Te Aho and Unit Hui

Overview

Lesson 1 of 15 in Ngā Rangatira, Ngā Kōrero. Students connect the unit kaupapa to Te Aho Arataki Level 7–8 language learning, share prior knowledge about Māori leaders, practise useful classroom phrases, and establish an individual language goal.

Learning intentions

• WALT connect the unit focus to Māori leaders and significant kōrero.
• WALT participate appropriately in a short mihi and hui.
• WALT use classroom phrases to ask for clarification and respond in te reo Māori.
• WALT identify a personal language goal for this unit.

Success criteria

• I can explain what Ngā Rangatira, Ngā Kōrero will focus on.
• I can take part in a short mihi and hui using appropriate words and behaviours.
• I can use at least two classroom phrases during a language game.
• I can record one specific personal language goal.

Curriculum links

• Interact and communicate in te reo Māori for different purposes and audiences.
• Understand and respond to spoken and written Māori language in familiar and less familiar contexts.
• Present information, ideas and opinions about people and significant topics.
• Develop language-learning strategies, confidence and independence, reflecting the New Zealand Curriculum values and key competencies of managing self, relating to others, participating and contributing, and thinking.

Lesson structure (60 minutes)

1. 0–5 minutes – Welcome and visual hook Open with the opening question and image: Ko wai ngā rangatira e whai mana tonu ana i ēnei rā? Students silently write or think of one Māori leader, past or present, and one quality they associate with that person. Briefly introduce the unit title and explain that “rangatira” can refer to leadership, influence, responsibility and service.

2. 5–12 minutes – Unit kaupapa and learning goals Use the unit overview and WALT to outline the 15-lesson sequence: learning about Māori leaders, reading and listening to kōrero, speaking and writing about people, and building language accuracy. Distribute the unit goal and prior-knowledge sheet. Students record what they already know, one question they have, and a personal goal, such as speaking more fluently, using sentence patterns accurately, or extending vocabulary.

3. 12–22 minutes – Mihi and hui model Model a short teacher mihi, including greeting, name, place of connection where appropriate, and purpose for gathering. Students listen for familiar language, then use the sentence frames on the mihi model and sentence starters to prepare a short mihi. Students share in turn; listeners show respect, make eye contact where culturally appropriate, and respond with Tēnā koe, kei te pai, or ngā mihi.

4. 22–37 minutes – Classroom phrase language game Introduce and practise phrases such as Ka taea e koe te whakahoki kōrero?, Kāore au i te mārama, He aha te tikanga o tēnei kupu?, Me pēhea te kī i tēnei ki te reo Māori?, Tēnā, kōrero anō, and Kei te whakaae au / Kāore au i te whakaae. Use the phrase game instructions and prompt bank. In pairs, students draw or choose a prompt, use one classroom phrase, and respond in te reo Māori. Rotate roles so each student asks, answers and supports.

5. 37–49 minutes – Rangatira kōrero discussion Display the discussion prompts in the rangatira kōrero discussion section. Each student chooses a Māori leader they know and shares: Ko wai ia? He aha tana mahi? He aha tōna mana, tōna kaha rānei? Partners ask one follow-up question, such as He aha i whai mana ai ia? or He aha ngā akoranga mō tātou? Encourage students to distinguish between prior knowledge, opinion and questions for later research.

6. 49–56 minutes – Goal setting and sharing Students complete the final section of the specific language-goal planner. Their goal must include a skill, a context and evidence of progress, for example: “I will ask at least one follow-up question in each hui and record the phrases I use.” Students share goals with a partner and suggest one practical strategy.

7. 56–60 minutes – Hui closure Return to the plenary and reflection questions. Each student completes the sentence: I tēnei rā, kua ako au… and states one phrase they will use next lesson. Invite one student to close the hui with Ngā mihi nui ki a koutou. Ka kite anō.

Resources

• the Te Aho and unit hui slide deck
• the unit goal and prior-knowledge sheet
• Whiteboard or display screen
• Pens and highlighters
• Timer
• Four notebooks or digital learning journals
• Optional image of a Māori leader for the opening discussion

Assessment

• Observe students’ mihi, pronunciation, turn-taking and use of appropriate responses during the hui.
• Listen for accurate and purposeful use of at least two classroom phrases in the language game.
• Collect or photograph the worksheet to check that each student has identified prior knowledge, a question and a specific language goal.
• Use student responses to group learners and select language support for Lesson 2.

Differentiation

• Provide sentence starters, bilingual planning space and a word bank on the supported planning version for students who need help organising ideas.
• Use visual prompts and teacher modelling before expecting students to speak independently; allow rehearsal with a partner or private recording first.
• For EAL learners and students with processing or communication needs, provide phrase cards on the slides, extra wait time, repeated instructions and the option to submit a written response before speaking.
• Advanced learners lead the hui, use less familiar vocabulary, give a more developed mihi, and ask two follow-up questions that invite explanation rather than a yes/no answer.