8 Te Reo Māori
Weekly outline
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E ngā kohungahunga o te kura waenganui o Mission Heights, nau mai, haere mai ki te taumata tuarua o te reo Maori! Ko Matua Anthony ahau. Ko tōku hiahia, he tino ngahau ā tātou haerenga ki te reo Māori i tēnei tau. Kia kaha, kia toa, kia manawanui!
Welcome to year 8 Te Reo Māori! The aim of this course is to build on your understanding of tikanga Māori and improve your ability to communicate in te reo Maori.
By the end of the course you will be able to:
- Recite 2 karakia
- Pronounce Māori words accurately.
- Use and respond to some basic greetings in te reo Māori
- Demonstrate an understanding of some common tikanga Māori
- Introduce yourself in te reo Māori (your name, where you are from, where you live, age)
- Communicate about yourself and your family, aspects of your home life, school life and other familiar contexts you experience in your day to day life.
- Say an appropriate pepeha
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 customs
WALT(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
Tikanga - Inoi / Karakia
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 Whakamutunga
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.
Nga Tuemi o nga Akomanga
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.He aha tenei, Tena, Tera?
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 __________.
Tikanga- Powhiri/pohiri
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.
Kupu hou for powhiri - puzzles
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 PuzzleMihi /Whakatau
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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