Curriculum level 2 lesson plan - Te Kete Ipurangi



Curriculum level 7 Lesson plans

Biographies

Planning an itinerary

Weather reports

Making plans

Instructions

Idioms

Describing people

Research

He ihumanea - She’s brainy

Achievement objective

7.5 Read about and recount actual or imagined events in the past

Learning intentions

Students can:

• gather information about a famous Māori or New Zealander

• compile a biography (haurongo) using information gathered

• accurately deliver a biographical account of a famous New Zealander

• use PowerPoint as an aid to deliver information in a formal setting.

Modes

At the end of this lesson, students can:

[pic] Pānui – Reading

• Understand much of what is written… about a range of topics… across a

range of text types.

[pic] Tuhituhi – Writing

• Use resources… to experiment with new language and review writing for

accuracy.

[pic] Kōrero – Speaking

• Give talks on a range of topics in a range of contexts.

[pic] Whakaatu – Presenting

• Create new visual texts to express their own information and ideas.

Materials

Resource sheet 7A: He tauira (PDF) (Word 51KB)

Resource sheet 7B: He tauira (PDF) (Word 39KB)

Resource sheet 7C: Whākao pārongo (PDF) (Word 36KB)

Lesson sequence

Ensure the students are aware of vocabulary used to describe people.

Ask the students to read Resource sheet 7A: He tauira and fill in the gaps on Resource sheet 7B: He tauira.

Encourage the students to select and research a Māori or New Zealand identity and complete Resource sheet 7C: Whākao pārongo, using their own words to describe that identity.

Have the students make a poster or computer presentation on their findings. The students should field questions about their subject in Māori.

Language to use

Use biographies from the Ngā Tāngata Taumata Rau series as reo Māori exemplars.

Variations

In groups, students research their subject with each group member being responsible for one part of their subject’s life: for example, childhood, schooling, career, successes, fame, and summary.

Further learning

The students can create a portfolio or wall display about their chosen person.

Other resources

Collection of biographies:

Moorfield, J. C. (1992). Te Whanake 3: Te Māhuri. (Chapter 10, p. 166–171).

Longman Paul: Auckland

Contains vocabulary, exercises and examples of ways to describe people.

Tirotiro whenua - Looking at the land

Achievement objective

7.1 Communicate about future plans.

Learning intentions

Students can:

• plan an itinerary for tourists

• write a letter informing a person of an intended itinerary.

Modes

At the end of this lesson, students can:

[pic] Pānui - Reading

• Understand much of what is written… about a range of topics across a range of written text types…

[pic] Tuhituhi - Writing

• Begin to use language to entertain and persuade as well as inform.

Materials

Resource sheet 7D: Tirotiro whenua (PDF 26KB) (Word 28KB)

Lesson sequence

Copy this scenario to OHT or write up on the board.

Scenario

You work for a travel agency that organises group tours. You have received a letter from your grandparents who live in Australia. They wish to tour Aotearoa and want to visit mainly Māori tourist attractions. They have asked you to arrange a two week itinerary for them.

Hand out Resource sheet 7D: Tirotiro whenua to the students.

Ask the students to organise a tour itinerary for their grandparents that meets these criteria:

• They will visit at least six different locations, including at least two in Te Waipounamu.

• You will need to consider costs.

• Your grandparents will borrow a car from whānau so there is no need to organise transport.

• They arrive on a Friday and will stay for two weeks.

When they have finished, ask the students to write a letter to their grandparents, attaching the itinerary.

|Suggested language focus |Suggested vocabulary |Notes |

|Future tense | | |

|kei te … |kei te haere kōrua? | |

|ka … |ka mutu te mahi, ka … | |

|Giving opinions | | |

|ki |ki ahau nei | |

|mōku |mōku tonu nei | |

|hei |hei tā ētahi | |

|e ai ki |e ai ki te kōrero | |

|Giving reasons | | |

|he pai |he pai atu pea kia haere ki Ngāmotu | |

| |kāre pea e pai kia roa tō kōrua noho ki | |

|kāre pea e pai kia… he ____ nō ____ |reira, | |

| |he nui nō te utu | |

|Conjunctions |tā te mea he uaua mōku te piki maunga | |

|i te mea |otirā he pai tonu ina tokoiti ngā tāngata | |

|nō te mea | | |

|tā te mea | | |

|ina | | |

|otirā | | |

|heoi anō | | |

|Perhaps |tēnā pea ka noho kē ahau ki Rotorua | |

|tēnā pea | | |

|Time statements |ā te ahiahi pō | |

|ā te … |hei te ata o te 16 | |

|hei te … |pō rua atu ka noho kōrua ki | |

|pō rua atu | | |

|Nominalisation |ā te taenga atu … | |

|When |tae atu ana … | |

|Preposition |ka haere mā Taupō | |

|mā |haere mā runga waka | |

Tips

Use the Internet to research tourism sites; access pamphlets and other information from travel agencies. Discuss local Māori tourist ventures.

