Kōrero Whakakīkī

Overview

Lesson 1 of 20 introduces persuasion through familiar kai and activity choices. Students notice that persuasive kōrero gives an opinion and a recommendation, then rehearse simple sentence patterns orally using movement, images and word cards.

Use te reo Māori for classroom routines as much as possible, supported by gestures, modelling and occasional English clarification. Organise 16 students into four groups of four.

Learning intentions

• WALT identify kōrero whakakīkī (persuasive talk) in familiar examples.
• WALT share an opinion using “He pai ki ahau…” or “Kāore e pai ki ahau…”.
• WALT make a recommendation using “Me…”.
• WALT listen respectfully and give a simple reason for a choice.

Success criteria

• I can say what I like or do not like.
• I can use “He pai ki ahau…” and “Me…”.
• I can give one reason for my opinion.
• I can use my voice, face or actions to make my message convincing.

Curriculum links

• Oral language: listening attentively, speaking clearly and responding appropriately in te reo Māori.
• Language knowledge: using familiar sentence patterns, vocabulary and pronunciation.
• Communication: sharing ideas, opinions and information for a purpose.
• Māori perspectives and values: participating respectfully, taking turns and valuing different viewpoints.

Lesson structure (60 minutes)

1. 0–5 minutes – Welcome and learning intention Welcome students with “Tēnā koutou katoa” and briefly explain: “I tēnei rā, ka ako tātou mō te kōrero whakakīkī.” Use the opening and learning intention slides to show the learning intention and success criteria. Explain that persuasion means trying to help someone agree with an idea or make a choice.

2. 5–12 minutes – Persuasion hook: choose a side Show two appealing images, such as an ice block and a piece of fruit, then ask: “Ko tēhea te mea pai?” Students move to one side of the room to show their choice. Model: “He pai ki ahau te āporo. He reka.” and “Me kai tātou i te āporo.” Repeat with activities such as kēmu, pānui, kauhoe or poikopiko. Use the visual choice slides for the images and prompts.

3. 12–20 minutes – Notice the sentence patterns Display and say each pattern, with actions:

• “He pai ki ahau te ___.” – I like ___.
• “Kāore e pai ki ahau te ___.” – I do not like ___.
• “Me ___.” – We should ___.
• “Nā te mea he ___.” – Because it is ___.

Students echo each sentence, then practise with actions: thumbs up for “He pai”, thumbs down for “Kāore e pai”, and a forward hand gesture for “Me”. Keep explanations brief and model pronunciation several times. Refer to the sentence pattern slides.

4. 20–35 minutes – Word-card kōrero challenge Give each pair a copy of the cut-and-sort word cards. Students cut or separate the cards and sort them into three groups: opinions, activities or kai, and reasons. Pairs choose cards to build a sentence, then practise saying it together. For example: “He pai ki ahau te poikopiko. Nā te mea he ngahau.” Challenge pairs to add: “Me poikopiko tātou.” Circulate, prompting quietly: “Kōrero mai,” “Anō,” and “He aha ai?” Use the word-card challenge instructions to keep the task visible.

5. 35–47 minutes – Persuasion circle In groups of four, students choose one high-interest topic: the best kai, kēmu, wāhi, kararehe or mahi. Each student makes a short recommendation using two or three sentence patterns. The group listens and responds with “Āe!” or “Kāo, kāore au e whakaae,” followed by their own opinion. Students may use the word cards as prompts. Award a class point for clear te reo, listening and respectful disagreement, not for having the “best” choice.

6. 47–55 minutes – Pair performance Each group selects one persuasive message to perform. Students may speak, gesture or use a simple prop. The audience listens for “He pai…”, “Me…” and a reason, showing one, two or three fingers when they hear each feature. Use the performance and audience listening slides for the reminders and prompts.

7. 55–60 minutes – Reflection and exit check Revisit the success criteria on the plenary slides. Invite students to complete orally: “I tēnei rā, i ako au…” or “Ka taea e au te…” Students then show a thumb: up = confident, sideways = practising, down = need help. Collect one example from several students and note who can use the target patterns independently.

Resources

• the introduction, teaching and activity slide deck
• the cut-and-sort word cards
• Board or large paper for sentence patterns
• Images of familiar kai and activities
• Timer
• Blu-tack or magnets
• Optional simple props for group performances
• Four group tables or clearly marked activity areas

Assessment

• Listen for accurate use of “He pai ki ahau…”, “Kāore e pai ki ahau…” and “Me…”.
• Record students who can add a reason using “Nā te mea…”.
• During performances, observe pronunciation, participation, turn-taking and whether students communicate a clear preference or recommendation.

Differentiation

• Support learners with picture cards, colour-coded sentence parts, gestures and repeated choral practice. Accept pointing, signing or completing only the final word before expecting a full sentence.
• Pair students strategically and provide a speaking frame: “He pai ki ahau te ___. Me ___. Nā te mea he ___.”
• For students with learning or behavioural needs, use short timed challenges, clear roles such as reader, card chooser, speaker and encourager, and allow movement between activities.
• Extend confident speakers by asking them to include two reasons, compare choices with “engari”, or respond to a different opinion using “Ki ōku whakaaro…”.