Te Ara Matau, Mauī

Overview

Students listen to and retell a short story about following a path using the directional words matau (right) and mauī (left). Through movement, role play and group sequencing, they share ideas before creating a simple oral retelling.

Learning intentions

• Students will listen for and use the words ara, matau and mauī.
• Students will ask and answer a simple question to find information.
• Students will share ideas about the main event in a story before retelling it.
• Students will understand that a story has a beginning, middle and end.

Success criteria

• I can show matau and mauī when I hear them.
• I can ask, “Kei hea te ara?” and answer, “Ki te matau” or “Ki te mauī”.
• I can help my group put the story pictures in order.
• I can retell one part of the story using words, actions or pictures.

Curriculum links

• Ka tiri haere i ōna whakaaro i mua i te tuhinga — students share ideas orally before recording or representing them.
• Ka whakaputa pātai māmā hei rapu mōhiohio — students ask and answer a simple question to locate information.
• Ka mārama he momo pānui te tuhinga — students recognise the story as a narrative with events in sequence.
• Ka mārama e ahu pēhea ana te tuhituhi and Ka whakaaro ake, ka kōrero ake mō te kaupapa matua o te tuhinga i mua i te tuhituhi — students identify the main idea and sequence before creating a response.

Lesson structure (45 minutes)

1. 0–5 min · Kupu and movement warm-up. Teacher displays the opening visual in the hook and movement slides and introduces matau and mauī, using a hand or classroom object as a consistent visual cue. Students copy the teacher’s movements: “Hīkoi ki te matau”, “Hīkoi ki te mauī”, and “Kāti”.

2. 5–12 min · Storytelling. Teacher tells the short oral story Te Ara Matau, Mauī, using gestures and the slide images: “Kei a Kiri tētahi ara. Ka hīkoi a Kiri. Ka tae ki te pekanga. ‘Kei hea te ara?’ Ka titiro a Kiri. Ka haere ki te matau. Ka tae ki tētahi rākau. Ka hoki ki te pekanga, ka haere ki te mauī. Ka kite a Kiri i ōna hoa.” Pause to ask, “Kei hea te ara?” Students listen, join in repeated phrases and point or move to show the direction.

3. 12–18 min · Check understanding and questions. Teacher revisits the story using the story sequence and question slides and models the question-and-answer pattern: “Kei hea te ara?” “Ki te matau/mauī.” Students practise with a partner, taking turns to ask and answer. Invite several pairs to demonstrate, accepting spoken, pointed or gestured responses.

4. 18–30 min · Group sequencing. Teacher places students in five groups of five and distributes the picture sequencing and story map sheet. Explain that each group will agree on the beginning, middle and end of the story, then draw or mark the route. Students discuss the pictures, place the events in order, and practise one sentence or action for each part. Circulate and prompt with “He aha te tuatahi?”, “He aha i muri?”, and “Ki hea a Kiri?”

5. 30–39 min · Role play the journey. Teacher uses the role-play instruction slides to model a safe, simple performance: one student is Kiri, two are the matau and mauī direction signs, and two are narrators or friends. Students role-play the story in groups, using actions and the phrases “Kei hea te ara?”, “Ki te matau”, “Ki te mauī”, and “Ka kite i ōna hoa.” Each group performs for another group rather than the whole class if time is limited.

6. 39–45 min · Share and reflect. Teacher brings the class together with the plenary slides and asks, “He aha te kaupapa matua?” Students share one idea or action from the story and show matau or mauī when prompted. Finish with a quick whole-class direction game: students turn or point only when the teacher says the correct Māori word.

Resources

• the hook, story, activity and plenary slide deck
• the picture sequencing and story map sheet
• Five sets of simple direction signs labelled matau and mauī
• Five sets of story picture cards
• Space for safe movement and group role play
• Teacher observation checklist and pencil

Assessment

• Observe whether students distinguish and respond physically to matau and mauī during the warm-up and direction game.
• During partner questioning and group work, note who asks or answers “Kei hea te ara?” and who contributes an idea about the story sequence.
• During role play, record whether students participate and communicate a story event using words, gestures, pictures or actions. Use the final direction game as an immediate check for understanding.

Differentiation

• Support learners with repeated modelling, gestures, picture cues, a consistent left/right hand cue, and sentence frames: “Kei hea te ara?” / “Ki te ___.”
• Allow students to respond by pointing, moving, drawing or speaking; pair learners who need confidence with a supportive peer and rehearse privately before performing.
• For learners developing English or Te reo Māori, pre-teach the three key words with real movement and keep the story language repetitive and brief.
• Extend confident speakers by asking them to add a sentence such as “Ka hīkoi a Kiri ki te matau” or to retell the whole story in sequence.