Variation

The itinerary can be explained orally.

Other resources

Moorfield, J.C. (2001). Te Kākano (p. 93-98). Auckland: Longman Paul.

Maps of regions with information about accommodation:



Information on tourist adventures with a Māori focus:



Pūrongo huarere - Weather report

Achievement objective

7.1 Communicate about future plans

Learning intentions

Students can:

• sift visual information to create written text

• write and deliver a weather report orally.

Modes

At the end of this lesson, students can:

[pic] Pānui - Reading

• Understand much of what is written… about a range of topics across a range of written text types...

[pic] Tuhituhi - Writing

• Use resources… to experiment with new language and review writing for accuracy.

[pic] Kōrero - Speaking

• Use appropriate pronunciation, intonation, rhythm and stress

• Give talks on a range of topics in a range of contexts.

Materials

Video showing the reading of weather forecast

Resource sheet 7E: He mahere whenua (PDF 136KB) (Word 80KB)

Resource sheet 7F: Ngā tohu huarere (PDF 89KB) (Word 410KB)

Resource sheet 7G: Pūrongo huarere (PDF 85KB) (Word 293KB)

Kupu taka: Huarere (PDF 33KB) (Word 21KB)

Lesson sequence

Before the lesson, record weather reports from Te Kāea on Māori Television or from iwi radio.

Show the students the examples of weather reports in Māori to capture the language used.

Hand out Resource sheet 7E: He mahere whenua, Resource sheet 7F: Ngā tohu huarere and Kupu taka: Huarere. Ask the students to write a weather report for Te Kāea that night, using Resource sheet 7G: Pūrongo huarere as a guide. These weather reports should include kīwaha and alerts, if necessary.

Have the students exchange weather reports and present them as if they were on Te Kāea. Record the reports on video for discussion and feedback.

|Suggested language focus |Suggested vocabulary |Notes |

|Prefix ‘whaka’ |whakateraki |The prefix and the definite article give the idea |

|with definite article |whakatemaunga |of ‘towards’, for example: |

|‘te’ | |towards the north |

| | |towards the mountains. |

|Directional particle ‘mai’ with locative | | |

|particle ‘i’ | | |

|mai i |mai i te tonga | |

|Negative | | |

|e kore … e … |e kore te ua e heke ā te ahiahi | |

| |kāhore i te pai kia puta ā te ata | |

|kāhore i te … | | |

|Conjunction | | |

|nō te mea |nō te mea he hau tonga e pupuhi ana | |

|i te mea | | |

|tā te mea |nō reira me hari ō koutou tāporena | |

|nō reira | | |

Variation

Students could construct their own weather map and forecast.

Further learning

Invite a local iwi radio station to come to school to explain their weather forecast procedures.

Other resources

Photographs, satellite imagery and radar readings:

Mahia atu! - Just do it!

Achievement objective

7.1 Communicate about future plans

Learning intention

Students can formulate a plan, based on information received.

Modes

At the end of this lesson, students can:

[pic] Pānui - Reading

• Understand much of what is written… about a range of topics across a range of written text types…

[pic] Tuhituhi - Writing

• Use resources… to experiment with new language and review writing for accuracy

• Write… about a range of topics, using words and expressions that are appropriate for their purpose and intended audience.

Materials

Resource sheet 7H: Matapae huarere (PDF 68KB) (Word 55KB)

Resource sheet 7I: Matapae huarere (PDF 66KB) (Word 57KB)

Resource sheet 7J: Ngā tohu huarere (PDF 89KB) (Word 410KB)

Kupu taka: Huarere (PDF 33KB) (Word 23KB)

Lesson sequence

Hand out Resource sheet 7H: Matapae huarere to one student and Resource sheet 7I: Matapae huarere to another. Tell the students that they will be working in pairs.

Ask each student to write down their plans for the weekend, based on the weather report. One student in each pair is to write an email to their hoa describing their plans. Use Resource sheet 7J: Ngā tohu huarere and Kupu taka: Huarere for vocabulary support.

