Mana learning celebration

Overview

Lesson 10 consolidates and celebrates learning from the “Mana Themes in Te Reo Māori” unit. Students reflect on how te reo Māori connects to identity, community, respect, and relationships, and they share what they have learned about “mana” in everyday communication.

Learning intentions

WALT:

• Reflect on personal growth through the exploration of mana in te reo Māori learning.
• Share insights and learnings from the unit using appropriate respectful language.
• Notice how language choices can reflect values such as manaakitanga and whanaungatanga.

Success criteria

I can:

• Describe (or show) one specific way my understanding of mana changed during the unit.
• Share one te reo Māori learning moment I’m proud of and explain why it mattered.
• Use respectful turn-taking and culturally appropriate phrases when speaking or writing reflections.

Curriculum links

• Te Reo Māori introduction: Students build understanding that te reo Māori is a living expression of identity, community, and connection.
• Te Reo Māori introduction: Students notice how language varies across iwi and how values like manaakitanga and whanaungatanga shape behaviour and relationships.
• Cultural and sociolinguistic knowledge: Students understand that giving instructions and communicating in te reo Māori requires culturally appropriate language that reflects respect, relationships, and collective responsibility.

Lesson structure (60 minutes)

1. 0–5 min · Welcome and settle. Teacher welcomes students and briefly re-states the purpose: reflection and celebration of mana learning; students silently read the lesson goal on the board and choose a calm seating option.
2. 5–15 min · Warm-up: “Mana moments” quick recall. Teacher displays prompts (e.g., “A time I used te reo respectfully”, “A challenge I overcame”, “A mana value I noticed”); students do a quick write or speech-to-text response in their reflection journals.
3. 15–25 min · Mini-teach: respectful reflection moves. Teacher models 2–3 sentence starters and culturally respectful speaking habits (e.g., acknowledging speakers, using appropriate tone, listening first); students practise orally in pairs, with speech-to-text available for those who prefer to dictate.
4. 25–40 min · Gallery of learning: create and share. Teacher sets up 3–4 stations (class “mana wall” categories such as identity/relationships/respect/language choice); students rotate in small groups to add one artefact or statement (quote from unit, short paragraph, audio note, drawing with captions).
5. 40–52 min · Structured whole-class share. Teacher runs a “talk token” circle: each student shares one insight using a chosen starter; classmates respond with one affirmation (“kia ora”, “whai hua”, “ngā mihi”) or a careful question.
6. 52–58 min · Consolidation: personal growth statement. Teacher asks students to complete a final reflection line: “I used to think… now I think…” and “One way I will embody mana is…”; students write or dictate using speech-to-text options.
7. 58–60 min · Exit ticket: celebration check. Teacher collects a brief exit ticket: students rank (1–5) confidence in using respectful te reo Māori for relationships and explain one reason in one sentence.

Resources

• Reflection journals (paper or digital)
• Sentence starter cards (teacher-made)
• Speech-to-text tool access (tablet/computer) or teacher scribe option
• “Mana wall” posters or class chart paper
• Talk token or quiet speaking system
• Coloured pens, pencils, markers
• Station prompts printed (3–4 categories)
• Audio recording option (phone/tablet) for some students’ gallery entries

Assessment

• Formative during station work: teacher listens for respectful language and clear connections to mana values.
• Formative during structured share: check that students can articulate one learning insight and explain “why”.
• Exit ticket: confirms growth focus and identifies students needing more support with confidence or sentence structure.

Differentiation

• Support: Provide sentence starters, word banks, and a reflection template with guided prompts (e.g., “My mana learning was…” “I noticed…” “Next time I will…”).
• Support: Offer dyslexia-friendly reading options—audio recordings of prompts and teacher read-aloud of station instructions.
• Support: Allow speech-to-text or teacher scribe for students who find writing difficult; accept audio reflections in the gallery.
• Challenge: Give a “because/therefore” extension choice for students who need depth (e.g., “I think this shows mana because… therefore…”).
• Extension (advanced learners): Students add an extra line to their final statement: one practical action for next week to embody mana (e.g., how they will speak to others, how they will give/receive instructions respectfully, how they will include others).

Differentiation strategies (summative-friendly)

• Assess the same success criteria through multiple modes: written, dictated, audio, visual-with-caption, or paired oral explanation.
• Use a simple teacher checklist during the circle share: insight clarity, mana connection, respectful speaking/tone.