 customsWALT(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:
This week we will be looking at in-depth the correct words relating to pepeha adding to what the students know or have learned in primary school. We will discuss why this is important for them and the usages of the pepeha. I will discuss what each word means in-depth to give the students a better understanding, as this will be a tool for them to use to help identify themselves and their whanau place in Aotearoa.
- Breaking down of each part of the pepeha
- What does each part mean in depth
- Using the headings create a research list for their pepeha.
- Provide examples of what this looks like.
- Working with the students to look at the whanau pepeha and support them in constructing their own pepeha.Kupu hou needed for their pepeha and what we are looking for:
Waka - Canoe
Meaning of Waka; waka is something that our māori people paddled from hāwaiki to Aotearoa in so each Iwi have a waka that we relate too. for you guys is the same thing how did your whanau come to Aotearoa (NZ) it could be plane etc. You can use an airline to describe how your whanau came to Aotearoa.
Awa- River
In our Rohe or Iwi, we have an Awa that we as a whanau Identify is apart of us. In your rohe or Iwi, what Awa do you identify too.
Maunga - Mountain
In our Rohe, we have a maunga which we identify is apart of us as a whanau. In your rohe or Iwi which maunga would you identify too.
Marae - Sacred building
A Marae is a place for us as a whanau to identify where we come from who our Rangatira and tupuna are of Iwi are and it is a place of knowing who we are in you Iwi do they identify a place which is sacred to you eg temple, church, house.
Rangatira - Chief/Leader
Māori people identify rangatira as someone who has lead or created our Iwi, you can use someone who is of great importance to you as a whanau this could be a president, country leader, priest and grandfather if you want.
Iwi - Tribe
Aotearoa have a lot of Iwi on which māori people relate to in one way or another. You can Identify your Iwi by what culture you and your whanau identify each other too.
Rohe- Area
Rohe is the area/big city, capitals from the Iwi on which your parent was brought up in.
Hapu - Sub-tribe
Māori identifies to a hapu within an Iwi you can Identify a hapu by researching or asking your parents what township they lived or were brought up in.
Ingoa - Name
your Name is Important you must have and say your first and last name.
Mātua- Parents
Naming your parents is also important you must write and say their first and last name and also if you can your dad name first.
Homework
Research their pepeha (on their fathers side) go home and speak to their parents and seek answers on parts of the pepeha that they do not know and if they do not know then they can ask who would know and how do could I get the answers.
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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, these sentences are important to complete your assessment.
Achievement Objectives:
3.1 communicate, including comparing and contrasting, about habits, routines and customsWALT(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 topicsSuccess Criteria:
3.1 communicate, including comparing and contrasting, about habits, routines and customs
Activity:
We will carry on looking at the sentence structure, you will use your research of your pepeha and place the names in the correct sentences structure (as displayed below) to build your pepeha.
Kupu hou needed for their pepeha and what we are looking for:
Sentence structureKo .......... 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
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This session is your chance to sit with the kaiako and review your pepeha, this is a chance to make sure you have the correct spelling and correct use of the sentences. Once you have been seen by mtua and its confirmed that it is right you can start creating your presentation. You will create one slide per sentnce and you will research and place at least 2 images that represent the sentences in the presentation. Make sure the images are relevant as these will be images to help you remember your sentence.
Achievement Objectives:
3.1 communicate, including comparing and contrasting, about habits, routines and customsWALT(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
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:
Once you have gathered all the information and filled in your sentence strucuture you can start creating your pepeha Slide this slide will have 1 sentence per slide and you will research at least 2 images that represent the sentences above.
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Carry on finishing your slides, checking with Matua that you are on the right track. Once you are finished editing your presentation you can work in peers practicing say the sentences to build confidence in presenting your slides.
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
Kōrero:
- Give short prepared talks on familiar topics,
- Generally appropriate pronunciation, stress, rhythm and intonation.Whakaatu:
- Present or perform a kōrero pūrākau, whakataukī, pepehā, or waiata, making effective use of visual language features.Success Criteria:
3.1 communicate, including comparing and contrasting, about habits, routines and customs
Activity:
Finish your presentation, then get into pairs and practice saying your presentation to build confidence.
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Achievement Objectives:
2.1 communicate about relationships between people;
3.1 communicate, including comparing and contrasting, about habits, routines and customs
WALT(We are learning to)
Kōrero:
- Give short prepared talks on familiar topics,
- Generally appropriate pronunciation, stress, rhythm and intonation.Whakaatu:
- Present or perform a kōrero pūrākau, whakataukī, pepehā, or waiata, making effective use of visual language features.Success Criteria:
To stand and present your pepeha in te reo Māori showing your slides as a visual aid for the class.
Activity:
Finish your presentation,
- To present in front of the class
- Have no sentences present on your slides
- make it visual and easy to follow.
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yr 7 Te Reo Māori: Pepeha Assignment
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This week we are looking to how to tell the time in te reo māori.
