Māori Curriculum in the Mainstream - Home - Te reo...

Te Hiringa i te Mahara

YEAR 11 UNIT PLAN 3

ŪMERE

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Ūmere

Unit Plan Overview 3

Lesson 1 He aha te momo pūoro pai ki a koe?

Plan 5Tasks and Activities 6

Lesson 2 Ngā Pūoro Pai


Lesson 3 Ngā Momo Pūoro


Lesson 4 Patapatai


Lesson 5 Ruia


Lesson 6 He pai ake te waiata!


Lesson 7 Kupu Tūhono


Lesson 8 Tito Waiata


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Māori Curriculum in the Mainstream UNIT 3 ŪmereYear 11 8 lessonsKAUPAPA TEINAKOEKE – Level 5TE ROA – Duration 8 x 50 menetiWHAINGA PAETAE 5.1 Communicate about past activities and events

5.2 Communicate about present and past states, feelings and opinions5.3 Communicate about past habits and routines5.4 Describe, compare and contrast people, places and things

This Unit Plan includes kaupapa Māori references from He Aratohu 2007 Integrating Kaupapa Māori into Mainstream Secondary School Teaching and Learning Programmes-Practical Guidelines for teachers of all subjects. This will be released in 2008 – see www.thm.ac.nz

Mainstream He Aratohu Kaupapa Māori Te Hao model

Teacher knowledge: Moderate - HighESSENTIAL LEARNING AREA AND STRAND

Language and Languages: Te Reo Māori

Whenu Torohū – Strand receptiveWhakarongo, Pānui, Mātakitaki

Whenu Whakaputa – Strand expressiveKōrero, Tuhituhi, Whakaari

Papatūānuku

Oral – Listening, speaking Tūmatauenga, Rongomātāne

Written – Reading, writing Tangaroa, Ruaumoko

Visual – Viewing, presenting Hineraumati, Tānerore, Tangaroa, Ruaumoko

TE REO MĀORI Ngā Aria o te reo

Te āhua

Te Wetewete i te reo

Kei hea?Ko wai…Nō hea…Ko te…He aha te mahi pai ki a koe?Kore i te pai ki auHe pai ake tētahi mea i tētahi atu meaNā te mea…

Kupu hou

kaitākiritearangiruangā momo kupu āhua anōkōauautētereparahenewhakaaweanga

Kiwaha

I tua mai o tērā

PŪKENGALearning outcomes Specific outcomes for fellow students to achieve by the end of the Unit.

By the end of this Unit students will be able to: 1. Express likes and dislikes about things.2. Conduct a survey.3. Research, record and present information on a favourite singer.4. Use structures learnt to participate confidently in a quiz.5. Construct sentence patterns in a text6. Compare and contrast people and things.7. Use conjoining words to extend language.8. Compose a waiata aligned to a genre.

KAWENGA Teaching pointsPoints emphasised to help students understand the task and achieve the learning outcomes.

1. Increasing and retaining new vocab is critical to speaking well. Introducing; Kei hea?, Ko wai…, Nō hea…, Ko te, He aha te mahi pai ki a koe?, Kāore i te pai ki au, He pai ake tētahi mea ki tētahi mea, Nā te mea…2. Constructing questions and recording responses3. Instructions on how to complete a survey4. State a particular reason for a particular viewpoint

MAHI IA RA - Daily routine Karakia, te wā, te āhua o te rangi, ngā ngohe, te mahi kāinga, karakia whakakapiNGOHEActivitiesLearning activities the students will be required to doC=ClassG=GroupP=PairI-Individual, independently

Lesson 1 He aha te momo pūoro pai ki a koe?1. Hei whakahikohiko (C/G).2. Explain to students that the lesson is about expressing likes and dislikes in music (C).3. Te whakatakoto reo (C/G).4. Tuhi rerenga kōrero. Activity 1 (P).5. Karakia (C).

Lesson 2 Ngā pūoro pai.

He Aratohu Māori practice

Mihi – a number of activities in this unit acknowledge the attributes and skills of others.

Waiata/Mōteatea/Haka – these are all expressed in one form or another throughout this unit through song, dance, composition, commentary.

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1. Explain to students that the lesson is about finding out likes and dislikes in music (C).2. Ngā momo pūoro. Activity 2 (G).3. Whakatakoto reo. Activity 3 (G).4. Karakia (C).

Lesson 3 Ngā momo pūoro.1. Hei whakahikohiko (C/G).2. Explain to students that the lesson is about finding out peoples likes and dislikes in music (C). 3. Mahi rangahau. Activity 4 (C).4. Ko wai rā? (C)5. Karakia (C).

Lesson 4 Patapatai.1. Hei whakahikohiko. (C)2. Explain to students that the lesson is about music knowledge (C).3. Patapatai. Activity 5 (C/G).4. He whakamārama (C).5. Karakia (C).

Lesson 5 Ruia1. Explain to the class that this lesson is about RUIA (C).2. Kōrero tene (I).3. Pānui kia mārama. Activity 6 (C/G).4. Panga kupu. Activity 7(I).5. Karakia (C).

Lesson 6 He pai ake te waiata!1. Hei whakahikohiko (C/G)2. Explain to students that this lesson is about using describing and comparing words (C).3. Kupu āhua. Activity 8 (C/G).4. Te whakataurite. Activity 9(C).5. Karakia (C).

Lesson 7 Kupu tūhono.1. Explain to students that this lesson is about identifying and using conjoining words (C).2. Kupu tūhono. Activities 6 & 8 (P).3. Whakautu pātai. Activities 6 & 10 (C).4. Karakia (C).

