Ka 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.

Dylan, Haami and Sione walking to school.

About this resource

This unit focuses on:

Suggested curriculum links: 1.2, 1.5, 2.5
Learning intentions: Learn how to introduce people and greet others, respond to greetings, express feelings. Introduce idioms. Learn Māori names for New Zealand, North and South Islands
New words: Ko tēnei, Ko au, kei te pēhea, kōrua, kaumātua, e kī rā!, hiamoe, pōuri, harikoa, hiakai, makariri, riri, aroha mai, haere, tātou, Aotearoa, Te Ika-a-Māui, Te Waka-a-Māui, Te Wai Pounamu, Te matau-a-Māui, Te tuarā o te ika, Te manawa o te ika, Te hiku o te ika, Te upoko o te ika, Te karu o te ika, Te punga o te waka-a-Māui

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Ka Mau te Wehi! Unit 2: Kei te haere ki te kura - Going to school

See Materials that come with this resource to download Unit 2 Kei te haere ki te kura - Going to school (.pdf)

Learning intentions

In this unit ākonga will:

introduce themselves and others
respond to a greeting
learn the Māori names for New Zealand and the North and South Islands
express surprise.

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:

Transcripts for Unit 2 (.pdf)
Unit 2 Worksheet A (.pdf)
Unit 2 Worksheet B (.pdf)
Unit 2 Worksheet C (.pdf)

Activity 1

Learning intention

Ākonga will greet others and respond to greetings.

Watch: Unit 2 Scene 1 – Dylan, Sione and Haami meet up while walking to school

Dylan, Sione and Haami greet each other and ask each other how they are and where they come from.

Ask ākonga to practise ways to greet people:

Kia ora – Hello or Hi.
Kia ora, e hoa – Hello, friend.
Kia ora kōrua – Hello you two.
Kei te pēhea koe? – How are you? (to one person)
Kei te pēhea kōrua? – How are you? (to two people)
Kei te pai. – Fine.

Revise the use of Ata mārie – Good morning, from Unit 1

Ask ākonga to move around the class and greet each other with either kia ora (hello) or ata mārie (good morning). Ask each other how they are and respond to the question in Māori.

Other words ākonga could use to describe how they feel are:

Kei te hiamoe au. – I am sleepy.
Kei te pōuri au. – I am sad.
Kei te harikoa au. – I am happy.
Kei te hiakai au. – I am hungry.
Kei te makariri au. – I am cold.
Kei te riri au. – I am angry.

Complete Unit 2 Worksheet A and Unit 2 Worksheet B on expressions.

Explain that the word tino (very) can be added to the sentence before the adjective, for example, tino pai, tino hiakai. Encourage ākonga to practise greeting two people using Kia ora kōrua and Kei te pēhea kōrua? (very) can be added to the sentence before the adjective, for example, tino pai, tino hiakai. Encourage ākonga to practise greeting two people using Kia ora kōrua and Kei te pēhea kōrua?

Activity 2

Learning intention

Ākonga will learn about traditional stories.

Replay the video above: Unit 2 Scene 1 – Dylan, Sione and Haami meet up while walking to school and ask ākonga to identify the words that explain where Dylan is from. Ask if ākonga know where this place is.

Because this unit focuses on ākonga learning about traditional stories, it is a good opportunity to involve a person from the local community such as a kaumātua (elderly person) in the telling of the stories.

Read the story Te Ika-a-Māui (Māui’s Fish) to ākonga.

Ask ākonga to look at Unit 1 Worksheet C and locate on their map of Aotearoa.

Te matau-a-Māui – The fishhook of Māui (Hawke's Bay)
Te tuarā o te ika – The backbone of the fish (the mountain ranges of the North Island)
Te manawa o te ika – The heart of the fish (Lake Taupō)
Te hiku o te ika – The tail of the fish (Far North)
Te upoko o te ika – The head of the fish (Wellington)
Te karu o te ika – The eye of the fish (Lake Wairarapa)
Te waka-a-Māui – The canoe of Māui (South Island)
Te punga o te waka-a-Māui – The anchor stone of Māui’s canoe (Stewart Island)

Discuss the reasons these names came about (as indicated in the story).

Have ākonga label Aotearoa – New Zealand, and the main islands in Māori.

Ask ākonga to write in their Wehi books each of the place names above and a sentence beside each that explains what it means. books each of the place names above and a sentence beside each that explains what it means.

Activity 3

Learning intention

Ākonga will introduce themselves and others.

Watch: Unit 2 Scene 2 – Dylan introduces his friends to Jo and Hana

Dylan introduces his friends to Hana and Jo. Ask ākonga to identify the sentences that introduce Hana and Jo.

Ask ākonga to identify the sentences where Hana and Jo introduce themselves.

Ko Hana tēnei. – This is Hana.
Ko Jo tēnei. – This is Jo.
Ko Jo au. – I’m Jo.
Ko Hana au. – I’m Hana.

Ask ākonga to move around the class introducing themselves, or another person, and revising the questions and responses learned in Activity 1.

Activity 4

Learning intention

Ākonga will learn some idioms in Māori.

Watch: He kōrero whakamārama – Kīwaha – e kī rā!, ka mau te wehi!, tumeke!

The use of idioms is explained. This provides you with the background understanding to share with your ākonga when teaching the following activity. You may like to show the clip to your ākonga.

Discuss with ākonga what an idiom is.

Ask them to think of idioms in English and record these on the whiteboard.

Explain that there are also idioms in Māori and that throughout the lessons ākonga will be introduced to new idioms that they can learn and use in everyday life.

Rewatch these videos and highlight the two idioms used.