Achievement Objectives:
2.4 communicate about time, weather, and seasonsWALT(We are learning to)
- Learn to pronounce and say these sentences correctly.
- To give this activity go-to to build confidence.
- To give us a good understanding of the students level of knowledge of Te Reo Māori.Success Criteria:
To be able to pronounce the sentence structures and have the confidence to say
Nga Ara Reo: Learning modes
Whakarongo:
Get the gist of short oral texts that contain some unfamiliar language
Tuhituhi :
Use resources (for example, dictionaries and glossaries) to experiment with some new language in writing and to check spelling;
Activity:
Students will work on a task sheet, we will look at the clock face and understand using the structure of the sentences:
Link:
https://docs.google.com/document/d/1BKN9PQygHYshmpU6qIiYPdieqmJriavduTJzkI3mFhc/edit?userstoinvite=ngatipu1956@gmail.com&ts=5d9f0315&actionButton=1 -
This is a just another way of see what the students have learnt and also making it fun by using online crosswords, word search and word jumble. and also quizlet.
https://www.proprofs.com/games/crossword/greetings-in-mori/
https://www.proprofs.com/games/word-search/kupu-hou-nga-tae/
https://www.proprofs.com/games/word-games/word-scramble/numa/
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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 7 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 understand what is important in Te Ao Māori.
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.
-
This week we will carry on with creating some kawa on which we will live by while we learn in our class. This will help the students to create an environment in which they will feel safe to work in.
Achievement Objectives:
2.1 communicate about relationships between people
WALT(We are learning to)
Creating Kawa (rules) in the classroom.Success Criteria:
Students will create and constructe a treaty on which we all as a akomanga agree on to build trust and correct behaviour in a classroom.
Activity:
Students will
- brainstorm Ideas, talk and share ideas to the classroom.
- combine ideas and themes to finalise what we believe are correct kawa for our classroom.
- we finalise and create our treaty for our akomanga.
-
Today we are looking at days, months colours and numbers in Te Reo Māori. Our aim is to carry on building on our foundation of kupu hou. This will also give us a guideline on what level you are at.
Achievement Objectives:
1.3 communicate about a number, using days of the week, months, and dates;
WALT(We are learning to)
Pānui
• identify letters of the Māori alphabet (arapū), letter combinations, basic written language conventions, and simple punctuation;Tuhituhi
• write letters and numbers
Whakarongo
• identify the sounds of letters of the Māori alphabet (arapū), letter combinations, intonation, and stress patterns;
Success Criteria:Students will be able to identify names, images and sounds relating to days, months numbers and colours.
Activity:
Students will visit education perfect as is good learning tool for our students they can learn and have fun learning.
Links:
-
This session we will concentrate on basic greetings and building your understand of the different ways of how to greet people in different occasions.
Achievement Objectives:
3.1 communicate, including comparing and contrasting, about habits, routines and customsWALT(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.
Success Criteria:
3.1 communicate, including comparing and contrasting, about habits, routines and customs
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 greetings they have learnt on education perfect.
Ongoing Tasks
The challenge for you is to try and use these greetings in and around the school to build confidence with He mihi.Link:
https://classroom.google.com/u/0/c/Mjc5NTI0MzcyNjZa/p/MzI0NzI2NTk1MDla/details
-
This session we will 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 customsWALT(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:
This week we will be looking at in-depth the correct words relating to pepeha adding to what the students know or have learned in primary school. We will discuss why this is important for them and the usages of the pepeha. I will discuss what each word means in-depth to give the students a better understanding, as this will be a tool for them to use to help identify themselves and their whanau place in Aotearoa.
- Breaking down of each part of the pepeha
- What does each part mean in depth
- Providing examples of what this looks like.
- Working with the students to look at the whanau pepeha and support them in constructing their own pepeha.Kupu hou needed for their pepeha and what we are looking for:
Waka - Canoe
Meaning of Waka; waka is something that our māori people paddled from hāwaiki to Aotearoa in so each Iwi have a waka that we relate too. for you guys is the same thing how did your whanau come to Aotearoa (NZ) it could be plane etc. You can use an airline to describe how your whanau came to Aotearoa.
Awa- River
In our Rohe or Iwi, we have an Awa that we as a whanau Identify is apart of us. In your rohe or Iwi, what Awa do you identify too.
Maunga - Mountain
In our Rohe, we have a maunga which we identify is apart of us as a whanau. In your rohe or Iwi which maunga would you identify too.
Marae - Sacred building
A Marae is a place for us as a whanau to identify where we come from who our Rangatira and tupuna are of Iwi are and it is a place of knowing who we are in you Iwi do they identify a place which is sacred to you eg temple, church, house.
Rangatira - Chief/Leader
Māori people identify rangatira as someone who has lead or created our Iwi, you can use someone who is of great importance to you as a whanau this could be a president, country leader, priest and grandfather if you want.
Iwi - Tribe
Aotearoa have a lot of Iwi on which māori people relate to in one way or another. You can Identify your Iwi by what culture you and your whanau identify each other too.
