Matariki Puanga Joy

Overview

Today we explore the cultural significance of Matariki and Puanga in te ao Māori. Through vocabulary-building exercises and discussions, we will learn key words and understand why some iwi focus on Puanga instead of Matariki.

Learning intentions

• WALT use key reo Māori vocabulary related to Matariki and Puanga.
• WALT explain the cultural significance of Matariki and Puanga in te ao Māori.
• WALT compare Matariki and Puanga and describe why some iwi acknowledge Puanga.
• WALT participate in vocabulary-building and discussion activities confidently.

Success criteria

• I can say and use key words for Matariki and Puanga (with correct pronunciation).
• I can share one reason why some iwi use Puanga as a marker of the Māori New Year.
• I can follow along with the song/chant and contribute at least one verse or repeated line.

Curriculum links

• Te Reo Māori: learning to communicate about cultural events, using vocabulary and simple structures.
• Listening and viewing for meaning: identifying main ideas and key details in short texts (including songs).
• Speaking, reading, and writing for purpose: using learnt language to respond to prompts.

Lesson structure (70 minutes)

1. 0–8 min | Mihi + warm-up Students greet the class in reo Māori (teacher model, choral responses). Then do a quick “star phrase” warm-up: teacher says a phrase, students echo (e.g., “Ko Matariki…”, “Ko Puanga…”).

2. 8–20 min | Introduction to Matariki and Puanga vocabulary Teacher introduces key vocabulary related to Matariki and Puanga (e.g., whetū, tohu o te tau, te Mātahi o te Tau). Students practice pronunciation and meaning through choral repetition and matching activities.

3. 20–35 min | Exploring cultural significance Using images and short texts, students discuss the importance of Matariki and Puanga in Māori culture. Teacher facilitates a class discussion on why some iwi focus on Puanga instead of Matariki.

4. 35–50 min | Vocabulary-building exercises (group work) Students work in small groups to complete vocabulary tasks such as matching words to definitions, filling in blanks, and using new words in simple sentences.

5. 50–60 min | Speaking task: compare Matariki and Puanga In groups of three, students use sentence frames to compare Matariki and Puanga and explain reasons for iwi differences. Teacher listens and supports correct vocabulary use.

6. 60–65 min | Quick review and reflection Students share one new word or fact they learned about Matariki or Puanga.

7. 65–70 min | Closing whakawhetai + exit ticket Students complete a one-sentence exit ticket on the back of their worksheet:

• “I learned that ____.” Options: “Matariki…” or “Puanga…” or “Some iwi…” Teacher collects responses.

Resources

• Pre-printed colouring sheets for Matariki and Puanga (with simple labels if needed)
• Teacher word bank on the board/large cards (Matariki, Puanga, whetū, tohu o te tau, te Mātahi o te Tau)
• Song lyrics/lines on paper or on the board (clear font; limited lines per section)
• Audio recording or teacher singing model
• Timer and grouping plan (pairs for colouring; triads for speaking)
• Student markers/colouring pens
• Exit ticket slips (or half sheet paper)

Assessment

• Teacher observation during vocabulary exercises (ability to use and pronounce key reo words).
• Informal formative assessment during speaking tasks (correct use of vocabulary and sentence frames).
• Exit ticket responses demonstrating understanding of Matariki and Puanga cultural significance.

Differentiation

• Support: provide extra sentence starters, a bilingual cue card (reo + English meaning), and allow choral repetition for students needing more time.
• Support: seat students strategically with a confident partner; teacher gives targeted pronunciation practice for key words.
• Extension: students add a second detail (e.g., linking Matariki to gathering/celebration planning; or repeating the idea that Puanga is brighter/prominent in some areas).
• EAL/SEN: focus on accuracy of key words and one or two complete phrases rather than full-song fluency; allow written exit ticket responses using word bank.