Lesson 8 Tito waiata.1. Explain to students that the lesson is about waiata composition and assessment of it (C).2. Tito waiata, waiata mai (G).3. Whakarongo i te reo o tōna ao. Activity 11(I).4. Karakia (C).

AROMATAWAIAssessmentMost appropriate method for measuring how well the students have achieved the Learning Outcomes

1. Observational and formative2. Oral – in response to teacher and peer questions3. Peer4. Written5. Formative6. Summative7. Reference to AS90132 Kōrero i te reo o tōna ao and AS90131 Whakarongo i te reo o tōna ao

RAUEMIResourcesTeaching and learning resources used e.g. equipment, texts etc

1. Karakia 2. Papa Kupu3. Activities sheets4. Large newsprint, markers, felt pens5. Computer/internet access6. See resources on Te Hiringa i te Mahara http://www.thm.ac.nz/resources/

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http://www.thm.ac.nz/resources/


Unit Plan Number 3 Unit Plan Name ŪmereLesson Number 1 of 8Lesson Title He aha te momo pūoro pai ki a koe?Year Level Y11Learning Intention/Outcome Statements

5.2 Communicate about present and past states, feelings and opinions

5.4 Describe, compare and contrast people, places and things

Teacher and student instructionsEstimated time for completion 50 minutesResource requirements Activity 1Tasks in sequenceSome of these tasks are self-explanatory hence are not described in detail below.

Duration(mins)53

15252

1. Hei whakahikohiko (C)2. Explain to students that the lesson is about expressing likes and dislikes in music (C).3. Te whakatakoto reo (C/G).4. Tuhi rerenga kōrero. Activity 1 (C/P).5. Karakia (C).

Reference material Activity 1 answer sheetAnswer/marking schedule/criteria

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Task 1 Hei whakahikohiko

You need: Māori musicDuration: 5 minsParticipation: ClassObjective: To set the mood

1. Play some reo Māori music while students are settling into class.2. Fast for the afternoon classes, moderate for morning classes.

Task 3 Te whakatakoto reo

You need: Switched on mindsDuration: 15 minsParticipation: Class/GroupsObjective: To learn a new language pattern to express what someone

likes.

1. Introduce the language pattern ‘He aha te mea pai ki a koe?’ Variations may include: He aha te hākinakina/mahi/motokā (te aha te aha) pai ki a koe?

2. Select students to answer the question with the following structure:

He whutupōro pā te hākinakina pai ki a au or Ko te whutupōro pā te hākinakina pai ki a au

3. In pairs students will pose the question to each other to solicit the required response then feedback to the class their partners’ response using ‘ia’ or the person’s name. He tauira: He poiwhana te hākinakina pai ki a ia (ki a ______ rānei)

4. Now introduce the question ‘He aha te momo pūoro pai ki a koe?’5. Students must feedback their response to the class.

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Task 4 Tuhi rerenga kōrero

You need: Activity 1Duration: 25 minsParticipation: Class/PairsObjective: Extend on use of sentence pattern.

1. Introduce the negative sentence pattern on the board.

He tauira: He aha te momo pūoro kāore i te pai ki a koe? He taumaha mētara (heavy metal) te momo pūoro kāre i te pai ki a au or ko te momo pūoro kāore i te pai ki a au ko te taumaha mētara.

2. Select students to respond to this question with the negative response.

3. Hand out Activity 1 to students. Students are to use the structure learnt in the previous task to extend the use of the language patterns in Activity 1.

4. Teacher may select students to feedback their respective answers to the class.

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Activity 1

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Whakautua ngā pātai i te reo Māori e whai ake nei:

He aha te mahi pai ki a koe?

_______________________________________________He aha te whakaaturanga pai ki a koe?

_______________________________________________He aha te waiata pai ki a koe?

_______________________________________________He aha te hākinakina pai ki a koe?

_______________________________________________He aha te kai tino pai ki a koe?

_______________________________________________

Hurihia ēnei rerenga kōrero kia rerekē:

He terotero te kai kāore i te pai ki a au.e.g. He terotero te kai tino pai ki a au._____________________________________________

Ko Shortland Street te hōtaka pai ki a māua.

_____________________________________________He hiphop te momo pūoro tino pai ki a rātou.

_____________________________________________He whutupōro rīki te hākinakina pai ki a Rāwiri.

_____________________________________________Kāore i te pai te mahi tunu kai ki tōku māmā.

_____________________________________________


Unit Plan Number 3 Unit Plan Name ŪmereLesson Number 2 of 8Lesson Title Ngā Pūoro PaiYear Level Y11Learning Intention/Outcome Statements

5.2 Communicate about present and past states, feelings and opinions5.4 Describe, compare and contrast people, places and things

Teacher and student instructionsEstimated time for completion 50 minutesResource requirements Activities 2 & 3

Papa Kupu – English to MāoriTasks in sequenceSome of these tasks are self-explanatory hence are not described in detail below.

Duration(mins)3

25202

1. Explain to students that the lesson is about finding out likes and dislikes in music (C).2. Ngā momo pūoro. Activity 2 (G).3. Whakatakoto reo. Activity 3 (G).4. Karakia (C).

Reference Material Activity 3 – answer sheetAnswer/marking schedule/criteria

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Task 2 Ngā momo pūoro

You need: Activity 2Papa Kupu – English to Māori

Duration: 25 minsParticipation: GroupsObjective: Express opinions and state reasons for a particular

viewpoint.

1. Organise the students into even groups. 2. Explain to the students that this lesson is about finding out likes and dislikes

pertaining to 3 types of music: Reggae, HipHop and Heavy Rock.3. Each student must complete Activity 2 by asking every one in their group

which genre of music they like or dislike and why?

He tauira: He pai te pūoro Reggae/HipHop/Heavy Rock ki a koe?

