Tohutohu Quest

Overview

Students practise giving and following clear, basic instructions in te reo Māori, then apply them collaboratively by designing and performing a short classroom “tohutohu quest”. The lesson develops useful classroom language, sequencing words, pronunciation, respectful communication and checking that directions are understood.

Learning intentions

• WALT understand and use basic tohutohu in te reo Māori.
• WALT give clear, polite and purposeful instructions using “Me …”.
• WALT follow directions, ask for clarification and check understanding.
• WALT work collaboratively and respectfully to create and perform a short quest.

Success criteria

• I can respond appropriately to instructions such as “Me tū”, “Me noho” and “Me whakarongo”.
• I can use direction and sequencing words accurately.
• I can give instructions clearly, with appropriate pronunciation and respectful tone.
• I can show that I understand by completing the action or asking for clarification.

Curriculum links

• Te Mātaiaho Te Reo Māori — Giving and following basic instructions.
• Te Mātaiaho Te Reo Māori — Linguistic knowledge: using a wider variety of classroom language and formulaic expressions.
• Te Mātaiaho Te Reo Māori — Cultural and sociolinguistic knowledge: using polite, clear language that reflects respect, relationships and collective responsibility.
• Key competencies: managing self; relating to others; participating and contributing; using language, symbols and texts.

Lesson structure (60 minutes)

1. 0–5 min · Kupu hook. Open with the opening challenge slide showing a simple classroom route and ask: “He aha te huarahi?” Teacher explains that today students will become “tohutohu masters”. Students predict which instructions might help someone complete the route, then listen for familiar words.

2. 5–15 min · Hear, say and move. Use the kupu and pronunciation slides to model each phrase. Teacher says the instruction naturally, faces students, and demonstrates the action; students echo, clap the syllables, then respond physically.

Useful kupu and patterns:

• whakarongo — listen
• tū — stand; noho — sit
• haere — walk/go; oma — run
• huri ki te taha matau — turn right
• huri ki te taha mauī — turn left
• anga whakamua — face/move forwards
• kati — stop/close; tīmata — start
• tuatahi — first; kātahi — then; ā muri ake — afterwards; whakamutunga — finally
• “Me …” — You should/please …

Highlight that vowels are kept clear and even: tu-a-ta-hi, ka-ta-hi, mu-a-ri-a-ke. Students practise in pairs, first slowly and then at a natural pace.

3. 15–25 min · Tohutohu actions game. Teacher displays the “Whakarongo, Kimi, Mahi” game slide and gives a sequence of two or three instructions, for example: “Tuatahi, me tū. Kātahi, me huri ki te taha mauī. Ā muri ake, me noho.” Students follow silently. In pairs, one student chooses three actions and gives the instructions while the other follows. Partners swap roles. Pause to ask, “Kua mārama?” and model responses: “Āe, kua mārama” or “Kāore au i te mārama. Tēnā, kōrero anō.”

4. 25–32 min · Direction detective. Arrange five safe, clearly marked points around the room. In groups of five, assign roles: tohutohu speaker, mover, observer, pronunciation coach and encourager. Teacher demonstrates how to give one instruction at a time and reminds students not to run near furniture. Groups complete a short teacher-prepared route, using at least four target phrases. Observers record which instructions were clear on the tohutohu practice and planning sheet.

5. 32–47 min · Create a tohutohu quest. Groups design a three- to five-step classroom obstacle course using chairs, cones, books or floor markers. The route must include “Me …”, at least two movement instructions, one turn, two sequencing words and a clear ending using “kati” or “whakamutunga”. Students plan their route and script on the tohutohu practice and planning sheet. One student gives instructions while others follow; groups rehearse, then rotate roles so everyone speaks and participates. Teacher circulates, checking pronunciation, clarity, safety and respectful teamwork.

6. 47–56 min · Perform and respond. Use the quest performance and peer-feedback slides to display the performance checklist. Each group performs its quest for another group. The receiving group follows the instructions and gives one warm feedback comment beginning “He pai …” and one helpful suggestion beginning “Me …”. Performers briefly explain which instruction was most important. If time is limited, groups demonstrate the opening and final steps only.

7. 56–60 min · Exit ticket and mihi. Finish with the exit ticket section. Students write or draw: one instruction they can give, one instruction they can follow, and one sequencing word. They then tell a partner one phrase aloud. Close by acknowledging students’ collective effort and asking, “Kua mārama?” Students respond with “Āe, kua mārama” or “Kāore au i te mārama.”

Resources

• the complete tohutohu teaching and activity deck
• the tohutohu practice and planning sheet
• Cones, floor markers, chairs and safe classroom objects
• Whiteboard and marker
• Timer
• Pronunciation model prepared by the teacher
• Clear space for movement

Assessment

• Listen during echo practice and the actions game for accurate pronunciation, especially vowel sounds, mauī and matau.
• During the quest, use the checklist to note whether students give a “Me …” instruction, sequence actions, use direction words and respond appropriately.
• Collect the exit ticket to identify students who can independently produce an instruction and sequencing word. Re-teach through a short teacher-led group if students confuse mauī and matau or omit the instruction pattern.

Differentiation

• Support learners with picture/action cues, gesture modelling, a visible word bank, paired rehearsal and sentence frames: “Tuatahi, me ___. Kātahi, me ___.”
• Allow students who need language or movement support to be the observer, navigator or pronunciation coach before speaking, and offer a reduced two-step route.
• Use mixed-readiness groups and give each student a defined role so participation is shared and purposeful.
• Extend confident speakers by requiring four or five sequenced instructions, a clarification exchange, and a precise final instruction using “Ā muri ake” and “Hei te whakamutunga”.