Ngā Kararehe Ngā Tae

Overview

Students build confidence using Te Reo Māori animal and colour vocabulary through listening, pronunciation, paired speaking and a creative colouring task. They discuss and justify their choices, then reflect on how oral language helped them communicate meaning.

Learning intentions

• WALT pronounce and use selected animal and colour kupu Māori respectfully.
• WALT ask and answer questions about an animal and its colour.
• WALT listen carefully, take turns and build knowledge through discussion.
• WALT explain and reflect on choices using spoken and written language.

Success criteria

• I can pronounce and recognise at least five animal kupu and five colour kupu.
• I can ask and answer: “He aha tēnei?” and “He ___ tēnei.”
• I can ask “He aha te tae?” and describe an animal’s colour.
• I can explain one colouring choice and reflect on my learning.

Curriculum links

• Purposeful text selection and discussion: exploring how language shapes understanding of people, places and ideas.
• Years 4–6 oral language opportunities: using discussion to build knowledge and communicate meaning.
• Years 4–6 teaching emphasis: strengthening literacy for learning across the curriculum.
• Year 5 reading enrichment: reading and pronouncing year-level language accurately and expressively, including kupu Māori.

Lesson structure (60 minutes)

1. 0–5 min · Welcome and cultural framing. Teacher displays the opening question and animal image and asks, “What can we learn about a place, people or idea through the words we use?” Explain that Te Reo Māori is the indigenous language of Aotearoa New Zealand; today we are learning a small selection of kupu with care, listening respectfully and making a genuine effort rather than pretending to be perfect. Students share an animal they know and listen to the pronunciation expectations.

2. 5–15 min · Vocabulary modelling. Teacher introduces the animal kupu on the vocabulary slides: kurī (dog), ngeru (cat), manu (bird), ika (fish), hoiho (horse), poaka (pig), and rāpeti (rabbit). Model each word naturally, explaining that macrons mark a long vowel; hold the vowel slightly longer, as in kūrī if that pronunciation is used by the school or local speakers. Use the agreed local pronunciation where available. Students listen, repeat chorally, then practise quietly to a partner. Teacher checks pronunciation without shaming: “Let’s listen again and try together.”

3. 15–25 min · Colours and sentence frames. Teacher models whero (red), kākāriki (green), kikorangi (blue), kōwhai (yellow), pango (black), mā (white), and parauri (brown), using colour swatches on the colour and sentence-frame slides. Model: “He aha tēnei?” / “He kurī tēnei.” Then: “He aha te tae?” / “He whero.” Students repeat each question and answer chorally, first with teacher support and then with a changing animal or colour. Pause for a thumbs-up check: students show whether they heard an animal word or a colour word.

4. 25–35 min · Paired speaking practice. Teacher places the sentence frames on the board and demonstrates a respectful turn-taking exchange with a student. Students work in pairs, taking turns selecting an animal and colour from the animal and colour speaking-and-colouring sheet without showing their partner at first. Partner A asks, “He aha tēnei?” and Partner B answers, “He ___ tēnei.” Partner A asks, “He aha te tae?” and Partner B answers, “He ___.” Partners swap roles. Teacher circulates, listens for pronunciation and complete responses, and records quick observations. Invite two confident pairs to demonstrate.

5. 35–50 min · Colour, label and justify. Teacher explains the task using the activity instruction and example slides. Students independently colour an animal picture on the worksheet, or work with a partner if writing or motor support is needed. They label the animal and colour in Te Reo Māori, then complete or rehearse: “He ___ tēnei. He ___.” Students add one reason in English or Te Reo Māori where appropriate, such as, “I chose kākāriki because it lives in the ngahere.” Partners take turns describing their finished choices and asking one follow-up question: “He aha ai?” (Why?).

6. 50–56 min · Share and knowledge-building discussion. Teacher selects several examples and displays the discussion and sharing prompts. Students share with a partner first, then volunteers describe their animal and colour. Prompt deeper thinking: “Did anyone choose a colour for a reason?” “Could the same animal be described differently?” “What helped you remember the kupu?” Encourage students to agree, add an idea or respectfully ask for clarification.

7. 56–60 min · Reflection and exit check. Teacher revisits the learning intentions on the reflection slide. Students complete the worksheet reflection or give an oral response to a partner: “Today I learnt ___.” and “I can now say ___.” Finish with a rapid individual check: each student says one animal or colour kupu to the teacher, a buddy, or a recorded voice device as they leave.

Resources

• the Te Reo Māori animals, colours and speaking-practice slide deck
• the animal and colour speaking-and-colouring sheet
• Animal and colour image cards or classroom objects
• Coloured pencils, crayons or felt pens
• Whiteboard and markers
• Pronunciation notes prepared with local guidance where possible
• Visual sentence frames displayed at student eye level

Assessment

• During choral repetition, check vowel length, macron awareness and willingness to attempt pronunciation.
• During paired practice, listen for accurate use of both question-and-answer frames, turn-taking and understandable pronunciation; provide immediate modelling and feedback.
• Use the colouring sheet and final oral or written reflection to identify students who can name an animal, describe a colour and explain a choice.

Differentiation

• Support learners with picture-word banks, colour swatches, pre-written sentence frames, partner rehearsal and permission to point before speaking. Offer fewer animal and colour choices, and model one word at a time.
• For learners developing English or Te Reo Māori, use gestures, realia, consistent visuals and deliberate pauses. Accept oral responses, shared writing or recorded responses instead of requiring extended independent writing.
• Pair students thoughtfully, rotating roles so one learner does not always lead. Pronounce kupu respectfully and avoid asking Māori students to act as the class expert unless they volunteer.
• Extend confident learners by adding a second animal or colour, asking “He aha ai?”, comparing two choices, or describing a habitat using a complete sentence.