My Nine-Star Circle

Overview

In this fifth lesson of the Matariki Reading and Writing unit, students review the nine stars of Matariki and their meanings, then record information using labels and simple sentences. The lesson builds on shared oral language and modelled sentence work, supporting students to create a purposeful text for an audience.

Learning intentions

• WALT name and illustrate the nine stars of Matariki.
• WALT record a relevant meaning for each star.
• WALT write simple sentences with a capital letter and full stop.
• WALT share information clearly with a partner.

Success criteria

• I can name and draw the nine stars.
• I can add a meaning that matches each star.
• I can write a simple sentence about a star.
• I can use a capital letter and a full stop.

Curriculum links

• English — Composition: using simple sentences in writing and repeating sentences modelled by the teacher.
• English — Composition: saying and writing a simple sentence with a naming word and an action or being word.
• English — Composition: handwriting, spelling, sentence construction and creating texts for a purpose.
• Key competencies: managing self; using language, symbols and texts.

Lesson structure (60 minutes)

1. 0–10 min · Shared review. Open with the Matariki review slides and display the nine-star image. Invite students to name any stars they remember, then briefly revisit the agreed meanings using the class star cards. Students repeat each star name, match oral meanings to the correct star and rehearse one sentence aloud, such as “Matariki is a star.”

2. 10–20 min · Teacher model. Model completing one section of the nine-star circle template under the visualiser. Think aloud: “I will draw Waitī. I will write its name with a capital letter. Waitī is connected with fresh water.” Demonstrate sounding out key words, leaving spaces between words and checking for a full stop. Use the modelled writing slides to show the sentence pattern: “_____ is connected with _____.” Students help identify the naming word, capital letter and full stop, then orally compose a sentence about a second star.

3. 20–25 min · Set up the artwork. Explain that students will create a nine-star circle to teach someone else about Matariki. Show the finished example and activity steps on the artwork instruction slides. Distribute the nine-star circle template and provide pencils, crayons and the star cards. Students write their name, lightly plan where each star will go and choose the first star they will complete.

4. 25–50 min · Individual creation. Confer with students as they complete their nine-star circles. Prompt them to draw or label each star, add a matching meaning and write at least one simple sentence. Students work independently, using the star cards and word bank; they reread each sentence quietly and check for a capital letter and full stop. Provide tracing, scribing or speech-to-text support where needed, while encouraging all students to contribute their own ideas and illustrations.

5. 50–57 min · Partner share. Use the partner-share slides to display the routine: “Show, read, listen, praise.” Students take turns showing their artwork, reading one sentence and explaining one star’s meaning. Partners respond with “I noticed…” and identify one clear sentence feature, such as a capital letter, a full stop or a space between words.

6. 57–60 min · Plenary and collection. Ask three students to share a star name or sentence with the class. Return to the WALT and success criteria on the reflection slide. Students show a thumb up, sideways or down for how confidently they can name the stars and use sentence conventions, then hand in their completed work.

Resources

• the Matariki review, modelling, instructions and reflection deck
• the nine-star circle template
• Matariki nine-star circle artwork example
• Matariki star cards with agreed names and meanings
• Star-name and meaning word bank
• Pencils, erasers and crayons
• Visualiser or interactive whiteboard
• Optional classroom devices with speech-to-text

Assessment

• During review and modelling, listen for accurate star names, relevant meanings and orally rehearsed subject–verb sentences.
• During independent work, use a checklist to record whether each student has named and illustrated the nine stars, added relevant information and used a capital letter and full stop.
• Collect the nine-star circles as an authentic writing sample. Note students who need further teaching with sentence formation, spelling, handwriting or punctuation.

Differentiation

• Support learners with a partially completed template, tracing labels, a picture-supported word bank, enlarged star cards and sentence frames such as “_____ is connected with _____.” Reduce the writing load while maintaining the expectation that students explain their thinking orally.
• Scribe dictated sentences or use speech-to-text for students whose ideas exceed their handwriting capacity. Allow students to label first, then add one sentence at a time.
• Provide EAL learners with oral rehearsal, gestures, picture cues and opportunities to practise with a supportive partner. Accept drawings and oral explanations as evidence of understanding alongside emerging writing.
• Extension learners add a second relevant fact for each star, or write a short explanation describing why their chosen star is important to people and the environment.