Te Wā me ngā Rerenga

Overview

Lesson 2 of 4 in Ngā Mahi i te Marae. Students build on familiar marae vocabulary by reading short model sentences and timetable-style texts, listening for time expressions, and constructing accurate sentences about routines. They use the patterns hei te, ā te, i te ata, i te ahiahi, and i te pō in meaningful information-gap exchanges.

Learning intentions

Students will:

• read for overall meaning and specific details in short familiar texts;
• recognise and use time words and phrases in spoken and written te reo Māori;
• construct and write sentences about marae routines;
• ask and answer when an activity happens using polite, clear language;
• listen carefully and respond appropriately to a partner.

Success criteria

• I can identify key time expressions in a short text.
• I can use hei te, ā te, i te ata, i te ahiahi, and i te pō accurately.
• I can write a sentence such as Hei te 10 karaka, ka tae mai ngā whānau.
• I can ask and answer Āhea…? with a partner.

Curriculum links

• Receptive skills – Pānui: understanding overall meaning and specific detail in short written texts, including some unfamiliar language.
• Communicating about time: using language to communicate when events happen.
• Pāhekoheko: communicating information on the spot in contexts relevant to students and their immediate environment.
• Cultural and sociolinguistic knowledge – Instructions: using respectful, clear and purposeful language while acknowledging relationships and place.
• Key competencies: thinking; using language, symbols and texts; managing self; relating to others; participating and contributing.

Achievement Objectives – Te Aho Arataki i te reo Māori

The following student-friendly objectives are drawn from the relevant Te Aho Arataki i te reo Māori achievement objectives for this class level:

• Whakarongo (listening): Students will understand familiar time expressions and identify when activities happen in short spoken sentences.
• Kōrero (speaking): Students will ask and answer “Kei te aha te wā?”, tell the time, and communicate when activities happen using simple time expressions.
• Pānui (reading): Students will understand the meaning and key details of short written sentences about activities and times.
• Tuhituhi (writing): Students will construct simple, accurate sentences about activities and the times they happen, using appropriate time expressions and tense markers.

Lesson structure (60 minutes)

1. 0–5 min · Kupu whakamahana. Display a picture of a marae timetable and ask, “Āhea koutou ka tae mai ki te kura?” Open with the hook and learning intentions slides. Students silently notice the times, then share one familiar time phrase with a partner. Accept gestures, English explanations and partial te reo Māori responses while revisiting prior learning.

2. 5–15 min · Pānui tauira. Model pronunciation and meaning using the sentences on the model sentence slides:

• Hei te 10 karaka, ka tae mai ngā whānau.
• Ā te 12 karaka, ka kai tātou.
• I te ata, ka whakarite ngā tauira i te marae.
• I te ahiahi, ka kōrero ngā manuhiri.
• I te pō, ka moe ngā tamariki. Students read along, underline time expressions on the reading and time-expression worksheet, and answer: Who? What happens? When? Check answers with mini-whiteboards.

3. 15–25 min · Whakarongo me te tohu. Explain that hei te and ā te introduce a particular future time, while i te ata/ahiahi/pō describe a time of day. Read six short sentences twice, varying the order. Students hold up or write the matching time phrase on their mini-whiteboard, then compare with a partner. Re-read difficult items with deliberate pauses and ask students to identify the words that helped them.

4. 25–37 min · Hanga rerenga. Demonstrate the pattern: [time] + [subject] + [action], for example, Hei te 10 karaka, ka tae mai ngā whānau. In pairs, students arrange word cards supplied with the sentence-building and writing worksheet to form four sentences, then copy or produce them using speech-to-text. They read each sentence aloud to a partner, who checks the time phrase, word order and pronunciation. Conference with pairs, prompting rather than correcting immediately.

5. 37–53 min · Kōrero āputa pārongo. Give Student A and Student B different marae routine timetables on the paired information-gap timetable. Model: A: Āhea ka kai tātou? B: Ā te 12 karaka ka kai tātou. Students take turns asking about missing events and recording their partner’s answers. Require a greeting, attentive listening and a brief acknowledgement such as Āe, ka pai or Ka nui te mihi. Early finishers add one new routine using a time phrase of their choice.

6. 53–60 min · Arotake me te putanga. Revisit the success criteria on the partner-check and plenary slides. Students complete an exit response on the worksheet: write one accurate sentence about a marae routine, circle the time expression, and translate the general meaning into English if needed. Invite two volunteers to read their sentences; collect responses for planning the next lesson.

Resources

• the complete lesson slide deck
• the reading, sentence-building and information-gap worksheet
• Mini-whiteboards, pens and erasers
• Prepared word cards cut from the worksheet
• Projector or interactive display
• Visual marae timetable
• Timer
• Optional speech-to-text device or headphones

Assessment

• Monitor mini-whiteboard responses to check recognition of time expressions and sentence meaning.
• Use partner listening checks and teacher conferencing to assess pronunciation, word order and appropriate use of hei te, ā te and time-of-day phrases.
• Review the exit response for accurate time language, overall meaning and sentence construction; note students requiring reteaching or extension.

Differentiation

• Provide a visual word bank, colour-coded sentence pattern, modelled pronunciation and partially completed sentences for students needing support.
• Allow wait time, rehearsal with a trusted partner, copying, pointing, oral recording or speech-to-text instead of requiring all students to handwrite.
• Read texts aloud as well as displaying them; chunk instructions and check understanding privately for students with literacy, attention or processing needs.
• Extend confident students by asking them to use two different time patterns, create an additional timetable entry, or answer a follow-up question such as Ko wai ka tae mai?