Unit #4: Pacific Realities

Lesson 4 of 9: Analysing the Second Short Film — VAI

Date: [Insert Date]
Year Level: Year 11
Subject Area: English
Duration: 50 minutes
Class Size: 23 students
Curriculum Link:

• The New Zealand Curriculum — English Level 6
  • Processes and Strategies: Integrate sources of information, processes, and strategies confidently to identify, form, and express ideas.
  • Ideas: Show an increasing understanding of ideas within, across, and beyond texts.
  • Language Features: Show an increasing understanding of how language features are used for effect within and across texts.
  • Structure: Show an increasing understanding of text structures.

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Learning Intentions

• Students will view and comprehend the second short film segment from VAI.
• Students will identify and analyse key narrative techniques used in the short film.
• Students will understand how these techniques reflect Pacific identities, values, and experiences.
• Students will record their observations for future reflection and compare cultural representations between segments.

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Success Criteria

By the end of the lesson, students will be able to:

• Identify at least three narrative techniques used in the second short film of VAI.
• Explain how these techniques support the film’s themes and messages.
• Make connections between what they see and the film’s representation of Pacific perspectives.
• Use appropriate terms and language to discuss visual and verbal storytelling.

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Materials Required

• Segment 2 of VAI (pre-cued and prepared for viewing)
• Projector, screen, and speakers
• Individual student notebooks or printed graphic organisers
• Whiteboard and markers
• Visual aid: Narrative Techniques Poster
• Teacher-generated handout: "Narrative Tools in VAI" (includes 'voiceover', 'non-linear chronology', 'symbolism', 'mise-en-scène', etc.)

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Prior Learning

Students have:

• Been introduced to the film VAI and its cultural context.
• Viewed and analysed the first short film segment focusing on character identity and setting.
• Practised note-taking using a visual organiser.

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Lesson Sequence

⏱ 1. Welcome & Recap (5 mins)

• Greet the students, settle the class.

• Briefly recap Lesson 3, asking students to recall the narrative purpose of the first segment.

  • Use prompting questions:
    ✦ "What do we remember about Vai’s age and setting?"
    ✦ "What did the ocean symbolise for her in the first story?"

• Explain that today’s focus will be on expanding their analytical skills and observing how storytelling develops as Vai grows.

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⏱ 2. Pre-viewing Discussion (5 mins)

• Provide context for Segment 2:

  • Explain that the next Vai is older and now living in a different Pacific setting.
  • Emphasise the shift in environment and language.

• Display the Narrative Techniques Poster and review 3 key terms they’ll listen for:
  ✦ Symbolism
  ✦ Voiceover
  ✦ Cinematography

• Hand out the graphic organiser: “Tracking Narrative in VAI – Segment 2”

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⏱ 3. Film Viewing: Segment 2 – VAI (12 mins)

• Instruct students to watch silently and note any striking uses of camera work, sound, and character decisions as they watch.
• Visible on board: “Look. Feel. Think. Why?”
• Teacher watches alongside students, modelling focus and note-taking when possible.

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⏱ 4. Guided Whole-Class Discussion (10 mins)

Facilitate an open discussion. Use a think-pair-share model:

• Prompt 1:
  ✦ “What stood out to you visually or narratively?”
• Prompt 2:
  ✦ “What do you think the use of voiceover suggested about Vai’s internal world?”
• Prompt 3:
  ✦ “Can you find symbols in the setting or costume?”

Wait time is used to allow deeper student reflection. Chart responses on the board as a mind map. Group ideas under storytelling techniques.

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⏱ 5. Group Analysis Task (10 mins)

• Divide class into 5 mixed-ability groups (4–5 per group).

• Each group is assigned one key narrative technique:

  1. Voiceover/Narration
  2. Symbolism
  3. Non-linear structure
  4. Setting and Space
  5. Characterisation through action

• Each group answers:

  • ✦ What is the technique?
  • ✦ How is it used in this segment?
  • ✦ What effect does it have on our understanding of Vai or her world?

• Students record their findings on mini whiteboards or large A3 sheets. Encourage sketching visual moments as part of analysis.

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⏱ 6. Sharing & Consolidation (6 mins)

• Each group shares 1-minute summaries of their findings.

• Teacher paraphrases insights and links them back to the film’s broader themes: identity, connection to land, intergenerational knowledge.

• Highlight how the narrative diversifies within its core unity—Vai is both one girl and many.

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Assessment for Learning (AfL)

• Formative assessment through teacher observation during discussion and group work.
• Students self-assess using the success criteria checklist at the end.
• Teacher collects graphic organisers for feedback.

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Extension / Homework

• Students write a response journal entry reflecting on Segment 2 and how it expanded their understanding of Vai or Pacific womanhood.

  • Prompt: “What moments in this segment carried emotional weight, and why?”

• Alternately, students may rewatch the clip at home and annotate key scenes linked to narrative tools.

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Differentiation

• Graphic organisers support learners with processing difficulties.
• Visual and oral responses encouraged for ākonga who learn best through non-written expression.
• Sentence starters provided for students who need support with academic language.

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Teacher Reflection (Post-lesson)

• Which students made strong analytical connections?
• Did students engage visually and emotionally with the second segment?
• Are they beginning to understand how film uses multiple languages (visual and verbal) to tell a story?

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Notes

This lesson supports NCEA English Level 1 development by scaffolding the understanding of visual/oral text analysis, a core area in external examinations. It also aligns with the NCEA pilot emphasis on culturally responsive contexts and kaupapa Māori/Pacific learning pathways.

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“Ko te āta mātakitaki, ka puta mai te māramatanga” – Through perceptive observation comes understanding.