Introducing Muru Through Film

Overview

This first lesson introduces Muru as a fictional film inspired by the 2007 police raids in Tūhoe communities. Students establish key context, identify the film’s setting and characters, and begin using film-language vocabulary to explain how filmmakers communicate ideas.

Learning intentions

• We are learning about Muru, its setting, context, and main characters.
• We are learning how filmmakers use visual and sound features to tell stories.
• We are learning to use film-study vocabulary when discussing a text.
• We are learning to connect specific film details with possible meanings and effects.

Success criteria

• I can identify the film’s title and director.
• I can describe the film’s setting and identify main characters.
• I can define at least four film-language terms.
• I can identify two film features and explain one possible effect.

Curriculum links

• English: Reading, viewing, and responding to texts — identify significant aspects of a studied visual text and support ideas with specific examples.
• English: Developing ideas in writing — record connected observations using appropriate vocabulary, structure, and written conventions.
• English: Oral language — contribute ideas, listen actively, and respond appropriately in discussion.
• NZ Curriculum Refresh competencies — thinking; using language, symbols, and texts; relating to others; participating and contributing.

Lesson structure (45 minutes)

1. 0–10 min · Class discussion and hook. Teacher displays a still or short, age-appropriate opening extract from Muru using the hook and opening film still, then asks: “What can a film communicate before anyone explains what is happening?” Students silently note two observations, discuss with a partner, and contribute ideas about place, mood, people, and possible conflict. Teacher records responses without confirming interpretations.

2. 10–25 min · Background and first viewing focus. Teacher uses the context and film-information slides to introduce Muru, directed by Tearepa Kahi, as a fictional film inspired by the 2007 police raids in Tūhoe communities. Explain sensitively that the raids involved armed police operations in Tūhoe communities, including Rūātoki, and that the film explores fictional characters and events rather than presenting a documentary record. Briefly establish that setting, history, identity, authority, and community are important areas for study. Students receive the Muru introductory study sheet and complete the title, director, setting, and character sections from the information and film extract. Pause for questions and clarify that students should avoid making assumptions about real communities or people based only on a fictional film.

3. 25–33 min · Build the class glossary. Teacher introduces the visual word bank in the film-language glossary slides and co-constructs a class glossary: camera shot, sound, lighting, editing, setting, and theme. Give a simple definition and a quick example for each term, such as a close-up showing a character’s reaction or music creating tension. Students copy or adapt the definitions into the glossary section of their worksheet and suggest one question about a term they want to investigate during the unit.

4. 33–41 min · Film-language observation task. Teacher plays a brief, suitable extract or selected stills, reminding students to focus on evidence rather than plot summary. Display the observation-task and film-feature slides and provide instructions in three forms: read the numbered steps on the slide, hear the instructions spoken aloud, and refer to the written steps on the worksheet. Students identify two features, selecting from camera shot, sound, lighting, editing, or setting, then record: what they notice, the evidence, and the possible effect on the audience. Students may work individually or with a partner before sharing one observation.

5. 41–45 min · Plenary and exit check. Teacher returns to the plenary and exit-question slide and asks students to complete the final box on the worksheet: “One film feature I noticed was… It may make the audience feel/think… because…” Students submit the worksheet or read their response to a partner. Teacher briefly previews that the next lesson will examine how setting and character are established.

Resources

• the introduction, context, glossary, task, and plenary slide deck
• the Muru introductory study sheet
• Suitable short extract or still images from Muru
• Projector, speakers, and teacher computer
• Whiteboard and coloured markers
• Visual word bank displayed in large, high-contrast text
• Headphones or a quiet listening option where available

Assessment

• During discussion, listen for students distinguishing observation from assumption and using evidence from the image or extract.
• Check the worksheet for accurate identification of the title, director, setting, characters, and film-language definitions.
• Use the final response to assess whether students can name a film feature and connect it to a possible audience effect.

Differentiation

• Provide the worksheet in two versions: a standard version and a scaffolded version with larger print, reduced writing load, key terms, and sentence starters such as “I notice…” and “This could suggest…”.
• Read every instruction aloud, leave it visible, and give processing time before responses. Offer replay, captions where appropriate, headphones, or a quieter viewing position for students with audio-processing needs.
• Use a visual timer, short task stages, and a choice of writing, drawing, or verbally rehearsing an observation to support students with ADHD.
• Pre-teach vocabulary with icons and examples. Pair students strategically, while allowing students who need reduced distraction to work independently.
• Extend confident students by asking them to explain how two features work together, such as lighting and sound, to shape mood or viewpoint.