Learning Intentions for Extension

Learning intentions for extension

The following grid gives some suggested learning intentions to extend learning. These learning intentions provide opportunities for you and your students to work together to decide on the next steps to extend learning and to create success criteria according to the students’ achievement levels. This is not intended to be an exhaustive list. You and your students will have ideas of your own for extending the learning.

Recognise, understand, and use less common words associated with the weather
For example:
pōuri (gloomy), marino (calm), pūkohukohu (misty), tūpuhi (stormy)
Success criteria: / Self-
assessment
   / Peer
assessment
   / Teacher
assessment
  
Recognise, understand, and use the Māori names for the main New Zealand cities and the meanings/stories behind them
For example:
Te Upoko o te Ika a Māui (the head of Māui’s fish – Wellington)
Success criteria: / Self-
assessment
   / Peer
assessment
   / Teacher
assessment
  
Discuss weather in the past
For example:
I te Mane, he rā paki. (On Monday, it was a fine day.) Inanahi, he tūpuhi. (Yesterday, it was stormy.)
Success criteria: / Self-
assessment
   / Peer
assessment
   / Teacher
assessment
  
Discuss the coming weather
For example:
Ā te Mane, ka whiti te rā. (On Monday, the sun will shine.) Āpōpō, ka puta ngā kapua. (Tomorrow, the clouds will appear.)
Success criteria: / Self-
assessment
   / Peer
assessment
   / Teacher
assessment
  
Understand and use some time phrases to describe weather in the past
For example:
inanahi (yesterday), inapō (last night), i tērā wiki/marama (last week/month)
Success criteria: / Self-
assessment
   / Peer
assessment
   / Teacher
assessment
  
Understand and use some synonyms associated with the weather
For example:
pai, paki (fine); uira, whatitiri (lightning); rā, rangi (day); āniwaniwa, kōpere, uenuku, kahukura (rainbow)
Success criteria: / Self-
assessment
   / Peer
assessment
   / Teacher
assessment
  
Understand and use “kāore”
For example:
Kāore he hau/ua/kapua/kohu. (There’s no wind/rain/cloud/mist.)
Success criteria: / Self-
assessment
   / Peer
assessment
   / Teacher
assessment
  
Use the word “āhua” to mean “quite” or “rather”
For example:
āhua makariri/wera/pūkohukohu (rather cold/hot/misty)
Success criteria: / Self-
assessment
   / Peer
assessment
   / Teacher
assessment
  
Explore the way some words are used in gradations
For example:
Of wind: marino – matangi –āwhā –tūpuhi (calm – breeze – gale – storm);
Of times of the day: te ata– te ahiahi – te pō (morning – afternoon – night);
Of rain: kōnehu – ua – ua whakarere – marangai (drizzle – rain – heavy rain – storm).
Success criteria: / Self-
assessment
   / Peer
assessment
   / Teacher
assessment
  
Learn the Māori names for ngā hau (winds)
For example:
te hautonga (southerly), te hauraki (northerly), te hauwaho (easterly), te hauāuru (westerly)
Success criteria: / Self-
assessment
   / Peer
assessment
   / Teacher
assessment
  
Recognise elements of weather in spoken texts, such as karakia
For example:
Whakataka te hau.(See the section He Mihi at the beginning of this resource).
Success criteria: / Self-
assessment
   / Peer
assessment
   / Teacher
assessment
  
Understand and use the days of the week developed by the Māori Language Commission (see Unit 3 Kai).
For example:
Rāhina (Monday), Rātū (Tuesday), Rāapa (Wednesday), Rāpare (Thursday), Rāmere (Friday)
Success criteria: / Self-
assessment
   / Peer
assessment
   / Teacher
assessment
  