Te Tuhituhi Hōtuku

Overview

Koinei te akoranga 12 o te 15 i te wāhanga ako Ngā Rangatira, Ngā Kōrero. Ka waihanga ngā ākonga i te tauira tuatahi o tō rātou haurongo mō tētahi rangatira Māori, mā te whakamahi i ngā hanganga reo taumata 7–8, ngā kōrero me ngā rauemi kua rangahaua kētia.

Learning intentions

• WALT: write a connected biography draft in te reo Māori.
• WALT: use active and negative sentences accurately.
• WALT: apply a/o categories, descriptive vocabulary and sequencing language.
• WALT: communicate factual information clearly and respectfully.

Success criteria

• I can write connected paragraphs about a Māori leader.
• I can include at least two accurate active sentences and two negative sentences.
• I can use at least two accurate examples of a/o categories.
• I can sequence events and include factual, descriptive information.

Curriculum links

• Te reo Māori: communicating information, ideas and opinions through written language.
• Te reo Māori: using a range of language structures, vocabulary and conventions appropriate to purpose and audience.
• NCEA senior secondary learning: producing and presenting sustained written language in te reo Māori.
• Key competencies: managing self, thinking, participating and contributing, and relating to others.

Lesson structure (60 minutes)

1. 0–5 minutes – Whakatuwhera and learning focus Open with the opening question and lesson goals. Ask: He aha ngā kōrero e whakaatu ana i te rangatira tūturu? Students briefly share one quality of their chosen leader and identify the intended audience for their biography.

2. 5–13 minutes – Revisit language structures Use the language recap slides to revise the target structures. Model examples such as: I ārahi a Te Puea Hērangi i tōna iwi; Kāore ia i whakarērea tōna iwi; Ko te tautoko a te iwi te pūtake o tana angitu; Ko tōna aroha ki te whenua tētahi āhuatanga nui. Clarify that students must check whether possession or association belongs in the a or o category, rather than translating directly from English.

3. 13–20 minutes – Collaborative sentence workshop Distribute the biography drafting and language-check worksheet. With four students, work through the first section together. Each student writes one active sentence, one negative sentence, and one sentence using an a/o structure about their chosen leader. Students read their sentences aloud and offer one respectful correction or improvement to a partner.

4. 20–38 minutes – Independent first draft Use the paragraph structure and drafting instructions. Students draft three connected paragraphs:

• Paragraph 1: who the leader was, where they came from and why they are significant.
• Paragraph 2: important actions, achievements or challenges.
• Paragraph 3: influence, values and ongoing significance. Require sequencing language such as i te tīmatanga, muri iho, whai muri mai, nāwai rā, i ēnei rā. Encourage specific descriptive vocabulary rather than isolated lists of facts. The teacher conferences individually with each student, checking meaning, structure and factual accuracy.

5. 38–48 minutes – Peer response and revision Students exchange drafts in pairs and use the checklist on the peer-review checklist. They identify one clear factual detail, underline the two target sentence types, circle a/o examples, and suggest one place where sequencing or sentence variety could improve. Students then revise their own drafts.

6. 48–56 minutes – Oral sharing and teacher feedback Use the sharing prompts. Each student reads one strong paragraph or selected sentences aloud. Classmates listen for factual information, a negative sentence and an a/o example, then give feedback using He pai te… and Ka taea pea te whakapai ake mā…. The teacher records immediate feedback for the next lesson.

7. 56–60 minutes – Whakamātau and next steps Return to the success criteria and closing prompt. Students complete the final section of the self-assessment and next-step box, stating which criterion they have met and one correction they will make before producing their final biography. Collect drafts and worksheets for formative assessment.

Resources

• the biography drafting slide deck
• the biography drafting and language-check worksheet
• Students’ research notes and source material from previous lessons
• Māori language dictionaries or approved digital reference tools
• Exercise books or digital writing platforms
• Highlighters or coloured pens
• Teacher conference notes and vocabulary bank

Assessment

• Monitor drafting and conferencing for accurate active sentences, negative constructions, a/o categories, sequencing and descriptive vocabulary.
• Review the first draft and worksheet checklist for connected paragraphs, factual communication and at least two accurate examples of each target structure.
• Use oral sharing to assess pronunciation, confidence, listening and the ability to respond constructively to peer feedback.

Differentiation

• Provide a paragraph frame, sequencing-word bank, sentence starters and a reduced checklist for students who need structure.
• Permit speech-to-text, oral drafting or recording ideas before writing; accept a teacher scribe or shared conferencing where appropriate.
• Conference individually, reading sentences aloud and checking one structure at a time. Pair students strategically for supportive peer feedback.
• Extend advanced learners by requiring greater sentence variety, embedded clauses, varied openings and a distinctive authorial voice while maintaining factual accuracy.