Curriculum level 1 lesson plans
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Feelings/States of being
Likes and dislikes
Location words
Name and home
Greetings and farewells
Days and months
Number (1-10)
Age
Maui’s fish
Curriculum level 1 lesson plans
From: TKI | Te reo Māori in the New Zealand Curriculum | Lesson plans
http://tereomaori.tki.org.nz/Teacher-resources/Te-reo-Maori-lesson-plans/Curriculum-level-1-lesson-plans
© New Zealand Ministry of Education 2010 – copying restricted to use by the New Zealand education sector
Page 1 of 27
Kei te pēhea koe? - How are you?
Achievement objective
1.7
Use and respond to simple classroom language.
Learning intention
Students can:
 ask and answer one another about how they are feeling.
Modes
At the end of this lesson, students can:
Whakarongo – Listening
 Recognise and understand simple, familiar spoken words, phrases, and
sentences.
Kōrero - Speaking
 Ask simple questions.
Materials
Resource sheet 1A: Kei te pēhea koe?
Curriculum level 1 lesson plans
From: TKI | Te reo Māori in the New Zealand Curriculum | Lesson plans
http://tereomaori.tki.org.nz/Teacher-resources/Te-reo-Maori-lesson-plans/Curriculum-level-1-lesson-plans
© New Zealand Ministry of Education 2010 – copying restricted to use by the New Zealand education sector
Page 2 of 27
Lesson sequence
Before the lesson, print off copies of Resource sheet 1 and place them on the
walls around the room.
Introduce the vocabulary to describe how someone is feeling (see Language
to use below). Ask the students to move to the picture that best reflects how
they are feeling. Ask the students individually in Māori how they are.
Kei te pēhea koe Joey?
How are you Joey?
Kei te pai au.
I am good.
Kei te koa au.
I am happy.
Kei te hiamoe au.
I am sleepy.
Language to use
Kei te pēhea koe?
How are you?
Adjectives
hiamoe
hiakai
pai
pōuri
riri
koa
sleepy
hungry
good
sad
angry
happy
Nouns
hoa
whaea
tuahine
tungāne
friend
mother
sister (of a male)
brother (of female)
Pronouns
ia, koe, au
he/she, you (singular), I
Possessive
tō
your (singular)
Curriculum level 1 lesson plans
From: TKI | Te reo Māori in the New Zealand Curriculum | Lesson plans
http://tereomaori.tki.org.nz/Teacher-resources/Te-reo-Maori-lesson-plans/Curriculum-level-1-lesson-plans
© New Zealand Ministry of Education 2010 – copying restricted to use by the New Zealand education sector
Page 3 of 27
Tips
Identify the local dialect used for the question ‘how are you?’ Do local iwi ask
‘Kei te pēhea koe?’ or ‘E pēwhea ana koe?’ Read the link below that describes
these two variations.
Variation
When out in the play ground, ask how the students are.
Greet and ask visitors how they are as they arrive at your room.
Note: Consider whether the visitor is confident in doing this.
Further learning
Extend the vocabulary by drawing and labelling other pictures. Ask the
students how another person is.
Kei te pēhea tō whaea?
How is your mum?
Kei te koa ia.
She is happy.
Kei te pēhea tō hoa?
How is your friend?
Kei te hiakai ia.
S/he is hungry.
Kei te pēhea tō tungāne?
How is your brother? (of a female)
Kei te pai ia.
He is well.
Other resources
Ministry of Education. (2000). Waiata Kōhungahunga. [Audio Cassette: Side
1 Song 2]. Wellington: Learning Media.
For ways that you can ask ‘How are you?’ (followed by an interactive) see:
http://tewhanake.otago.ac.nz/kakano/modules/module01/exercise04.html
Curriculum level 1 lesson plans
From: TKI | Te reo Māori in the New Zealand Curriculum | Lesson plans
http://tereomaori.tki.org.nz/Teacher-resources/Te-reo-Maori-lesson-plans/Curriculum-level-1-lesson-plans
© New Zealand Ministry of Education 2010 – copying restricted to use by the New Zealand education sector
Page 4 of 27
He tino pai - Very good
Achievement objective
1.6
Understand and use simple politeness conventions, for example
complimenting people
Learning intentions
Students can:
 State likes and dislikes
 Understand when the teacher compliments them.
