Maori Curriculum in the Mainstream



Māori Curriculum in the Mainstream

Year 10

Unit Plan 3

8 Lessons

Awhea te Kanikani?

Table of Contents

Unit Plan Awhea te Kanikani 4

Lesson 1 - Te Kanikani ki Morningside 7

Task 1 Karakia 8

Resource 1 8

Task 2 Te Whakatika Tuhi 9

Activity Sheet 1 – Te Whakatika Tuhi 10

Resource 2 – Answer Sheet : Tā te kaiako 11

Task 3 Te Tūhono Kōrero 12

Resource 3 – Group 1 13

Resource 3 – Group 2 13

Resource 3 – Group 2 14

Task 4 Te Whakahoki Kupu 15

Activity Sheet 2 -Te Whakahoki kupu 16

Resource 4 17

Lesson Two - Te Kanikani ki Morningside 18

Task 2 Ngā kupu ngaro 19

Activity Sheet 1 Whakakī āputa 20

Task 3 Te kimi kupu anō 21

Activity Sheet 2 – Kupu ōrite 22

Resource 1 23

Task 4 Whakahokinga kōrero 24

Activity Sheet 3 – Whakahokinga kōrero 25

Task 5 He Kimi kupu 26

Activity Sheet 4: He Kimi Kupu 27

Resource 2 – He Kimi Kupu 28

Lesson Three – Te Kanikani ki Morningside 29

Task 2 Te waea a Valea 30

Activity Sheet 1 – He kōrero waea 31

Resource 1 – Answer Sheet: Tā te kaiako 32

Task 3 Te Whakahoki kōrero a waea 33

Activity Sheet 2 - Te kōrero waea a Jeff Da Māori 34

Lesson Four – He aha hoki ow! 35

Task 2 Tūhono kīwaha 36

Activity Sheet 1- Ngā kīwaha 37

Task 3 Kōrerorero 38

Resource 1 - OHP 38

Activity Sheet 2 - Ngā take nō rātou 39

Task 4 Huri noa! 40

Lesson Five – Ka aha nga tama o Te Taone Tungane? 41

Task 2 Te haere ninihi a Sione 42

Activity Sheet 1- Wetiweti ana! 43

Task 3 Māku e whakapai 44

Activity Sheet 2- Mā Sione e aha? 45

Task 4 Rātaka mahi 46

Activity Sheet 3- Ā tēnei wiki 47

Task 2 Pārekareka te tokorima nei 49

Resource 1 50

Activity Sheet 1- Ki te kanikani! 51

Task 3 Whakaari mai 52

Activity Sheet 2– Whakaari mai 53

Lesson Seven – Kia Whakarite! 54

Task 2 Whakaritenga 55

Activity Sheet 1- Whakaaro whānui 56

Task 3 Mahere Whakaritenga 57

Activity Sheet 2- Mahere mahi 58

Task 4 He tono 59

Lesson Eight – Po whakangahau ki taku kura 60

Task 2 He Pānui 61

Task 3 Whakaaturanga 62

Activity Sheet 1- Tahi-Rua-Toru kāti 63

Task 4 He tohu 65

Activity Sheet 2 66

Unit Plan Awhea te Kanikani

|Year 10 Learners |

|Unit Plan |3 |

|KAUPAPA AKO | |

|Unit Plan Name |Āwhea Te Kanikani |

|KAUPAPA TEINA | |

|KOEKE: |3 - 4 |

|Level | |

|TE ROA |8 x 45 meneti |

|Duration | |

|WHAINGA PAETAE |4.2 communicate about plans for the immediate future |

|Whenu Torohū (Strand Receptive) |Whenu Whakaputa (Strand Expressive) |

|Whakarongo |Pānui |Mātakitaki |Kōrero |Tuhituhi |Whakaari |

|Ngā ariā o te reo |Te wetewete i te reo |Kupu hou |Kīwaha |

|Te āhua o te rangatahi |kupumahi/ingoa/āhua/ hāngu |Ninihi haere |Ka tau kē ! |

|Te āhua o te wā whakangahau o |mā wai e ….. |Whakangahau |Pārekareka. |

|ngā kura |hei te…… |Whakaaturanga |Taputapu kē! |

| |Ā te…… | |Ka mutu pea! |

| |Tērā pea | |E kī, e kï! |

| |Ka ….. | |Kia pai! |

| | | |Āna |

| | | | |

| | | |He aha hoki! |

| | | | |

| | | |Pakaru mai te haunga o tērā! |

| | | | |

| | | |Tō tenetene ! |

|Mahi ia rā: (Daily Routine) Karakia, te rā, ngā ngohe, te mahi kāinga, karakia whakakapi. |

|Specific Outcomes for |Points emphasised to |Learning activities the|Most appropriate method |Teaching/Learning resources used e.g. |

|fellow students to |help students |students will be |for measuring how well the|equipment, texts. |

|achieve by end of Unit. |understand the task |required to do. |students have achieved the| |

| |and achieve the | |Learning Outcomes. | |

| |learning outcomes. | | | |

|PŪKENGA |KAWENGA |NGOHE ACTIVITIES |AROMATAWAI |RAUEMI |

|LEARNING OUTCOMES |TEACHING POINTS |C=Class | |RESOURCES |

| | |G=Group | | |

| | |P=Pair | | |

| | |I=Individual | | |

| | | | | |

|By the end of this Unit students will be able to: |

|1.Verbalise an organised |1. Design , label and |Lesson 1 | | |

|conversation correctly. |describe a picture |Te Whakatika Tuhi Activity Sheet 1 | | |

| |with detail and |(P) Resource 2 | |Papa Kupu |

|2.Ask and answer |information |Te Tūhono kōrero Resource 3 (P) |Oberservational and | |

|questions. | |Te Whakahoki Kupu Activity Sheet 2 |Formative |ipurangimāori .org.nz |

| |municate feedback|Resource 4 | | |

|3. Generate new |about what they have |Lesson 2 |Oral in response to peer | |

|vocabulary. |heard or know |Ngā Kupu Ngaro Activity Sheet 1 (P) |and teacher questions and | |

| | |Te Kimi Kupu Anō Activity Sheet 2 |instructions | |

|4. listen for, identify |3.Emphasise the use of|(G) Resource 1 | | |

|and record specific |possessives in a |Whakahokinga Kōrero Activity Sheet 3| | |

|information about up and |conversation |He Kimi Kupu Activity Sheet 4 (I/P) | | |

|coming events/occassions | |Resource 2 |Peer understanding of | |

| |4. Recall information |Lesson 3 |pānui | |

|5. Complete and write |to complete particular|Te waea a Valea Activity Sheet 1 (I)| | |

