Ataata Kōrero Arahi

Overview

Lesson 12 of 20: You will draft a bilingual documentary guide for an NZ Land Wars topic, using Māori organisational structures and academic writing phrases in te reo Māori. You will also apply Māori concept and place-name accuracy (macrons included) to communicate key themes clearly.

Learning intentions

• WALT draft a bilingual documentary guide that uses appropriate Māori organisational structures (for example: whakataki/takiwā matua/whakarāpopoto or a similar structure).
• WALT use academic connective phrases in te reo Māori to explain ideas (for example: ā, he mea hoki and “furthermore” equivalents).
• WALT include Māori place names and iwi names accurately with correct macrons and pronunciation.
• WALT outline key documentary themes using Māori concepts with clear English explanations.

Success criteria

• I can outline key themes using both Māori concepts and English explanations.
• I can write bilingual guide sections with correct macrons in iwi and place names.
• I can use at least 4 academic connective phrases in te reo Māori correctly in my draft.
• I can organise my guide logically using a Māori-structured headings plan.

Curriculum links

• Communicate meaning in te reo Māori for a meaningful purpose, using appropriate text structures and details.
• Demonstrate understanding of wider contexts in te reo Māori through ideas linked to place, people, and culture.
• Produce a coherent written text with accuracy in language features (including macrons) and clarity for an audience.

Lesson structure (45 minutes)

1. 5 mins – Starter: Mind map warm-up (dyslexia-friendly) Students open their mind map: “Te Aratohu Ataata” → centre bubble = topic theme (e.g., land, rangatiratanga, whakapapa, kaitiakitanga). Use Māori-English concept pairs (teacher-provided) and colour-code. Students add 2 more pairs.

2. 8 mins – Model: Documentary guide skeleton Teacher shows a 1-page bilingual example with Māori organisational headings (e.g., Whakataki, Ngā kaupapa matua, Whakamārama anō, Whakarāpopoto) and highlights how English follows Māori to clarify meaning. Students identify where connectives appear and read one section aloud for pronunciation practice.

3. 10 mins – Language focus: Academic connectors in te reo Māori Teacher revises 6 connective phrases students already know/are learning for this unit, including ā, he mea hoki as “for example/also”. Students choose 4 to insert into sentence frames on a worksheet (Māori sentence + English meaning). Quick pair-check for macrons and word order.

4. 12 mins – Drafting: Build your guide section Students work in pairs (or individually if preferred) to draft their own bilingual guide section (about 200–250 words total). Required elements:

• Māori organisational heading(s)
• Māori concept + English explanation
• At least 2 Māori place names and 1 iwi name (with macrons)
• At least 4 academic connectives in te reo Māori Teacher circulates to check structure, accuracy, and clarity.

5. 7 mins – Peer check: Success criteria self-audit Students swap guides and complete a short peer audit using sentence starters:

• “Your Māori concept that stands out is…”
• “Your English explanation helps because…”
• “One macron/name I noticed is…”
• “One connective phrase you used well is…” Students return the draft with 1 improvement suggestion.

6. 3 mins – Exit: Confirm next steps Students write a quick plan for the next lesson: one goal to fix macrons/names, and one goal to strengthen theme explanation using English.

Resources

• Printed or digital mind map templates with Māori-English concept pairs.
• Documentary guide template with Māori headings and bilingual sentence frames.
• List of target academic connective phrases in te reo Māori (with English meaning).
• Class reference sheet: Māori place names and iwi names for the unit (macrons included) and pronunciation guide (teacher model).
• Drafting checklist aligned to success criteria.
• Coloured markers/pens for dyslexia-friendly highlighting (concepts vs explanations).
• Timer and sample bilingual guide page (teacher model).
• Dictionaries or teacher-made glossaries for key concepts.

Assessment

• Formative: teacher observation during drafting using a quick checklist (structure, connectives, macrons/names, clarity).
• Peer assessment: short success-criteria audit focusing on theme clarity and language accuracy.
• Summative-in-formation: collect the drafted guide section as evidence of bilingual organisation and academic connectors for the unit portfolio.

Differentiation

• Support: provide a bilingual scaffold template with sentence starters for each heading; offer a “word bank” that already includes macrons; allow audio-recording of one Māori sentence before writing (teacher/partner).
• Support (dyslexia-friendly reading options): provide short readable excerpts as typed cards (large font), plus teacher-read audio for any printed model; allow students to use colour cues (Māori concept in one colour, English explanation in another).
• Extension: require an extra “Whakamārama anō” paragraph that adds 1–2 additional iwi perspectives and contrasts how language choices shape meaning (Māori concept first, then English nuance).
• Extension: add one more connective phrase and one additional verified place-name, plus a short justification sentence in English about why the organisational structure fits the audience.
• EAL: allow parallel English planning first (outline), then translate into te reo Māori using frames; focus on accurate naming and connectives before expanding vocabulary.
• SEN: reduce draft length target (e.g., minimum viable guide) while keeping required elements (headings + 1 concept pair + required names + connectives).

Extension (optional)

• Students complete a brief additional research note (in English and/or te reo Māori frames) about iwi perspectives relevant to their documentary theme, then integrate one sentence into their guide: a “Māori concept → English explanation” link that shows how the perspective changes emphasis or interpretation.