Whai Wāhi ki te Ao

Overview

Students explore how A-category and O-category possessive structures show relationships between people, places and things. They learn and apply tāku/tōku, āku/ōku, tāna/tōna and āna/ōna through culturally responsive examples, while recognising that usage may vary according to context, iwi and local convention.

Learning intentions

• WALT identify whether a relationship is A-category or O-category.
• WALT use possessive structures accurately in short sentences.
• WALT ask and answer questions about people, places and things.
• WALT explain that possessive categories communicate relationships, control, association and responsibility.

Success criteria

• I can explain the broad difference between A-category and O-category.
• I can choose tāku/tōku, āku/ōku, tāna/tōna or āna/ōna appropriately in familiar examples.
• I can pronounce macrons and long vowels clearly.
• I can communicate at least three accurate sentences and explain one choice.

Curriculum links

• Cultural and sociolinguistic knowledge: A-category and O-category show the nature of relationships between people, places and things.
• Novice 2 teaching sequence: A-category for relationships and things under one’s control or acquired; O-category for relationships, associations, age and people of equal or higher generation/status.
• Communicating about relationships between people, including grandparents and siblings.
• Te Reo Māori introduction: noticing variation between iwi and how manaakitanga and whanaungatanga shape relationships; supports the competencies of relating to others, participating and contributing, and using language, symbols and texts.

Key vocabulary and teacher notes

• tāku – my singular A-category relationship; tōku – my singular O-category relationship
• āku – my plural A-category relationships; ōku – my plural O-category relationships
• tāna – their singular A-category relationship; tōna – their singular O-category relationship
• āna – their plural A-category relationships; ōna – their plural O-category relationships
• A-category – commonly associated with things under one’s control, responsibility or acquired possessions
• O-category – commonly associated with age, relationships, belonging and associations
• whānau, mātua, tuakana, teina, tamariki, kuia, koroua, whare, kura, whenua, ingoa

Use a natural pronunciation model: macrons indicate a long vowel, as in tāku, tōku, whānau and kura. Avoid presenting the categories as rigid ownership rules. Explain that local iwi and whānau conventions may differ, and encourage students to check with kaumātua, whānau or their kaiako.

Lesson structure (60 minutes)

1. 0–5 min · Hook and pronunciation. Open with the relationship mystery hook showing two contrasting examples, such as tāku ingoa and tōku ingoa, and ask, “Why might Māori use different forms for ‘my’?” Students make a prediction, then repeat the vowel sounds and macrons after the teacher.

2. 5–17 min · Explicit teaching. Use the A/O teaching slides to introduce the relationship principle rather than translating each form as simply “my” or “their”. Model a two-column continuum:

• A-category: tāku pene, āku pukapuka, tāna kaupapa—items or responsibilities within one’s control or acquired.
• O-category: tōku whānau, ōku mātua, tōna ingoa, ōna tuākana—relationships, associations, age and people of equal or higher generation/status.

Model the sentence frames He aha tāku/tōku…?, Ko … tāku/tōku…, and Ko … āku/ōku…. Students echo, identify the category with hand signals, and explain one reason for each choice.

3. 17–27 min · Guided practice. Distribute the A/O sorting and sentence worksheet. Complete the first four examples together: tāku waea, tōku kuia, āku mahi, ōku hoa. Students then sort further examples, underline the possessive form and complete sentence frames. Pause for whole-class checking; invite more than one interpretation where context could change the choice.

4. 27–40 min · Pair information gap. Refer to the pair-task instruction slide. Give each student a different set of prompts from the worksheet. In pairs, students ask He aha tāku/tōku…? or He aha āku/ōku…?, then respond using a complete sentence. Prompts include a favourite activity, a whānau relationship, a school responsibility, a place of significance and an item they own. Partners must ask, “He aha ai?” and explain the relationship in English or supported Māori.

5. 40–52 min · Group communication challenge. In groups of five, students create a respectful “relationship map” for a fictional rangatahi, using at least six labels: tōna whānau, ōna hoa, tāna mahi, āna pukapuka, tōna kura, ōna kuia/koroua. Groups rehearse and present three sentences. Listeners hold up A or O cards and give one positive pronunciation or accuracy response using manaakitanga.

6. 52–57 min · Feedback and correction. Display the checking and discussion slides. Students correct three deliberately mixed examples and discuss why context matters. Teacher recasts errors without interrupting fluency, revisiting macrons and the distinction between singular tāku/tōku and plural āku/ōku.

7. 57–60 min · Exit ticket. Students complete three prompts: choose A or O for ___ mātua and explain why; write one sentence using tāna or tōna; and record one question they still have about local usage. Collect tickets to plan the next lesson.

Resources

• the A/O relationship teaching deck
• the A/O sorting and sentence worksheet
• A/O category cards for each group
• Whiteboard and markers
• Projector or interactive display
• Highlighters or coloured pencils
• Mini pronunciation model or teacher audio recording
• Exit-ticket slips

Assessment

• Listen during echo practice and pair work for macron pronunciation, singular/plural forms and appropriate category choices.
• Check worksheet explanations and group relationship maps, prioritising reasoning and communication over perfect recall.
• Use the exit ticket to identify students needing further support with A/O concepts, possessive forms or pronunciation.

Differentiation

• Provide a colour-coded support strip: tā-/ā- = A, tō-/ō- = O, with sentence starters and a pronunciation guide.
• Pair developing speakers with supportive peers; allow rehearsal, pointing, drawing and brief English explanations before Māori responses.
• Provide enlarged text, uncluttered worksheet layout and a written model for students with dyslexia, hearing needs or processing difficulties.
• Extend confident students by asking them to compare two possible contexts, include tāna/tōna and āna/ōna, or explain how a local iwi convention might influence the choice.
• Do not require students to disclose private whānau information; fictional or class-created examples are acceptable.