Modes
At the end of this lesson, students can:
Whakarongo - Listening
 Recognise and understand simple, familiar spoken words, phrases,
and sentences.
Kōrero - Speaking
 Imitate the pronunciation, intonation, stress, and rhythm of te reo
Māori words, phrases, and sentences.
Mātakitaki - Viewing
 Interpret meanings that are conveyed in combinations of words and
images or symbols.
Curriculum level 1 lesson plans
From: TKI | Te reo Māori in the New Zealand Curriculum | Lesson plans
http://tereomaori.tki.org.nz/Teacher-resources/Te-reo-Maori-lesson-plans/Curriculum-level-1-lesson-plans
© New Zealand Ministry of Education 2010 – copying restricted to use by the New Zealand education sector
Page 5 of 27
Lesson sequence
Ask the students to name things they like within chosen categories, e.g.
televison characters or programmes, sports teams, singers, food types.
Draw a table, similar to the example below, on the board and write the
students’ choices in the top horizontal row.
Explain to the students that their preferred choices are shown across the top
row and the words ‘he pai’, ‘he tino pai’ and ‘kāo’ are written down the lefthand side of the table.
He pai
He tino pai
Kāo
For example, ask the class their opinion of one of the TV programmes listed:
He pai a ‘_______’?
Āe, he pai.
Āe, he tino pai.
Kāo.
Is ‘________’ good?
Yes, it’s good.
Yes, it’s very good.
No.
Using the structure of the question above, continue to ask each student his
or her opinion about TV characters/singers/groups/foods/sports etc. Mark
each response with a tick.
By the end of the exercise the class will have identified the most popular and
least popular choices in the selected category.
Curriculum level 1 lesson plans
From: TKI | Te reo Māori in the New Zealand Curriculum | Lesson plans
http://tereomaori.tki.org.nz/Teacher-resources/Te-reo-Maori-lesson-plans/Curriculum-level-1-lesson-plans
© New Zealand Ministry of Education 2010 – copying restricted to use by the New Zealand education sector
Page 6 of 27
Further learning
Continue to use ‘pai’, ‘tino pai’, ‘rawe’ and other phrases to praise students
for good work:
He pai.
Good. Well done.
Tēnā koe e Rewi.
Thank you Rewi.
He tino pai tō kōrero.
What you have said is very good.
He tino pai tō pikitia.
Your picture is great.
He tino pai tō mahi.
Your work is great.
He rawe tō kōrero.
What you have said is excellent.
Curriculum level 1 lesson plans
From: TKI | Te reo Māori in the New Zealand Curriculum | Lesson plans
http://tereomaori.tki.org.nz/Teacher-resources/Te-reo-Maori-lesson-plans/Curriculum-level-1-lesson-plans
© New Zealand Ministry of Education 2010 – copying restricted to use by the New Zealand education sector
Page 7 of 27
Kei hea a Amo? - Where is Amo?
Achievement objective
1.5
Communicate about location
Learning intentions
Students can:
 Understand, and use, location words.
Modes
At the end of this lesson, students can:
Whakarongo - Listening
 Recognise and understand simple, familiar spoken words, phrases, and
sentences.
Kōrero - Speaking
 Respond appropriately to simple, familiar instructions and simple
questions.
Mātakitaki - Viewing
 Interpret meanings that are conveyed in combinations of words and
images or symbols.
Curriculum level 1 lesson plans
From: TKI | Te reo Māori in the New Zealand Curriculum | Lesson plans
http://tereomaori.tki.org.nz/Teacher-resources/Te-reo-Maori-lesson-plans/Curriculum-level-1-lesson-plans
© New Zealand Ministry of Education 2010 – copying restricted to use by the New Zealand education sector
Page 8 of 27
Lesson sequence
In this series of activities, introduce prepositions or location words over
several lessons, for example: Where is Amo? Amo is outside.
Ask a student (e.g. Amo) to stand just outside the classroom. Then ask the
students ‘Kei hea a Amo?’, ‘Where is Amo?’
The students reply:
Kei waho.
Kei waho a Amo.
Outside.
Amo is outside.
Have the students take turns standing outside the classroom while the others
ask where she or he is.
