Ka Mau te Wehi! Unit 13 Ko te hui-ā-whānau – Family reunion

TUnit 13 of 20. Ka Mau te Wehi! is based on levels 1 and 2 of Te Aho Arataki Marau mō te Ako i Te Reo Māori – Kura Auraki Curriculum Guidelines for Teaching and Learning Te Reo Māori in English-medium Schools: Years 1–13.

About this resource

This unit focuses on:

Suggested curriculum link: 2.1
Learning intentions: Learn different words for family members, where family comes from, ask about other families
New words: Taku whānau, Nō [place], whakapapa, koro, kuia, tuakana, teina, tungāne, tuahine, ingoa, haere, hoki, marae tikanga, paepae

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Ka Mau te Wehi! Unit 13: Ko te hui-ā-whānau – family reunion

See Materials that come with this resource to download Unit 13 Ko te hui-ā-whānau The family reunion (.pdf).

Learning intentions

In this unit ākonga will learn:

to talk about where their family comes from
the words for family members
how to ask others about their families.

Success criteria

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

Resources

See Materials that come with this resource to download:

Unit 13 transcripts (.pdf)
Unit 13 Teacher Sheet A (.pdf)

Activity 1

Learning intention

Ākonga will talk about where they come from.

Ākonga will have the opportunity to tell other ākonga where their whānau comes from.

Round 1

Nō Te Wairarapa taku whānau.	My family is from Wairarapa.
Nō Tūranganui ā Kiwa taku whānau.	My family is from Gisborne.

If someone’s whānau is from more than one place, you can list the place and follow this with the word hoki (also). For example:

Nō Te Wairarapa, nō Tūranganui ā Kiwa hoki taku whānau.

My family is from Wairarapa and from Gisborne.

Round 2

Ask ākonga to imagine that their whānau is going back to their tūrangawaewae (a place called home) for a holiday. If ākonga come from more than one place, they just need to choose one for this exercise. They can take turns to tell the class where they are going. For example:

Ka hoki taku whānau ki Hāmoa.	My family will return to Samoa.
Ka hoki taku whānau ki Te Wai Pounamu.	My family will return to the South Island.

Encourage ākonga to listen carefully to what others say.

Round 3

Ākonga take turns to say where the others are going. For example:

Ka hoki a Hera ki Ahuriri.	Hera will return to Ahuriri (Napier).
Ka hoki a Sione ki Hāmoa.	Sione will return to Hāmoa (Samoa).
Ka hoki a Joe ki Ahitereiria.	Jo will return to Ahitereiria (Australia).
Ka hoki a Greta ki Tiamani.	Greta will return to Tiamani (Germany).

Round 4

Two groups join and repeat Round 3.

Activity 2

Learning intention

Ākonga will draw their family tree.

Before starting this activity, watch the He kōrero video, where whānau and kinship are discussed.

Watch: He kōrero whakamārama – Whānau/kinship 

Draw the simple whakapapa (family tree), for your family on the whiteboard or show Unit 13 Teacher Sheet A. Write the names of the family members on the family tree and the name of that person’s relationship with you in brackets, explaining the relationships as you work. Look at the example given below in relation to Haami and the members of his whānau. When you look at the family tree from Haami’s perspective, you are able to make different statements that show the relationships between Haami and other whānau members.

Ask the ākonga to complete each of the following sentences as if they were Haami. This could be done as an oral exercise.

Ko ___________ taku pāpā.	___________ [Dad’s name] is my father.
Ko ___________ taku māmā.	___________ [Mum’s name] is my mother.
Ko ___________ taku koro.	___________ [grandfather’s name] is my grandfather.
Ko ___________ taku kuia.	___________ [grandmother’s name] is my grandmother.
Ko ___________ taku tuahine.	___________ [sister’s name, sister of a male] is my older sister.
Ko ___________ taku tuakana.	___________ [older brother’s name, older brother of a male, older sister for a female] is my older brother/sister.
Ko ___________ taku teina.	___________ [younger brother of a male, younger sister of a female] is my younger brother.

Ask ākonga to write the heading 'Whakapapa' and draw their family tree in their Wehi books. They should write the name of the family member’s relationship to them in Māori alongside the person’s name. They can be as detailed or as brief as ākonga wish.

Then have ākonga explain their family tree in pairs using the following sentence structure:

Ko ___________ taku pāpā.	___________ [Dad’s name] is my father.
Ko ___________ taku māmā.	___________ [Mum’s name] is my mother.
Ko ___________ taku tuahine.	___________ [sister’s name if you are male] is my sister.
Ko ___________ taku tungāne.	___________ [brother’s name if you are female] is my brother.
Ko ___________ taku koro.	___________ [grandfather’s name] is my grandfather.
Ko ___________ taku kuia.	___________ [grandmother’s name] is my grandmother.
Ko ___________ taku tuakana.	___________ [older brother’s name if you are a boy] or [older sister’s name if you are a girl] is my same sex older sibling.
Ko ___________ taku teina.	___________ [older brother’s name if you are a boy] or [younger sister’s name if you are a girl] is my same sex older sibling.

Watch: He kōrero whakamārama – Use of hoki and haere

Explains the use of hoki (return) and haere (go).

Watch: Unit 13 Scene 1 – We’re going to the family reunion

The whānau is talking about and travelling to the family reunion. Ask ākonga to listen out for the words hoki and haere.

Watch: Unit 13 Scene 2 – Are we there yet?

The tamariki are getting restless. Ask ākonga to listen out for the word tātou.

Activity 3

Learning intention

Ākonga will revise the vocabulary they have learned so far, and they are introduced to marae tikanga – protocol of the marae.

Watch: He kōrero whakamārama – The paepae

Explains the paepae (place where the formal speakers are positioned).

Watch: He kōrero whakamārama – Features of a marae

Explains the features of a marae.

Watch: Unit 13 Scene 3 – Aunty Ani welcomes the family

The whānau arrives at Hongoeka marae.

Hand out a copy of Unit 13 transcripts (download from the resources section above) for the scene in Māori. In small groups, have ākonga work out what the conversations are.

When they have finished, ask them to compare how well they did by showing them the English transcript. Discuss any new vocabulary or sentence structures.

Ask ākonga if any of them have family marae. Ask them to locate these on a map of New Zealand and talk about their experiences there. Encourage them to talk about tikanga – cultural aspects, on a marae, why they go to the marae, and what they do when they are there. This will provide a good introduction to the next unit.

Activity 4

Learning intention

Ākonga could talk about older and younger siblings.

Watch: He kōrero whakamārama – Use of tuakana/teina

Tuakana (older sibling of the same sex) and teina (younger sibling of the same sex) are explained.

Introduce ākonga to additional vocabulary.

Ko ______ taku koroua (ki te taha o taku māmā)	(my grandfather on my mother’s side)
Ko ______ taku kuia (ki te taha o taku pāpā)	(my grandmother on my father’s side)
Ko ______ taku tuakana	(older brother of a boy or older sister of a girl)
Ko ______ taku teina	(younger brother of a boy or younger sister of a girl)
Ko ______ taku tungāne	(brother of a girl)
Ko ______ taku tuahine	(sister of a boy)