|associated dialogue from |text |Resource 1 | | |

|a passage | |Te Whakahoki kōrero a waea Activity | | |

| |5. Sequences events |Sheet 2 | | |

|6. Sequence events |correctly with |Lesson 4 | | |

| |appropriate tense |Tuhono kīwaha Activity Sheet 1(P) | | |

|7. Provide and |marker |Kōrerorero Activity Sheet 2(G) | | |

|communicate clear written| |Lesson 5 | | |

|information for | |Te ninihi haere a Sione Activity | | |

|understanding. | |Sheet 1 (I) | | |

| | |Māku e whakapai Activity Sheet 2(P) | | |

|8. Record duties and time| |Rātaka Mahi Activity Sheet 3 (P) | | |

|frames in the future | |Lesson 6 | | |

| | |Whakaritenga Activity Sheet 1 (G) | | |

|9. Describe people , | |Mahere Whakaritenga Activity Sheet | | |

|their roles and | |2(G) | | |

|responsibilities. | |He Tono (G) | | |

| | |Lesson 7 | | |

|10. Justify outcomes | |Whakaritenga Activity Sheet 1 (G) | | |

|through dialogue. | |Mahere Whakaritenga Activity Sheet 2| | |

| | |(G) | | |

| | |He Tono | | |

| | |Lesson 8 | | |

| | |He Pānui (G) | | |

| | |Whakaaturanga Activity Sheet 1(G) | | |

| | |He Tohu Activity Sheet 2 (P) | | |

Lesson 1 - Te Kanikani ki Morningside

|Unit Plan Name |Āwhea te kanikani? |

|Lesson Number |1 of 8 |

|Lesson Title |Te Kanikani ki Morningside |

|Year Level |Y10 |

|Learning Intention/Outcome Statements |4.2 communicate about plans for the immediate future |

|Teacher and student instructions | |

|Estimated time for completion |45 minutes |

|Resource requirements |Teacher: Resource 1, 2 & 3 |

| |Students: Activity Sheet 1 |

|Tasks in sequence |Duration | |

| |(mins) | |

| |3 |Karakia (C) Resource 1 |

| | |Explain this lesson is about learning and understanding a particular |

| |15 |passage of text |

| |15 |Te Whakatika Tuhi Activity Sheet 1 (P) Resource 2 |

| |10 |Te Tūhono kōrero Resource 3 (P) |

| |2 |Te Whakahoki Kupu Activity Sheet 2 Resource 4 |

| | |Karakia Whakakapi. |

|Reference material | |

|Answer/marking schedule/criteria |Student work should match kaiako answer sheets. |

Task 1 Karakia

You need: Copies of Resource 1 for students

Duration: 3 mins

Participation: Class

Objective: Students to correctly pronounce words of karakia

1. Handout Resource 1 to all students.

2. Recite karakia with students.

3. Recite karakia a second time. Ask students to highlight/underline words unknown

4. List these on the white/blackboard. There should be at least five words.

5. Use this karakia to start each lesson of this unit. By Lesson 5 students should

be able to freely recite, correctly pronounce and understand meaning of all words

Resource 1

Pou hihiri, pou rarama

Tēnā te pou

Te pou o tēnei kaupapa

Ū te pou, māia te pou

Hui te ora, hui te mārama

Hui e! Tāiki e!

Task 2 Te Whakatika Tuhi

You need: Copies of Activity Sheet 1 for students.

Duration: 15 mins

Participation: Pairs

Objective: To demonstrate understanding of writing conventions.

To punctuate and correctly order text.

1. Hand out Activity Sheet 1 to students.

2. Tell students the passage is unpunctuated and that the title is Te Kanikani.

3. Students must separate text to make sense. i.e. Insert capital letters, commas, macrons and full stops to correctly arrange the passage.

4. Once the passage has been correctly arranged each pair group must read completed passage out loud to each other to check that it makes sense.

Activity Sheet 1 – Te Whakatika Tuhi

Resource 2 – Answer Sheet : Tā te kaiako

Task 3 Te Tūhono Kōrero

You need: Copies of Activity Sheet 3 for students.

Duration: 15 mins

Participation: Pair

Objective: To recall and retell passage of Te Kanikani.

1. Cut up Resource 3 into strips and give to group 1.

2. Cut up Resource 4 and give to group 2.

3. Once both groups memorise and correctly arrange strips, take them back.

4. Students must move around the class and tell their ‘strip’ of story to others until they find a related ‘strip’ and are able to determine a sequence to the story.

5. Allow students to work the sequence out and line themselves up to retell the story in its correct order.

Resource 3 – Group 1

Resource 3 – Group 2

Task 4 Te Whakahoki Kupu

You need: Copies of Activity Sheet 2 for students.

Duration: 10 mins

Participation: Pairs

Objective: To recall and correctly return words to a passage.

1. Copies of original passage previously given to students from Resource 3 must be taken back.

2. Hand out Activity Sheet 2 to students.

3. Students must read in pairs through the passage and fill the gaps in the passage with the words at the bottom of Activity sheet 2.

4. Pairs should peer check to ascertain whether their passage now makes sense.

Activity Sheet 2 -Te Whakahoki kupu

Resource 4

Lesson Two - Te Kanikani ki Morningside

|Unit Plan Name |Āwhea Te Kanikani |

|Lesson Number |2 of 8 |

|Lesson Title |Te Kanikani ki Morningside |

|Year Level |Y10 |

|Learning Intention/Outcome Statements |4.2 communicate about plans for the immediate future |

|Teacher and student instructions | |

|Estimated time for completion |45 minutes |

|Resource requirements |Teacher Resource 1 & 2 |

| |Students Activity Sheets 3,4,5,& 6 |

|Tasks in sequence |Duration | |

| |(mins) | |

| |3 |Karakia |

| | |The lesson is about learning new words and understanding passage of text |

| | |Ngā Kupu Ngaro Activity Sheet 1 (P) |

| |15 |Te Kimi Kupu Anō Activity Sheet 2 (G) Resource 1 |

| | |Whakahokinga Kōrero Activity Sheet 3 |

| |15 |He Kimi Kupu Activity Sheet 4 (I/P) Resource 2 |

| |10 |Karakia whakakapi |

| | | |

| |2 | |

|Reference material | |

|Answer/marking schedule/criteria |Students results should match those of the teacher for Task 3,4,5 & 6 |

Task 2 Ngā kupu ngaro

You need: Copies of Activity Sheet 1, Lesson 2 and Resource 2 from Lesson 1 for students.

Duration: 15 mins

Participation: Pairs

Objective: Show an understanding of the passage by completing

1. Hand out a copy of Resource 2 Lesson 1 and Activity Sheet 1 Lesson 2 to each pair of students.

2. One of the pair reads the story to the other.

3. When that student has finished reading the story then the listener can take Activity Sheet 1 and has five minutes to complete it by filling in as many missing gaps with i, ki, mā or mō as possible.

4. When five minutes is up, collect Activity Sheet 1 and hand out another Activity Sheet 1 to the pairs.

5. The roles are now reversed.

6. When this has been completed return the first activity sheets to their owners and allow students to compare their sheets with the full passage in Resource 2 from Lesson 1.

Activity Sheet 1 Whakakī āputa

Fill in the gaps with i, ki,mā or mō.

Te Kanikani

Kua tae mai te mutunga o te tau ___tēnei kura. Ā tērā Paraire ka tū te kanikani ___ ngā tauira ___ te tau tekau ___ te kura tuarua o Morningside, ko te tokorima nei ētahi e mina ana ___ te haere. Ko Mac,rātou ko Vale, ko Valea, ko Sione, ko Jeff da Māori. Nō Hāmoa te katoa atu i a Jeff da Māori. E noho ana rātou __ Morningside.

