KAUPAPA AKO - He parekareka te purakautereomaori.tki.org.nz/content/download/27394/163212/fil… · Web viewUsing the above language patterns and the Model Entry, students write

Te Hiringa i te Mahara

Tauhou ki te taone

Maori Curriculum in the Mainstream

Unit Plan 2

Year 11

6 x lessons & activities

Tauhou ki te Taone

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A project managed by Gardiner and Parata Limited for the Ministry of Education


Table of Contents

Unit Plan Overview............................................................................................................3

Lesson 1.......................................................................................................................... 5

Lesson 2.......................................................................................................................... 7

Lesson 3.......................................................................................................................... 9

Lesson 4........................................................................................................................ 11

Lesson 5........................................................................................................................ 13

Lesson 6........................................................................................................................ 15

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Unit Plan Overview

KAUPAPA AKO - Tauhou ki te taone

KOEKE - level 1 2 3 4 5 6 7 8TE ROA - duration 6 lessons of 55 minutes each

TE WHAINGA WHĀNUI-objective Communicate about present and past states, feelings and opinions

Describe, compare and contrast, people, places and things

Achievement/Unit Standards 7265 7261 7257 7269

KO NGĀ RERENGA KŌRERO

sentence structures

KUPU HOUnew vocabulary

KĪWAHAidioms

Ki a au …….

He tauhou au ki ……..

Ko ngā tōpito o te kāpehu

Kua ______ taku ______

Ka ______ au ________

He ______ te ________ (noun and adjective)

I _______ au ________ (past action)

I _______ au (location)

Nā ______ au i ______

Ngā kupu hou e pā ana ki te:

Kāpehu (compass)

Taone

Te tuhi rātaka

Te tuhi rīpoata

Learning Outcomes: what students will achieve in the unit/lesson

Teaching Points: what students will need to help them achieve the LIs

Activities: the students will be involved in

Assessment Activities: that have been planned to determine achievement

Resources: both teacher and student

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WHAINGA WHĀITIlearning outcomes

KAWENGAteaching points

HEI MAHIactivities

C=Class

G=Group

P=Pair

I=Individual

WHAKAWĀassessment

KO NGĀ RAWAresources

Initiate and sustain a short conversation about which city destination is most preferred

Understand specific details and relationships in the context of being new in the city and work out the unfamiliar language/context of being new at a boarding school/context of compass points/context of giving and receiving instructions/matching descriptions and places

Use information and ideas about ‘tauhou’ and present through drama/from tourist brochures to create own text

Write information on familiar topics in the context of a diary of your second day in a large, unfamiliar cityOR context of tracing a lost person’s last movements using the past tense OR context of entry for a travel guidebook in the past tense, describing the place, people and activities

Introduce and maintain new vocabulary and sentence structures as per above

Interview techniques

Reading and identifying particular language features of text.

Understanding and using the Reciprocal Reading Approach.

Giving and receiving concise and precise instructions

How to act out charade/mime

Writing text based on models, including appropriate language features and vocabulary

P = InterviewsI/P/G = Language/New Vocabulary and Sentence Structure ActivitiesI/G = Reading Text and Comprehension ActivitiesC = Discussion C = CharadesI/P = Writing Activities

Observation and anecdotal evidence.

Oral and written responses to teacher questions and instructions.

Peer feedback.

Formative.

