Days and Time

Overview

This is Lesson 4 of 11 in the unit "Exploring Te Reo Māori" aimed at Year 7 students. The lesson introduces students to the days of the week and telling time in Te Reo Māori, using songs and visual aids. This lesson balances language learning with interactive, multisensory activities designed to cater for students with ADHD, APD, and dyslexia, incorporating active learning and independent skill development grounded in the science of learning.

Learning Objectives

By the end of this lesson, students will:

Recognise and name the days of the week in Te Reo Māori and relate them to familiar events or routines.
Tell the time in Te Reo Māori to the hour and half-hour using appropriate language and expressions.
Use songs and visual aids to enhance retention and enjoyment of learning vocabulary and phrases.
Practise independent and collaborative language learning strategies.
Develop confidence in oral language through active participation and repetition.

Curriculum Links

Learning Languages (New Zealand Curriculum Refresh)

Level: Years 7-8 (Phase 2 language learning)
Communicating:
- Lang4.1: Express and respond to simple ideas and information in Te Reo Māori related to familiar contexts (e.g., days, time).
- Lang4.2: Use simple phrases and sentences orally to communicate meaning and participate in guided conversations.
Understanding Language:
- Develop knowledge of vocabulary related to time and calendar concepts.
Key Competencies:
- Managing Self: Develop independent learning habits through practice and use of strategies like self-correction.
- Thinking: Use memory strategies such as songs and visual prompts.
- Relating to Others: Collaborate with peers during group tasks and respect turn-taking in conversations.

Te Reo Māori Context

Emphasis on authentic use, and positive identity development through language as a taonga (treasure).
Use of waiata (songs) aligns with Māori pedagogies supporting whakapapa and oral traditions.

Science of Learning Considerations

Incorporate multisensory learning (aural, visual, kinesthetic).
Chunk content into manageable parts with repetition and immediate practice.
Use visual scaffolds (e.g., charts, clocks).
Provide movement breaks and active participation to engage students with attentional or processing differences.

Learning Outcomes (Based on Curriculum & Evidence)

Students can confidently say the days of the week in Te Reo Māori.
Students can recognise and say the time to the hour and half-hour using appropriate terms like "kona" (o’clock) and "hauwhā" (quarter).
Students enjoy and engage actively with Te Reo Māori in a supportive environment.

Resources

Large colourful chart/poster of the days of the week in Te Reo Māori.
Analogue classroom clock or large teaching clock with movable hands.
Audio recording or video of a waiata (song) for days of the week and telling time in Te Reo Māori (e.g., Te Reo Māori version of “The Days of the Week Song”).
Mini clocks (one per pair or group) for hands-on practice.
Flashcards with days of the week and time phrases.
Whiteboard and markers.
Visual timetable of the lesson to support sequencing for all learners.

Lesson Structure (45 minutes)

1. Mihi and Warm Up (5 minutes)

Begin with a simple greeting and karakia.
Quick warm-up chant/song - use a familiar waiata to energise the class and focus attention.

2. Introduction to Days of the Week (10 minutes)

Show poster of days of the week in Te Reo Māori: Rāhina (Monday), Rātū (Tuesday), Rāapa (Wednesday), Rāpare (Thursday), Rāmere (Friday), Rāhoroi (Saturday), Rātapu (Sunday).
Play the waiata/song teaching the days of the week.
Sing together, encourage body movements or actions linked to each day.
Discuss with students how days connect to their weekly routines (e.g., school days, weekend).
Use visual flashcards: students order days on the floor or board in groups to reinforce sequencing.

3. Introducing Time - Focus on Hours and Half-Hours (15 minutes)

Display an analogue clock and model how to say the time to the hour in Te Reo (e.g., "Ko te rua karaka" — It is 2 o'clock). Teach “kona”/o’clock.
Model the half-hour with “whāwā” / “hauwhā” (quarter) language simplified for Year 7 (e.g., “Ko te toru karaka me te hauwhā” — 3:15). Adjust language complexity for students’ needs.
Use the teaching clock to demonstrate different times aloud.
Students get mini clocks in pairs to set given times and say them aloud. Provide sentence frames to support: “Ko te ____ karaka” (It is ____ o’clock).
Integrate a short waiata or rhyme about telling the time to help retention.

4. Interactive Activity - Time and Days Game (10 minutes)

Divide class into small groups or pairs.
Use flashcards of times and days mixed together.
Task: match the correct day with an event (teacher gives or students brainstorm) and tell the time of that event in Te Reo Māori.
Example prompts: "When is your favourite TV show? What day? What time?"
Encourage peer communication, turn-taking, and self-correction with teacher support.

5. Wrap Up and Reflect (5 minutes)

Quick recap: ask students to share their favourite day in Te Reo Māori and say what time they do a daily activity.
Sing the days of the week song once more as a whole class.
Provide an exit slip for students to write or draw their favourite word or phrase learned today or give an oral response.
Preview next lesson focus (e.g., months of the year or telling time to the quarter hour).

Differentiation and Support Strategies

For ADHD/Attention Difficulties:
- Incorporate movement breaks between activities.
- Use clear visual schedules.
- Keep instructions concise and use multi-modal cues.
For Auditory Processing Difficulties (APD):
- Use written and visual supports in conjunction with oral instructions.
- Provide the song lyrics in writing and visuals.
For Dyslexia:
- Use colour-coding for days and times.
- Provide mnemonic devices through the waiata.
- Use multisensory reinforcement (chanting, handwriting practice).

Assessment and Feedback

Formative assessment through oral responses during pair/group activities.
Observation checklist for teacher on correct pronunciation and use of days/time expressions.
Exit slip to assess individual recall and engagement.
Encourage self-assessment and peer feedback on pronunciation and confidence using target language.

This lesson plan aligns closely with the New Zealand Curriculum Refresh for Languages at Year 7, supports key competencies, and incorporates evidence-based learning strategies for an inclusive, engaging classroom experience .

Teaching Instructions