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Taku pā harakeke - My whakapapa

Achievement objective

6.4 Communicate in formal situations.

Learning intentions

Students can:

  • explain family relationships
  • gain an understanding of tikanga Māori relating to whakapapa.

Modes

At the end of this lesson, students can:

Pānui Pānui - Reading: Make use of context and familiar language to understand written instructions and information in formal and informal contexts.

Kōrero Kōrero - Speaking: Use appropriate pronunciation, stress, rhythm and intonation and initiate and sustain more extended conversations in both formal and informal contexts.

Whakarongo Whakarongo - Listening: Understand specific details in contexts that may contain some unfamiliar language.

Materials

Lesson sequence

Revise whakapapa terminology using the OHP sheet: Taku pā harakeke or by writing the information on the board. Hand out Resource sheets 6L and 6M, and the Kupu taka. In pairs, have one student complete Resource sheet 6L while the other completes Resource sheet 6M.

The student who has Resource sheet 6L begins asking questions taking the role of Tāne. Note that students will have to identify auwahine, hungarei and hungawai.

The students should ask questions alternately. Student 2 takes the role of te hoa o Tāne. When the students have completed the task, encourage the students to read and answer the questions aloud.

Language to use

Use the following language when discussing whakapapa:
Ka moe a ______ i a ______, ka puta ko ______.
Nā ______ ka puta ko ______ .
Nā ______ ko ______.
I te taha o taku māmā/pāpā ko ______ taku/tōku ______.
I te taha whare tangata/ i te taha ure tārewa.

Variation

Introduce other question types. For example:
Nā wai a Ahiahi?
Ko wai te tipuna matua o Mārama?
Ko wai te mokopuna tuawhā a Tāwhiri Ito?

The students could write their own basic whakapapa covering three generations.

Further learning

Have the students learn and recite their whakapapa from their grandparents down.

Other resources




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