Mana Today Connections

Overview

This lesson continues Lesson 6 of 10 in “Mana Themes in Te Reo Māori” by exploring how mana concepts show up in modern contexts and everyday communication. Students will use whanaungatanga, manaakitanga, and respectful language to connect a mana theme from earlier lessons to a current event they choose.

Learning intentions

WALT: Connect historical mana themes with contemporary issues through te reo Māori ideas and respectful reflection.

Success criteria

• I can describe one mana concept from our unit and explain what it means.
• I can link that mana concept to a current event in my own words.
• I can write a short reflection using simple te reo Māori phrases and respectful communication.
• I can show whanaungatanga and manaakitanga in how I work in my jigsaw group.

Curriculum links

• Te Reo Māori introduction: Students notice how language and meaning connect identity, community, and connection, and how values shape behaviour and relationships.
• Cultural and sociolinguistic knowledge: Students practise interactions guided by whanaungatanga, manaakitanga, and tikanga.
• Cultural and sociolinguistic knowledge: Students understand how tuakana–teina supports sharing knowledge, care, and leadership.

Lesson structure (60 minutes)

1. 0–5 min · Tūhono hook (Mana in the news). Teacher shows 2–3 short, age-appropriate “news-style” prompts (printed slips) labelled with simple pictures (e.g., sports team, community support, student action, environmental care). Students choose one prompt and turn-and-talk: “Where do we see mana here?”

2. 5–12 min · Quick recap of mana themes. Teacher records students’ prior learning on a class graphic organiser: “Mana = (meaning) → (signs/behaviours) → (who is affected).” Students add one new idea in pairs using sentence stems: “Ka kitea te mana i… / Manaakitanga ka kitea i…”

3. 12–28 min · Jigsaw groups: find mana in a current event.

• Teacher assigns jigsaw roles (4–5 per group) with colour-coded “role cards.”
• Each role reads one short, dyslexia-friendly summary of a current-event theme (e.g., fairness/justice, leadership responsibility, caring for people, protecting the environment). Text is short and supported with icons. Students complete their role box on a graphic organiser: “Mana concept + evidence + impact on relationships.”
• Teacher circulates to check understanding and clarify tikanga for respectful discussion.

4. 28–40 min · Teina–tuakana teach-back. Students return to their home group. Each student shares their role information using the organiser; group members add at least two links to relationships (whanaungatanga/manaakitanga). Teacher prompts: “How does this show respect? How would you talk to others to uphold mana?”

5. 40–52 min · Writing task (reflection). Students individually write their reflection in te reo Māori and English as needed, using a provided structure:

• Intro: “This event is about…”
• Mana link: “Ko te mana e kīa nei ko…”
• Evidence: “Ka kitea…”
• Values: “Kei konei te manaakitanga/whanaungatanga…”
• Closing: “He whakaaro mō āku mahi inā whai…” Teacher provides a word bank and sentence starters, and reminds students to be respectful and accurate.

6. 52–58 min · Gallery share (kind, specific feedback). Students display or hold up their reflection. In pairs, they use two feedback prompts:

• “One strong mana link I noticed is…”
• “One way to make the connection clearer is…”

7. 58–60 min · Exit ticket (check for understanding). Students answer one question on a mini slip: “Which mana concept did you use, and what value did it show?”

Resources

• Printed current-event prompt slips with icons
• Dyslexia-friendly role cards (short paragraphs, high-contrast)
• Graphic organiser: “Mana → Evidence → Impact on relationships”
• Sentence starter strip (te reo Māori + English supports)
• Te reo Māori word bank (e.g., mana, manaakitanga, whanaungatanga, tikanga, tuakana, teina, whakaute)
• Coloured pens/highlighters
• Feedback prompt cards for gallery share

Assessment

• Formative during jigsaw: teacher checks role organisers for correct mana concept understanding and evidence.
• Formative during teach-back: teacher listens for respectful language and links to relationships.
• Summative (for this lesson): reflection writing using the provided structure and sentence stems.
• Exit ticket to verify each student can name the mana concept and the value shown.

Differentiation

• Jigsaw support: role cards are levelled by length (same topic, shorter or longer text). Students choose a “just right” card when appropriate.
• Sentence starters and word banks: provided for all students; reduced scaffolds for confident writers.
• Graphic organiser: completed partially as a class for students who need more structure; extension writers complete with more detail.
• Dyslexia-friendly options: teacher reads role-card text aloud once; students can use audio-reading on devices if available; students may write in short bullet points first, then convert to sentences.
• EAL/new arrivals: allow responses in English where needed; require at least 2 te reo Māori phrases correctly used.
• Students needing more challenge: include an extra prompt in the organiser: “What tikanga should guide people’s actions here?”

Extension (optional; advanced learners)

• Propose a community project that embodies mana (in groups of 2–3). Students submit a 5-sentence proposal including:
• the community need,
• the mana concept it represents,
• how whanaungatanga and manaakitanga will guide teamwork,
• one practical action,
• how they will measure success (e.g., participation, care outcomes, respect shown).