Integrate ‘waho’ into everyday classroom dialogue, e.g. when going to the
playing field say ‘Me haere tātou ki waho’, ‘Let’s go outside’, ‘Me haere
koutou ki waho’, ‘You should go outside’.
Language to use
Prepositions
raro
under
roto
inside
runga
on/above
waho
outside
Kei hea a Amo?
Kei waho a Amo.
Kei waho a Amo i te ruma.
Where is Amo?
Amo is outside.
Amo is outside the room.
Curriculum level 1 lesson plans
From: TKI | Te reo Māori in the New Zealand Curriculum | Lesson plans
http://tereomaori.tki.org.nz/Teacher-resources/Te-reo-Maori-lesson-plans/Curriculum-level-1-lesson-plans
© New Zealand Ministry of Education 2010 – copying restricted to use by the New Zealand education sector
Page 9 of 27
Tips
Second language learning theory suggests that opposites should not be
taught together, as this makes it more difficult for the learner, for example:
outside, inside.
Consider local variations of the question e.g. Kai hea …? (Ngāti Kahungunu,
Ngāi Tūhoe etc.), Kei whea …? (Tainui).
Further learning
Continue to introduce other prepositions during subsequent lessons. For
example, introduce the Māori word for ‘under’ by playing an under the mat
activity:
Kei hea ngā pene?
Where are the pens?
Kei raro.
Under.
Kei raro ngā pene i te whāriki.
The pens are under the mat.
Continue to reinforce this vocabulary by using questions that ask where
people and things are, e.g.
Kei hea a Hone?
Where is Hone?
Kei hea te tumuaki?
Where is the principal?
Kei waho te tumuaki.
The principal is outside.
Introduce runga (on/above) and roto (inside) in two further sessions.
Kei hea te kai?
Where is the food?
Kei roto te kai.
The food is inside.
Kei roto te kai i te kāpata.
The food is in the cupboard.
Me haere tātou ki roto.
Let’s go inside.
Kei runga te pukapuka i te tēpu.
The book is on the table.
Curriculum level 1 lesson plans
From: TKI | Te reo Māori in the New Zealand Curriculum | Lesson plans
http://tereomaori.tki.org.nz/Teacher-resources/Te-reo-Maori-lesson-plans/Curriculum-level-1-lesson-plans
© New Zealand Ministry of Education 2010 – copying restricted to use by the New Zealand education sector
Page 10 of 27
Kei Ōtara taku kāinga - My home is at Ōtara
Achievement objectives
1.2
1.4
Introduce themselves and others and respond to introductions
Communicate about personal information such as name and home.
Learning intention
Students can:
 Respond to questions asking about personal information.
Modes
At the end of this lesson, students can:
Kōrero - Speaking
 Respond appropriately to simple, familiar instructions and simple
questions.
Pānui - Reading
 Identify letters of the Māori alphabet (arapū), letter combinations,
basic written language conventions, and simple punctuation.
Tuhituhi - Writing
 Write simple, familiar words, phrases, and sentences using the
conventions of written language, such as appropriate spelling and
punctuation.
Materials
Resource sheet 1B: Ngā ingoa
Resource sheet 1C: Kei Ōtara taku kāinga
Photos of people and places from magazines, etc (optional).
Curriculum level 1 lesson plans
From: TKI | Te reo Māori in the New Zealand Curriculum | Lesson plans
http://tereomaori.tki.org.nz/Teacher-resources/Te-reo-Maori-lesson-plans/Curriculum-level-1-lesson-plans
© New Zealand Ministry of Education 2010 – copying restricted to use by the New Zealand education sector
Page 11 of 27
Lesson sequence
Before the lesson, cut up Resource sheet 1B: Ngā ingoa, and make copies of
Resource sheet 1C: Kei Ōtara taku kāinga.
Place the cards of the people’s names and place names in two piles, face
down in front of the group of students. Tell them to take turns selecting a
name and a place card. They are to pretend to be that person and introduce
themselves:
Introduce these sentences in Māori.
Ko _______ taku ingoa.
My name is ________.
Kei _______ taku kāinga.
My home is in ________.
Asks them to introduce themselves (in their character roles) in Māori, placing
the names in the sentences.
For example,
Ko Lilo taku ingoa.