Summative

Pukapuka Taki Kupu

Language Activity Sheets

Reciprocal Reading Cards

OHP and or Data Projector

Kia Mārama, Kia Mōhio booklet

He Kohikohinga #15

A3 paper and felt pens

Te Wharekura # 5/#24

Maps of Rotorua, Whangarei, Wellington

Charade Scenarios

Model Diary entry and template

I kite koe i taku Nanny? Activity

Memory Game Photos of 10 NZ

towns 10 small boxes Descriptions Brochures Access to

Internet and Publisher

Lonely Planet NZ Model of Travel

log

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Lesson 1

KO TE INGOA O TE KAUPAPA AKOunit plan title

Tauhou ki te taone

KO TE NAMA O TE AKORANGAlesson number

1 of 6

KO TE TAUyear level

Year 11

KO TE ROAlength

55-60 meneti

KO TE WHAINGA WHĀNUIlesson objective

5.2 Communicate about present and past states, feelings and opinions.

KO TE WHAINGA WHĀITIlearning intention

1. Initiate and sustain a short conversation about which city destination is the most preferred.

2. Understand specific details in the context of being new in the city, and work out the unfamiliar language.

KO TE RAUPAPA O NGĀ MAHIlesson sequence

1. Introduce the language pattern “He aha te mea pai ki a koe?” Ask the students questions like: “He aha te kai/pikitia/tākaro/kēmu ātea/ pai ki a koe?” In pairs, students may ask one another these questions.

2. Now introduce the question: “He aha te taone tino pai ki a koe?” and the answer “Ki a au, ko _______ te taone tino pai.”

3. Ask students to practise a brief introduction/mihi, and then students work in pairs to ask this question and elicit a response. This is recorded on the Response Sheet and then glued and graphed onto a chart. Teacher may ask questions of the class, i.e. “Ki te nuinga o tātou, he aha te taone tino pai?” or any other variation of this question.

4. Introduce the vocabulary activity for the story “Te Kuia me Makitānara”, students circle the word which means the same or similar. Mark and discuss when complete.

5. Divide the class into eight even groups, each being given one page of the story to

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read. They are to understand and record at least three specific details about what happened in their text, and a presenter from each group is to relate these details back to the class. Each group is also to record and report back at least three new words they have learned. The details are to be sequenced and displayed on the class wall. Use large photocopied A3 sheets of story so that students can highlight key details and new vocabulary.

6. Students have an opportunity to share experiences of their own or others’ in being “tauhou ki te taone.” They could start “He tauhou a ________ ki te _______.” E.g. He tauhou au ki te ara kawe (escalator) i roto i te toa o ‘Ngā Whaama.’

7. Homework could be the “Hei Mahi”; answer the questions on page 12 of “He Kohikohinga” #15.

KO NGA RAWAresource material

1. Response sheet for question

2. Large chart for graph

3. Vocabulary Exercise

4. He Kohikohinga #15 pp. 2-12 (each page photocopied onto large A3)

5. Māori to English dictionaries,

6. A3 paper and highlighter and felt pens

KO NGA WHAKAUTU/KO TE WHAKAWAanswers/assessment

1. Students are able to conduct a simple interview.

2. Students are able to gain meaning from the text and summarize.

3. Students are able to demonstrate understanding of ‘tauhou’ by verbalizing own experiences.

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Lesson 2


Tauhou ki te taone


2 of 6

KO TE TAUyear level

Year 11

KO TE ROAlength

55-60 meneti

KO TE WHAINGA WHĀNUIlesson objective

5.2. Communicate about present and past states, feelings and opinions.

5.4. Describe, compare and contrast, people, places and things.

KO TE WHAINGA WHĀITIlearning intention

1. Is able to understand specific details and the unfamiliar language of compass points.

2. To make use of the context of attending boarding school for the first time and familiar language to work out relationships between people and the feelings of those people.

3. Use information and ideas about ‘tauhou’ and present through drama.

KO TE RAUPAPA O NGĀ MAHIlesson sequence

Ko ngā tohutohu/Teacher & Student Instructions:1. Introduce the Compass and the points of

the compass to students.

2. As an introduction ask students: He aha tētahi wāhi ki te raki/tonga/uru/rāwhiti o tō tātou kaenga? Kei te ______ te taone o Hokitika.(uru) Kei te _______ te taone o Whangarei. (raki) Kei te ________ te taone o Tūranganui-a-Kiwa. (rāwhiti} Kei te _______ te taone o Murihiku.(tonga)

3. Hand out the attached Map of the city of Rotorua to each student.

4. Read the attached instructions (Tohutohu mō te kāpehu) for students to respond in their books of learning and mark.

5. Introduce the concept and context of being ‘tauhou’ to a new secondary school and the feelings associated with this.

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6. As a class, read the story, ‘Te Rā Tuatahi i te Kura’ silently, paragraph by paragraph. (Te Wharekura #5/24 pp 27-29 or Kia Mārama, Kia Mōhio pp. 11-13) Use the Reciprocal Reading Approach ( www.tki.org.nz ) Students could do ‘Hei mahi’ for homework.

