Ngā Tohutohu Auaha

Overview

Lesson 14 of 15 in Ngā Rangatira, Ngā Kōrero. Students create and present a short recipe or artistic craft instruction in te reo Māori, using sequenced procedural language, imperatives, materials, quantities, and safety or care statements. Four students work individually, then test their instructions with a partner.

Learning intentions

• WALT use procedural language to explain how to make or create something.
• WALT use imperatives, sequencing words, quantities, and relevant vocabulary accurately.
• WALT write and present instructions that another person can follow.
• WALT adapt instructions for dietary, cultural, or material constraints.

Success criteria

• I can organise my instructions in a clear sequence.
• I can use relevant materials, quantities, imperatives, and safety or care language.
• I can present my instructions clearly in te reo Māori.
• I can revise my instructions after another person tests or explains them.

Curriculum links

• Communicating information and ideas in te reo Māori through writing and speaking.
• Understanding and producing language for practical purposes, including instructions and explanations.
• Using culturally appropriate language and contexts to express identity, knowledge, and creativity.
• Developing confidence, accuracy, interaction, and strategic communication in te reo Māori.

Lesson structure (60 minutes)

1. 0–5 minutes – Reconnect and hook Open with the opening question and lesson goals. Ask: He aha te tohutohu pai? Students briefly discuss what makes a recipe or craft instruction easy to follow, then recall sequencing language from previous lessons: tuatahi, kātahi, muri iho, i te mutunga.

2. 5–13 minutes – Language focus and modelling Use the procedural language examples to model a simple instruction, such as making a fruit salad or creating a woven pattern. Highlight imperatives: tapahia, whakaranu, tāpirihia, tuhia, whiria, herea, waiho. Review quantities and materials: e rua ngā panana, he pepa, he kutikuti. Add care language: Kia tūpato ki te kutikuti; kaua e moumou i ngā rawa. Briefly contrast a positive instruction with a negative instruction where useful: Whakamahia te pepa / Kaua e whakamahi i te pepa nui rawa.

3. 13–20 minutes – Choose and plan Distribute the recipe or artistic instruction planning sheet. Each student chooses one accessible task: an easy kai recipe, a raranga-inspired paper design, or a simple artwork. Students record the title, purpose, materials, quantities, safety or care notes, and at least five ordered steps. Confer with each student to ensure the task is manageable and culturally respectful.

4. 20–35 minutes – Draft the instructions Students write a first draft on the worksheet, using the language bank and model on the drafting support slide. Encourage complete, precise sentences, for example: Tuatahi, horoia ngā hua. Kātahi ka tapahia ngā hua kia iti. The teacher circulates, prompting students to replace English words, check imperative forms, and clarify quantities or sequence.

5. 35–45 minutes – Partner test and revision Pair students. One student reads or explains the instructions while the other identifies the materials and retells the steps in order. If practical, the listener points to the relevant objects or sketches the process rather than making the item. Partners give feedback using the checklist on the peer-check section, then writers revise one unclear step and one language feature.

6. 45–56 minutes – Presentations Reopen the presentation prompts. Each student gives a two-minute presentation to the group, showing a sketch, sample, or materials where appropriate. Listeners ask one clarification question, such as E hia ngā…? or He aha te mahi i muri iho? Presenters should include at least one care or safety statement.

7. 56–60 minutes – Reflection and next steps Use the plenary reflection. Students state one language feature they used successfully and one improvement for the final lesson. The teacher collects worksheets and notes which students can independently sequence and communicate instructions.

Resources

• the procedural language and presentation deck
• the recipe or artistic instruction planning sheet
• Whiteboard and markers
• Examples or photographs of simple kai, raranga-inspired designs, or artworks
• Safe sample materials: paper, pencils, coloured pens, string, tape, or clean utensils
• Bilingual word cards for materials, quantities, actions, and care language
• Picture sequence cards or real objects for students who need concrete support

Assessment

• Observe planning and drafting for accurate imperatives, sequencing words, quantities, and relevant vocabulary.
• Use the partner test to assess whether another student can identify and follow the intended sequence.
• Collect the final draft and presentation notes, checking clarity, language accuracy, cultural appropriateness, and inclusion of safety or care language.

Differentiation

• Provide picture sequences, real objects, bilingual word cards, and sentence frames such as Tuatahi, …; kātahi ka …; kaua e ….
• Offer a choice of recipe or visual craft, and allow students to present with a sketch, sample, or photographs rather than complete the practical task.
• For students requiring support, reduce the task to four clear steps and pre-teach the key verbs orally before writing.
• Advanced learners can adapt their task for dietary, cultural, or material constraints, include a negative instruction using kaua e, and explain why their adaptation is appropriate.