Term Writing Focus

Overview

This term plan builds students’ writing in Te reo Māori through six weekly genres: Week 1 Recount; Weeks 2–3 Procedural; Weeks 4–5 Descriptive; Weeks 6–7 Recount; Weeks 8–9 Descriptive. Each genre unit includes clear learning intentions, success criteria, hands-on practice, a warm-up game, and assessment tasks. The approach supports the refreshed curriculum focus on developing learners who can create, communicate, and reflect using language in meaningful contexts.

Genre units (overview, learning intentions, success criteria, assessment)

Use these in order for the term weeks.

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Week 1: Recount

Unit Overview

Students write short recounts about a real or imagined past event (e.g., school sport, class visit, kapa haka practice, weekend activity), using time order and clear details.

Learning Intentions

• WALT organise writing about a past event using time words and clear sequence.
• WALT include simple past/past-referring ideas and relevant details.
• WALT write short informational text that is understandable to others.

Success Criteria (I can…)

• I can start with who/what/when.
• I can use time order (hei tauira: inā, ā, i muri iho, nō reira).
• I can describe what happened using clear sentences.
• I can reread for meaning and make basic edits.

Warm-up game (5–7 min): “Nuku Kōrero Time”

• Students stand in a line. Teacher calls a time word (e.g., inā, i mua, ā, i muri iho). Students move to the side of the classroom labelled with the matching “order” and say one sentence about a past school event.

Lesson structure (30 min) — Recount

1. 0–7 min · Warm-up. Teacher runs “Nuku Kōrero Time”; students add one past detail using set stems.
2. 7–14 min · Model and map. Teacher shows a short recount in Te reo Māori; students highlight the start, middle, and ending.
3. 14–22 min · Hands-on planning. Students use picture/role cards (people, place, actions). In pairs, they build a 3–4 bubble timeline and speak their recount out loud.
4. 22–28 min · Independent writing. Students write 5–7 sentences using sentence starters and time order.
5. 28–30 min · Quick conference. Teacher checks one success criterion with each student; students do one quick self-edit (read it aloud once).

Assessment task (end of week or in-lesson collection)

• Write a recount (5–7 sentences). Teacher uses a simple checklist: structure (start-middle-end), time order, clarity, and student effort with past/past-referring language.

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Weeks 2–3: Procedural writing

Unit Overview

Students write step-by-step instructions for a familiar process (e.g., making a healthy kai snack, tying a kāwhata knot demonstration, preparing for a hangi day plan, classroom art process).

Learning Intentions

• WALT write procedures with clear steps in order.
• WALT use imperative/command-like wording and linking phrases for sequence.
• WALT include a short purpose/introduction so readers know what the process is for.

Success Criteria (I can…)

• I can say what the process is for (why/what).
• I can write steps in order using sequence language.
• I can include helpful details (what to do/use).
• I can check my writing so steps are easy to follow.

Warm-up game (5–7 min): “Tūturu/Whakarite Relay”

• Teacher places “step cards” around the room (e.g., whakarite, tapahia, whakaranumia, mahi, tāpiri). Students race to collect the correct next step and say it as a sentence.

Lesson structure (30 min) — Procedural (repeat across Weeks 2–3 with a new topic)

1. 0–7 min · Warm-up relay. Students build the order and say one imperative sentence for their card.
2. 7–12 min · Direct teach: sentence frames. Teacher gives 2–3 frames (e.g., “Tuatahi…, Katahi…, Whakamuri…”), students repeat chorally.
3. 12–20 min · Hands-on process. “Do first, write second”: teacher demonstrates a mini process with real items or visuals; students “press record” on a class action board (verb cards).
4. 20–27 min · Write. Students write: 1 sentence purpose + 4–6 steps.
5. 27–30 min · Peer test. Partners swap and follow one step (or underline the step that tells them what to do next).

Assessment task

• Procedural draft and final: students submit a procedure that another student can follow correctly (teacher observation + checklist).

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Weeks 4–5: Descriptive writing

Unit Overview

Students write descriptions of people, places, items, or events (e.g., my class room at dawn, a favourite taonga, a sports field, a rainy day at the marae, a pūrākau character description). Focus: vivid details and clarity.

Learning Intentions

• WALT describe using qualities (size, colour, shape, feelings, sounds, smells).
• WALT organise description so it makes sense (e.g., from top-to-bottom, first to last detail, or “around the place”).
• WALT use descriptive language to create clear meaning for the reader.