The student may respond Āe or Kāo and tick the corresponding box. They also must state why…nā te mea he pai te rangirangi o tēnei momo pūoro……

4. Students must state views and reasons in regards to each genre of music.5. Students must then analyse this information and complete the ‘Ngā Kitenga’

section of Activity 2. 6. A group representative from each group must report back to the class the

findings.

Activity 2

Pātai atu ki ō hoa mahi ngā pātai e hāngai tonu ana ki tēnei rangahautanga.

HE AHA TE MOMO PŪORO PAI KI A KOE?

R E G G A E H I P H O P H E A V Y M E T A LINGOA Āe Kāo Āe Kāo Āe Kāo

Nā te mea… Nā te mea… Nā te mea…


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NGĀ KITENGA

Tokohia? Tokohia? Tokohia?He pai Kāre i te pai He pai Kāre i te pai He pai Kāre i te pai

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Task 3 Whakatakoto reo

You need: Actvity 3 and answer sheet, Papakupu Duration: 20 minsParticipation: GroupsObjective: Learn language patterns to describe someone or

something.

1. Introduce language patterns and adjectives to describe someone or something.

He aha ia? He wahine ia.. He wahine kaitā….. He roa ōna makawe He pango te kara o ōna makawe roa….

2. Students to complete Activity 3.3. Check answers from Activity 3 – Answer Sheet.

Activity 3

Whakamāoritia ēnei rerenga e whai ake nei:

Kupu hou:pukumahi hardworking kaitā largetūpuhi thin māia confidentkiritea fair skinned tāroaroa tall (people)matatau clever rangirua confused

1. She is a thin girl. __________________________________

2. Mere is a clever person. __________________________________

3. Her hair is long. __________________________________

4. That is a confident speaker. __________________________________

Whakapākehātia ēnei rerenga e whai ake nei:

1. He tangata tāroaroa ia. ____________________________________

2. He wahine kiritea ia. ____________________________________

3. He tangata pukumahi a Hone ____________________________________

4. He rangirua tōna āhua i ētahi wā ____________________________________

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Activity 3 – answer sheet

Whakamāoritia ēnei rerenga e whai ake nei:

Kupu houpukumahi hardworking kaitā largetūpuhi thin māia confidentkiritea fair skinned tāroaroa tall (people)matatau clever rangirua confused

1. She is a thin girl. He kotiro tūpuhi ia.

2. Mere is a clever person. He tangata matatau a Mere.

3. Her hair is very long. He tino roa ōna makawe.

4. That is a confident speaker. He kaikōrero māia tērā.

Whakapākehātia ēnei rerenga e whai ake nei:

1. He tāne tāroaroa ia. He is a tall man.

2. He wāhine kiritea ērā . Those are fair skinned women.

3. He tangata pukumahi a Hone Hone is a hardworking person.

4. I ētahi wā he rangirua tōna āhua. Sometimes he seems confused.

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Unit Plan Number 3 Unit Plan Name ŪmereLesson Number 3 of 8Lesson Title Ngā Momo PūoroYear Level Y11Learning Intention/Outcome Statements


Teacher and student instructionsEstimated time for completion 50 minutesResource requirements Activity 4

Activity 4 – hei tauiraTasks in sequenceSome of these tasks are self-explanatory hence are not described in detail below.

Duration(mins)53

25152

1. Hei whakahikohiko (C/G).2. Explain to students that the lesson is about finding out peoples likes and dislikes in music (C). 3. Mahi rangahau. Activity 4 (C).4. Ko wai rā? (C)5. Karakia (C).

Reference material Activity 4 Answer/marking schedule/criteria

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Task 1 Hei whakahikohiko You need: Ngā taringa o ngā tauiraDuration: 5 minsParticipation: ClassObjective: To memorise the likes of different students.

1. The object of the activity is to try and memorise all the words and actions that have gone before it gets to your turn.

2. One person begins by saying and showing with an action,‘Ko ________ tōku ingoa. He tino pai te kēmu netipōro ki au.’

3. A second person follows by repeating what has been said before them and providing their own example.4. A third repeats what has been said and so on and so forth so that the

dialogue may be something like;‘Ko _____tōku ingoa, he tino pai te kēmu whutupōro ki a au, he pai ki a ____ te poiwhana, he pai ki a ______ te kirikiti…’

Task 3 Mahi Rangahau: Ko wai tō tino kaiwaiata?

You need: Activity 4Activity 4 – hei tauiraComputer/Internet access

Duration: 25 minsParticipation: ClassObjective: Research and record information about a favourite singer.

1. Hand out Activity 4.2. Students must research the internet for information on their favourite singer. 3. Information must be recorded in Māori on Activity 4 (see Activity 4 example).4. Students must not reveal to anyone who they have chosen.

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Activity 4

INGOA O TE KAIWAIATA(Kaua e whāki atu te ingoa ki tētahi

atu)

Tāne/Wahine

Nō hea ia?

Pēhea tōna āhua?

Kei hea ia e noho ana?

Nōnahea i whānau mai ai?

He aha tōna momo pūoro?

He aha tētahi o āna waiata?

Pātai whakamutunga Ko wai tōku tino kaiwaiata?

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Activity 4 – Hei tauira

INGOA O TE KAIWAIATA(Kaua e whāki atu te ingoa ki tētahi

atu)

Ko Bob Marley tētahi o ōku tino kaiwaiata.

Tāne/Wahine He tāne ia.

Nō hea ia? Nō Jamaica ia.

Pēhea tōna āhua? He paraone tōna kiri. He roa ōna makawe. He makawe kono te āhua (dreadlocks)

Kei hea ia e noho ana? I Jamaica ia e noho ana, engari kua mate ināianei.