Ka timata te pō a te ono karaka i te ahi pō tae noa __ te haurua mai ___ te tekau karaka. Ko te kaupapa o te kanikani ko te Halloween nā reira ka mau kākahu e pēnātia ai ngā tama nei me ngā tauira katoa o te kura. Ka tūmeke te āhua nei kia kitea ai.

__ te pēne Nesian Mystic e whakangahau ngā mea o te kura nei ___ te kanikani. Ka purei hoki ngā pēne e mohiotia ana huri noa i Akarana. E whā ngā pēne ka purei ___ te pō nui nei nā reira ka nui te utu __ te uru atu. E rima tekau tāra te utu.

Kua kitea e ngā taitama nei ngā pānuitanga __ te kanikani huri noa ___ te kura. Engari kei te āwangawanga rātou __ tā ratou haere __ te kanikani ___ te mea kāore e taea e Sione te haere nā te whakaaro o ōna mātua ka kore e whakaae. Heoi anō he kaupapa tā ratou kia haere ninihi a Sione i tōna kainga mai ___ tōna matapihi kātahi ka tae ia __ te kanikani kia whai ___ tana ipo o te pō rā, ko Mila tōna ingoa.

Ko Valea tonu kāore pea e haere __ te kanikani nā tana kore tae __ te kura ia rā ia rā me tana whakatoi __ ētahi kaiako __ roto __ ngā karaehe. He tama rongonui a Valea __ te wāhi whakaaro __ mua __ te tari o te tumuaki __ ngā ahiahi __ muri __ te kura. Ka āta kōrerorero rātou __ Sione rāua ko Valea kāore pea e āhei __ te whakaputa __ te pō whakangahau nā te mea ehara __ te mea pai kia haere rātou __ te kore e haere ngātahi.

Ko te mea nui e hiahia ana ngā tama nei __ te haere __ tēnei pō ko ēnei, kia mau ō rātou kākahu papai hei whakaatu __ ō rātou hoa, kia whai ipo __ rātou __ runga Limozine hari ai,ā, he whakakite Krumping ( he momo kanikani) ka whakahaeretia ā muri __ te kai me te haramaitanga o ngā tāngata mōhio __ te kanikani pēnei.

Heoi anō __ te wā ka kite __ ā rātou whakanekeneketanga, whakaritenga hoki,ā, ka pēhea tā rātou haere ngātahi __ te kanikani whakanui __ te mutunga o tēnei tau

Task 3 Te kimi kupu anō

You need: Copies of Resource 2 from Lesson 1 and Activity Sheet 2 from Lesson 2 for students.

Duration: 15 mins

Participation: Groups 5

Objective: Show an understanding of the passage by finding words and phrases with similar meanings within the text.

1. Hand out 1 copy of Resource 2 from lesson 1 to each group of 5 students to work with

2. Hand out1copy of Activity Sheet 2 to each group of 5

3. Explain to each group, that they must find similar words or phrase to those listed in Activity Sheet 2 of this lesson with the passage in Resource 2 Lesson 1.

4. Feedback from all groups will enable each group to peer check findings or answers.

5. Class feedback to be guided with the question He aha te kupu ōrite mō……….?

Activity Sheet 2 – Kupu ōrite

1. mā te kura nei

__________________________________________________________________

2. te mea matua

__________________________________________________________________

3. whakaatu

__________________________________________________________________

4. whai muri mai

__________________________________________________________________

5. mahi hīanga

__________________________________________________________________

6. whakatangi mai

__________________________________________________________________

7. haere tahi

__________________________________________________________________

8. tē āhei

__________________________________________________________________

9. koinei

__________________________________________________________________

10. e hāngai ana

__________________________________________________________________

Resource 1

1. mā te kura nei - ki tēnei kura

2. te mea matua- ko te mea nui

3. whakaatu - whakakite

4. whai muri mai – ā muri

5. mahi hīanga – whakatoi

6. whakatangi mai - purei

7. haere tahi – haere ngātahi

8. tē āhei – kāore e taea

9. kōinei – ko ēnei

10. e hāngai ana – mō

Task 4 Whakahokinga kōrero

You need: Copies of Activity Sheet 3

Duration: 15 mins

Participation: Groups 5

Objective: Compare and record other meanings for words and phrases from passage.

1. Tell students to remain in same groups from Task 3.

2. As each group are feeding back from Activity Sheet 2 other groups must listen.

3. Each group must record or write new answers they hear from other groups into the table in Activity Sheet 3 about kupu ōrite.

4. When Activity Sheet 3 is completed each group should compare what they have recorded to there own answers.

Activity Sheet 3 – Whakahokinga kōrero

|Ngā kupu ōrite |Group 1 |Group 2 |Group 3 |Group 4 |Group 5 |

|1. mā te kura nei | | | | | |

|2. te mea matua | | | | | |

|3. whakaatu | | | | | |

|4. whai muri mai | | | | | |

|5. mahi hīanga | | | | | |

|6. whakatangi mai | | | | | |

|7. haere tahi | | | | | |

|8. tē āhei | | | | | |

|9. kōinei | | | | | |

|10. e hāngai ana | | | | | |

Task 5 He Kimi kupu

You need: Copies of Activity Sheet 4 for students

Duration: 10 mins

Participation: Individual/Pairs

Objective: To recall words from passage text.

1. Hand out Activity Sheet 4 to students.

2. There are 12 words from the passage “Te Kanikani “ hidden in the word finder.

3. Students can work by themselves or in pairs to find and highlight the words.

4. When the 12 words have been found and highlighted, students are to write these words and their meanings underneath the Activity Sheet 4 table.

Activity Sheet 4: He Kimi Kupu

|a |h |v |

Resource 2 – He Kimi Kupu

|a |h |v |

Lesson Three – Te Kanikani ki Morningside

|Unit Plan Name |Āwhea Te Kanikani |

|Lesson Number |3 of 8 |

|Lesson Title |Te Kanikani ki Morningside |

|Year Level |Y10 |

|Learning Intention/Outcome Statements |4.2 communicate about plans for the immediate future |

|Teacher and student instructions |Task Sheet 3 & 4 |

| |Activity Sheets 1& 2 |

|Estimated time for completion |45 minutes |

|Resource requirements |Resource 1 |

|Tasks in sequence |Duration | |

| |(mins) | |

| |3 |Karakia |

| |20 |Explain this lesson is about constructing and understanding language within |

| | |dialogue forms |

| |20 |Te Waea a Valea Activity Sheet 1 (I) Resource 1 |

| | |Te whakahoki kōrero a waea Activity Sheet 2 |

| |2 |Karakia Whakakapī |

|Reference material | |

|Answer/marking schedule/criteria |Student responses should match Task 3 |

Task 2 Te waea a Valea

You need: Copies of Activity Sheet 1 for students

Duration: 20 mins

Participation: Individual

Objective: To identify and correct sentences of a telephone conversation about Te Kanikani.

1. Hand out Activity Sheet 1 to students to read.

2. Advise students to think about what a likely conversation about the Morningside ball would include.

3. Tell student these are sentences from a telephone call between Jeff Da Māori and Valea about the ball.

4. Instruct students to unscramble the sentences to make sense of what Valea is saying in sequence to reproduce this conversation.

