Matariki Words

Overview

In this second lesson of the unit Matariki: Celebrating New Beginnings, students learn and practise key Te Reo Māori vocabulary and short phrases for talking about Matariki and the new year. They focus on correct pronunciation and using the words in simple conversation.

Learning intentions

• Students will learn several Matariki-related Te Reo Māori words and phrases.
• Students will practise pronunciation and stress by listening, echoing, and repeating.
• Students will use vocabulary in short, guided conversations about stars and the new year.
• Students will begin to notice how words fit into simple sentence patterns.

Success criteria

• I can pronounce most vocabulary words clearly and confidently.
• I can match words to meanings (in English or with pictures) with accuracy.
• I can use at least 4 vocabulary items in a short spoken phrase.
• I can take part respectfully in pair talk using the target phrases.

Curriculum links

• Te reo Māori in the New Zealand Curriculum: communication in Te Reo Māori through listening, speaking, and interacting with others.
• Learning focus on language features and structure: developing simple sentences and using appropriate vocabulary in context.
• Key competencies: Communication (using language to express ideas), and Participating and contributing (working in pairs/groups).

Lesson structure (30 minutes)

1. 3 mins – Warm-up (listen and repeat)

• Teacher greets students in Te Reo Māori and quickly revisits 1–2 known words from the unit so far.
• Students “echo” the teacher’s pronunciation (slow → normal speed), focusing on clarity.

2. 7 mins – Target vocabulary introduction

• Teacher displays 6–8 key Matariki words with a picture/prompt and says each word twice.

• Students repeat in chorus, then in pairs, while teacher checks pronunciation respectfully (especially vowel length and final sounds).

• Suggested target words/phrases for Year 7–8:

• Matariki (the stars/cluster)

• whetū (star)

• rangi (sky/heavens)

• tau hou (new year)

• maramataka (Māori calendar)

• whānau (family)

• kite (to see)

• hari (happy/joyful) or hari anō (also joyful) if appropriate

• Me kōrero mō Matariki. (Let’s talk about Matariki.) / He kōrero mō Matariki. (There is talk about Matariki.)

3. 6 mins – Word meaning check (quick activity)

• Students complete a teacher-led matching or “show me” check: teacher reads a word or phrase; students point to the correct picture/label (or hold up a card).
• Teacher corrects gently: students practise the correct pronunciation again if needed.

4. 6 mins – Sentence pattern practice (choral then individual)

• Teacher models two simple conversational frames and writes them on the board:
• “Ka kite au i te whetū.” (I will see the star.)
• “He kōrero mō Matariki.” (There is talk about Matariki.)
• Students practise with teacher scaffolding: chorus first, then “pop” volunteers for one sentence each.
• Teacher reminds students that words should be spoken with clear pace and that short sentences are okay.

5. 6 mins – Pair talk (guided conversation)

• Students practise a 30–40 second dialogue in pairs using at least 4 target words.
• Provide sentence starters on the board:
• “Ko … taku whetū.” (… is my star.) or “He whetū …” depending on class needs
• “Ka kite au i …” (I will see …)
• “He kōrero mō …” (There is talk about …)
• “Tau hou / Matariki …” (New year / Matariki …)
• Teacher circulates with a checklist for participation and pronunciation.

6. 2 mins – Exit ticket (individual, spoken)

• Each student says one vocabulary word and one short phrase to the teacher as they leave (or records on a quick audio prompt if available).
• Teacher notes who needs additional pronunciation support for the next lesson.

Resources

• Picture/word cards for each target vocabulary item (Matariki, whetū, rangi, tau hou, maramataka, whānau, kite, hari/heti variants as appropriate).
• Board/slide space showing the two sentence frames.
• Matching sheet or card set for the meaning check.
• Pair talk support sentence starters on the board.
• Teacher pronunciation model audio or voice recorder (optional).
• Timer for pair talk (30–40 seconds).
• Exit ticket slips/cards or a simple audio-record method.

Assessment

• Formative: teacher listens during chorus repeats and pair talk for pronunciation clarity and correct word use.
• Formative: matching/“show me” activity checks understanding of meaning.
• Summative-in-mini: exit ticket captures each student’s spoken use of one word + one phrase.

Differentiation

• Support:
• Provide sentence starters with blanks and a word bank.
• Allow students to practise first in a smaller group before pair talk.
• Offer extra teacher modelling and repetition for students who need more time with sounds.
• Extension:
• Invite students to add one extra vocabulary word or a second sentence in their pair talk.
• Challenge confident speakers to vary wording (e.g., add “i te rangi” / “mō te tau hou” where appropriate).
• EAL/SEN:
• Use visuals and gestures for meaning; keep instructions short and clear.
• Pre-teach one or two words for students who need background confidence.
• Accept approximations in pronunciation while still expecting respectful participation and effort.
• Gifted/fast movers:
• Ask them to lead “echo practice” for one word and give a clear model back to the class.