Nōnahea i whānau mai ai? Nō te rā tuaono o Hui Tanguru, i te tau kotahi mano, e iwa rau, e whā tekau mā rima ia whānau mai ai.

He aha tōna momo pūoro? He Reggae tōna momo pūoro.

He aha tētahi o ōna waiata pai ki a koe? He maha āna waiata engari ko tētahi mea pai ki a au ko Natty

Dread.

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Task 4 Ko wai rā?

You need: Activity 4 completedActivity 4 example for teacher

Duration: 15 minsParticipation: ClassObjective: Students will guess the favourite singer of another

student by listening to information.

1. Students must guess each others favourite singer by listening to the profile information that has been researched.

2. Students take turns at reading their profiles. Encourage the students to begin with the least obvious clues first to make it harder for the hunga whakarongo.

3. If the singer is correctly identified before the profile has been completely read out, that student who guessed correctly receives 5 points. If no-one guesses before the end, the kaikōrero will ask ‘ko wai tōku tino kaiwaiata? The kaikōrero will then receive 10 points.

4. Teacher to keep score.

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Unit Plan Number 3 Unit Plan Name ŪmereLesson Number 4 of 8Lesson Title PatapataiYear Level Y11Learning Intention/Outcome Statements

5.2 Communicate about present and past states, feelings and opinions.5.4 Describe, compare and contrast people, places and things.

Teacher and student instructionsEstimated time for completion 50 minutesResource requirements Activity 5Tasks in sequenceSome of these tasks are self-explanatory hence are not described in detail below.

Duration(mins)53

3552

1. Hei whakahikohiko (C).2. Explain to students that the lesson is about music knowledge (C).3. Patapatai. Activity 5 (C/G).4. He whakamārama (C).5. Karakia (C).

Reference material Activity 5 AS90132 Kōrero i te reo o tōna ao

Answer/marking schedule/criteria

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Task 1 Hei whakahikohiko

You need: A selection of different types of musicDuration: 5 minsParticipation: ClassObjective: To set the mood for Task 3

1. Play music while you are setting up the room for Task 4.

Task 3 Patapatai

You need: Activity 5 Duration: 35 minsParticipation: Class/GroupsObjective: Cement learning of structures learnt.

1. Organise students into groups of 5.2. Each group must come up with a name and an animal sound which will act as

the buzzer.3. Explain that this is a patapatai (quiz/question game). The rules are as

follows:

a. There are 8 categories of music, each having 3 questions of a different value.

b. Write these categories on the board with the 3 values under each category.

c. The 100 value questions are easy (ngāwari noa).d. The 200 value questions are slightly difficult (āhua uaua).e. The 300 value questions are difficult questions (uaua)f. Choose a group to start. They can choose any category and any

value. He tauira: Reggae mō te kotahi rau. Hip Hop mō te rua rau. Ngā Idols o te Ao mō te toru rau.

g. Teacher reads out the question to that specific value . If answered correctly the group is awarded the corresponding points to the question. If incorrect the first group to buzz in may answer. The rounds continue in a clock wise direction.

h. Students may discuss the answer amongst themselves.i. Other categories and questions may also be added.

5. The students must answer in Māori.6. The group with the most points after all the questions are answered is the

winner.

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Activity 5

REGGAE HIPHOP KAIWAIATA O AOTEAROA POP

100 100 100 100He aha ngā waiata e toru a Bob Marley?

3 little birds, Natty dread, One drop etc

Nō hea a Chris Brown?

Nō Amerika

Nō hea a Logan Bell?

Nō Kirikiriroa

Ko wai te ingoa o te pēne tuatahi i uru atu ai a Justin Timberlake?Ko Nsync

200 200 200 200Ko wai ngā kaiwaiata tokotoru o te pēne Katchafire?

Logan Bell, Jamie Ferguson, Jordan Bell, Grenville Bell

He aha te ingoa o te kōpae tuatahi a Nesian Mystic?

Ko Polyunsaturated

Ko wai te ‘host’ rā mō te hōtaka ‘Hōmai te Pakipaki’, ā, i tipu ake ia i hea?

Ko Te Hamua Nikora, ā, i tipu ake ia i Tūranganui a Kiwa

Nō hea a Nelly Furtado?

Nō Kānata

300 300 300 300Nō hea te ingoa o UB40, nō reira whakamāramatia mai te pūtake o taua ingoa.

Nō te unemployment benefit form

He aha ngā momo āhuatanga o tēnei mea te hiphop?

Ko te rap, beatbox, breaking, graffiti, DJ, fashion, music etc

Ko wai te pāpā o Brooke Fraser, ā, he aha ia i rongonui ai?

Ko Bernie Fraser tōna pāpā. Nō te kapa o Pango i ngā rā o mua.

Whakarārangihia ngā ingoa katoa o ngā Spice Girls.

Ko Sporty rātou ko Scary, ko Posh, ko Ginger, ko Baby

HEAVYROCK

WAIATAMĀORI R & B NGA IDOLS

O TE AO100 100 100 100

Homai te ingoa o tētahi pēne e kīia nei he heavy metal te āhua.

Waiatatia mai te waiata ‘oma rāpiti’

He aha te ingoa roa mō R & B

Rhythm and Blues

Ko wai te toa o NZ idol i tērā tau?

Matt200 200 200 200

Waiata mai e rua ngā raina o tētahi waiata heavy metal.

Ko wai te kapa i toa i Te Matatini i te tau 2007?

Ko Whāngārā Mai Tawhiti

Whakarārangihia ngā waiata e whā o Beyonce

Listen, Irreplaceable, Déjà vu, Beautiful liar etc

Ko wai te toa tuatahi o NZ idol?

Ko Ben Lummis

300 300 300 300Ko wai ngā tamariki a Ozzie Osbourne?