Activity Sheet 1 – He kōrero waea

1. kura He kei kanikani te

He

2. whakangahau nei Ka kaupapa rawe te o te pō

Ka

3. Parāire tērā te ka tū kanikani Ā

Ā

4. te Ko te kaupapa o Halloween

Ko

5. karaka pō Ka a te ono i te ahi tīmata

Ka

6. whakangahau mā whā ngā mātou hoa pēne e ka hoa i a e

Mā

7. mātou ki Ka whai nui ataahua te pō wahine

Ka

8. Mila Sione mutunga tahi pea a pō rāua ko hei te o Ka kanikani te

Ka

9. Mac a te karaka mā matapihi māua ko e ninihi whitu haere a Sione i tōna

Mā

10. kaikrump Ka te whakitenga kai Krumping e ngā ka tae ā kitea muri i te

Mā

Resource 1 – Answer Sheet: Tā te kaiako

1. kura He kei kanikani te

He kanikani kei te kura

2. whakangahau nei Ka kaupapa rawe te o te pō

Ka rawe te kaupapa o te pō whakangahau nei

3. Parāire tērā te ka tū kanikani Ā

Ā tērā Parāire ka tū te kanikani

4. te Ko te kaupapa o Halloween

Ko Halloween te kaupapa o te pō

5. karaka pō Ka a te ono i te ahi tīmata

Ka tīmata a te ono karaka i te ahi pō

6. whakangahau mā whā ngā mātou hoa pēne e ka hoa i a e

mā ngā pēne e whā ka whakangahau i a mātou e hoa

7. mātou ki Ka whai nui ataahua te pō wahine

Ka whai wahine ataahua mātou ki te pō nui

8. Mila Sione mutunga tahi pea a pō rāua ko hei te o Ka kanikani te

Ka kanikani tahi pea a Sione rāua ko Mila hei te mutunga o te pō

9. Mac a te karaka mā matapihi māua ko e ninihi whitu haere a Sione i tōna

Mā māua ko Mac e ninihi haere a Sione i tōna matapihi ā te whitu karaka

10. kaikrump Ka te whakitenga kai Krumping e ngā ka tae ā kitea muri i te

Ka kitea te whakitenga Krumping e ngā kaikrump ka tae ā muri i te kai

Task 3 Te Whakahoki kōrero a waea

You need: Copies of Activity Sheet 4 for students

Duration: 15 mins

Participation: Pair

Objective: To construct likely dialogue to prompt existing responses of Valea.

1. Hand out Activity Sheet 1 to students so they can read Valea’s responses to Jeff in the telephone conversation.

2. In pairs students will construct questions or dialogue (as Jeff Da Māori) that would most likely prompt Valea’s responses in Activity Sheet 4 about the ball.

3. Students should peer check and practice saying the dialogue to correct sequencing and to ensure it makes sense.

Activity Sheet 2 - Te kōrero waea a Jeff Da Māori

J:

V: He kanikani kei te kura

J: .

V: Ka rawe te kaupapa o te pō whakangahau nei

J:

V: Ā tērā Parāire ka tū te kanikani

J:

V: Ko Halloween te kaupapa o te pō

J:

V: Ka tīmata a te ono karaka i te ahi pō

J:

V: Mā ngā pēne e whā ka whakangahau i a mātou e hoa

J:

V: Ka whai wahine ataahua mātou ki te pō nui

J:

V: Ka kanikani tahi pea a Sione rāua ko Mila hei te mutunga o te pō

J:

V: Mā māua ko Mac e ninihi haere a Sione i tōna matapihi ā te whitu karaka

J:

V: Ka kitea te whakitenga Krumping e ngā kaikrump ka tae ā muri i te kai

Lesson Four – He aha hoki ow!

|Unit Plan Name |Āwhea Te Kanikani? |

|Lesson Number | 4 of 8 |

|Lesson Title |He aha hoki ow! |

|Year Level |Y10 |

|Learning Intention/Outcome Statements |4.2 communicate about plans for the immediate future |

|Teacher and student instructions |Task Sheets 2,3,&4 |

| |Activity Sheets 1&2 |

|Estimated time for completion |45 minutes |

|Resource requirements | |

|Tasks in sequence |Duration | |

| |(mins) | |

| |3 |Karakia |

| | |Explain to students this lesson is about learning kīwaha and using |

| | |kīwaha |

| |20 |Tuhono kīwaha Activity Sheet 1(P) |

| |20 |Kōrerorero Activity Sheet 2(G) |

| |2 |Karakia Whakakapi |

|Reference material | |

|Answer/marking schedule/criteria |Peer check dialogue |

Task 2 Tūhono kīwaha

You need: Copies of Activity Sheet 1 for students

Duration: 20 mins

Participation: Pairs

Objective: To match kīwaha with correct meaning and show understanding of how to appropriately use each kīwaha by placing them into the correct sentences.

1. Hand out Activity Sheet 1 to students in pairs

2. There are 3 columns in Activity Sheet 1.;

a. kīwaha,

e. Meaning of kīwaha,

i. sentences that each kīwaha can be placed into to make the most sense.

3. Students must mach each kīwaha up with the correct meaning and most appropriate sentence

Activity Sheet 1- Ngā kīwaha

|Ngā Kīwaha |Ngā whakamārama |Ngā rārangi kōrero |

|1. Ka tau kē ! |Not even Ow! |Ka kitea a Sione e ninihi haere ana i tōna matapihi. |

| | |“______________” te kī a tōna whaea ki a ia. |

|2. Mau pai ana e hoa ! |Up yours! |Vale _______! Ki te kore koe e whakahoki taku rima rau tāra mō te|

| | |utu uru ki te kanikani. |

|3. He aha hoki! |Too much! |“Sione ka taea e koe te haere ki te kanikani”. “E mā |

| | |_______________ ōu whakaaro” |

|4. Pakaru mai te haunga |That sux! |“__________ ow!” te kī a Jeff Da Māori i ngā wā katoa |

|o tērā! | | |

|5. Wetiweti ana! |Snapped! |_______ ! Mōhio au ka aroha mai ki ahau (Sione) a Mila nā aku |

| | |nekeneketanga ki te papa kanikani. |

|6. Taputapu kē ! |Browns! |Mēnā ka kite a Jeff Da Māori i ōna mātua tokowhitu ki te kanikani|

| | |kātahi ______________ ! |

|7. Āna! |Freaky! |Ka kī a Valea “ Ka haramai ngā wāhine makimaki ki te kōrero ki au|

| | |ki mua i ōku hoa ka whakautu ki a rātou_____________ !” |

|8. Tō tenetene! |Yeeeeeah! |Nā te kī a te tumuaki kāore pea a Valea e haere ki te kanikani |

| | |___________! ki a ia |

|9. Te hane hoki! |Get outa my face! |___________ ngā kākahu papai o ngā tama ki te kanikani |

|10. Pōrearea ! |Choice! |_____________ te kaupapa kākahu mō te kanikani |

Task 3 Kōrerorero

You need: Copies of Activity Sheet 2 for students

Resource 1 – Copy of OHP

Duration: 20 mins

Participation: 5 groups 1 for each bro town character

Objective: To write dialogue for each character and to include an appropriate kīwaha.

