Overview

This two-lesson sequence is designed for Year 5 students to explore and practise the use of the prepositions ‘i’ vs ‘ki’ and ‘a’ vs ‘o’ in te reo Māori. The lessons focus on sentence building and comprehension through different time tenses: past, recent past, present, and future, using simple verbs. The activities are designed to make explicit connections to the New Zealand Curriculum Refresh for Languages, particularly the learning area of Learning Languages, incorporating language features and developing communicative competence.

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Curriculum Links

• Learning Area: Learning Languages
• Level: Year 5 (Level 3 of Te reo Māori learning progression)
• Achievement Objectives:
• Communication: Use te reo Māori to convey information, ideas, and purposes in varied contexts.
• Language Features: Understand and use prepositions such as ‘i’, ‘ki’, ‘a’, ‘o’ accurately.
• Key Competencies:
• Using language, symbols, and texts
• Thinking (especially metacognitive reflection on language use)
• Relating to others (collaborative learning)
• Values: Respect, Diversity, and Innovation through language learning and cultural understanding

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Lesson 1: Understanding ‘i’ vs ‘ki’ with Time Tenses

Duration

60 minutes Class size: 25 students

WALT (We Are Learning To)

• Use the prepositions ‘i’ and ‘ki’ correctly within sentences to express actions linked to different time tenses (past, recent past, present, future) in te reo Māori.

Success Criteria

• I can identify and say sentences using ‘i’ and ‘ki’ in different time tenses.
• I understand when to use ‘i’ and when to use ‘ki’ in a sentence.
• I can explain the reason for choosing ‘i’ or ‘ki’ based on the verb and tense.

Resources

• Visual sentence cards with simple verbs (e.g., haere, kai, mōhio, tākaro)
• Tense timeline poster (Past, Recent Past, Present, Future)
• Whiteboard and markers
• Dyslexia-friendly sentence sheets (clear font, high contrast, coloured overlays)

Lesson Breakdown

1. Introduction (10 min)

• Teacher introduces ‘i’ and ‘ki’ with examples using a timeline:
• ‘i’ for completed past events (e.g., I haere au ki te kura i tēnā rā)
• ‘ki’ for direction or movement towards something, including future intent (e.g., Ka haere au ki te whare).
• Show timeline poster and place example sentences at correct positions.

2. Guided Practice (15 min)

• Display sentences orally and visually; students say them aloud.
• Ask students to identify ‘i’ or ‘ki’ and discuss why that preposition is used (time context or movement).
• Sentence examples for time tenses:
• Past: I kai au i te āporo. (I ate an apple.)
• Recent past: Kua haere au ki te toa. (I have just gone to the shop.)
• Present: Kei te haere au ki te kura. (I am going to school.)
• Future: Ka hoki au ki te kāinga ā te ahiahi. (I will return home this afternoon.)

3. Pair Activity (20 min)

• In pairs, students receive sentence card sets (mixed tenses).
• They sort sentences under ‘i’ or ‘ki’ headings on mats, saying them aloud.
• Encourage students to explain their choice of preposition to their partner.

4. Group Discussion (10 min)

• Discuss some student examples with the class.
• Teacher highlights common mistakes and reinforces correct usage.

5. Reflection and Exit Ticket (5 min)

• Students write or say one new sentence using ‘i’ or ‘ki’ in the correct way related to a time tense.
• Teacher collects responses for formative assessment.

Differentiation

• Support: Provide sentence starters, one-on-one prompts, and dyslexia-friendly resources.
• Challenge: Create longer sentences or questions using ‘i’/’ki’ and different nouns.
• Extra time or audio recordings for students who benefit from multisensory input.

Extension

• Create own sentences orally using ‘i’ and ‘ki’ about personal recent or future events.
• Use te reo Māori apps or digital cards for further practice at home.

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Lesson 2: Exploring ‘a’ vs ‘o’ with Time Tenses

Duration

60 minutes Class size: 25 students

WALT

• Use the prepositions ‘a’ and ‘o’ correctly in sentences that describe possession, relationships, and time contexts in te reo Māori.

Success Criteria

• I can explain the function of ‘a’ and ‘o’ in different sentence contexts.
• I can identify ‘a’ and ‘o’ in sentences and understand when each is appropriate.
• I can create sentences using ‘a’ and ‘o’ with simple verbs and appropriate time markers.

Resources

• Colour-coded flashcards for ‘a’ and ‘o’ usage
• Visual sentence strips with verbs and nouns suited to time tenses
• Whiteboard, markers
• Dyslexia-friendly texts with supporting icons for ‘a’/‘o’

Lesson Breakdown

1. Recap (5 min)

• Quick review of ‘i’/’ki’; introduce ‘a’ and ‘o’.
• Explain ‘a’ often denotes association or ownership related to action, while ‘o’ denotes origin or possession.

2. Mini Lesson (15 min)

• Show example sentences with ‘a’ and ‘o’ in different tenses:
• Past: I kitea te pukapuka a Hōne. (The book of Hōne was found.)
• Present: Kei te whakamahi te tamaiti i te pene o te kaiako. (The child is using the teacher’s pen.)
• Future: Ka toro atu a Mere ki te whare o tana whanaunga. (Mere will visit the house of her relative.)
• Highlight relationship and possession meanings.

3. Group Sentence Sorting (15 min)

• Provide sentence strips with mixed ‘a’/’o’ plus tense markers.
• Groups sort sentences and explain their choices.

4. Independent Writing (15 min)

• Students write 3 sentences using ‘a’ and ‘o’ correctly in past, present, and future contexts.
• Peer support/checking using sentence checklists.

5. Share and Reflect (10 min)

• Volunteers share sentences.
• Teacher clarifies and reinforces correct use with visual aids.

Differentiation

• Sentence templates for younger or struggling learners.
• Extension: Create questions using ‘a’ and ‘o’ focusing on relationships and origins.
• Use speech-to-text software for students with writing difficulties.

Extension

• Explore similar prepositions in other Māori texts or stories to identify ‘a’ and ‘o’.
• Create a short oral presentation using correct prepositions for a family story or event.

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Dyslexia-Friendly Strategies for Both Lessons

• Use clear, sans-serif fonts (e.g., Arial, Comic Sans) on print materials.
• Provide high contrast text and backgrounds.
• Use colour coding to differentiate ‘i/ki’ and ‘a/o’.
• Supplement reading with audio support or read-aloud sessions.
• Use visual aids and symbols to anchor language concepts.
• Allow extra time for reading and writing tasks.
• Break tasks into manageable steps with explicit instructions.

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Assessment

• Formative assessment through oral responses, exit tickets, and sentence sorting activities.
• Teacher observation for use of prepositions in accurate tense context.
• Peer and self-assessment checklists for sentence creation tasks.

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Summary

This plan offers engaging, scaffolded experiences aligned directly with the NZ Curriculum Learning Languages area by blending grammar, comprehension, and cultural relevance. It provides explicit teaching and multiple modalities, supporting diverse learners while encouraging metacognition and confident communication in te reo Māori.

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If you require, I can help create printable student worksheets or teacher resources adapted from this plan.