Kei Ōtara taku kāinga.
When the students have had the opportunity to practise saying these
sentences have them draw self portraits. If they are able, ask them to write
their real name underneath their portrait, and where they live, in Māori.
Language to use
Ko wai tō ingoa?
Kei (w)hea tō kāinga?
What is your name?
Where is your home?
Tips
Māori often ask where someone is from, before they ask what their name is.
Nō hea koe?
Nō Taranaki ahau.
Where are you from?
I am from Taranaki.
Curriculum level 1 lesson plans
From: TKI | Te reo Māori in the New Zealand Curriculum | Lesson plans
http://tereomaori.tki.org.nz/Teacher-resources/Te-reo-Maori-lesson-plans/Curriculum-level-1-lesson-plans
© New Zealand Ministry of Education 2010 – copying restricted to use by the New Zealand education sector
Page 12 of 27
Variation
Cut out characters from magazines as substitutes for written names. Ensure
a broad representation of characters.
Further learning
Introduce questions to initiate discussion.
Ko wai tō ingoa?
Kei hea tō kāinga?
What is your name?
Where is your home?
Students answer these questions in character, or simply introduce
themselves, e.g.
Ko Kate taku ingoa.
Kei Smith Street taku kāinga.
Other resources
Question four of the short interactive quiz below models pronunciation for ‘Ko
wai tō ingoa?’:
http://www.korero.maori.nz/forlearners/basics/lessons/tahi-phrase.html
The target questions are modeled in this brief cartoon below:
http://tewhanake.otago.ac.nz/kakano/modules/module01/movie.html
Curriculum level 1 lesson plans
From: TKI | Te reo Māori in the New Zealand Curriculum | Lesson plans
http://tereomaori.tki.org.nz/Teacher-resources/Te-reo-Maori-lesson-plans/Curriculum-level-1-lesson-plans
© New Zealand Ministry of Education 2010 – copying restricted to use by the New Zealand education sector
Page 13 of 27
Kia ora - Hi
Achievement objective
1.1
Greet, farewell, and thank people and respond to greetings and
acknowledgements.
Learning intention
Students can:
 use and respond to formal and informal greetings.
Modes
At the end of this lesson, students can:
Whakarongo - Listening
 Recognise and understand simple, familiar spoken words, phrases, and
sentences.
Kōrero - Speaking
 Imitate the pronunciation, intonation, stress, and rhythm of te reo
Māori words, phrases, and sentences.
Curriculum level 1 lesson plans
From: TKI | Te reo Māori in the New Zealand Curriculum | Lesson plans
http://tereomaori.tki.org.nz/Teacher-resources/Te-reo-Maori-lesson-plans/Curriculum-level-1-lesson-plans
© New Zealand Ministry of Education 2010 – copying restricted to use by the New Zealand education sector
Page 14 of 27
Lesson Sequence
In this roll call exercise, greet each student in Māori using ‘Kia ora’, e.g. ‘Kia
ora Sarah’.
The students should respond by saying ‘Kia ora (Ms/Mrs/Mr) _________.’
After a few days introduce ‘Tēnā koe’ as an alternative greeting when calling
the roll. Note that this is more formal than ‘Kia ora’.
Use the greetings around the playground and to greet visitors to the room
e.g. ‘Tēnā koe Ms Smith’.
Language to use
Kia ora
Tēnā koe
Tēnā kōrua
Tēnā koutou
Tēnā koe e hoa
Tēnā koe Sarah
Tēnā koutou tamariki mā
Hello
More formal form of hello, to one person
Greeting to two people
Greeting to three or more people
Hello friend
Hello Sarah
Hello children (three or more)
Further learning
Use Kia ora for thank you or to praise.
e.g. ‘Kia ora Sian’. Well done Sian!
Other resources
Ministry of Education. (2009). Hei Waiata Hei Whakakoakoa [CD-Rom].
