Introducing Matariki

Overview

In the first lesson of this four-week reading and writing unit, students build shared knowledge about Matariki through The Little Kiwi’s Matariki by Nikki Slade Robinson. They listen, view, predict, discuss and respond through drawing, developing confidence in oral language and understanding that Matariki is a cluster of stars and a time for remembering, celebrating and looking ahead.

Learning intentions

• WALT explain what Matariki is.
• WALT share what we already know and wonder about Matariki.
• WALT listen to and discuss a story, using pictures and words to make meaning.
• WALT communicate an idea through speaking or drawing.

Success criteria

• I can listen carefully and talk about the story.
• I can explain that Matariki is a cluster of stars.
• I can share one way Matariki is a time for remembering, celebrating or looking ahead.
• I can contribute an idea by speaking, drawing or adding labels.

Curriculum links

• English — oral language: listening, speaking and responding to others.
• English — comprehension: reading and comprehending simple sentences and identifying basic features of a story.
• English — composition: using simple sentences, capital letters and punctuation when adding labels or a sentence.
• Local curriculum and mātauranga Māori — learning respectfully about the significance of Matariki and connecting learning with whānau and community.
• Key competencies: thinking; using language, symbols and texts; relating to others.

Lesson structure (60 minutes)

1. 0–5 min · Mihi and wonder question. Welcome students with a short mihi or karakia appropriate to your class and display the question, “What might Matariki help us remember or think about?” using the mihi and wonder question slide. Students sit together, listen respectfully and share a quick response with a partner or contribute to the class kōrero.

2. 5–15 min · Predict from the cover. Show the book cover and selected illustrations using the cover and illustration prediction slides; name the author and title, and explain that Matariki is pronounced “Muh-tuh-ree-kee”. Students notice people, places, animals, stars and colours, then predict what the story may be about. Record ideas and questions on chart paper under “We think” and “We wonder”.

3. 15–35 min · Shared reading and listening. Read The Little Kiwi’s Matariki aloud, or show a suitable recorded reading, pausing to view illustrations and clarify meaning. Revisit the shared-reading pause and discussion slides for prompts such as, “What is happening here?”, “How might the character be feeling?” and “What clues do the picture and words give us?” Students listen, look closely, make connections and turn-and-talk before selected students share.

4. 35–50 min · Think–pair–share. Display three simple ideas on the remember, celebrate and look-ahead discussion slide: remembering people and events, celebrating together, and looking ahead with hopes or plans. Model a sentence frame: “Matariki is important because…” Students first think quietly, then talk with a partner, and finally share one idea with the class. Add children’s contributions to a class Matariki chart. Accept connections to whānau, special places, seasonal changes, hopes and celebrations without suggesting there is only one correct family experience.

5. 50–58 min · Draw and label. Distribute the Matariki draw-and-label response sheet and show the instructions on the drawing and labelling instructions slide. Students draw one idea from the story or discussion and add a label, dictated sentence or independently written sentence such as “Matariki is a cluster of stars.” Encourage students to use a capital letter and full stop where they write a sentence.

6. 58–60 min · Share and close. Invite two or three students to share their drawing or oral response, then display the closing reflection slide with “Today I learned…” and “I wonder…”. Students complete one sentence orally to a partner or leave their idea for the next lesson’s class chart.

Resources

• The Little Kiwi’s Matariki by Nikki Slade Robinson
• the Introducing Matariki slide deck
• the Matariki draw-and-label response sheet
• Big book stand or screen and speakers if using a recorded reading
• Cover and illustration images
• Chart paper or whiteboard and markers
• Pencils, crayons and colouring materials
• Optional bilingual word cards or home-language picture supports

Assessment

• During prediction and discussion, record students’ prior knowledge, questions and oral explanations on the class chart. Note who identifies Matariki as a cluster of stars and who connects it with remembering, celebrating or looking ahead.
• During shared reading, listen for students using picture or text clues, responding to questions and taking turns in partner talk.
• Collect the draw-and-label responses. Check whether each student communicates an idea orally, through drawing, labels or a simple sentence, and whether emerging writers are beginning to use a capital letter and full stop.

Differentiation

• Support understanding with repeated visuals, gestures, concrete explanations, shared rehearsal and the sentence frames “I notice…”, “I think…” and “Matariki is…”.
• Provide partner talk before whole-class sharing, allow students to point, draw, dictate or speak, and scribe children’s words where needed.
• Invite whānau or home-language knowledge through respectful use of familiar words and translated labels; check pronunciation and local tikanga with knowledgeable members of the school or community.
• For students needing additional support, offer a reduced choice of three picture ideas and adult or peer prompting. Extend confident learners by asking them to write two questions they would like to investigate during the unit.

Extension

• Students write or dictate two questions they would like to investigate about Matariki and add them to the “We wonder” chart.
• Students explain how their drawing connects to remembering, celebrating or looking ahead, using a complete sentence.