Narrative Structures

Overview

In this lesson, students are introduced to key narrative structures in Te reo Māori: characters, settings, and plot. They read/listen to a short Māori narrative, identify these elements, and begin to discuss how they create emotion for the reader.

Learning intentions

• WALT identify ngā pūāhua (characters), te wāhi (setting), and te aronga/whakatere kōrero (plot direction) in a narrative.
• WALT explain how pakiwaitara events affect the kaipānui’s and ākonga’s emotions.
• WALT whakarongo, kōrero, and whakamahi kupu āwhina to discuss narrative structures in Te reo Māori.
• WALT start planning a mini-sentence narrative using a chosen character, setting, and first plot move.

Success criteria

• I can point out the characters and describe them using Te reo Māori sentence frames.
• I can describe where and when the story happens (te wāhi) using at least one quality word.
• I can identify the problem/turn in the plot and the next event.
• I can say how one event makes me feel and give a reason.

Curriculum links

• Te Reo Māori Taumata 4 — Āheinga Reo: select writing/language features to strengthen truthful and creative texts.
• Te Reo Māori Taumata 4 — Rautaki Reo: evaluate, judge, and unpack language choices and meanings in texts.
• Te Reo Māori Taumata 4 — Rautaki Reo: process and apply information to support speaking and writing tasks.
• Te Reo Māori Taumata 4 — Rautaki Reo: use language and sentence structure to make my own voice heard.

Lesson structure (45 minutes)

1. 0–5 min · Whakamahana kōrero. Teacher greets students in Te reo Māori and sets the purpose: “I tēnei rā ka ako tātou mō ngā hanganga kōrero.” Students do quick turn-and-talk: “Ko wai tō tētahi pūāhua e maumahara ana koe?” (name a character from any story they know).

2. 5–12 min · Hook: story snapshot. Teacher shows a short “story snapshot” on the board (three prompts):

• He pūāhua: (ko wai?)
• He wāhi: (kei hea?)
• He huringa: (ka aha?) Teacher reads a short Māori narrative excerpt (teacher-chosen, age-appropriate) twice, first for enjoyment, second with pause points. Students listen and jot one word for each prompt.

3. 12–20 min · Direct teach: narrative map. Teacher models filling a simple “Ngā Wāhanga Kōrero” map.

• Characters (ngā pūāhua): how to describe them (e.g., “he tama,” “he kuia,” “he rangatira,” plus one adjective).
• Setting (te wāhi): place/time cues (e.g., “i te ngahere,” “i te kāinga,” “i te pō”).
• Plot (te aronga/whakatere): starting situation, problem/turn, and next event (e.g., “i te tīmatanga…”, “katahi ka…”, “nō muri mai…”). Students copy the map template and, with teacher support, label what they heard.

4. 20–28 min · Guided analysis: find and justify. Teacher rereads key lines and asks: “He aha te huringa o te kōrero?” “He pēhea te pānga ki ngā kare ā-roto o te kaipānui?” Students work in pairs to highlight one moment of change and complete a sentence starter in Te reo Māori:

• “I tōna wā… (ka…)”
• “Ka rongo au i… nā te mea…” Teacher circulates, checking that students use at least one narrative connector (hei tauira: “katahi ka,” “nō muri mai,” “ka mutu,” “i te mutunga”).

5. 28–38 min · Creative expression micro-draft. Teacher explains: “Mā te whakamahi i ngā wāhanga kōrero, ka tuhi tātou i tētahi kōrero iti.” Students write 3–5 sentences:

• Sentence 1: character introduction
• Sentence 2: setting
• Sentence 3: starting action
• Sentence 4: plot turn (problem or surprise)
• Sentence 5 (optional if time): emotion line (“Ka rongo au…”). Students use a word bank displayed on the wall (ngā pūāhua, te wāhi, katahi ka, nō muri mai, ka rongo au i…).

6. 38–43 min · Share and refine. Teacher selects 3–4 students to read aloud (or teacher reads on their behalf if needed). After each sharing, class gives one kind feedback using a “two stars and a wish” sentence in Te reo Māori:

• “He pai nā… (character/setting/plot).”
• “Ko te wawata…” Students respond quickly and respectfully.

7. 43–45 min · Exit ticket. Students complete one short response:

• “Ko te pūāhua o taku kōrero ko… / Ko te wāhi ko… / Ko te huringa ko…” Teacher collects for quick formative assessment.

Resources

• Printed “Ngā Wāhanga Kōrero” map template (characters/setting/plot)
• Word bank (ngā pūāhua, te wāhi, i te tīmatanga, katahi ka, nō muri mai, i te mutunga, kare ā-roto)
• Timer and board markers
• Teacher-prepared Māori narrative excerpt (age-appropriate)
• Sentence starter strips for pairs
• Student notebooks/pens
• Optional: simple highlighter pens for identifying characters/setting/turn

Assessment

• Teacher observation during pair analysis (are students identifying characters/setting/plot using Te reo Māori cues?)
• Formative check during micro-draft writing (use of connectors and at least one emotion link)
• Exit ticket review for accuracy and completeness of: pūāhua, wāhi, huringa

Differentiation

• Support: Provide sentence starters and a pre-filled example map; allow drawing a “character icon” or place icon before writing.
• Support: Offer a reduced sentence requirement for some students (3 sentences instead of 5) while maintaining the narrative elements.
• Extension: Students add one extra plot step (e.g., resolution) and include two emotions (e.g., “mīharo” and “pōuri”) with reasons.
• EAL/SEN: Allow rehearsal with a partner before writing; accept one or two key Te reo words plus an intelligible structure, then gradually build accuracy.
• Choice: Students may select familiar story archetypes (friendship, journey, challenge) to reduce cognitive load while focusing on structure and language.