Creating Cultural Stories

Unit: Cultural Narratives Exploration

Lesson 3 of 3
Lesson Title: Creating Our Own Cultural Narratives
Subject: Languages
Year Level: Year 6
Curriculum Alignment: The New Zealand Curriculum – Learning Languages, Level 3

---

Lesson Overview

In this final lesson of the unit, ākonga (students) will synthesise their learning about cultural narratives to create an original short story or oral recount based on their own cultural identity, heritage, or family traditions. Using a scaffolded story map, they will craft, illustrate, and share their stories with their peers. This session aims to validate student identity and foster a sense of belonging through respectful listening and authentic sharing.

---

Learning Intentions

Ākonga will:

• Create a personal cultural narrative using a structured story map
• Use language to express identity and cultural perspectives
• Share their cultural narrative with clarity and confidence
• Demonstrate active listening and respect for others’ stories

NZ Curriculum Achievement Objectives (Level 3 – Learning Languages):

• Language Knowledge: Use language tools (e.g. sentence starters, vocabulary banks) to produce a simple connected text
• Cultural Knowledge: Show an understanding of the relationship between language and culture by producing language that expresses personal or cultural identity
• Key Competency Focus: Participating and contributing, Thinking, Relating to others

---

Required Materials

• A3 printed story map templates
• Pencils, markers, crayons
• Sentence starter cards (e.g. “In my culture...”, “At my house we...”, “This story is about…”)
• Cultural artefacts or images previously shared in class
• Timer or visual clock
• Floor cushions / designated sharing space

---

Lesson Structure (30 mins total)

1. Karakia and Welcome (2 mins)

Settle the class with a short karakia and welcome. Reaffirm that today’s focus is on celebrating each person’s culture through creative storytelling.

---

2. Activate Prior Knowledge – What is a Cultural Narrative? (3 mins)

Facilitated class kōrero (discussion):

• Ask: “What do we remember about cultural narratives?”
• Gather a few key ideas on the board (e.g. passed down stories, personal family experiences, traditions, beliefs).
• Invite 1–2 students to recall cultural stories they heard in previous lessons.

🎤 Teacher Tip: Use visuals or artefacts from previous lessons to prompt memory and connection.

---

3. Introduction to the Task (5 mins)

Explain the purpose and structure of the task:

• “Today, you’ll create your own short story that reflects something about your culture or background using this story map.”
• Show students the A3 story map template with the following sections:
  • Title
  • Who is in the story?
  • Where does it take place?
  • What happens? (Beginning – Middle – End)
  • Why is this story important to you?
  • Optional: Add symbols, words from another language, or drawings

Model an example live:
E.g. “My nana always told me stories about harvesting kūmara as a child. I’ll include her and draw the maara (garden) she worked in.”

---

4. Individual Work – Create Your Narrative (12 mins)

Students work on their story maps quietly at their tables.

• Encourage use of their home language for labels or familiar phrases
• Optional: Peer conferencing for checking ideas and structure

👩‍🏫 Teacher roaming and support tips:

• Some students may benefit from verbal storytelling first—sit with pairs or groups and help scribe as needed.
• Offer sentence starter cards to help students structure their thoughts

---

5. Sharing Circle – Ngā Kōrero o te Ao (7 mins)

Move into a large circle or the ‘wharenui’ zone of the classroom.

• Invite students to share their story maps aloud
• Use a “Talking Stick” or special taonga for taking turns
• Encourage gentle clapping or a mihi of “Ka pai!” after each share

If time is short, choose 8–10 students today and complete sharing next session or display stories on a storytelling wall.

---

6. Reflection and Whanaungatanga Wrap-Up (1 min)

Ask:

• “How did it feel to hear stories from people in our class?”
• “What did you learn about someone else’s culture?”

Close with a short whakataukī:

He aha te mea nui o te ao?
He tāngata, he tāngata, he tāngata.
(What is the most important thing in the world? It is people, it is people, it is people.)

---

Assessment Opportunities

Formative Observation:

• Student participation in creating and sharing their story
• Appropriateness of ideas shared to the narrative task
• Use of culturally-specific details or expressions
• Engagement during others' sharing

Student Self-Reflection (Optional Extension):
Use “Two Stars and a Wish” slips to reflect on what they liked about their story and one thing they might add or change next time.

---

Extension / Home Learning

Whānau Connection:
Invite students to present or retell their cultural narrative at home and bring in a related item to display. Optionally record a short video of themselves sharing it using school devices.

---

Teacher Reflection Notes

👍 What worked well in sharing time?
🤔 Which students needed more support scaffolding their ideas?
🔄 Would a digital storytelling format enhance inclusion next time?

---

End of Lesson
Developed in alignment with Te Whare Tapa Whā and localised curriculum practices.
Celebrating the cultural uniqueness each ākonga brings to the classroom.