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thumbnail TRM lesson plans levels 5 and 6
He pato kupu – Texting

He pato kupu – Texting

Te reo Māori in English-medium schools

Achievement objective

5.1  Communicate about past activities and events.

Students can:

  • relay an event using text messaging.

Modes

At the end of this lesson, students can:

Whakarongo Whakarongo - Listening: Distinguish between past and present actions and states.

Tuhituhi Tuhituhi - Writing: Use appropriate writing conventions.

Kōrero Kōrero - Speaking: Discuss topics of mutual interest.

Material

Lesson sequence

Ask the students to write a short message to their friend about the best weekend ever (real or imagined).

They should note the details of the weekend. What happened? Who was there? Where were they? When did it finish?

Have the students write the details using the construction, ‘Ka (verb)…’, or ‘I (verb)…’. Note that both of these forms can be used in the past tense.

Ask the students how they text in Māori and list some of the alternative words on the board.

Ask the students to shorten their sentence about their weekend to create a text message, using text spelling on the blank screen of the cell phone drawing on Resource sheet 5A: He pato kupu.

They can use numbers, or letters to represent words or syllables, for example, ‘hyre’ for ‘haere’.

Language to use

Model sentences
I + verb + subject I haere au I went
I te + verb + subject I te whakamā au I was shy
Ka + verb Ka pukuriri au I got angry

Vocabulary

hōhā bored
mataku scared
whakamā shy
pukuriri angry
koa happy
kaha strong
nōtemea because
Māori text words
Text word Māori English
4karongo whakarongo listen
hyre haere go
4re whare house
2taki tūtaki meet
pori2 Porirua Porirua
my mai (this way) 
10a tēnā that
py pai good
2puna tupuna ancestor
pofiri pōwhiri welcome
a2 atu (away from texter)
rnga runga/ringa above/hand
k kei at, on, in
t te the
roto2 Rotorua Rotorua
h6 hono join
krka karaka o’clock
wya waea call
kna konā that place

Tip

This task can be performed individually, in pairs or in small groups. Working in pairs or small groups is preferable as the students will be able to process their ideas and language through interaction.

Other resources

  • Ministry of Education. (2005). Kia kakama. (pp. 68-69). Wellington: Huia Publishers. Item 94113.
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