Sharing Essays

Overview

In this lesson (lesson 21 of 30) students share their draft essays and practise presenting ideas in clear, confident te reo Māori. The class will give constructive responses using simple, respectful feedback strategies.

Learning intentions

• WALT: Share my essay and respond to classmates’ ideas in te reo Māori.
• WALT: Present my main points clearly with supporting details.
• WALT: Use conversation strategies to keep communication flowing despite small errors.

Success criteria

• I can present my main idea and paragraphs in a clear order (intro–body–conclusion).
• I can explain at least two key points with relevant examples.
• I can speak with confidence (volume, pace, and eye contact) and self-correct if needed.
• I can give one helpful comment and one suggestion using respectful language.

Curriculum links

• Te Reo Māori AS92092: kōrerorero i ngā pārongo, i ngā ariā me ngā whakaaro — using unrehearsed, relevant language; referring to past/present experiences; achieving communication despite errors.
• Te Reo Māori AS92092: whakawhiti whakaaro kia mārama tonu ahakoa ngā hapa; using interactive strategies (asking/responding, reacting, seeking clarification).
• New Zealand Curriculum (English and Languages learning): communicate ideas effectively, participate in oral interaction, and build language skills through purposeful speaking and feedback.

Lesson structure (60 minutes)

1. 0–5 min · Hook: “Best line”

• Teacher plays a short prompt and asks students to think of one strong sentence from their essay that they want the class to hear.
• Students write the sentence on a sticky note and show it to the teacher.

2. 5–12 min · Model: How an essay-presenter sounds

• Teacher uses the essay presenting structure slides to model a mini presentation: stating the main idea, outlining two points, then concluding with a closing statement.
• Students repeat key phrases chorally: “Ko te whakaaro matua…” “Tuatahi…” “Ā muri…” “Hei whakakapi…”

3. 12–20 min · “Slide the corner” planning check (pairs)

• Teacher explains the four corners: Corner A (Main idea), Corner B (Point 1 + example), Corner C (Point 2 + example), Corner D (Conclusion).
• Students (in pairs) stand by a corner matching their section, then swap: Partner A presents for 30–40 seconds while Partner B gives one “I heard…” response and one “Try…” suggestion.

4. 20–30 min · Whole-class sharing (teacher-guided rotation)

• Teacher sets up a respectful feedback routine: speaker goes first, then class responds with two stems.
• Students take turns (volunteers or teacher-selected groups). Listeners respond using stems on the board: “I rongo au…” “He pai hoki mēnā…”

5. 30–40 min · Targeted teaching: confidence + clarity

• Teacher revisits the essay presenting structure slides and highlights two practical speaking strategies: pacing (chunking), and linking words (tuatahi/ā muri/hei whakakapi).
• Students practise a “3-link” mini drill: each pair reads their essay aloud using three connectors only, then improves one line.

6. 40–52 min · Peer presentation in pairs (differentiated)

• Teacher distributes the pair presentation feedback worksheet and directs pairs to present the full essay in two parts (Part 1: intro + point 1; Part 2: point 2 + conclusion).
• Students present; partner completes the worksheet with one strength and one next step (using “I can…” wording).

7. 52–60 min · Plenary: Quick self-rating + next goal

• Teacher asks students to choose their next presenting goal from three options shown on the essay presenting structure slides: clearer order, stronger example, calmer pace.
• Students complete a 20-second self-reflection in writing, then turn-and-talk to share one improvement they will make.

Resources

• the essay presenting structure slides
• the pair presentation feedback worksheet
• Sticky notes and pens
• Board/markers for feedback stems: “I rongo au…”, “He pai hoki mēnā…”

Assessment

• Formative: listen during pair practice and whole-class sharing; note whether students maintain clear order and relevant examples.
• Formative: collect the pair presentation feedback worksheet to check use of feedback stems and whether peers identify main idea/supporting points.
• Plenary self-rating: teacher scans reflections to see the most common next goal for the next lesson.

Differentiation

• Pairing: allow students to present in pairs (teacher selects supportive pairings so each student has a clear speaking role).
• Scaffolds for learners needing support:
• Provide sentence stems (display): “Ko te whakaaro matua…”, “Tuatahi…”, “Ā muri…”, “Hei whakakapi…”.
• Offer a “paragraph order card” (intro/body/conclusion) so students practise sequencing before presenting.
• Extension for confident speakers:
• Ask them to add one extra detail: a brief cause/effect or reflection (e.g., “Nā konei i…” “I kitea e au…”).
• Challenge: include one whakatauki or kīwaha linked to their theme.
• Spelling/pronunciation supports:
• Encourage self-correction strategies (pause, repeat correctly) rather than stopping completely; accept small errors if the message is clear.