Matariki Story Time

Overview

In this second lesson of a 3-lesson unit, students explore traditional Māori stories connected to Matariki. They choose one story and, in pairs, retell it using a short play or puppet show, focusing on clear speech, teamwork, and respectful storytelling.

Learning intentions

WALT: Retell a traditional story related to Matariki.

Success criteria

• I can retell the key events of my chosen story in order.
• I can speak clearly and be understood by the class.
• I can show respect by listening while others perform.
• I can work with my partner to plan and perform a short play/puppet show.

Curriculum links

• History (New Zealand history): Students explore stories connected to Matariki and retell them in their own words.
• Communication: Students share ideas clearly through oral storytelling and performance.
• Social participation: Students work with others to plan, take roles, and take turns.
• Key competencies: Thinking (organising events), Using language/symbols (performing and expressing), Relating to others (co-operating), Managing self (preparing roles).

Lesson structure (30 minutes)

1. 0–5 min · Opening circle (hook + model). Teacher shows a short audio reading or teacher retells two key parts of a Matariki-related story (or displays an abridged text). Students turn-and-talk: “What was the story trying to explain or show us?”

2. 5–12 min · Choose story + read with support. In pairs, students choose one story card (or audio option) and preview it. Teacher checks comprehension by asking: “What happens first? What happens next?” Students highlight (or identify) three key events (using sticky notes or coloured markers).

3. 12–20 min · Create a retelling plan (hands-on). Pairs make a quick “story map” with 3–4 panels (comic strip) showing key events. Teacher circulates to support pacing and sequencing, and assigns roles (narrator, character 1, character 2). Students rehearse quietly using either puppets, paper props, or simple scripts (one or two lines per role).

4. 20–28 min · Perform (short play/puppet show). Four pairs perform (about 2 minutes each, with quick applause). Audience students use a simple feedback sentence: “I liked how you…” and “Next time you could…”

5. 28–30 min · Exit reflection (wrap-up). Students complete a one-sentence exit: “My story’s first key event was…” Teacher collects for next lesson planning.

Resources

• Story cards for Matariki traditions (selected for age-appropriateness)
• Audiobooks or text-to-speech (headphones if possible)
• Simple puppet materials (sock puppets, finger puppets) or paper cut-outs
• Mini comic strip templates (3–4 boxes) and sticky notes
• Coloured markers/pencils
• Role cue cards (Narrator, Character A, Character B)
• Visual timer and applause cue cards
• Teacher-made checklist for success criteria (clarity, sequence, teamwork)

Assessment

• Formative checks: Teacher listens during pair planning for correct sequencing of key events.
• During performance: Teacher uses a quick rubric checklist (clear speaking, key events included, respectful listening).
• Exit reflection: Confirms each pair can name the story’s first key event (or most important beginning).

Differentiation

• Support for students with dyslexia and reading difficulties:
• Provide audio versions and/or text-to-speech; students can follow along with highlighted sentences.
• Use shorter story cards with clear “First/Then/After/Finally” headings.
• Support for students with FASD, ADHD, autism, defiance/ODD:
• Keep tasks concrete: story maps (comic boxes), role cue cards, and timed rehearsal with visual countdowns.
• Offer structured choices: pick from 2–3 stories, then choose puppet type (sock or paper).
• Use proximity coaching and brief step-by-step prompts: “Pick first event… now next…”
• Assign roles to reduce conflicts: narrator + one character (fewer lines, predictable speaking turns).
• If verbal retelling is difficult:
• Allow “comic strip retell” support: students can speak using sentence starters while pointing to panels.
• Permit one partner to perform while the other points and reads short lines from a small prompt card.
• Extension for advanced learners:
• Students can write an alternative ending on a “One-page ending” sheet and briefly present it at the end of their performance (30–45 seconds).

Dyslexia-friendly reading options

• Audiobook playback of each story (whole story or chunked sections)
• Text-to-speech on story cards (teacher-prepared)
• Visual support with “First/Next/Last” icons on each panel of the story map
• Reduced-text option: key-event summaries printed with simple sentence stems