Collaborative Feather Kākahu

Overview

Lesson 5 of 5 in Māui and the Birds. Students complete and explain an individual feather design, collaborate to create a large class artwork inspired by the pūrākau, and reflect on comprehension, language, collaboration and cultural respect.

Learning intentions

• WALT communicate a response to a pūrākau through visual art.
• WALT use vivid language and appropriate kupu to explain our ideas.
• WALT collaborate safely and fairly to create a class artwork.
• WALT present our ideas and reflect on our learning and cultural respect.

Success criteria

• I can complete a feather using purposeful colour, line, texture or pattern.
• I can explain how my huruhuru connects to a character, setting, event or idea in the pūrākau.
• I can contribute safely and fairly to our collaborative inspired artwork.
• I can reflect on my comprehension, contribution, use of kupu and next steps.

Curriculum links

• Listening, speaking, viewing and presenting: respond to and communicate ideas clearly for a purpose and audience.
• Reading and responding to texts: recall specific details, identify main ideas and make supported inferences.
• Writing and creating texts: select vivid language and organise a short caption or oral explanation.
• Visual language and the arts: use colour, line, pattern and texture to communicate meaning; participate in mahi tahi and show respect for iwi variation.

Lesson structure (60 minutes)

1. 0–7 minutes – Recap and prepare Display the pūrākau source or version and briefly revisit the main events, characters, setting and important kupu. Open the recap and success criteria slides and ask: “What do we remember?” and “What can we infer about Māui, the birds or their actions?” Clarify that today’s artwork is a collaborative class artwork inspired by the pūrākau, not a traditional kākahu or taonga. Remind students to respect the relevant iwi or trusted storyteller and the version shared.

2. 7–20 minutes – Complete individual feathers Return each student’s approved design. Students transfer it to card or sturdy paper and decorate it with purposeful colour, line, pattern and texture. They add a name or initials and a brief label if useful. Demonstrate safe scissor use and careful workspace routines. Students who need support may use pre-cut shapes or adaptive scissors.

3. 20–28 minutes – Prepare the explanation Distribute the feather caption and reflection sheet. Students write a short caption or plan an oral/recorded explanation using: “My huruhuru represents…”, “I chose… because…”, and “This connects to the setting/character/event because…”. Encourage vivid language and accurate kupu, such as Māui, huruhuru, pūrākau, mahi tahi and relevant words from the class text. Students then cut out their feathers safely.

4. 28–43 minutes – Collaborate in groups Place students in five groups of five. Give groups the Group Role Cards and assign or negotiate roles such as designer, organiser, materials manager, speaker and encourager. Each group arranges its feathers on large backing paper in a cloak/kākahu-inspired silhouette. They negotiate placement, balance colours and shapes, and leave space for a title, source acknowledgement and the statement: “This is a collaborative class artwork inspired by the pūrākau.” The teacher checks consent and respectful handling of every design before groups glue.

5. 43–52 minutes – Present the artwork Open the presentation prompt slides. Groups present their section and explain one design choice. Every student contributes one sentence, word, gesture or recorded contribution. List strong examples of vivid language, specific textual connections and respectful collaboration while students listen.

6. 52–60 minutes – Kōrero circle and reflection Display the Reflection Prompts Poster and guide a final kōrero circle. Ask: “What main ideas and specific details do we remember?”, “What did we infer?”, “Which kupu can we now use?”, and “How did we show mahi tahi and respect for iwi variation?” Students complete the final three prompts on the reflection section: “I learned…”, “I contributed…”, and “Next time…”. Invite two or three students to share.

Resources

• Completed student sketches and approved designs
• the Māui and the Birds lesson deck
• the feather caption and reflection sheet
• Card or sturdy paper feathers
• Coloured pencils, crayons, felt pens or paint
• Scissors, glue and large backing paper
• the Group Role Cards
• the Reflection Prompts Poster
• Display labels, camera or tablet if appropriate
• Source/version information and iwi or storyteller acknowledgement

Assessment

• Use a checklist to note comprehension, accurate kupu, vivid oral description, visual connection to the pūrākau, safe collaboration and reflection.
• Assess the completed artwork and presentations for purposeful choices, specific textual connections and clear communication, not for cultural authenticity.
• Review captions, oral/recorded contributions and reflections to identify next steps in comprehension, language use and collaborative learning.

Differentiation

• Provide pre-cut feather shapes, adaptive scissors, visual instructions, a reduced writing frame and peer support.
• Offer a choice of written, oral, gesture-based or recorded presentation; allow rehearsal with a partner or adult.
• Assign supportive roles such as designer, organiser or materials manager, while ensuring every student has a meaningful contribution.
• Extend learners to curate the display explanation, use more vivid descriptive language or connect a visual choice to a specific textual clue.