1. Hand out Activity sheet 2.

2. Explain that each of the bro town boys have their own concerns or problems about going to the ball.

3. These problems are written below. Explain each problem to students or ask He aha te take a Sione mō te kanikani?

4. Students must then write dialogue that reflects each of the characters problems about going to the ball.

5. Each dialogue must include 1 kīwaha from Activity Sheet 1.

Resource 1 - OHP

|Ngā ingoa |Ngā take |

|Valea |Kāore e taea e ia te haere ki te kanikani nā te kī o te tumuaki o te kura |

|Sione |Nā tōna whaea i kī kāore ia e puta ki te kanikani. Ka hiahia ia ki a Mila, ko tōna whaiaipo |

|Vale |Kāore āna putea hei hoko kākahu e tika ana mō te kaupapa o te pō |

|Mac |Kāore āna wahine hei mau ki te kanikani. Ki te haere takitahi ia ka whakaaro te kura he tama |

| |takatāpui ia |

|Jeff Da Māori |Kāore āna mōni, kāore ōna kakahu, kāore āna wāhine ,ā, he moumou taima te haere ki ngā pō |

| |whakangahau pēnei ki ōna whakaaro |

Activity Sheet 2 - Ngā take nō rātou

Task 4 Huri noa!

You need: Copies of Activity Sheet 2 to re-use

Duration: 12 mins

Participation: 5 groups for each bro town character

Objective: To rotate groups and write dialogue for other characters and to include an appropriate kīwaha.

1. Students should remain in the same group from Task 3.

2. Tell students to change characters to write dialogue for.

3. They should be reminded of who the new character is and what their problems with going to the ball are as explained in Task 3.

4. Once groups have written a second dialogue for the second character, each group will rotate characters until each group has completed 5 dialogues for the 5 characters and have used 5 kīwaha in their dialogues.

Lesson Five – Ka aha nga tama o Te Taone Tungane?

|Unit Plan Name |Āwhea Te Kanikani |

|Lesson Number |5 of 8 |

|Lesson Title |Ka aha ngā tama o Te Taone Tungāne? |

|Year Level |Y10 |

|Learning Intention/Outcome Statements |4.2 communicate about plans for the immediate future |

|Teacher and student instructions |Task Sheets 3,4,&5 |

| |Activity Sheets1,2,&3 |

|Estimated time for completion |45 minutes |

|Resource requirements |Activity Sheets 1 & 2 |

| |Newsprint |

| |Bold pens |

|Tasks in sequence |Duration | |

| |(mins) | |

| |3 |Karakia |

| | |Explain this lesson is about writing about actions, roles and time|

| | |frames |

| |15 |Te haere ninihi a Sione Activity Sheet 1 (I) |

| | |Māku e whakapai Activity Sheet 2(P) |

| |15 |Rātaka Mahi Activity Sheet 3 (P) |

| |10 |Karakia Whakakapī |

| |2 | |

|Reference material | |

|Answer/marking schedule/criteria |Group feedback assessment |

Task 2 Te haere ninihi a Sione

You need: Copies of Activity Sheet 1 for students

Duration: 15 mins

Participation: Individual

Objective: Write 4 possible events in sequence

1. Hand out Activity sheet 1.

2. Explain that Sione is dreaming about sneaking out his window to go to the ball.

3. Tell students to look at Activity Sheet 1 and read the caption.

4. Students must then contemplate 4 things that may happen whilst Sione attempts to sneak out his window.

5. The 4 events must be in sequence. Future tense marker sentence pattern Ka ...... will be used to begin each sentence.

6. Students will pair up when complete and compare their 4 events.

Activity Sheet 1- Wetiweti ana!

| | |

| | |

| | |

| | |

| | |

|Aue! Wetiweti ana! | |

|Kua tau ki waho āna! | |

| | |

1.Ka_____________________________________________________________________

________________________________________________________________________

2.Ka______________________________________________________________________

_________________________________________________________________________

3.Ka______________________________________________________________________

_________________________________________________________________________

4.Ka______________________________________________________________________

_________________________________________________________________________

Task 3 Māku e whakapai

You need: Copies of Activity Sheet 1 for students

Duration: 15 mins

Participation: Pairs

Objective: Write a list of duties and responsibilities to follow in the future.

1. Hand out Activity sheet 1.

2. Explain that Sione’s mum has agreed he can go to the ball in 10 days time if he completes a number of chores around the house.

3. Come up with a list of chores for Sione to give to his mother.

4. Point out example on Activity Sheet 1.

5. Also include time or when each chore will be completed by Sione over the next 10 days.

Activity Sheet 2- Mā Sione e aha?

|Māku e |Ngā mahi |Ā te |

|I will |Chores |Time in the future |

|e.g. Māku e |horoi te waka |ā tēnei Rāhoroi |

|Māku e | | |

|Māku e | | |

|Māku e | | |

|Māku e | | |

|Māku e | | |

|Māku e | | |

|Māku e | | |

|Māku e | | |

|Māku e | | |

|Māku e | | |

Task 4 Rātaka mahi

You need: Copies of Activity Sheet 3 for students

Duration: 15 mins

Participation: Pairs

Objective: Listen for information and record correctly

1. Hand out Activity sheet 3.

2. Ask certain pairs to feed back to class from Task 3 with what the 10 chores and time frames they came up with from Activity Sheet 2.

3. All other pairs must listen and record in full the information they hear about Sione’s chores the next 10 days to get into his mothers good books to go to the ball.

4. Remember tomorrow is the first day, Tuesday of Siones working week, that ends next Thursday the day before the ball.

Activity Sheet 3- Ā tēnei wiki

| |Ngā Mahi a Sione |

|Ngā Rā Tekau | |

|Rātū |e.g. Ka horoi a Sione i te waka |Hei āpopo ā te toru karaka |

| |e.g. Mā Sione e horoi te waka |Hei āpopo ā te toru karaka |

|Rāapa | | |

|Rāpare | | |

|Rāmere | | |

|Rāhoroi | | |

|Rātapu | | |

|Rāhina | | |

|Rātū | | |

|Rāapa | | |

|Rāpare | | |

Lesson Six - Koreroreo

|Unit Plan Name |Āwhea Te Kanikani |

|Lesson Number |6 of 8 |

|Lesson Title |Kōrerorero |

|Year Level |Y10 |

|Learning Intention/Outcome Statements |4.2 communicate about plans for the immediate future |

|Teacher and student instructions |Task Sheets 3,4,&5 |

| |Activity Sheets1,2, |

|Estimated time for completion |45 minutes |

|Resource requirements |Activity Sheets 1 & 2. |

|Tasks in sequence |Duration | |

| |(mins) | |

| |3 |Karakia |

| | |Explain students will be creating scripts and conversations |

| | |Whakaritenga Activity Sheet 1 (G) |

| |20 |Mahere Whakaritenga Activity Sheet 2(G) |

| |10 |He Tono (G) |

| |10 | |

| | |Karakia Whakakapi |

| |2 | |

| | | |

|Reference material | |

|Answer/marking schedule/criteria |Activity Sheet 1 will contain new dialogue and language. |

Task 2 Pārekareka te tokorima nei

You need: Copies of Activity Sheet 1 for students

Duration: 15 mins

Participation: Groups of 5

Objective: Write dialogue with appropriate kīwaha to produce a conversation.