Their hoa replies, disagreeing with one of the plans. They should state why they disagree, logically and succinctly. The weather forecast should be used as a basis for their argument, for example, the student might say “Ka haere ahau ki te moana a te Rāmere, e paki kē ana te rangi”.

|Suggested language focus |Suggested vocabulary |Notes |

|Prefix ‘whaka’ |whakateraki |The use of this prefix and the definite article |

|with definite article |whakatemaunga |gives the idea of ‘towards’, for example: |

|‘te’ | |towards the north |

| | |towards the mountains |

|Directional particle ‘mai’ with locative | | |

|particle ‘i’ | | |

|mai i | | |

| |mai i te tonga | |

|Negative | | |

|E kore … e … |e kore te ua e heke ā te ahiahi | |

| |kāhore i te pai kia puta ā te ata | |

|Kāhore i te … | | |

|Conjunction | | |

|nō te mea |nō te mea he hau tonga e pupuhi ana | |

|i te mea | | |

|tā te mea |nō reira me hari i ō koutou tāpōrena | |

|nō reira | | |

Variations

Turn the discussion into a phone conversation or use other styles of communication.

Simulate a hui at the marae where the whānau discusses going swimming or staying at the marae.

Further learning

Invite local iwi radio representatives to class to explain weather forecasting processes.

Other resources

Photographs, satellite imagery and radar readings:

Ngā tohutohu - Instructions

Achievement objective

7.4 Offer and respond to information and opinions, giving reasons

Learning intention

Students can give and follow instructions.

Modes

At the end of this lesson, students can:

[pic] Pānui - Reading

• Distinguish between facts and opinions…

[pic] Kōrero - Speaking

• Initiate and sustain conversations in te reo Māori.

Materials

Chosen items

Resource sheet 7K: He tauira (PDF 53KB) (Word 136KB)

Resource sheet 7L: Ngā tohutohu (PDF 52KB) (Word 25KB)

Resource sheet 7M: Kupu taka (PDF 66KB) (Word 26KB)

Lesson sequence

For this activity, students should know the basic locatives, in other words: runga, raro, taha mauī etc.

Describe the placing of the prefix ‘whaka’ with the definite particle ‘te’ to suggest ‘facing towards’ or going ‘seawards,’ ‘heavenwards’ etc., for example: whakatemoana, whakaterangi.

Give a copy of Resource sheet 7K: He tauira to the students.

Using 5–10 items, build a model like that in Resource sheet 7K: He tauira. Use cutlery, stationery, lab or maths equipment.

Ask the students to observe the models you are going to make and discuss the descriptions on Resource sheet 7L: Ngā tohutohu and Resource sheet 7M: Kupu taka.

Make models by placing your collection of items:

• on each other, under each other, inside each other, beside each other, through each other

• with ends, handles, openings, parts facing specific directions

• upside down, inside out, on an angle, diagonally.

When the students are familiar with the terms, ask them to construct their own shapes/models and instruct others how to make them.

|Suggested language focus |Suggested vocabulary |Notes |

|Prefix ‘whaka’ |whakatemauī |The prefix and the definitive article give the idea of|

|with definite article |whakatemoana |‘towards’, for example: |

|‘te’ |whakatekūaha |towards the north |

| | |towards the mountains. |

|Locatives | | |

|runga |kei runga i te | |

|raro |kei raro te … i te | |

|roto |kei roto | |

|kō mai |kei kō mai | |

|kō atu |kei kō atu | |

|te taha mauī |kei te taha mauī | |

|te taha katau/matau |kei te taha katau | |

Variations

The students could construct their own models and develop instructions for the group. They then exchange information and discuss the instructions given, based on their observation of the models.

|Negative | | |

|kāhore … e … |kāhore au e whakaae | |

|kāhore … i te … |kāhore au i te whakaae | |

|Conjunction | | |

|nō te mea | | |

|i te mea | | |

|tā te mea | | |

|Modifying particle | | |

|kē |kei te taha mauī kē | |

| |kei te huripokia kē | |

| |kei te anga kē atu ki te raki | |

The students could develop a kupu taka for items used to construct models.

Further learning

This activity can be used with timetables, maps, brochures, programmes.

He hokinga mahara - Looking back

Achievement objective

7.5 Read about and recount actual or imagined events in the past

Learning intentions

Students can:

• recognise kīwaha and kīrehu in texts

• use kīwaha/kīrehu to enhance their writing.

Modes

At the end of this lesson, students can:

[pic] Pānui - Reading

• Understand much of what is written… about a range of topics across a range of written text types...

[pic] Tuhituhi - Writing

• Write… about a range of topics, using words and expressions that are appropriate for the purpose and intended audience.

