He Pānui mō te Hui

Overview

Ko tēnei te akoranga tuatoru o te wāhanga ako Ngā Mahi i te Marae. Ka tātari ngā ākonga i ngā tauira pānui, pāmāphēti me te pānui ā-rōpū, ka whakamahere, ka tuhi hoki i tētahi pōwhiri mō tētahi hui e whai tikanga ana ki tō rātou hapori. Ka whakamahia ngā kupu raupapa tuatahi, whai muri, ā muri ake, hei te mutunga, me ngā kōrero matua mō te tangata, te kaupapa, te wāhi, te rā me te wā.

Learning intentions

WALT:

• te pānui me te tautohu i ngā kōrero matua o tētahi pānui;
• te whakamārama i te raupapa o ngā mahi i roto i tētahi hui;
• te whakamahi i te reo Māori tika, mārama hoki hei tuhi pōwhiri;
• te whai whakaaro ki te tikanga, ki te whanaungatanga, ki te wāhi hoki;
• te whakamahi tika i tētahi tauira, papakupu, kupu āwhina rānei hei whakawhānui i te reo.

Success criteria

• Ka taea e au te kimi i ko wai, he aha, kei hea, āhea, he aha te wā.
• Ka taea e au te whakaraupapa i ngā mahi mā tuatahi, whai muri, ā muri ake, hei te mutunga.
• Ka taea e au te tuhi i tētahi pōwhiri e mārama ana, e whai kupu tika ana.
• Ka taea e au te tirotiro i taku mahi kia tika ai te reo me te tikanga.

Curriculum links

• Te Reo Māori — Receptive skills: Pānui: understanding overall meaning and specific detail in short familiar written texts.
• Te Reo Māori — Receptive skills: Pānui: beginning to understand short texts containing some unfamiliar language.
• Te Reo Māori — Productive skills: Kōrero ā tuhi: preparing and writing short texts on familiar topics.
• Te Reo Māori — Cultural and sociolinguistic knowledge: Instructions: using respectful, clear and purposeful language while acknowledging relationships and place.

Lesson structure (60 minutes)

1. 0–7 min · Kuhu me te whakahou. Teacher displays a short, incomplete pānui on the hook and learning intentions and asks, “He aha ngā kōrero e ngaro ana?” Students think-pair-share, then identify the purpose of a pānui and recall language from the previous lesson, including hui, manuhiri, kai, wāhi, rā and wā.

2. 7–18 min · Tātari tauira. Teacher models how to read a pānui, thinking aloud while highlighting ko wai, he aha, kei hea, āhea and he aha te wā on the exemplar analysis slides. Students work in pairs with the pānui analysis and planning worksheet, marking the details they find and circling any unfamiliar words they can infer from context.

3. 18–28 min · Tikanga me te raupapa. Teacher compares two short descriptions of a hui and discusses which is clearer and more respectful, including acknowledgement of people, place, purpose and appropriate language. Students arrange the routine in order on the worksheet and add tuatahi, whai muri, ā muri ake, hei te mutunga; groups explain one reason for their sequence.

4. 28–40 min · Whakamahere. Teacher introduces the writing choices on the planning and language-support slides: hui whānau, hui kai, hui hākinakina, hui mahi or another suitable gathering. Students choose a kaupapa and complete a planning grid: audience, purpose, place, date, time, what to bring, ordered routine and a respectful closing. Each group of four uses roles—kaiwhakahaere, kaituhi, kaiwhakamātau reo and kaikōrero—then individuals may handwrite, type, record ideas or use the template and visual supports.

5. 40–52 min · Tuhituhi me te urupare. Teacher conferences with groups, checking clarity, vocabulary, sequence and cultural appropriateness, and refers students to a class glossary or approved digital reference tool. Students draft their pōwhiri, then exchange it with a partner. Partners read it aloud and use the checklist on the drafting, peer-feedback and checklist section to give one kaha comment and one hei whakapai ake comment.

6. 52–60 min · Whakatika me te puta. Teacher models a final quick edit on the peer-feedback and plenary slides, focusing on macrons where known, complete information and respectful wording. Students make one improvement, read their opening and sequence to a partner, then submit a brief exit response: “Ko te kōrero matua o taku pānui ko …” and “Ko taku mahi whai ake ko …”.

Resources

• the complete Ngā Mahi i te Marae teaching deck
• the pānui analysis and planning worksheet
• Two age-appropriate pānui, pāmāphēti or newsletter exemplars
• Whiteboard, markers and highlighters
• Class glossary, dictionaries or an approved digital reference tool
• Devices and headphones for students choosing typed or recorded ideas
• Visual sequence icons and sentence starters
• Coloured pens for peer feedback

Assessment

• During paired analysis, check whether students can locate specific details and explain the overall purpose of each text.
• During planning and conferencing, assess use of sequence markers, relevant vocabulary, complete information, clarity and culturally respectful language.
• Collect the draft, peer checklist and exit response to identify students needing further support before the final lesson.

Differentiation

• Provide a partially completed planning grid, word bank, visual icons, sentence starters and a model pānui for students who need language or literacy support.
• Allow reduced copying, speech-to-text, typing, audio recording of ideas, reader support or a scribe; pair students thoughtfully and pre-teach unfamiliar words.
• Offer extension through a bilingual pānui, a more formal audience, an additional tikanga-based instruction, or a second version adapted for a digital newsletter.
• Use collaborative roles so every student contributes through reading, writing, speaking, organising or checking; rotate roles to support participation across the five key competencies: thinking, managing self, relating to others, participating and contributing, and using language, symbols and texts.