Te Tuhituhi Whakamāramatanga

Overview

Lesson 13 of 15 in Ngā Rangatira, Ngā Kōrero. Students exchange drafts of a te reo Māori text, give and respond to respectful peer feedback, then revise for meaning, structure, grammar, spelling and audience. The focus includes negating active sentences and accurate use of ā and ō categories where relevant.

Learning intentions

• WALT give and use constructive feedback to improve a te reo Māori text.
• WALT explain feedback respectfully, using evidence from a peer’s writing.
• WALT revise sentences for meaning, structure, grammar and spelling.
• WALT check the use of negation and ā/ō categories in context.
• WALT make deliberate language choices for audience and purpose.

Success criteria

• I can identify one clear strength and one useful next step in a peer’s text.
• I can explain feedback respectfully in te reo Māori or supported bilingual language.
• I can make purposeful revisions that improve meaning, structure or accuracy.
• I can correct target language structures, including negated active sentences and ā/ō categories.

Curriculum links

• Producing meaningful written texts in te reo Māori for a specific purpose and audience.
• Using grammatical structures, vocabulary, spelling and conventions accurately.
• Interacting appropriately in te reo Māori through listening, speaking and responding.
• Developing the competencies of managing self, relating to others, participating and contributing, and thinking critically.

Lesson structure (60 minutes)

1. 0–8 minutes – Reconnect and establish the purpose Welcome students and briefly revisit the unit question: how do rangatira and other speakers shape ideas through their kōrero? Open with the hook and learning intentions and ask students to silently identify one feature they want to improve in their own draft. Explain that feedback is about improving the text, not judging the writer.

2. 8–18 minutes – Teacher modelling: useful feedback Display a short sample paragraph on the model paragraph and feedback examples. Think aloud while identifying one strength and one next step. Model respectful language such as: “He kaha tēnei wāhanga nā te mea…”, “Ko tētahi whakaaro hei whakapai ake…”, and “Ka taea pea te…”. Demonstrate how to check a sentence with kāore… e…, e kore… e…, or another appropriate negated active structure.

3. 18–25 minutes – Unpack the checklist Distribute the peer feedback and revision checklist. Read through the criteria together: meaning and content, organisation, language accuracy, spelling and punctuation, and audience impact. With four students, clarify that each writer will receive detailed feedback from one peer, then discuss the feedback with the teacher or second peer.

4. 25–38 minutes – Peer review round Students exchange drafts and read them once without writing. They then complete the checklist, recording one specific strength and one prioritised next step, supported by a quotation or reference to a sentence in the text. Encourage students to check whether ideas are clear, whether the structure flows, and whether negation and ā/ō choices are appropriate. The teacher circulates, prompts evidence-based comments and records common language needs.

5. 38–46 minutes – Feedback kōrero Students return drafts and explain their feedback orally. The writer listens first, asks one clarifying question, and identifies which suggestion they will use. Use the feedback sentence stems and kōrero protocol to reinforce turn-taking, manaakitanga and specific language. Students may give oral feedback in te reo Māori, English, or a supported combination, while including key feedback phrases in te reo Māori.

6. 46–56 minutes – Individual revision Students revise their own texts using a different colour or digital tracking tool. They must make at least three purposeful changes, including one improvement to meaning or structure and one correction to grammar or spelling. They should highlight a revised negated active sentence or an ā/ō category choice, where applicable. The teacher holds brief conferences, asking: “He aha te take i whakarerekē ai koe i tēnei wāhanga?”

7. 56–60 minutes – Share and reflect Students read one improved sentence to the group and briefly explain the change. Return to the plenary reflection and ask each student to complete the final section of the revision reflection: “Ko taku tino whakatikatika…”, “I pai te āwhina a taku hoa nā te mea…”, and “Ko taku mahi ka whai ake…”. Collect drafts, checklists and reflections for planning Lesson 14.

Resources

• the complete peer feedback and revision deck
• the peer feedback and revision checklist
• Students’ current drafts from Lesson 12
• Teacher model paragraph containing a negated active sentence
• Māori dictionaries or approved digital language tools
• Highlighters or coloured pens
• Exercise books or devices for redrafting
• Board or shared screen

Assessment

• Observe peer feedback kōrero for respectful interaction, specificity and use of evidence.
• Review the checklist to assess whether students identify an accurate strength and achievable next step.
• Compare drafts with revised texts, looking for purposeful changes to meaning, structure, grammar, spelling and target structures.

Differentiation

• Provide feedback codes on the worksheet, such as M for meaning, O for organisation, G for grammar, S for spelling and A/O for category checking.
• Offer sentence stems: “He pai tēnei nā te mea…”, “Kāore au i te mārama ki…”, “Me whakaaro pea ki…”, and “Kua whakarerekē au i tēnei nā te mea…”.
• Model one paragraph step by step, read drafts aloud when helpful, and allow students to give oral or written feedback. Pair students strategically and conference with learners who need support.
• For EAL and SEN learners, provide bilingual instructions, extra processing time, speech-to-text or scribing options, and a reduced checklist focusing first on meaning, structure and one target language feature.
• Advanced learners should edit for cohesion, register and audience impact, vary sentence structures, and justify why their revisions better suit the intended audience.