Ngā Takenga me ngā Reo ā-Iwi

Overview

This is lesson 4 of 8 in the unit Māori Migration and Identity. Students investigate how migration across the Pacific and Aotearoa contributed to the development of te reo Māori and its regional dialects. They compare selected vocabulary and pronunciation features, then explain how language variation connects with identity, place and whakapapa.

Learning intentions

• WALT explain how migration contributed to the development of te reo Māori.
• WALT identify selected regional dialects and language features.
• WALT compare vocabulary and pronunciation differences between dialects.
• WALT discuss how language can express identity and belonging.

Success criteria

• I can name and locate at least two Māori dialect regions.
• I can identify at least three differences in vocabulary, pronunciation or language use.
• I can use evidence from a source to explain how migration and place influenced language.
• I can describe why dialects are important to identity and language vitality.

Curriculum links

• Communicate in te reo Māori in relation to a cultural context, including sharing information, ideas and opinions about cultural experiences.
• Interact in spoken te reo Māori to share and respond to information, ideas and opinions.
• Demonstrate understanding of written te reo Māori Kūki ‘Āirani related to everyday contexts, with attention to relevant information and cultural references.
• Use language knowledge to connect past and present events, experiences, identity and language revitalisation.

Lesson structure (45 minutes)

1. 0–5 min · Hook and prior learning. Teacher opens with the migration hook and map and asks: “If people move, what parts of language might travel with them?” Students complete a quick think-pair-share, recalling ideas from lessons 1–3 about migration, whakapapa and identity.

2. 5–13 min · Explicit teaching. Teacher uses the language origins and dialects slides to explain that te reo Māori developed within the wider Polynesian language family and that movement, contact, isolation, local history and relationships with whenua contributed to regional variation. Clarify that dialects are valid varieties of a language, not “wrong” Māori. Students annotate a simple map and record two causes of language variation on the dialect comparison worksheet.

3. 13–23 min · Source investigation. Teacher distributes the dialect comparison worksheet and models how to read a short colour-coded text, highlighting the region in blue, vocabulary in green and pronunciation or grammar features in orange. Students work in pairs to examine short, accessible examples from three regions, such as te reo Māori from Tainui, Ngāi Tahu and Te Tai Tokerau, identifying what changes and what remains recognisably Māori.

4. 23–32 min · Compare and discuss. Teacher displays the comparison examples and discussion prompts and prompts students to justify answers with evidence rather than guessing from one word. Students complete a comparison table, then discuss: “How might a dialect show where someone is from?” and “Why should schools respect different dialects?” Pairs share one supported observation with the class.

5. 32–40 min · Identity response. Teacher models a short response using the structure “Ko te rerekētanga… / Ko te take pea… / He mea nui tēnei nā te mea…”. Students write a 4–5 sentence response explaining one dialect difference and linking it to migration, place or identity. Students who are confident may include a past or present reference, such as “I mua…” or “I ēnei rā…”.

6. 40–45 min · Plenary and exit check. Teacher returns to the success criteria and plenary slide and asks students to self-assess. Students complete the final three questions on the dialect comparison worksheet: name two dialect regions, give one difference, and explain why dialect diversity matters. Collect responses to identify the focus for lesson 5.

Resources

• the Language Origins and Dialects slide deck
• the dialect comparison worksheet
• Projector or interactive display
• Aotearoa map showing iwi and dialect regions
• Colour-coded highlighters or pencils
• Board and markers
• Printed short source texts
• Māori pronunciation guide or class reference notes

Assessment

• During pair work, check whether students can distinguish a dialect difference from a spelling mistake and can identify evidence in the source text.
• Listen for students using relevant language to compare, explain and express an opinion; provide prompts where responses are only descriptive.
• Use the written response and exit questions to assess identification of dialects, supporting detail, and understanding of the relationship between language, migration and identity.

Differentiation

• Provide a vocabulary list with terms such as reo, reo ā-iwi, rerekētanga, hekenga, whenua, tuakiri, whakapapa and whakarauora. Include English glosses and sentence starters.
• Use visuals throughout: a migration map, colour-coded source texts, icons for place, people and movement, and a worked comparison example.
• For dyslexia-friendly access, use a clear sans-serif font, larger text, generous spacing, short paragraphs and colour coding. Read the source aloud, offer an audio version where possible, and allow students to respond orally before writing.
• Pair students strategically and provide a reduced text with key phrases highlighted for learners who need support. Avoid treating one dialect as the default; invite students to contribute whānau or iwi knowledge respectfully, without requiring personal disclosure.

Extension

• Students create a multilingual glossary of 8–10 key terms connected to migration, dialect and identity. Include te reo Māori, English, and another language represented in the class or community, with a brief example sentence for each term.
• Advanced students compare two dialect features in greater detail and explain how historical movement, local relationships or language revitalisation may have influenced them, using cautious language such as “tērā pea” when evidence is limited.