Sharing Stories

Overview

In this final lesson of a five-part unit, students share their completed narratives and reflect on what makes a story engaging and clear. They practise giving and receiving feedback using appropriate reo, drawing on ideas about purpose, audience, and language strategies.

Learning intentions

• WALT share my narrative clearly with an audience using a mix of Te Reo Māori and English.
• WALT give kind, specific feedback about emotional engagement and story structure.
• WALT use reo and text features to help my narrative “sound like my own voice”.
• WALT reflect on what I learned from other narratives and how I would improve my writing next time.

Success criteria

• I can share parts of my narrative in Te Reo Māori confidently and explain key moments.
• I can tell my partner what I felt as a reader and why (emotional engagement).
• I can identify whether the narrative has a clear beginning, middle, and end.
• I can give one “next step” suggestion that is helpful and respectful.

Curriculum links

• Te Reo Māori Taumata 4: Ka whai whakaaro ake ki te pūtake o te tuhituhi me te kaipānui.
• Te Reo Māori Taumata 4: Ka tīpako i ngā āhuatanga o ngā momo reo tuhi hei whakaniko i ngā tuhinga pono me ngā tuhinga auaha.
• Te Reo Māori Taumata 4: Ka rāwekeweke i ngā āhuatanga reo me te hanganga o te tuhinga kia rangona ai tōna ake reo.
• Te Reo Māori Taumata 4: Ka mārama, ka whakamahi i ngā kīanga whakaahua, kīanga whakarite hei whakaniko i te kaupapa.
• Te Reo Māori Taumata 4: Ka whakarongo kia mōhio ai ia me pēhea te arotake, te whakawā, te wetewete i ngā hīkarotanga.

Lesson structure (45 minutes)

1. 0–5 min · Whakawhanaungatanga + goal check. Teacher revises lesson focus: sharing, feedback, and reflections; students repeat success criteria as a chant and show one sentence they want to practise saying in Te Reo Māori.

2. 5–12 min · Modelling feedback language. Teacher shows 2–3 example feedback statements using sentence starters; students practise saying them with a partner, focusing on tone and clarity. Possible starters (display on board):

• “I rongo au i te… / I felt…”
• “I mārama au ki te tīmatanga, te wāhanga waenga, me te mutunga nā te mea…”
• “Ko tētahi mea pai mō tō kōrero ko…”
• “Hei whakapai ake, ka taea e koe te…”

3. 12–30 min · Small group sharing (3–4 in a group). Teacher groups students and reminds them to use a mix of Te Reo Māori and English during sharing. Students take turns: reader reads aloud (or summarises) their narrative, while others listen and write feedback on a simple checklist (emotions + structure + one “next step”).

4. 30–38 min · Peer reflection round. In the same groups, each student responds to feedback: students choose one comment that they agree with and one next-step suggestion to try. Teacher circulates, prompting students to justify choices with “because” statements in simple reo/English.

5. 38–45 min · Whole-class sharing and lesson-learned discussion. Teacher facilitates a class kōrero: “He aha ngā akoranga i puta mai i ia kōrero?” Students share one key learning about audience/purpose and one learning about language/structure. Teacher records themes on a class chart titled “Our Narrative Strengths”.

Resources

• Completed narrative drafts (paper or digital) for each student
• Feedback checklist sheets (emotional engagement + story structure + next step)
• Display board/slide with feedback sentence starters
• Timer for group rotations
• Highlighters or sticky notes for “next step” marking
• Student “sharing plan” cue cards (1–3 Te Reo Māori lines they want to include)
• Teacher observation sheet for formative assessment

Assessment

• Teacher listens during group sharing, noting confidence, clarity, and use of Te Reo Māori phrases.
• Formative feedback check: students’ checklist must include (1) emotion statement with reason and (2) structural clarity comment.
• Exit reflection (last 2–3 minutes built into whole-class discussion): each student states one lesson learned and one improvement they will try next time.

Differentiation

• Support: provide sentence frames for feedback and a word bank of narrative connectors (e.g., i te tuatahi, ā muri ake, i te mutunga); allow students to read in smaller chunks.
• Support: pre-highlight required structure points (tīmatanga/wāhanga waenga/mutu) on each narrative sheet.
• Extension: ask students to give an additional comment about a specific language feature they noticed (e.g., image phrase or comparison) and how it affects the reader.
• EAL/SEN: encourage multimodal support (pointing to their text, using cue cards), and accept first-language support during planning while maintaining the final sharing mix of Te Reo Māori and English.

Extension (optional)

• None—conclude with the whole-class discussion as planned.