Kei hea?

Overview

In this lesson, students practise te reo Māori locatives (e.g., inside/on/under/near) and use them to form clear sentences about where things are. They will learn to ask and answer using kei hea and then check that their directions/sentences are correct.

Learning intentions

• WALT use common locatives to describe where something is.
• WALT ask “Kei hea …?” and answer using locative + noun.
• WALT form short sentences correctly, using a model and checking our meaning.
• WALT respond to directions by confirming where something is.

Success criteria

• I can ask Kei hea …?
• I can answer using a locative (e.g., i roto i / kei runga i / kei raro i / kei te taha o / kei waenganui i).
• I can write/say a correct sentence that clearly tells where something is.
• I check my sentence makes sense (locative matches the picture and my answer follows the model).

Curriculum links

• Te Mātaiaho Te Reo Māori (Emergent 1) — Giving and following directions: Checking directions are clear.
• Te Mātaiaho Te Reo Māori (Emergent 1) — Giving and following directions: students use clear language to guide action and confirm understanding.
• Te Mātaiaho Te Reo Māori — Emergent communication: using formulaic, classroom-appropriate phrases to ask and answer (e.g., kei hea …?).

Lesson structure (45 minutes)

1. 0–5 min · Hook (spot the location). Teacher displays a simple “find it” image (or points to objects around the room) and asks: “Kei hea te pukapuka?” using location hook and model slides. Students chorally answer with a single-word locative or short phrase.
2. 5–12 min · Direct teach (locatives + sentence pattern). Teacher uses location hook and model slides to show 5 locatives with clear visuals and models the same sentence frame each time: “Kei hea te …? Kei roto i / kei runga i …”. Students repeat, then do a quick whole-class “show me” (teacher says locative; students point to where it would be).
3. 12–22 min · Guided practice (mini-dialogues). Teacher pairs students and gives each pair a set of 6 picture cards (inside/on/under/near/between/next to). Teacher models one: “Kei hea te kapu?” Students take turns: ask, then answer using the locative from the model. Teacher circulates, listening for correct pairing of kei hea + question and locative + answer.
4. 22–32 min · Worksheet task (form sentences). Teacher distributes kei hea sentences worksheet and explains: students match the picture to the locative, then write a full answer sentence:

• “Kei hea te …? Kei … (locative) …” Students work independently for first 5 minutes, then check with a partner for clarity (“Does it clearly say where it is?”).

5. 32–39 min · Checking directions game (clear confirmation). Teacher says a short direction using the pattern: “Tukua mai te pene—kei runga i te tēpu.” Students place a toy/paper item accordingly. If a student places it differently, teacher prompts: “Kei hea ināianei?” and students must correct using the locative sentence stem. Teacher runs this with 3–4 rounds, using location hook and model slides to keep the target visuals consistent.
6. 39–45 min · Plenary (self-check + exit evidence). Teacher returns to location hook and model slides and shows two examples: one correct location sentence and one incorrect. Students vote thumbs up/down and justify: “Which locative matches the picture?” Finally, students do a 1-sentence oral check: “Kei hea …? Kei …” to the teacher as they leave.

Resources

• location hook and model slides
• kei hea sentences worksheet
• Picture cards showing locations (inside/on/under/near/between/next to)
• Class objects/toys to move during the directions game (pencil/cup/book/eraser)
• Marker/whiteboard for sentence model writing
• Partner grouping materials (optional: sentence strip with “Kei hea…?” prompt)

Assessment

• Teacher listens during partner dialogue: accuracy of kei hea questions and locatives in answers.
• Worksheet check: students correctly match locative to picture and form a clear sentence.
• Plenary misconception check: students identify the incorrect locative example and explain why.

Differentiation

• Support: sentence starters on the board/desk labels: Kei hea te ____? Kei ____ i te ____; teacher provides a locative word bank.
• Support: for students needing it, allow copying from a model card first, then replacing one noun (e.g., te pene / te pukapuka).
• Extension: students add one extra detail in their sentence (e.g., “Kei runga i te tēpu kei te taha o te pukapuka”).
• Language scaffolding: encourage gestures (pointing to the location) to strengthen comprehension before writing.