Kōrero Tika

Overview

In this lesson (17 of 20) students deliver short oral presentations about a Land Wars topic, using appropriate Māori protocols, respectful acknowledgement of the iwi and hapū connected to the events, and correct pronunciation of key te reo Māori. Students work towards confident, understandable delivery suitable for NCEA-style oral communication.

Learning intentions

• Students will deliver a prepared oral presentation that includes mihi (and karakia if appropriate to the class context).
• Students will use correct pronunciation and pacing for Māori words and phrases.
• Students will show respectful acknowledgment of iwi and hapū involved in the Land Wars.
• Students will reflect on their delivery and audience engagement.

Success criteria

• I can open and close respectfully using appropriate Māori greetings/protocols.
• I can pronounce key Māori terms clearly enough for listeners to understand.
• I can include a clear, respectful acknowledgement of iwi and hapū related to my topic.
• I can deliver my korero with an understandable structure (introduction, main points, conclusion).

Curriculum links

• NCEA assessment focus for spoken interaction and presentation skills in te reo Māori (clarity, accuracy, and cultural appropriateness).
• Māori language use expectations: correct pronunciation, tikanga, and audience-appropriate delivery.
• Communication competencies: planning, presenting, and sustaining meaning orally.
• Reflective learning (self-evaluation) that supports improvement for future lessons.

Lesson structure (45 minutes)

1. 3 minutes – Entry and purpose

• Students settle and receive today’s presentation checklist (protocols, pronunciation, structure, respect).
• Quick reminder: tone is respectful; we rehearse before we perform.

2. 7 minutes – Protocol warm-up (whole class)

• Teacher models a short mihi template and a respectful acknowledgement line that students adapt to their topic.
• Students practise aloud in pairs: greeting → mihi elements → topic focus → respectful acknowledgment → closing statement.

3. 8 minutes – Pronunciation and language accuracy drill

• Teacher displays a small “speaker’s bank” of key Māori terms relevant to students’ chosen Land Wars topics.
• Students use a quick chorused read, then individual read-back with the class giving one specific improvement (e.g., ending sounds, vowel length, stress).

4. 7 minutes – Plan-to-speech rehearsal

• Students review their presentation outline (max 1 minute speaking time), ensuring: opening protocol, 2–3 main points, acknowledgement, and closing.
• Dyslexia-friendly option: students use a one-page cue sheet with large font and spacing, plus colour-coded sections (Protocol / Content / Closing).

5. 15 minutes – Presentations in small groups

• Students present to a small group (3–4 per group) while others listen using a simple response form: “clear greeting/protocol”, “pronunciation I noticed”, “respectful acknowledgement”.
• Teacher circulates to coach discreetly (especially pronunciation and tikanga moments) and confirms whether a karakia is used appropriately for the class context.

6. 5 minutes – Peer feedback and next-step

• Each student receives one “glow” and one “grow” linked to the success criteria.
• Students record their next step on a self-reflection strip: one pronunciation target and one delivery target (e.g., slower pace at acknowledgements).

7. 0 minutes – Exit (quick check)

• Students hold up a card showing: “ready to improve” (yes/no) and write a single sentence: the protocol or word they will practise next.

Resources

• Presentation cue sheets (large font) for mihi/protocol, with sentence starters for acknowledgements and closing lines.
• Pronunciation guides for key Māori terms (teacher-provided), including how to say vowels and ending sounds.
• Simple group feedback forms with sentence prompts (no dense text).
• Timer for 1-minute presentations.
• Student topic notes from earlier lessons in the unit.
• Optional visual aids: images and a printed Māori translation/label set with pronunciation guide.
• Dyslexia-friendly speaking cards (short phrases, not full paragraphs).
• Teacher checklist to monitor success criteria (protocol, pronunciation clarity, respectful acknowledgement, structure).

Assessment

• Teacher observation during small-group presentations using the success criteria (protocol, pronunciation clarity, respectful acknowledgement, structure).
• Peer and self feedback to inform improvement (a recorded “grow” target).
• A formative check: students must demonstrate an appropriate opening/closing and correct pronunciation of at least two key Māori terms from their topic.

Differentiation

• Support for learners who need scaffolds: sentence starters for mihi and acknowledgements; simplified cue sheets; rehearsal in pairs before group speaking.
• Support for pronunciation: allow use of a personal “word list” with teacher-checked pronunciation; offer whisper-read with teacher or buddy before presenting.
• Extension for confident speakers: add one deeper detail (e.g., whakapapa connection or cause/effect link) and vary delivery (pauses at acknowledgements, emphasis on key words).
• Extension for advanced learners: during feedback, require a self-correction target (“I will adjust my vowel endings on…”), and include a brief, accurate explanation of why the acknowledgement is respectful for that iwi/hapū context.
• EAL learners: provide model lines in te reo Māori plus a matching plain-English meaning; allow rehearsed memorisation with cues rather than free improvisation.
• SEN/dyslexia-friendly reading options: text-to-speech versions of cues (teacher-prepared), audio recordings of pronunciation guides, and presentation cards with minimal wording and ample spacing.

Extension (optional)

• Students record their presentation (audio or video) for self-reflection focused on: protocol accuracy, pronunciation clarity, and pacing around iwi/hapū acknowledgements.