Rapua te Ara

Overview

Students revise giving and following directions in te reo Māori using familiar classroom and school locations. They retrieve known instruction language, practise accurate pronunciation and apply it to a short written task.

Learning intentions

• WALT give and follow clear instructions in te reo Māori.
• WALT use location questions and answers to describe where something is.
• WALT listen for key words, sequence instructions and respond appropriately.
• WALT write familiar information using correct Māori words and sentence patterns.

Success criteria

• I can ask, “Kei hea…?”
• I can answer with a location, such as “Kei te taha o…”, “Kei roto i…” or “Kei mua i…”.
• I can give at least two clear instructions in te reo Māori.
• I can write and sequence directions so another person can follow them.

Curriculum links

• Learning and reciting karakia: regular oral practice builds confidence, vocabulary and correct pronunciation.
• Give and follow basic instructions in familiar contexts.
• Interrogatives: replace a question word such as hea with the relevant answer.
• Write information on familiar topics in a range of contexts.

Lesson structure (40 minutes)

1. 0–5 min · Whakatau and retrieval. Teacher welcomes the class, leads a brief familiar karakia, then displays the opening retrieval slides with a simple school-map image and asks, “Kei hea te whare pukapuka?” Students rehearse the question and answer with a partner, then share one location phrase they remember.

2. 5–11 min · Revisit the language. Teacher uses the language recap slides to model pronunciation and meaning: Kei hea te…?; Kei te taha o…; Kei mua i…; Kei muri i…; Kei roto i…; Haere ki…; Huri ki mauī/matau; Kāti. Students echo-read, identify the location word that changes in each answer, and perform a quiet gesture for each direction.

3. 11–19 min · Teacher modelling. Teacher reveals a route on the worked-example slides, thinking aloud while giving two or three instructions, for example: “Haere ki te kūaha. Huri ki matau. Kāti i te taha o te tēpu.” Teacher deliberately gives one unclear instruction and asks students to explain how to improve it. Students listen, show the route with a finger on the image, and repeat the improved sequence.

4. 19–28 min · Pair information gap. Teacher displays the pair-task instruction slide and places students in pairs. Partner A silently points to a destination on the classroom/school map shown on the slide and gives two or three instructions; Partner B traces the route and says, “Kua tae au ki…”. Students swap roles, using the direction phrases rather than English. Teacher circulates, checks pronunciation and prompts complete sentences.

5. 28–37 min · Individual worksheet application. Teacher briefly explains the final task using the worksheet task slide and distributes the directions revision worksheet. Students complete the map-label, matching and short-writing questions independently, including a three-step route to a familiar place. Early finishers reread their route to a partner, who checks whether every instruction is clear.

6. 37–40 min · Check and close. Teacher displays the closing review slide and asks selected students to answer “Kei hea te…?” and give one instruction. Students self-check their worksheet against the success criteria, then orally complete: “I tēnei rā, ka taea e au te…”. Collect worksheets as students leave.

Resources

• the complete 8-slide teaching deck
• the directions revision worksheet
• Familiar classroom or school-location map
• Whiteboard and markers
• Pencils and erasers
• Optional small Māori-English word bank cards for targeted support

Assessment

• Listen during echo practice and pair work for accurate pronunciation of mauī, matau, taha, mua, muri and roto.
• During the information gap, check whether students can give sequenced instructions and whether partners can follow them without teacher help.
• Mark the worksheet for a correctly replaced location answer, appropriate instruction vocabulary and a comprehensible three-step written route.

Differentiation

• Provide a visual word bank, labelled map and sentence frames: “Kei hea te ___?” / “Kei ___.” / “Haere ki ___.” Students may rehearse orally before writing.
• Pair learners strategically; allow students needing support to use two instructions first, while the teacher models one phrase at a time and accepts pointing plus oral language before written recording.
• For learners ready for challenge, require four instructions, two location phrases and a checking question such as “Kua tae koe ki te…?”
• Support EAL and SEN learners with enlarged visuals, colour-coded direction words, repeated modelling, extra processing time and the option to trace the route before responding.