Meeting Māui’s Pūrākau

Overview

Lesson 1 of 5 in Māui and the Birds. Students activate prior knowledge, learn that pūrākau may vary between iwi, and explore the characters, setting and kupu in a teacher-approved local, iwi-approved or trusted version of Māui and the Battle of the Birds. The lesson centres mana whenua perspectives and does not present one version as universal.

Learning intentions

• WALT share what we know about Māui respectfully.
• WALT understand that pūrākau can vary between iwi.
• WALT identify key characters, setting and vocabulary in a pūrākau.
• WALT use new kupu in kōrero and predictions.

Success criteria

• I can share what I know and listen respectfully to others.
• I can identify important characters, the setting and new kupu.
• I can explain that different iwi may tell different versions of a pūrākau.
• I can use at least three new words in a sentence or oral exchange.

Curriculum links

• Listening to and viewing texts for meaning, including culturally significant narratives.
• Speaking, presenting and interacting appropriately for different purposes and audiences.
• Reading and responding to literary texts, including identifying characters, setting and important ideas.
• Developing vocabulary and using language patterns accurately in oral and written contexts.

Lesson structure (60 minutes)

1. 0–7 minutes — Mihi and welcome

Welcome students with a mihi appropriate to the class and acknowledge mana whenua and the source of the pūrākau being used. Explain that today’s learning is about meeting Māui through one particular version, and that pūrākau can differ between iwi. Establish expectations: whakarongo, respectful questions and no claiming that one version is the only version.

Open with the opening mihi and respectful listening slides. Invite students to practise saying Māui, pūrākau, whakarongo and mahi tahi together.

2. 7–17 minutes — Kōrero circle: activate knowledge

Ask: “What do you know about Māui?” and “What do you think a pūrākau is?” Students first think quietly, then share in a circle or with a partner before selected students contribute. Record ideas on chart paper under “What we think we know” and “Questions we have”.

Accept different knowledge respectfully. Clarify that stories about Māui have been passed down in different ways and may have different details, characters or settings while retaining important themes. Use the kōrero circle questions to support turn-taking.

3. 17–27 minutes — Introduce the source and context

Name the iwi, rohe or trusted source of the selected text or audio. Show a map or images of the relevant whenua, including the ngahere, maunga or awa where appropriate. Introduce only the context, characters and setting; do not reveal the full plot.

Display and pronounce the kupu: pūrākau (traditional narrative), taonga (treasured thing), kākahu (cloak or garment), huruhuru (feather), manu (bird), ngahere (forest), maunga (mountain), awa (river), toa (brave person or warrior), riri (conflict), hoa/whanaunga (friend or relative), matapae (predict) and mahi tahi (work together). Use picture or word cards, gestures and choral repetition. Refer to the source, whenua and kupu slides.

4. 27–37 minutes — Listen to the opening

Read or play a short, culturally appropriate opening extract from the teacher-approved text or audio. Pause to model whakarongo and briefly check meaning of unfamiliar words without explaining the whole story.

Ask: “Who have we met?”, “Where are they?”, “What relationships might matter?” and “What might the conflict be?” Students offer evidence from the opening, not guesses presented as facts. Use the opening extract prompts.

5. 37–52 minutes — Anticipation chart and group kōrero

Distribute the character–setting anticipation chart. Individually, students record the characters they expect to meet, the setting, three new kupu and a prediction beginning “I predict… because…”. They may draw as well as write.

Place students in five groups of five. Students share charts, compare ideas and agree on one group prediction. Encourage each student to use at least one new kupu orally. Groups report one idea, while the teacher notes thoughtful evidence, respectful disagreement and accurate pronunciation.

6. 52–60 minutes — Share, confidence check and close

Invite two or three groups to share predictions. Explain that predictions may change as the unit continues and that the class will return to the source text rather than assume every version is the same.

Students complete a thumbs-up, sideways or down confidence check for: “I can identify characters and setting”, “I understand that pūrākau can vary” and “I can use three new kupu.” Finish with one quick oral sentence from several students, such as “Ko ___ te ___” or “I predict ___ because ___.” Refer to the prediction and closing reflection slides.

Resources

• the introduction and learning sequence deck
• the character–setting anticipation chart
• Teacher-approved local, iwi-approved or trusted version of Māui and the Battle of the Birds
• Audio equipment, if using an audio version
• Chart paper and marker pens
• Map or images of relevant whenua
• Character and setting images
• Kupu picture or word cards
• Student notebooks and pencils
• Board or display space for the class vocabulary bank

Assessment

• Listen for respectful sharing, active whakarongo, appropriate pronunciation and accurate use of kupu during the circle and group kōrero.
• Review anticipation charts for identification of characters, setting, vocabulary and a reasoned prediction.
• Use the final confidence check to identify students needing vocabulary or cultural-context support in Lesson 2.

Differentiation

• Provide a visual word bank, gestures, labelled images and sentence frames such as “I predict ___ because ___” and “Ko ___ te ___.”
• Allow bilingual peer support, drawing, rehearsal with a partner and an oral recording instead of extended writing.
• Seat students strategically in groups of five and give additional processing time or repeat the extract for learners who need it.
• Extend confident learners to compare how versions may change across iwi while retaining important themes, avoiding judgements about which version is “correct”.