Character and Setting

Lesson 5 of 10: Te Reo Reading Adventure

Context

This 30-minute lesson is designed for Year 2 students in New Zealand to develop their understanding of characters and settings in Te Reo stories they have previously read. The lesson aligns with the New Zealand Curriculum, particularly the Languages learning area, and incorporates oral language and comprehension development, supporting narrative skills and vocabulary building in Te Reo Māori.

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Learning Objectives

By the end of this lesson, students will be able to:

• Identify and describe characters and settings in familiar Te Reo stories using simple vocabulary.
• Use Te Reo Māori terms to name characters and settings.
• Create a visual representation of their favourite character, incorporating Te Reo vocabulary.
• Demonstrate understanding of story elements through discussion and art.

Curriculum Alignment:

• The New Zealand Curriculum - Languages Learning Area Level 1 (Year 2):

  • Interpersonal Communication: Express ideas related to familiar experiences using simple Te Reo language (e.g., naming characters and settings).
  • Comprehension: Recognise and discuss basic features of texts, including characters and settings in oral and written stories.
  • Vocabulary: Use age-appropriate Ngā Reo Māori (Te Reo Māori vocabulary), supporting identity and culture.
  • Visual Arts Integration: Use drawing to represent ideas, supporting language learning.

• Key Competencies:

  • Thinking: Processing information about stories, characters, and settings.
  • Using Language, Symbols, and Texts: Engaging with Te Reo vocabulary within texts read and visual arts.
  • Relating to Others: Sharing ideas collaboratively through discussion and small group interaction.

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Materials Needed

• Copies or digital versions of the previously read Te Reo stories (preferably with clear illustrations).
• Story map templates or simple graphic organisers showing character and setting sections.
• Art supplies: paper, coloured pencils, crayons, or markers.
• Picture cards or word cards with key Te Reo vocabulary for characters and settings.
• Visual aids showing Māori vocabulary for common story elements (e.g., pūrākau terms like tangata (people), wāhi (place), whare (house), ngahere (forest)).

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Lesson Outline

1. Warm-Up: Story Recap and Vocabulary Introduction (7 minutes)

• Activity: As a whole class, briefly revisit the Te Reo stories covered in previous lessons using illustrations or short read-aloud segments.

• Ask students guiding questions in Te Reo and English:

  • "Ko wai ōu whetu pūrākau / Kaituhi? (Who are your favourite characters?)"
  • "Kei hea te pūrākau? (Where is the story set?)"

• Introduce and display key Te Reo Māori vocabulary for characters (e.g., tangata, karakara, mahi) and settings (e.g., wāhi, ngahere, moana, kāinga). Use visuals to support understanding.

• Encourage students to repeat and practice saying the new words aloud.

Rationale: Reviewing prior stories and introducing vocabulary explicitly fosters engagement and builds language scaffolding for the main activity , .

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2. Guided Identification of Characters and Settings (8 minutes)

• Activity: Use a story map projected on the board or printed for students, showing two simple columns or areas labelled ‘Ngā tangata (Characters)’ and ‘Ngā wāhi (Settings)’.

• Together with the class, identify and list the main characters and settings from one familiar Te Reo story. Use picture clues and ask students to help name them in Te Reo.

• Use prompts to help students:

  • "He pēhea te tangata? (What is the character like?)"
  • "Kei hea te tangata? (Where is the character?)"

• Use sentence starters in Te Reo such as:

  • "Ko tēnei te _______." (This is the _______.)
  • "Kei te _______ te tangata." (The character is in the _______.)

Rationale: This builds comprehension and narrative vocabulary while basing the activity on familiar texts, as recommended in the curriculum for Year 2 literacy development .

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3. Creative Visual Representation (12 minutes)

• Activity: Students choose their favourite character from the stories and create a drawing or simple collage of that character.

• Encourage them to use Te Reo Māori labels or simple sentences to describe their character beside their artwork. For example:

  • "Ko tēnei te karakara." (This is the dragon.)
  • "Nō reira ia i te ngahere." (He/she is from the forest.)

• Support students with Te Reo vocabulary word cards and sentence stems to aid spelling or writing.

• Circulate and scaffold language production individually or in small groups.

Rationale: Integrating arts with language learning provides multi-modal engagement, supporting vocabulary retention and oral language use, consistent with the NZ Curriculum’s Languages and The Arts learning areas and competency development .

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4. Sharing and Reflecting (3 minutes)

• Activity: Invite a few students to share their drawings with the class, naming the character and describing the setting briefly in Te Reo.

• Encourage classmates to ask simple yes/no or short-answer questions to practice listening and speaking.

• Praise the use of new vocabulary and efforts in expressive language.

Rationale: Provides speaking and listening practice, reinforces learning community norms, and builds confidence as per curriculum goals for interpersonal communication and oral language skills .

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Assessment

• Formative Assessment:

  • Observe student participation in identifying and describing characters and settings using Te Reo vocabulary.
  • Use a simple checklist to note each student’s ability to:
    • Name at least one character and one setting in Te Reo.
    • Use sentence frames or vocabulary accurately.
    • Express preferences and descriptions verbally during sharing.

• Optional: Display completed character artworks with vocabulary labels in the classroom as a visual reminder and evidence of learning.

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Teacher Notes and Tips

• Use scaffolding techniques such as sentence stems, visual aids, and te reo flashcards to support diverse learners.
• Reinforce Māori cultural identity by integrating authentic Māori words and concepts related to storytelling and place.
• Use gestures and facial expressions to support understanding.
• Keep the pace lively but allow time for students to process and respond.
• Encourage peer support by pairing stronger language speakers with others.
• Link themes to students’ own identities and experiences where possible, e.g., "Kei hea to kāinga?" (Where is your home?)

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This lesson plan creates a vibrant, interactive experience that supports Year 2 students’ understanding of narrative components while enhancing their oral and written Te Reo Māori capabilities — reflecting the aspirations and requirements of the New Zealand Curriculum Languages learning area.

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References

• Te Mātaiaho: English in the New Zealand curriculum years 0-6, Ministry of Education, 2024 (comprehension, vocabulary, narrative elements, and oral language development)【1:1-2,7,19†Te Mataiaho English Single Page.pdf】
• The New Zealand Curriculum Framework, Languages Learning Area – levels 1-2, Ministry of Education, 2024【15:Learning languages†New Zealand Curriculum.html】