Storytelling Connections

Overview

In this first session of the unit “Exploring Māori Myths through Arts”, students are introduced to Māori myths and legends through teacher storytelling, simple drama conventions, and guided discussion of themes and meaning.

Learning intentions

• WALT listen respectfully to a Māori myth and notice key characters, events, and feelings.
• WALT use role, gesture, and voice to retell a small part of a story.
• WALT discuss what a story may be teaching us about values, relationships, or nature.
• WALT connect story ideas to classroom arts making and sharing.

Success criteria

• I can retell a short story segment using clear actions and a strong voice.
• I can identify a character or event and describe how it connects to a theme or value.
• I can contribute respectfully during sharing and respond to others’ ideas.
• I can use basic drama skills (role, pace, gesture, volume) to communicate meaning.

Curriculum links

• The Arts: Drama—exploring, improvising, and communicating ideas through performance and sharing.
• English—listening, speaking, and understanding ideas in texts through discussion and oral retelling.
• Values and key competencies—respectful participation, communication, and thinking critically about meaning.

Lesson structure (45 minutes)

1. 0–5 min: Welcome and expectations Teacher sets a respectful tone for storytelling. Students review class norms for listening, turn-taking, and speaking from their own ideas.

2. 5–15 min: Story launch (teacher storytelling) Teacher tells a short, age-appropriate Māori myth excerpt (for example, a well-known figure and a single key event). Students watch for: character, problem, helpful action, and feelings.

3. 15–22 min: “Notice and Wonder” talk Students do a quick pair share: one thing they noticed and one question they wonder about. Teacher records ideas on a board as student-friendly themes (e.g., courage, curiosity, respect, relationships, responsibility).

4. 22–33 min: Hot-seating role micro-practice In groups of 3–4, students choose one role (character, helper, or narrator). They practise a 20–30 second retell using role, gestures, and an opening line. One student in each group sits for “hot seating” while others ask 1 prepared question to deepen meaning.

5. 33–42 min: Group retell mini-performances Each group shares their short retell to the class (about 1 minute each). Audience members use a simple listening focus: “I noticed…” and “I think it shows…” Teacher prompts students to link actions to themes.

6. 42–45 min: Reflection and closure Students complete a quick oral exit reflection: “Today I learned/realised…” and “One theme I noticed was…” Teacher previews that next lessons will extend storytelling into arts making and more improvisation.

Resources

• Teacher copy of the chosen Māori myth excerpt (short and age-appropriate)
• Simple props: a cloth, a small drum or shaker (optional), and gesture cards (e.g., listen, help, brave, wonder)
• Board/markers for capturing “Notice and Wonder” themes
• Role cue cards for hot seating (character / narrator / helper)
• A safe classroom space for groups to practise performances
• Timer for quick transitions
• Student reflection prompts on paper or oral sentence starters

Assessment

• Teacher observation during group practice and mini-performances: use of role, voice/gesture, and clarity of retelling.
• Quick discussion checks: students can name at least one theme or value and explain it using a story detail.
• Participation in respectful sharing: listens actively, asks or answers questions appropriately, and supports others.

Differentiation

• Support: Provide sentence starters for retelling (“First, I…”, “Then the…”, “This shows…”) and allow students to choose narration over acting if preferred.
• Support: Offer gesture options and pre-teach 3–4 key actions (e.g., pointing, reaching, guarding, welcoming) so students can focus on meaning.
• Extension: Challenge students to add a second layer—an extra question a character might ask, or an alternative action and its effect on the theme.
• EAL/SEN: Use visual cue cards, allow responses in pairs first, and accept non-verbal communication (gesture, pointing, role sounds) as part of meaning-making.