7. Elicit responses from students to complete the following sentences (Teacher or student to act out) : Kua _____ taku whīra. (he) Kua ______ taku māhuna. (anini) Kua _______ aku kēkē. (werawera) Kua _____ taku manawa. (patupatu) Kua _______ aku pona. (wiriwiri) Kua ________ aku whakaaro. (rangirua) Kua _____ ngā kapu o aku ringa. (werawera). Display on classroom wall.

8. Play charades as a class. Group students into threes, hand out one Scenario to each group, (scenario attached), 2-3 minutes to discuss and practice; scenario is acted out with other groups trying to guess. The language pattern for the answer is:

“He tauhou koe/kōrua/koutou ki te ______________”

KO NGĀ RAWAresource material

1. Points of compass chart

2. Map of Rotorua,

3. ‘Te Rā Tuatahi i te Kura Tuarua’ Te Wharekura #5/24

4. Kia Mārama, Kia Mōhio pp. 11-13

5. Reciprocal Reading Approach

6. Question and answer sheets

7. Charade Scenarios

KO NGĀ WHAKAUTU/KO TE WHAKAWĀanswers/assessment

1. Students follow instructions correctly on Map activity.

2. Students understand and respond correctly to reading of text.

3. Students answer Hei Mahi questions correctly.

4. Students are able to act out scenario so as to elicit a correct response.

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http://www.tki.org.nz/


Lesson 3


Tauhou ki te taone


3 of 6

KO TE TAUyear level

Year 11

KO TE ROAlength

55-60 meneti

KO TE WHAINGA WHANUIlesson objective

5.1. Communicate about past activities and events.


KO TE WHAINGA WHAITIlearning intention

1. Understand specific details that may contain unfamiliar language by giving and receiving instructions when lost in the city.

2. Write information on familiar topics in the context of a diary of your second day in a large, unfamiliar city.

KO TE RAUPAPA O NGA MAHIlesson sequence

1. Teacher gives the students Directions as if a student were lost in the city of Rotorua and how to find his/her way back to the bus. The students trace their path on their own copy of the Rotorua town map.

2. Students then use the teacher’s instructions as a model to compose 3 distinct directions (using the City map of Whangarei) some of which will be used as a Mahi Whakarongo activity in the next lesson.

3. Introduce the Model of a diary entry and discuss the elements of diary writing. Discuss the sentence beginnings, the past tense references, the adjectives and location prepositions.

4. Students write their own diary entry about their second day in a large unfamiliar city. This must be written to the Success Criteria attached.

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1. Mahi Whakarongo Directions

2. Maps of Rotorua and Whangarei,

3. Model of diary entry

4. Diary Entry Template for students

5. Success Criteria

KO NGA WHAKAUTU/KO TE WHAKAWAANSWERS/ASSESSMENT

1. Students follow directions on Rotorua Map correctly.

2. Students write grammatically correct instructions.

3. Students complete a diary entry based on the success criteria developed.

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Lesson 4


Tauhou ki te taone


4 of 6

KO TE TAUyear level

Year 11

KO TE ROAlength

55-60 meneti





1. To understand specific details and unfamiliar language by listening to and following instructions to travel from one place to another.

2. To make use of the context and familiar language to work out meaning and relationships between people and situations related to being new to and unfamiliar with the city.

3. To write information on familiar topics in the context of tracing a lost person’s last movements using the past tense.


1. Using the students’ directions for Whangarei from Lesson 3, compose a short Mahi Whakarongo Activity using 10 directions. Either the teacher or 10 different students can read out one direction each. Students record their response on the Map of Whangarei.

2. Introduce the language pattern: ‘Ma _________au e awhina/tautoko …..’ and the vocabulary for occupations. Complete the activity: “Ko nga tohutohu a oku matua”-“My parents final instructions to me before I came to the city.” Mark as a class.

