Kati
thumbnail TRM lesson plans levels 7 and 8
He rongoā tāku - I have a remedy

He rongoā tāku - I have a remedy

Te Reo Māori in English-medium schools

Achievement objective

8.1 Communicate about certainty and uncertainty, possibility and probability.

Learning intentions

Students can:

  • gather information from local and national media regarding Māori issues
  • formulate a logical and feasible political strategy for a political party.

Modes

At the end of this lesson, students can:

KoreroKōrero - Speaking: Use te reo Māori to entertain and persuade as well as inform.

PanuiPānui - Reading: 

  • Understand much of what is written by other users of te reo Māori about a range of topics.
  • Distinguish between facts, opinions, and hypotheses and recognise intentions to persuade and influence in different contexts.

WhakarongoWhakarongo - Listening: Understand much of what other speakers of te reo Māori say about a range of topics.

TuhituhiTuhituhi - Writing: Write about a range of topics, across a wide range of text types, selecting words and expressions that are appropriate for their purpose and intended audience.

Materials

Resource sheet 8I He rongoā tāku

Te Reo Māori in English-medium schools

  • Resource-sheet-8I-He-rongoa-taku.doc
  • 41 KB
Resource sheet 8J He rongoā tāku

Te Reo Māori in English-medium schools

  • Resource-sheet-8J-He-rongoa-taku.doc
  • 41 KB
Resource sheet 8K He rongoā tāku

Te Reo Māori in English-medium schools

  • Resource-sheet-8K-He-rongoa-taku.doc
  • 41 KB

Lesson sequence

Have the students research and create kaupapa (policies) for a political party on the following issues:

  • Te Reo Māori
    Should Te reo Māori be compulsory in schools?
  • Hauora
    Should health services be free or should the user pay?
  • Benefit support
    Should support to beneficiaries be increased?

Ask the students to survey other students and their whānau about the issues, using the three Resource sheets to tally their results. Ensure that they have introductory comments prepared, for example:
 
“Kia ora. My name is ________. I am conducting a survey on behalf of the Māori class at Te Kura o ________ about _________. May I ask you a question about this issue?”
 
When the interviews are finished, have the students tally the results and then conduct further research in newspapers, books and on the Internet. When all information is gathered, the students should develop and present their own policies on the three issues. 

Suggested language focus Suggested vocabulary
Sequencing  
tuatahi

Tuatahi me whai whakaaro tātou ki te reo, tuarua me ako e te katoa te reo Māori.

Me whai whakaaro tātou ki te reo ka tahi. Ka rua me ako te reo Māori e te katoa.

tuarua
ka tahi. Ka rua
Prefix/suffix  
kore tangata koremahi
  tangata rawakore
Conjunctions  
i te mea  
nō te mea  
tā te mea tā te mea he uaua mōku te piki maunga 
ina  
otirā otirā he pai tonu ina tokoiti ngā tāngata…
heoi anō  

Variations

Groups of students could identify their own issues and questions for further polls, surveying whānau, the general public, or teachers on other issues.

Other resources

Invite Māori MPs or representatives to speak to the class. 
Write letters to MPs and inform them of the findings from the research.

Other resources

Links to Māori themed stories on the ‘Stuff’ news website

Kupu taka  
political tōrangapū
Member of Parliament Mema Pāremata
policy kaupapa here
unemployed person tangata koremahi
poor rawakore
affluent whairawa, tangata whairawa

 

hills
Rauemi tūhono