Wellington: Learning Media: http://tereomaori.tki.org.nz/Teacherresources/Hei-Waiata
Phrase drills/greetings – mihi:
http://www.maorilanguage.net/phrase_drills/phrase_drills_lesson.cfm?learni
ngsubcategoryid=1#
Interactive quiz that models pronunciation of greetings:
http://www.korero.maori.nz/forlearners/basics/lessons/tahi-phrase.html
Māori greetings are modeled in this brief cartoon:
http://tewhanake.otago.ac.nz/kakano/modules/module01/movie.html
Curriculum level 1 lesson plans
From: TKI | Te reo Māori in the New Zealand Curriculum | Lesson plans
http://tereomaori.tki.org.nz/Teacher-resources/Te-reo-Maori-lesson-plans/Curriculum-level-1-lesson-plans
© New Zealand Ministry of Education 2010 – copying restricted to use by the New Zealand education sector
Page 15 of 27
Ko te aha tēnei rā? - What day is this?
Achievement objective
1.3
Communicate about number, using days of the week, months and
dates
Learning intentions
Students can:
 specify the date
Modes
At the end of this lesson, students can:
Mātakitaki - Viewing
 Interpret meanings that are conveyed in combinations of words and
images or symbols.
Kōrero - Speaking
 Respond appropriately to simple, familiar instructions and simple
questions.
Whakaatu - Presenting
 Use selected features of visual language to add meaning to simple
written or oral text.
Materials
Resource sheet 1D: Ngā rā o te wiki
Resource sheet 1E: Ngā marama o te tau Māori (The months of the Māori
year).
Curriculum level 1 lesson plans
From: TKI | Te reo Māori in the New Zealand Curriculum | Lesson plans
http://tereomaori.tki.org.nz/Teacher-resources/Te-reo-Maori-lesson-plans/Curriculum-level-1-lesson-plans
© New Zealand Ministry of Education 2010 – copying restricted to use by the New Zealand education sector
Page 16 of 27
Lesson sequence
At the start of each school day, ask the class what day it is. Encourage them
to answer using the names on Resource sheet 1D: Ngā rā o te wiki.
Ko te aha tēnei ra?
Ko te Rāhina tēnei rā.
What day is this?
Today is Monday.
Ko te Rāhina tēnei rā, te 8 o Kohitātea.
It is Monday today, the eighth of January.
Tips
The forms of the days and months used in this activity are favoured by the
Māori Language Commission.
The Māori New Year (Matariki) is in June (Pipiri), so the Māori calendar
attached (as Resource sheet 1E: Ngā marama o te tau) begins in the month
of Pipiri.
Further learning
Allocate students the job of asking the daily question about the date. Each
week, a different student takes the role of asking what day it is in the
morning.
Create a ‘day of the week’ corner on the wall. Create large flash cards with
the days of the week on each one, laminate them, and place velcro on the
backs so that the students can place them in the blank space on the
statement ‘Ko te ___________ tēnei rā’.
This activity could be extended by introducing the names of the months listed
on Resource sheet 1E: Ngā marama o te tau Māori.
Ko te aha tēnei marama?
Ko Haratua tēnei marama.
What month is this?
This month is May/It is May.
Curriculum level 1 lesson plans
From: TKI | Te reo Māori in the New Zealand Curriculum | Lesson plans
http://tereomaori.tki.org.nz/Teacher-resources/Te-reo-Maori-lesson-plans/Curriculum-level-1-lesson-plans
© New Zealand Ministry of Education 2010 – copying restricted to use by the New Zealand education sector
Page 17 of 27
Other resources
Matariki calendars, such as those produced by Te Papa.
Ministry of Education. (2009). Hei Waiata Hei Whakakoakoa [CD-Rom].
Wellington: Learning Media. Online at: http://tereomaori.tki.org.nz/Teacherresources/Hei-Waiata
Curriculum level 1 lesson plans
From: TKI | Te reo Māori in the New Zealand Curriculum | Lesson plans
http://tereomaori.tki.org.nz/Teacher-resources/Te-reo-Maori-lesson-plans/Curriculum-level-1-lesson-plans
© New Zealand Ministry of Education 2010 – copying restricted to use by the New Zealand education sector
Page 18 of 27
Kotahi te rākau - There is one tree
Achievement objective
1.3
Communicate about number.
Learning intentions
Students can:
 ask, and answer, questions about numbers (1-10)
Modes
At the end of this lesson, students can:
Whakarongo - Listening
 Recognise and understand simple, familiar spoken words, phrases,
and sentences.
