Kupu o ngā Keemu

Overview

In this 60-minute Te Reo Māori lesson, students explore Te Reo Matatini through performance and language games connected to the Commonwealth Games. Students practise using kupu whakarite and simple whakatauī to enhance meaning, and they reflect on how language shows respect and collective responsibility.

Learning intentions

Students will:

• WALT use kupu whakarite (simple similes/comparisons) to describe people, actions, or places linked to the Commonwealth Games
• WALT practise short whakatauī (right/wrong way to speak messages or respectful statements) for respectful communication
• WALT use pepeha or mihi-style ideas to show identity and connection to whenua (at a beginner level)
• WALT contribute to a class performance with safe, respectful participation and listening

Success criteria

Students can:

• I can complete sentence starters using a comparison (e.g., “Mēnā he tere… he rite ki…”) to show meaning
• I can use respectful phrases when giving ideas or instructions (e.g., “Tēnā koe/Ngā mihi”, “Āe/Ka pai”, “Kāo/Whakarongo mai”)
• I can share 1–2 lines of mihi/pepeha-style information using familiar prompts (name, awa/maunga/rohe or connection)
• I can perform a short group chant/line with correct pacing, volume, and group focus

Curriculum links

• Te Reo Māori introduction: shows how kupu whakarite and whakatauī enrich language and meaning, and that communication reflects collective values and respect for others’ perspectives
• Te Reo Māori introduction: uses pepeha and/or mihi to express identity and share connections to whenua in formal and informal contexts
• Cultural and sociolinguistic knowledge: gives instructions in te reo Māori with culturally appropriate language that reflects respect, relationships, and collective responsibility
• Te Reo Māori introduction: supports connection between te reo Māori and cultural values carried within the language (role of the teacher)

Lesson structure (60 minutes)

1. 0–5 min · Whakawhanaungatanga. Teacher greets students in Te Reo Māori and sets a respectful speaking routine (hands up, listen, take turns). Students respond with a quick chorus greeting and “Ka pai” to show readiness.

2. 5–12 min · Kaupapa hook: Commonwealth Games. Teacher shows an age-appropriate picture set (flag colours, athletes, venues) and asks: “He aha te reo e kōrero ai tātou mō ngā kaitākaro?” Students do a quick think–pair–share in English or Te Reo Māori words they know, then share one idea as a class.

3. 12–20 min · Direct teach: kupu whakarite for action. Teacher introduces 3 simple comparison frames on the board, using gestures:

• “He [tere/whai kaha] a [ingoa] i te kēmu, he rite ki te…”
• “Ka peke/ka oma [pēnei]… he rite ki…”
• “He māramatanga/whakatau a mātou, he rite ki…” Students repeat chorally, then choose one frame to complete orally with a partner (e.g., “he rite ki te hau”, “he rite ki te arawhata”—adjust wording to what is accessible).

4. 20–28 min · Direct teach: whakatauī for respectful talk. Teacher models respectful communication messages linked to rehearsal:

• “Ngā mihi mō tō whakaaro.”
• “Āe, he pai tērā.”
• “Whakarongo mai, kia kotahi te reo.”
• “Kaua e kōrero i te wā e mahi ana tētahi atu.” Students practise using call-and-response: teacher says the line, class echoes, then two students role-play giving a kind suggestion to a partner.

5. 28–38 min · Te Reo Matatini rehearsal in groups (script + choreography). Teacher gives each group a simple performance script (8 lines max), connected to Commonwealth Games themes (training, teamwork, respect, effort). Script includes:

• 1 kupu whakarite line
• 2 respectful whakatauī lines
• 2–3 “mihi/pepeha-style” prompts (name + whenua connection via familiar locality/rohe prompt cards) Teacher circulates to coach pronunciation, pacing, and culturally respectful instructions (“I a koutou e mahi ana, me aro mātou ki te whakarongo”). Students rehearse: one speaker, one mover, others as echo/support.

6. 38–48 min · Quick performance check (gallery walk). Half the groups perform (30–45 seconds each) while the rest follow a “listening job” using a simple tally sheet: “Did they use a comparison? Did they use a respectful phrase?” Students complete the tally sheet for the performing group.

7. 48–57 min · Class share: identity line (mihi/pepeha-style). Teacher selects 2–3 volunteer prompts from the script:

• “Ko [ingoa] ahau.”
• “No [rohe/kāinga] ahau.”
• “Kei reira [awa/maunga] …” (choose one, optional) Students practise their own line using cue cards, then share in pairs. Teacher reinforces respectful listening and collective responsibility.

8. 57–60 min · Exit ticket (assessment). Students complete a one-minute individual response: write or draw one comparison using “he rite ki…” and circle one respectful phrase they used today. Collect slips.

Resources

• Cue cards for kupu whakarite sentence starters (three frames)
• Cards with whakatauī respectful phrases (laminated for reuse)
• Commonwealth Games picture set (printed) and/or a teacher-made slide with no text or minimal text
• Performance script cards (one per group, 8-line max)
• “Listening job” tally sheets
• Name/rohe/awa-maunga prompt cards (optional support)
• Visual timer and chime for rehearsal transitions
• Student notebooks or worksheets with exit ticket template

Assessment

• Formative during rehearsal: teacher checklist for (1) comparison used, (2) respectful phrase used, (3) audible and paced speaking
• Formative during gallery walk: listening job tally sheet shows which language features students noticed
• Exit ticket: compares student ability to use “he rite ki…” and select an appropriate respectful phrase

Differentiation

• Support: provide sentence starter frames, word banks (e.g., tere, kaha, hau, rā), and partner rehearsal roles (speaker/echo/mover)
• Support for mihi/pepeha-style: offer a limited choice set for “No [rohe] ahau” and one connection prompt (“Kei reira…”)
• Extension: ask students to add a second kupu whakarite line or vary a whakatauī phrase (e.g., “Kei te pai / Kei te tika”) while maintaining respect
• SEN/EAL: allow oral responses instead of writing for exit ticket; use gesture supports and repeated choral practice; check understanding with pointing to cue cards rather than only verbal questions