Drafting Our Presentation

Unit: Discovering Our Whakapapa

Lesson 9 of 10

Year 4

Duration: 60 minutes

Class size: 20 students

Subject: Te reo Māori

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Lesson Description

In this lesson, students will begin drafting their community presentation focused on their local marae and hapū. This is a key step in their journey of discovery about their whakapapa and community identity. They will engage in collaborative peer feedback to develop their skills in clear communication and presentation planning.

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WALT (We Are Learning To)

• Develop a comprehensive presentation draft on our local marae and hapū.

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Success Criteria

• Share our draft presentations with peers.
• Receive and give constructive feedback.
• Use simple language and clear formats in drafting to ensure accessibility for all learners, including those with dyslexia.
• Work collaboratively with partners for support and shared learning.

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Curriculum Alignment

English Learning Area (Years 0–6) — Te Mātaiaho Framework

• Progress Outcomes by Year 4:
• Present ideas clearly with introduction and conclusion, adapting content for specific audiences and purposes.
• Plan and organise presentation content so audiences can make connections between points.
• Use feedback to improve communication.
• Competencies:
• Using language to communicate (oral language skills including narrative and explanation).
• Participating and collaborating for shared learning success.
• Supports social and emotional wellbeing by developing motivation, autonomy, and connection through collaboration.

Key Teaching Sequence Statements:

• Plan and adapt content to meet audience needs.
• Communicate ideas with clarity and structure.
• Develop confidence through regular presentation practice and peer feedback.

Teaching Considerations:

• Use flexible grouping (pairs) supporting varying abilities.
• Scaffold tasks to accommodate diverse learners.
• Encourage use of visuals to support oral text.
• Provide dyslexia-friendly resources (e.g., clear fonts, simple sentence structures, use of bullet points and visuals).

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Learning Objectives

• Students will draft a clear and organised oral presentation about their local marae and hapū, applying knowledge gained in previous lessons.
• Students will practise presenting their draft to partners, using respectful and constructive feedback techniques.
• Students will begin to integrate peer feedback to refine their work for future presentations.

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Resources

• Presentation planning template with simple sentence starters (in Te reo Māori and English), with visual cues.
• Examples of past student presentations (written and oral, simplified).
• Sentence frames for feedback (e.g., "I liked...", "You could add...", "Maybe you could explain...").
• Writing and drawing materials (pens, pencils, paper).
• OPTIONAL: Digital tablets or devices for typing drafts if available.

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Lesson Activities

1. Introduction and Refresh (10 mins)

• Briefly recap previous learning about local marae and hapū.
• Introduce WALT and success criteria, ensuring all students can access the expectations using clear, simple language.
• Demonstrate a simple example of a community presentation draft, highlighting structure with introduction, key points, and conclusion.
• Engage students in a short warm-up oral activity practicing a sentence starter from the planning template.

2. Drafting Presentation (20 mins)

• Students begin drafting their presentations using the provided template.
• Encourage use of bullet points and simple sentences in Te reo Māori, supported by visuals.
• Teacher circulates to support students, especially those who need help with vocabulary or organising ideas.
• Partner work: students pair up for peer assistance as needed, promoting cooperative learning.

3. Peer Sharing and Feedback (15 mins)

• In pairs, students take turns reading or presenting their drafts aloud.
• Use structured sentence frames to guide giving and receiving feedback:
• Praise: "Kei te pai tō whakaaro mō..." (I like your idea about...)
• Question: "Ka taea e koe te whakamārama anō i te..." (Can you explain more about...)
• Suggestion: "Āhei pea koe ki te tāpiri i tētahi..." (Maybe you could add a...)
• Teacher models and monitors interactions, ensuring respectful and supportive communication.

4. Reflection and Next Steps (10 mins)

• Whole group discussion on what was learned from peer feedback.
• Students reflect individually on how their draft could improve and note at least one change they plan to make for their next draft.
• Teacher highlights expectations for Lesson 10, where students will revise and finalise their presentations incorporating feedback.

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Differentiation Strategies

• Support:
• Partner work to provide peer assistance and modelling.
• Sentence starters and visual planning templates to reduce cognitive load and structure thinking.
• Oral prompts and one-on-one support as needed.
• Dyslexia-friendly:
• Use simple, clear language in both oral instructions and written materials.
• Use dyslexia-friendly fonts and layout (ample spacing, bullets, clear headings).
• Avoid dense paragraphs; use bullet points and diagrams to organise ideas visually.
• Extension:
• Advanced learners draft a more detailed presentation with more complex sentence structures.
• Include additional elements such as historical context or personal anecdotes related to the marae/hapū.
• Encourage use of digital tools (audio recording or slide creation) for presenting.

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Assessment for Learning

• Observe student engagement and ability to articulate ideas during drafting and peer sharing.
• Use peer feedback sessions to assess understanding of respectful communication and ability to critique constructively.
• Collect drafts to review vocabulary use, clarity of ideas, and organisation.
• Provide formative feedback to guide next lesson’s revision work.

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Teacher Reflection Notes

• Did students engage effectively in peer feedback?
• Were materials accessible and supportive for all learners, especially those with learning differences?
• How did students respond to scaffolding and partner work?
• What adjustments can enhance the drafting process or presentation skills in the final lesson?

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This lesson plan embodies the principles and approaches from the New Zealand Curriculum Refresh and Te Mātaiaho, focusing on inclusive, structured, and culturally responsive learning that builds confidence in oral presentation and literacy skills, while valuing student identity and community connection.