Rohe- Area
Rohe is the area/big city, capitals from the Iwi on which your parent was brought up in.
Hapu - Sub-tribe
Māori identifies to a hapu within an Iwi you can Identify a hapu by researching or asking your parents what township they lived or were brought up in.
Ingoa - Name
your Name is Important you must have and say your first and last name.
Mātua- Parents
Naming your parents is also important you must write and say their first and last name and also if you can your dad name first.
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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 customsWALT(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 structureKo .......... 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
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This session is your chance to sit with the kaiako and review your pepeha, this is a chance to make sure you have the correct spelling and correct use of the sentences. Once you have been seen by mtua and its confirmed that it is right you can start creating your presentation. You will create one slide per sentnce and you will research and place at least 2 images that represent the sentences in the presentation. Make sure the images are relevant as these will be images to help you remember your sentence.
Achievement Objectives:
3.1 communicate, including comparing and contrasting, about habits, routines and customsWALT(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
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:
Once you have gathered all the information and filled in your sentence strucuture you can start creating your pepeha Slide this slide will have 1 sentence per slide and you will research at least 2 images that represent the sentences above.
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This session we will be learning the school haka as a chance for the students to be apart of something big for their kura.
Achievement Objectives:
3.3 give and follow directions
(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.
Activity:
We will be learning the school haka this is something that is important for all students as it is a legacy that has been created since 2018.
we will be learning:
- words and meaning of the words
- History and who wrote the haka
- actions to the haka
- the appropriate time to use this haka eg: celebration, giving mana to someone.
Haka words
Kia Mana Ake
Kia Rite, Kia Rite, Kia Mau!
HI!
Torona Titaha!
Titaha!
Ko wai e tū ake nei?
ngā taonga o tātou tipuna
E tū ana tātou i raro i te maru o Puke Ariki, me te mana o Ngai Tai e
Toia mai
I Te waka
Toia mai
I Te waka, He waka takohanga, He waka mātauranga e,
He waka eke noa, Aue hi!
Me takatū tātou
Me takatū tātou, Kia puāwai, kia whakapakari e, He waka kore hoe, he tangata kore huarahi
Aue Kia Kaha!
Hi!
Aue Kia Maia
Ha! Aue kia manawanui I tēnei ao hurihuri
Ahakoa ngā tuatea, ngā pārawa koinei te ope haere ki Tawhiti
Aue Kia Mana Ake
Aue hi!
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Carry on finishing your slides, checking with Matua that you are on the right track. Once you are finished editing your presentation you can work in peers practicing say the sentences to build confidence in presenting your slides.
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
Kōrero:
- Give short prepared talks on familiar topics,
- Generally appropriate pronunciation, stress, rhythm and intonation.Whakaatu:
- Present or perform a kōrero pūrākau, whakataukī, pepehā, or waiata, making effective use of visual language features.Success Criteria:
3.1 communicate, including comparing and contrasting, about habits, routines and customs
Activity:
Finish your presentation, then get into pairs and practice saying your presentation to build confidence.
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We will be doing our presentation of your pepeha this may take the next 2 sessions to finish this kaupapa.
Achievement Objectives:
2.1 communicate about relationships between people;
3.1 communicate, including comparing and contrasting, about habits, routines and customs
WALT(We are learning to)
Kōrero:
- Give short prepared talks on familiar topics,
- Generally appropriate pronunciation, stress, rhythm and intonation.Whakaatu:
- Present or perform a kōrero pūrākau, whakataukī, pepehā, or waiata, making effective use of visual language features.Success Criteria:
To stand and present your pepeha in te reo Māori showing your slides as a visual aid for the class.
Activity:
Finish your presentation,
- To present in front of the class
- Have no sentences present on your slides
- make it visual and easy to follow.
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Yr 7 Pepeha Assessment Assignment
this is where you will upload your pepeha slide they must have the sentences on the slide.
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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 an understanding of te reo māori and be apart of a worldwide competition. This platform also has tasks set at a 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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Achievement Objectives:
2.4 communicate about time, weather, and seasonsWALT(We are learning to)
- Learn to pronounce and say these sentences correctly.
- To give this activity go-to to build confidence.
- To give us a good understanding of the students level of knowledge of Te Reo Māori.Success Criteria:
To be able to pronounce the sentence structures and have the confidence to say
Nga Ara Reo: Learning modes
Whakarongo:
Get the gist of short oral texts that contain some unfamiliar language
Tuhituhi :
Use resources (for example, dictionaries and glossaries) to experiment with some new language in writing and to check spelling;
Activity:
Students will work on a task sheet, we will look at the clock face and understand using the structure of the sentences:
Link:
https://docs.google.com/document/d/1BKN9PQygHYshmpU6qIiYPdieqmJriavduTJzkI3mFhc/edit?userstoinvite=ngatipu1956@gmail.com&ts=5d9f0315&actionButton=1 -
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