Celebrate Our Learning

Overview

In this 60-minute publishing and presentation session, students complete and share a Matariki reading-and-writing project. They choose one of three formats—nine-star circle, healthy kai page or whānau hope page—and use information from class texts and discussions accurately. The lesson builds on previous planning, drafting and revising work.

Learning intentions

• WALT publish a clear Matariki reading-and-writing project for an audience.
• WALT choose accurate information from our class learning.
• WALT improve spelling, capital letters and end punctuation.
• WALT present our work respectfully and respond positively to others.

Success criteria

• I can choose information that matches what we have learned.
• I can check my spelling, capital letters and punctuation.
• I can make my writing and pictures easy to read and understand.
• I can share my work respectfully and give a kind, useful compliment.

Curriculum links

• English — planning, revising, publishing and presenting texts for an audience.
• English — sentence structures, grammar and punctuation, including capital letters and end punctuation.
• English — reading and comprehending simple and compound sentences.
• Key competencies — participating and contributing; managing self; using language, symbols and texts.

Lesson structure (60 minutes)

1. 0–10 min · Revisit the purpose and criteria. Teacher welcomes students and explains that today they are publishing work to share with an audience. Display the opening and success-criteria slides and read the WALT together: “We are learning to publish and present a Matariki reading-and-writing project.” Show the three project choices and model checking a short sentence for meaning, spelling, a capital letter and an end mark. Students turn and talk about which project they will complete and identify one criterion they will focus on.

2. 10–15 min · Choose and organise. Teacher briefly conferences with students, helping them select a nine-star circle, healthy kai page or whānau hope page. Distribute the Matariki publishing checklist and explain that it is used during publishing, not as a separate writing task. Students collect their draft, relevant class reference images and the correct publishing paper.

3. 15–40 min · Publish carefully. Teacher demonstrates transferring a draft neatly: say the sentence, write it, reread it, then check the picture and information. Keep the publishing steps and project-choice slides visible, and circulate with the teacher rubric, prompting students to reread rather than correcting every error for them. Students publish their chosen page, adding accurate information, clear illustrations and carefully formed writing. They tick each completed item on the checklist and ask a partner to help locate a possible spelling or punctuation improvement.

Suggested content reminders:

• Nine-star circle: name or represent the stars and include a simple accurate detail.
• Healthy kai page: name a healthy food and explain one way it supports wellbeing.
• Whānau hope page: write a kind hope or wish for whānau and add an explanation or illustration.

4. 40–45 min · Rehearse presenting. Teacher models facing the audience, holding work so it can be seen, speaking clearly and saying one sentence about the learning. Use the presentation prompt slide to rehearse: “My project is…”, “I learned…”, and “One thing I am proud of is…”. Students practise with a partner, taking turns to present and listen.

5. 45–55 min · Gallery walk. Teacher arranges work around the room and sets expectations for moving safely, looking closely and respecting each creator’s ideas. Play or display the gallery-walk instruction and discussion slides. Students walk in small groups, read or view classmates’ projects, and quietly notice one accurate detail, strong presentation feature or thoughtful idea.

6. 55–60 min · Peer compliment and reflection. Teacher gathers students and models a specific compliment: “I noticed your capital letter and clear picture helped me understand your idea.” Students share one compliment with a partner, then complete the final self-check on the Matariki publishing checklist by naming one strength and one next step. Invite two or three students to share their reflections.

Resources

• Student drafts and previous Matariki reading notes
• Reference images and class texts about Matariki, healthy kai and whānau hopes
• Publishing paper in three formats
• Drawing and writing materials
• Celebrate Our Learning teaching deck
• Matariki publishing checklist
• Teacher rubric and display space for the gallery walk

Assessment

• During publishing, use the rubric to note whether each student selects accurate content, communicates a meaningful idea and applies developing spelling, capital-letter and punctuation knowledge.
• Listen during partner rehearsal and the gallery walk for clear oral language, active listening and respectful participation.
• Collect the published work and checklist as evidence of planning, revising, publishing and presenting for an audience. Record one next teaching step for students needing further support with sentence boundaries, spelling or transferring ideas from a draft.

Differentiation

• Offer genuine choice of the three text types and provide a model, picture references and oral rehearsal before writing.
• Support learners with scribing, shared writing, speech-to-text, enlarged publishing paper, a reduced amount of writing, or an adult/peer who rereads the draft aloud.
• For EAL learners and students needing additional support, use labelled images, sentence frames such as “I learned ___” and “I hope ___”, word banks from class texts, and mixed-ability partnerships. Accept oral explanations alongside drawing and emerging writing.
• Prompt developing writers to check one sentence at a time; avoid taking over the editing so students retain ownership of their work.

Extension

• Invite advanced learners to combine two topics, such as healthy kai and a whānau hope, into a short two-page booklet with a title and a clear link between the ideas.
• Ask them to add a second accurate detail from a class text and rehearse a longer presentation using a beginning, middle and closing sentence.