3. Refer the students back to the story of “Te

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Kuia me Makitanara” (He Kohikohinga #15). Introduce the activity, ‘I kite koe i taku Nanny? I whea a ia? Hand out the Map of Wellington.

4. Play a quick game of Memory, one set of cards for a group of four students. Students turn over two cards and try and match the Maori and English names for a city.


1. Students Directions from previous lesson

2. Map of Whangarei

3. Ma wai? Activity sheet

4. I kite koe i taku Nanny? Activity,

5. Map of Wellington

6. Memory Game


1. Students are able to follow directions correctly.

2. Students complete the ‘ Ma wai?’ Activity correctly.

3. Students are able to write grammatically correct sentences to trace movements.

4. Students are able to correctly match the English and Maori place names.

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Lesson 5


Tauhou ki te taone


5 of 6

KO TE TAUyear level

Year 11

KO TE ROAlength

55-60 meneti




1. Make use of context and familiar language to work out meaning and relationships between things and places by reading descriptions and matching to photographs.

2. Use the information and ideas retrieved from visual texts of tourist brochures to create and present new texts.


1. Teacher displays Photographs of 10 different cities in Aotearoa and sets up a Post box by each photograph. Teacher chooses one photograph to describe and asks the students students “Ko tewhea taone tenei?” Discuss responses.

2. Teacher then hands out Activity Sheet with 10 descriptions of different cities within New Zealand (each description is on a separate piece of paper. Students write their names on each description, read the description and then post it in the post box by the photograph they think is being described.

3. Select 10 students to open a postbox, select one piece of paper and discuss whether or not the description describes the place in the photo correctly.

4. Teacher hands out a range of Tourist brochures/or shows attached scanned copies, focusing on the introductory

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description of that region or city. Discuss the language features of that description.(e.g. greeting, nouns –places and features of the city/region, descriptive language-adjectives, and sentences describing what activities can be undertaken.

5. In groups of 2, students are to prepare and present a brochure about a city of their choice using a photograph and an inviting introduction of no less than three sentences encouraging tourists to come to their city. (Publisher, Word, Photo Impression are all possible programmes that could be used to present or using A4 paper, photographs and pens) Display in the class, in the school newsletter, in the foyer.


1. Photographs of the 10 cities within Aotearoa,

2. Activity sheet with descriptions

3. 10 small boxes

4. Brochures of New Zealand destinations (obtain from local I.Site),

5. access to computers (Publisher preferred programme)

6. A4 paper and felt pens

7. www.newzealand.com/


1. Students correctly match description to town being described.

2. Students are able to identify language features of a tourist brochure greeting.

3. Students produce their own brochure with grammatically correct sentences including specific language features

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http://www.newzealand.com/


Lesson 6


Tauhou ki te taone


6 of 6

KO TE TAU year level

Year 11

KO TE ROAlength

55-60 meneti

KO TE WHAINGA WHANUI lesson objective




To write an entry for a travel guidebook in the past tense, describing the place, people and activities


1. Review the language patterns that have been taught and used over the previous 5 lessons

a. Ki a au …….

b. He tauhou au ki ……..

c. Ko nga topito o te kapehu

d. Kua ______ taku ______

e. Ka ______ au ________

f. He ______ te ________ (noun and adjective)

g. I _______ au ________ (past action)

h. I _______ au (location)

i. Na ______ au i ______

2. Using the above language patterns and the Model Entry, students write their own brief entry for the editor of Lonely

Planet-New Zealand guidebook. The entry gives a personal view of a city they have visited and encourages other

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visitors to visit the city.


1. Lonely Planet guidebook

2. List of all language patterns

3. Model Entry and task sheet for students


Students are able to write an entry for a Travel guide book using grammatically correct sentences and appropriate vocabulary.

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Documents

KAUPAPA AKO - He parekareka te purakautereomaori.tki.org.nz/content/download/27394/163212/fil… · Web viewUsing the above language patterns and the Model Entry, students write