Values in Story

Overview

In this lesson (lesson 4 of 5), students explore the values shown in a local Māori legend—such as courage, perseverance, and aroha—and connect them to their own lives through hands-on group activities and sharing.

Learning intentions

• WALT identify values shown in the story (courage, perseverance, aroha).
• WALT explain how characters show these values with simple reasons and examples.
• WALT discuss and listen respectfully in a group about what values mean for us.
• WALT create a class list of values from the story and add a personal example.

Success criteria

• I can name at least two values from the story.
• I can describe one moment from the story that shows a value.
• I can give an example of how I could show that value in my life.
• I can listen to others and share my ideas respectfully.

Curriculum links

• Social Sciences (understanding people, places, and environments): exploring stories and ways people live, including values carried through narratives.
• Key idea: Students make sense of the past and present by connecting evidence from stories to their own experiences.
• Values and learning dispositions: respectful discussion, cooperation, and building understanding through talk.
• Literacy: using speaking and listening to share ideas clearly for a purpose.

Lesson structure (30 minutes)

1. 0–5 min | Hook and reminder

• Teacher revisits key story parts from the previous lessons (quick retell or picture sequence).
• Students do a “values thumbs” check: thumbs up for courage/perseverance/aroha moments; teacher uses 3 simple prompts.

2. 5–12 min | Values sorting (hands-on)

• In mixed-year groups (Year 1–3), students receive value cards (courage, perseverance, aroha) and short scenario cards like “keep trying”, “be kind”, “face a hard thing”.
• Students place each scenario under the value they think matches, then point to one example and explain in their own words.

3. 12–18 min | Story evidence discussion

• Teacher places 3 story-moment picture cards on the floor/board (e.g., a brave action, a continued attempt, a caring choice).
• Groups choose one picture card and decide which value it shows, then complete a simple sentence frame:
• Year 1: “In the story, [character] shows ____.”
• Year 2: “I think this shows ____ because ____.”
• Year 3: “This shows ____ and it helps because ____.”
• Teacher circulates, asking guiding questions and supporting students to use respectful turn-taking.

4. 18–25 min | Build the class values list

• Each group shares one chosen moment and one personal connection.
• Teacher records responses on a large chart titled “Values in Our Legend”.
• For each value, the class writes: Story evidence (short) + Our example (short).
• Students add sticky notes or magnets with their personal example (kept simple and appropriate for their year level).

5. 25–30 min | Quick share and exit check

• “Two Stars and a Wish”: students name two values the class identified and one way they will try to show a value this week.
• Exit check: teacher calls out one value; students show it with a gesture (e.g., courage = stand tall, perseverance = keep moving, aroha = hand on heart). Teacher observes readiness and understanding.

Resources

• Picture cards showing three key moments from the legend (brave action, continued effort, caring action).
• Value cards: courage, perseverance, aroha (with simple icons).
• Scenario cards for sorting (short, child-friendly statements).
• Large class chart paper or whiteboard with three columns: Courage / Perseverance / Aroha.
• Sticky notes or magnetic notes for personal examples.
• Sentence frame strips (different levels for Year 1, Year 2, Year 3).
• Group discussion cues (e.g., “I agree because…”, “My turn”, “I’m listening”).
• Timer for transitions and sharing.
• Quiet space/mini-schedule visual for students who need support.

Assessment

• Teacher observation during group sorting and discussion (can students match values to scenarios and story moments).
• Review of sentence frames and class chart entries (does each student contribute a value + simple explanation).
• Exit check gestures and quick verbal responses (evidence of understanding of at least two values).

Differentiation

• Support (Year 1, learners needing additional help)
• Provide a smaller set of picture/scenario cards.
• Offer a single sentence frame and model an example first.
• Use icons and gestures to reduce language load.
• Support (additional needs / sensory or attention)
• Give clear roles in groups (card holder, sorter, speaker) and short task time.
• Offer a “quiet share” option where students point to their choice instead of speaking.
• Extension (Year 3)
• Ask “How do the values affect others?” or “What could happen if the character didn’t show this value?”
• Add one extra value if appropriate (e.g., resilience, responsibility) while still keeping the unit focus.
• EAL/SEN
• Use visual supports (icons, picture cards) and allow first-language support if available.
• Sentence frames with word banks and consistent vocabulary repetition.