Engaging Character Work

Overview

In this lesson (Lesson 2 of 5) students build on the unit’s focus on creative expression by developing engaging characters for a story in Te reo Māori. Students will create and refine character profiles in pairs, then share ideas to improve clarity, detail, and purpose.

Learning intentions

Students will be able to:

• create a character profile using clear describing statements in Te reo Māori
• include character traits and motivations that connect to the narrative purpose
• use image-like language (kīanga whakaahua, kīanga whakarite) to make character details vivid
• listen actively to peers’ ideas and make helpful refinements

Success criteria

I can …

• describe my character’s key traits (e.g., āhua/whakaaro) in Te reo Māori
• explain why my character acts (motivation) using simple, connected sentences
• include at least one describing phrase that adds “picture” to my writing
• give and receive feedback respectfully and improve my character profile

Curriculum links

• Te Reo Māori Taumata 4 — Āheinga Reo: choose aspects of writing types to strengthen authentic and creative text
• Te Reo Māori Taumata 4 — Rautaki Reo: listen and learn how to review, judge, and break down ideas in text (peer sharing and refinement)
• Te Reo Māori Taumata 4 — Rautaki Reo: try out language and structure features to shape a distinctive voice
• Te Reo Māori Taumata 4 — Puna Reo: use descriptive phrases and comparative language to enhance the topic

Lesson structure (45 minutes)

1. 0–5 min · Kōrero whakaohooho (Hook). Teacher shows two short character “snapshots” (teacher-made) in Te reo Māori on the board and asks: “He aha te āhua o te tangata? He aha i pēnei ai?” Students turn and talk: identify one trait and one possible motivation from each snapshot.

2. 5–15 min · Minilesson: character development tools. Teacher models a character profile using a simple structure on the board:

• Ingoa: …
• Āhua/Ngākau: … (traits/feelings)
• انگ: “He aha tana e hiahia ana?” (what they want)
• Ngā take / take: “Nō te mea…” (why) Teacher explicitly introduces 2–3 describing phrases (kīanga whakaahua) and 1 comparative phrase (kīanga whakarite), e.g., “he ngākau …”, “he rite ki …” as optional patterns. Students underline the describing phrase(s) in the model and write one sentence starter they like.

3. 15–28 min · Independent drafting (first version). Students choose one character idea for their unit (from lesson 1 planning) and draft a detailed character profile in Te reo Māori. Teacher circulates and provides sentence-starter support on the board. Students must include:

• 2–3 traits/feelings
• 1 motivation (what they want or need)
• 1 “picture” phrase using a describing or comparative idea Quick check: teacher prompts one student pair to read their “motivation” sentence aloud to ensure it makes sense.

4. 28–40 min · Pair share and feedback. Students work in pairs to share profiles. They use a feedback routine with three prompts displayed:

• “He aha te āhua matua?”
• “He aha te take i pērā ai?”
• “Ko tēhea kīanga whakaahua/kīanga whakarite e tino mārama ana?” After listening, each student makes one improvement to their own profile based on peer feedback (e.g., clearer motivation sentence, stronger describing phrase, or better connection to story purpose).

5. 40–45 min · Exit ticket (quick assessment). Students complete a short exit ticket: write one Te reo Māori sentence answering: “Ko taku pūkenga matua o taku pūāhua he …, nō te mea …” Teacher collects to gauge descriptive language and motivation clarity.

Resources

• Teacher-made character snapshot examples (printed or on slides, no links)
• Character profile template (Ingoa, Āhua/Ngākau, Ngā hiahia, Nō te mea…, kīanga whakaahua)
• Sentence starter strips in Te reo Māori (e.g., “He … ia”, “Kei roto i tōna ngākau…”, “Nō te mea…”, “He rite ki…”)
• Coloured highlighters (one colour to mark “trait”, one to mark “motivation”, one to mark “describing/comparative phrase”)
• Peer feedback prompt cards
• Student notebooks or writing booklets
• Timer/visual countdown for transitions

Assessment

• Teacher formative observation during drafting: look for inclusion of traits + motivation and at least one descriptive/comparative phrase
• Peer feedback quality: students identify a clear trait and explain whether the motivation sentence is understandable
• Exit ticket: one completed sentence linking traits to motivation using “nō te mea…” pattern

Differentiation

• Support:
• Provide partial sentences and a character profile template with word banks for traits (ngākau/āhua) and motivation starters (nō te mea…)
• Allow students to rehearse their motivation sentence orally with teacher or partner before writing
• Extension:
• Challenge students to add a second motivation reason using “ā, nō reira…” or to include two describing phrases (one comparative and one vivid describing phrase)
• Language/SEN/EAL:
• Permit alternative output choices during drafting (e.g., first speak then write; use sentence starters)
• Encourage students to use fewer sentences but ensure the motivation is explicit and the “picture” phrase is accurate
• Feedback differentiation:
• Teacher gives targeted feedback to some pairs on grammar accuracy in motivation (“Nō te mea…” clauses) while others focus on strengthening descriptive language

Extension (optional)

SKIP