Ko Wai Au?

Overview

Curriculum Area: Te Reo Māori
Curriculum Level: Level 1 of Te Marautanga o Aotearoa
Year Level: Year 3
Lesson Duration: 40 minutes
Class Size: 15 students

This lesson is part of a short unit called Ko Wai Au? (Who am I?), designed to empower ākonga (students) with language to introduce themselves and talk about key aspects of their identity using simple Te Reo Māori. It aligns with the curriculum focus strands: Whakarongo (Listening), Kōrero (Speaking) and Tangata (Identity, Culture, and Language).

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Learning Outcomes

By the end of this lesson, ākonga will:

• Be able to confidently introduce themselves in Te Reo Māori using a basic mihimihi.
• Learn key vocabulary related to personal identity (name, iwi, whānau).
• Participate in pair and group oral language activities.
• Strengthen listening and speaking skills through classroom kōrero.

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Resources Needed

• Name tags (with space for students to draw their whānau or pepeha)
• Printed vocabulary cards
• A soft takaro (object to pass around during kōrero)
• Poster paper and markers
• Audio recording of a child saying a simple mihimihi
• Props or puppets for drama-style practice

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Lesson Structure

🔊 0–5 Minutes: Karakia and Warm Welcome

• Begin with a short karakia to settle ākonga into learning.
• Greet all students with a smile:
  “Tēnā koutou, e te whānau. Kei te pēhea koutou?”
• Encourage choral response: “Kei te pai, e hoa.”

Classroom Kōrero Tip: Prompt a few ākonga:

Kaiako: “Ko wai tō ingoa?”
Ākonga: “Ko [name] tōku ingoa.”

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🧠 5–10 Minutes: Vocabulary Focus – Ko Wai Au?

Teach or revise the following words using flashcards and hand signals:

• Ingoa (name)
• Whānau (family)
• Iwi (tribe)
• Pāpara kāuta (grandfather)
• Kuia (grandmother)

Use a puppet to introduce a mihimihi example:

“Tēnā koutou. Ko Piko tōku ingoa. Nō Rotorua ahau. Ko Ngāti Whakaue tōku iwi.”

Classroom Kōrero Tip: Use repetition and echo-pattern speech practice.

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🎧 10–15 Minutes: Listening Activity – He Mihimihi

• Play an audio recording of a tamaiti (child) giving a mihimihi.
• Ask ākonga to listen and stand up every time they hear “Ko…” or “Nō…”

Teacher Prompt:

“E whakarongo ana tāua ki tētahi tamaiti e mihi ana. Ka tū ki runga mēnā ka rongo koe i ngā kupu ‘Ko’ rānei ‘Nō.’”

Discuss with partners what parts of their own identity they heard reflected.

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🗣 15–25 Minutes: Pair Work – Ko Au Tēnei

• In pairs, students practise a basic mihimihi using the frame:

“Ko ___ tōku ingoa.
Nō ___ ahau.
Ko ___ tōku whānau / iwi.”

• Flip cards help prompt vocabulary recall.

Kaiako Role: Circulate and join pairs, gently prompting with questions:

“Me pēhea te kī ‘My name is’?”
“He pai te mahi ā kōrua!”

Optional Variation: Have students pretend to be their puppet character and provide a mihimihi on its behalf.

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🎨 25–35 Minutes: Creative Identity Poster

• Provide students with a mini-poster template labelled:
  • “Ko ___ tōku ingoa”
  • “Ko ___ tōku whānau”
  • “Nō ___ ahau”

Students will illustrate these sentences with pictures of their whānau, marae or favourite places.

Classroom Kōrero Tip:
While students draw, circle the group and ask:

“Ko wai tēnei?” (Pointing to a picture)
Ākonga: “Ko Māmā tēnā.” or “Ko taku pāpā.”

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🌟 35–40 Minutes: Circle Sharing – Tukua te Kōrero

• Gather ākonga in a circle with a soft takaro.
• Each ākonga says one sentence from their mihimihi when the takaro comes to them.
• Kaiako models encouragement:

“Ka rawe! He pai te kōrero!”
“Tēnā koe mō tō māia.”

Finish with a group:

“Ka pai tā tātou ako i tēnei rā!”

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Assessment for Learning

Listen for:

• Correct pronunciation of “Ko ___ tōku ingoa.”
• Confident participation in kōrero
• Understanding of the idea of identity and iwi

Anecdotal notes can be made during paired kōrero and the sharing circle.

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Differentiation

• For extension: Invite confident students to add their marae or mountain into their mihimihi.
• For support: Provide visual scaffolds using whānau photos or offer one-on-one practice with the kaiako before pair speaking.

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Ako Tip for Teachers

Remember, building safe language spaces is essential. Validate every attempt with positive body language and repetition. You’re nurturing identity as much as language.

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Reflection Prompt for Kaiako

“Which students were able to confidently share in our circle? Which learners may need more time with vocabulary or ideas of whānau and iwi?"

Consider recording student mihimihi later in the week as an end-of-unit celebration and keepsake.

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Next Steps

In the following lesson, extend Mihimihi content to include:

• Favourite activities using “He pai ki ahau te…”
• Mana whenua connections based on school region

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Kia kaha te kōrero Māori – small steps each day build strong foundations. Ko tā tātou, he ako ngātahi.