1. Hand out Activity sheet 1

2. Tell students Ngā take listed in Resource 1 have now been resolved and that Sione and his friends will all be attending the ball next Friday/

3. Students will construct dialogue for each of these characters. Their dialogue must include 1 or 2 of the kīwaha from Resource 1 that should be placed on the board for students to select from/

4. Dialogue should also include reason why Ngā take are no longer an issue to show how these problems were solved for each of the characters to be happily able to go to the ball.

Resource 1

Ngā Kīwaha

|Ka tau kē ! |Choice! |

|Pārekareka. |Sweet as. |

|Taputapu kē! |Too much! |

|Ka mutu pea! |Blown away |

|E kī, e kï! |Get you |

|Kia pai! |Chill out |

|Āna |Yeeeeah! |

|Ngā ingoa |Ngā take |

|Valea |Kāore e taea e ia te haere ki te kanikani nā te kī o te tumuaki o te kura |

|Sione |Nā tōna whaea i kī kāore ia e puta ki te kanikani. Ka hiahia ia ki a Mila, ko tōna whaiaipo |

|Vale |Kāore āna putea hei hoko kākahu e tika ana mō te kaupapa o te pō |

|Mac |Kāore āna wāhine hei mau ki te kanikani. Ki te haere takitahi ia ka whakaaro te kura he tama |

| |takatāpui ia |

|Jeff Da Māori |Kāore āna mōni, kāore ōna kakahu, kāore āna wāhine ,ā, he moumou taima te haere ki ngā pō |

| |whakangahau pēnei ki ōna whakaaro. |

Activity Sheet 1- Ki te kanikani!

Task 3 Whakaari mai

You need: Copies of Activity Sheet 2 to students viewing role plays

Duration: 20 mins

Participation: Groups of 5

Objective: To present group dialogue to class.

1. Groups will be required listen to other groups role play of dialogue

2. Hand out Activity Sheet 2 to students watching role play.

3. Students are required to listen for meaning and record language aspects outlined in activity sheet if and when heard.

Activity Sheet 2– Whakaari mai

| Rōpū |Kīwaha |Kupu hou |Te whakatau i ngā take |

|1. | | | |

|2. | | | |

|3. | | | |

|4. | | | |

|5. | | | |

Lesson Seven – Kia Whakarite!

|Unit Plan Name |Āwhea Te Kanikani ki Morningside |

|Lesson Number |7 of 8 |

|Lesson Title |Kia Whakarite! |

|Year Level |Y10 |

|Learning Intention/Outcome Statements |4.2 communicate about plans for the immediate future |

|Teacher and student instructions |Task Sheets 3,4,&5 |

| |Activity Sheets1&2 |

|Estimated time for completion |45 minutes |

|Resource requirements |Activity Sheets 1 & 2. |

|Tasks in sequence |Duration | |

| |(mins) | |

| |3 |Karakia |

| | |Explain this lesson is about planning for an event in the up and |

| | |coming future |

| |20 |Whakaritenga Activity Sheet 1 (G) |

| |10 |Māhere Whakaritenga Activity Sheet 2 (G) |

| | |He Tono |

| |10 |Karakia Whakakapī |

| |2 | |

| | | |

| | | |

|Reference material | |

|Answer/marking schedule/criteria |Group peer check |

Task 2 Whakaritenga

You need: A3 Newsprint – for group brainstorm

Duration: 20 mins

Participation: Groups of 5

Objective: To communicate plans for an up and coming social event within their school.

1. Hand out Activity Sheet 1 and A3 Newsprint

2. Tell each group they are the new social events planning committee for their school

3. Groups must select a social event to organise

4. Then brain storm the things they need to do in planning for this event

5. Students should refer to Activity Sheet 1 to make sure they include specific points in their planning process i.e. what, when how, who where and why

Activity Sheet 1- Whakaaro whānui

School Social Event select from:

• School Ball

• Krumping Competition

• Rage

• Hip Hop Concert

• Other

Planning must include:

• Event name

• Venue

• Date /Time

• Cost

• Entertainment

• Food and drink

• Event theme

• Dress code

• VIP guest

• Guest list

• Advertising plan

Task 3 Mahere Whakaritenga

You need: Activity Sheet 2

Duration: 10 mins

Participation: Same groups of 5 from Task 2

Objective: To organise written plan for social event.

1. Hand out Activity Sheet 2

2. Students have a 2 months calendar to work with in planning this social event.

3. Each of the group organisers should nominate themselves for particular tasks and list them in Activity Sheet 2.

4. All tasks allocated to each organiser must have a time frame attached to it, and recorded on Activity sheet 2.

5. The task must include those listed in Activity Sheet 2.

Activity Sheet 2- Mahere mahi

| | | |

|Ingoa Kaiwhakarite |Ngā Mahi |Te Wā / rā kia oti |

| | | |

|1. | | |

| | | |

| | | |

|2. | | |

| | | |

| | | |

|3 | | |

| | | |

| | | |

|4. | | |

| | | |

| | | |

|5 | | |

| | | |

| | | |

| | | |

Task 4 He tono

You need: Activity Sheet 3

Duration: 10 mins

Participation: To communicate and propose ideas for organising an event

1. Groups should have their plan to organise their event in place and be very clear about each others duties.

2. Students should construct their presentation as if they were presenting to the school board for approval and financial assistance.

3. Students will give this oral presentation in class to be no longer than 3mins.

Lesson Eight – Po whakangahau ki taku kura

|Unit Plan Name |Āwhea Te Kanikani |

|Lesson Number |8 of 8 |

|Lesson Title |Pō whakangahau ki taku kura |

|Year Level |Y10 |

|Learning Intention/Outcome Statements |4.2 communicate about plans for the immediate future |

|Teacher and student instructions |Task Sheets |

| |Activity Sheets |

|Estimated time for completion |45 minutes |

|Resource requirements | |

|Tasks in sequence |Duration | |

| |(mins) | |

| |3 |Karakia |

| | |Explain this lesson is about designing a flyer and constructing a |

| | |script |

| |20 |He Pānui (G) |

| |10 |Whakaaturanga Activity Sheet 1(G) |

| |10 |He Tohu Activity Sheet 2 (P) |

| |2 |Karakia Whakakapī |

| | | |

|Reference material | |

|Answer/marking schedule/criteria | |

| |Students will produce written material flyer and award |

Task 2 He Pānui

You need: A3 Newsprint

Coloured felts, crayons or pencils

Duration: 20 mins

Participation: Same groups of 5 from Task 2

Objective: To design a flyer advertising their social event within the school community

1. This can be a same group from Task 4 Lesson 7 exercise.

2. Using information from Lesson 7 students are to design a poster with illustrations about their social event.

3. They must:

a. Name their event (Māori name)

b. Show a date / day etc

c. Venue

d. Write captions which will attract people to this event

e. What entertainment / VIPs are attending.

4. You may want to set this task as homework for Lesson 7 so that students have time to do a good job.

Task 3 Whakaaturanga

You need: Activity Sheet 1

Duration: 10

Participation: Same groups of 5

Objective: To construct radio script to promote and advertise this social event

1. Bro Town producers have very generously offered some air time on the show to promote your big event in three weeks time

2. Using the information about this event from committee planning hui, construct a script to be used by the characters of Bro Town in one episode

3. Students must construct dialogue for each character to be spoken

4. Dialogue should include one kīwaha to express the tone of the character

Activity Sheet 1- Tahi-Rua-Toru kāti

| | |

| | |

| | |

Task 4 He tohu

You need: Activity Sheet 2

Duration: 10mins

Participation: Pair

Objective: To create the inscription for an award.

