Sentence Builder

Overview

In this lesson students practise forming correct te reo Māori sentences by using a simple word order: tense – verb – noun/agent – (connector) – place/object – time. They will build, speak, and then improve sentences for past, present, and future.

Learning intentions

• WALT form simple sentences in te reo Māori using the pattern: Tense – Verb – Noun (agent) – Ki/te/i te – Place/Object – Time.
• WALT use past (I/Kua), present (E/E…ana), and future (Ka) with familiar verbs (haere, hikoi, mahi) and nouns (ahau/au, māua/rāua, mātou/tātou, rātou).
• WALT check partner sentences for meaning and word order, even if there are small errors.

Success criteria

• I can write and say a sentence for past, present, or future using the correct tense marker.
• I can place the verb and the agent (noun pronoun) in the right order.
• I can choose the correct connector for place (ki te) or object (i te).
• I can improve my sentence after peer feedback.

Curriculum links

• Te Reo Māori 1.1 Te kōrerorero i ngā pārongo, i ngā ariā me ngā whakaaro: use relevant, unscripted language and keep communication going despite errors.
• Learning objective focus on sentence structure and communicative functions within short spoken exchanges.
• Progression towards capably interacting and responding by using strategies like asking/answering and clarifying.

Lesson structure (25 minutes)

1. 0–3 min · Warm-up (spoken quick check). Teacher says 3 model lines (one past, one present, one future) and students repeat with a partner.

• Student task: chorally repeat, then point to the tense word they hear (Kua, E…ana, Ka).

2. 3–8 min · Direct teach (word order + connectors). Teacher displays the pattern and models 6 mini-sentences using the required elements:

• Past: I / Kua – haere – ahau – ki te – kāinga – inanahi
• Present: E / Kei te – pānui – rātou – i te – pukapuka – aakuanei
• Future: Ka – wehe – māua – hei te – Mane (future time phrasing as given)
• Student task: build one sentence orally using a teacher starter card (students choose verb + agent + place/object + time).

3. 8–14 min · Guided build (pairs: card order). Teacher gives each pair a set of mixed word cards and a “checklist” showing: tense correct, verb correct, connector correct (ki te for place / i te for object), time included.

• Student task: physically order cards to make 2 correct sentences, then read them aloud to another pair.

4. 14–18 min · Whole-class feedback (fast reteach). Teacher listens for common mistakes and re-says corrected versions (e.g., wrong connector, missing time, misplaced agent).

• Student task: students choose one of their sentences to “fix” using the class corrections.

5. 18–22 min · Independent practice (mini-writing). Students write 3 sentences in their book, one for each tense (past, present, future) using only the provided verbs/nouns/connectors/time words as much as possible.

• Student task: complete 3 sentence frames and underline the tense marker.

6. 22–25 min · Exit ticket (quick speak + submit). Teacher circulates for a 20–30 second check.

• Student task: students speak one sentence from their exit ticket and submit it (teacher checks tense + connector + word order).

Resources

• Word-card set per pair: tense markers (I, Kua, E/Kei te, Ka), verbs (haere, hikoi, mahi, pānui), agents (ahau/au, rāua/māua, mātou/tātou, rātou), connectors (ki te, i te), places (kāinga, kura), objects (pukapuka), time (inanahi, aakuanei, apopo)
• Sentence pattern poster: Tense – Verb – Agent – Ki/te – Place/Object – Time
• Small “connector guide” cards: ki te = place, i te = object
• Student books or A5 writing slips
• Teacher checklist for feedback (tense, verb, agent position, connector choice, time included)

Assessment

• Formative check during pair card-building: teacher observes whether students use the correct tense marker and connector.
• Formative check during whole-class feedback: teacher notes recurring errors and which students self-correct.
• Exit ticket: teacher listens for one spoken sentence that correctly matches tense + word order + connector.

Differentiation

• Support: provide sentence starters and partially ordered card sets (e.g., tense and connector already placed) for students needing scaffolding.
• Support: sentence frames with blanks (e.g., “Kua – ___ – ahau – ki te – ___ – inanahi”) and a connector guide visible at desks.
• Challenge: require students to use a different agent pronoun for each tense (e.g., ahau → māua → rātou) rather than repeating the same one.
• EAL / language anxiety support: allow rehearsing one sentence with a partner before speaking to the teacher.
• Extension for advanced learners (built into practice time): students must include both a place and an object in two sentences (using ki te and i te appropriately) and clearly change the tense marker each time.