Ko Wai Kei Tēnei?

Overview

Students learn and use Māori personal pronouns for one person, two people and three or more people. Through a visual introduction, guided pronunciation and a partner information-gap activity, they connect each pronoun with whether the listener is included or excluded.

Learning intentions

• WALT identify Māori pronouns for one person, two people and three or more people.
• WALT distinguish between inclusive pronouns, which include the listener, and exclusive pronouns, which exclude the listener.
• WALT use pronouns in short, meaningful sentences and greetings.
• WALT listen carefully and respond respectfully during paired interactions.

Success criteria

• I can match each pronoun to its meaning and number of people.
• I can explain the difference between inclusive and exclusive pronouns.
• I can use at least four pronouns accurately in a spoken exchange.
• I can pronounce the macrons and vowel sounds clearly enough to be understood.

Curriculum links

• Te Reo Māori — Novice 2 teaching sequence: greetings using terms of address.
• Te Reo Māori — Novice 2 linguistic knowledge: understanding and using a wider variety of classroom language and formulaic expressions.
• Te Reo Māori — Emergent 1 cultural and sociolinguistic knowledge: using polite, clear and purposeful language while acknowledging relationships.
• Te Reo Māori — Emergent 1 pāhekoheko: using formulaic language to support meaningful interactions.

Lesson structure (20 minutes)

1. 0–3 min · Hook and prior knowledge. Open with the visual hook and learning intention slides showing a group photograph or simple diagram in which the speaker’s inclusion changes; ask, “If I say ‘we’, who is included?” Students silently decide whether the speaker, listener and other people are included, then share one idea with a partner.

2. 3–7 min · Explicit teaching. Use the pronoun map slides to introduce the three groups: one person, two people and three or more people. Model and have students echo each word: koe (you, one listener), ia (he/she/him/her), taua (you and I, including the listener), māua (him/her and I, not including the listener), kōrua (you two), rāua (two people spoken about), tātou (all of us, including the listener), mātou (us, not including the listener), koutou (you all) and rātou (they/them, three or more). Emphasise that taua/tātou include the listener, while māua/mātou do not.

3. 7–10 min · Check for understanding. Display one scenario at a time in the scenario-check slides: teacher speaking to one student; two students and the teacher; teacher speaking about three students; teacher speaking to two other people. Students show one, two or three fingers and say the matching pronoun with a partner. Ask selected students to justify their choice using the sentence frame, “Ka whakamahi au i ___ nā te mea…”.

4. 10–16 min · Partner speaking task. Distribute the pronoun matching and speaking grid to pairs. Partner A chooses a scenario or group picture on the sheet and says a short sentence using the appropriate pronoun, such as “Ko kōrua ngā kaitākaro” or “Ko tātou te rōpū.” Partner B identifies who is included, repeats the pronoun and explains “Kei roto te kaiwhakarongo” or “Kāore te kaiwhakarongo i roto.” Students swap roles and aim to use at least four different pronouns. Circulate, listen for accurate selection and pronunciation, and prompt rather than correct immediately.

5. 16–20 min · Plenary and exit check. Return to the review and exit-question slides. Invite the class to chorally complete three statements: “You and I, including you, is ___”; “You and I, but not you, is ___”; “They, three or more, is ___.” Students complete the final two questions on the individual exit check: write the correct pronoun for two scenarios and circle whether the listener is included. Collect the sheets as students leave.

Resources

• the visual hook and pronoun teaching deck
• the pronoun matching and speaking grid
• Whiteboard and markers
• Projector or interactive display
• Pronoun reference list for teacher use
• Class set of pencils

Assessment

• Listen during echo practice and scenario checks for accurate pronunciation, macron awareness and correct matching of number.
• During the partner task, record whether each student can select a pronoun and explain inclusion or exclusion.
• Use the two-question exit check to identify students needing a brief reteach or further practice with taua/māua and tātou/mātou.

Differentiation

• Provide a colour-coded reference on the worksheet: one person, two people and three or more people, with inclusive pronouns marked in one colour and exclusive pronouns in another.
• Support students who need it with sentence frames: “Ko ___,” “Kei roto te kaiwhakarongo,” and “Kāore te kaiwhakarongo i roto.” Allow them to point to the scenario before speaking.
• Pair students strategically and rehearse pronunciation slowly, then at natural speed. Do not require students to infer gender from ia; explain that it can mean he, she, him or her.
• Extend confident speakers by asking them to create a new classroom scenario for another pair and use a pronoun not yet used by their partner.