Kōrero - Speaking
 Imitate the pronunciation, intonation, stress, and rhythm of te reo
Māori words, phrases, and sentences.
Mātakitaki - Viewing
 Interpret meanings that are conveyed in combinations of words and
images or symbols.
Materials
Resource sheet 1F: Kotahi te rākau
Curriculum level 1 lesson plans
From: TKI | Te reo Māori in the New Zealand Curriculum | Lesson plans
http://tereomaori.tki.org.nz/Teacher-resources/Te-reo-Maori-lesson-plans/Curriculum-level-1-lesson-plans
© New Zealand Ministry of Education 2010 – copying restricted to use by the New Zealand education sector
Page 19 of 27
Lesson sequence
This is a group activity. Arrange the students into groups of six. Give out to
each student one illustration from Resource sheet 1F: Kotahi te rākau.
Ask the students to colour in the illustrations as you model the questions and
answers about how many items there are.
Repeat the simple questions about the number of items there are, ‘E hia ngā
kau?’ ‘How many cows are there?’ The students who have the corresponding
illustration should respond, ‘E whā ngā kau’ There are four cows’.
E hia ngā rākau?
Kotahi te rākau.
E hia ngā ipu?
E rua ngā ipu.
E hia ngā pea?
E toru ngā pea.
E hia ngā kau?
E whā ngā kau.
E hia ngā hēki?
E rima ngā hēki.
E hia ngā pōtae?
E ono ngā pōtae.
How many trees are there?
There is one tree.
How many bowls are there?
There are two bowls
How many pears are there?
There are three pears.
How many cows are there?
There are four cows.
How many eggs are there?
There are five eggs.
How many hats are there?
There are six hats.
Encourage the members of each group to ask each other about the number
of items there are.
E hia ngā hēki?
E rima ngā hēki.
Language to use
Nouns
rākau
pea
hēki
pōtae
ipu
kau
tree
pear
egg
hat
bowl
cow
pene
motokā
tūru
paoro
kūaha
whare
pen
car
seat
ball
door
house/building
Curriculum level 1 lesson plans
From: TKI | Te reo Māori in the New Zealand Curriculum | Lesson plans
http://tereomaori.tki.org.nz/Teacher-resources/Te-reo-Maori-lesson-plans/Curriculum-level-1-lesson-plans
© New Zealand Ministry of Education 2010 – copying restricted to use by the New Zealand education sector
Page 20 of 27
Ngā tatau
kotahi
rua
toru
whā
rima
Numbers
one
two
toru
four
five
ono
whitu
waru
iwa
tekau
six
seven
eight
nine
ten
Tips
While there is only one tree in the illustration used in this exercise, it is
correct to ask in Māori, E hia ngā rākau?. This means ‘How many trees are
there?’
Discuss real life items from around the school.
Further learning
To discuss possession of items, introduce names to the question:
E
E
E
E
hia ngā pea a Tio?
toru ngā pea a Tio.
hia ngā kau a Tinirau?
whā ngā kau a Tinirau.
How many pears does Tio have?
Tio has three pears.
How many cows does Tinirau have?
Tinirau has four cows.
Note: When asking about numbers of people, you must begin the question
with the word ‘Tokohia’
‘Tokohia ngā tamariki?’
How many children are there?
‘Tokorima ngā tamariki’
There are five children.
‘Kotahi te kiahautū’
There is one principal.
‘Tokotoru ngā kaiako’
There are three teachers.
Curriculum level 1 lesson plans
From: TKI | Te reo Māori in the New Zealand Curriculum | Lesson plans
http://tereomaori.tki.org.nz/Teacher-resources/Te-reo-Maori-lesson-plans/Curriculum-level-1-lesson-plans
© New Zealand Ministry of Education 2010 – copying restricted to use by the New Zealand education sector
Page 21 of 27
Taku rā whānau - My birthday
Achievement objective
1.4
Communicate about personal information, such as… age…
Learning intention
Students can:
 respond appropriately to a question about their age
 communicate about other people’s ages.
Modes
At the end of this lesson, students can:
Whakarongo - Listening
 Recognise and understand simple, familiar spoken words, phrases, and
sentences.
Kōrero - Speaking
 Respond appropriately to simple, familiar instructions and simple
questions.
