Te Reo Māori in English-medium schools
8.3 Recount a series of events to inform, persuade or entertain.
At the end of this lesson, students can:
Whakarongo - Listening: Understand much of what other speakers of te reo Māori say about a range of topics.
Tuhituhi - Writing: Use resources to experiment with new language and review writing for accuracy.
Maxwell, H. (1995). Ngā Pūkōrero o te Wā 5. Wellington: Te Pou Taki Kōrero
Have the students listen to ‘He Reo Wairua’ by Henrietta Maxwell on the tape ‘Ngā Pūkōrero o te Wā 5’, if available in your school. Alternatively, read the story to students – using Resource sheet 8A.
Stop the story when the girl recalls the waves breaking and the sea being red, (where the narrator says “i tēnei mea”, for example: “E whati mai ana ngā ngaru, whero tonu te kara, whati mai ana ka kitea e mātou whero tonu i tēnei mea...”)
Play the tape twice more and hand out Resource sheet 8O: Te kimi kupu. Ask the students to fill it in from memory. Tell them to cross off the kupu as they are identified.
Have the students read their findings to the class. Ask them for other kupu that could be placed in the gaps without the story losing its meaning.
Develop this into a list of similar kupu identified.
|Suggested language focus||Suggested vocabulary||Notes|
|pērā, whakareri, mīia, mimi, huru, whakamau, whakamahana, mātaotao, takai, motumotu, raumati, mamao, hekenga, mārakerake, hora||Teachers can focus on a specific genre such as, nouns, adjectives, causative prefix ‘whaka’, particles etc.|
Remove different words such as groups of nouns, verbs and particles.
The students could find synonyms for each word and place them in the story to see if they make sense.
Research the role of tikanga Māori in activities, such as diving, hunting etc.
Te Taura Whiri i te Reo Māori. (1999). He kohinga kīwaha. Auckland: Reed.