1. There will be a prize giving section at this event.

2. As part of the event planning, students will create a detailed inscription for an award to be given out on the night of the event.

3. The award must have:

a. A title

b. A date

c. Who it is awarded to

d. Reason for award

e. Any other detail the class may decide upon

Activity Sheet 2

-----------------------

Te Kanikani

kuataemaitemutungaotetaukiteneikuraateraparairekatutekanikanimongatauiraite tautekaukitekuratuaruaomorningsidekotetokorimaneietahieminaanakitehaere komacratoukovalekovaleakosionekojeffdamaorinohamoatekatoaatuiajeffda maorienohoanaratoukimorningside

katimatatepoateonokarakaiteahipotaenoakitehauruamaiitetekaukarakakote kaupapaotekanikanikotehalloweennareirakamaukakahuepenatiaaingatamaneime ngatauirakatoaotekurakatumeketeahuaneikiakiteaai

matepenenesianmysticewhakangahaungameaotekuraneiitekanikanikapureihokinga peneemohiotiaanahurinoaiakaranaewhangapenekapureiiteponuineinareiraka nuiteutukiteuruatuerimatekautarateutu

kuakiteaengataitamaneingapanuitangamotekanikanihurinoaitekuraengari keiteawangawangaratoumotaratouhaerekitekanikaniitemeakaoreetaeaesionete haerenatewhakaarooonamatuakakoreewhakaaeheoianohekaupapataratoukia haereninihiasioneitonakaingamaiitonamatapihikatahikataeiakitekanikanikiawhaii tanaipooteporakomilatonaingoa

kovaleatonukaorepeaehaerekitekanikaninatanakoretaekitekuraiaraiarametanawhaka toikietahikaiakokirotoingakaraehehetamarongonuiavaleakitewahi whakaarokimuaitetariotetumuakiingaahiahiaiuriitekurakaatakoreroreroratoumosione

rauakovaleakaorepeaeaheikitewhakaputakitepowhakangahaunate meaeharaitemeapaikiahaereratoukitekoreehearengatahi

kotemeanuiehiahiaanangatamaneikitehaerekiteneipokoeneikiamauoratou kakahupapaiheiwhakaatukioratouhoakiawhaiipomaratoumarungalimozine hariaiahewhakakitekrumping(hemomokanikani)kawhakahaeretiaamuriitekaime teharamaitangaongatangatamohiokitekanikanipenei

heoianomatewakakiteiaratouwhakanekeneketangawhakaritengahokiaka peheataratouhaerengatahikitekanikaniwhakanuiitemutungaoteneitau

Te Kanikani

Kua tae mai te mutunga o te tau ki tēnei kura. Ā tērā Paraire ka tū te kanikani mō ngā tauira i te tau tekau ki te kura tuarua o Morningside, ko te tokorima nei ētahi e mina ana ki te haere. Ko Mac,rātou ko Vale, ko Valea, ko Sione, ko Jeff da Māori. Nō Hāmoa te katoa atu i a Jeff da Māori. E noho ana rātou ki Morningside.

Ka timata te pō a te ono karaka i te ahi pō tae noa ki te haurua mai i te tekau karaka. Ko te kaupapa o te kanikani ko te Halloween nā reira ka mau kākahu e pēnātia ai ngā tama nei me ngā tauira katoa o te kura. Ka tūmeke te āhua nei kia kitea ai.

Mā te pēne Nesian Mystic e whakangahau ngā mea o te kura nei i te kanikani. Ka purei hoki ngā pēne e mohiotia ana huri noa i Akarana. E whā ngā pēne ka purei i te pō nui nei nā reira ka nui te utu ki te uru atu. E rima tekau tāra te utu.

Kua kitea e ngā taitama nei ngā pānuitanga mō te kanikani huri noa i te kura. Engari kei te āwangawanga rātou mō tā ratou haere ki te kanikani i te mea kāore e taea e Sione te haere nā te whakaaro o ōna mātua ka kore e whakaae. Heoi anō he kaupapa tā ratou kia haere ninihi a Sione i tōna kainga mai i tōna matapihi kātahi ka tae ia ki te kanikani kia whai i tana ipo o te pō rā, ko Mila tōna ingoa.

Ko Valea tonu kāore pea e haere ki te kanikani nā tana kore tae ki te kura ia rā ia rā me tana whakatoi ki ētahi kaiako ki roto i ngā karaehe. He tama rongonui a Valea ki te wāhi whakaaro ki mua i te tari o te tumuaki i ngā ahiahi i muri i te kura. Ka āta kōrerorero rātou mō Sione rāua ko Valea kāore pea e āhei ki te whakaputa ki te pō whakangahau nā te mea ehara i te mea pai kia haere rātou ki te kore e haere ngātahi.

Ko te mea nui e hiahia ana ngā tama nei ki te haere ki tēnei pō ko ēnei, kia mau ō rātou kākahu papai hei whakaatu ki ō rātou hoa, kia whai ipo mā rātou mā runga Limozine hari ai,ā, he whakakite Krumping ( he momo kanikani) ka whakahaeretia ā muri i te kai me te haramaitanga o ngā tāngata mōhio ki te kanikani pēnei.

Heoi anō mā te wā ka kite i ā rātou whakanekeneketanga, whakaritenga hoki,ā, ka pēhea tā rātou haere ngātahi ki te kanikani whakanui i te mutunga o tēnei tau

Te Kanikani

Kua tae mai te mutunga o te tau ki tēnei kura.

Ā tērā Paraire ka tū te kanikani mō ngā tauira i te tau tekau ki te kura tuarua o Morningside,

ko te tokorima nei ētahi e mina ana ki te haere.

Ko Mac,rātou ko Vale, ko Valea, ko Sione, ko Jeff da Māori.

Nō Hāmoa te katoa atu i a Jeff da Māori. E noho ana rātou ki Morningside.

Ka timata te pō a te ono karaka i te ahi pō tae noa ki te haurua mai i te tekau karaka.

Ko te kaupapa o te kanikani ko te Halloween nā reira ka mau kākahu e pēnātia ai ngā tama nei me ngā tauira katoa o te kura.

Ka tūmeke te āhua nei kia kitea ai.

Mā te pēne Nesian Mystic e whakangahau ngā mea o te kura nei i te kanikani.

Ka purei hoki ngā pēne e mohiotia ana huri noa i Akarana.

E whā ngā pēne ka purei i te pō nui nei nā reira ka nui te utu ki te uru atu.

E rima tekau tāra te utu.

Kua kitea e ngā taitama nei ngā pānuitanga mō te kanikani huri noa i te kura.

Engari kei te āwangawanga rātou mō tā ratou haere ki te kanikani i te mea kāore e taea e Sione te haere nā te whakaaro o ōna mātua ka kore e whakaae.

Heoi anō he kaupapa tā ratou kia haere ninihi a Sione i tōna kainga mai i tōna matapihi

kātahi ka tae ia ki te kanikani kia whai i tana ipo o te pō rā,

ko Mila tōna ingoa.