Pānui - Reading
 Recognise and understand simple, familiar written words, phrases,
and sentences.
Materials
Resource sheet 1G: Ngā Marama
Resource sheet 1H: Rā whānau
Curriculum level 1 lesson plans
From: TKI | Te reo Māori in the New Zealand Curriculum | Lesson plans
http://tereomaori.tki.org.nz/Teacher-resources/Te-reo-Maori-lesson-plans/Curriculum-level-1-lesson-plans
© New Zealand Ministry of Education 2010 – copying restricted to use by the New Zealand education sector
Page 22 of 27
Lesson sequence
Ask the students how old they are. Ask them to stand in groups of the same
age, holding a large card with their age on it:
7
E whitu aku tau
I am 7 years old
Ask individual students in each group how old they are.
E hia ō tau Jeremy?
How old are you Jeremy?
E whitu aku tau.
I am 7 years old.
Create a class maramataka, or calendar, along the wall. Have the students
write their names on cards and place them on larger cards with the Māori
names of their month of birth (see Resource sheet 1G: Ngā marama).
Language to use
E hia ō tau? How old are you?
Kotahi
E rua
E toru
E whā
E rima
E ono
E whitu
E waru
E iwa
Tekau
1
2
3
4
5
6
7
8
9
10
Kotahi taku tau
E rua aku tau
E toru aku tau
E whā aku tau
(‘my’ singular) I am one.
(‘my’ plural)
I am two.
I am three.
I am four.
Tip
Matariki, the Māori new year, is in Pipiri (June) so begin your maramataka
(calendar) in Pipiri.
Curriculum level 1 lesson plans
From: TKI | Te reo Māori in the New Zealand Curriculum | Lesson plans
http://tereomaori.tki.org.nz/Teacher-resources/Te-reo-Maori-lesson-plans/Curriculum-level-1-lesson-plans
© New Zealand Ministry of Education 2010 – copying restricted to use by the New Zealand education sector
Page 23 of 27
Further learning
Hold a class party. Discuss plans for the party with the class. Have the party
on the first Monday of each month.
Ask the students to discuss what they might bring to a shared morning tea.
Learn the words to Happy Birthday in Māori (attached as Resource sheet 1H:
Rā Whānau).
Have the students talk about the ages of their classmates or siblings:
E hia ngā tau o Sina?
How old is Sina?
E rua ngā tau o Sina.
Sina is two.
E waru ngā tau o Sina.
Sina is eight.
Kotahi te tau o Sina.
Sina is one.
Note the singular form when Sina is one year old.
Talk about special days in the year. They might mention:
April Fool's Day, anniversaries, hui, funerals, Mothers' Day, Waitangi Day,
ANZAC Day, Queen's Birthday, New Year, Halloween, Guy Fawkes, tangi,
openings, Christmas, Matariki, Easter, Chinese New Year, Ramadan,
Hanukkah, St Patrick's Day, White Sunday, christenings, Valentine's Day,
Diwali etc.
Other resources
Ministry of Education. (2000). Waiata Kōhungahunga. [Audio Cassette]. Side
1 Songs 2, 4 & 5. Wellington: Learning Media.
Rasmussen, L. (1995). Birthday party. School Journal Part 2, No 3.
This story tells how Boysie and the narrator meet their ninety year old uncle
at a large family gathering on a marae.
Raerino, K. (1997). Birthday party. School Journal Part 2, No 2.
Listen to Māori numbers:
http://www.maorilanguage.net/phrase_drills/phrase_drills_lesson.cfm?learni
ngsubcategoryid=6#
Question three in this interactive quiz states that she/he is eight years old:
http://www.korero.maori.nz/forlearners/basics/lessons/rua-phrase.html
Curriculum level 1 lesson plans
From: TKI | Te reo Māori in the New Zealand Curriculum | Lesson plans
http://tereomaori.tki.org.nz/Teacher-resources/Te-reo-Maori-lesson-plans/Curriculum-level-1-lesson-plans
© New Zealand Ministry of Education 2010 – copying restricted to use by the New Zealand education sector
Page 24 of 27
Te Ika a Māui - Māui’s fish
Achievement objective
1.5
Communicate about Location.
Learning intention
Students can:
 ask and answer questions about where things are.
