Sentence time extension

Overview

Today students practise sentence structures in te reo Māori by extending ideas across tenses: past, present, and future. They will build on a base sentence and add time markers (e.g., ināianei, ināianei hoki, inā āpōpō, inā i mua) to show meaning more clearly.

Learning intentions

• Students will recognise common ways te reo Māori signals past, present, and future in sentences.
• Students will add time information to a starter sentence and keep the sentence structure accurate.
• Students will compare how the same idea changes when shifted between tenses.
• Students will use appropriate punctuation and spacing to present their sentences clearly.

Success criteria

• I can write at least three related sentences that show past, present, and future.
• I can correctly place a time word/time phrase in my sentence.
• I can keep word order and particles consistent when changing tense.
• I can explain (briefly) how the added time marker changes the meaning.

Curriculum links

• Developing knowledge of te reo Māori through using it for purposeful communication.
• Creating and engaging in language that supports identity and participation in community.
• Building language skills through interaction, practice, and reflection.
• Strengthening students’ confidence to use Māori language in real contexts.

Lesson structure (55 minutes total)

1. 0–5 min | Kupu whakaohooho (Warm-up talk) Teacher writes a simple idea on the board: “Kei te ako au i te reo Māori.” Students do a quick “pair-share” to suggest past and future versions using any words they already know.

2. 5–12 min | Model: past/present/future pattern Teacher models three lines with clear time markers:

• Past: “Inā i mua, i ako au i te reo Māori.”
• Present: “Ināianei, kei te ako au i te reo Māori.”
• Future: “Inā āpōpō, ka ako au i te reo Māori.” Students underline the time marker and circle the tense signal (e.g., i…, kei…, ka…).

3. 12–20 min | Guided practice: sentence extension stems In small groups, students receive 6 starter sentences (one idea, no time marker). Example stems:

• “I… / Kei… / Ka… au…” (with the rest of the sentence blank except the action) Groups choose a tense and add a time phrase and the correct verb pattern to match. Teacher circulates, correcting word order gently.

4. 20–30 min | Independent build: “Add-on cards” Each student builds a mini set of three sentences from one chosen topic (school, sport, whānau, hobbies). They must produce:

• 1 past sentence
• 1 present sentence
• 1 future sentence They copy into a worksheet or notebook template with three lines and labels (Past / Present / Future).

5. 30–38 min | Pair feedback: reading for meaning Students trade with a partner. Their job is to read both partners’ sentences aloud and check:

• Is the time marker present and placed clearly?
• Does the tense signal match the time? Partners give one “strength” and one “next step” using teacher sentence stems (e.g., “Kua tika tō…”, “Me whakaaro anō ki…”).

6. 38–48 min | Whole-class check: common errors and fixes Teacher selects 3–4 anonymised examples from students. The class decides what to adjust: time marker placement, missing tense signal, or incorrect verb form. Teacher confirms the corrected version and students update their own work if needed.

7. 48–55 min | Exit reflection: one-sentence explanation Students write one reflection sentence in te reo Māori or a teacher-supported bilingual sentence if needed:

• “Ka mōhio au he…” (e.g., “Ka mōhio au mā te wā (past/present/future) e huri te tikanga o te rerenga.”) They submit their three-sentence set plus the reflection.

Resources

• Board and markers/chalk
• Sentence stems and time-marker cards (past/present/future)
• Printed worksheet or notebook template for three-line tenses
• Anonymised example slips (prepared by teacher from students’ work)
• Partner feedback sentence starters
• Timer for group and independent tasks
• Students’ existing notes or prior examples (if available)
• Optional: small container/bag for choosing topics and sentence stems

Assessment

• Formative: teacher observation during guided practice and independent building (accuracy of time marker + tense signal).
• Peer assessment: partner “strength + next step” checks for meaning and tense alignment.
• Summative for today: the completed three-sentence set and the exit reflection showing understanding of how tense/time markers change meaning.

Differentiation

• Support: provide sentence stems with the tense signal partially filled (e.g., “Inā i mua, i ____ au…”); allow choral rehearsal before independent writing.
• Support: offer a word bank of common time markers and common tense signals; accept short sentences at first, then build length.
• Extension: students add an extra detail to each tense sentence (place, reason, or frequency) while keeping the tense consistent (e.g., include “i te kura”, “āpōpō”, “i ia rā”).
• EAL/SEN: allow use of a bilingual glossary and model one example per student; reduce writing length but keep tense accuracy; provide extra time for copying and final checks.