Success Criteria (I can…)

• I can introduce the topic clearly.
• I can add at least 3 descriptive details.
• I can use connective words to keep my description organised.
• I can check spelling/meaning and improve one sentence.

Warm-up game (5–7 min): “Taonga Touch Describe”

• Put 3–4 objects in a bag (shell, leaf, cloth, carved wooden shape, etc.). Students take one, describe it using a frame (e.g., “He…”, “Ka…”), and classmates guess the object.

Lesson structure (30 min) — Descriptive (repeat across Weeks 4–5 with a new topic)

1. 0–7 min · Warm-up describes. Students describe object details using the frame; teacher models correct pronunciation.
2. 7–12 min · Teacher model: detail bank. Students sort adjectives into categories (taimaha/ma, māmā/wet, etc. as appropriate).
3. 12–20 min · Hands-on observation. Students rotate through 2–3 “stations” with images or objects; they collect 3 detail notes (what you see/hear/feel).
4. 20–27 min · Write a description. 6–8 sentences: introduction + organised details.
5. 27–30 min · Edit sprint. Students read aloud and add one stronger detail (e.g., a sound/smell/feeling line).

Assessment task

• Descriptive writing piece (6–8 sentences). Teacher checks: topic clarity, 3+ descriptive details, organisation, and self-edit evidence.

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Weeks 6–7: Recount (new prompt)

Unit Overview

Students write recounts again, but with a fresh context (e.g., cultural event, school camp day, sports match, marae experience). Include reflections (simple feelings/learning).

Learning Intentions

• WALT recount events in order and include a personal reflection.
• WALT use past-referring language and relevant details.

Success Criteria (I can…)

• I can recount the key moments in order.
• I can include one reflection sentence (e.g., what I felt/learned).
• I can use time words consistently.

Warm-up game (5–7 min): “Whakamuri Ahead”

• Teacher says an event sentence; students respond by saying what happened first or next (reversing order builds sequencing awareness).

Assessment task

• Recount with reflection (7–9 sentences). Teacher checklist: sequence + reflection + clarity.

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Weeks 8–9: Descriptive (new prompt)

Unit Overview

Students describe a place or scene using stronger detail organisation (e.g., “as you walk in”, “in each corner”, “from close to far”). Students aim for more precise language.

Learning Intentions

• WALT expand descriptions with extra sensory and spatial detail.
• WALT organise sentences so the picture builds clearly.

Success Criteria (I can…)

• I can use a clear organisation pattern (walk in / left-right / close-far).
• I can include 4+ descriptive details.
• I can improve my writing after feedback.

Warm-up game (5–7 min): “Left/Right Scene Builder”

• On a board, teacher has a simple scene image split into left/centre/right. Students take turns adding a detail sentence for one section.

Assessment task

• Final descriptive writing (8–10 sentences). Teacher compares improvement from earlier descriptive unit using the same checklist.

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Learning alignment (refreshed curriculum focus)

• Students create and communicate meaning in Te reo Māori through producing written texts on familiar topics in past/present/future contexts.
• The writing tasks repeatedly develop planning → drafting → revising and help learners express ideas with increasing control over language choices, coherence, and clarity.
• Across the term, students build productive skills for writing information and recounting/ describing/ instructing using meaningful contexts.

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Resources

• Picture cards for people/places/actions
• Verb and time-order word banks (visual prompts)
• Object bag (for descriptive warm-ups)
• “Step cards” for procedural relay
• Sentence starters and writing frames (recount/procedural/description)
• Paper or exercise books, coloured pencils
• Timer and teacher checklist sheets
• Student mini whiteboards (for quick edits)

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Assessment (term-long)

• Formative: teacher observes warm-up accuracy, checks one success criterion during drafting, and runs short peer test for procedures.
• Summative per genre: one finished text (teacher checklist + student self-edit note).
• Exit ticket each genre lesson: “Underline your best sentence and circle your time/order/descriptor word.”

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Differentiation

• Provide sentence starters and word banks for all students; increase language demand by removing one scaffold for students who are ready.
• Allow multimodal planning (timeline bubbles, station notes, gesture/action for verbs).
• Extension: students add one extra sentence in Te reo Māori using an extra connector or sensory detail.
• Support pronunciation and spelling with choral rehearsal and “listen–trace–write” for key words.