Materials

Te Wharekura 60, Te Tāhuhu o te Mātauranga, Te Whanganui-a-Tara

Teachers’ notes: Mōkai Tuna (PDF 98KB) (Word 53KB)

Teachers’ notes: He hokinga mahara (PDF 61KB) (Word 25KB)

Lesson sequence

Copy the pakiwaitara/pūrākau Mōkai Tuna from Te Wharekura 60 (attached as Teachers’ notes: Mōkai Tuna).

Have the students read the story aloud as a class. Then ask them to identify colloquial expressions in the text. Ask if they are kīwaha or kīrehu.

Ask the students to translate the identified sayings into English, providing arguments for their decisions. They should also discuss new words and summarise each paragraph.

Tell them to write about 3–5 personal experiences, using kīwaha/kīrehu to describe them. Encourage the students to read their stories to the class.

Language to use

Colloquial expressions found in Teachers’ notes: He hokinga mahara.

Variation

Scenarios can be turned into short skits acted by students.

Further learning

The students could watch the video ‘Moko Toa’, listening for the kīwaha used.

Other resources

Te Taura Whiri i te Reo Māori. (1999). He Kohinga Kīwaha. Tāmakimakaurau, New Zealand: Reed.

A collection of colloquial expressions in te reo Māori.

Access the Mōkai Tuna story online:



He toki! - He’s the man!

Achievement objective

7.4 Offer and respond to information and opinions, giving reasons

Learning intentions

Students can:

• describe people/characters

• construct a personal profile of a selected character

• select appropriate whakataukī, kupu whakarite or kīwaha to describe a character.

Modes

At the end of this lesson, students can:

[pic] Mātakitaki - Viewing

• Describe how visual and verbal features are combined for different purposes and audiences.

[pic] Tuhituhi - Writing

• Write… about a range of topics, using words and expressions that are appropriate for the purpose and intended audience.

Materials

Māori video/DVD

Resource sheet 7N: He toki (PDF 52KB) (Word 30KB)

Lesson sequence

Access the video for ‘Moko Toa’ or other Māori DVDs; for example, Whale Rider.

Have the students watch the video and discuss the features of the characters:

• Who are they?

• Where are they from?

• What words would you use to describe them?

• What is their favorite saying?

Show the DVD again, and ask the students to concentrate on one or two characters, observing nuances and traits such as stance, acting, speech, interactions.

Have the students record their observations on Resource sheet 7N: He toki.

Encourage the students to promote the movie or character in poster or digital form. Before they start they should look at other promotional materials for ideas on layout, text and image use.

Language to use

Descriptive language

Kīwaha

Kupu whakarite

Other resources

Bilingual profiles of famous Māori:

E te motu e Aotearoa - To the island

Achievement objective

7.5 Read about and recount actual or imagined events in the past

Learning intentions

Students can:

• summarise information

• construct a personal profile

• select appropriate whakataukī, kupu whakarite or kīwaha to describe a character.

Modes

At the end of this lesson, students can:

[pic] Pānui - Reading

Understand much of what is written… about a range of topics across a range of written text types…

[pic] Tuhituhi - Writing

Begin to use language to entertain and persuade as well as to inform.

[pic] Kōrero - Speaking

Use te reo Māori to entertain and persuade as well as to inform.

Materials

Resource sheet 7O: E te motu e (PDF 30KB) (Word 12KB)

Recordings of Waka Huia, Te Karere, Te Kāea or other Māori programming.

Ngā Tāngata Taumata Rau (book or online versions)

Lesson sequence

Before the lesson, record the mihi/introductions from television programmes such as Waka Huia, Te Karere and Te Kāea from TVNZ and Māori Television.

Have the students study the mihi and introductions of the presenters. Discuss aspects of presentation styles used, for example:

• type of mihi

• composure

• sentences used

• formal or informal language

• whakataukī and kupu whakarite.

Ask the students to research a well-known Māori from the Ngā Tāngata Taumata Rau books or website.

Have them prepare a short introduction to a mock TV item on their subject, using Resource sheet 7O: E te motu e. Ask one student to act out the role of a TV presenter, introducing their subject to camera and signing off.

The students could simulate a TV setting with backdrops, script, etc. Review the introductions as a class and assess student performance, providing constructive feedback.

Language to use

Mihi

Descriptive language

Kīwaha

Kupu whakarite

Variation

The students could introduce items on other topics such as marae, wāhi tapu, historical events, etc.

Further learning

The students could complete the biography in précis form and give a summary of that person’s achievements.

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