Māui and Bird Values

Overview

Students listen to and read an age-appropriate retelling of Māui and the Battle of the Birds. They identify the author’s purpose, main ideas, specific details and character values, then connect the conflict to peaceful problem solving through kotahitanga, fairness and manaakitanga.

Learning intentions

• WALT understand the story and explore the values shown by the characters.
• We are learning to identify the author’s purpose, main ideas and important details.
• We are learning to sequence key events and infer character values from evidence.
• We are learning to read aloud using phrasing, pauses, tone and expression.
• We are learning to connect story conflicts with non-violent problem solving.

Success criteria

• I can retell the main events in the correct order.
• I can explain what a character’s actions show about their values.
• I can identify who the story is written for and why it was created.
• I can suggest a fair, peaceful response to a conflict.

Curriculum links

• Reo Pākehā Taumata 2: identifying and understanding author intention, main ideas and specific information in increasingly complex texts.
• Reo Pākehā Taumata 2: using intonation, pronunciation, tone and pauses to support listeners’ understanding when reading aloud.
• Reo Pākehā Taumata 2: identifying the purpose and intended audience of an oral text.
• Reo Pākehā Taumata 2: using comprehension strategies to infer meaning from oral text.

Prior learning

Students have practised predicting from a title and illustrations, retelling texts using beginning–middle–end, and finding evidence for ideas. Remind students that pūrākau are important traditional narratives and that versions may differ between iwi and sources. Use the selected retelling respectfully and avoid presenting one version as the only version.

Vocabulary

• pūrākau – traditional narrative or story
• values – beliefs about what is important and right
• kotahitanga – unity and working together
• māia – courage
• whakaaro nui – wise, thoughtful thinking
• manaakitanga – care, respect and support for others
• fairness – treating people justly
• conflict – a disagreement or problem between people
• resolve – to help solve a problem
• evidence – a detail from the text that supports an idea

Lesson structure (60 minutes)

1. 0–7 min · Hook and connection. Display the opening image and question from the introduction and hook slides: “When people disagree, what can help them work together?” Students think independently, share with a partner, and contribute examples of fairness, sharing or peaceful problem solving. Explain that today’s story contains conflict and that we will examine how characters respond.

2. 7–17 min · First reading and purpose. Read the selected retelling aloud while students follow, or play a teacher-recorded reading from the story introduction and listening prompt. Pause briefly to model phrasing, pronunciation, tone and purposeful pauses. Ask: “Who might this story be for?” and “Why might an author share a pūrākau?” Students listen for the main problem and write or say one prediction.

3. 17–27 min · Explicit teaching: evidence and values. Model a think-aloud using one event: “The character shares information, so I infer that sharing or kotahitanga may be important. My evidence is…” Use the values and evidence teaching slides to introduce the pattern action → evidence → value. Clarify that we should describe characters’ choices respectfully rather than label people as simply good or bad. Students help identify possible values, including māia, whakaaro nui, manaakitanga and fairness.

4. 27–39 min · Guided sequencing and discussion. Place students in five groups of five. Give each group the event prompts from the story comprehension and sequencing worksheet. Read selected sections again, with students taking turns reading short parts aloud. Groups number the key events, then discuss: “What caused the conflict?” “Which action changed the situation?” and “What might have happened if the characters had listened, shared or asked for help?” Each group must support one answer with a detail from the text.

5. 39–52 min · Independent response. Students complete the individual sections of the story comprehension and sequencing worksheet: identify the author’s likely purpose and audience, write the main idea, record two specific details, and explain one character value using evidence. They then respond to: “What is one peaceful way the conflict could be resolved?” Encourage references to listening, taking turns, sharing, fairness, seeking help and making a plan together. Early finishers write a short respectful dialogue between two characters using non-violent problem solving.

6. 52–60 min · Class chart and reflection. Create a class chart titled “From Conflict to Kotahitanga” using the discussion and plenary slides. Add three columns: Conflict or problem, Value shown, and Peaceful response. Invite groups to contribute one evidence-based example. Students complete an oral or written exit response: “One value I noticed was ___ because ___. A peaceful response could be ___.” Finish by revisiting the WALT and inviting students to read one sentence aloud with appropriate expression.

Resources

• Selected age-appropriate retelling of Māui and the Battle of the Birds
• the introduction, teaching, activity and plenary slide deck
• the story comprehension and sequencing worksheet
• Whiteboard or chart paper
• Markers and pencils
• Display device
• Class reading copies or projected text

Assessment

• Listen for predictions, responses about author purpose and explanations that connect actions with values.
• During group work, check whether students sequence events accurately and support inferences with text evidence. Note reading aloud behaviours such as pausing, phrasing, tone and volume.
• Collect the independent worksheet and exit response. Look for a main idea, relevant specific details, a justified character value and a feasible peaceful solution.

Differentiation

• Support readers with a shortened or audio-supported retelling, pre-highlighted evidence, picture prompts and sentence starters: “The character shows ___ because ___” and “A fair response would be ___.”
• Pair students strategically for shared reading; allow rehearsal before reading aloud and accept oral responses where writing creates a barrier.
• Provide an event bank or partially numbered sequence for students who need help organising information. Explicitly teach difficult vocabulary with gestures and examples, supporting English language learners with visual word cards and partner talk.
• Extend confident readers by asking them to compare two characters’ responses, explain how the author shapes the audience’s feelings, or write an alternative peaceful ending that preserves the story’s key values.