Matariki Journal Reflection

Overview

In this 60-minute lesson, students revisit their learning across the Matariki reading and writing unit. They reread a favourite section of The Little Kiwi’s Matariki, use the nine-star chart to recall key information, and create a short journal reflection about what they learned and what they still wonder.

Learning intentions

• WALT reflect on what we have learned about Matariki through reading and writing.
• WALT use information from a story and class learning chart to support our ideas.
• WALT reread and check our writing so it makes sense.
• WALT share our thinking respectfully with a partner.

Success criteria

• I can name at least six Matariki stars and share a meaning for each.
• I can identify something I learned from The Little Kiwi’s Matariki.
• I can write a reflection using “I learned…” or “I wonder…”.
• I can reread my writing and make it clearer if needed.

Curriculum links

• English — Narrative: understanding how stories are crafted and how they reflect perspectives from Aotearoa New Zealand and the wider world.
• English — Texts: reading, creating and sharing texts to build connection, understanding and a love of language.
• English — Texts read and writing link: using a text as a model for writing and responding to what has been read.
• English — Writing: rereading each sentence and correcting writing when it does not make sense or is ungrammatical.
• Key competencies: Thinking; managing self; using language, symbols and texts.

Lesson structure (60 minutes)

1. 0–10 min · Revisit our learning. Display the Matariki reflection introduction and revisit the class unit chart and nine-star chart. Ask, “What can we remember about Matariki, the stars and their meanings?” Students participate in a quick oral quiz, naming stars or matching a star to a meaning shown on the chart; accept approximate pronunciation and support students to repeat Māori names respectfully.

2. 10–25 min · Reread and notice. Read aloud a favourite section of The Little Kiwi’s Matariki, using the rereading and noticing prompts to pause at key moments. Invite students to turn and talk about what the characters learned, how the story made them feel, and which words or illustrations helped them understand. Students listen, reread a short selected section with a partner where appropriate, and identify one detail they may use in their journal.

3. 25–45 min · Write a journal reflection. Model a short response: “I learned that Matariki is a time to remember people who have passed away. I wonder what the new year will bring.” Think aloud while checking that each sentence makes sense. Distribute the Matariki journal reflection page. Students draw and write, or dictate, a response using “I learned…” and/or “I wonder…”. They may use the nine-star chart to name stars and meanings. Pause midway for students to reread their sentences quietly or to a partner and make one improvement.

4. 45–55 min · Partner conference. Display the partner conference prompts. Model taking turns: “I learned…”; “Tell me more”; “I wonder…”; “That makes me think…”. Students share their journal with a partner, listen carefully, and give one kind, useful response. Partners check whether the reflection includes a clear idea and whether the writing or drawing communicates meaning.

5. 55–60 min · Goal setting and close. Return to the reflection and goal-setting prompt. Students complete the sentence orally or in their journal: “Next time I want to…” Possible goals include naming more stars, adding detail, using a full sentence, or checking writing independently. Invite two or three students to share a learning highlight.

Resources

• The Little Kiwi’s Matariki
• Class unit learning chart
• Nine-star Matariki chart
• Matariki reflection slide deck
• Matariki journal reflection page
• Pencils, crayons and writing folders
• Whiteboard and marker

Assessment

• Use the oral quiz and discussion to check recall of at least six stars and associated meanings; note students needing further support.
• Review journal entries for a relevant learning or wondering, connection to the story or chart, and an attempt to reread and improve writing.
• Listen during partner conferences for students explaining their thinking and responding to a peer.

Differentiation

• Provide individual star prompts, a reduced choice of stars, oral rehearsal with an adult, and sentence frames: “I learned ___.” “I wonder ___.”
• Allow students to respond orally, through drawing with labels, by dictating to an adult, or by using shared writing. Read prompts aloud and pair students thoughtfully, including EAL learners.
• Support students with a quiet workspace, repeated instructions, extra processing time, and a scribed or speech-to-text response where appropriate.
• For advanced learners, invite them to compare two stars and their meanings, explain how their thinking has changed, or include evidence from two parts of the story.

Extension

• Students create a second journal entry explaining how one Matariki value could guide an action at home or school.
• Students work with a partner to prepare a short oral retelling of the story section that changed or strengthened their thinking.