Modes
At the end of this lesson, students can:
Whakarongo - Listening
 Recognise and understand simple, familiar spoken words, phrases, and
sentences.
Kōrero - Speaking
 Respond appropriately to simple, familiar instructions and simple
questions.
Pānui - Reading
 Recognise and understand simple, familiar written words, phrases, and
sentences.
Tuhituhi - Writing
 Write simple, familiar words, phrases, and sentences using the
conventions of written language, such as appropriate spelling and
punctuation.
Materials
Resource sheet 1I: Te Waka me Te Ika-a-Māui
Curriculum level 1 lesson plans
From: TKI | Te reo Māori in the New Zealand Curriculum | Lesson plans
http://tereomaori.tki.org.nz/Teacher-resources/Te-reo-Maori-lesson-plans/Curriculum-level-1-lesson-plans
© New Zealand Ministry of Education 2010 – copying restricted to use by the New Zealand education sector
Page 25 of 27
Lesson sequence
Tell the students the story of Māui fishing up Te Ika-a-Māui, the North Island.
Create a class mural of the North and South Islands, drawing them as a fish
and a canoe. See Resource sheet 1I: Te Waka me Te Ika-a-Māui for ideas.
Have the students label the parts of the fish.
te upoko o te ika
the head of the fish
te hiku o te ika
the tail of the fish
te parirau o te ika
the wing of the fish (x 2)
te puku o te ika
the stomach of the fish
Ask the students questions, and provide answers, relating to locations:
Kei
Kei
Kei
Kei
Kei
hea a Taranaki?
te parirau o te ika.
hea a Kaitaia?
hea a Taupō?
hea a Te Whanganui-a-Tara?
Where is Taranaki?
At the wing of the fish.
Kei te hiku o te ika.
Kei te puku o te ika
Kei te upoko o te ika.
The students should attach labels of the parts of the fish as they answer the
questions.
Language to use
hiku
ika
Kei (w)hea?
Māui
moana
parirau
puku
roto
Taranaki
tauihu
Taupō
taurapa
Te Whanganui-a-Tara
waho
wai
tail
fish
Where is?
Māui
ocean
wing
stomach
inside
Taranaki
bow
Taupō
sternpost
Wellington
outside
water
Curriculum level 1 lesson plans
From: TKI | Te reo Māori in the New Zealand Curriculum | Lesson plans
http://tereomaori.tki.org.nz/Teacher-resources/Te-reo-Maori-lesson-plans/Curriculum-level-1-lesson-plans
© New Zealand Ministry of Education 2010 – copying restricted to use by the New Zealand education sector
Page 26 of 27
Tips
Some Māori say that the head of the fish is above the tail. This means we
travel up to Wellington from Auckland.
Te Upoko-o-te-ika and Te Hiku-o-te-ika are place names for the Wellington
and Northland regions.
Variation
Discuss locations in Te Waka-a-Māui, the South Island:
Kei
Kei
Kei
Kei
Kei
Kei
hea a Waihopai?
te taurapa o te waka.
hea a Whakatū?
te tauihu o te waka.
hea a Waikawa?
te tauihu o te waka.
Where is Invercargill?
At the sternpost of the canoe.
Where is Nelson?
At the bow of the canoe.
Where is Blenheim?
At the bow of the canoe.
Further learning
Ask the students where other people are, using the same question:
Kei
Kei
Kei
Kei
Kei
Kei
Kei
Kei
hea a Anna?
waho.
hea a Mrs Tribblebank?
waho.
hea a Nita?
roto.
hea a Tina?
roto.
Where is
Outside.
Where is
Outside.
Where is
Inside.
Where is
Inside.
Anna?
Mrs Tribblebank?
Nita?
Tina?
Other resources
The story of Māui and the giant fish:
http://www.tki.org.nz/r/maori/nga_pakiwaitara/maui-ika/index_e.php
Curriculum level 1 lesson plans
From: TKI | Te reo Māori in the New Zealand Curriculum | Lesson plans
http://tereomaori.tki.org.nz/Teacher-resources/Te-reo-Maori-lesson-plans/Curriculum-level-1-lesson-plans
© New Zealand Ministry of Education 2010 – copying restricted to use by the New Zealand education sector
Page 27 of 27