Mihi Revision Today

Overview

This 75-minute relief plan supports Year 10 students to revise key skills from the Ngā Mihi and Taku Kainga units in preparation for a final partner introduction task. Students practise greetings, farewells, acknowledgements, introductions, asking how someone is, and pepeha/home/nationality using the sentence structures they have already learned.

Learning intentions

• WALT revise and consolidate mihi and introduction language from Ngā Mihi.
• WALT revise and consolidate language from Taku Kainga (where I am from, nationality, home, pepeha).
• WALT practise using sentence structures to communicate identity and connections appropriately in a short introduction.
• WALT collaborate to write and practise a partner introductory paragraph in Te Reo Māori.

Success criteria

• I can use appropriate mihi for entering, greeting, and acknowledging others.
• I can ask and answer how someone is using correct sentence structures.
• I can introduce myself with: name, age, where I’m from, nationality/home, one hobby, how I feel and why I’m taking Te Reo Māori.
• I can include pepeha (if I have one) accurately using familiar sentence patterns.

Curriculum links

• Te Reo Māori (Mihi): Using greetings and introductions to acknowledge relationships in formal situations.
• Te Reo Māori (Linguistic knowledge): Using a range of sentence structures to express mihi (for example, structures that begin with Ko te mihi tuatahi; Kei te mihi au; Ka mihi au).
• Te Reo Māori (Te reo Māori introduction): Using mihi and/or pepeha to express identity and connections to whenua in formal and informal contexts.
• Te Reo Māori (Cultural and sociolinguistic knowledge): Introductions and greetings as a way to establish whanaungatanga and show manaakitanga.

Lesson structure (75 minutes total)

1. 0–5 min · Settle & agenda. Teacher/reliever displays today’s goal on the board: “Revision → Pair introduction paragraph.” Students open their notebooks or workbook to the revision section and write today’s date and title: Ngā Mihi + Taku Kainga Revision.

2. 5–20 min · Station 1: Worksheet quick-check. Teacher hands out a revision sheet (or directs to an Education Perfect assignment set by the school). Students complete:

• 6–8 short matching/fill tasks: greetings/farewells/acknowledgements
• 4–6 tasks: asking how someone is + answering with feeling statements Students must underline the sentence structure they used (e.g., Kei te mihi au / Ko te mihi tuatahi / Ka mihi au—whatever your class uses).

3. 20–30 min · Station 2: Sentence structure drill (speed). Reliever reads the instructions once: “Read, check, improve. Aim for accuracy.” Students do a timed re-write:

• Provide 6 prompts as partial sentences (e.g., “Ko … au”, “Kei … au”, “Ka … au”, “Ko … ahau”, “Mai … ahau”, “He … toku …”, “Ko … taku …”).
• Students rewrite each prompt with their own information (name/age/where from/feeling/hobby).
• Students tick only when they can read the sentence aloud without stopping.

4. 30–40 min · Station 3: Taku Kainga recap (PEP/Easy cards). Students work in pairs or solo (as space allows) on:

• Nationality and “from where”: fill-the-gap sentences
• Home location statements: “Ko … taku kainga” (or the class equivalent)
• Pepeha options: using a template line set (e.g., waka/mountain/river/iwi/hapū) or writing “Mēnā kei a au he pepeha…” line if they have one. If using Education Perfect: students complete the set and choose one “challenge” item to justify with a reason (one sentence in English is acceptable if needed).

5. 40–55 min · Consolidation: Mini paragraph builder. Reliever distributes a “Partner Introduction Builder” sheet with sentence frames and a word bank (students copy, not invent new structures). Students build a draft paragraph for a future partner:

• Start with a mihi to the class
• Include their friend’s name
• Include age
• Include where they are from + nationality
• Include home location
• Include pepeha (if they have one)
• Include one hobby
• Include how they are feeling today and why they are taking Te Reo Māori

6. 55–65 min · Pair task set-up & rehearsal (prep). Students pair with someone they were not seated next to in the morning, then:

• Friend A reads their own info to Friend B using the frames.
• Friend B writes the final partner paragraph using only the provided sentence structures.
• Both practise reading the final paragraph aloud once (smoothness first, then accuracy).

7. 65–74 min · Partner presentation (low-stakes). Reliever organises quick “table pairs” sharing:

• Each pair reads their paragraph to the partner’s desk group (or to the class if time allows).
• Listeners use a one-page checklist: Has a mihi? Name? Age? From/nationality/home? Pepeha (if any)? Hobby? Feeling + why? Sentence structures used? Students swap roles for a short repeat if time remains.

8. 74–75 min · Exit ticket (evidence of learning). Students complete: “One sentence structure I used correctly today was: ________. One thing I want to improve is: ________.”

Resources

• Ngā Mihi + Taku Kainga revision worksheets OR pre-set Education Perfect activities
• Partner Introduction Builder sheet with sentence frames and word bank
• Checklist for listening feedback
• Student notebooks + pens (and glue if worksheets are pasted)
• Timer visible (for speed-drills)
• Optional: word cards with key starters (mihi/greetings, feelings, from/nationality, home, pepeha template cues)

Assessment

• Formative: teacher/reliever circulates during stations, checking underlined/selected sentence structures.
• Formative: mini paragraph builder draft reviewed using the checklist during rehearsal.
• Exit ticket: identifies one structure mastered and one next step.

Differentiation

• Support: provide sentence starters, a pepeha template with lines to fill, and an error-correction example (one incorrect sentence rewritten correctly).
• Support for EAL/SEN: allow use of bilingual word bank and encourage practising reading aloud with the template before writing the final paragraph.
• Extension: students add one extra greeting/acknowledgement phrase or include a brief “why” reason using a familiar structure (e.g., liking the language, learning about culture).
• Choice: students who do not have pepeha can write a clear “connections” alternative from the Taku Kainga unit (using home/region/country connection lines) while still following the same sentence frame style.