Maori

Achievement objectives 1.1 greet, farewell, and acknowledge people and respond to greetings and acknowledgments Short videos or images in in voicethread students respond appropriately. Learn from others responses. How are you? Where do you live? What you up to this weekend? How are you feeling?
 * Ngā whāinga paetae**
 * Level 1**
 * Students should be able to:**

Our favourite karakias We are creating a resource that contains a range of karakias that can be used in different contexts. Please add your favourite karakia to this voice thread. Also add a brief interpretation and some information re times when this karakia would be most suitable. media type="custom" key="3645513"

1.2 introduce themselves and others and respond to introductions

1.3 communicate about numbers, using days of the week, months and dates Voice thread : When is your birthday? How old are you? What is your favourite day of the year? How many days until the weekend?

1.4 communicate about personal information, such as name, parents’ and grandparents’ names, iwi, hapū, mountain and river, or home town and place of family origin Your task is to create a memorable mihi that will appropriately introduce yourself. . View the following examples before deciding which of these tools you will use to aid you in creating and remembering your mihi. All mihis will be shared with the class on the ___ Glogster : http://fliquitti.glogster.com/Kristy-/? Video + song : http://www.youtube.com/watch?v=Cn8aGOoCF1w and invite students to share their mihi and how they will make it memorable, see Flickr : flickr examples: http://www.flickr.com/photos/extpes/sets/72157604433275330/ Voki:

media type="custom" key="3645433"

1.5 communicate about location

1.6 understand and use simple polite conventions, eg ways of acknowledging people, expressing regret and complimenting people comiclife and pixton. In groups identify some common classroom interactions where te reo could be used. For example: classroom objects/ how to praise others/ how to ask for assistance/ how to express feelings... In groups choose one of the above and locate as much related text as possible. Use wordle to create a reference poster that highlights common vocab.

What is a phrase you often use? Use pixton to create a cartoon in te reo cartoon that captures you using this phrase. media type="custom" key="3645407"

1.7 use and respond to simple classroom language (including asking for the word to express something in te reo Māori). google sketch up

2.1 Communicate about relationships between people
 * Level 2**
 * Students should be able to:**

2.2 Communicate about possessions

2.3 Communicate about likes and dislikes, giving reasons where appropriate use voki to record your extra curricula likes and dislikes

2.4 Communicate about time, weather and seasons You are the weather reporter. Use voki to give a report on 2moros weather " http://www.voki.com/

2.5 Communicate about physical characteristics, personality and feelings. avatar creator

http://www.korero.maori.nz/forlearners/basics/lessons/index.html Wordle- all the word you know
 * Interactives**

media type="custom" key="3645915"


 * Dee /Rocky 13/03**

Be guided by **inquiry cycle**:
 * View digistore -**maori medium + maori education + learning languages
 * What ideas do these elicit?**
 * What are our students lnr needs?**

Better enhance communicative language taeching Context - social, cultural, formal vs. **informal** Explore use of e-lnr - ( creation of dlo) Feedback Dee -Identify fav. digital learning objects from digistore Rocky - search further afield for interactive maori resources See Shirley - re ones she has created
 * To Do:**

How can we combine Voicethread and digital content to teach te reo most effectively? What learning language tasks and approaches are most likely to help my student’s progress? How can I incorporate tikanga in my teaching? How can I involve whanau in my teaching?

Key Understandings About Effective Language lnr Task Based Lnr (ellis) an effective language task is one that: requires the students to focus primarily on meaning has some kind of gap that the students can close by communicating requires the students to construct their own productive language (language output) rather than only manipulate language that teh taecher provides ( language input) has a clearly defined outcome (other than producing correct language)

What is impt to my students? How should I teach it? How do my students respond? Next Steps: Rocky familirise myself with tasks skate board, music, sport, disco, shopping, runescape....dress, eat avatars Level 1/2