1. MAHERE AKO/LESSON PLAN FORMAT FOR TE REO MĀORI Name: Premila D’Mello
Whainga paetae /
Achievement Objective
Tikanga /
Socio-cultural theme
KĀĀaupapa /
Topic
Wetewete i te reo (grammar) /
Text types
Rautaki reo /
Language Modes
Kōeke / Level:
1.5 communicate about
location
2.2 communicate about
possessions
.
*It is important to respect
and care for classroom
resources
* Students are responsible
for looking after the
classroom and the things in it
*Ako is to show respect for
each other- the teacher is a
learner & the learner is a
teacher, it is a reciprocal
relationship
Taku Akomanga –My
Classroom
Video clip
Flashcards
Posters
Whakarongo -
Listening: Recognise and
understand simple,
familiar spoken words,
phrases, and sentences.
Kōrero -
Speaking: Ask simple
questions and give simple
information
Mātakitaki -
Viewing: Interpret
meanings that are
conveyed in combinations
of words and images or
symbols.
Ngā whainga pū / Learning intention Kupu / Words Ngā rarangi kōrero / Sentences Rauemi / Resources
E ako ana mātou WALT (We are
learning to): Say some classroom
words in Maori and express our
likes.
By the end of this lesson children
will be able to :
- Students will:
* understand and use some
familiar vocabulary for
classroom objects
* will be able to use some
location words
• Akomanga -classroom
• Kaiako –teacher
• Kāpata-cupboard
• Karaka –clock
• Whāriki -mat
• Peita –paint
• Kutikuti –scissors
• Pēke –bag
• Pene –pen
• pene hinu – crayon
Kei hia ngā kutikuti? –Where are the
scissors?
Kei konei ngā kutikuti – Here are the
scissors
Kei konā –There by you
Kei korā –Over there
Ānei ngā kutikuti! –Here the pens are!
Anā ngā kutikuti! –There the pens are!
Arā ngā kutikuti! – Over there!
* Computer
*Reomation from He reo tupu.hereo
ora
http://hereoora.tki.org.nz/Unit-plans/
Unit-2-Akomanga/Reomations/I-ngaro-
au-1-I-was-lost-1
* Powerpoint/Projector
• Flashcards –Resource sheet 2.1
–He ora tupu-Taku Akomanga
• 33 Self-assessment sheets
• 5 Poster Templates en;arged to
A3
3. Kaiako/ Teacher Akonga / Learners
Te Timatanga / Introduction 5 mins.
Whakataukī
Whāia te iti kahurangi
Ki te tūohu koe, me he maunga teitei
Pursue excellence – should you stumble, let it be
to a lofty mountain
I will talk about some of the tikanga attached
to the classroom that are important to Maori.
Students will be seated on the mat & will listen to the
lesson.
Whakawhanake / Development 10 mins.
! IRDPX method
We will watch the reomation from He reo kupu,he
reo ora website. Discuss any familiar words they
heard.
Talk about the translation of video.
Maori
I ngaro au
I te Mane, i ngaro taku pene. I te
Tūrei, i ngaro taku pukapuka. I te
Wenerei, i ngaro taku pōtae. I te
Tāite, i ngaro taku pēke. I te Paraire,
i ngaro au! Kei hea au
Anei taku pukapuka! Anei taku
pōtae! Anei taku pēke!
Anā, ko koe! Haere mai. Me hoki
tāua ki te kāinga.
Kua kite koe i taku pene
English
I was lost
On Monday, I lost my pen. On
Tuesday, I lost my book. On
Wednesday, I lost my hat. On
Thursday, I lost my bag. On Friday, I
lost myself. Where am I?
Here’s my book! Here’s my hat!
Students will watch the video clip.
They will contribute to the discussion after the clip.
I will use this videoclip to gain the student’s attention
and to introduce the topic in an interesting way
The students will watch the videoclip & then they will
listen to it with this English translation (Read out by
me)
4. 25 minutes
Here’s my bag!
There you are! Come over here.
Let’s go home.
Have you seen my pen?
INPUT-I will Iintroduce the key vocabulary.I will
put up the Powerpoint with Voacbulary on it. I
read the list to the class. We repeat the
vocabulary words together. ( I chose a longer list,
because some of this vocabulary was familiar to
about ¾ of the class)
RECOGNITION-I will ask the students to come
up to the whiteboard & try to match the word & its
meaning. I will have the pictures blue-tacked onto
the whiteboard & the words on a desk in front.I
will say Where are the scissors?”…and they will
find the word & put it beside the visual.
DISCRIMINATION- I will show them a picture &
ask questions which encourage them to use
discrimination. Is this a pencil or a ruler? And
Is this a whiteboard? Response will be a Yes or
No
PRODUCTION- I will model the use of the
sentence structures which are displayed on the
whiteboard using the powerpoint. Page 2 first,
then page 3
Kei hia ngā kutikuti?
Kei konei ngā kutikuti.
I will introduce Page 3 with the sentence
structures
The students will think-pair-share, using the
I will put up 6 pictures and ask 6 students to come up
and look for the words & match them to the pictures in
front of them.Once they have done this, they will read
the word out to the class.
Students will answer the questions.
The students will get into pairs and use these
sentences.
5. sentence structures.This will give them a chance
to practice the language..
I will tell them that “We will use the sentence
structures we have learnt in a poster.”Each group
will make a poster using 5 words/sentences.I will
ask them to use the same question each time &
record a different reponse.
I will read out the Task Card &I will tell them that
each group will get a Task card, A coloured
poster sheet, a vocabulary list & a Locatives list. .
I will hand out the pre-designed A3 posters with a
list of vocabulary & the list of locatives and the
Task card to each group.
Before I send them to do the task, I will ask a
student to come up & model what they have
understood about the Task.
EXTENSION (during this lesson)
The students will then go into their groups and
make posters.
Each group member will write a Maori sentence
and then the translation beside it.
Where are the scissors?
Here are the scissors.
Where are the rulers?
Over there
I will move about the groups and listen to them. I
will encourage them to try out the sentences they
are putting on their posters.While doing this I will t
assess them using the Assessment sheets.
The student will say;
“ Kei hia ngā __________?”
He/she will choose a different response from the locatives
sheet.
The students will sit in their groups and take turns writng
the question and a response along with the English
Translation beside it.
6. They will use the assessment sheets to assess
themselves, I will also do the assessment of some
students as they speak in front of the class.
EXTENSION
Introduce prepositions using the same
voacbulary and other vocabulary like food &
people ; during subsequent lessons.
7. Kaiako / Teacher Akonga / Learners
Te Whakamutunga / Conclusion
10 minutes
! Reflection on learning, bringing
lesson to a close, waiata, karakia,
whakamutunga
I will call the students back to the mat and they
will read out their sentences.They will fill in the
assessment sheets.
The students will present their work in front of the
class. Each member of the groups will read out a
sentence from their poster
Evaluation: What is it that you learnt about being an effective language teacher? Comment on strategies, theories, activities used in the lesson and any changes you
would make in the future.
I found that using the IRPDX Method was a very useful technique to use for Language learning.Using the Reomation proved
to be a great attention grabber & had the students interest straight away. The ‘Task Cards’ and availability of resources like
flashcards & vocabulary sheets helps students to extend their involvement in the Target language. They are willing to take
risks when the teacher is encouraging of their use of the language. I feel they will improve their pronounciation of the Target
language once they have enjoyed learning the language . They will be happy to stay involved with the Target Languageonce
they have had positive learning language experience.
Lesson taught and observed by: Name:______________________________ Signature:__________________________________
