Ka Mau te Wehi! Unit 12 Kia kaha Aotearoa

The purpose of this unit of work is to learn the New Zealand national anthem, be able to talk about sport in Màori and learn about the tribal areas of New Zealand.

About this resource

This unit focuses on:

Suggested curriculum link: 2.1
Learning intentions: Learn the Māori words to the national anthem
Learn about tribal areas
New words: Oma, peke, kaha, tere, kaitākaro, hoki (also), rāua, iwi, hapū, waiata, kanikani, manaaki, ahi, kauhoe, tuhi kōrero, pānui pukapuka, kōrero pakiwaitara

Reviews

Ka Mau te Wehi! Unit 12 Kia kaha Aotearoa

See Materials that come with this resource to download:

Unit 12 Kia kaha Aotearoa! Go New Zealand! (.pdf)

Learning intentions

In this unit, students will learn:

the words to the national anthem in te reo Māori
some sentences to use when talking about sport
about tribal areas of New Zealand.

Success criteria

Before commencing the unit, the teacher will discuss the learning intentions with ākonga and together agree on appropriate success criteria.

Resources

Download these resources for use in the classroom activities.

See Materials that come with this resource to download:

E Ihoa Atua lyrics (.pdf)
National Anthem of New Zealand English version (.pdf)
Unit 12 transcripts (.pdf)
Unit 12 worksheet A (.pdf)
Unit 12 worksheet B (.pdf)

Activity 1

Learning intention

Ākonga will learn to sing the national anthem in te reo Māori.

Watch: Unit 12 Scene 1: Before the game at Jo’s place

Jo and Hana sing along with the national anthem.

See Materials that come with this resource to download E Ihoa Atua lyrics (.pdf). Show ākonga the E Ihoa Atua lyrics and have them sing along. Ask ākonga to copy the words or place a photocopy of the words in their Wehi books.

Activity 2

Learning intention:

Ākonga will learn how to talk about someone’s ability.

Watch: Unit 12 Scene 2: Those netballers are strong players!

Before watching, explain that the scene shows Jo and Hana talking about the netball players’ skills.

Ask ākonga, in pairs, to identify the adjectives the girls use to describe the players’ running and jumping abilities. Remind ākonga of the words oma (run) and peke (jump), if necessary.

When ākonga have identified the adjectives kaha (strong) and tere (fast), write the sentences from the script on the whiteboard and look at the sentence structure.

He kaitākaro pai ia.	She is a good player.
He kaha ia ki te peke.	He or she is strong at jumping.
He tere hoki ki te oma.	He or she is also a fast runner.

Give ākonga a copy of Unit 12 worksheet A. Ask them to use the words provided to write at least four different sentences to describe someone’s ability. When they have finished, get them to share their sentences with the rest of the class.

For ākonga who are more confident in te reo Māori, encourage them to use the dual personal pronoun rāua (they; two persons) or the second person pronoun koe (you).

Activity 3

Learning intention

Ākonga will learn about the tribal areas in New Zealand.

Watch: Unit 12 Scene 3: That centre player just might be Hana’s relation

Watch this video clip where Hana and Jo’s father talk about the Māori netball player coming from Te Arawa, a tribal group in the Rotorua area in the North Island.

Ask if any of ākonga identify themselves with an iwi (major tribe )or hapū (sub-tribe), and, if so, which one. Ask ākonga if they can name any of the New Zealand tribal groups, and list these on the whiteboard. Then ask them if they know what regions they cover. Discuss how the iwi and hapū came about and how they got their names. You may like to refer to the tribal organisation section of Te Ara Encyclopedia of New Zealand. Show them Teacher sheet A with tribal areas marked. Highlight any iwi or hapū that ākonga belong to.

Give ākonga a copy of Unit 12 worksheet B which has a map of Aotearoa. See Materials that come with this resource to download Unit 12 worksheet B. Have ākonga draw in the areas of the main iwi and hapū, plus any that they belong to. Ākonga should place this map in their Wehi books.

Activity 4

Learning intention

Ākonga will practise how to write about abilities and practise writing how to say where a person comes from.

Ask ākonga to think of a person they admire and the things that make that person special. This person could be a family member, a television personality, a sportsperson, or someone they know personally. Ask them to write the name of the person on a clean page in their Wehi books or on a piece of A4 paper.

Then ask them to think about that person’s strengths and write them in te reo Māori around the person’s name.

He reo tautoko (helpful language)

He kaha a [person’s name] ki te ______.	[Person’s name] is strong at ______.
He kaha ia ki te ______.	S/he is strong at ______.

waiata (singing)
kanikani (dancing)
manaaki (helping)
mahi (working)
kauhoe (swimming)
tuhi kōrero (writing stories)
pānui pukapuka (reading books)
kōrero pakiwaitara (story-telling)

Nō hea a [person’s name]?

Where is [person’s name] from?

Ākonga can work in groups of three or four. Ask them to write on a piece of A3 paper the name of a current national sports team, such as the All Blacks.

Have ākonga list all the players and find out where each one comes from. The team will have some members who are Māori, Pacific Island, and non-Māori.

Ākonga can give the name of the island, town, city, or tribal group for different players. When the groups have finished writing, ask them to share their findings with another group.

Encourage every ākonga to use as many new sentences as possible to talk about the players.