Te Whakakāhore i ngā Kōrero

Overview

Lesson 7 of 15 in Ngā Rangatira, Ngā Kōrero. Students examine biography statements about rangatira and transform affirmative active sentences into accurate negative sentences, while explaining how tense and meaning change.

Learning intentions

• WALT use appropriate negating patterns for active sentences.
• WALT retain the intended meaning when changing affirmative sentences to negative.
• WALT explain the difference between an affirmative and a negative statement.
• WALT use negative sentences in relevant biographical contexts.

Success criteria

• I can choose the correct negating pattern for present, past and future sentences.
• I can change a positive biography statement into a grammatically accurate negative sentence.
• I can explain what meaning has changed and what meaning has stayed the same.
• I can use a negative sentence in a contrasting or nuanced statement.

Curriculum links

• Communicating in te reo Māori through meaningful speaking, listening, reading and writing.
• Language knowledge: recognising and applying sentence patterns, tense markers and negation.
• Cultural knowledge: discussing the lives, actions and contributions of Māori leaders respectfully and accurately.
• Key competencies: managing self, participating and contributing, thinking, and using language symbolically and textually.

Lesson structure (60 minutes)

1. 0–5 minutes – Whakawhanaungatanga and hook Display two statements about a fictional rangatira: I whānau mai ia ki Rotorua and Kāore ia i whānau mai ki Rotorua. Ask: “He aha te rerekētanga o te tikanga?” Students discuss in pairs, then share. Open with the opening comparison and lesson goals.

2. 5–15 minutes – Teacher modelling: choosing the pattern Use the slides and board to model three core patterns:

• Present ongoing: Kei te mahi ia → Kāore ia e mahi ana.
• Past: I ārahi ia i te iwi → Kāore ia i ārahi i te iwi.
• Future or intended action: Ka haere ia ki Ōtautahi → Kāore ia e haere ki Ōtautahi.

Emphasise that kāore begins the negative sentence, while the tense pattern changes. Briefly revisit a and o category language in possessive contexts, for example Kāore tēnei i te wāhanga o āna mahi and Kāore ia i whakamahi i tana waka. Students repeat each model, focusing on pronunciation and rhythm.

3. 15–27 minutes – Guided transformation practice Distribute the affirmative-to-negative transformation worksheet. Students complete the first six biography sentences individually, then compare answers with a partner. Include statements about leadership, birthplace, education, travel and service, using a mixture of kei te, i and ka. Pause after each section for students to explain why they selected e or i after kāore.

4. 27–40 minutes – Sentence-correction game Display one sentence at a time from the correction-game instructions and sentence prompts. Give each student a turn to identify and correct an error, such as Kāore ia i haere ana ki te kura or Kāore ia e ārahi i te iwi inanahi. The student must provide the corrected sentence and explain the tense. Other students may challenge respectfully or offer an alternative explanation. Award a point for an accurate correction and a second point for a clear explanation.

5. 40–51 minutes – Biography meaning shift Students choose three affirmative sentences from the worksheet and write their negative versions. For at least one pair, they add a contrast using engari, ahakoa or kāore… engari…, for example: I haere ia ki te kura i Tāmaki Makaurau, engari kāore ia i ako i reira mō te wā roa. Students read one pair aloud and explain how the negative changes the information without changing the subject or main context. Use the contrast examples and discussion prompts.

6. 51–57 minutes – Speaking check and feedback Each student says one affirmative and one negative sentence about a selected rangatira or fictional leader. Partners listen for the correct pattern and respond with one specific comment: He tika te whakamahi i te… or Me whakarerekē te…. Teacher records quick notes on tense, word order and pronunciation.

7. 57–60 minutes – Exit reflection Return to the opening examples in the plenary and exit questions. Students answer orally: “He aha te tauira mō te wā kua pahure?” and “He aha te take ka whakamahia te e i ētahi rerenga kōrero?” Collect the completed worksheet or note each student’s final sentence as formative evidence.

Resources

• the negation lesson slide deck
• the affirmative-to-negative transformation worksheet
• Whiteboard and markers
• Sentence correction prompts
• Timer
• Four student exercise books or devices
• Teacher notes with biography statements about appropriate Māori leaders

Assessment

• Monitor worksheet responses for accurate use of kāore, e and i, and correct placement of tense markers.
• During the correction game and speaking check, assess whether students can explain the grammatical and meaning change.
• Use the final oral response to identify who can independently negate present, past or future active sentences and who needs reteaching.

Differentiation

• Model each transformation step by step: identify the tense, place kāore, change the verb pattern, then reread for meaning.
• Provide a substitution table with sentence starters, tense markers, subjects and verb phrases for students needing language support.
• Allow partner checking, rehearsal time and oral rather than written explanation where writing or processing speed is a barrier.
• For EAL/SEN learners, use colour coding, a reduced set of sentences, recorded pronunciation models and explicit vocabulary support. Check understanding privately and avoid requiring students to disclose personal family information.

Extension

• Advanced learners create nuanced contrasts using ahakoa, engari, kāore… engari… and two different tenses.
• They write a short four-sentence biography paragraph containing at least two affirmative and two negative statements, then explain why each negating pattern was selected.
• Challenge students to correct an intentionally ambiguous sentence and discuss how word order or context affects interpretation.