Kōrero Whakapāwera

Overview

In this first lesson of the unit, ākonga explore what persuasion means and identify persuasive language in familiar examples written and spoken in te reo Māori. They work collaboratively to decide which arguments are convincing, giving reasons in simple te reo Māori with English support when needed.

Learning intentions

• WALT understand that persuasion is used to influence what people think, feel or do.
• WALT identify persuasive ideas, reasons and language in te reo Māori.
• WALT share an opinion and support it with a reason.
• WALT listen respectfully and respond to different viewpoints.

Success criteria

• I can explain that persuasion tries to influence people.
• I can identify an opinion and a reason in a persuasive example.
• I can use a sentence such as “Ki ahau…” and “Nā te mea…”.
• I can listen, take turns and explain why an argument is convincing.

Curriculum links

• Oral language: listening, speaking, presenting ideas and responding appropriately in te reo Māori.
• Written language: reading and interpreting short, meaningful texts for a purpose.
• Language knowledge: noticing vocabulary, sentence patterns and language features.
• Communication and collaboration: expressing personal views, considering other perspectives and participating responsibly.

Lesson structure (60 minutes)

1. 0–5 min – Welcome and learning intention

Greet the class in te reo Māori: “Tēnā koutou katoa. Kei te pēhea koutou?” Share the learning intention and success criteria using the opening and learning intention slides. Use gestures and brief English clarification so all ākonga understand the purpose.

2. 5–12 min – Hook: Which would you choose?

Show two simple choices on the persuasive hook slide: “Me haere tātou ki te ngahere” and “Me noho tātou ki roto i te akomanga.” Read each aloud. Students move to a side of the room, then tell a partner: “Ki ahau, me…” or “Kāore au e whakaae, nā te mea…”. Explain that trying to change someone’s mind is persuasion.

3. 12–22 min – Notice persuasion together

Display three short, age-appropriate examples on the example texts and vocabulary slides:

• “Me whakatō tātou i ngā rākau. Ka pai mō te taiao.”
• “Me pānui pukapuka ia rā. Ka nui ake ō tātou kupu.”
• “Kaua e moumou wai. He mea nui te wai.”

Read the examples chorally. Ask: “He aha te whakaaro?” “He aha te take?” and “He kupu whakahau, kupu kare ā-roto rānei?” Model identifying the opinion, reason and persuasive word. Introduce only essential vocabulary: whakaaro, take, whakaae, whakahē, me, kaua, me mātua.

4. 22–35 min – Persuasion sorting challenge

Place students in four groups of four. Give each group the statements from the persuasion sorting and response worksheet. Students sort or mark each statement as an opinion, reason or persuasive instruction, then match an opinion with a suitable reason. Encourage groups to use the sentence frames on the board:

• “Ko taku whakaaro…”
• “Ko te take…”
• “E whakaae ana ahau.”
• “Kāore au e whakaae.”

Circulate, rehearse pronunciation and check that every student has a role: reader, matcher, recorder and speaker.

5. 35–47 min – Convince the class

Each group chooses one topic from the worksheet, such as caring for the ngahere, reducing rubbish or having more outdoor learning. They prepare a two-sentence persuasive message: “Me…. Nā te mea…”. Groups present to the class, using a clear voice and a gesture or visual cue. Listeners show thumbs up, sideways or down, then give one reason: “He pai tēnei nā te mea…”.

6. 47–55 min – Individual application

Students complete the final section of the persuasion sorting and response worksheet independently. They write one opinion and one reason about a familiar school topic. Year 4–5 students may copy a sentence frame; Year 6–8 students add a second reason or a persuasive word such as “me mātua” or “he mea nui”.

7. 55–60 min – Reflect and share

Students complete the Success Criteria Exit Ticket Slips. They identify one success criterion they met and write or say one persuasive phrase they learned. Invite two or three volunteers to share. Revisit the learning intention in te reo Māori: “He aha te mea i ako tātou mō te whakapāwera?”

Resources

• the introduction, examples, instructions and reflection slides
• the persuasion sorting and response worksheet
• the Success Criteria Exit Ticket Slips
• Whiteboard and markers
• Four group tables or clear working spaces
• Blu-tack or magnets
• Timer
• Optional visual dictionary or word cards
• Pencils and highlighters

Assessment

• Listen during partner and group talk for correct use of “Ki ahau…”, “nā te mea…” and relevant vocabulary.
• Check group sorting for accurate identification of opinions, reasons and persuasive instructions.
• Use the worksheet and exit ticket to assess whether students can state an opinion and support it with a reason.

Differentiation

• Provide visuals, gestures, oral rehearsal and bilingual sentence frames. Accept a spoken response before expecting written work.
• Pair developing speakers with supportive peers and reduce the number of statements to sort. Read all examples aloud and allow students to highlight rather than write.
• Offer movement-based participation, defined group roles and short timed tasks to support attention and behaviour. Praise specific behaviours such as listening and turn-taking.
• Extend Year 6–8 ākonga by asking them to add a second reason, a command, an emotional appeal or a response to an opposing viewpoint.
• For EAL and students with learning difficulties, pre-teach the six key words, use large-print examples and provide extra processing time. Avoid requiring public speaking without rehearsal.