Rangatira Research

Overview

Lesson 4 of 15 in Ngā Rangatira, Ngā Kōrero. Students work in pairs to gather and evaluate reliable information about a selected rangatira, recording evidence in te reo Māori or supported notes for a future biography.

Learning intentions

• WALT gather reliable information to plan a biography of a Māori leader.
• WALT identify relevant information about whakapapa, origins, roles, achievements, challenges and legacy.
• WALT use sentence patterns to record information accurately in te reo Māori.
• WALT explain why a source is useful and acknowledge where information came from.

Success criteria

• I can record relevant facts in te reo Māori or supported notes.
• I can distinguish key information from interesting but less relevant detail.
• I can record the source of each important fact.
• I can use appropriate phrases, including active sentence negation and a/o relationships, when describing a rangatira.

Curriculum links

• Interpret and communicate information in te reo Māori through reading, writing, speaking and listening.
• Select, organise and present information for a clearly defined purpose and audience.
• Develop culturally located language about people, whakapapa, leadership, events and identity.
• Develop the key competencies of managing self, relating to others, participating and contributing, and thinking critically about sources and perspectives.

Lesson structure (60 minutes)

1. 0–5 minutes – Whakatau and learning focus Welcome students and display the lesson goals. Open with the hook and learning intention slides and ask: He aha te mea e whai mana ai tētahi rangatira? Students briefly share one idea, then identify what makes information relevant to a biography.

2. 5–13 minutes – Model reliable research Use the source-evaluation and language model slides to compare a teacher-approved source with an unsourced online statement. Model checking the author or organisation, date, evidence and perspective. Think aloud while turning a fact into a note: I whānau mai a … ki …; Kāore ia i …; Ko … tōna whakapapa/tōna whenua tupu.

3. 13–18 minutes – Research roles and task briefing Form two pairs and allocate or confirm one rangatira per pair. Instruct each pair to divide responsibilities: one student reads and locates evidence while the other records, then swap after each source. Distribute the rangatira biography research template and the Source Notes organiser; explain that every major fact must be linked to a source.

4. 18–38 minutes – Paired source research Students use the curated teacher-approved sources to investigate name, whakapapa or origins, roles, achievements, challenges and legacy. They record concise facts rather than copying whole sentences, using te reo Māori where possible and supported English notes where necessary. Circulate and prompt with: He kōrero matua tēnei, he taipitopito rānei? and He aha te taunakitanga? Refer back to the research questions and note-taking reminder as needed.

5. 38–48 minutes – Synthesis and language check Each pair selects its five most useful facts and drafts three or four connected sentences for a future biography. Require at least one sentence using negation, such as Kāore ia i whakaae ki …, and one correct a/o relationship, such as Ko … tētahi o ōna tino whakatutukitanga or He uri ia nō …. Pairs check pronunciation and meaning by reading their draft aloud to one another.

6. 48–56 minutes – Peer kōrero and perspective check Pairs exchange templates and give oral feedback using the peer-review prompts. The reviewing pair identifies one strong relevant fact, one detail that could be removed, and whether the sources are clearly recorded. If sources present different perspectives, students note the contrast rather than deciding immediately that one account is “the truth”.

7. 56–60 minutes – Whakakapi and next step Bring the group together. Each pair shares one significant finding and one question still needing investigation. Students complete the final reflection box on the rangatira biography research template, identifying the information they will use first when drafting the biography in the next lesson.

Resources

• the Rangatira Research slide deck
• the rangatira biography research template
• the Source Notes organiser
• Two teacher-approved, age-appropriate sources for each selected rangatira
• Library books, printed articles or downloaded source extracts
• Devices, if available, for accessing approved digital sources
• Dictionaries and a Māori language reference resource
• Pens, highlighters and a timer

Assessment

• Observe pair research and question students about how they judged relevance and reliability.
• Check the research template for accurate, relevant notes covering all six required areas and clearly recorded sources.
• Listen for appropriate use of negation and a/o relationships during the language check and peer kōrero.

Differentiation

• Provide a structured template with headings, sentence starters, a short glossary and pre-selected extracts for students who need support.
• Use shared reading: read one source aloud, pause to clarify vocabulary, and model highlighting a key fact before pairs continue independently.
• Allow students to record supported notes in English first, then translate selected facts into te reo Māori with teacher or peer assistance.
• For advanced learners, require comparison of two contrasting perspectives, evaluation of source reliability, and consistent source citations. They can also draft a short paragraph linking the rangatira’s legacy to contemporary Aotearoa.