Insect Stories Unfold

Year Levels

Years 1 & 2
Duration: 45 minutes
Class Size: 25 students

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Lesson Context

Unit: Insects of Aotearoa (Lesson 7 of 8)
Lesson Title: Insect Stories and Folklore
Subject Area: Languages (Oral Language, Storytelling, and Cultural Contexts)
Curriculum Alignment: New Zealand Curriculum Refresh, English Learning Area, Years 0-3 Phase (Foundation Phase)

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Learning Objectives

By the end of this lesson, students will be able to:

• Listen attentively to traditional Māori stories involving insects, identifying key characters and events.
• Understand the cultural significance of specific insects in te ao Māori, expressed in te reo Māori and English.
• Participate in discussions about the stories, using simple descriptive language and new vocabulary in te reo Māori and English.
• Retell or act out parts of a story using narrative elements (characters, setting, sequence).

Curriculum links:

• English Learning Area, Foundation Phase (Years 0–3)
• Comprehending and Creating Texts: Retell familiar literary and cultural stories, incorporate narrative elements (characters, setting, sequence)
• Understanding that texts from Aotearoa include te reo Māori and embody cultural values and perspectives
• Oral Language: Use descriptive and narrative language, respond appropriately, participate in shared story activities
• Engage respectfully with stories as unique taonga tuku iho (treasures) that connect us to our heritage and world

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Key Competencies

• Using Language, Symbols and Texts: Explore language and stories in te reo Māori and English, understand story structure.
• Relating to Others: Respect cultural stories and engage in discussion.
• Thinking: Listen actively and sequence events from stories.
• Participating and Contributing: Engage in group storytelling and performance activities.

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Lesson Outline

1. Warm-up & Connection (5 mins)

• Begin with a brief, shared recall of what students know about insects of Aotearoa from previous lessons (unit context).
• Introduce today's focus: Stories and folklore about insects in Māori culture.
• Activate prior knowledge about storytelling and explain why stories are important in sharing knowledge in Aotearoa.

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2. Story Listening Session (15 mins)

• Teacher reads aloud a selected traditional Māori story featuring an insect (e.g., pūrākau about the wētā or the kahawai representing a taonga insect)—choose a story accessible at Year 1-2 language level, rich with repetition and colourful descriptions.
• Use expressive voice, appropriate intonation, and show any accompanying illustrations or props representing the insect or story characters.
• Emphasise repeated phrases and introduce key te reo Māori words related to the insect and setting (e.g., wētā, kōura, pī).
• Optionally, play a short audio or video clip of a story told in te reo Māori to enrich cultural connection.

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3. Story Discussion & Cultural Significance (10 mins)

• In whole class or small groups, guide a discussion using scaffolding questions:
  • Who were the characters in the story?
  • What happened first? What happened next?
  • Why do you think this insect is special in Māori stories?
  • What Māori words did you hear? What might they mean?
• Use picture cards or story maps to help students identify characters, setting, and sequence.
• Highlight the cultural meaning of the insect in the story—how it connects to the environment and Māori traditions.

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4. Storytelling Activity (10 mins)

• Engage students in a simple retell or role-play of the story or a segment of it:
  • Use puppets, props, or masks representing insects or characters.
  • Encourage students to use simple phrases or sentences in English and te reo Māori.
  • Scaffold using sentence starters: “The wētā is…”, “Next, it…”, “In Māori stories, this insect means…”
• Alternatively, have students sequence illustrated story cards in order and retell in pairs.

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5. Reflection & Vocabulary Wrap-up (5 mins)

• Gather students and recap key new vocabulary and ideas from the story, in both English and te reo Māori.
• Invite students to share what they liked most or found interesting about the insect story.
• Close with a whakataukī or simple karakia acknowledging the power of stories and our connection to the land and insects.

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Assessment for Learning

• Observe students’ listening behaviours and participation during story reading and discussion.
• Note use of descriptive language and Māori vocabulary in retelling or role play.
• Use questioning to check understanding of story sequence and cultural significance.
• Provide immediate, supportive feedback and scaffold where needed to build confidence in oral language and cultural awareness.

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Teaching Resources

• A traditional Māori insect storybook or oral story script (adapted for clarity and length)
• Visual aids: story map, sequencing cards, pictures of insects featured in stories
• Puppets or simple props/masks representing insect characters
• Audio or video clip of a Māori storytelling session (optional)
• Whiteboard or chart paper for vocabulary and story elements

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Cultural Responsiveness & Inclusivity

• Use bilingual text/readings, modelling respectful use of te reo Māori alongside English.
• Recognise and validate students’ own cultural backgrounds and languages, inviting their contributions to story discussion.
• Foster a safe environment where all students feel comfortable sharing ideas.
• Adapt story complexity and support according to learners’ language proficiency and needs.

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This lesson aligns with the New Zealand Curriculum Refresh’s emphasis on exploring language and stories rooted in Aotearoa’s unique bicultural context, valuing te reo Māori, and nurturing students’ verbal reasoning and narrative skills through culturally grounded and engaging storytelling experiences. It encourages joyful, respectful engagement with stories as taonga tuku iho (treasured heritage), supporting oral language development in young learners.