Waiata mō Tane

Overview

In this lesson (Lesson 1 of 10) students learn and share waiata connected to Tane, atua of the forest. Students will listen, practise key lines, and express their thinking about what the waiata teaches us about the natural world.

Learning intentions

• WALT: He waiata mō Tane.
• Students will learn a short waiata/chant and practise pronunciation and rhythm in te reo Māori.
• Students will share whakaaro about the message of the waiata.

Success criteria

• I can sing or recite the waiata lines with growing confidence.
• I can pronounce te reo Māori sounds clearly enough for others to understand.
• I can explain (orally) one idea from the waiata about Tane/the forest.
• I can show respect by following listening and turn-taking expectations.

Curriculum links

• Te Tiriti o Waitangi: strengthening learners’ relationship with te reo Māori and the language of Aotearoa.
• Key competencies: participating and contributing (group singing and sharing whakaaro), using language and symbols (singing in te reo), thinking (forming ideas about meaning).
• The New Zealand Curriculum learning area: Te Reo Māori (developing speaking, listening, reading, and presenting in te reo Māori).

Lesson structure (45 minutes)

1. 0–5 min | Whakawhanaungatanga and focus

• Greet students in te reo Māori and set the purpose: “I tēnei rā ka ako tātou i tētahi waiata mō Tane.”
• Establish expectations for respectful listening during waiata practice (quiet when someone leads, clap/gestures only when prompted).

2. 5–10 min | Activate knowledge (tūranga and first listening)

• Show a simple visual prompt (e.g., forest/tree imagery) and ask: “Ko wai a Tane? He aha tāna mahi ki te ngahere?”
• Play/teacher performs the waiata/chant once all the way through. Students just listen and mark the rhythm with hands (no singing yet).

3. 10–20 min | Teach the waiata (call-and-response)

• Break the waiata into short chunks (1–2 lines at a time). Teacher sings a line; students repeat as a class.
• Focus on rhythm, breath control, and clear pronunciation (especially vowels and consonant endings).
• Add movement that matches meaning (e.g., swaying like branches, gentle “growing” action) to support comprehension.

4. 20–28 min | Practise in groups (20 students = manageable groups)

• Split into 3 groups (e.g., 6–7 per group). Each group practises the same waiata chunk with teacher check-ins.
• Teacher uses structured support: model first, then have students repeat together, then practise with quieter “echo” support.

5. 28–35 min | Share whakaaro (quick oral check)

• Whole class sings/recites the waiata together once to consolidate.
• Then students turn-and-talk: “He aha tōu whakaaro mō tēnei waiata? He aha te kaupapa?”
• 4–6 students share to the class. Teacher prompts with sentence starters in te reo Māori and/or English as needed (e.g., “Kei te whakaaro au…”, “Ko taku whakaaro…”).

6. 35–41 min | Feedback and second performance

• Teacher gives brief feedback against the success criteria: pronunciation, volume, timing, respect.
• Students perform again with improved confidence (class version first, then one group as a model if time allows).

7. 41–45 min | Exit ticket and wrap

• Students complete a quick oral exit response to the teacher (or written for older confident learners): one sentence about Tane/forest message from the waiata.
• Close with a short karakia or respectful closing in line with school practice, then preview next lesson: learning more waiata strategies/meaning.

Resources

• Teacher voice audio/device for the waiata (or teacher recording).
• Printed lyric cards or board text with only the lines taught today (large font).
• Visual prompt image of ngahere/trees.
• Simple rhythm tools (clapping pattern, hand drum, or tap sticks).
• Sentence starter cards for sharing whakaaro.
• Grouping cards or coloured paper for quick group formation.
• Optional: a digital timer to pace practice and transitions.

Assessment

• Observation during call-and-response: pronunciation clarity, rhythm accuracy, and participation.
• Formative speaking assessment: whether students can share one idea from the waiata meaningfully.
• Exit response: a brief sentence identifying a waiata message about Tane/the forest.

Differentiation

• Support for learners who need it: teacher-led echo repeating, lyric cards with the first chunk only, and seating near the group model.
• Support using hangarau: play the audio multiple times at a comfortable volume; use subtitles/lyrics displayed on the screen if available.
• Scaffolding for EAL/SEN: allow thinking to be first in English, then add one te reo Māori phrase for the final sentence (“Ko taku whakaaro…”); focus on accurate repetition of key words before full sentences.
• Extension for confident learners: students add a short extra line or invented “supporting phrase” that matches the theme (Tane/ngahere) and share it during the whakaaro section.

Extension (optional)

• Tuhia he kōrero e pā ana ki te waiata: students write 3–5 sentences about what they think the waiata says about Tane and the forest. They can use provided sentence starters and at least 2 te reo Māori words from today’s lyrics.