Ko Valea tonu kāore pea e haere ki te kanikani

nā tana kore tae ki te kura ia rā ia rā me tana whakatoi ki ētahi kaiako ki roto i ngā karaehe. He tama rongonui a Valea ki te wāhi whakaaro ki mua i te tari o te tumuaki i ngā ahiahi i muri i te kura.

Ka āta kōrerorero rātou mō Sione rāua ko Valea kāore pea e āhei ki te whakaputa ki te pō whakangahau

nā te mea ehara i te mea pai kia haere rātou ki te kore e haere ngātahi.

Ko te mea nui e hiahia ana ngā tama nei ki te haere ki tēnei pō ko ēnei,

kia mau ō rātou kākahu papai hei whakaatu ki ō rātou hoa,

kia whai ipo mā rātou mā runga Limozine hari ai,ā, he whakakite Krumping ( he momo kanikani)

ka whakahaeretia ā muri i te kai me te haramaitanga o ngā tāngata mōhio ki te kanikani pēnei.

Heoi anō mā te wā ka kite i ā rātou whakanekeneketanga,

whakaritenga hoki, ā,

ka pēhea tā rātou haere ngātahi ki te kanikani whakanui i te mutunga o tēnei tau

Mac

Valea

Vale

Jeff da Maori

Sione

Te Kanikani

Kua tae mai te mutunga o te tau ki _____ kura. Ā tērā Parāire ka tū te kanikani mō ___ tauira i te tau tekau ki te ____ tuarua o Morningside, ko te tokorima nei ētahi e ____ ana ki te haere . Ko Mac, rātou ko Vale, ko _____ , ko Sione, ko Jeff da Māori. Nō Hāmoa te ______ atu i a Jeff da Māori. E noho ana rātou ki Morningside.

Ka timata te pō a te ono karaka i te ahi pō tae noa ki te haurua ____ i te tekau karaka. Ko te kaupapa o te _____ ko te Halloween nā reira ka mau kākahu e ________ ai ngā tama nei me ngā tauira katoa o ______ kura. Ka tumeke te āhua nei kia kitea______.

Mā te pēne Nesian Mystic e whakangahau ngā mea o te kura nei i te kanikani. Ka purei hoki ngā pēne e mohiotia ana huri noa i Akarana. _____ whā ngā pēne ka purei i te pō ___ nei nā reira ka nui te utu ki te ____ atu. E rima tekau tāra te utu.

Kua kitea ___ ngā taitama nei ngā pānuitanga mō te kanikani ______ noa i te kura. Engari kei te awangawanga rātou ___ tā ratou haere ki te kanikani i te mea ______ e taea e Sione te haere nā te whakaaro o ōna mātua ka kore e whakaae. Heoi anō he _________ tā ratou kia haere ninihi a Sione i ______ kainga mai i tōna matapihi katahi ka tae ia ki te kanikani kia ______ i tana ipo o te pō rā, ko Mila tōna _______.

Ko Valea tonu kāore pea e haere ki te kanikani ___ tana kore tae ki te kura ia rā ia rā me tana whakatoi ki ētahi kaiako ki roto i ngā karaehe. He tama _______ a Valea ki te wāhi whakaaro ki mua i te _____ o te Tumuaki i ngā ahiahi i muri i te kura. Ka _____ kōrerorero rātou mō Sione ______ ko Valea kāore pea e āhei ki te whakaputa ki te pō _________________ nā te mea ehara i te mea pai kia _______ rātou ki te kore e haere ngātahi.

Ko te mea nui e ______ ana ngā tama nei ki te haere ki tēnei pō ____ ēnei, kia mau ō rātou kākahu __________ hei whakaatu ki ō rātou hoa, kia whai ipo ____ rātou mā runga Limozine hari ai ,ā, he __________ Krumping (he momo kanikani) ka whakahaeretia ā muri i te ______ me te haramaitanga o ngā tāngata mohio ki te ________ pēnei.

Heoi anō mā te _______ ka kite i ā rātou whakanekeneketanga, _______________, ā, ka pēhea tā rātou haere ngātahi ki te kanikani whakanui i te mutunga o tēnei tau

Ngā kupu

katoa haere hiahia Valea whakaritenga

kāore kai tōna mai kanikani pēnātia

e huri mō ingoa nā ai

te uru e nui rāua tēnei

rongonui kura whai wā āta kaupapa

mina ko papai mā whakakite

kanikani tari kura whakangahau

Te Kanikani

Kua tae mai te mutunga o te tau ki tēnei kura. Ā tērā Paraire ka tū te kanikani mō ngā tauira i te tau tekau ki te kura tuarua o Morningside, ko te tokorima nei ētahi e mina ana ki te haere. Ko Mac,rātou ko Vale, ko Valea, ko Sione, ko Jeff da Māori. Nō Hāmoa te katoa atu i a Jeff da Māori. E noho ana rātou ki Morningside.

Ka timata te pō a te ono karaka i te ahi pō tae noa ki te haurua mai i te tekau karaka. Ko te kaupapa o te kanikani ko te Halloween nā reira ka mau kākahu e pēnātia ai ngā tama nei me ngā tauira katoa o te kura. Ka tūmeke te āhua nei kia kitea ai.

Mā te pēne Nesian Mystic e whakangahau ngā mea o te kura nei i te kanikani. Ka purei hoki ngā pēne e mohiotia ana huri noa i Akarana. E whā ngā pēne ka purei i te pō nui nei nā reira ka nui te utu ki te uru atu. E rima tekau tāra te utu.

Kua kitea e ngā taitama nei ngā pānuitanga mō te kanikani huri noa i te kura. Engari kei te āwangawanga rātou mō tā ratou haere ki te kanikani i te mea kāore e taea e Sione te haere nā te whakaaro o ōna mātua ka kore e whakaae. Heoi anō he kaupapa tā ratou kia haere ninihi a Sione i tōna kainga mai i tōna matapihi kātahi ka tae ia ki te kanikani kia whai i tana ipo o te pō rā, ko Mila tōna ingoa.

Ko Valea tonu kāore pea e haere ki te kanikani nā tana kore tae ki te kura ia rā ia rā me tana whakatoi ki ētahi kaiako ki roto i ngā karaehe. He tama rongonui a Valea ki te wāhi whakaaro ki mua i te tari o te tumuaki i ngā ahiahi i muri i te kura. Ka āta kōrerorero rātou mō Sione rāua ko Valea kāore pea e āhei ki te whakaputa ki te pō whakangahau nā te mea ehara i te mea pai kia haere rātou ki te kore e haere ngātahi.

Ko te mea nui e hiahia ana ngā tama nei ki te haere ki tēnei pō ko ēnei, kia mau ō rātou kākahu papai hei whakaatu ki ō rātou hoa, kia whai ipo mā rātou mā runga Limozine hari ai,ā, he whakakite Krumping (he momo kanikani) ka whakahaeretia ā muri i te kai me te haramaitanga o ngā tāngata mōhio ki te kanikani pēnei.

Heoi anō mā te wā ka kite i ā rātou whakanekeneketanga, whakaritenga hoki,ā, ka pēhea tā rātou haere ngātahi ki te kanikani whakanui i te mutunga o tēnei tau

Valea

Mac

Vale

Sione

Jeff Da Māori

Valea

Mac

Sione

Vale

Jeff Da Māori

Vale

Jeff Da Māori

Sione

Mac

Valea

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