Ngā Mahi o te Whenua

Overview

This 30-minute lesson is designed for preschool students (approximately ages 3-5) focusing on learning Te Reo Māori verbs related to outdoor activities, within the unit "Te Reo Māori: Summer Discovery". The session will use role play in a park setting to actively engage students in authentic language use, promoting communication skills, vocabulary development, and social interaction.

The lesson adheres closely to the New Zealand Curriculum, specifically focusing on oral language development, vocabulary acquisition, non-verbal communication, and taking on roles in language learning for early childhood, supporting the key competencies of thinking, relating to others, and participating and contributing.

Learning Objectives

By the end of the lesson, students will be able to:

Recognise and use basic verbs in Te Reo Māori that describe common outdoor actions (e.g., haere - to go, oma - to run, peke - to jump).
Participate in simple role play, demonstrating understanding of actions in the context of a natural outdoor setting.
Use non-verbal communication such as facial expressions and body movements to support meaning during role playing.
Show respect and cooperation by taking turns and listening to others in group activities.

These align with New Zealand Curriculum strands in oral language for young learners focusing on communicating ideas and information, taking on roles in play, and vocabulary development (Communicating Ideas and Information; Taking on Roles; Vocabulary and Grammar).

Curriculum Links

Learning Area: Te Reo Māori (Oral Language)
Level: Early Childhood / Years 1-2 (Preschool)
Key Competencies: Thinking; Relating to Others; Participating and Contributing
NZ Curriculum Areas: English Learning Strands — Oral Language: Communicating Ideas and Information; Using non-verbal communication; Taking on Roles
Vocabulary and Grammar: Use accurate verbs relating to actions in the students’ immediate environment.

Lesson Plan Breakdown

Time	Activity	Description	Learning Focus
0-5 min	Welcome and Waiata (Song)	Begin with a simple waiata (song) that includes action verbs (e.g., "E Oma, E Oma" - "Run, Run") to energise students and introduce verbs.	Oral language, vocabulary introduction, engagement
5-10 min	Introduction: Verb Vocabulary	Show flashcards or pictures depicting outdoor actions (haere, oma, peke, noho - go, run, jump, sit). Pronounce and model each verb, encouraging students to repeat. Use gestures and body actions to reinforce meaning.	Vocabulary and grammar; non-verbal communication
10-12 min	Demonstration Role Play	Teacher models simple role play performing verbs outside. For example, teacher says "Kei te oma au" (I am running) while running on the spot or small area outside.	Taking on roles; modelling vocabulary and actions
12-25 min	Student Role Play in Park Setting	Students spread out in a safe outdoor space (such as a school garden or small park). Call out verbs and encourage children to perform them (e.g., "Kei te peke koutou?" “Are you jumping?”). Encourage peer interaction to say simple phrases like "Haere mai" (Come here). Encourage use of body language and facial expressions to support communication.	Oral language and vocabulary practice; taking on roles; interpersonal communication; active listening
25-28 min	Group Discussion and Reflection	Gather students sitting in a circle. Ask simple questions such as "He aha ngā mahi i waho?" (What activities did you do outside?). Support responses with sentence starters: "I oma ahau" (I ran).	Verbal reasoning; reflective communication; sentence structure
28-30 min	Closing Waiata or Karakia	End the session with a closing waiata that includes some verbs from the lesson or a brief karakia (blessing) for the environment.	Reinforcement and positive closure

Teaching Strategies and Considerations

Use visuals and gestures consistently for new vocabulary to support comprehension.
Model simple sentence structures using present tense verbs with subject inclusion: e.g., "Kei te oma au" (I am running).
Provide scaffolding through repetition and sentence stems to support learner confidence.
Encourage non-verbal communication (e.g., showing how to use facial expressions and body language to support meaning).
Position role play within a familiar, meaningful context (outdoor actions in a park).
Support turn-taking and respectful listening to build interpersonal skills.
Use positive reinforcement and celebrate attempts at using new language.
Be mindful of neurodivergent preferences and adapt volume and pacing accordingly.
Include opportunities for movement and physical engagement appropriate to young children’s attention span and developmental levels.

Assessment & Feedback

Formative Assessment: Teacher observes and listens to children during role play, noting use of target verbs and ability to respond to instructions.
Provide gentle feedback and encouragement, modelling correct pronunciation and sentence structure when needed.
Use peer feedback during group discussion by encouraging students to listen and acknowledge each other's ideas.
Informally assess engagement with verbs by noting non-verbal expression and ability to stay in role.

Resources Needed

Flashcards or picture cards of action verbs (haere, oma, peke, noho, etc.).
Space outdoors or a designated park area for safe movement.
Audio of waiata with verbs or ability to sing live.
Simple props like cones or ropes to set up "stations" for actions.

This lesson embraces holistic language development for preschool learners in New Zealand, integrating Te Reo Māori learning with embodiment and social interaction, fully aligned with New Zealand Curriculum expectations for early oral language acquisition, role play, vocabulary, and interpersonal communication skills.

Teachers are encouraged to adapt the pace according to their class’s needs and to use play and physical activity as a natural scaffold for meaningful Te Reo Māori learning.

If you require further lesson plans within this unit or additional resources, please let me know!