Prideful Pānui

Overview

Lesson 6 of 6 focuses on sharing students’ pānui with confidence and using respectful peer feedback to improve clarity, expression, and impact. Students choose presentation modes such as digital slides, dramatic readings, or visual displays.

Learning intentions

• WALT share our pānui confidently using clear structure and appropriate reo Māori pronunciation and expression.
• WALT give and receive constructive feedback to support classmates’ ideas and delivery.
• WALT use visual and/or multimedia supports to strengthen meaning for an audience.

Success criteria

• I can present my pānui with a clear beginning, middle, and ending.
• I can communicate key ideas confidently using suitable volume, pacing, and reo Māori sounds.
• I can give peer feedback using respectful, specific “what worked / what to improve” statements.
• I can respond to feedback with at least one meaningful adjustment (if time allows).

Curriculum links

• Te Reo Māori learning: oral communication, presentation, and listening/viewing for meaning.
• Pānui focus: reading/viewing and sharing texts in a way that supports understanding and engagement.
• Communicative competency: using language purposefully for an audience (messages, purpose, and structure).
• Learning to learn: reflecting on feedback and setting next steps for improvement.

Lesson structure (60 minutes)

1. 0–5 min | Hook + purpose

• Gather the class and play the “Sharing Stories” presentation deck. Students watch the hook slide showing two contrasting short presentation clips (one clear and one unclear) and predict: “Which helps the audience understand most—and why?”
• Quick connection to today: we are sharing our final pānui with pride and giving feedback that helps, not hurts.

2. 5–12 min | Model what “proud sharing” sounds like

• Continue through the “Sharing Stories” presentation deck to model a short example: a pānui with clear structure, expressive reading, and one supporting visual.
• Students turn and talk: one phrase for confident delivery (e.g., starting strong) and one strategy for audience clarity (e.g., signposting).

3. 12–18 min | Plan presentation flow

• Students return to their own presentation (digital or physical). Use the “Sharing Stories” presentation deck task slide to remind them of the 3-part structure: whakataki (hook), mātua (main message), whakakapi (closing).
• Students complete a quick self-check: “What will I say first? What key words will the audience notice? What support will I show?”

4. 18–35 min | Present in groups (peer audience)

• Put students into small groups (4–6 groups of ~4–5). Each student presents for 2–3 minutes.
• While classmates watch, they use the feedback routine shown in the “Sharing Stories” presentation deck (What worked? One suggestion. One question to deepen understanding.)
• Teacher circulates with a light coaching focus: pronunciation, pacing, structure, and how well visuals/multimedia match the message.

5. 35–45 min | Feedback sprint + one improvement

• Use the “Sharing Stories” presentation deck to run a timed feedback sprint: 2 minutes per presenter for partner feedback.
• Students record one actionable adjustment they will make immediately (e.g., slower pace for key reo Māori words, clearer signposting, or re-ordering one point).

6. 45–55 min | Whole-class share (2–3 showcases)

• Choose 2–3 presenters (different formats) to show how each option can succeed. Prompt the class to listen for: clarity of message, structure, and audience support.
• Teacher restates the learning intention: prideful sharing + constructive feedback.

7. 55–60 min | Close + capture evidence

• Students complete the “Sharing Stories” presentation deck exit prompt slide: one sentence about what they will do better next time and one feedback phrase they appreciated from a peer.

Resources

• the “Sharing Stories” presentation deck (hook, model, task instructions, feedback stems, final prompt)
• the pānui presentation planning and feedback worksheet (one page: structure prompts + feedback planning space)
• Student-created pānui materials (digital devices/tablets or poster boards)
• Optional audio/visual support (headphones, speakers, printed visuals)
• Timer (phone/visible timer) for presentations and feedback sprint
• Teacher checklist (simple, paper or digital) for structure + delivery + feedback quality
• Dyslexia-friendly reading supports: short audio recordings of key reo Māori phrases (teacher-prepared) and larger-print copies of feedback stems

Assessment

• Formative: teacher observes presentations for structure, confidence, and language delivery while using a quick checklist.
• Formative: peer feedback quality using the “what worked / suggestion / question” structure.
• Summative-in-class evidence: exit prompt responses from the “Sharing Stories” presentation deck showing next steps.

Differentiation

• Support (beginners / lower confidence): allow students to read from cue cards; provide enlarged key word list; offer an audio model for pronunciation; use “sentence starter” versions of feedback stems from the slides.
• Support (EAL learners): focus feedback on meaning and clarity (not perfect grammar); encourage pointing to visuals while explaining understanding.
• Extension (advanced learners): require a stronger audience strategy (e.g., rhetorical question, intentional tone change) and one multimedia element (short image/clip or diagram) that directly supports a key line.
• SEN/dyslexia: reduce reading load by allowing “read-aloud from audio” or teacher-recorded lines; provide colour-coded structure (whakataki/mātua/whakakapi) and extra time for notes before presenting.

Extension (optional)

None requested.