Kōpūtanga Tuhituhi

Overview

In this lesson, students learn how to write engaging conclusions for their narratives in Te Reo Māori. They focus on closure, resolution, and reflection, making sure their ending connects to character growth and the main events.

Learning intentions

• WALT whakatakoto i te tūāpapa o tētahi whakakapi kaha mō te pūrākau.
• WALT whakamahi i ngā kīanga hei whakaoti kōrero, hei whakaatu i te whakatau me te whakaaroaro.
• WALT whakarite kia hoki te whakakapi ki ngā kaupapa matua me te huringa o te tangata.
• WALT tuhi, whakatika, me te whakatikatika i tētahi whakakapi mō ā rātou tuhinga.

Success criteria

• I can write a conclusion that includes closure (how the story ends).
• I can show resolution (how the problem/conflict is solved or settled).
• I can include reflection (what the character learns/feels or what the reader should take away).
• I can link my ending to the character’s growth and the main events I wrote earlier.

Curriculum links

• Te Marautanga o Aotearoa — Te Reo Māori Taumata 4: Ka whai whakaaro ake ki te pūtake o te tuhituhi me te kaipānui (focus on purpose and audience when selecting ending ideas).
• Te Marautanga o Aotearoa — Te Reo Māori Taumata 4: Ka tīpako i ngā āhuatanga o ngā momo reo tuhi hei whakaniko i ngā tuhinga pono me ngā tuhinga auaha (use effective writing features in a creative narrative).
• Te Marautanga o Aotearoa — Te Reo Māori Taumata 4: Rautaki Reo — Ka tukatuka, ka whakahāngai i ngā mōhiohio (use notes from the narrative to create an ending that fits the story).
• Te Marautanga o Aotearoa — Te Reo Māori Taumata 4: Rautaki Reo — Ka mārama, ka whakamahi i ngā kīanga whakaahua, kīanga whakarite hei whakaniko i te kaupapa (use descriptive/figurative phrases in the reflection line).

Lesson structure (45 minutes)

1. 0–5 min · Tūhono & Whāinga. Teacher displays 3 sentence frames on the board (Ka mutu... / I te mutunga... / Nō reira...). Students read silently, then share one idea about what makes a story ending satisfying.

2. 5–14 min · Whakaako mārama: ngā wāhanga o te whakakapi. Teacher models a short narrative ending in Te Reo Māori, labelling: closure (ending event), resolution (problem solved/settled), reflection (learning/feeling). Students underline the three parts in their copy and circle any connector words the teacher uses (e.g., i te mutunga, nā reira, nō reira, i taua wā).

3. 14–22 min · Kīanga hei tautoko. Teacher introduces a small bank of conclusion kīanga in context, e.g.

• Closure: “I te mutunga iho, …”, “Ka rongo te tangata nei i …”
• Resolution: “Nā konei, …”, “Nō reira, …”, “I whakatau te raruraru mā …”
• Reflection: “I ako au/ia …”, “I mōhio te tangata nei …”, “Mai i tērā, …” Students practise by completing 6 mini-sentences in pairs, using a character from their own story planning.

4. 22–35 min · Tuhituhi arataki: tauira ki ā rātou tuhinga. Teacher gives students their narrative plan sheet (character growth + main events headings from lesson 1–3). Students draft their own conclusion in Te Reo Māori using a 3-paragraph structure or 3 grouped sentences:

• 1–2 sentences for closure
• 1–2 sentences for resolution
• 1–2 sentences for reflection Teacher circulates, giving targeted feedback on whether the ending truly matches their earlier events and character change.

5. 35–42 min · Arotake ā-hoa: “3–2–1 Whakakapi”. Students swap drafts. Using a checklist, they mark: 3 boxes for the presence of closure/resolution/reflection, 2 notes on how well it links to character growth, and 1 question for improvement (e.g., “He aha te akoranga?”).

6. 42–45 min · Putanga: putiputi whakamutunga. Students revise one sentence to strengthen reflection (make it more thoughtful and audience-aware). Teacher collects quick exit tickets: students write one reflection phrase starting with “Nō reira…” or “I ako te tangata nei…”

Resources

• Narrative plan sheets from previous lessons (main events + character growth)
• Conclusion checklist (closure/resolution/reflection + link to growth)
• Sentence frame strips for students
• Drafting notebook or Google Doc (offline if needed)
• Coloured pens for coding closure/resolution/reflection
• Teacher model text (short ending) on paper or slide
• Exit ticket slips

Assessment

• Formative during drafting: teacher checks if students include all three conclusion components and appropriate connectors.
• Peer feedback evidence: checklist marks and one improvement question.
• Exit ticket: revised reflection starter sentence that shows learning/feeling and connects to the story’s purpose for the reader.

Differentiation

• Support: provide sentence starters, a model conclusion paragraph, and a simplified connector list; allow students to begin with their strongest event note and build from there.
• Support: give a “character growth bank” (e.g., mataku → māia, hē → tika) matched to students’ narratives.
• Extension: challenge students to include one descriptive or figurative phrase in the reflection (e.g., whakataukī-lite style imagery) while keeping clarity; ask them to vary the first sentence so it doesn’t repeat “I te mutunga…”.
• EAL/SEN: allow translanguaging at planning stage (key ideas in any language), then require final Te Reo Māori sentence production using the frames; use shorter targets (exactly 3 strong sentences) before adding more detail.

Note for teacher

Lesson 4 builds on the story planning and drafting from earlier lessons by shifting focus to audience impact: the conclusion should feel purposeful, linked to the main events, and meaningful through character reflection in Te Reo Māori.