Māui’s Leadership in Action

Overview

Lesson 3 of 3 in Power and Māui’s Sun. Students recap the pūrākau, identify how Māui used power to change people’s lives and the environment, then communicate their understanding through a six-panel storyboard and short drama performance.

Learning intentions

• WALT retell the key events in Māui and the Sun in the correct sequence.
• WALT explain how Māui used power and leadership to help others.
• WALT use drama techniques to communicate an idea about leadership.
• WALT reflect on how power can be used responsibly.

Success criteria

• I can sequence six important events from the pūrākau.
• I can explain at least one way Māui influenced people and their environment.
• I can use role, action, space, voice or tableau in a short performance.
• I can describe a leadership quality I admire in Māui.

Curriculum links

• Social Sciences: understand how people participate in groups and societies, and how leadership and power influence people, places and environments.
• Social Sciences: communicate explanations using relevant evidence from a pūrākau and discussion.
• The refreshed curriculum focus on developing knowledge, critical thinking, communication and participation through meaningful local and cultural contexts.
• The Arts—Drama: develop and present drama using role, action, space and voice to communicate ideas.

Lesson structure (30 minutes)

1. 0–4 minutes – Recall and connect Display the opening recap and learning intentions. Ask students to turn and talk: “What problem did Māui notice?” and “What did he do in the previous lesson to prepare?” Take two or three responses and clarify that this is a retelling of a pūrākau, not simply an invented superhero story.

2. 4–9 minutes – Rewatch the pūrākau Rewatch the supplied Māui and the Sun pūrākau, using the pūrākau viewing prompt to remind students to listen for the problem, Māui’s actions and the outcome. Students show a quiet thumbs-up when they notice an example of cooperation, courage, planning or negotiation. Briefly check one example after viewing.

3. 9–15 minutes – Comprehension and sequencing Distribute the comprehension and six-panel storyboard sheet. Students first complete the short comprehension questions independently, then compare answers with a partner. They sequence and label the six panels: limited daylight; gathering harakeke; weaving ropes; travelling east; trapping Tamanuiterā; negotiating slower movement. Circulate and ask, “What evidence from the pūrākau supports your answer?” Support students to use key words rather than complete sentences where needed.

4. 15–18 minutes – Model drama choices Use the storyboard-to-drama instructions. Quickly model one panel, such as “trapping Tamanuiterā”, using a frozen tableau, a clear narrator’s voice and safe movement. Explain that groups of three or four may narrate, act as Māui, act as whānau or Tamanuiterā, and use space to show power or danger. Remind students that all movements must be controlled and respectful.

5. 18–24 minutes – Rehearse and perform In pairs or groups of three or four, students choose one or more panels and rehearse a 30–45 second skit. They must include at least two drama elements: role, action, space, voice or tableau. Invite three or four groups to perform, with the audience identifying the panel and one leadership quality shown. If time is limited, groups perform simultaneously in small spaces and one or two groups share with the class.

6. 24–30 minutes – Reflect and conclude Display the reflection and exit prompts. Students complete the final reflection on the worksheet or in their books:

• How did Māui use power to help others?
• What qualities made Māui a powerful leader?
• One thing I admire about Māui is…
• I would use power like Māui to…

Invite several students to share. Conclude by connecting Māui’s actions to responsible power: leaders can influence people and environments, so their choices should help rather than harm.

Resources

• the complete lesson slide deck
• the comprehension and six-panel storyboard sheet
• Supplied Māui and the Sun pūrākau video or presentation
• Device, projector and speakers
• Pencils, colouring pencils and writing materials
• Open classroom space for safe drama
• Timer

Assessment

• Listen to partner responses and check whether students identify the problem, actions and outcome accurately.
• Review the worksheet for correctly sequenced events and an explanation of how Māui used power or leadership.
• Observe performances for purposeful use of at least two drama elements and respectful collaboration.

Differentiation

• Provide a word bank and picture prompts for limited daylight, harakeke, rope, east, trap, Tamanuiterā, negotiate and leader. Read the comprehension questions aloud and allow oral answers or labelled drawings.
• Pair students strategically; offer roles such as narrator, sound-maker, tableau performer or movement director so every student can contribute.
• Provide a six-panel sequence already partly numbered for students who need additional support. Accept a shorter skit with one clear tableau and narration.
• Extend confident students by asking them to justify whether Māui’s actions were fair and to show a change in power through contrasting voice, space or movement.