Planning a Te Rauparaha Paragraph

Overview

In this 20-minute writing lesson, the student will plan and draft a short factual paragraph about Te Rauparaha. The lesson focuses on choosing key information, organising ideas, and setting a specific writing goal. Use a short, age-appropriate class text or teacher-read information about Te Rauparaha that has already been checked for accuracy and presents his life within the wider history of Aotearoa.

Learning intentions

• WALT select important information about Te Rauparaha.
• WALT organise notes before writing.
• WALT write a clear factual paragraph for a reader.
• WALT set a specific goal to improve our writing.

Success criteria

• I can choose two or three important facts from the source.
• I can record key words and phrases rather than copying whole sentences.
• I can write a paragraph with a clear main idea and supporting details.
• I can check my writing and name one goal for improvement.

Curriculum links

• Writing Processes – Planning: making notes and reducing information into key words and phrases.
• Writing Processes – Planning: using organisers to organise and plan writing.
• Writing Processes – Planning: choosing an organiser that suits the purpose and structure of the writing task.
• Writing Processes – Planning: setting a specific writing goal through reflection on writing content and processes.

Lesson structure (20 minutes)

1. 0–3 min · Hook and connect. Teacher opens the hook and context slides and asks, “What might make a person important to remember in the history of Aotearoa?” Briefly explain that Te Rauparaha was a rangatira of Ngāti Toa Rangatira, a leader, strategist and composer associated with the haka “Ka Mate”; avoid presenting only one simplified version of his life. Student shares one idea and listens to the learning intention.

2. 3–6 min · Read and identify key information. Teacher displays or reads the short, checked information text in the information and key-facts slide. Model thinking aloud: “This sentence has several words, but my note can be ‘Ngāti Toa rangatira’.” Ask the student to identify facts that answer who, what, where or why. Student orally identifies two useful facts and explains why each may help a reader understand Te Rauparaha.

3. 6–10 min · Plan with key words. Teacher gives the student the Te Rauparaha planning and paragraph worksheet and models completing the first planning box with short notes, such as “Ngāti Toa leader” or “journeys and leadership”. Remind the student not to copy full sentences and support them to select two or three facts. Student records key words and phrases, then chooses a purpose: to inform a reader about Te Rauparaha.

4. 10–13 min · Build the paragraph orally. Teacher returns to the paragraph structure and sentence-starter slide and jointly rehearses a paragraph: a topic sentence, two supporting details, and a closing sentence. Prompt with, “What should your reader learn first?” and “Which fact best explains your main idea?” Student says the paragraph aloud before writing and improves one word or detail during the rehearsal.

5. 13–18 min · Independent writing and teacher conference. Teacher asks the student to write the paragraph on the Te Rauparaha planning and paragraph worksheet, referring to the notes rather than the source. Confer briefly, asking the student to explain the purpose of each sentence. Student writes approximately four to six sentences, using capitals, full stops and at least one precise word such as rangatira, leader, journey, strategy or haka where appropriate.

6. 18–20 min · Review and writing goal. Teacher displays the review and goal-setting slide and reads the checklist aloud. Student rereads the paragraph, ticks the criteria on the worksheet, and completes: “Next time, I will improve my writing by…” Encourage a specific goal, such as “I will add a detail that explains why this fact matters,” rather than “I will write better.”

Resources

• the Te Rauparaha writing lesson slide deck
• the Te Rauparaha planning and paragraph worksheet
• A short, teacher-checked information text about Te Rauparaha
• Exercise book or writing book
• Pencil and coloured pencil for editing
• A reliable map or classroom image of Aotearoa, if available

Assessment

• Listen for whether the student can distinguish important facts from interesting but less useful details.
• Check the planning notes for key words and phrases rather than copied sentences; conference during drafting to assess organisation and purpose.
• Use the completed paragraph and writing goal as an exit assessment. Note one strength and one next teaching point.

Differentiation

• Support the student with a small word bank, orally rehearsed sentence starters, a map, and the option to dictate ideas before writing. Read the information text aloud and pause after each sentence.
• Provide a reduced choice of three pre-selected facts if selecting information is difficult. Scribe the first sentence collaboratively, then invite the student to complete the remaining sentences independently.
• For a student needing additional language support, explain unfamiliar words with simple definitions and visuals, and allow drawing or labelled notes before drafting.
• Extension: challenge the student to add a sentence explaining why Te Rauparaha’s leadership or cultural contribution is significant, while distinguishing clearly between a fact and an opinion.