Ko Amy rātou ko Kelly, ko Jack

Whakamāramatia mai te tikanga o te haka rongonui, ‘Ka mate, ka mate?

Whakarārangihia ngā kaiwaiata tokowhā e waiata ana i tēnei momo pūoro.

Ko wai i toa i te hōtaka tuatahi o American Idol?

Ko Kelly Clarkson

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Task 4 He whakamārama

You need: Students attention Duration: 5 minsParticipation: ClassObjective: Prepare students for kōrero tene

1. Explain to students that a ‘kōrero tene’ assessment will be carried out in the next lesson.

2. Students must give an impromptu speech (kōrero tene) about a famous singer.

3. Explain further that the students will be given 3 pictures of famous singers. They must choose one to talk about.

4. Additional instructions will be given prior to the assessment task.

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Unit Plan Number 3 Unit Plan Name ŪmereLesson Number 5 of 8Lesson Title RuiaYear Level Y11Learning Intention/Outcome Statements


Teacher and student instructionsEstimated time for completion 50 minutesResource requirements Activities 6 & 7Tasks in sequenceSome of these tasks are self-explanatory hence are not described in detail below.

Duration(mins)3

(30)30152

1. Explain to the class that this lesson is about RUIA (C).2. Kōrero tene (I).3. Pānui kia mārama. Activity 6 (C/G).4. Panga kupu. Activity 7(I).5. Karakia (C).

Reference material Activity 7 AS90132 Kōrero i te reo o tōna ao

Answer/marking schedule/criteria

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Task 2 Kōrero tene

You need: Separate roomDuration: 30 minsParticipation: Class/GroupsObjective: Give an impromptu speech about a kaiwaiata rongonui

1. Explain to the students that the kōrero tene will be assessed and will be one on one, student and teacher. This activity could be adapted for formal assessment against achievement standard AS 90139 Kōrero i te reo o tōna ao.

2. While the kōrero tene is taking place the teacher will instruct students to continue with the planned tasks for this lesson about Ruia.

3. Students will be called in one at a time for the kōrero tene.4. Teacher will give students 5 kaiwaiata rongonui.5. The student must then choose one to speak about it.6. Each student will be given 5 minutes to think about their topic and proceed

with their kōrero tene.7. Each student will attempt to speak for at least 3 minutes. 8. Teacher to settle students into the lessons around Ruia before beginning the

kōrero tene.

Kaiwaiata Rongonui – Kōrero Tene

1. Bob Marley

2. Beyonce Knowles

3. Nelly

4. Chris Brown

5. Katchafire

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Task 3 Pānui kia mārama

You need: Copies of Activity 6 Duration: 30 minsParticipation: Class/GroupsObjective: Understand and summarise text.

1. Organise students into groups of 5 and hand out a copy of Activity 6 to each group.

2. Each student must choose a section of text to read. Students will also write a brief summary of their chosen text.

3. Students are also to identify 3 new words from their section and write a sentence with the new word to show their understanding of the meaning.

4. Each summary is collated in correct sequence of the whole text and presented back to the class from a representative of each group.

5. Teacher may ask students to also feedback new words and sentences created.

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Activity 6

HE UIUITANGA I A RUIA APERAHAMA1

Pātai: Kōrerohia mai ētahi pitopito e pā ana ki a koe?

Pātai: I a koe e tamaiti tonu ana i pēhea tō anga atu ki ngā mahi pūoro?

Pātai: He aha te mea e tino whakaawe nei i a koe mō ngā mahi pūoro Māori?

1 Adapted from www.tki.org.nz/.../toi_pūoro/profile/index_e.php Retrieved 7 November 2007

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Heoi anō, i te taha o tōku matua i heke mai i ngā kāwai o Te Aupōuri, Ngāti Kurī, Pohutiare; i te taha o tōku whaea ko Tūrangitukua, Ngāti Tūwharetoa. I whakatipungia ake ahau ki roto o Ratana Pā, ā, he whānui rawa ngā kōrero mō tōku whānau, heoi anō mō tēnā.

He pai tēnā pātai, kāre e kore i whakatipungia ake ahau i roto i te Hāhi Rātana. Ko te Hāhi Rātana tētahi kaupapa nui ka tangi waiata ka whakatangi pūoro, i tipu ake ana au i te mahi whakatangi kōauau, tētere, parahene, i tua atu i tēnā ko te mahi ‘choir’ i roto tōku whaea i tērā rōpū. Nā tēnā ka anga atu au ki te mahi toi pūoro.

He nui, he maha me kī, ngā tikanga e whakaawe nei i ahau. Tuatahi, kāre e kore ko te taha wairua, tuarua, ko tōku whānau, ko tōku hapū, ko tōku iwi, tua mai i tērā ko tōku hāhi tonu, ko ngā kaiwaiata rongonui i waho mai i te ao nei, me tuku ake te hōnore, ki ngā kaiwaiata Māori o neherā taka mai ki ēnei rangi nei, ko ngā tamariki, mokopuna hoki, ko te reo Māori tonu te taonga whakaawe i a au.

http://www.tki.org.nz/r/arts/ngatoi/toi_puoro/profile/index_e.php


HE UIUITANGA I A RUIA APERAHAMA CONT.

Pātai: Ka pēhea tō whakarārangi mai i tōu ake whakaputa i te reo pūoro?

Pātai: He pēhea tō hanga i ngā waiata, te tito i ngā waiata, me ērā mahi katoa?

