Tākaro, Kōrero, Hoa

Overview

Students practise giving and receiving clear instructions in te reo Māori through a collaborative LEGO challenge. The lesson develops precise spoken language, active listening and respectful peer interaction, supporting the class kaupapa of friendship and building towards future manu kōrero speeches.

Learning intentions

• WALT give clear, sequenced instructions using te reo Māori.
• WALT listen carefully and respond appropriately to instructions.
• WALT use colour, position and action words to describe a construction.
• WALT communicate in a supportive way with a hoa.

Success criteria

• I can give at least three clear instructions in te reo Māori.
• I can use colour words and positional language accurately.
• I can listen, ask for clarification and check understanding.
• I can encourage my hoa and improve my instructions after feedback.

Curriculum links

• Te Reo Rangatira — Kōrero: speaking clearly for a purposeful audience and adapting language to communicate meaning.
• Te Reo Rangatira — Whakarongo: listening for key information, following instructions and responding appropriately.
• Te Reo Rangatira — Mātakitaki and Whakaatu: interpreting a visual model and representing meaning through a completed construction.
• Marau ā-Kura: strengthening relationships, manaakitanga and local aspirations through the kaupapa of friendship and preparation for manu kōrero.

Lesson structure (40 minutes)

1. 0–5 min · Whakawhanaungatanga and hook. Teacher welcomes students, introduces the kaupapa “He hoa tātou” and displays the friendship hook slide with the question, “He aha te mea e pai ai te mahi tahi a ngā hoa?” Students briefly share one quality of a good partner in te reo Māori or English, then repeat useful phrases after the teacher: “Kei te pai”, “Whakarongo mai”, “Tēnā, kōrero anō”, and “Ka pai tō mahi”.

2. 5–11 min · Warm-up: whakarongo and mahi ā-tinana. Teacher uses the warm-up instruction slides to model and lead a quick “Kia rite, whakarongo mai” game, giving instructions such as “Hāpai ake tō ringa”, “Tū ki runga”, “Noho ki raro” and “Tohua te tatau”. Students listen, carry out the action only when the instruction is clear, and take turns giving one familiar instruction to the group.

3. 11–16 min · Language modelling. Teacher models the LEGO instruction structure on the language model slides and builds a small example visibly: “Tikina te paraka whero. Mau ki runga i te paraka kikorangi.” Explicitly teach or revisit colour vocabulary: whero, kikorangi, kōwhai, kākāriki, mā and pango. Students chorally rehearse the pattern, then practise one instruction with a partner. Teacher highlights sequencing words such as “tuatahi”, “kātahi”, “ā muri iho” and “mutunga”.

4. 16–28 min · Paired LEGO challenge. Teacher places students in three pairs and gives each pair a picture card, LEGO pieces and the LEGO instruction planner. One student is the kaiwhakamārama, holding the picture; the other is the kaiwhakanao, building without seeing it. The speaker gives one instruction at a time in te reo Māori, while the builder listens, asks “He aha?” or “Tēnā, kōrero anō”, and places the piece. Students must not point to the picture or touch the other student’s construction. After six minutes, partners swap roles with a new picture or altered model.

5. 28–35 min · Compare, clarify and improve. Teacher pauses the activity and invites pairs to compare the completed construction with the original picture. Students identify one successful instruction and one instruction that caused confusion. Each pair improves one sentence using a position or sequence word, then rehearses it as a clear mini-speech. Teacher listens for accurate colour vocabulary, imperative language, order and respectful interaction.

6. 35–40 min · Manu kōrero-style share and exit reflection. Two pairs demonstrate one instruction sequence to the class; the remaining pair gives the instructions while the teacher or a volunteer builds. Students complete the final reflection on the LEGO instruction planner, recording one phrase they used, one listening strategy and one next step for speaking. Close with “He hoa pai tātou nā te mea…” and invite two students to share.

Resources

• the friendship, warm-up, language model and plenary slide deck
• the LEGO instruction planner
• LEGO bricks in several colours, with enough pieces for three pairs
• Three simple LEGO construction picture cards or teacher-made models
• Separate trays or containers for each pair
• Timer
• Board and pens
• Teacher checklist for speaking and listening observations

Assessment

• During the warm-up, check whether students understand and respond to familiar spoken instructions without visual prompting.
• During the LEGO challenge, record evidence of clear sequencing, accurate colour and positional language, active listening, clarification and manaakitanga.
• Use the final reflection and mini-demonstration to identify students ready to extend their instructions and students needing more sentence rehearsal.

Differentiation

• Support speakers with the sentence frame: “Tikina te paraka ____. Mau ki runga/i raro/ki te taha o te paraka ____.” Keep colour and position word prompts visible on the board.
• Allow students to rehearse with a partner before speaking to the class, and provide a picture with fewer pieces or a partially completed model where needed.
• Accept gestures alongside spoken language during the first round, but prompt students to replace gestures with precise words in the second round.
• Extend confident students by requiring three or more sequenced instructions, a clarification exchange and a brief opening or closing suitable for a manu kōrero speech.
• For students requiring additional support, pair a confident listener with a developing speaker, repeat instructions at a steady pace, and allow extra processing time. Students may record or dictate their reflection.