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Unit 13: Ko te hui-ā-whānau – The family reunion
Learning intentions
In this unit students 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 teacher will discuss the learning intentions with the students and together agree on appropriate success criteria.
Resources
Downloads
Unit 13 transcripts (PDF, 287 kB)
Unit 13 Teacher Sheet A (PDF, 283 kB)
Videos
- Scene 1: We’re going to the family reunion
- Scene 2: Are we there yet?
- Scene 3: Aunty Ani welcomes the family
- He kōrero whakamārama: Whānau/kinship
- He kōrero whakamārama: Use of hoki and haere
- He kōrero whakamārama: The paepae
- He kōrero whakamārama: Use of tuakana/teina
- He kōrero whakamārama: Features of a marae
Activity 1
The students will talk about where they come from.
The students will have the opportunity to tell other students where their family comes from. Students need to work in groups of four.
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 family is from more than one place, you can list the place and follow this with the word hoki – also: e.g.
| Nō Te Wairarapa, nō Tūranganui ā Kiwa hoki taku whānau. | My family is from Wairarapa and from Gisborne. |
Round 2
Ask the students to imagine that their family is going back to their tūrangawaewae – a place called home, for a holiday. If the students 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: e.g.
| 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 students to listen carefully to what others say.
Round 3
Students take turns to say where the others are going: e.g.
| 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
Students will draw their family tree.
Before starting this activity, watch He kōrero whakamārama - Whānau/kinship where whānau and kinship are discussed.
Draw the simple whakapapa – family tree, for your family on the whiteboard or show 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 family members.
Ask the students 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 the students 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 the students wish.
Then have the students 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, which explains the use of hoki – return, and haere – go.
Watch the Unit 13 Scene 1 and Scene 2 where the family is talking about and travelling to the family reunion. Ask the students to listen out for the words hoki and haere.
Activity 3
The students will revise the vocabulary they have learned so far, and they are introduced to marae tikanga – protocol of the marae.
Before doing this activity, ask the students to watch He kōrero whakamārama - The paepae, which explains the paepae – place where the formal speakers are positioned, and He kōrero whakamārama - Features of a marae, which explains the features of a marae.
Watch the Unit 13 Scene 3 where the family arrives at Hongoeka marae.
Hand out a copy of the transcript of the scene in Māori and, in small groups, have the students 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 the students 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
The students could talk about older and younger siblings.
Before doing this activity, the students should watch He kōrero whakamārama - Use of tuakana/teina where tuakana – older sibling of the same sex, and teina – younger sibling of the same sex, are explained.
Introduce the students 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) |
Get them to talk about their whakapapa – family tree, to another student.
Download this unit
Unit 13: Ko te hui-ā-whānau – The family reunion (PDF, 182 kB)