Showcase Celebration

Overview

In this final lesson of the unit, students present their group projects to the class and invited guests. They practise respectful instruction-giving and following, and celebrate the learning journey through waiata and short storytelling that supports confident, kaupapa-based language use.

Learning intentions

• WALT present our group project clearly using respectful tikanga and appropriate te reo Māori.
• WALT follow instructions confidently (listening carefully, responding politely, and using clear language).
• WALT contribute to a class celebration through a waiata and a short spoken storytelling piece.
• WALT reflect on how our team worked together with collective responsibility and care for others.

Success criteria

• I can present my group project with a beginning, middle, and end, and speak respectfully to the audience.
• I can follow instructions during the showcase (e.g., “Tēnā, whakarongo mai…”, “Whakahokia…”, “Kati…”) and respond appropriately.
• I can say at least one prepared waiata line or chant part confidently and with correct pronunciation support.
• I can explain one way our group showed tikanga and working together.

Curriculum links

• Te Mātaiaho Te Reo Māori — Emergent 1 teaching sequence / Cultural and sociolinguistic knowledge (Instructions): respect tikanga, use polite language, be clear and purposeful, acknowledge relationships and place when giving and following instructions.
• Te Mātaiaho Te Reo Māori — Cultural and sociolinguistic knowledge (Giving instructions in te reo Māori requires culturally appropriate language): reflect respect, relationships, and collective responsibility when giving instructions.
• Te Mātaiaho Te Reo Māori — Visual story arts: convey complex narratives and mātauranga ā iwi/ā hapū through visual story art forms and connect meaning to presentation.
• Te Reo Māori introduction: show how kupu whakarite and whakatauī enrich meaning and how communication reflects collective values and respect for others’ perspectives.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and tikanga set-up. Teacher greets students and invited guests, briefly reminds everyone about respectful behaviour (listening, waiting, and using polite acknowledgements), then models two instruction phrases with actions. Students practise the phrases quietly in pairs and freeze when signalled.

2. 5–10 min · Warm-up: “Whakarongo / Whakautu”. Teacher gives a quick call-and-response using instruction language (e.g., “Whakarongo mai…”, “Tēnā koutou…”, “Whakautua…”, “Kia mutu…”) and links it to audience needs (voice level, turn-taking). Students demonstrate correct listening and response, then stand ready for their turn.

3. 10–25 min · Group presentations (Project showcase). Teacher calls groups one at a time, reminding students to speak to the audience and refer to place/tie-in statements (who made it, what it represents, why it matters). Students present their visual storytelling projects, covering: what they made, the tikanga link, and one language moment (a key phrase or whakatauī/kupu whakarite they used). Invited guests are prompted to watch, listen, and ask one respectful question after each group (teacher mediates if needed).

4. 25–33 min · Waiata section (shared celebration). Teacher leads the class in the prepared waiata or chorus, using clear tempo and gestures for beginning/end. Students sing their part (whole class or grouped lines), then signal completion with a respectful waiata closing gesture.

5. 33–40 min · Storytelling spotlight (2–3 short narrators). Teacher invites 2–3 students (chosen by groups in advance) to deliver a short prepared storytelling piece connected to their project. Students perform a short narrative that includes one set phrase for respect and one meaningful language choice (e.g., a whakataukī fragment, a careful description term, or a connection statement to relationships/place).

6. 40–45 min · Reflection, acknowledgement, and next steps. Teacher thanks guests and students, and prompts quick reflection: “What tikanga did your group show?” and “What language are you proud of?” Students give one-sentence reflections to a partner, then share one idea with the class.

Resources

• Group project materials (visual story artefacts, labelled key phrases, display boards)
• Student presentation cue cards (very short prompts for beginning/middle/end)
• Waiata lyrics/printouts for teacher and students (with highlighted lines for each group)
• Timer or countdown sign for presentation turns
• Teacher-led cue cards for instruction phrases (visuals: listen, wait, speak, stop)
• Seating/space plan for audience and performers
• Optional: small celebration props (e.g., simple hand gestures for waiata ending)

Assessment

• Observation checklist during presentations: respectful voice level, tikanga behaviours, clear instruction-following, and audience engagement.
• Quick formative check during warm-up: students respond correctly to instruction language (noting politeness and clarity).
• Summative evidence: student reflection sentence and performance participation (waiata lines and/or storytelling spotlight).

Differentiation

• Support: provide sentence starters for presentation and storytelling (e.g., “Ko tā mātou mahi…”, “He mea nui nā te…”, “I whakaatu mātou i te tikanga mā te…”).
• Support: allow students who need it to hold cue cards with only 3 prompt words (beginning/middle/end).
• Language scaffolds: pre-teach and display the specific instruction phrases and one key descriptive phrase used in each group project.
• Extension: invite one student per group to add an extra meaningful kupu whakarite/whakatautī moment or a thoughtful respectful question for guests.