Unit #1: Ancient Stories

Lesson 1: Introduction to Ancient Stories

Year Group: Year 6
Duration: 30 minutes
Class Size: 25 students
Subject: Religious Education
Curriculum Context:
Aligned with The New Zealand Curriculum – Social Sciences learning area (Levels 3–4), specifically the sub-strand: Understanding Belief Systems within Religious Studies.

Linked to Key Competencies:

• Thinking
• Relating to others
• Participating and contributing
• Using language, symbols, and texts

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Learning Intentions

• Understand what makes a story meaningful.
• Explore how ancient stories reflect beliefs and values.
• Begin to recognise the connection between stories and personal/worldview development.

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Success Criteria

By the end of the session, students will be able to:
✅ Explain in their own words what makes a story meaningful.
✅ Identify one ancient story or cultural tale they’ve heard before.
✅ Share how stories can teach lessons or reflect values.

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Resources

• Story cards with Māori pūrākau, Pacific legends, and other world religious stories
• Butcher paper and markers
• Dyslexia-friendly fonts used in all printed materials (e.g. OpenDyslexic or Lexend font)
• Visible timer or visual schedule displayed on board
• Large printed key words: Story, Ancient, Belief, Value
• Sticky notes in 3 different colours for fast formative checks

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Lesson Sequence

1. Karakia & Whanaungatanga Moment (3 mins)

Begin with a short karakia for grounding. Follow with a quick mihi and teacher introduction of the unit topic:

"We're starting our journey today into ancient stories — stories that are old, powerful, and still with us today. Some are from Aotearoa, others from around the world. We’re going to ask: why do people tell stories? And what do these stories say about important ideas and values?"

Encourage students to share a greeting in their home language with a partner.

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2. Warm-Up Activity – Memory Scrolls (5 mins)

Purpose: Connect personal experience to key concepts.
Instructions:

• Each student receives a sticky note.
• On it, they write or draw a story they were told growing up (e.g. a legend, Bible story, whānau story).
• Ask: “What made that story special to you?”
• Students post their note on the class "Scroll of Stories" poster.

Differentiation:

• Students who prefer drawing can illustrate instead of writing.
• Offer sentence starters:
  • "It was special because..."
  • "It helped me understand..."

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3. Class Discussion – What Makes a Story Meaningful? (7 mins)

Teacher-guided Inquiry:

• What makes a story stick in our minds?
• Can stories change how we see the world or each other?
• Do all cultures tell stories the same way?

Display key vocabulary with illustrated support:

• Ancient
• Value
• Belief
• Meaningful
• Sacred

PARTICIPATION OPTIONS:

• Think-Pair-Share
• Use coloured sticky dots for students to vote on key ideas

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4. Story Exploration – Pūrākau and Parables (10 mins)

Activity: Rotating Story Stations

• Set up 3–4 tables, each featuring a brief version of an ancient story (Māori pūrākau about Māui, Hindu tale, Jewish parable, Tongan legend). Use simplified, dyslexia-friendly text.
• Students rotate in small groups (teacher to support quieter readers) and use a shared response mat:
  • What is the main lesson in the story?
  • What value might it be trying to teach?

Differentiation:

• Audio versions available through QR codes for students who benefit from listening
• Mixed ability groups
• Extension students use their mat to compare two stories
• Visual symbols included to support understanding of unfamiliar terms

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5. Reflective Wrap-Up – Story Symbols (3 mins)

On a coloured circle (cut-out card), each student draws a small symbol that captures how stories teach us something important (e.g. heart = love, feather = wisdom).
Add to “Our Story Tree” wall display.

Quick check-out prompts displayed on board:

• One word to describe how stories help us
• One thing I learnt today

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Extension Activities

• Creative Writing Prompt: Start writing your own “ancient story” that shares a value important to your whānau or culture.
• Digital Story Keeper: Use a simple Canva or Book Creator template to retell a traditional story in their own words.

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Differentiation Strategies

• For English Language Learners and neurodiverse learners:
  • Provide key vocab cards with images
  • Allow oral in-place of written responses
  • Pair with peer buddies
• For advanced learners:
  • Encourage drawing thematic links between stories
  • Offer a prompt to compare ancient stories with modern film plots
• For dyslexic learners:
  • Use Lexend/OpenDyslexic texts
  • Use graphic organisers for sequencing stories
  • Provide printed story mats on coloured paper to reduce visual stress

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Teacher Reflection Prompts (for after lesson)

• Did students connect personal experiences with ideas of belief and value?
• Were all learners actively engaged in the story station?
• What question or idea sparked the most curiosity or debate?

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Looking Ahead

Next Lesson:
Lesson 2 – Stories Across Cultures
Students will explore how different cultures share similar values through distinct narratives and storytelling structures.

Let this introductory lesson set the tone for a deeply respectful, exploring, and values-based journey into humanity’s most treasured stories.