Pūrākau Tohutohu

Overview

In this first lesson of the 4-lesson unit “Engaging Through Te Reo Māori,” students are introduced to traditional Māori narrative forms (pūrākau) and how storytellers shape meaning using structure, detail, and teaching messages. Students also engage with waiata Māori connected to local narratives and begin using visuals to identify narrative stages.

Learning intentions

• WALT explore what a pūrākau is and why Māori narratives are told.
• WALT identify key narrative features (characters, setting, events, and the teaching/message).
• WALT use visual supports to sequence a short pūrākau in the correct order.
• WALT listen to and respond in Te reo Māori through waiata and simple movement.
• WALT explain how waiata and stories can carry local knowledge (especially Waikato Tainui connections).

Success criteria

• I can say (or write) what a pūrākau is in my own words.
• I can match story events to a 3–4 stage visual sequence (beginning, rising action, key event, message).
• I can share one teaching/message from a short pūrākau example.
• I can join in a waiata Māori using correct pronunciation cues and a simple response.

Curriculum links

• Te Reo Māori Taumata 4 — Rautaki Reo: learn how to process and respond to information (listening with purpose).
• Te Reo Māori Taumata 4 — Āheinga Reo: choose features of written/spoken language to support meaning and create a clear message.
• Te Reo Māori Taumata 4 — Rautaki Reo: explain connections between related Māori forms of communication within a topic.
• Te Reo Māori Taumata 4 — Rautaki Reo: organise ideas in sequence using a writing/retelling plan.

Lesson structure (45 minutes)

1. 0–5 min · Whakawhanaungatanga (set the tone). Teacher welcomes students in Te reo Māori, then leads a short warm-up: “Kia ora / Nō reira / Reri!” Students repeat chorally and show attention with a quick class signal (hand on heart / eyes on teacher).

2. 5–12 min · Hook with waiata (listen/respond). Teacher plays a short waiata Māori (school-appropriate, Waikato Tainui linked where possible) and models listening actions (e.g., point to the speaker, then to the story visual on screen). Students listen, then turn-and-talk in pairs: “He aha ōna kōrero?” (What are its messages?) and “He pēhea te waiata?” (How does it feel/move us?).

3. 12–22 min · Direct teach: what is pūrākau? Teacher introduces pūrākau using visuals (story map panels) and a short, teacher-told example connected to Waikato Tainui themes (e.g., place, ancestry, lessons about values). Teacher explicitly names the narrative structure on the visuals:

• Tīmatanga (beginning)
• Ngā takahanga (events)
• Te wāhi nui (key moment)
• Te akoranga/te karere (teaching/message) Students repeat the stage names, then complete a quick “story detective” check: hold up the card that matches what the teacher says.

4. 22–33 min · Model retell with visual sequencing. Teacher re-tells the same short pūrākau, but stops at each stage to point to the next panel on the board. Students work in groups of 3–4 to place 4 picture cards into order and add one Te reo Māori word label per stage (support provided on a word bank: tīmatanga, tangata, whenua, hui, kaupapa, akoranga, karere—adjust based on what your learners can manage). Teacher circulates to hear pronunciation and prompt answers using sentence starters:

• “I te tīmatanga …”
• “Ka tupu …”
• “I te wāhi nui …”
• “Ko te akoranga …”

5. 33–40 min · Connect narrative and waiata (purposeful listening). Teacher plays the waiata again, pausing at a specific line and asking: “He aha te hono ki te pūrākau?” Students discuss in pairs, then share one idea with the class (teacher records ideas in two columns: pūrākau / waiata). Teacher highlights connections such as values, whakapapa/local place, and lessons conveyed through expressive language and rhythm.

6. 40–45 min · Exit check (quick assessment). Students complete an individual mini “story map” on a template: write/draw one event under Te wāhi nui and one teaching under Te akoranga/te karere. Teacher collects for formative feedback.

Resources

• Slide/board with 4-panel story map (tīmatanga, takahanga, wāhi nui, akoranga)
• Picture card set for sequencing (4–8 cards depending on your group needs)
• Word bank cards with high-frequency stage labels and nouns from your example
• Waiata audio/device and teacher script for pauses/questions
• Group folders or clipboards for picture-card sorting
• Student mini story map handouts (1 per student)
• Optional: simple instruments/body percussion for waiata response (e.g., clap pattern)

Assessment

• Formative during listening: teacher observes student responses to the waiata (choral participation, pair discussion quality).
• Formative during sequencing: teacher checks accuracy of card order and stage labels using a quick rubric checklist (correct stage, one meaningful label).
• Exit ticket: students’ mini story map shows understanding of narrative stages and the teaching/message.

Differentiation

• Support for beginners (little/no Te reo): provide sentence starters, word bank labels, and allow non-verbal responses (pointing to panels) before asking for speaking/writing.
• Support for reading/writing levels: let students draw an event and then write only the stage name; provide model examples on the board.
• Extension for advanced learners: students add a “reason” sentence using a connective (e.g., “Nō reira…”, “Mēnā ka…, ka…”), and include a short descriptive phrase for one stage (e.g., “he whenua nui”, “he tangata māia”).
• EAL/SEN considerations: use consistent visuals, repeat key terms, and allow pair rehearsal before whole-class sharing.

Extension (optional)

• Advanced group challenge during group work: create a 5th “extra panel” called Ngā hua (outcomes) and explain how the key event leads to the teaching/message in one extra sentence.