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He tini ngā huarahi. I ētahi wā ka puta ā-moemoeā i ngā waiata. Tua mai o tērā ko ngā tikanga katoa i roto i tōku hāhi, i tōku whakatupuhanga, i te marae, i reira tīkina mai e au ētahi tauira hei āwhina i ahau ki te tito. I ētahi wā ka noho au me tāku rakuraku ko tōku reo tangata kōrero noa iho nei e haere ana. Ko te tino tikanga mō te tito waiata ki au nei ko te noho tahi me tōku whānau, ahakoa he aha te kaupapa. Mēnā ka taka he kupu mai i reira mā roto hoki i te kupu i ētahi wā ka taea e ahau te hanga tētahi waiata. I ētahi wā ka tīkina mai e ahau te rangi i te tuatahi, mutu ana tēnā ka tīmata au ki te whakariterite haere hei honohono.

E tīmata ana ahau i ahau e tamariki ana, ko mātau katoa, e whakarongo ana ki te reo o tōku whaea. Anō hoki, ko te hunga e kaha ana ki te waiata i roto i tōku hāhi me tōku whānau. I waho o tērā ko ngā tikanga i whakahaerehia i runga i te marae. Inā hoki rā e whakaekehia ana te marae ko te reo, arā, te rōpū whakatangi pēne, ko rātau te ope hei hiki mai i te manuhiri ki runga ki te marae. Nā konā ka hopukina e au, ā, ka puta ko tōku reo. Tua mai o tērā ko tōku tino atua mō te waiata ko Bob Marley tētahi. Tua mai o tērā ko tōku tuakana, ko tōku whānau tonu.


Task 4 Panga kupu

You need: Copies of Activities 6 & 7Activity 7 – answer sheet

Duration: 15 minsParticipation: IndividualsObjective: Correctly complete puzzle

1. Hand out Activity 7.2. Student must read the text again and complete the puzzle below.3. Teacher may check answers from Activity 7 answer sheet.

Activity 7

Whakapae

1. Ko te kupu Māori mō tētahi momo flute.4. Nō hea tōna papa?8. Ka noho au me taku raku _____?9. He kai__________ rawe a Ruia.10. Ko wai tōna tino atua?13. He kaitito waiata ia?15. Kupu Māori mō ‘influence’

Whakararo

1. I tipu ake a Ruia ki hea?3. Kāre e kore ko te taha ________.6. Ko wai te ingoa o te kaiwaiata nei?7. Kupu ōrite ki te ahu, aro rānei.11. I whakahaerehia i runga i te ________.14. I whakarongo a Ruia ki te aha o tōna māmā?

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1 2

3

4 6 7

8

9

10 11

13 14

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Activity 7 – answer sheet

whakapae 1. Ko te kupu Māori mō tētahi momo flute. kōauau4. Nō hea tōna papa? Te Auporuri8. Ka noho au me taku rakuraku? 9. He kaiwaiata rawe a Ruia.10. Ko wai tōna tino atua? Bob Marley13. He kaitito waiata ia? Āe15. Kupu Māori mō ‘influence’ whakaawe

whakararo 1. I tipu ake a Ruia ki hea? Rātana Pā3. Kāre e kore ko te taha wairua.6. Ko wai te ingoa o te kaiwaiata nei? Ruia7. Kupu ōrite ki te ahu, aro rānei. anga11. I whakahaerehia i runga i te marae.14. I whakarongo a Ruia ki te aha o tōna māmā? reo

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R K Ō A U A U

Ā W

T E A U P O U R I A

A I U N

N R A K U I G

A U W A I A T A

P A

Ā B O B M A R L E Y

A

Ā E R R

W H A K A A W E E

E O


Unit Plan Number 3 Unit Plan Name ŪmereLesson Number 6 of 8Lesson Title He pai ake te waiata!Year Level Y11Learning Intention/Outcome Statements


Teacher and student instructionsEstimated time for completion 50 minutesResource requirements Activities 8 & 9

Activity 8 – Kupu Āhua group listsPapa Kupu

Tasks in sequenceSome of these tasks are self-explanatory hence are not described in detail below.

Duration(mins)53

15252

1. Hei whakahikohiko (C/G).2. Explain to students that this lesson is about using describing and comparing words (C).3. Kupu āhua. Activity 8 (C/G).4. Te whakataurite. Activity 9 (C).5. Karakia (C).


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Task 1 Hei whakahikohiko You need: Card hats, MarkersDuration: 5 minsParticipation: Class/GroupsObjective: Identify wearer of hat

1. Write the names of famous singers on cardboard that can be made into hats.2. Give a hat to a student without them seeing the name.3. They are to ask the class or their group questions in Māori that can only be

answered with an Ae or Kāo.4. This continues until they can guess the name on their hat.

Task 3 Kupu āhua

You need: Copies of Activity 8Papakupu

Duration: 15 minsParticipation: Class/GroupsObjective: Memorise describing words.

1. Organise the students into groups.2. Introduce describing words (kupu āhua) to the class and hand out a copy of

Activity 8 to each group.3. Students must study the new kupu and memorise as many of the describing

words within a timeframe of 3 mins then take the words back.4. Select one person from each group to be the kaiwhakaari. That person will

have a list of kupu āhua that he must act out to his own group. He/she will have 1 minute to do so. Select another student to be time keeper.

5. Students’ answers must be in Māori only.6. The next group leader will act out his list of words to his group and so on.7. Teacher will have their own list of words to tick off as they are called out

correctly. Teacher to keep score for all groups.8. The group with the most points is the winning team.

