Micro Lessons

Micro Lesson 1b: L2 Learners

The second Micro lesson that has been prepared is for the students that speak's Cook Island Maori as their second language. I have chosen the topic: Toku Kopu Tangata. As mentioned in the Achievement Objective, for the students to understand about their family and to know and how they are related as according to their genealogy and what are their goal in the future.

As I teach them, I would speak in Maori and translate work in English by explaining the topic and have questions asking to someone about their family or who they are on the board like for e.g. Ko ai toou ingoa? Ko ai te ingoa toou papa? Ko ai te ingoa toou mama? Ko ai te ingoa toou ai teina, tuakana e te tuaine / tuakana? The Language 2 students are to respond back in a short sentence for e.g. Ko Elizabeth Bishop toku ingoa, Ko Teokotai Jacob-Bennion toku papa, Ko Kaiariki Bennion toku mama, Ko Iaveta Bennion toku tungane e ko Mania Mataiti toku tungane angai. Ko Victoria Tepaki toku teina angai.

I have shorten the sentences for the Language 2 students, to make it easier for them to answer. As time goes by I would gradually add other words like in Micro lesson 1.

I will teach about the sentences above and practice as a class. Discussions will also be included. I'll also focus on the words ko, toou, toku as they fit in the 'A'and 'O' categories which students need to understand when to use it in a sentence. Then, as an activity students will choose their own partner or I'll pair the students up and they will practice how to ask and how to answer about their individual family. When its time for presentation, each pair will show the class what they have practice. As a teacher I will compliment and comment on each pair's presentation. After presentation, students will copy their sentences in their book.

I may have not mentioned in my lesson plan, but another thought of teaching the lesson is to get the Language 2 students to copy the following words at the back of their exercise book: au - me / I, papa - father, mama - mother, tungane - brother, tuakana - older sibling, teina - younger sibling and tuaine - sister. By doing this, when they are stuck or have forgotten what each word in Maori meant in English, then they can look at the back of their book to find the word.

Micro Lesson 2: XXX

I have planned this lesson to suit the students who speaks Maori as their second language. As mentioned in the lesson plan I will read a book to them called: Eaa teia kara? What is this colour? Tataia e Pa Tapairu Kata (Written by Pa Tapairu Kata). When I read each page to them with the name of the colours, I will translate it in English and not forgetting to pronounce the words correctly in Maori. After reading the book to the students, I would put them into a group of four and they will go outside of the classroom to find four objects. When they return back to the classroom, each group will copy the sentences I have written on the board with inserting the name of the object and colours in the blank space where they have to fill it in themselves on a paper. They will also practice asking, what is this colour? Eaa teia kara? Gradually as a group they will present in class what they have found and show the object along with each questions and sentences for e.g. Eaa teia kara ? E puka kerekere teia.

After the group activity, each students will search for 5 pictures in a magazine and paste in their exercise book. Then they will write their own sentence like the activity they did as a group. I'll mark their book after they have completed their exercise instead of presenting it in class. I think, as part of the class exercise it will be a good idea to write the colours in Maori with translation in English, that I have red to the students before doing their exercise above.

I feel, by doing this exercise it will help the students to remember the colours along with the objects. It's best to keep the sentence simple and short for Language 2, to get them started and easy to remember. Later on then I can extend the sentences with adjective words. For e.g. Q: Eaa te kara i teia pairere? A: E pairere matie teia e te atupaka.

I have chosen this verse or script for the Language 2 as it is short, but it's meaning it goes in depth. It reflects on the parent and children when they become successful or not successful in life if they obey or disobey them.

Students are able to engage to learn how to pronounce the sript properly and to understand it when I get them to repeat it after me.

When the students are working in peers, they are able to share ideas and help each other. By doing this, it also helps them to build their relationship.

The words students writes in their book will help them to write their paragraphs or what they are aiming to do in the future. They may come up with some of the following words:

Tu meitaki

Kauraro

Akangateitei

aroa

aruaru

Tu kino

akateitei

kare akangateitei

kope

The words the class come up with will need to be translated in English to enable the second language to understand or to remember. Then they copy it in their book.