Ka Mau te Wehi! Unit 16 He kōrero aroha – A love story
The purpose of this unit of work is to learn and develop knowledge about the maraeand marae protocol.
About this resource
This unit focuses on:
- Suggested curriculum link: 1.1, 1.4, 1.6, 2.1
- Learning intentions: Talk about a love story – iwi (personal) information, farewell and thank people
- New words: Waka, tangata whenua, manuhiri, marae ātea, poroporoaki, wharenui, wharekai, karanga, waiata, whaikōrero, hongi, manaaki
Ka Mau te Wehi! Unit 16: He kōrero aroha – A love story
Learning intentions
In this unit, ākonga will learn:
- about the famous ancestor Raukawa
- about "farewell" protocol on the marae
- about the roles of tangata whenua and manuhiri
- the song Ko tōku marae tēnei.
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:
- Ehara i te mea lyrics (.pdf)
- Ko Tōku Marae Tēnei lyrics (.pdf)
- Ko Tōku Marae Tēnei - English translation (.pdf)
- Unit 16 He korero aroha text (.pdf)
- Unit 16 transcripts (.pdf)
- Unit 16 teacher sheet A (.pdf)
Activity 1
Learning intention
Ākonga will learn about the famous ancestor Raukawa.
Watch: He kōrero whakamārama: Use of rūpahu
The meaning of the word rūpahu is explained.
Watch: Unit 16 Scene 1: In the wharepuni at night
The boys are in the wharenui (meeting house) at night. Listen for the word rūkahu. Who uses it and why?
Write the following names on the board and ask ākonga if anyone knows who they are: If the teacher is not confident in pronouncing their names at this stage, simply point to them.
- Tūrongo
- Mahinaarangi
Explain to ākonga who Tūrongo and Mahinaarangi are:
- Tūrongo the father of Raukawa
- Mahinaarangi the mother of Raukawa.
Ask ākonga if anyone has heard the name "Raukawa" before? Explain that he is the famous ancestor of the tribe called Ngāti Raukawa. Ākonga may want to look for Ngāti Raukawa on the tribal map in Unit 12 Teacher Sheet A. Note that the map shows Ngāti Raukawa in the Kāpiti-Horowhenua area only. Ngāti Raukawa also resides in the South Waikato area (the original home of Ngāti Raukawa).
Watch: Unit 16 Scene 2: Anaru tells a story
Ask ākonga to listen very carefully for the names of:
- the waka that Turongo came from; and
- the waka that Mahinaarangi came from.
Ākonga will work in pairs. Using Teacher sheet A, one student will be given Sheet A, the Māori summary, and their partner will be given Sheet E, the English summary. Each pair has to work together to put the English sentences with their Māori equivalent and they must sit in the right order of the story.
Here is the correct order in te reo Māori with the English translation for Teacher sheet A:
Nō te waka o Tainui a Tūrongo. |
Tūrongo was from the Tainui canoe. |
Nō te waka o Takitimu a Mahinaarangi. |
Mahinaarangi was from the Takitimu canoe. |
I haere a Tūrongo ki te rohe o Takitimu. |
Tūrongo went to the tribal area of Takitimu. |
Ka moe a Tūrongo i a Mahinaarangi. |
Tūrongo married Mahinaarangi. |
Ka puta mai ko Raukawa. |
Raukawa was born. |
Ask ākonga to search online for more about Tūrongo and Mahinaarangi and look for the tribal areas of Tainui waka and Takitimu waka. Ākonga may want to do a study of the Kīngitanga, the king movement, of Aotearoa New Zealand.
Activity 2
Learning intention
Ākonga will learn about the "farewell" protocol on a marae.
Watch: Unit 16 Scene 3: Saying goodbye
Explain to ākonga that when an event happens at a marae and people have traveled there from some distance, the distant travelers (manuhiri / visitors) usually stand to thank the people of the marae (tangata whenua / home people) for looking after them before they leave: that is, one person stands on behalf of this group. When the speaker finishes, it is customary to sing a song.
Show the Song Sheet containing the words of Ehara i te Mea. Watch Unit 16 Scene 3 again.
Ask ākonga to recall a time when they have been on a holiday, visited a friend or relative, or visited a theme park and come away feeling really great about it. Ask them to jot down the things that they most remember about that experience. Ask ākonga to change their notes into a speech, as if they were actually preparing to leave that memorable place and are now preparing their speech. Remind ākonga to use as many Māori words, phrases, or sentences as possible to practise te reo Māori. When finished, have a peer check their speech for mistakes. Ākonga will write the speech in their Wehi books. When the class has finished, ask students to stand up and read their speeches to the class.