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Activity 8

KUPU ĀHUA

tūpuhi thin mōmona fat tāroaroa tall (people)

matatau clever ngoikore weak weriweri ugly

iti small whānui wide whāiti narrow

mātotoru thick māmā soft/easy maroke dry

uaua difficult hūmārie humble pākiwaha boastful

matapiko greedy pukumahi hardworking māngere lazy

tere fast pōturi slow pōuri sad

poto short teitei tall/high kino bad

hīanga mischief pukuriri angry harikoa happy

Activity 8 – Kupu Āhua group lists

RŌPŪ 1 RŌPŪ 2tūpuhi thin build jjjjjjjjjjjjjjjjjjjjjjjjjjjj kino bad

hīanga mischief matatau clever

iti small mōmona fat

mātotoru thick ngoikore weak

uaua difficult whānui wide

matapiko greedy māmā soft/easy

tere fast hūmarie humble

pukuriri angry pukumahi hardworking

harikoa happy pōturi slow

kino bad tūpuhi thin build

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RŌPŪ 3 RŌPŪ 4tāroaroa tall (people) poto short

weriweri ugly matatau clever

iti small whāiti narrow

maroke dry pukuriri angry

pākiwaha boastful pākiwaha boastful

māngere lazy matapiko greedy

pōuri sad hīanga mischief

kino bad pōuri sad

tere fast mōmona fat

matapiko greedy harikoa happy

RŌPŪ 5 RŌPŪ 6tere fast pukuriri angry

ngoikore weak matatau clever

whānui wide iti small

māmā soft/easy mātotoru thick

harikoa happy uaua difficult

pukuriri angry matapiko greedy

pōturi slow tere fast

teitei tall (things) harikoa happy

māngere lazy hīanga mischief

kino bad mōmona fat

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Task 4 Te whakataurite

You need: Copies of Activity 9Activity 9 – answer sheetPapakupu

Duration: 25 minsParticipation: ClassObjective: Use conjoining words

1. Introduce sentence pattern:

kupu āhua kupu whaka kaha tētahi mea tētahi atu meaHe pai ake te waiata i te kanikani.

Singing is better than dancingHe tāroaroa ake a Wī i a ia.

Wī is taller than him.

2. Other variations could include:

He mōmona ake te hipi i te kau He matatau ake ngā tamariki i ngā pakeke He reka ake te tangi a te kōauau i te rakuraku

3. Guide the students through this language structure and hand out Activity 9.4. Teacher to check student answers. (Activity 9 – Answer Sheet)

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Activity 9

Tirohia ngā whakaahua ā, tuhia he rerenga kōrero kia kite ai te rerekētanga, nā, whakapākehātia hoki te rerenga. Kua oti kē te mea tuatahi.

Whakapākehātia mai ēnei rerenga.

1. He maroke ake te whenua o Ahitereiria i te whenua o konei.

________________________________________________________2. He māmā ake te mahi waiata i te mahi tito waiata.

________________________________________________________3. He pai ake te reggae i te opera.

________________________________________________________4. He pōturi ake te arawhana i te kiore.

________________________________________________________5. He reka ake te tangi a te kōauau i te rakuraku.

________________________________________________________

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He mōmona ake a Pita i a TāmatiPita is fatter than Tāmati


Unit Plan Number 3 Unit Plan Name ŪmereLesson Number 7 of 8Lesson Title Kupu TūhonoYear Level Y11Learning Intention/Outcome Statements


Teacher and student instructionsEstimated time for completion 50 minutesResource requirements Activities 6, 8 & 10

Papa kupuTasks in sequenceSome of these tasks are self-explanatory hence are not described in detail below.

Duration(mins)3

25202

1. Explain to students that this lesson is about identifying and using conjoining words (C).2. Kupu tūhono. Activities 6 & 8 (P).3. Whakautu pātai. Activities 6 & 10 (C).4. Karakia (C).


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Task 2 Kupu tūhono

You need: Copies of Activities 6 & 8Papa kupu

Duration: 25 minsParticipation: PairsObjective: Use conjoining words.

1. Students may work in pairs for this task.2. Hand out Activities 6 and 8 and explain that this lesson is about learning and

using conjoining words to extend sentences.3. Explain the use of kupu tūhono and give examples.4. Assess students’ knowledge by asking what kupu tūhono the students

already know. He tauira: nō reira, engari, anō hoki, te aha, te aha.5. Students will revist Activity 6 – Ruia Aperahama, and highlight kupu tūhono

within the text.6. Students must use kupu tūhono with comparing sentences in Lesson 6 and

come up with examples. He tauira:

He matatau ake a Wī i ahau, anō hoki he ngāwari tōna āhua. He tāroaroa ake ia i a Rāwiri, i tua atu o tērā, he nui ake tōna

taumaha.

7. Teacher to select students to feedback their sentences to the class.

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Task 3 Whakautu pātai

You need: Copies of Activities 5 & 9Activity 9 – answer sheetPapa kupu

Duration: 20 minsParticipation: ClassObjective: Students will analyse the text and answer the questions in

Māori.

1. Hand out copies of Activity 10 to the students.2. Students are to re-read the story about Ruia (Activity 6).3. Teacher to check answers from Activity 10 – answer sheet4. Select students to feedback answers.

Activity 10

Pānuihia anō te kōrero mō Ruia kātahi ka whakautu ai i ngā pātai i raro iho nei:

1. Nō hea te pāpā o Ruia?.

________________________________________________________2. Ko wai tētahi o ngā iwi o tōna māmā?.

________________________________________________________3. I whakatipuhia a Ruia i whea?.

________________________________________________________4. He aha ngā taonga pūoro i whakatangitangi ake ai e Ruia?.

________________________________________________________5. Whakarārangihia ngā mea whakaawe i a Ruia mō te mahi pūoro.

________________________________________________________6. Ko wai tōna tino atua mō te waiata?

________________________________________________________7. He aha tētahi o ngā huarahi whakaputa waiata, tito waiata rānei o

Ruia?

