Mana Theme Collaborations

Overview

Lesson 9 of 10 focuses on collaborative group projects where students plan and create a cohesive piece about a selected mana theme. Students build understanding that language and behaviour reflect values such as manaakitanga and whanaungatanga, and that communication should respect relationships and place.

Learning intentions

• WALT collaborate effectively on a group assignment by sharing responsibilities fairly and respectfully.
• WALT create a cohesive project that communicates meaning about a selected mana theme in te reo Māori.
• WALT use culturally appropriate, polite instruction and feedback to support group success.

Success criteria

• I can work with my group to agree on roles and a clear plan.
• I can contribute my part to a project that connects ideas about the mana theme.
• I can use respectful language when giving and following instructions.
• I can present confidently and clearly, showing our group’s shared understanding.

Curriculum links

• Te Reo Māori introduction: students notice how language varies across iwi and how values like manaakitanga and whanaungatanga shape behaviour and relationships.
• Te Reo Māori introduction: students show how kupu whakarite and whakatauī enrich meaning and that communication reflects respect for others’ perspectives.
• Cultural and sociolinguistic knowledge (instructions): students practise culturally appropriate language for giving and following instructions, using polite language, being clear and purposeful, and acknowledging relationships and place.

Lesson structure (60 minutes)

1. 0–5 min · Warm-up & roles check. Teacher reminds students of the unit focus (mana themes) and quickly reviews group roles from lesson 8 (planner, te reo Māori writer/speaker, visual/media lead, presenter, editor). Students do a silent “roles & responsibilities” check on their group plan.

2. 5–15 min · Project brief recap (dyslexia-friendly). Teacher displays a short, simple project checklist with icons and sentence frames (see Resources) and models what “cohesive” means (same theme, linked ideas, clear message). Students read the checklist in pairs and highlight only 2–3 must-do items for today.

3. 15–25 min · Group planning sprint (language + structure). Teacher circulates and prompts groups to confirm: (a) the mana theme chosen, (b) what each person will produce, (c) how they will connect parts (opening → main points → closing). Students complete a one-page “Project Map” and add their te reo Māori sentences/phrases.

4. 25–40 min · Making time (create and draft). Teacher provides structured creation time and offers quick mini-lessons on respectful instruction language, e.g., “Tēnā, whakarongo mai” (greeting/respect), “Ka tīmata tāua…” (clear purpose), “Ngā mihi mō tō āwhina” (collective appreciation). Students work on their assigned sections, using the sentence frames to draft te reo Māori lines.

5. 40–50 min · Collaborative editing: give and follow instructions. Teacher gives a feedback protocol: “First say a strength, then a suggestion, then a next step.” Students exchange drafts within groups and use the instruction frames to improve clarity and cohesion.

6. 50–58 min · Rehearsal + cohesion check. Teacher asks each group to run a short rehearsal and checks that the opening and closing clearly link back to the mana theme. Students do a timed rehearsal (1–2 minutes) and adjust using their notes.

7. 58–60 min · Exit ticket. Teacher collects an exit ticket: “One thing we did well as a group was… / One respectful instruction we used was… / Our cohesive message is…” Students complete individually.

Resources

• Project checklist cards (icon-based) for “open–main–close” structure
• Dyslexia-friendly sentence frames for te reo Māori drafting (e.g., “Ko [mana theme] tō mātou kaupapa. / Kei te whakaatu mātou i te… / Kia mōhio tātou…” )
• Group role cards and “responsibility” tracker
• Project Map template (one page: theme, key points, who does what, links)
• Feedback protocol strip (Strength → Suggestion → Next step)
• Editing colour pens (2 colours only)
• Materials for poster/storyboard (paper, markers) or devices for video/slide creation (if available)
• Teacher circulation prompt sheet with polite instruction stems

Assessment

• Teacher observation during planning and making: roles used, shared effort, respectful communication.
• Group product check: theme connection and cohesion in opening–main–closing.
• Exit ticket review: evidence of respectful instruction language and clarity about the group message.

Differentiation

• Support: provide shortened checklist, sentence frames, and a “minimum required” version of the project map (fewer boxes). Allow students to use their drafted lines from earlier lessons as a starting point.
• Support: pair learners strategically so at least one student can read/record te reo Māori ideas while others contribute visuals or oral rehearsal.
• Extension: groups add an extra layer of meaning using kupu whakarite/whakataukī they have studied in the unit, and strengthen connections between sections with linking phrases.
• Extension (advanced learners): create and rehearse a short multimedia presentation (e.g., slideshow or short video) with captions in te reo Māori and a clear narrated message.
• Dyslexia-friendly reading options: audio read-aloud of instructions, larger print checklist cards, and “chunked” directions (one step at a time). Permit recording ideas by voice-to-text or teacher scribe for early drafts.

Extension (optional)

• After rehearsal, advanced groups integrate one additional te reo Māori whakataukī or whakataukī-like phrase and adapt their storyboard to show it clearly in the opening or closing.