Reflect and Speak

Overview

In this lesson (7 of 9) of “Tikanga Marae: A Cultural Journey”, students reflect on their marae visit and share short personal narratives in te reo Māori. They practise storytelling skills (beginning–middle–end, descriptive details, and respectful cultural insight) while building confidence to kōrero ā waha.

Learning intentions

• WALT share a personal reflection about the marae visit using te reo Māori and a simple narrative structure.
• WALT use descriptive words (e.g., feelings, sights, sounds, and actions) to make my story clear.
• WALT show respect in storytelling by using polite forms and acknowledging people/place appropriately.
• WALT listen actively and respond with one kind comment using te reo Māori.

Success criteria

• I can tell my story using a clear beginning, middle, and ending.
• I can include at least 2 descriptive details from the marae visit.
• I can use respectful language in my speaking (for example, polite greetings/thanks where appropriate).
• I can listen to a peer and respond with a short comment or question.

Curriculum links

• Te reo Māori (Emergent 1–2 focus): Cultural and sociolinguistic knowledge through narratives—traditional oral storytelling and sharing experiences.
• Productive skills—kōrero ā waha: describe familiar events, people, and things using simple language.
• Cultural and sociolinguistic knowledge (Narratives): connecting events to meaning and identity through storytelling.
• Communication (listening and responding): participate in respectful talk within the class community.

Lesson structure (45 minutes)

1. 0–5 min · Mihi + Warm-up. Teacher greets students in te reo Māori and models a quick reflective prompt (e.g., “I felt… / I saw… / I heard…”). Students chorally repeat and then choose one sentence starter to say to a partner.

2. 5–12 min · Model a reflective story. Teacher shares a short exemplar story (60–90 seconds) about a marae-like experience using a visible structure: Beginning (where/when), Middle (what happened), Ending (what I learned/felt). Students point to the story parts on a class chart as teacher speaks, then one student retells the beginning in te reo Māori.

3. 12–22 min · Story planning (scaffolds). Teacher gives students a “Story Frame” worksheet with sentence stems in te reo Māori (supports mixed learners):

• Kōrero tīmatanga (beginning): “I … / I te …”
• Kōrero matua (middle): “I reira … / I kite au … / I rongo au …”
• Kōrero whakamutunga (ending): “I ako au … / I whakaaro au …” Students complete 3–4 key points (not full sentences if they are not ready) and add 2 descriptive details (sight/sound/feeling). Teacher circulates, prompting respectful language choices and checking pronunciation.

4. 22–32 min · Practise in small groups. Students work in groups of 3 with “Take turns” roles: Speaker 1, Speaker 2, Listener. Listeners use a simple response card: “Ka pai!” and one question/comment stem (e.g., “He aha i…?” / “I rongo au i…”). Teacher listens to each group briefly, noting who is using the narrative structure and descriptive language.

5. 32–40 min · Share time (brief performances). Teacher selects 6–8 students to share their story (approx. 30–45 seconds each). After each story, the class responds with one kind sentence in te reo Māori from the response stems. Teacher gives immediate feedback linked to the success criteria (structure, descriptive detail, respect).

6. 40–45 min · Exit ticket reflection. Students complete an “I can…” exit ticket:

• I used a beginning/middle/ending.
• I included two descriptive details.
• I used respectful language. Optional final line: “Ākuanei ka whakapai ake au i…” Students hand in, and teacher quickly checks for next lesson focus.

Resources

• Story Frame worksheet with sentence stems (printed or digital).
• Response cards for listening comments/questions.
• Class chart showing Beginning–Middle–Ending.
• Student word bank (descriptive words and feelings) and a respectful language reminder strip.
• Timer for group practise and performance turn-taking.
• Teacher exemplar written on chart paper for visual support.

Assessment

• Formative teacher observation during group practise: narrative structure, descriptive details, respectful language.
• Peer feedback using response stems: evidence of listening and comprehension (and respectful participation).
• Exit ticket checklist: quick data on whether each student met the success criteria for today.

Differentiation

• Support: Provide sentence stems students can copy; allow point-form planning; offer a word bank and a model audio/teacher model to rehearse before performing.
• Support for pronunciation: Teacher pre-teaches and repeatedly models 3–5 key phrases from the story frame; students rehearse with choral repetition.
• Extension: Challenge students to add one additional descriptive detail (e.g., a sound or a whakataukī-style reflection prompt from teacher-provided options) or include one “what I learned” sentence with clearer cultural insight.
• SEN/EAL: Permit alternative output during planning (icons for feelings/sights/sounds) while keeping the speaking requirement to a short, structured narrative.

Success focus (for teacher)

Prioritise observable behaviours: clear story structure, at least two descriptive details, respectful language, and respectful peer responses in te reo Māori.