________________________________________________________

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Activity 10 – Answer Sheet

Pānuihia anō te kōrero mō Ruia kātahi ka whakautu ai i ngā pātai i raro iho nei:

1. Nō hea te pāpā o Ruia? Nō Te Aupōuri, Ngāti Kuri me Pohutiare

2. Ko wai tētahi o ngā iwi o tōna māmā? Ko Ngāti Tūwharetoa

3. I whakatipuhia a Ruia i whea? I Rātana Pā

4. He aha ngā taonga pūoro i whakatangitangi ake ai e Ruia? He kōauau, he tētere, he parahene

5. Whakarārangihia ngā mea whakaawe i a Ruia mō te mahi pūoro. Ko tōna taha wairua, tōna whānau, tōna hapū, tōna iwi, tōnahāhi, ngā kaiwaiata rongonui, ko ngā kaiwaiata o neherā

6. Ko wai tōna tino atua mō te waiata? Ko Bob Marley

7. He aha tētahi o ngā huarahi whakaputa waiata, tito waiata rānei o Ruia?Ko ngā tikanga katoa i roto i tōna hāhi tētahi huarahi.

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Unit Plan Number 3 Unit Plan Name ŪmereLesson Number 8 of 8Lesson Title Tito WaiataYear Level Y11Learning Intention/Outcome Statements

5.1 Communicate about past activities and events.5.2 Communicate about present and past states, feelings and opinions.5.3 Communicate about past habits and routines.5.4 Describe, compare and contrast people, places and things.

Teacher and student instructionsEstimated time for completion 50 minutesResource requirements Activity 11

AS90131 Whakarongo i te reo o tōna aoTasks in sequenceSome of these tasks are self-explanatory hence are not described in detail below.

Duration(mins)3

45

2

1. Explain to students that the lesson is about waiata composition and assessment of it (C).2. Tito waiata, waiata mai (G).3. Whakarongo i te reo o tōna ao (I).4. Karakia (C).

Reference material Activity 11AS90131 Whakarongo i te reo o tōna ao

Answer/marking schedule/criteria Activity 11 is completed.

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Task 2 Tito waiata, waiata mai

You need: Papa kupuDuration: 45 minsParticipation: GroupsObjective: To compose a song using sentence structures from

previous lessons.

1. To conclude this unit, students will compose a song.2. Organise students into even groups.3. Each group must select a genre and a topic for their waiata.4. Write suggestions on the whiteboard. He tauira:

GENRE KAUPAPAwaiata Māori schoolreggae whānauhiphop/rap sportsheavy metal/rock favourite thingsR & B famous peoplePop MāoriCountry Politics

Where you come from?

The choices are endless!

5. Each group member must contribute at least 2 lines each to the composition.6. Encourage students to use structures and language patterns they have learnt

throughout this unit.7. Be creative and have fun!

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Task 3 Whakarongo i te reo o tōna ao

You need: Activity 11Duration: 45 minsParticipation: IndividualsObjective: To complete assessment exercises.

1. Organise students to present their songs to the class. This may require extra time and another class. Make sure the language of the songs is grammatically correct.

2. As each song is presented students are to complete the assessment exercises in Activity 11. This activity can be adapted for formal assessment against achievement standard AS90131 Whakarongo i te reo o tōna ao

Activity 11

He Aratohu:E hora nei ēnei aratohu kia āhei ai te kaiako ki te tiaki kia whaitake, kia rite ngā aromatawai mā te whakamahi i tēnei rauemi aromatawai.

Horopaki/Wāhi:Ka whakarongo ngā tauira ki ngā kupu o ngā waiata i titoa e ngā tauira.

Ngā Tikanga:E rua ngā tūmahi kei tēnei aromatawai. He mahi takitahi ngā tūmahi. Me mahi i te kura. Mā te kaiako ngā pepa e toha atu, e kohi i te mutunga.

Tūmahi 1 Ka whakarongo ngā tauira ki ngā waiata. Ko tā te tauira mahi, he tāutu, he tuhi

hoki i ngā kupu e hāngai pū ana ki te kaupapa i whiriwhiria e ngā kaitito o te Ngohe 2 i mua atu, i rangona e ia.

Tohaina te pepa whakautu mō tēnei tūmahi ki ngā tauira. Tukuna ngā rōpū kaitito kia kōrerotia ā rātau waiata, haka rānei, kia whakaaturia

hoki. I a wā e whakahuahuatia ana, ka tohu ngā tauira ki te X i ngā wā ka rongo rātou i

ngā kupu e hāngai pū ana ki te kaupapa o te waiata, haka rānei. Ka tohua ki runga i te pepa whakautu. Ka taea hoki e ngā tauira ngā whakautu,

te tuhi.

Tūmahi 2 Ko tā te tauira mahi, he whakautu i ngā pātai mō ngā kōrero o te Tūmahi 1. Tohaina te pepa pātai mō tēnei tūmahi ki ngā tauira.

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Pepa Whakautu

Pepa Whakautu Te rā:

Tō ingoa:

Tūmahi 1

Kaupapa o te waiata/haka:

Tohua te X inā rongo ai koe i tētahi kupu e hāngai pū ana ki te kaupapa:

Tuhia ngā kupu e maumahara tonu nei koe:

Tūmahi 2

Whakautua ngā pātai a te kaiako:

1. E hia ngā kaupapa waiata, haka rānei i rangona ai e koe i te rā nei?

2. Tuhia ngā kaupapa e toru.

3. Whakamāoritia ngā momo o ngā waiata/haka nei.

4. Tuhia mai tētahi o ngā rārangi waiata, haka rānei o ngā waiata e toru i rangona ai.

5. Whakamāramatia mai te kaupapa o aua waiata, haka.

Nāku tonu ēnei mahi i mahi:- Waitohu____________________________

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