Activity 3
Learning intention
Ākonga will learn about the roles of tangata whenua and manuhiri.
Watch: He kōrero whakamārama: Use of “tō koutou kāinga”
This video explains kāinga (home) and tūrangawaewae (a place to stand).
Hand out a copy of the Māori and English transcripts of Koro’s speech and play the clip again. Explain that this is an example of a farewell speech given by the tangata whenua. Therefore, it is not a formal speech, and it is different from those delivered on the marae ātea (formal courtyard). However, some of the features are the same. During the poroporoaki (farewell), the manuhiri (visitors) stand to speak first.
Watch: He kōrero whakamārama: Features of speech making
The features of speech-making are explained.
If possible, give ākonga the opportunity to participate in a marae visit.
Activity 4
Learning intention
Ākonga will learn the song Ko tōku marae tēnei.
Watch: Waiata video: Ko Tōku Marae Tēnei
Ask ākonga if they know the meanings of any of the words in the song.
Heading
Ka Mau te Wehi!
In this humorous sequel to “Mauri Mahi, Mauri Ora” (SJ L3 May 2021), the students are again waiting in a queue, this time at school camp.Ka Mau te Wehi! is based on levels 1 and 2 of the draft Te Reo Māori in the New Zealand Curriculum 2007. The section of the resource contains the introduction to t...
1 of 19Ka Mau te Wehi! Unit 1 Ata mārie – Good morning
The purpose of this unit of work is to learn the letter sounds in te reo Māori and how to greet and farewell people.
2 of 19Ka Mau te Wehi! Unit 2 - Kei te haere ki te kura
The purpose of this unit of work is to teach students how to use different ways to introduce themselves, greet others, ask others how they are and where they come from, and respond to selected greetings and questions.
3 of 19Ka Mau te Wehi! Unit 3 Where is your family from
The purpose of this unit of work is to continue the use of introductions, greetings and responses, and to learn the words for yes and no. The students will be introduced to the words whaea and nē.
4 of 19Ka Mau te Wehi! Unit 4 Waea mai - Ring me
The purpose of this unit of work is to learn to count and to ask who and where someone is.
5 of 19Ka Mau te Wehi! Unit 5 Āwhea te kanikani – When is the dance
The purpose of this unit of work is to learn the days of the week, the months of the year and to tell the time in Màori.
6 of 19Ka Mau te Wehi! Unit 6 - Kei hea tō pukapuka
The purpose of this unit of work is to learn how to ask where something is and to respond using appropriate expressions in Màori.
7 of 19Ka Mau te Wehi! Unit 7- What are you wearing to the dance?
The purpose of this unit of work is to learn the words for colours and some articles of clothing, and hear a traditional Màori legend.
8 of 19Ka Mau te Wehi! Unit 8 Titiro ki tēnei! – Look at this
The purpose of this unit of work is to learn how to ask where something is and to respond using appropriate expressions in Màori.
9 of 19Kau Mau te Wehi! Unit 9 Ko wai te toa – Who is the winner
The purpose of this unit is to learn the names of sports, buying clothing, words for woman / man and sportsperson
10 of 19Ka Mau te Wehi! Unit 10 Autaia koe – You are a champion!
This resource contains unit 10 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.
11 of 19Ka Mau te Wehi! Unit 11 Kapa haka – Culture club
The purpose of this unit of work is to revise telling the time in Māori, understand what kapa haka is and participate in kapa haka activities.
12 of 19Ka 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.
13 of 19Ka 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.
14 of 19Ka Mau te Wehi! Unit 14 Tō tātou maunga – Our mountain
Unit 14 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.
15 of 19Ka Mau te Wehi Unit 15 Te tākaro pā whutupōro – Touch rugby
The purpose of this unit of work is to learn the Māori creation story and other Māori myths and legends. Students will also revise vocabulary around sport.
16 of 19Ka Mau te Wehi! Unit 17 Kua reri kōrua – Are you two ready
This resource contains unit 17 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.
17 of 19Ka Mau te Wehi! Unit 18 Te kanikani – The dance
The purpose of this unit of work is to extend learning about likes and preferences, to learn how to talk about future time and to learn the words of a waiata.
18 of 19Ka Mau te Wehi! Unit 19 – Come to the market
Unit 19 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.
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