Kei hea tēnei?

Curriculum Area:

Learning Languages – Te Reo Māori
Curriculum Level: Level 3 of Te Aho Arataki Marau mō te Ako i Te Reo Māori – Kura Auraki (Years 7–10)
Aligned to Te Mātaiaho and NCEA Big Ideas:

• Language reflects identity, culture, and worldview
• Participation in te reo Māori enhances cultural responsiveness and personal growth
• Understanding structure supports communicative competence

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Lesson Duration:

30 minutes
Class Size: 25 Year 9 students

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Lesson Focus:

🏷️ Grammar Recap: Singular & Plural in Te Reo Māori
📍 Communicative Function: Asking and saying what something is by location

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Learning Intentions:

Students will:

• Recap and differentiate between singular and plural articles and sentence structures in Te Reo Māori
• Ask and answer questions using "Kei hea..." (Where is...) and respond accordingly
• Use location prepositions (e.g., kei runga, kei raro, kei roto) in context
• Speak confidently using learned sentence patterns in a game-based, collaborative context

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Success Criteria:

• I can ask where something is using the sentence structure "Kei hea te/ngā...?"
• I can reply using accurate singular/plural forms with location words
• I can distinguish when to use te vs ngā, and location prepositions in context
• I can work collaboratively to complete a speaking task with my peers

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Resources Needed:

• Flashcards with pictures of common classroom objects (e.g., pene, pukapuka, rūma, nohoanga)
• Location labels (runga, raro, roto, waho, mua, muri) for classroom furniture
• A toy mascot (e.g., a kiwi or taniwha) to hide and use for location guessing game
• Whiteboard & markers
• Student mini-whiteboards & pens (optional)
• Māori vocabulary mats on desks for support

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Lesson Breakdown (30 minutes):

1. Mihi & Warm-Up — 3 mins

Begin with a shared karakia timatanga and brief mihi to set the tone in Te Reo Māori.
Call and response activity: "E tū!" / "E noho!" / "Haere mai!" to energise students.

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2. Whakawhanaungatanga Starter (Revision Recap) — 5 mins

Activity: Tika rānei, Hē rānei? (True or False)
Project sentences on screen using both singular and plural structures. Students show thumbs up/down after deciding if they're correct.

Examples:

• Kei raro te pene i te tēpu. ✅
• Kei runga ngā pukapuka i te rūma. ❌ (trick: rūma isn't a surface)

Review:

• Brief reminder:
  • "te" = singular, "ngā" = plural
  • Basic structure: Kei [location] te/ngā [object].

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3. Explicit Teaching – Sentence Structure (Whakamārama) — 7 mins

Teach/revise the Q&A pattern:

Question:
Kei hea te pene? – Where is the pen?
Kei hea ngā pukapuka? – Where are the books?

Answer:
Kei runga te pene i te tēpu. – The pen is on the table.
Kei roto ngā pukapuka i te pēke. – The books are in the bag.

Use images or realia to model with gestures. Get students to echo and act it out.

Help Tip: Create a location chant: “Runga – up!
Raro – down!
Roto – inside!
Waho – outside!”

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4. Interactive Group Game – Hei Kimi (Hide & Seek Kiwi!) — 10 mins

Set-up: Place the toy Kiwi somewhere visible but not obvious in the class (e.g., inside cupboard, under a chair).

Instructions:

• Class is split into 5 groups of 5.
• Each group takes turns asking: "Kei hea te Kiwi?"
• Another group gives clues using plural/singular objects visible near the Kiwi.
• E.g., Kei raro te Kiwi i te tūru. Kei runga ngā pukapuka i te tūru hoki!
• Points for creativity and accuracy – bonus for using plural structures correctly.

Purpose: Natural use of location, articles, and teamwork – makes grammar communicative and fun!

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5. Pair Practice – Mini-Whiteboard Dialogue — 4 mins

Pairs get image flashcards with a scene (e.g., classroom, kitchen). They pick one item and ask each other:

• A: Kei hea te/ngā ____?
• B: Writes or says the answer using a location preposition and correct article.

Teacher circulates and provides immediate feedback on article use and pronunciation.

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6. Ako Whaiaro – Metacognitive Check-in — 1 min

Ask students to show a fist to five fingers for how confident they feel:

✊ = not confident
🖐️ = very confident

Quick exit ticket-style reflection:

• Write down one sentence using Kei hea... correctly, leave it on the desk as they leave

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Differentiation:

• Offer visual vocab mats with illustrations for learners needing extra support
• Extend early finishers by challenging use of directional movement (e.g., Kei te neke te hipi ki tua o te whare.)
• Group strategically so confident reo speakers can support kākano learners

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Teacher Notes:

• Encourage use of māori-only target language during activities
• Reinforce language through physical movement and visual aids – supports adolescent learners
• Next lesson could follow up with possessives or directions using haerenga (journeys)

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Reflection Prompt (Post-class):

What location/preposition is the class most confidently using?
Who needs more support with distinguishing te/ngā?
How can I build this into a wider unit involving directions or describing past events?

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Ngā mihi nui ki a koe mō tō mahi whakaako i te reo rangatira!