Mauao: Names and Identity

Overview

Across five 20-minute sessions, ākonga read and respond to The Story of Mauao, a pūrākau about identity, whakapapa, naming, and belonging. They practise retrieving information, answering “what”, “when”, “how”, and “why” questions, and supporting answers with page evidence.

Learning intentions

• WALT retrieve important information from a literary text.
• WALT explain ideas using evidence from the text.
• WALT ask and answer different types of comprehension questions.
• WALT recognise how names, places, and ancestors can connect to identity.

Success criteria

• I can find information in the text and record the page number.
• I can answer what, when, how, and why questions in complete sentences.
• I can explain an idea using evidence from the story.
• I can discuss the text respectfully, recognising that pūrākau and maunga may be significant to different people.

Curriculum links

• English — Reading and viewing: making sense of text using structure, language, and features.
• English — Reading and viewing: reading critically and making connections.
• English — Writing: composing clear sentences and choosing precise words for meaning.
• English — Writing: revising and editing spelling, punctuation, and unknown words using a dictionary.

Lesson structure (five sessions, 20 minutes each)

1. Session 1, 0–4 min · Connect and predict. Teacher displays an image or sketch of a maunga and opens the Mauao introduction slides, explaining that The Story of Mauao is a pūrākau connected with Tauranga Harbour, tūpuna, and identity; students briefly share a maunga, place, or ancestor important to them, or listen respectfully if they prefer not to share. 4–16 min · First reading. Teacher reads the selected opening pages aloud while students follow in their copy, pausing to clarify maunga, tūpuna, pononga, and patupaiarehe using context. Students mark one surprising detail and one question. 16–20 min · Check-in. Teacher gathers predictions and questions without requiring personal disclosure; students complete the first two boxes on the Mauao reading and comprehension worksheet.

2. Session 2, 0–3 min · Retrieval warm-up. Teacher revisits the retrieval and vocabulary slides and asks students to retell the opening in three events. Students turn and talk, then locate one event and its page number. 3–15 min · Guided reading. Teacher reads the next section, modelling how to underline a clue before answering a question. Students work in pairs to complete the six-word search: maunga, tūpuna, Mauao, name, moana, identity. They may use a simple or online dictionary for unfamiliar words. 15–20 min · Share. Teacher checks meanings and spelling, including macrons where shown in the text; students select one new word and write a sentence about it.

3. Session 3, 0–4 min · Question types. Teacher uses the question-stem slides to distinguish questions asking what, when, how, and why. Students orally improve one weak question, such as “What happened?” by adding a specific detail. 4–16 min · Paired comprehension. Students answer questions 1–5 on the Mauao reading and comprehension worksheet, returning to the text for evidence and page numbers. Teacher conferences with pairs, prompting: “Which words helped you decide?” 16–20 min · Feedback. Pairs compare one answer; teacher models that a “why” answer needs a reason, not only a copied sentence.

4. Session 4, 0–3 min · Revisit the ending. Teacher uses the evidence and discussion slides to recap how Mauao changes and why the naming matters. Students retell the final events using first, next, then, and finally. 3–15 min · Deeper comprehension. Students complete questions 6–10, including how, why, when, and what questions. They must underline or note the evidence used. 15–20 min · Discuss respectfully. Teacher leads a discussion about names and identity across cultures, reminding students not to make assumptions about another person’s whakapapa. Students complete the sentence: “The name Mauao is significant because …”

5. Session 5, 0–5 min · Review and mark. Teacher displays the review and reflection slides and invites students to justify one answer using a page reference. Students self-check the worksheet with a partner, then the teacher shares the answer guide below. 5–15 min · Research or activity question. Students investigate a maunga, landmark, or geographical feature in their rohe, or one they have a connection with. They record its name, location, one fact, and why it may be significant, using a reliable class resource or library book. Students who do not wish to research a personal place may choose Mauao or another public landmark. 15–20 min · Exit reflection. Students complete the final reflection on the Mauao reading and comprehension worksheet: “One idea this pūrākau passes on is …” and “My evidence is on page …”

Resources

• Copies of The Story of Mauao and its page numbers
• the Mauao introduction, teaching, discussion, and review slide deck
• the Mauao reading and comprehension worksheet
• Class dictionary or approved online dictionary
• Pencils, highlighters, and coloured pencils
• Library books or teacher-selected information about local landmarks

Assessment

• Listen for accurate retelling, respectful discussion, and correct use of text evidence during pair work.
• Check whether students answer all four question forms and record plausible page references.
• Collect the worksheet and research response; use the exit reflection to identify who can explain significance rather than simply retrieve a fact.

Differentiation

• Provide a read-aloud, paired reading, enlarged text, vocabulary support, and sentence starters such as “The text shows … because …”.
• Allow students to give an oral response before writing and work with a supportive partner.
• For EAL learners, pre-teach key words with simple definitions, visuals, and gestures; accept labelled diagrams alongside sentences.
• Extend confident readers by asking them to explain how the storyteller shows Mauao’s feelings, using two pieces of evidence.

Teacher answer guide

Page numbers must be checked against the class copy or PDF layout before teaching. Students should cite the page where they found the evidence.

1. What is Mauao? A maunga standing at the entrance to Tauranga Harbour. Evidence: opening description, text p. 1.
2. When does the story begin? In the time before Mauao had his present name. Evidence: opening section, text p. 1.
3. What did the nameless one want? He wanted companionship and a place where he belonged. Evidence: early story section, text pp. 1–2.
4. Why was he unhappy? He was lonely and unable to have the relationship he wanted. Evidence: early conflict, text pp. 2–3.
5. How did the characters respond to the problem? They travelled, sought help, and used actions connected with the natural world. Evidence: middle section, text pp. 3–5.
6. What changed for the nameless one? He became connected to others and gained a name. Evidence: naming section, text pp. 5–6.
7. When was the name Mauao given? Near the conclusion, after the important events of the pūrākau. Evidence: naming scene, text p. 6.
8. Why is the name significant? It gives identity and helps preserve the story and its connection to the people and place. Evidence: conclusion, text pp. 6–7.
9. How does Mauao change throughout the story? He changes from lonely and nameless to recognised, connected, and significant. Evidence: beginning and ending, text pp. 1 and 7.
10. What does the pūrākau teach readers? Possible answers include that names carry meaning and that places can hold whakapapa, identity, and ancestral knowledge. Evidence: conclusion, text pp. 6–7. Research/activity question: Choose a maunga or landmark. What is its name, where is it, when did you first learn about it, how is it significant, and why should people care for it?